Articles
<![CDATA[Promotıng Multılıteracy Framework - Based Lesson Plan for Englısh Language Teachıng In Senıor Hıgh School ]]>
<![CDATA[Muhammad Nawawi]]>;
<![CDATA[Ana Christanti]]>
<![CDATA[ JURNAL PENDIDIKAN DAN PENGEMBANGAN MANUSIA Vol 5 No 2 (2020): Educatioan and Human Development Journal ]]>
Publisher : <![CDATA[Universitas Nahdatul Ulama Surabaya ]]>
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DOI: 10.33086/ehdj.v5i2.1549
<![CDATA[The objective of the research was to promote a new model of designing activities in the lesson plan of English teachers. The model was derived from the phases of the Multiliteracy pedagogical Framework. It was qualitative research with documentation techniques for collecting data. The source of data was the document of lesson plans made by teachers of English. The data was statements on teaching-learning activities in the lesson plans. The author identified the lesson plan of teachers from Al Islam senior high school in Krian, Sidoarjo. The activities statements were categorized using the four phases and cognitive process of the Multiliteracy Framework; Situated Practice (Experiencing), Overt Instruction (Conceptualizing), Critical Framing (Analysis), and Transformed Practice (Applying) promoted by Cope and Kalantzis with New London Group in 1996. The result showed that the teachers just included two phases; Situated Practice (Experiencing) and Overt Instruction (Conceptualizing), no Overt Instruction (Conceptualizing), Critical Framing (Analysis), and Transformed Practice (Applying) yet in their teaching-learning activities. The teachers should change the old phases in their lesson plan with the four phases of the framework to guide them in applying multiliteracy in English language teaching. The next researcher could focus on teachers’ knowledge or belief about the multiliteracy framework to assure the implementation]]>
<![CDATA[IMPROVING STUDENTS’ SPEAKING ABILITY USING GUESSING GAMES IN SMP AL FALAH DELTASARI SIDOARJO ]]>
<![CDATA[Ana Christanti]]>
<![CDATA[ Jurnal Educazione : Jurnal Pendidikan, Pembelajaran dan Bimbingan dan konseling Vol. 4 No. 2 (2016): November ]]>
Publisher : <![CDATA[FKIP Universitas Islam Jember ]]>
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<![CDATA[This research aimed at applying teaching spoken descriptive text using guessing games in eight grade students of SMP Al Falah Deltasari Sidoarjo. It described how to teach spoken descriptive text using guessing games and reported the improvement of students’ speaking ability on learning process and test score. This Classroom Action Research (CAR) had 8-4 class students as subject of the research. The researcher worked together with two collaborators to collect the data using observation sheet, video recording, field-note and questionnaires. The research gained quantitative data; students’ score on spoken descriptive text presentation and qualitative one; description on teacher and students’ activities in teaching learning process and students’ reflection on the use of games in their class. The research finally found that the use of guessing game in the class improved students speaking activities, reduced stress, increased self-confidence; as students were eager to speak up, and gave more chance to every student on practicing speaking. The use of games also motivated students to improve their vocabularies. Students were excited and enjoyed the class. The improvement on students speaking ability was also found in spoken descriptive text scores. It was significant in performance area of content, grammar and vocabulary. The researchers, however, did not concern on the improvement on pronunciation performance area. It was, therefore, suggested to be observed by other researchers. Key words: Spoken descriptive text, Guessing games, improvement.]]>
<![CDATA[ANALYSIS OF STUDENTS' 4C SKILLS BASED ON THE PEDAGOGY MULTILITERACIES MODEL ]]>
<![CDATA[Muhammad Nawawi]]>;
<![CDATA[Muawwinatul Laili]]>;
<![CDATA[Ana Christanti]]>
<![CDATA[ Jurnal Scientia Vol. 10 No. 2 (2022): Education, Sosial science and Planning technique, March ]]>
Publisher : <![CDATA[Sean Institute ]]>
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DOI: 10.35337/scientia.Vol10.pp233-241
<![CDATA[This research aims to analyze the students’ 4C skills based on the Pedagogy Multiliteracies model implemented by the teachers in the classroom. The teachers are not familiar yet with the pedagogy multiliteracies model by Cope and Kalantzis which has four syntaxes of teaching; Situated Practice, Overt Instruction, Critical Framing, and Transformed Practice. The researchers need to reveal how the teachers’ teaching process is based on the model then relate them to the students’ 4C skills. The subjects of the research are the teachers of English, Mathematics, and Bahasa Indonesia from two Senior High Schools in Sidoarjo. There are six teachers; three from the state and another from the private school. They belong to the best schools in the city. Observation, interviews, and questionnaires are used to collect the research data. The research shows that the student's critical thinking, creativity, and communication skills were on the low level since the teachers did not implement the teaching-learning process as the concept of the multiliteracies model yet. The collaboration skills were good enough since the teachers often design group works to complete the tasks. The teachers should try to teach using the multiliteracies pedagogy framework to enhance the students’ 4C skills in this century.]]>
<![CDATA[The Implementation of A Multiliteracy Pedagogy Framework for Teaching Critical Teaching ]]>
<![CDATA[Ana Christanti]]>;
<![CDATA[Susanto]]>;
<![CDATA[Ahmad Munir]]>
<![CDATA[ International Journal Of Humanities Education and Social Sciences (IJHESS) Vol 3 No 1 (2023): IJHESS AUGUST 2023 ]]>
Publisher : <![CDATA[CV. AFDIFAL MAJU BERKAH ]]>
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DOI: 10.55227/ijhess.v3i1.574
<![CDATA[The Multiliteracy Pedagogy Framework has been promoted to improve education in many countries; however, it is not popular yet in Indonesia. The framework relates to enhancing students' thinking skills. The other research indicated that the MPF did not positively affect students' critical thinking since the teacher did not have good knowledge about it; the teacher did not completely implement the four framework syntax in the teaching-learning process. The research, therefore, intends to reveal the implementation of the MPF for teaching critical thinking in the reading class of English Language Education (PBI) students. The research subjects are a lecture on the Reading subject and 20 students in the third semester at PBI Nahdlatul Ulama University of Sidoarjo (UNUSIDA). It is descriptive qualitative research using observation and questionnaire techniques to collect data. Descriptive statistics were used to generate summaries. The first implementation process is changing the lesson plan based on the multiliteracy pedagogy framework dimension. The activities are arranged in order from the cognitive functions in Multiliteracy; experiencing, conceptualizing, analyzing, and applying. The lecturer followed the syntax easily and completely. The result of students' assignments proves they can think critically about a text by giving comments supported with reasons, recommendations, data, conclusions, and evaluations. Besides, the students enjoyed the instruction and responded well to the questionnaire, with 96,5% on average.]]>
<![CDATA[Improving Students’ Vocabulary Mastery Using Spelling Bee Games at Junior High Level ]]>
<![CDATA[Afiase, Dwi Rias]]>;
<![CDATA[Nugroho, Andhi Dwi]]>;
<![CDATA[Karjono, Johanes Climacus Setyo]]>;
<![CDATA[Prastanti, Afria Dian]]>;
<![CDATA[Christanti, Ana]]>
<![CDATA[ Journal of English Education, Literature and Linguistics Vol 6 No 2 (2023): Journal of English Education, Literature, and Linguistics ]]>
Publisher : <![CDATA[STKIP PGRI Lubuklinggau ]]>
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DOI: 10.31540/jeell.v6i2.2615
<![CDATA[This study aimed at finding out to what extent spelling bee games improve vocabulary mastery and explore the advantages and disadvantages of spelling bee games. It discussed the implementation of the spelling bee game in English Language Teaching at the Junior High School. This research implemented spelling bee games as one of the ways to improve students’ vocabulary mastery. This study used the Classroom Action Research (CAR) method which was conducted in two cycles. The researcher used three data collection methods, namely observation, questionnaires, and tests. The data for this study were their written test results by answering questions about the vocabulary they had learned. The data was assessed based on the number of words that the students successfully answered. To determine whether the percentage was high or low, the researcher used the scoring criteria. The results of this study serve as references for future research on spelling bee games, such as benefits, drawback, challenges or opportunities in English language teaching especially at junior high school level.]]>
<![CDATA[Developing Medibang Paint-Based Digital Comic for Teaching Narrative Text ]]>
<![CDATA[Hidayati, Khafidoh]]>;
<![CDATA[Christanti, Ana]]>
<![CDATA[ Nusantara Educational Review Vol 2 No 1 (2024): Nusantara Educational Review ]]>
Publisher : <![CDATA[LPPM UNUSIDA ]]>
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DOI: 10.55732/ner.v1i2.1176
<![CDATA[This research is based on the limited use of English learning media, causing students to often get bored because of the monotonous learning atmosphere. This research aims to make learning more exciting and interactive by developing digital comic learning media based on Medibang Paint. This research uses the RnD (Research and Development) method using the ADDIE development model. The media expert validation results were 81.25% in the "practical" category, and the material expert validation results were 97.9% in the "very valid" category, so it can be concluded that these digital comics are practical and very valid for use in English learning text material. Narrative. The results of the student response questionnaire were 79.8% in the "practical" category. Based on the results of this implementation, digital comics based on Medibang Paint are practical for students to use in learning English with narrative text material. Penelitian ini berlatar belakang pada penggunaan media pembelajaran bahasa Inggris yang terbatas, menyebabkan siswa sering bosan karena suasana pembelajaran yang monoton. Tujuan dari penelitian ini adalah membantu untuk proses pembelajaran lebih menarik dan interaktif dengan mengembangkan media pembelajaran komik digital berbasis Medibang Paint. Penelitian ini menggunakan metode RnD (Research and Development) dengan menggunakan model pengembangan ADDIE. Hasil validasi ahli media sebesar 81,25% dengan kategori "praktis" dan hasil validasi ahli materi sebesar 97,9% dengan kategori "sangat valid", sehingga dapat disimpulkan bahwa komik digital ini praktis dan sangat valid untuk digunakan pada pembelajaran bahasa Inggris materi teks naratif. Hasil dari lembar angket respon siswa adalah 79,8% dengan kategori "praktis". Berdasarkan hasil implementasi tersebut, dapat disimpulkan bahwa komik digital berbasis Medibang Paint ini praktis untuk digunakan siswa dalam proses pembelajaran bahasa Inggris materi teks naratif.]]>
<![CDATA[Asistensi Mengajar untuk Merdeka Belajar Kampus Merdeka: Studi Kasus Madrasah Aliyah Bilingual Muslimat Nahdlatul Ulama Sidoarjo ]]>
<![CDATA[Nuzula Firdausi]]>;
<![CDATA[Ana Christanti]]>
<![CDATA[ Merdeka Belajar Kampus Merdeka Vol 1 No 1 (2024): Merdeka Belajar Kampus Merdeka ]]>
Publisher : <![CDATA[LPPM UNUSIDA ]]>
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DOI: 10.55732/mbkm.v1i1.1149
<![CDATA[Merdeka Belajar Kampus Merdeka merupakan wujud pembelajaran di perguruan tinggi yang otonom dan fleksibel sehingga tercipta kultur belajar yang inovatif, tidak mengekang, dan sesuai dengan kebutuhan mahasiswa. Studi ini bertujuan untuk meningkatkan mutu pendidikan di Indonesia dengan melibatkan mahasiswa secara aktif sebagai asisten mengajar di sekolah. Studi ini menggunakan metode penelitian Tindakan dengan pengajaran instruksional langsung. Studi ini menggunakan analisis deskriptif eksplanatori. Kegiatan asistensi mengajar telah memberikan wawawan dan rasa tanggung jawab sebagai calon tenaga pendidik atau guru dalam pengelolaan dan proses pembelajaran di sekolah, memberikan pengalaman pendidikan yang dapat meningkatkan kemampuan atau profesionalisme sebagai calon tenaga pendidik atau guru di bidang kependidikan. Merdeka Belajar Kampus Merdeka is a form of learning in universities that is autonomous and flexible so as to create a learning culture that is innovative, not restrictive, and in accordance with student needs. This study aims to improve the quality of education in Indonesia by actively involving students as teaching assistants in schools. This study uses the Action research method with direct instructional teaching. The study used explanatory descriptive analysis. Teaching assistance activities have provided insight and a sense of responsibility as prospective educators or teachers in the management and learning process at school, providing educational experiences that can improve abilities or professionalism as prospective educators or teachers in the field of education.]]>
<![CDATA[Notes on the Implementation of the Teaching Assistance Program in Educational Institutions ]]>
<![CDATA[Farah Zulfiah]]>;
<![CDATA[Ana Christanti]]>
<![CDATA[ Merdeka Belajar Kampus Merdeka Vol 1 No 1 (2024): Merdeka Belajar Kampus Merdeka ]]>
Publisher : <![CDATA[LPPM UNUSIDA ]]>
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DOI: 10.55732/mbkm.v1i1.1161
<![CDATA[Implementasi program Asistensi Mengajar dianggap mendorong kemandirian siswa, partisipasi aktif dalam pembelajaran, dan transformasi paradigma pendidikan di Indonesia. Studi ini bertujuan untuk mengidentifikasi, mengimplementasi dan menganalisis peran serta dampak mahasiswa dalam program Asistensi Mengajar terhadap peningkatan kompetensi di lembaga pendidikan. Kajian ini menggunakan studi kasus tunggal di Madrasah Tsanawiyah Islamiyah Tanggulangin, Sidoarjo. Penelitian ini menggunakan metode penelitian tindakan dengan partisipasi guru dan siswa sebagai subjek utama. Catatan hasil penelitian menunjukkan keterlibatan mahasiswa dalam implementasi Asistensi Mengajar dapat berperan dalam peningkatan kompetensi lembaga pendidikan dengan menginspirasi perkembangan cara siswa belajar. The implementation of the Teaching Assistance program is considered to encourage student independence, active participation in learning, and the transformation of the education paradigm in Indonesia. This study aims to identify, implement and analyze the role and impact of students in the Teaching Assistance program on improving competence in education institution. This study uses a single case study in Madrasah Tsanawiyah Islamiyah Tanggulangin, Sidoarjo. The research notes show that student involvement in the implementation of Teaching Assistance can play a role in improving the competence of educational institutions by inspiring the development of the way students learn.]]>
<![CDATA[Evaluasi Program Merdeka Belajar Kampus Merdeka pada Mata Kuliah Pendidikan Bahasa Inggris ]]>
<![CDATA[Dewi Anzali]]>;
<![CDATA[Ana Christanti]]>
<![CDATA[ Merdeka Belajar Kampus Merdeka Vol 1 No 2 (2024): Merdeka Belajar Kampus Merdeka ]]>
Publisher : <![CDATA[LPPM UNUSIDA ]]>
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DOI: 10.55732/mbkm.v1i2.1362
<![CDATA[Penelitian ini mengevaluasi Program Merdeka Belajar Kampus Merdeka (MBKM) pada mata kuliah Pendidikan Bahasa Inggris di SDN Pepelegi II, dengan fokus pada efektivitas dan dampaknya terhadap kompetensi mahasiswa. Tujuan penelitian ini adalah untuk menilai sejauh mana program ini meningkatkan keterampilan pedagogis dan profesional mahasiswa. Metode penelitian yang digunakan adalah studi kasus dengan pendekatan kualitatif, mengumpulkan data melalui observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa program MBKM berhasil meningkatkan kemampuan mengajar mahasiswa serta motivasi dan pemahaman siswa terhadap materi pelajaran. Kendala utama yang dihadapi adalah keterbatasan akses internet di kalangan siswa. Kontribusi penelitian ini adalah memberikan wawasan tentang implementasi efektif program MBKM dan rekomendasi untuk pengembangan lebih lanjut. This research evaluates the Independent Campus Learning Program (MBKM) in English Language Education courses at SDN Pepelegi II, with a focus on its effectiveness and impact on student competency. The aim of this research is to assess the extent to which the program improves students' pedagogical and professional skills. The research method used is a case study with a qualitative approach, collecting data through observation, interviews and documentation. The research results showed that the MBKM program was successful in improving students' teaching abilities as well as students' motivation and understanding of the subject matter. The main obstacle faced is limited internet access among students. The contribution of this research is to provide insight into the effective implementation of the MBKM program and recommendations for further development.]]>
<![CDATA[Penerapan Model Pembelajaran Problem Based Learning dalam Mengajar Bahasa Inggris ]]>
<![CDATA[Laivia Corilla Nisa]]>;
<![CDATA[Ana Christanti]]>
<![CDATA[ Merdeka Belajar Kampus Merdeka Vol 1 No 2 (2024): Merdeka Belajar Kampus Merdeka ]]>
Publisher : <![CDATA[LPPM UNUSIDA ]]>
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DOI: 10.55732/mbkm.v1i2.1366
<![CDATA[Penerapan model pembelajaran Problem Based Learning (PBL) dalam pengajaran bahasa Inggris sebagai upaya peningkatan mutu pendidikan bahasa. Tujuan dari penelitian ini adalah untuk mengkaji literatur yang ada dan mengevaluasi efektivitas PBL dalam pengajaran bahasa Inggris. Metode yang digunakan adalah kualitatif, dan menganalisis berbagai penelitian yang relevan. Hasil penelitian menunjukkan bahwa PBL secara signifikan meningkatkan keterampilan berpikir kritis, motivasi, keterlibatan siswa, dan keterampilan bahasa Inggris. Penelitian ini memberikan kontribusi dengan memberikan wawasan tentang manfaat dan tantangan dalam penerapan PBL, serta memberikan rekomendasi praktis untuk penerapan yang lebih efektif. Dengan demikian, penelitian ini memberikan landasan yang kuat untuk pengembangan metode pengajaran yang lebih inovatif dan efektif dalam pendidikan bahasa Inggris. Implementation of Problem Based Learning (PBL) learning model in teaching English as an effort to improve the quality of language education. The purpose of this study is to review the existing literature and evaluate the effectiveness of PBL in teaching English. The method used is qualitative, and it analyzes various relevant studies. The results of the study indicate that PBL significantly improves critical thinking skills, motivation, student engagement, and English language skills. This study contributes by providing insight into the benefits and challenges of implementing PBL, as well as providing practical recommendations for more effective implementation. Thus, this study provides a strong foundation for the development of more innovative and effective teaching methods in English education.]]>
