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All Journal Jurnal Ilmiah Universitas Batanghari Jambi The Journal of English Language Teaching, Literature, and Applied Linguistics (JELA) English Journal Literacy Utama Jurnal Aksara Raga
Kusumayanthi, Susie
STKIP Pasundan
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USING KWL (KNOW, WANT, LEARNED) TECHNIQUE IN TEACHINGREADING COMPREHENSION Susie Kusumayanthi; Ramles Volberson Silalahi
English Journal Literacy Utama Vol. 6 No. 2 (2022): English Journal Literacy UTama
Publisher : Universitas Widyatama

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (2982.734 KB) | DOI: 10.33197/ejlutama.vol6.iss2.2022.177

Abstract

The research is entitled “Using KWL (Know, Want, Learned) Technique in Teaching Reading Comprehension”. The aims of the research are to figure out how the teachers implement Know, Want, Learned (KWL) technique in teaching reading comprehension and the problems that raise when applying Know, Want, Learned (KWL) technique in teaching reading comprehension. This research uses descriptive qualitative method. The respondents of this study are two English teachers in one of the Vocational High Schools in Padalarang. The instruments used to collect data are interview and classroom observation. The results of data analysis showed that the teacher implemented all the steps of KWL (Know, Want, Learned) systematically during classroom activities based on what had been listed in the theory including (1) write a chart on the blackboard, (2) give topic about descriptive text and narrative text, (3) ask students to fill what they already know about the topic in column K, (4) asked students to fill what they want to know aboutthe topic in column W, (5) asked students to fill what they have learned about the topic in column L, and (6) make conclusions from the topic. The research finding also showed that the teachers faced some problems in implementing KWL (Know,Want, Learned) technique in teaching reading comprehension including students lack of background knowledge and students lack of vocabularies. This research is held based on the fact that although KWL has been found to help overcome problems encountered by teachers in getting the students to be more active to participate in the process of learning, but a vast amount of research about KWL in Indonesia, especially in vocational high school, has not been conducted, and there is still a great deal that is not known about the implementation of KWL in vocational high schools.
The Effect Of Peer Feedbacks On Students' Speech Susie Kusumayanthi; Inti Lestari
English Journal Literacy Utama Vol. 7 No. 1 (2022): English Journal Literacy UTama
Publisher : Universitas Widyatama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33197/ejlutama.v7i1.183

Abstract

In speaking English, students still find many difficulties especially when students make speeches, and unfortunately in giving speeches students are rarely given feedback so they don't know where their mistakes are. Feedback can be given by teachers or their peer. In fact, transactional peer feedback is believed to be able to foster students’ participation as well as communicative competence in compared with the feedback from the teacher (Liu & Carless, 2006). In this paper, the researcher intends to find out how peer feedback is implemented, the focus especially discusses the types of feedback used by the participants in this study, and the effect of conducting peer feedback on students' speech. This study makes use of descriptive qualitative method. Involving 6 participants. The data sources of this research are observations, student speech scores, and interviews. Observations were conducted in 3 weeks, the students' speech scores from the assessments of their peers before and after peer feedback, and interviews. From the observation, the researchers identified the types of feedback that were often used by participants, namely corrective feedback, reinforcing feedback, and didactic feedback. From the interview, the researcher perceived that the students found it beneficial from given feedback. In addition, peer-feedback techniques also have a positive effect on participants. Peer feedback can improve student speech, student confidence, and fun learning activities. Even though it was revealed that peer feedback has a lot of benefits, but most of participants agree that peer feedback activities should be followed by feedback from the teacher. Because they believe the feedback from their teacher is more reliable.
Collaborative Project-Based Learning: An Alternative Program to Accommodate Students’ Active Learning in Speaking Class Alviaderi Novianti; Susie Kusumayanthi
Jurnal Ilmiah Universitas Batanghari Jambi Vol 23, No 2 (2023): Juli
Publisher : Universitas Batanghari Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33087/jiubj.v23i2.3832

Abstract

This study was motivated by the difficulty of lecturer in inviting and motivating students to be actively involved in English Speaking class, students tend to be passive. There are some factors that might block them from speaking English in class. Many researches revealed that the main problem is psychological factor. Therefore, this study aimed at providing an insight and alternative program of students’ active learning that might be used and implemented by EFL lecturer, especially in English Speaking class. This study used Research and Development (R&D) with ADDIE (analyze, design, develop, implement, and evaluate) design. There were 53 students of higher education involved as research sample. They were selected using total sampling technique. The instrument used in this research were observation sheet and interview. the researchers could find that this collaborative project-based learning approach could facilitate the students to be actively involved in learning as well as give possitive impact to the students’ engagement in learning. They were given space to shout out their ideas, views, and voices comfortably. Students also considered that this approach was not only fun to do but also accustomed them to work together in group to produce something, be responsible, and think critically and creatively in solving the problems.
Edukasi Protokol Kesehatan kepada Masyarakat Martina Mulyani; Iis Suryani Herdiah; Ridha Mardiani; Novandy Adhitya; Indra Sudrajat; Susie Kusumayanthi; Retno Wiyati; Emma Malia; Dani Rahmadani; Dina Fitriana; Wawa Puja Prabawa; Alviaderi Novianti
aksararaga Vol. 3 No. 2 (2021): Jurnal Pengabdian Aksara Raga
Publisher : STKIP Pasundan Press

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

Abstract

Tujuan kegiatan pengabdian masyarakat ini adalah untuk memberikan pemahaman kepada masyarakat di sekitar kampus STKIP Pasundan tentang pentingnya melaksanakan protokol Kesehatan 5M. Kegiatan edukasi kepada masyarakat ini dilakukan secara daring dengan melibatkan 44 kepala keluarga termasuk Ketua RW dan RT, dan 2 orang petugas Satgas Covid-19 di Kelurahan Citeureup, Kecamatan Cimahi Utara, Kota Cimahi. Pengukuran pemahaman tentang pentingnya menjaga protocol Kesehatan dilakukan sebelum dan sesudah pelaksanaan kegiatan pengabdian kepada masyarakat (PKM) ini dilakukan. Dari hasil pengukuran sebelum dan sesudah pelaksanaan kegiatan PKM ini, didapat hasil bahwa adanya peningkatan kesadaran masyarakat dalam menerapkan protokol kesehatan selama pandemi covid-19. Kegiatan ini sangat membantu masyarakat yg terkena dampak dari pendemi covid-19 dan meningkatkan kesadaran masyarakat untuk selalu melaksanakan protokol kesehatan yang dianjurkan oleh pemerintah.
Sosialisasi Simulasi Pembelajaran Esp Menggunakan Otentik Materi Martina Mulyani; Retno Wiyati; Iis Suryani Herdiah; Ridha Mardiani; Indra Sudrajat; Susie Kusumayanthi
aksararaga Vol. 5 No. 1 (2023): Jurnal Pengabdian Aksara Raga
Publisher : STKIP Pasundan Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37742/aksararaga.v5i1.76

Abstract

Abstrak: Kegiatan Pengabdian Kepada Masyarakat (PKM ) ini bertujuan untuk memberikan sosialisasi simulasi pembelajaran ESP yang berpusat pada siswa dan pendekatan Outcome Based Learning. Kegiatan PKM ini dilaksanakan di SMK Pasundan 3 Bandung pada bulan Juli tahun 2022 yang melibatkan enam orang dosen Pendidikan Bahasa Inggris STKIP Pasundan Cimahi dan siswa siswi kelas dua dan tiga SMK Pasundan 3 Bandung. Kegiatan PKM ini berlandaskan pendekatan GBA (Genre Based Approach) dimana siswa siswi SMK terlibat dalam simulasi percakapan di dunia perhotelan melalui authentic materials dalam kegiatan role-play. Hasil dari simulasi ini menunjukkan respon positif dari para siswa yang terlibat. Diantaranya mereka dapat meningkatkan kemampuan interaksi menggunakan Bahasa Inggris yang menyenangkan, memahami materi otentik tentang perhotelan yang dapat membantu mereka terjundi dunia pekerjaan serta para siswa dapat meningkatkan kemampuan Bahasa Inggris mereka untuk menghasilkan outcome yang sesuai dengan penutur aslinya
Implementasi Teks Multimodal dalam Pembelajaran Bahasa Inggris Alviaderi Novianti; Martina Mulyani; Indra Sudrajat; Iis Suryani Herdiah; Novandy Adhitya; Retno Wiyati; Susie Kusumayanthi
aksararaga Vol. 5 No. 2 (2023): Jurnal Pengabdian Aksara Raga
Publisher : STKIP Pasundan Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37742/aksararaga.v5i2.85

Abstract

Penelitian ini bertujuan untuk mendekonstruk model text dan memfasilitasi siswa untuk mengkonstruk makna dengan menggunakan multimodaliti. Penelitian ini terdiri dari tiga tahap yaitu tahap persiapan, tahap pelaksanaan, dan yang terakhir tahap monitoring dan evaluasi. Simulasi kegiatan pembelajaran dengan multimodal ini mendapatkan respon positif dari para guru dan siswa. Menurut para guru simulasi ini memberikan mereka inspirasi dalam melakukan proses pembelajaran mutimodaliti berdasarkan GBA. Para guru yang selama ini merasakan kesulitan bagaimana mengajak siswa SMP untuk membuat kalimat dalam Bahasa Inggris mendapatkan cara yang cukup efektif melalui simulasi ini yaitu dengan memberi mereka contoh kalimat untuk ditiru dan memberi mereka hands on activity dimana siswa bisa kata-kata untuk menjadi kalimat atau Menyusun kalimat untuk menjadi cerita. Untuk para siswa, simulasi kegiatan pembelajaran ini merupakan kegiatan baru untuk mereka dimana mereka tidak harus selalu belajar didepan meja tetapi bisa bergerak mengelilingi ruangan dan menyusun kertas -kertas alih alih menulis kalimat dalam bahasa Inggris. Secara keseluruhan, kegiatan simulasi pembeljaran multimodality ini membantu guru dalam mengajar bahasa Inggris dan membantu siswa belajar menulis bahasa Inggris.
Mengintegrasikan Siklus Pembelajaran Genre (Glc) Dalam Pembelajaran Berbasis Projek (Pjbl) Di Kelas Martina Mulyani; Susie Kusumayanthi; Novandy Adhitya; Emma Malia; Iis Suryani Herdiah
aksararaga Vol. 6 No. 1 (2024): Jurnal Pengabdian Aksara Raga
Publisher : STKIP Pasundan Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37742/aksararaga.v6i1.95

Abstract

Abstrak. Pembelajaran GLC dan PjBL ini sudah popular dilaksanakan di sekolah menengah umum, akan tetapi ia masih jarang di gali di sekolah menengah kejuruan (SMSK) Tujuan kegiatan pengabdian masyarakat ini adalah untuk membantu para guru pendidikan bahasa Inggris dalam menerapkan GLC dalam PjBL yang merupakan salah satu strategi pembelajaran dalam Kurikulum Merdeka. Salah satu SMK di Garut terpilih untuk menjadi lokasi dimana model pembelajaran ini diterapkan. Diikuti oleh 27 siswa, model pembelajaran ini dilakukan dengan melalui tahapan Building knowledge of Field (BKOF), Supporting reading, Modelling/ Deconstruction, Joint construction, dan Independent user of Genre. Selama pelaksanaan model pembelajaran ini, siswa terlihat antusias mengikuti dan terlibat langsung dalam pemilihan materi pembelajaran, selain itu mereka juga memberi saran dan koreksi atas kalimat paraphrase yang dibuat temannya serta bersemangat untuk membuat bulletin di kelas pada pertemuan selanjutnya. Hasil dari penelitian ini menunjukkan bahwa pengintegrasian GLC pada pembeljaran berbasis projek (PjBL) di kelas, selain bisa mengoptimalkan waktu pembeljaran di SMK juga bisa mengoptimalkan kemampuan siswa dalam belajar bahasa Inggris. Oleh karena itu diharapkan guru- guru SMK mempelajari lebih lanjut mengenai pembeljaran GLC.
A LOOK AT ELIZABETH GILBERT’S REPERTOIRE IN EAT, PRAY, LOVE: AN ANALYSIS OF WOLFGANG ISER’S AESTHETIC RESPONSE Susie Kusumayanthi; Suminto A Sayuti; Maman Suryaman; Margana; Agus Widyantoro
JELA (Journal of English Language Teaching, Literature and Applied Linguistics) Vol 5 No 2 (2023): The Journal of English Language Teaching, Literature, and Applied Linguistics (JE
Publisher : English Education Department of STKIP Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37742/jela.v5i2.116

Abstract

This study aims to explore Elizabeth Gilbert's repertoire on the island of Bali in the novel Eat, Pray, Love and to reveal what Elizabeth Gilbert wants to convey through the novel. Eat, Pray, Love tells the story of Gilbert's journey in seeking inner peace in three countries, namely Italy, India, and Indonesia where each country gives her a different aspect of life. This research focuses on Elizabeth Gilbert's repertoire on her trip to the island of Bali in terms of Wolfgang Iser's Aesthetic Response theory. The data source of this research is a novel by Elizabeth Gilbert which was published in 2006 by Viking Penguin, USA. This research was conducted by tracing the reality of terrorism that had occurred in America in 2001 and in Bali in 2002 as the background. The data collection technique was carried out by reading notes accompanied by a careful and thorough recording of the entire novel related to Elizabeth Gilbert's repertoire. This research technique is carried out through the following steps: reading, identification, classification, interpretation, and inference. The results of this study are not directed at static and absolute meanings, but meanings that continue to move according to the expectations of each reader. Thus, science will continue to roll as the process of reading each at different times and socio-cultural realities.
Co-Authors Agus Widyantoro Alviaderi Novianti Amiruddin Abdul Malik Dani Rahmadani Dina Fitriana Emma Malia Emma Malia Fitria, Tiara Iis Suryani Herdiah Iis Suryani Herdiah Inti Lestari Lia Riyani Nuroniah Maman Suryaman Margana Margana Martina Mulyani Mia Rusmiyati Ramles Volberson Silalahi Retno Wiyati Ridha Mardiani Sely Mariam Maulidi Sisca Debora Stevanie Suminto A. Sayuti Tiara Fitria Wawa Puja Prabawa