Article Per Year (5 Year)
p-Index From 2021 - 2026
1.745
P-Index
This Author published in this journals
All Journal Journal of Education Technology AL-TANZIM : JURNAL MANAJEMEN PENDIDIKAN ISLAM Jurnal Pendidikan dan Pengajaran Guru Sekolah Dasar (JPPGuseda) JETLi Nautical: Jurnal Ilmiah Multidisiplin Indonesia Journal of Learning Improvement and Lesson Study Jurnal Pendidikan Dasar Journal of English Teaching and Linguistics Studies International Journal of English Language and Pedagogy
Rahmah, Mursidah
Unknown Affiliation
Religion Humanities Computer Science & IT Education Engineering Languange, Linguistic, Communication & Media Social Sciences Other

Published : 13 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search
Journal : JETLi

 1 
TEACHING SPEAKING SKILL TO DEAF STUDENTS Sukrisna, Zahra Nurmeiliawati; Suryanti, Yanti; Rahmah, Mursidah
Journal of English Teaching and Linguistics Studies (JET Li) Vol 1, No 1 (2019): Journal of English Teaching and Linguistics Studies (JET Li)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55215/jetli.v1i1.1492

Abstract

ABSTRACT  English subject is taught to every student, including the special need students especially deaf students. This research aims to find out how the teacher teaches speaking skill as one of the skills in English to deaf students. Descriptive method is applied in this research which is conducted at SLB-B Dharma Wanita Bogor to 11th grade and the English teacher as the participants. Based on the result of this research, it is found that teacher has to apply the rules, strategies, and techniques in teaching speaking skill to deaf students. One of the ways in teaching them is teacher always helps them with the visual media since it helps them a lot in understanding the material. For example, teacher adds information by writing it on the whiteboard so they will know and understand how to sound the word clearly. Based on the result, it can be concluded that in teaching speaking skill to deaf students there are several special treatments and ways to be applied. They are; lip reading, counting the syllables, adding transcription, and mixing the languages. Keywords: Teaching Speaking Skill, Special Students, Deaf Students
THE APPLICATION OF ICE BREAKING ACTIVITIES IN TEACHING ENGLISH TO JUNIOR HIGH SCHOOL STUDENTS Farwati, Dea Zahra; Rahmah, Mursidah; Sutisna, Entis
Journal of English Teaching and Linguistics Studies (JET Li) Vol 1, No 1 (2019): Journal of English Teaching and Linguistics Studies (JET Li)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55215/jetli.v1i1.1489

Abstract

ABSTRACTThe paper entitled Ice Breaking Activities in Teaching English to Junior High School Students” was purposed to describe the process of ice breaking activities and the suitability of the ice breaking activities with the principles applied in teaching English. This research was conducted at SMPN 18 Kota Bogor by using descriptive qualitative research. The participant of this reasearch was one of English teachers of that school. The finding of this research described the process of ice breaking activities in teaching English and the suitability of the ice breaking activities with the principles. The ice breaking activities used were Tongue-twister, English Game, and English Song”. The ice breaking activity was started by dividing the students into several groups, telling the name of the activity, giving some explanations about what they had to do, and finally starting the ice breaking by choosing one member from several groups to repeat the sentence. The result showed that the ice breaking activities were usually started by telling the name of the activities, giving some explanations about what they are going to do, doing simulation and finally starting the ice breaking activities about five to twenty minutes. Furthermore, the process of ice breaking activities are mostly appropriate with the principles. The role of the teacher as the facilitator, the instruction given which is easy to understand, the suitability of the students level with the ice breaking activities, the time limit used, the atmosphere of the class, and the students interest toward lesson.Keywords: Ice Breaking activities, English Teaching
TEACHERS WAY OF COMMUNICATIONS WITH STUDENTS IN CONTENT AND LANGUAGE INTEGRATED LEARING (CLIL) CLASSES Zulfa, Wafa Dwi; Rahmah, Mursidah; Sofyan, Deddy
Journal of English Teaching and Linguistics Studies (JET Li) Vol 3, No 1 (2021): Journal of English Teaching and Linguistics Studies (JET Li)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55215/jetli.v3i1.3417

Abstract

The fact of learning a language that is not our own, opens the mind. One of the most important language in the world is English. English has become the most used language of communication. Teacher as the facilitator need to support the learning environment in the classroom effectively. It has created the dire need to explore new teaching methodology that can increase learners command of foreign language. Content and Language Integrated Learning (CLIL) is a method that is used to develop the proficiency both target language and content, it can help students to be mastering their foreign language and content from other subjects beside English. This research is aimed to investigate teachers way for communication with students in CLIL classes. This research was conducted at SMP-SMA Cahaya Rancamaya Islamic Boarding School. There were 2 participants involved in this research, which were Physics and Biology teachers who used CLIL as the teaching and learning method. The writer used qualitative method and descriptive analysis in conducting this research. To gain the research data, she used three research instruments: documentation, interview and interview. Documentation instrument was used to analyze teachers CLIL lesson plans. Two interviews also conducted to confirm and avoid misunderstanding. Both interviews were conducted online because of the Covid-19 situation. This study reveals that teachers way for communication with students in CLIL classes happened in the three stages of classroom activities which are in pre-activity, while activity and post-activity. The communication aspect in the CLIL classroom used English as the medium in the interaction. Teachers ways of communication with students influenced by the classroom activities and questioning techniques which are Conceptual Checking Question (CCQ) and instructional Checking Question (ICQ) to make students participate to communicate which will affect the English communication in the CLIL classroom.
Co-Authors Abdul Rosyid Adela, Agnes Budiana, Sandi Deddy Sofyan, Deddy Entis Sutisna Farwati, Dea Zahra Fitri Siti Sundari Ganeswara, M. Ginanjar Gani, Resyi A Gusnadi, Gusnadi Indri Yani, Indri Indriyani Istiqlaliah Nurul Hidayati Karmila, Nita Maulidia, Nur Putri, Layli Rizky, Keumala Septiyana Rostikawati, R. Teti Siti Nurlaela Sukrisna, Zahra Nurmeiliawati Sundari, Fitri Siti Vonti, Lungguh Halira Wati, Ema Sujar Yanti Suryanti Yanti Suryanti, Yanti Zulfa, Wafa Dwi