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All Journal English Focus: Journal of English Language Education Ihsan: Jurnal Pengabdian Masyarakat Ethical Lingua: Journal of Language Teaching and Literature Journal Mathematics Education Sigma [JMES] Journal of Educational Sciences
Wigati, Fikri Asih
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Religion Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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Journal : Journal of Educational Sciences

 1 
Developing An Instructional Design for Writing A Product Knowledge by Fusing Multimodality Approach and Industry Practitioner Teaching Practice Wigati, Fikri Asih
Journal of Educational Sciences Vol 8. No. 3. July 2024
Publisher : FKIP-Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.8.3.p.513-522

Abstract

There is a research aim in this study: create an instructional design by incorporating the Teaching Practitioner program and the Multimodality approach which focus on one learning outcome: composing a product knowledge of manufacturing industry. An instructional design was developed utilizing the Dick and Carey Model, involving some developments steps. The instructional design developed for this study combined elements of the Teaching Practitioner and the Multimodality approach with the English lecturer and the practitioner playing significant roles in each phase; and the implemented instructional design was able to enhance students' writing proficiency as demonstrated by the writing results. Based on the favorable results observed in this study regarding the implementation of the instructional design, the researcher proposes that ESP courses can adopt the identical instructional design.
Exploring Students Engagement in Learning Vocabulary through The Use of Total Physical Response (TPR) Method Pitaloka, Dewi Ayu Dyah; Wigati, Fikri Asih; Suryaman, Maman
Journal of Educational Sciences Vol. 9 No. 2 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.2.p.718-728

Abstract

The study aims to explore student involvement in vocabulary learning through the Total Physical Response (TPR) method. The TPR method combines physical movement with language learning processes, which are believed to improve student memory and understanding. This research uses a qualitative approach to the design of case studies. The study collected data through observations, interviews, and pre- and post-test vocabulary tests. The results showed that students showed positive engagement, both behavioral, emotional, and cognitive. Significant improvements in vocabulary skills also increased, as seen from the average student vocabulary test score after the application of the TPR method, from 38.55 on the pretest to 81.11 on the posttest. Observations and interviews revealed that students were more active and involved in the learning process, showing a higher interest and positive response to TPR methods. In addition, physical movements associated with vocabulary learning help students memorize and understand vocabulary better.
Exploring Student Challenges in Learning Writing Descriptive Text : A Case Study Vocational School in Bekasi Trastiawan, Rizky Ardianto; Wigati, Fikri Asih; Srisudarso, Mansyur
Journal of Educational Sciences Vol. 9 No. 1 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.1.p.43-57

Abstract

Writing is a fundamental language skill that plays a crucial role in academic and professional success. Descriptive writing, in particular, requires students to vividly portray ideas, experiences, or concepts using words. The purpose of this study is to provide educators and policy makers with valuable insights into targeted interventions to help students overcome barriers and achieve proficiency with writing descriptive. The use of a purposive sampling method ensures targeted selection of participants, taking into account factors such as program specialization. This is achieved by ensuring comprehensive representation of the student population, through a strategic selection of participants who will offer a variety of insights. n conclusion, The teacher uses the "picture to picture" method, where students are asked to observe the picture and its description. Some students who feel confused by the picture to picture method, students find it more difficult to observe and express the characteristics of quiet people, lack of confidence in writing descriptions, limited mastery of English vocabulary and grammar. This causes students to lack confidence in writing descriptions using grammatically correct English.
Enhancing Junior High School Teachers ‘Capacity in Educational Problem-Solving: An Evaluation of a Design-Based Research Workshop Wigati, Fikri Asih
Journal of Educational Sciences Vol. 9 No. 1 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.1.p.366-376

Abstract

This study evaluates the effectiveness of a Design-Based Research (DBR) workshop in enhancing junior high school teachers' capacity to address educational problems. A four-day workshop was attended by 20 teachers from 5 junior high schools in a sample city. Mixed methods were used to analyze workshop outcomes, including pre-post surveys, analysis of mini DBR proposals, semi-structured interviews, and longitudinal follow-ups. Results show significant improvement in teachers' understanding and skills related to DBR. The workshop produced 15 mini DBR proposals ready for implementation. Key challenges included time constraints for data analysis, variation in participants' initial understanding, and concerns about institutional support. A three-month follow-up revealed that 60% participants had initiated DBR projects in their schools. This study highlights the potential of DBR workshops in enhancing research-based practices in schools and recommends strategies for sustainable implementation. The follow-up survey revealed that 60% of participants had initiated DBR projects in their schools within three months of the workshop. The analysis of the DBR implementation revealed several critical factors that contributed to successful outcomes, as well as certain barriers that posed challenges to the implementation process.
Developing An Instructional Design for Writing A Product Knowledge by Fusing Multimodality Approach and Industry Practitioner Teaching Practice Wigati, Fikri Asih
Journal of Educational Sciences Vol. 8 No. 3 (2024): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.8.3.p.513-522

Abstract

There is a research aim in this study: create an instructional design by incorporating the Teaching Practitioner program and the Multimodality approach which focus on one learning outcome: composing a product knowledge of manufacturing industry. An instructional design was developed utilizing the Dick and Carey Model, involving some developments steps. The instructional design developed for this study combined elements of the Teaching Practitioner and the Multimodality approach with the English lecturer and the practitioner playing significant roles in each phase; and the implemented instructional design was able to enhance students' writing proficiency as demonstrated by the writing results. Based on the favorable results observed in this study regarding the implementation of the instructional design, the researcher proposes that ESP courses can adopt the identical instructional design.
Co-Authors Candra Hayatul Iman, Candra Hayatul Dafitri, Fela Hasanah, Jamilah Maman Suryaman Mansyur Srisudarso Maya Rahmawati, Maya Pitaloka, Dewi Ayu Dyah Pujiawati, Nia Putri Kamalia Hakim Rahma, Fika Natasya Sumarta, Sumarta Trastiawan, Rizky Ardianto