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A LEARNING MODEL DEVELOPMENT OF CRITICAL READING COMPREHENSION THROUGH RECIPROCAL TEACHING Budiasih Budiasih; Fitri Ana Ika Dewi
Leksema: Jurnal Bahasa dan Sastra Vol. 4 No. 1 (2019)
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/ljbs.v4i1.1516

This research aims at designing a learning model of critical reading based on Reciprocal Teaching. This research is a Research and Development (R&D) which applies the theory of Borg & Gall (2007). The subject is the second semester students that consist of 60 students in the academic year of 2017-2018. Data are obtained form interviews of lecturers and students, observation during implementation, and validation notes. The expert judgment was applied to validate the design of the learning model. The final product of the research is a learning model of critical reading by applying the strategy of Reciprocal Teaching consisted of four activities namely summarizing, questioning, clarifying, and predicting which is extended into six activities namely, predicting, questioning, clarifying, self-monitoring, summarizing, and evaluating. The model is considered to be supportive to the critical reading instructional since the students can complete the written tasks successfully.

The implementation of reciprocal teaching strategy in teaching critical reading Ika Dewi, Fitri Ana
INSANIA : Jurnal Pemikiran Alternatif Kependidikan Vol 28 No 2 (2023)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan UIN Profesor Kiai Haji Saifuddin Zuhri Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/insania.v28i2.7954

Low students’ interest in learning and reading English text influence to their critical reading ability. Teaching strategy is one of the solutions to solve the problem. An appropriate teaching strategy can influence to students’ interest in learning and reading English text. This study aims at describing the effect of reciprocal teaching strategy in teaching Critical and Evaluative Reading at second grade students of UIN Raden Mas Said Surakarta in the academic year of 2022/2023. Reciprocal teaching strategy consists of four activities, namely predicting, questioning, clarifying, and summarizing. The subjects are two classes of the second-grade students of English Education Study Program that consist of 60 students. The study used descriptive qualitative approach. Data were derived from observation and semi-structure interviews to the lecturer and students. The findings showed that the sequence activities of reciprocal teaching strategy encourage them to be more active and critical during teaching learning process. The activities that were done through working in group and sharing each other ideas help them overcome their difficulty during reading and facilitate them to be independent readers.

STRENGTHENING STUDENTS' RELIGIOUS MODERATION THROUGH ENGLISH LEARNING MATERIALS Budiasih, Budiasih; Dewi, Fitri Ana Ika
Leksema: Jurnal Bahasa dan Sastra Vol. 8 No. 2 (2023)
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/ljbs.v8i2.7482

This study aims at developing English teaching materials by internalizing religious moderation for non-English students at Islamic higher education. The developed learning materials is in the form of module that is compiled based on students’ needs. This is a Research and Development (R&D) with need analysis, planning, development, revision, and production. The subjects of this study were two English lecturers of non-English study program at UIN Raden Mas Said Surakarta. The data were obtained from observation in the classrooms, interviews on Islamic moderation, and the document of English learning book. The expert judgments were applied to validate the development of the English materials. The developed materials do not only contain language competences, but also consist of some topics based on contextual learning with the basis of English for Specific Purposes (ESP) which is integrated with religious moderation values. The themes coming from students’ needs are: tolerance, respecting others, false information (hoax), helping each other, multiculturalism, and bullying. The internalization of religious moderation in developing English teaching materials is considered supportive to prevent the students from intolerance and radicalism.

Development of United Kingdom Teaching Materials Containing Local Wisdom for Islamic University Students Budiasih, Budiasih; Dewi, Fitri Ana Ika
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol 16 No 2 (2024): Qalamuna - Jurnal Pendidikan, Sosial, dan Agama
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Program Pascasarjana IAI Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/qalamuna.v16i2.5457

This research aims to develop United Kingdom language teaching materials integrating local wisdom for Islamic higher education students. Local wisdom encompasses cultural values and knowledge internalized by students daily, hoping to increase their relevance and involvement in the learning process. The method used in this study is the Jolly and Bolitho development model, which involves the stages of needs analysis, planning, development, and evaluation of teaching materials. The results of this research are United Kingdom teaching materials specifically designed to meet the needs of students at Islamic universities, focusing on texts and content rooted in local wisdom. The development process faced several obstacles, including difficulties obtaining local knowledge-based texts, adjusting content to suit student needs, designing flexible learning plans, and time constraints. Experts validate and apply the teaching materials developed. The conclusion shows that integrating local wisdom in United Kingdom teaching materials makes learning more relevant and interesting for students and contributes to the preservation of local culture. Using culture-based learning resources allows students to learn language and cultural concepts in an integrated manner, which can ultimately increase their understanding and appreciation of local values in a global context.

Development of United Kingdom Teaching Materials Containing Local Wisdom for Islamic University Students Budiasih, Budiasih; Dewi, Fitri Ana Ika
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol. 16 No. 2 (2024): Qalamuna - Jurnal Pendidikan, Sosial, dan Agama
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Program Pascasarjana IAI Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/qalamuna.v16i2.5457

This research aims to develop United Kingdom language teaching materials integrating local wisdom for Islamic higher education students. Local wisdom encompasses cultural values and knowledge internalized by students daily, hoping to increase their relevance and involvement in the learning process. The method used in this study is the Jolly and Bolitho development model, which involves the stages of needs analysis, planning, development, and evaluation of teaching materials. The results of this research are United Kingdom teaching materials specifically designed to meet the needs of students at Islamic universities, focusing on texts and content rooted in local wisdom. The development process faced several obstacles, including difficulties obtaining local knowledge-based texts, adjusting content to suit student needs, designing flexible learning plans, and time constraints. Experts validate and apply the teaching materials developed. The conclusion shows that integrating local wisdom in United Kingdom teaching materials makes learning more relevant and interesting for students and contributes to the preservation of local culture. Using culture-based learning resources allows students to learn language and cultural concepts in an integrated manner, which can ultimately increase their understanding and appreciation of local values in a global context.

How do English for Nusantara textbooks represent identity and politeness to develop students’ sociolinguistic competence? Wijayanti, Farida Indri; Dewi, Fitri Ana Ika; Safitri, Linda; Fatimah, Fatimah
Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya Vol 9 No 1 (2026)
Publisher : Universitas Mulawarman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30872/diglosia.v9i1.1446

This study examined how the English for Nusantara textbooks represent identity and politeness in fostering students’ sociolinguistic competence across multiple grade levels. Using a qualitative case study design with content analysis, the study analyzed 93 identity-related words and phrases from all texts and 208 politeness-related utterances drawn exclusively from scripted dialogues. The findings indicate that the textbooks promote national identity through the incorporation of local names, places, foods, address forms, and other cultural references into English discourse. In terms of politeness, the textbooks contain 19 bald-on-record, 170 positive politeness, 18 negative politeness, and 1 off-record strategy, with positive politeness emerging as the dominant strategy that fosters solidarity, approval, and cooperation in peer interactions. Overall, the findings demonstrate that the English for Nusantara textbooks represent learners’ sociolinguistic competence through language identity and politeness. However, this representation remains partial and requires further development to more comprehensively capture uniquely Indonesian identities and a broader range of politeness strategies. This highlights the need for more comprehensive cultural content and more varied interactional contexts, encompassing both formal and informal interactions that reflect authentic language use.

Implementation of Integrated Learning Based Integrated Islamic School Network Curriculum in SMA ABBS Surakarta Munadi, Muhammad; Dewi, Fitri Ana Ika
AT-TA'LIM Vol 26, No 1 (2019)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

This research aims to identify the implementation of integrated learning method based on Integrated Islamic School Network curriculum in SMA ABBS of Surakarta. This research is aimed to analyze the integrated phases used in SMA ABBS. Descriptive qualitative research was applied where the data taken from document, events, and informants. The results of the research show that there are three phases of integrated learning: material comprehension, integrated understanding, and practicing the integrated learning. The implementation of integrated learning method in SMA ABBS develops intellectual intelligence (IQ), emotional intelligence (EQ), and spiritual intelligence (SQ). The implementation of integrated learning method based on Integrated Islamic School Network curriculum has ideological foundation sourced from the holy Qurâ€™an and As-Hadits. The successful implementation of this method is due to good cooperation between the committees involved.

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