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IMPLICATION OF ENGLISH VOCABULARY INSTRUCTION TROUGH PICTURES FOR ELEMENTRY STUDENTS Muflihah, Tatik; Authar, Nailul
E-Link Journal Vol 6 No 2 (2019): E-LINK JOURNAL
Publisher : Universitas Islam Lamongan

Vocabulary instruction in elementary students differs from other level of education. It aims to empower them understand English vocabulary related to their surroundings.This study focuses on the implication of vocabulary instruction in elementary students through pictures. The use of pictures initiate and activate students curiosity on topic. This study focuses on the use of pictures in learning vocabulary to elementary students. The data collection technique was in the form of observation and field note in one of state Elementary School (SDN) in Surabaya. The study found that picture game is useful to empower students in learning English vocabulary. In addition, students are able not only to write the words correctly, but also to construct simple sentence. This study provides suggestionto integrate picturesin learning vocabulary.Keywords: Vocabulary, Instruction, Elementary Students

PICTURE SERIES: A STRATEGY TO ASSIST NURSING STUDENTS TO SPEAK ENGLISH Muflihah, Tatik
JURNAL PENDIDIKAN DAN PENGEMBANGAN MANUSIA Vol 3 No 2 (2018): Education and Human Development Journal
Publisher : Universitas Nahdatul Ulama Surabaya

Speaking is an important skill among other. It can be used to measure the language learner’s ability. However, many language learners are reluctant to speak in English class. One of the reasons is the students do not know the way how to express their idea properly. Then teaching learning process should be designed to assist them to speak. This study will try at investigating the use of pictures to enhance students in speaking class. This is a class action research (CAR) which consists of two cycles. Each cycle involves some activities; plan, action, observation, and reflection. The subject of the study is the third semester of S1 nursing in academic year 2017/2018 that consist of 34. The instruments are in the form of observation and speaking test. The result of the study is expected to be beneficial for students in speaking class, especially to motivate students to speak, tomake easier the students in expressing the theme provided by the pictures, and to create interesting environment.

THE USE OF YOUTUBE VIDEO AS MEDIA IN MULTIGRADE ENGLISH DEPARTMENT STUDENTS TO IMPROVE CONVERSATIONAL COMPETENCE IN SPEAKING CLASS authar, nailul; Afandi, Mujad Didien; Muflihah, Tatik
JURNAL PENDIDIKAN DAN PENGEMBANGAN MANUSIA Vol 6 No 2 (2021): Education and Human Development Journal
Publisher : Universitas Nahdatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/ehdj.v6i2.2443

Abstract: Miller (1999:1) defines multigrade class as a class in which students of two or more adjacent grade levels are taught in one classroom by one teacher for most of the day. It is obviously hard to be imagined that a teacher teaches grade one, two, and three concurrently. This study also is highlighted of the using YouTube as a media where students can take any kind of references that can help them to improve their English skill is better. Such as; watching daily vlog from youtuber outside Indonesia, listening while singing English song by watching several lyrics video. weather news report, stand-up comedy, gossip news which telling about the Hollywood celebrity, etc. from those kinds of references that available in YouTube, it is hoped that students also can be more attracted to learn English clearly. Considering those all, teaching multigrade students possibly will not run well unless the students correspondingly add some varieties way to comprehend English easily. It needs something that make students are busy and focus on what will be learned and achieve later. Therefore, watching YouTube video is attempted in this study. This research belonged to qualitative research. The participants of the study in this research are eleven multigrade English students in speaking class who were taught by the researcher. The data of this study was taken from the students’ response. those are taken from the interview of each group through online interview. The study are undertaken for a month while teaching learning activities are committed twice a week, 90 minutes for each meeting. This study brings in a simple finding that the students of multigrade class can be formed well-enough as well as single-grade class, nevertheless it is unavoidable that in the process oftenly faced the obstacle, such as lower grade students who sulking, quarrelling, and lecturer also has to do extra effort to keep the learning process is on the proper track. This is also indicates that using YouTube video as a media is effective to be implemented on multigrade class with limited number of participants because the different result possibly emerges when there are more participants and more various grades of students. It is hoped that there will be another researcher can make further research to get deeper study about the topic in the same field in order to get more enlightenment result about YouTube as a media of learning especially in teaching multigrade English students. Keywords: Speaking class, Multigrade students, YouTube Abstrak: Miller (1999: 1) mendefinisikan kelas multigrade sebagai kelas di mana siswa dari dua atau lebih tingkat kelas yang berdekatan diajarkan di satu kelas oleh satu guru untuk sebagian besar hari. Jelas sulit untuk dibayangkan bahwa seorang guru mengajar kelas satu, dua, dan tiga secara bersamaan. Studi ini juga menyoroti penggunaan Youtube sebagai media di mana siswa dapat mengambil segala jenis referensi yang dapat membantu mereka untuk meningkatkan keterampilan bahasa Inggris mereka lebih baik. Seperti; menonton vlog harian dari youtuber luar Indonesia, mendengarkan sambil menyanyikan lagu berbahasa Inggris dengan menonton beberapa video lirik. Laporan berita cuaca, stand-up comedy, berita gosip yang menceritakan tentang selebriti Hollywood, dll dari referensi semacam itu yang tersedia di YouTube, diharapkan siswa juga dapat lebih tertarik untuk belajar bahasa Inggris dengan jelas. Mengingat semua itu, mengajar siswa multigrade mungkin tidak akan berjalan dengan baik kecuali siswa dengan demikian menambahkan beberapa jenis cara untuk memahami bahasa Inggris dengan mudah. Dibutuhkan sesuatu yang membuat siswa sibuk dan fokus pada apa yang akan dipelajari dan dicapai nanti. Oleh karena itu, menonton video YouTube dicoba dalam penelitian ini. Penelitian ini termasuk dalam penelitian kualitatif. Peserta penelitian dalam penelitian ini adalah sebelas siswa bahasa Inggris multigrade di kelas berbicara yang diajarkan oleh peneliti. Data penelitian ini diambil dari respon siswa. yang diambil dari wawancara masing-masing kelompok melalui wawancara online. Penelitian ini dilakukan selama sebulan sementara kegiatan belajar mengajar dilakukan dua kali seminggu, 90 menit untuk setiap pertemuan. Penelitian ini membawa temuan sederhana bahwa siswa kelas multigrade dapat dibentuk cukup baik serta kelas tunggal, namun tidak dapat dihindari bahwa dalam proses sering menghadapi hambatan, seperti siswa kelas bawah yang merajuk, bertengkar, dan dosen juga harus melakukan upaya ekstra untuk menjaga proses pembelajaran berada di jalur yang benar. Ini juga menunjukkan bahwa menggunakan video YouTube sebagai media efektif untuk diimplementasikan pada kelas multigrade dengan jumlah peserta yang terbatas karena hasil yang berbeda mungkin muncul ketika ada lebih banyak peserta dan lebih banyak nilai siswa yang berbeda. Diharapkan ada peneliti lain yang dapat melakukan penelitian lebih lanjut untuk mendapatkan kajian yang lebih mendalam tentang topik di bidang yang sama guna mendapatkan hasil pencerahan yang lebih banyak tentang YouTube sebagai media pembelajaran khususnya dalam pengajaran bahasa Inggris kelas rangkap. Kata kunci: Kelas berbicara, siswa Multigrade, YouTube

AN ANALYSIS OF TENSES USED IN FINDING NEMO MOVIE SCRIPT: THE RELEVANCE TO 2013 CURRICULUM FOR TEACHING TENSES TO JUNIOR HIGH SCHOOL STUDENTS Khozin HS, Nada Rona Amiroh; Muflihah, Tatik
Konstruktivisme : Jurnal Pendidikan dan Pembelajaran Vol 12 No 2 (2020): Juli 2020
Publisher : Universitas Islam Balitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35457/konstruk.v12i2.1103

This research aims to find out types of tenses used in Finding Nemo movie script and the relevance to 2013 curriculum for teaching tenses to junior high school students. The 2013 curriculum is used as the standard guideline to determine the sentences’ appropriateness. This study was a descriptive qualitative method by employing content analysis technique to analyze the data. The data resources were documented from the script movie and 2013 English curriculum. The findings are presented in the form ofthe sentences that were analyzed and classified into six types of tenses. These six tenses matched for the curriculum, they were Simple Present Tense, Simple Past Tense, Present Continuous Tense, Past Continuous Tense, Present Perfect Tense, and Present Future Tense.The result indicated there was a high frequency of the tenses in the sentences with total number 96%.This study concluded that Finding Nemomovie script can be used as supporting material by English teachers to teach tenses for junior high school students, particularly Simple Present Tense which is the most used tense in the movie.

THE IMPLEMENTATION OF PEER FEEDBACK IN EFL WRITING CLASS Muflihah, Tatik; Authar, Nailul
Konstruktivisme : Jurnal Pendidikan dan Pembelajaran Vol 13 No 2 (2021): Juli 2021
Publisher : Universitas Islam Balitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35457/konstruk.v13i2.1844

This study investigates the implementation of peer feedback in writing class. The participants were EFL students in a private university in Surabaya who took essay writing subject in academic year 2020-2021. This study found that the implementation of peer feedback was perceived as a positive activity for writing performance. Students preferred peer feedback because of several reasons, such as: to detect writing problems, to write better in terms of grammar, to analyze writing and paragraph development and spelling. Most students wrote that peer feedback refers to providing comments and suggestions rather than judging each other work. They found that from several aspects of writing, grammar is the most important aspect that must be corrected among other. They confirmed that grammar is vital because it decides on how formal the writing should be and it is a crucial aspect for ensuring the writer’s point is getting across. Another aspect is paragraph development. It is another fundamental aspect of writing since it links the writer’s ideas to the readers. Furthermore, students affirmed that peer feedback can be used as a means to re-conceptualize students’ thinking. This is a meaningful contribution for students critical thinking and to improve autonomy. Therefore, peer feedback facilitates students wider opportunity to develop writing which further lead to self-determination learner.

Learning English through Literary Works Afandi, Mujad Didien; Muflihah, Tatik; Aquariza, Novi Rahmania; Machmudah, Machmudah
Indonesia Berdaya Vol 3, No 4: August-October 2022
Publisher : UKInstitute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47679/ib.2022331

Background. The lack of awareness and knowledge possessed by English teachers about the importance of literary works in learning English in elementary schools is a significant factor that makes English learning does not runs optimally. Therefore, this community service program (PKM) needs to be carried out to help students at one of MI (Islamic Elementary School) in Pranti village, Sidoarjo learn English effectively through literary works in the form of fairy tales. Method. The implementation of this program was divided into three stages, namely planning, implementation, and evaluation. At the planning stage, location survey and preliminary observation were conducted to get an overview of the partners. The team also discussed the problems experienced by the school and offered solutions. The implementation stage was carried out by conducting dissemination on learning English through literary works and implementation of English language learning through literary works. This program involved 25 third graders of the MI. Results. The result of the pretest revealed that all of the students (25 students) had unsatisfying scores. After the implementation, the scores increased. All of the students (100%) achieved satisfying scores. The pretest and posttest scores showed a significantly different result as evidenced by the N-Gain score of 0.72 (72.2%). Conclusion. The community service program reveals that literary works in the form of fairy tales involved in classroom English learning through a short movie and flashcards is fairly effective to help the students learn English, especially in mastering the vocabulary. Abstrak: Kurangnya kesadaran dan pengetahuan yang dimiliki oleh guru bahasa Inggris akan pentingnya karya sastra dalam pembelajaran bahasa Inggris di sekolah dasar menjadi faktor signifikan yang menyebabkan pembelajaran bahasa Inggris menjadi kurang maksimal.Oleh karena itu, program pengabdian kepada masyarakat (PKM) ini perlu dilakukan untuk membantu siswa di salah satu MI (Madrasah Ibtidaiyah) di Desa Pranti, Sidoarjo mempelajari bahasa Inggris secara efektif melaui karya sastra yang berbentuk cerita dongeng. Metode. Pelaksanaan program ini dibagi dalam tiga tahapan, yaitu perencanaan, pelaksanaan, dan evaluasi. Pada tahap perencanaan, survei lokasi dan observasi awal dilakukan untuk mendapatkan gambaran dari mitra. Tim ini juga mendiskusikan masalah yang dialami oleh sekolah tersebut serta menawarkan solusinya. Tahap pelaksanaan berisi kegiatan diseminasi tentang pembelajaran bahasa Inggris melalui karya sastra (berupa cerita dongeng), implementasi pembelajaran bahasa Inggris melalui karya sastra, monitoring dan bimbingan tentang penggunaan karya sastra dalam pembelajaran bahasa Inggris. Pada tahap terakhir, evaluasi pelaksanaan program dan keberlanjutan program setelah kegiatan PKM selesai. Program ini melibatkan 25 siswa kelas 3 di MI tersebut Hasil. Hasil pretes mengungkapkan bahwa semua siswa (100%) menghasilkan nilai yang tidak memuaskan. Setelah implementasi, nilai mereka meningkat. Semua siswa memperoleh nilai yang memuaskan. Nilai pretes dan posttes menunjukkan perbedaan signifikan yang dibuktikan dengan nilai N-Gain sebesar 0,72 (72,2%). Kesimpulan. Program PKM ini mengungkapkan bahwa karya sastra dalam bentuk cerita dongeng yang dilibatkan dalam pembelajaran bahasa Inggris di kelas melalui film pendek dan flashcards cukup efektif membantu siswa dalam mempelajari bahasa Inggris, khususnya dalam penguasaan kosakata

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