Garuda - Garba Rujukan Digital

How Students Make Meaning from Literary Text? Heryatun, Yayu
EDUCARE Vol 6, No 1 (2013)
Publisher : EDUCARE

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (202.372 KB)

ABSTRACT: This research was intended to explore how students make meaning whenever they read a literary text. It employed a qualitative method to find out how students responded to literary text in meaning making, type of responses produced by students after reading a literary text, and condition where students produced those responses. It was a case study involving seven students who were taking a course of Prose and their teacher. Classroom observation, questionnaire, and interview served as the data collection method. The result of this research indicated that students responded to literary text in making meaning through multiple reading with different purposes ranging from reading for gaining general idea, reading for learning from the text to reading for searching information. In addition, the way students read a literary text was through the continuum from aesthetic reading to efferent reading. The process of making meaning was demonstrated by most students through questioning about text itself and bringing the text to their lives. Students posed questions dealing with the element of story. Responses that students produced after reading a literary text was different, vary from restatement, associative, figurative, and emotional responses. Based on these findings, it is recommended for teachers that they should be explicit in stating their expectation on what students should achieve. Meanwhile, although students themselves who provide and choose literary text, they should select literary text based on their reading skills, in case of choosing the easy ones. KEY WORDS: Meaning, reader response, literary text, aesthetic reading, efferent reading, and interaction of students and teachers in the classroom.About the Author: Yayu Heryatun, M.Pd. is a Lecturer at the English Department IAIN (Institut Agama Islam Negeri or State Islamic Religion Institute) âSultan Maulana Hasanuddinâ in Banten, Indonesia. Â For academic purposes, the author is able to be contacted via her e-mail at: yayuheryatun@yahoo.comHow to cite this article? Heryatun, Yayu. (2013). âHow Students Make Meaning from Literary Text?â in EDUCARE: International Journal for Educational Studies, Vol.6(1) August, pp.43-54. Bandung, Indonesia: Minda Masagi Press owned by ASPENSI in Bandung, West Java; and FKIP UMP in Purwokerto, Central Java, ISSN 1979-7877.Chronicle of the article: Accepted (June 15, 2013); Revised (July 17, 2013); and Published (August 17, 2013).Â Â

Pre-service teachers’ emotion in teaching practicum Yayu Heryatun; Tri Ilma Septiana
English Review: Journal of English Education Vol 9 No 1 (2020)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v9i1.3779

This present study involved two novice pre-service teachers who had teaching practicum. It focused on their emotion during two-months teaching practicum. Their emotion dealt with personal geography as well as professional geography. The results revealed that pre-service teacher had emotional experience positively and negatively. The emotional experience that pre-service teachers had in personal geographies starting from nervous, anxious, scared, guilty, shame, self-doubt and being oppressed to being calm, being enthusiasm to teach, having self-confidence and having good rapport with school citizens. Meanwhile, in term of professional geographies, pre-service teachers’ emotions were various, ranging from how to adopt theory to practice, confused how to interpret mentor teachers’ feedback to being disciple, learning how to both design lesson plan and manage classroom, learning to dress well and keeping good relation to students, mentor teacher, supervisors, and school staffs. In addition, this study found the culture influence on pre-service teachers personally and professionally. The Indonesia culture to respect senior emerge during teaching practicum such different social status between student and teacher, tendency to underestimate the value of quality and achievement.

CHANGING BELIEF OF PRE-SERVICE ENGLISH TEACHERS DURING TEACHING PRACTICUM Yayu Heryatun; Emeliya Sukma Dara Damanik
Getsempena English Education Journal Vol. 8 No. 1 (2021)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/geej.v8i1.1240

This study investigated the changing belief of pre-service English teachers during they did teaching practicum. It was one of subjects in teacher education programs. Belief of pre-service English teachers played significant role as it could influence their classroom practices and teaching outcomes. The methodology of research used in this study was qualitative case study. It involved twenty pre-service English teachers from English Department. They were put in twelve schools which located in four towns in Banten Province. This study employed questionnaire and reflective journal as instruments for collecting data. The questionnaire itself was distributed before and after teaching practicum, while reflective journal was filled by twenty pre-service English teachers during teaching practicum.The results of this study revealed that the changing of teachers’ belief varied among participants. The changing belief of pre-service English teachers covered three themes, which consists of (1) learners (2) learning and (3) teaching, before and after they did teaching practicum. Dealing with the first theme, changing belief on learners, pre-service English teachers experienced more on their emotion specifically on their confident as well as patient. In addition, the second theme, changing belief on learning, it occurred more on pre-service English teachers’ awareness that the classroom reality helped them to test their knowledge and it made them more aware of their personal beliefs about learning. Moreover, the last theme, changing belief on teaching, it took place when pre-service teachers had been exposed to teaching English in real contexts EFL classroom.

PENGARUH PENDEKATAN CONTEXTUAL TEACHING AND LEARNING BERBANTUAN MEDIA BUKU CERITA BERGAMBAR TERHADAP HASIL BELAJAR MEMBACA PEMAHAMAN BAHASA INDONESIA Eka Nurfitriana; Yayu Heryatun
Jurnal keilmuan dan Kependidikan dasar Vol 10 No 1 (2018): Juni 2018
Publisher : Jurusan Pendidikan Guru Madrasah Ibtidaiyah Fakultas Tarbiyah dan Keguruan Universitas Islam Negeri Sultan Maulana Hasanuddin Banten

Pembelajaran yang baik adalah pembelajaran yang dapat membuat siswa aktif dan kreatif. Anak akan belajar lebih baik jika lingkungan diciptakan alamiah. Belajar akan lebih bermakna jika anak “mengalami” apa yang dipelajarinya, bukan “mengetahui”nya. Selain itu, dengan bantuan media buku cerita bergambar, dapat menjadikan pembelajaran lebih baik. Tujuan penelitian ini adalah untuk mengetahui pengaruh penggunaan pendekatan Contextual Teaching and Learning berbantuan media buku cerita bergambar terhadap hasil belajar bahasa Indonesia. Metode penelitian yang digunakan adalah kuasi eksperimen dengan desain penelitian berupa One Group Design dengan populasi seluruh siswa kelas IV MI Al-Mujahidin Kota Tangerang dan sampel yaitu kelas IV B. Pembelajaran pada kelompok eksperimen yang menggunakan pendekatan Contextual Teaching and Learning berbantuan media buku cerita bergambar menghasilkan nilai rata-rata 6,8. Teknik pengumpulan data yang digunakan berupa tes hasil belajar, selanjutnya dianalisis menggunakan pengujian statistik yaitu uji hipotesis dengan Wilcoxon Signed Ranks Test dan diperoleh nilai signifikansi sebesar 0,000 (<0,05). Berdasarkan kriteria nilai tersebut menunjukkan tingkat pengaruh pendekatan Contextual Teaching and Learning berbantuan media buku cerita bergambar terhadap hasil belajar membaca pemahaman bahasa Indonesia kelas IV B yang cukup signifikan.

PEMBERDAYAAN MASYARAKAT MELALUI PROGRAM KEAKSARAAN Yayu Arif Heryatun
Dedikasi: Jurnal Pengabdian kepada Masyarakat Vol 13 No 2 (2020): Juli-Desember
Publisher : Pusat Pengabdian Kepada Masyarakat Lembaga Penelitian dan Pengabdian Kepada Masyarakat

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

Kuliah Kerja Nyata (Kukerta) merupakan salah satu jenis pengabdian pada masyarakat, maka seyogyanya program ini berbasis riset. Karena dengan berdasarkan data dari riset, program ini akan lebih berdaya guna bagi persoalan yang dihadapi masyarakat. Dengan demikian, pelaksanaan program kuliah kerja nyata memberikan dampak positif baik bagi mahasiswa maupun masyarakat, · dan tentunya juga harus disesuaikan dengan permasalahan yang dihadapi masing-masing wilayah.Kata Kunci: Program Keaksaraan, Masyarakat, Kukerta

A Case Study of a Writer Using Code Switching Yayu Heryatun
Journal of English Language and Culture Vol 2, No 2 (2012): Journal of English Language and Culture
Publisher : Universitas Bunda Mulia

This research is intended to find out the types of code switching that is used in short stories and to describe the reasons why a writer does code switching in her short stories. It is a case study involving a writer of short story. Three short stories as document analysis and interview served as the data collection method. The result of this research indicated that the intra-sentential type of code switching occurs mostly in her short stories, followed by inter-sentential code switching. In addition, the reasons why code switching occurs are firstly, that certain notions or concepts are simply better expressed in the other language; secondly, code switching is used as a communicative or social strategy to show speaker involvement, mark group identity, exclude someone, raise one’s status, show expertise, and so on; thirdly, it is used to refill a linguistic need for a word or an expression; and finally, the last reason is to strengthen command. Keywords: Code switching, short stories

NEED ANALYSIS OF AUTHENTIC MATERIALS ON ENGLISH LANGUAGE TEACHING (A Study at the Second Grade of MA. Daarul Ulum Cihara - Lebak) Yayu Heryatun; Siti Sulhah; Rina Fitriana
Jurnal Scientia Vol. 12 No. 01 (2023): Education, Sosial science and Planning technique
Publisher : Sean Institute

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

This study was conducted with the aim to analyze the students’ need of authentic materials used in English teaching and learning activities at MA. Daarul Ulum Panyaungan, a school located at Cihara district, Lebak Regency. The participants in this research are the second grade students and the teacher consist of totally 25 students and 1 teacher. The data in this qualitative study gathered by using observation, interview, and literature review. The findings show that authentic materials are more various to choose and very suitable to be used in English listening and speaking skills learning.

Reflective practice strategies of pre-service English teachers during teaching practicum to promote professional development Nuraeni Nuraeni; Yayu Heryatun
Studies in English Language and Education Vol 8, No 3 (2021)
Publisher : Universitas Syiah Kuala

Reflective practice in pre-service language teacher education is required as a tool to critically evaluate the link between theory and practice as well as to explore the beliefs and practices of pre-service English teachers during the teaching practicum programs. This study was aimed to explore the strategies of reflective practice used by pre-service English teachers during their teaching practicum to promote professional development. A case study was adopted as a research design and reflective journals were employed to collect data. The participants involved were six pre-service English teachers who had joined teaching practicum at schools for three months. This study employed thematic analysis for analysing the data from reflective journals. The results revealed that three strategies of reflective practice were identified: recollection, reflection-in-action, and mentoring process. In each strategy, the participants reflected differently based on the learning experiences they had, the teaching situation they faced, the ability to make decisions, and the beliefs they possessed. Through these strategies, they learned how to develop their own theories of teaching, how to make various links between theory and practice, and how to develop the level of thinking, problem solving, and decision making. If these strategies are continuously conducted, they ultimately can develop their professionalism as teachers. This study implies that reflective practice can also be incorporated in the curriculum of pre-service teachers and not only during teaching practicum since it entails huge benefits for pre-service English teacher development.

Reflective practice strategies of pre-service English teachers during teaching practicum to promote professional development Nuraeni Nuraeni; Yayu Heryatun
Studies in English Language and Education Vol 8, No 3 (2021)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v8i3.20221

Reflective practice in pre-service language teacher education is required as a tool to critically evaluate the link between theory and practice as well as to explore the beliefs and practices of pre-service English teachers during the teaching practicum programs. This study was aimed to explore the strategies of reflective practice used by pre-service English teachers during their teaching practicum to promote professional development. A case study was adopted as a research design and reflective journals were employed to collect data. The participants involved were six pre-service English teachers who had joined teaching practicum at schools for three months. This study employed thematic analysis for analysing the data from reflective journals. The results revealed that three strategies of reflective practice were identified: recollection, reflection-in-action, and mentoring process. In each strategy, the participants reflected differently based on the learning experiences they had, the teaching situation they faced, the ability to make decisions, and the beliefs they possessed. Through these strategies, they learned how to develop their own theories of teaching, how to make various links between theory and practice, and how to develop the level of thinking, problem solving, and decision making. If these strategies are continuously conducted, they ultimately can develop their professionalism as teachers. This study implies that reflective practice can also be incorporated in the curriculum of pre-service teachers and not only during teaching practicum since it entails huge benefits for pre-service English teacher development.

The Use of Alternative Assessment (Observation) and Student Learning Outcomes In English Classrooms: How Do They Correlate? Elin Restiani Sunandang; Yayu Heryatun; Anita Anita
Scope : Journal of English Language Teaching Vol 8, No 1 (2023): Scope: Journal of English Language Teaching
Publisher : Pusat Studi Pendidikan Bahasa dan Sastra Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/scope.v8i1.17387

Using alternative assessments such as observation is one of the various types of evaluation that teachers can apply during the learning process. Each teacher is expected to monitor students while they are studying English in primary schools. This study aims to determine whether there is a relationship between the uses of observation assessments with student learning outcomes. This research focused on 31 fourth graders enrolled in an Islamic elementary school. This research was a correlational study using the observation of evaluation of learning outcomes of alternative English topics for students. In this research, SPSS 25th Version was used to determine the validity or effect. Based on the calculation results, the r count is 0.820 according to the t table with a 5% significance criterion of 0.355; thus, Ha is allowed because r arithmetic is more significant than the r table. According to the research findings, using alternative evaluations in observation substantially give an impact for the academic results of elementary school students in English courses.

Title

Found 25 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 25 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 25 Documents
Search