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All Journal Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya Publikasi Pendidikan EDULITE: Journal of English Education, Literature and Culture Metodik Didaktik IJoLE: International Journal of Language Education UICELL Conference Proceeding IKRA-ITH ABDIMAS Journal of Applied Linguistics (ALTICS) SALEE: Study of Applied Linguistics and English Education
Prihartanti Suharto, Pipit
Universitas Perjuangan Tasikmalaya
Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Social Sciences

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MENGENALI SOAL-SOAL READING COMPREHENSION BEREKUIVALENSI TOEFL DAN STRATEGI MENGERJAKANNYA Solihati, Tri Agustini; Prihartanti Suharto, Pipit
IKRA-ITH ABDIMAS Vol 3 No 1 (2020): IKRAITH-ABDIMAS VOL 3 NO 1 BULAN MARET 2020
Publisher : Universitas Persada Indonesia YAI

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1622.082 KB)

Abstract

Berpijak pada kegiatan pengabdian masyarakat yang sudah diselenggarakan sebelumnya (listeningdan structure and written expression), kegiatan ini merupakan rangkaian akhir kegiatan sebagai upayapenyempurnaan pemahaman siswa SMA di Desa Linggaraja Kabupaten Tasikmalaya terhadap tes TOEFL.Kegiatan ini dikemas dalam bentuk pelatihan dengan beragam kegiatan di dalamnya. Hal itu meliputi pretest,ceramah, diskusi, latihan, post-test, dan refleksi kegiatan. Perbandingan rata-rata jumlah jawaban yangbenar dai 50 butir soal yang disediakan adalah 15:25. Artinya ada peningkatan rata-rata nilai yang diperoleh,perbandingannya sebesar 30:50. Secara implementasi materi masih cenderung sulit, karena kendala terbesarsebetulnya adalah penguasaan kosakata. Namun jika dirasakan dari seluruh rangkaian kegiatan ceramah,diskusi, dan latihan seluruh peserta sudah menunjukkan upaya yang sangat optimal. Pada penggalianrefleksi kegiatan seluruh peserta menyatakaan kegiatan ini bermanfaat, mampu mengingat materi yangdiajarkan, dan sudah memahami teknik apa yang seharusnya dilakukan ketika mengerjakan soal readingcomprehension.
ANALISIS KEBUTUHAN SISWA SD TERHADAP BAHAN AJAR BAHASA INGGRIS BERBASIS BUDAYA LOKAL SUNDA Suharto, Pipit Prihartanti
Metodik Didaktik : Jurnal Pendidikan Ke-SD-an Vol 15, No 2 (2020): Metodik Didaktik Januari 2020
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/md.v15i2.21679

Abstract

Pembelajaran Bahasa Inggris di sekolah dasar sejak enam tahun lalu sudah tidak tercantum lagi dalam kurikulum nasional Indonesia (K-13) yang salah satu alasan penghapusannya adalah bahwa penguatan identitas, budaya, dan bahasa nasional lebih esensial dikembangkan pada jenjang ini. Alasan lain adalah karena kurang tersedianya tenaga pendidik yang kompeten serta buku ajar yang disusun secara terpusat berdasarkan kurikulum nasional yang khusus diperuntukkan bagi sekolah dasar. Namun, kebijakan pemerintah tersebut tidak menghentikan sekolah-sekolah dasar untuk tetap memasukkan Bahasa Inggris ke dalam kurikulum muatan lokalnya. Implikasinya adalah pihak sekolah atau gurulah yang memegang tanggung jawab pengembangan kurikulum Bahasa Inggris untuk pembelajar usia dini.Guna mendukung kebijakan pemerintah namun sekaligus tetap membantu baik pihak sekolah maupun guru dalam melaksanakan pembelajaran Bahasa Inggris pada usia dini, maka salah satu solusinya adalah mengembangkan materi ajar Bahasa Inggris berbasis budaya lokal (local culture-based EFL teaching materials) yang spesifik atau relevan sesuai konteks (context- specific materials) dimana pembelajar usia dini itu belajar. Dengan demikian, pembelajaran Bahasa Inggris bagi usia dini dan penguatan karakter budaya lokal (dan atau nasional) dapat tetap terlaksana. Untuk mencapai tujuan tersebut, sebuah analisis kebutuhan pertama-tama perlu dilakukan di sebuah sekolah dasar yang kemudian diharapkan berkontribusi sebagai basis atau inisiasi pengembangan materi ajar yang mengintegrasikan budaya lokal ke dalamnya. Analisis kebutuhan ini menggunakan kerangka analisis yang diadaptasi dari Mayangsari dkk. (2018). Pengumpulan data akan dilakukan melalui survei terhadap siswa kelas V sekolah dasar, interviu individual dengan guru terkait, interviu grup terfokus dengan siswa, serta dokumentasi. Analisis kebutuhan dalam penelitian ini diharapkan dapat bermanfaat dan berkontribusi terhadap kemajuan pendidikan di tanah air.
Penggunaan Bahasa Sunda Pada Pembelajaran Bahasa Inggris Lystiana Nurhayat Hakim; Pipit Prihartanti Suharto
Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya Vol 10, No 1 (2020)
Publisher : Fakultas Bahasa dan Budaya Asing (FBBA), Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (434.682 KB) | DOI: 10.26714/lensa.10.1.2020.45-57

Abstract

ABSTRAK Bahasa Sunda merupakan bahasa pertama masyarakat Jawa Barat dan tidak sedikit orang yang menggunakan bahasa sunda diberbagai aspek kehidupan, salah satunya dalam pendidikan.Sekarang ini banyak dijumpai peomena penggunaan bahasa sunda sebagai bahasa pertama dalam pembelajaran bahasa Inggris. Beberapa ahli memperdebatkan penggunaan bahasa pertama dalam pengajaran bahasa asing yang dinilai akan menganggu makna, tujuan, dan fungsi bahasa Inggris. Oleh karena itu penting sekali bagi peneliti untuk melakukan penelitian dengan tujuan untuk mencari tahu fungsi dan alasan penggunaan bahasa sunda dalm pembelajaran bahasa Inggris dan mencari tahu persepsi siswa terhadap penggunaan bahasa sunda dalam proses belajar mengajar bahasa Inggris. Penelitian ini menggunakan studi kasus dimana tiga orang guru bahasa Inggris dan 20 orang siswa menjadi subjek penelitian. Instrumen penelitian yang dipakai ialah obesrvasi, wawancara, dan kuesioner. Hasil dari penelitian ini ialah Bahasa Sunda digunakan dalam pemberian instruksi, pemberian motivasi, penjelasan kosakata dan materi ajar, menunjukan ekspresi marah, kecewa, dan bahagia, penggunaannya dilakukan dengan tujuan untuk memberikan rasa nyaman dan kemudahan ketika berkomunikasi dan berinteraksi baik dengan guru maupun teman sejawat, serta untuk menghindari kesalahpahaman makna baik dalam komunikasi biasa ataupun dalam pemeberian materi ajar. Selain itu hasil dari penelitian ini ialah siswa menunjukan persepsi positif terhadap penggunaan Bahasa Sunda dalam pembelajaran Bahasa Inggris di kelas. ABSTRACT The purposes of this research were to investigate learners’ perception toward the use of Bahasa Sunda in English class, the function of Bahasa Sunda in EFL class, and the reasons of using Bahasa Sunda in English class. The participants were 20 students in one of Senior High School in West Java, Indonesia. This research was designed in qualitative study by distributing a questionnaire and conducting observation and interview as the data collection techniques. The findings showed that Bahasa Sunda used for giving instruction and motivation, explaining vocabulary and teaching materials, and showing several expressions of angry, disappointed, and happy. In addition, the purposes of using Bahasa Sunda in English language teachings are to create comfort atmosphere, to help students in communicating and interacting with the teachers and friends, and to avoid misunderstanding both in verbal communication and in giving teaching materials. Furthermore, they also welcome the L1 (Bahasa Sunda) and they have positive perception toward the use Bahasa Sunda in English language learning. In view of this, the use of both their L1 and L2 should be balanced.  
Penumbuhan Literasi Budaya Lokal melalui Pembelajaran Bahasa Inggris pada Siswa Sekolah Dasar Sundari Purwaningsih; Pipit Prihartanti Suharto
Publikasi Pendidikan Vol 12, No 2 (2022)
Publisher : Prodi PGSD FIP UNM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/publikan.v12i2.23476

Abstract

Untuk mempersiapkan diri menjadi warga dunia yang mampu bersaing di era globalisasi, literasi bahasa Inggris penting untuk dipelajari sejak dini. Selain itu, untuk dapat mempertahankan identitas bangsa di era yang mengharuskan kita bersosialisasi dan berinteraksi dengan individu lain dengan latar belakang budaya yang berbeda, literasi budaya lokal menjadi bekal lain yang juga perlu ditumbuhkan sejak dini. Untuk itu, kedua unsur tersebut dipertemukan dalam kegiatan pengabdian masyarakat yang bertujuan untuk menumbuhkan literasi budaya lokal melaui pembelajaran bahasa Inggris kepada nak-anak SD. Metode pelaksanaan kegatan ini terdiri dari lima tahapan yaitu penyusuan silabus, penyusunan lesson plan, diseminasi lesson plan kepada tentor, pelaksanaan bimbingan belajar bahasa Inggris, dan evaluasi. Kegiatan ini mendapatkan respon yang positif dari anak-anak yang dapat dibuktikan dari hasil Exit Ticket yang diberikan pada tiap akhir pertemuan. Selain itu, anak-anak juga dapat membuat produk berupa Foldables yang berisi repertoar ungkapan dalam bahasa Inggris yang bertemakan tentang budaya lokal yang dipelajari pada setiap pertemuan, dan menceritakan isi Foldables tersebut melalui kegiatan Show and Tell dengan baik.
FACTORS AFFECTING EFL STUDENTS MOTIVATION IN USING GOOGLE CLASSROOM AS AN ONLINE LEARNING PLATFORM Lisma Sri Rahayu; Pipit Prihartanti Suharto; Sundari Purwaningsih
Journal of Applied Linguistics (ALTICS) Vol. 3 No. 2 (2021): ALTICS
Publisher : Universitas Perjuangan Tasikmalaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36423/altics.v3i2.817

Abstract

 This research investigated factors affecting EFL students motivation when using Google Classroom as an online learning platform. It was argued that motivation is recognised as a vital component in successful second language learning (Lamb, 2017). This research employed survey method and data were obtained through the use of questionnaire with twenty questions for data collection. It involved fourteen students. The researcher was adapted to Rosnija, Chairunnisa and Apriliaswati (2017), to analyze the data from questionnaire. The finding revealed internal and external factors that affect students motivation in using Google Classroom as online learning platform. This paper concludes with internal factors such as easy to operate and help students for accessing new or old material. In the other hand, they lack communication and difficulty understanding the material so students feel that the learning is monotonous. Then, external factors such as bad networks, no phones or computer, limited quotas and no Wi-Fi so that students often miss material. Furthermore, no feedback from teachers, lack of disciplines among teachers in sharing materials and assignments, and no class discussion have affected students’ motivation in using Google Classroom. However, they still work on assignments because they have the purpose to get good grades, to be the champions of the class, and to avoid punishment at the end of the semester. Based on findings, it is recommended that teachers should pay attention to these factors so that students motivation in learning using Google Classroom increases better.  Keywords: EFL students motivation; Google Classroom; internal factors; external factors
Analyzing Higher Order Thinking Skills in Reading Exercises of Indonesian EFL Textbook Maryamah, Siti Ega; Wati, Setyo; Suharto, Pipit Prihartanti
SALEE: Study of Applied Linguistics and English Education Vol. 5 No. 2 (2024)
Publisher : STAIN Sultan Abdurrahman Kepulauan Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35961/salee.v5i2.927

Abstract

To face 21st-century challenges, the elements involved in the pedagogical approach, such as textbooks, must enable students to enhance their higher-order thinking skills (HOTS). This qualitative research aims to determine to what extent HOTS is incorporated in an Indonesian EFL textbook. The comprehension questions of reading texts in the textbook for 7th grade were analyzed through content analysis based on the six cognitive domains in the revised Bloom’s Taxonomy (Anderson & Krathwohl, 2001). The findings of the study revealed: (1) 80,4% of the reading comprehension questions classified as lower-order thinking skills (LOTS), particularly level 1 (remember) and level 2 (understanding), whereas 19,6% of the questions classified as higher-level thinking skills, primarily the level 4 (analyze) and level 5 (evaluate). (2) The reading comprehension check questions were organized systematically from lower-thinking to higher-thinking skills, which develops students’ comprehension and provides instructional organization for teaching texts to English teachers. This study is expected to benefit English teachers, textbook authors, and future researchers to elaborate on implementing HOTS in English language teaching and learning.
METACOGNITIVE STRATEGY INSTRUCTION IN EFL CLASSROOMS: A SYSTEMATIC REVIEW Suharto, Pipit Prihartanti; Damayanti, Ika lestari; Lengkanawati , Nenden Sri
UICELL No 7 (2023): UICELL Conference Proceedings 2023 (in progress)
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Metacognitive strategies stimulate an individual's thoughts, resulting in enhanced learning performance. Utilizing such learning strategies encourages students to reflect on their cognitive processes before, during, and after learning. The present study seeks to review the literature on teaching metacognitive strategies explicitly in English as a foreign language (EFL) classrooms. Data collection and analysis followed Newman & Gough's (2020) systematic review procedure. This review begins with a summary of the results of 36 studies on the subject. Based on the summaries, the review draws general conclusions and suggests future research directions. The review identifies a need for more intervention-based research conducted in the primary English classroom that implements metacognitive strategies, focusing not only on a single language skill or language element but also on integrated skills during regular teaching hours. Keywords: learner training; metacognitive intervention, metacognitive strategies; strategy instruction; strategy training
Exploring Metacognitive Strategies to Support Young Learners in Developing Their Learner Autonomy Suharto, Pipit Prihartanti; Damayanti, Ika Lestari; Lengkanawati, Nenden Sri
International Journal of Language Education Vol. 9, No. 2, 2025
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v1i2.74998

Abstract

This study investigates the role of metacognitive strategy instruction in fostering learner autonomy among young EFL learners. Employing participatory action research, it involved a primary school English teacher and 18 fourth-grade students in an instructional intervention structured around the 'Plan Do Review' reflective framework. Data were collected primarily through classroom observations. Findings indicate that explicit instruction incorporating goal-setting, multimodal scaffolding, and structured reflection enhanced learners’ metacognitive awareness and promoted greater learner autonomy. These positive outcomes were largely attributed to the systematic, scaffolded approach of the intervention, which enabled students to develop metacognitive skills gradually while receiving ongoing support and feedback. Practical implications include recommendations for integrating structured reflection in EFL classrooms and emphasizing differentiated, adaptive teacher training to accommodate learners' varied cognitive readiness and familiarity with reflection.
The use of exit tickets and learning journals in promoting reflection in young EFL learners Suharto, Pipit Prihartanti; Damayanti, Ika Lestari; Lengkanawati, Nenden Sri
EduLite: Journal of English Education, Literature and Culture Vol 10, No 2 (2025): August 2025
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/e.10.2.515-534

Abstract

Exit tickets and learning journals are classroom tools that prompt end-of-lesson reflection. Exit tickets are brief, low-stakes prompts completed at lesson close to recall key ideas and self-evaluate; learning journals provide short written space across lessons for reflection and simple goal setting. This study examines how these tools facilitate self-reflection and relate to early signs of metacognitive self-regulation and learner autonomy among young Indonesian EFL learners. A qualitative-dominant, embedded mixed-methods design within a participatory action research (PAR) framework was implemented in a primary EFL classroom. Data comprised student written reflections (exit tickets, learning journals), classroom field notes, and participation/completion records; simple descriptive counts supported the qualitative analysis. The tools were treated as metacognitive prompts for planning, monitoring, and evaluating. Findings show that exit tickets promoted immediate, end-of-lesson reflection and were easier for students to complete, whereas learning journals supported self-assessment and short goal setting across lessons. Reflection depth was often uneven, influenced by task complexity, linguistic load, and unfamiliarity with terms or platforms; field notes recorded confusion when instructions were unclear, and engagement dipped during an asynchronous session. Repeated use fostered procedural self-regulation, evidenced by faster, more independent completion. Implications include using short, clear, visual prompts with brief modeling, simplifying journal templates, and aligning prompts tightly with lesson content to deepen reflection and strengthen early autonomy in Indonesian EFL classrooms.
Co-Authors Ika Lestari Damayanti Lisma Sri Rahayu Lystiana Nurhayat Hakim Maryamah, Siti Ega Nenden Sri Lengkanawati Sundari Purwaningsih Tri Agustini Solihati wati, Setyo