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All Journal Education and Human Development Journal International Journal of Business, Humanities, Education and Social Sciences (IJBHES) Jurnal Humaya: Jurnal Hukum, Humaniora, Masyarakat, dan Budaya Journal International of Lingua and Technology International Journal of English Learning and Applied Linguistics (IJELAL) LingPoet: Journal of Linguistics and Literary Research ENJEL: English Journal of Education and Literature Paradigma: Jurnal Kajian Budaya TEFLICS Indonesian Review of English Education, Linguistics, and Literature Indonesian Journal of Multidisciplinary and Educational Researcher Journal of Language Intelligence and Culture Foreign Language Instruction Probe Journal of Contemporary Issues in Elementary Education Lire Journal (Journal of Linguistics and Literature) International Journal of Sustainable English Language, Education, and Science Journal of Language Education, Literature, and Culture
Nur Fitria, Tira
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Arts Humanities Biochemistry, Genetics & Molecular Biology Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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Journal : Education and Human Development Journal

 1 
CREATING SENSATION OF LEARNING IN CLASSROOM: USING 'GATHER TOWN' PLATFORM VIDEO GAME-STYLE FOR VIRTUAL CLASSROOM Nur Fitria, Tira
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.v6i2.2106

Abstract

Abstract: Virtual classes have now become commonplace during the COVID-19 pandemic. As time goes by, applications for virtual meetings continue to appear, one of which is Gather Town, which is now widely used and is a tight competitor to Zoom Meeting and Google Meet. Gather Town is a virtual meeting platform designed like a video game. This research is to implement the use of the 'Gather Town' game platform and to find out the student’s perception during the implementation and simulation of Gather Town application as an alternative platform in creating a sensation of English Language Learning (ELL) in the real classroom through virtual class during the pandemic COVID-19. This study uses descriptive qualitative research. The result analysis from observation and interview show that Gather Town has graphics similar to the Harvest Moon game, where students can play one character and can write their name on the top so that the lecturer can see which students are present. The room is designed similar to a classroom, where the lecturer's desk is at the front of the classroom. The virtual classroom also has chairs that are neatly lined up like classrooms in the real world. Then when doing group assignments, the student characters will gather at the same table as in a real classroom. They also carry out group work activities as if they were in the classroom. Each group sat in a circle and discussed with one another. The current game may be an alternative design in a virtual classroom. Abstrak: Kelas virtual kini menjadi hal biasa selama pandemi COVID-19. Seiring berjalannya waktu, aplikasi untuk virtual meeting terus bermunculan, salah satunya adalah Gather Town yang kini banyak digunakan dan menjadi pesaing ketat Zoom Meeting dan Google Meet. Gather Town adalah platform pertemuan virtual yang dirancang seperti gim video. Penelitian ini bertujuan untuk mensimulasikan penggunaan platform game 'Gather Town' dan mengetahui persepsi siswa selama simulasi aplikasi Gather Town sebagai platform alternatif dalam menciptakan sensasi Pembelajaran Bahasa Inggris di kelas nyata melalui virtual. kelas selama pandemi COVID-19. Penelitian ini merupakan penelitian kualitatif deskriptif. Hasil analisis dari observasi dan wawancara menunjukkan bahwa Gather Town memiliki grafik yang mirip dengan game Harvest Moon, dimana mahasiswa dapat memainkan satu karakter dan dapat menuliskan namanya di bagian atas sehingga dosen dapat melihat mahasiswa mana yang hadir. Tidak hanya itu, ruangannya didesain mirip dengan ruang kelas, dimana meja dosen berada di bagian depan kelas. Ruang kelas virtual juga memiliki kursi yang berjejer rapi seperti ruang kelas di dunia nyata. Kemudian saat mengerjakan tugas kelompok, karakter siswa akan berkumpul di meja yang sama seperti di ruang kelas yang sebenarnya. Mereka juga melakukan kegiatan kerja kelompok seolah-olah berada di dalam kelas. Setiap kelompok duduk melingkar dan berdiskusi satu sama lain. Game saat ini dapat menjadi alternatif desain di kelas virtual.
Implementation of English Language Teaching (ELT) Through Understanding Non-EFL Students’ Learning Styles Nur Fitria, Tira
JURNAL PENDIDIKAN DAN PENGEMBANGAN MANUSIA Vol 8 No 1 (2023): Education and Human Development Journal
Publisher : Universitas Nahdatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/ehdj.v8i1.4457

Abstract

This research investigates the non-EFL students9 learning styles and describes how to teachEnglish with different learning styles. This research is descriptive qualitative research. The analysisshows that are six types of students9 learning styles including VAK (Visual, Auditory, and Kinesthetic),also the combinations of learning styles including visual-auditory, visual kinesthetic, and auditorykinesthetic. This also shows that students can have more than one learning style such as visual-auditory,visual-kinesthetic, and auditory-kinesthetic learning styles. Non-EFL students learning a language tendto apply a visual learning style. Students with a visual learning style more easily absorb informationfrom the sense of sight, such as through pictures/images. While students with an auditory learning styleeasily understand when processing information through the sense of hearing (listening). On the otherhand, students with a kinesthetic learning style need opportunities to be actively moving. Therefore, withunderstanding and the teacher’s knowledge of learning styles each student in the teacher’s class canimplement interesting and meaningful English learning. Understanding the learning styles may be veryhelpful for students to learn via activities in the manner in which they learn best. It will assist students tocomprehend the course material easily, so enhancing their motivation and language skills, enhancingtheir enjoyment of the learning process, reducing their stress levels, and resulting in higher performance.When the teacher understands students’ learning styles, teachers should provide interesting materials andan appropriate learning environment
Pre-Service Teachers’ Perspectives on the Implementation of Song-Based Instruction in Teaching English to Early Childhood Learners Danti Pudjiati; Andi Musda Mappapoleonro; Hisham Abd. Malik; Nur Fitria, Tira
JURNAL PENDIDIKAN DAN PENGEMBANGAN MANUSIA Vol 9 No 3 (2024): Education and Human Development Journal
Publisher : Universitas Nahdatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/ehdj.v9i3.6249

Abstract

This study describes perceptions from pre-service teachers regarding the use of songs in teaching English to young children. The research method comprised qualitative methods. The research subjects consisted of 69 students of early childhood education programs at a private university. The findings explore four primary themes of the students, namely (1) the pedagogical value attributed to songs, (2) the attitudes of students towards the use of songs, (3) the opinions of students concerning the songs utilized, and (4) the perceived effectiveness of songs. The findings indicate a consensus among the respondents on the efficacy of using songs as a tool to introduce English to young children. The investigation into pre-service teachers' perspectives on song-based instruction in teaching English to early childhood learners reveals several key insights. First, pre-service teachers strongly support the inclusion of English songs in the curriculum, recognizing their pedagogical value in enhancing linguistic proficiency and engaging young learners. They agree that songs make learning enjoyable and improve auditory skills, aligning with existing literature on the benefits of song-based education. Second, despite concerns about resource availability and selecting appropriate songs, pre-service teachers believe that songs do not negatively impact learners' concentration or English proficiency assessments. They acknowledge challenges like potential disruptions and time constraints but see overall benefits. Third, teachers view songs as effective tools for vocabulary retention and promoting the automatic use of the target language. While they appreciate the engaging nature of songs, there is some disagreement about their effectiveness in reducing language acquisition anxiety. Fourth, pre-service teachers find English songs accessible and are positive about their use in the classroom, though opinions vary on the frequency of implementation, but most agree on the integration of songs into the curriculum.  
Co-Authors Andi Musda Mappapoleonro Danti Pudjiati Hisham Abd. Malik