Articles
<![CDATA[LITERACY ACTIVITIES OF SPECIAL NEED STUDENT: A CASE STUDY IN SOLVING READING COMPREHENSION FOR ADHD STUDENT ]]>
<![CDATA[Aquariza, Novi Rahmania]]>
<![CDATA[ JURNAL PENDIDIKAN DAN PENGEMBANGAN MANUSIA Vol 3 No 1 (2018): Education and Human Development Journal ]]>
Publisher : <![CDATA[Universitas Nahdatul Ulama Surabaya ]]>
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DOI: 10.33086/ehdj.v3i1.88
<![CDATA[Language teachers have many ways to make the teaching and learning process become more interesting, especially in teaching the students with the special need. One of this types known as ADHD (Attention Deficits Hyperactive Disorder) will be discussed in this paper. The student with this type of special need has a special ways too in their teaching and learning process. In this case, reading comprehension. Reading is well known as one of the literacy activities. Make thestudents literate is very important no matter who the student is. Thus the special need student also has a right to be literate too through the literacy activities. This paper focuses on describing the teaching and learning process of reading using comic strip. The discussion is about the way itconducts in a class, the steps and also the materials used. The data were collected by documentation, observation, and interview; and, analyzed using qualitative description. The results show that comic strip is able to build an enthusiasm of the student. It is because comic strip is interesting for him. It automatically helps him to predict the content of the text given. Thus, through the use of comic strip, the problems related to the reading comprehension of special need students are solved gradually]]>
<![CDATA[TEACHING SPEAKING USIANG DIALOGUE: AN EFFORT TO ACTIVATE STUDENTS ]]>
<![CDATA[Aquariza, Novi Rahmania]]>
<![CDATA[ JURNAL PENDIDIKAN DAN PENGEMBANGAN MANUSIA Vol 1 No 1 (2016): Education and Human Development Journal ]]>
Publisher : <![CDATA[Universitas Nahdatul Ulama Surabaya ]]>
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DOI: 10.33086/ehdj.v1i1.369
<![CDATA[Dialogue is well known as a way tointroduce an example of how to express something to the students. Dialogues are primarily used to provide speaking practice but can also develop listening. The teacher can use dialogues to introduce and practice a function, structure, or vocabulary, and to illustrate degrees of politeness, levels of formality, and attitudes of the target culture. Moreover, students can be more activebecause of it. The writer assumes that though the students with less vocabulary still can speak and feel well in front of their other classmates because standard dialogue provide many vocabularies and expressions to be used. There are many types of dialogue; most of them are interesting to be used in an English class. In this paper, the writer tries to present an idea that dialogue in some types are not only good and effective to be used, but also able to activate the students, especially in a speaking class.]]>
<![CDATA[KEEFEKTIFAN PENGGUNAAN GAMBAR FLANEL DALAM PENGAJARAN KOSAKATA BAHASA INGGRIS PADA SISWA INKLUSI SD YAMASTHO SURABAYA ]]>
<![CDATA[unusa, tiyas]]>;
<![CDATA[Novi Rahmania Aquariza]]>
<![CDATA[ JURNAL PENDIDIKAN DAN PENGEMBANGAN MANUSIA Vol 5 No 1 (2020): Education and Human Development Journal ]]>
Publisher : <![CDATA[Universitas Nahdatul Ulama Surabaya ]]>
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DOI: 10.33086/ehdj.v5i1.1363
<![CDATA[Penelitian ini untuk mengetahui keefektifan penggunaan gambar flannel dalam pengajaran kosakata bahasa Inggris pada siswa inklusi SD Yamastho Surabaya. Responden berjumlah 19 siswa berkebutuhan khusus. Penelitian ini adalah Penelitian Tindakan Kelas dengan menggunakan dua siklus. Metode penelitian yaitu quantitative dengan t-test dari hasil pre-test dan post-test. Hasil menunjukkan penggunaan gambar flanel dalam pengajaran kosakata bahasa Inggris pada siswa inklusi SD Yamastho Surabaya efektif untuk meningkatkan penguasaan kosakata siswa tersebut. Terbukti dari hasil perolehan nilai rerata dari 62,68 sebelum menggunakan metode menjadi 90,26 mengalami kenaikan setelah menggunakan metode pada siklus 1. Pada siklus 2, nilainya 59,47 menjadi 80,00 juga mengalami kenaikan.]]>
<![CDATA[PENDAMPINGAN PENULISAN DAILY JOURNAL SEBAGAI UPAYA MENINGKATKAN SELF EFFICACY SISWA PLATINUM EDUCATION MOJOKERTO ]]>
<![CDATA[Aquariza, Novi Rahmania]]>;
<![CDATA[Saputri , Tiyas]]>;
<![CDATA[Afandi, Mujad Didien]]>;
<![CDATA[Rosalina, Irene]]>
<![CDATA[ Community Development Journal : Jurnal Pengabdian Masyarakat Vol. 4 No. 6 (2023): Volume 4 Nomor 6 Tahun 2023 ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/cdj.v4i6.23702
<![CDATA[Pelaksanaan kegiatan pengabdian masyarakat ini bertujuan untuk meningkatkan self-efficacy siswa melalui pembiasaan penuliasan daily journal. Hasil dari kegiatan ini menunjukkan bahwa siswa di Lembaga kursus Platinum Education Mojokerto terlihat antusias dalam menulis daily journal tersebut. Dimana tahapan pelaksaan yang dilakukan pada kegiatan ini meliputi tahap survey awal, tahap analisis kebutuhan pelatihan, tahap penyusunan desain dan pengembangan modul pelatihan, tahap pelaksanaan dan pengendalian pelatihan, dan tahap evaluasi. Kegiatan pengabdian masyarakat ini berkontribusi pada model penulisan daily journal dalam meningkatkan self-efficacy pada siswa kelompok usia sekolah dasar dengan penggunaan media yang baru dan menarik minat siswa dalam mengungkapkan gagasan mereka. Hasil dari pelaksanaan kegiatan pendampingan ini menunjukan adanya peningkatan rasa kepercayaan diri siswa (self-efficacy) setelah menerapkan media daily journal di kegiatan pembelajaran yang berlangsung.]]>
<![CDATA[The Use of Video Recording and E-Sorogan Learning Method for Students with Special Needs In Microteaching ]]>
<![CDATA[Saputri, Tiyas]]>;
<![CDATA[Aquariza, Novi Rahmania]]>;
<![CDATA[Wibowo, Rifky Adli Sulistyo]]>
<![CDATA[ JPI (Jurnal Pendidikan Inklusi) Vol. 5 No. 1 (2021) ]]>
Publisher : <![CDATA[Jurusan Pendidikan Luar Biasa ]]>
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DOI: 10.26740/inklusi.v5n1.p013-025
<![CDATA[This study aims to report the 39 students’ perceptions (as pre-service foreign language teachers) on their experiences using video recording and e-Sorogan learning methods during teaching. One of them is a student with special needs diagnosed with Autism Spectrum Disorder (ASD) and Attention Deficit Hyperactive Disorder (ADHD). With these two methods (video recording and e-Sorogan learning methods), all students’ English teaching performance during microteaching and group discussions were recorded. After being recorded, all students’ English teaching materials and their English teaching performance role play videos were uploaded in e-Sorogan. Moreover, in e-Sorogan, all students gave comments on each other's teaching performance. The instrument used to collect the data of the study was a questionnaire survey through a google form. It consists of short answer questions available in the e-Sorogan classroom to obtain data from two open-ended questions on the students’ perceptions about video-recording and e-Sorogan learning methods. To collect the data, the questionnaire was distributed through the WhatsApp group. Data collected were analyzed qualitatively. The findings illustrated that the use of video recording and e-Sorogan learning methods in microteaching has both advantages and challenges for all students who take microteaching as the pre-service teachers, including the ASD and ADHD students. Keywords: Video Recording, e-Sorogan learning, Microteaching]]>
<![CDATA[Solving The Students’ Problems In Writing Narrative Essay Through Pentigraf Writing Technique ]]>
<![CDATA[Novi Rahmania Aquariza]]>;
<![CDATA[Tatik Muflihah]]>
<![CDATA[ EDUJ : English Education Journal Vol. 1 No. 2 (2023): December 2023 ]]>
Publisher : <![CDATA[CV. Kalimasada Group Profesional ]]>
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DOI: 10.59966/eduj.v1i2.568
<![CDATA[This study looks into how an English lecturer used the Pentigraf writing technique to teach writing during the second semester of English pre-service lecturers. The employment of the Pentigraf writing approach by the English lecturer and the students' perceptions of it were the subjects of a narrative inquiry, which was chosen as the research design. The study's findings show that: 1) The professor employs Pentigraf writing because it is straightforward, entertaining, and efficient. 2) The preservice lecturer's poor language competence was the biggest issue the lecturer faced when employing the Pentigraf writing approach. 3) Before implementing the Pentigraf writing approach, teaching materials must be prepared. 4)Students in classes three and four demonstrated positive attitudes toward the Pentigraf writing style by acknowledging that it made writing easier for them to learn, motivated them more, and made it more pleasant. This study's implications are meant to aid in the development of writing instruction methods.]]>
<![CDATA[Empowering Early Childhood Educators: The Role of Montage in Developing Fine Motor Skills and Creativity ]]>
<![CDATA[Asmara, Berda]]>;
<![CDATA[Rulyansah, Afib]]>;
<![CDATA[Aquariza, Novi Rahmania]]>;
<![CDATA[Syaikhon, Muhammad]]>;
<![CDATA[Shari, Destita]]>
<![CDATA[ Indonesia Berdaya Vol 5, No 4 (2024) ]]>
Publisher : <![CDATA[UKInstitute ]]>
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DOI: 10.47679/ib.2024944
<![CDATA[This study explores the impact of montage activities on the development of fine motor skills and creativity in early childhood education, as implemented in a community service project at TK Dharma Bhakti Surabaya. The project aimed to train PAUD teachers to integrate montage as a pedagogical tool, fostering both physical and creative growth in children aged 4 to 6. The training provided teachers with hands-on experience in conducting montage activities and assessing student outcomes in these developmental areas. Data were collected through pre- and post-training assessments of both teachers and students. The results showed a significant improvement in teachers’ confidence and competence in using montage for educational purposes. Additionally, students exhibited substantial gains in fine motor skills, with an average improvement of 20% in tasks involving cutting, pasting, and object manipulation. Creativity scores also improved, with 75% of students demonstrating enhanced creative expression through the use of diverse materials and techniques. The findings support the use of montage as an effective strategy for addressing the dual goals of motor skill development and creative thinking in early childhood education. Furthermore, the project highlights the importance of providing teachers with professional development opportunities that focus on creative pedagogies. While challenges such as resource availability and balancing academic content with creative activities were noted, the study offers valuable insights into the practical implementation of art-based learning in resource-constrained settings.]]>
<![CDATA[TEKNIK MENARASIKAN PUISI SEBAGAI UPAYA MENINGKATKAN KREATIVITAS SISWA ]]>
<![CDATA[Aquariza, Novi Rahmania]]>
<![CDATA[ Jurnal Pena Indonesia Vol 2 No 2 (2016) ]]>
Publisher : <![CDATA[Universitas Negeri Surabaya ]]>
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DOI: 10.26740/jpi.v2n2.p165-172
<![CDATA[In the effort of creating a joyful literary teaching, avoiding the boredom of both teachers and students, thus it needs the selection of a proper technique followed by the selection of a proper source too. Based on that statement, this article aimed to share the design of a proper technique and source which can be used in creating a joyful literary teaching. Hopefully it can stimulate the students creativity. In the beginning, this article serves the types of technique in literary teaching, especially for poetry. Then, this article also focused on the technique of poetry teaching which can be used as an effort to increase the students creativity, that is narrating a poetry. The technique of narrating a poetry will be served by the supporting source.]]>
<![CDATA[Pendampingan Pembelajaran English for Young Learners Melalui: “Your Day in Emojis” Bagi Siswa Platinum Education Mojokerto ]]>
<![CDATA[Novi Rahmania Aquariza]]>;
<![CDATA[Nailur Authar]]>;
<![CDATA[Savira Zaniar]]>;
<![CDATA[Berda Asmara]]>;
<![CDATA[Mujad Didien Afandi]]>;
<![CDATA[Irene Rosalina]]>;
<![CDATA[Rudi Umar Susanto]]>
<![CDATA[ PROSIDING SEMINAR NASIONAL PENGABDIAN KEPADA MASYARAKAT Vol. 4 No. 2 (2024): Prosiding Seminar Nasional Pengabdian Kepada Masyarakat : Memaksimalkan Potensi ]]>
Publisher : <![CDATA[Universitas Nahdlatul Ulama Surabaya ]]>
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DOI: 10.33086/snpm.v4i2.1448
<![CDATA[Kegiatan ini bertujuan untuk mengajarkan bahasa Inggris kepada anak-anak dengan cara yang menyenangkan dan interaktif melalui penggunaan emoji. Melalui metode "Your Day in Emojis," anakanak akan diajak untuk mendeskripsikan aktivitas sehari-hari mereka menggunakan emoji, sehingga mereka dapat belajar kosakata baru dalam konteks yang familiar. Sasaran pada program kegiatan masyarakat ini adalah siswa-siswa Platinum Education Mojokerto yang memang memiliki minat dalam pembelajaran Bahasa Inggris. Adapun pelaksana program ini adalah mahasiswa dan dosen pada prodi S1 Pendidikan Bahasa Inggris UNUSA yang terlibat aktif dan menyeluruh sejak perencanaan hingga pelaksanaan kegiatan. Hasil dari program pengabdian masyarakat ini adalah terciptanya dampak yang sangat positif dari penggunanan emoji yang menjadikan pengalaman belajar siswa-siswa Platinum Education lebih menyenangkan dan efektif.]]>
<![CDATA[A Narrative Analysis on Teaching Performance of The English Pre-Service Teacher ]]>
<![CDATA[Aquariza, Novi Rahmania]]>;
<![CDATA[Authar, Nailul]]>;
<![CDATA[Asmara, Berda]]>;
<![CDATA[Zaniar, Savira]]>;
<![CDATA[Afandi, Mujad Didien]]>
<![CDATA[ JEID: Journal of Educational Integration and Development Vol. 4 No. 4 (2024) ]]>
Publisher : <![CDATA[Education Mind Based Development Association ]]>
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DOI: 10.55868/jeid.v4i4.365
<![CDATA[Penelitian ini mengeksplorasi kinerja mengajar calon guru bahasa Inggris melalui pendekatan analisis naratif. Tujuannya adalah untuk memahami bagaimana para guru ini membangun identitas dan praktik mengajar mereka di dalam kelas. Analisis naratif digunakan untuk memeriksa cerita dan pengalaman pribadi yang dibagikan oleh calon guru mengenai perjalanan mengajarnya. Penelitian ini menggunakan metode kualitatif dengan wawancara semi-struktural dan jurnal reflektif sebagai alat pengumpulan data dari calon guru bahasa Inggris. Naratif dianalisis secara tematik untuk mengidentifikasi tema-tema umum yang berkaitan dengan praktik mengajar, tantangan yang dihadapi, dan strategi yang digunakan guru untuk meningkatkan efektivitas mengajarnya. Temuan penelitian ini mengungkapkan bahwa calon guru sering mengalami fase ketidakpastian dan pertumbuhan saat bertransisi dari mahasiswa menjadi seorang pendidik. Naratif menyoroti pengaruh pengalaman pribadi, pelatihan pedagogis, bimbingan, dan dinamika kelas terhadap praktik mengajar mereka. Selain itu, penelitian ini menekankan pentingnya praktik reflektif dalam meningkatkan kinerja mengajar dan pengembangan profesional di kalangan calon guru.]]>
