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All Journal WIDYA LAKSANA TELL - US JOURNAL Jurnal Pendidikan Progresif UJET: Unila Journal of English Teaching
Munifatullah, Feni
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Education Languange, Linguistic, Communication & Media Social Sciences Other

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PELATIHAN MENULIS SOAL BAHASA INGGRIS BERBASIS TEKS BAGI GURU BAHASA INGGRIS SMP KOTAMADYA BANDAR LAMPUNG Nurweni, Ari; Mahpul, Mahpul; Munifatullah, Feni; Putrawan, Gede Eka
JURNAL WIDYA LAKSANA Vol 7 No 2 (2018)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jwl.v7i2.12877

Abstract

Dalam pembelajaran, guru memiliki tugas untuk merancang pembelajaran pembelajaran, melaksanakan pembelajaran, dan mengevaluasi pembelajaran yang telah dilaksanakannya. Untuk dapat melakukan tugas tersebut guru harus memiliki kompetensi yang berkaitan hal-hal tersebut. Kegiatan pengabdian kepada masyarakat ini  bertujuan bertujuan untuk meningkatkan kemampuan guru Bahasa Inggris SMP dalam menulis butir soal yang berbasis teks Inggris dari segi bahasa dan meningkatkan kemampuan guru Bahasa Inggris SMP dalam menulis butir soal yang berbasis teks Inggris yang memenuhi construct validity. Metode yang diterapkan dalam kegiatan pengabdian yang berupa pelatihan penulisan soal Bahasa Inggris berbasis teks ini meliputi: (1) ceramah yang diikuti dengan diskusi antara instruktur dengan peserta, dan peserta dengan peserta; (2) pemberian contoh dan analisis; (3) praktik membuat soal tes berbasis teks secara kelompok; (4) pemberian umpan balik dan diskusi  hasil praktik membuat soal tes berbasis teks; dan (5) pemberian tugas membuat soal tes berbasis teks secara individu. Dapat disimpulkan bahwa pelatihan ini telah mencapai sasaran yaitu dapat memberi pengetahuan dan wawasan kepada para guru peserta pelatihan tentang assessment planning, assessment of reading, assessment of listening, assessment of speaking, dan assessment of writing yang dapat dilihat dari hasil pre-test dan post-test. Para peserta pelatihan antusias dalam mengikuti setiap pemaparan materi yang diberikan oleh narasumber. Berdasarkan hasil interview dengan para peserta pelatihan terlihat bahwa pemahaman mereka tentang materi pelatihan juga meningkat. Dengan demikian, dapat disimpulkan bahwa para guru peserta pelatihan ini merasakan manfaat yang besar setelah mengikuti pelatihan ini. Kata kunci: butir soal, teks, guru Bahasa Inggris, assessmentIn teaching learning process, it is a must for teachers to design, implement, and evaluate the process. To be able to perform the responsibility, they are required to have a competence related to the matters. This community service was aimed at improving the ability of English teachers of junior high school in writing text-based question items correctly and appropriately in terms of linguistics and construct validity. It was conducted through (1) lecture and discussion; (2) example of analysis; (3) practice of making text-based test questions; (4) feedback; (5) task of constructing text-based test questions. It could be concluded that the aims of this activity were successfully achieved in terms of insight and knowledge transfers to the participants on assessment planning, assessment of reading, assessment of listening, assessment of speaking, and assessment of writing which could be seen from the results of their pre-test and post-test. The participants were enthusiastic in following each part of this activity. Based on the interviews with the participants, they stated that their understanding also increased. Thus, it can be concluded that the teacher participants obtained great benefits after attending this activity. Keywords: question items, text, English teachers, assessment
Enhancing Reading Comprehension: The Role of RCRR Strategy and Small Group Discussions Rahmadianti, Dwi; Flora, Flora; Munifatullah, Feni
TELL - US JOURNAL Vol 11, No 1 (2025): March 2025
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2025.v11i1.9330

Abstract

This study addresses the ongoing challenge of improving students' reading comprehension, which is crucial for academic success. Despite various reading strategies being implemented, discrepancies remain between theoretical approaches and classroom practices, particularly in engaging students actively in comprehension tasks. To bridge this gap, this study examines the effectiveness of integrating the Read, Cover, Remember, Retell (RCRR) strategy with Small Group Discussions in enhancing students’ comprehension of descriptive texts. Conducted at SMA N 10 Bandar Lampung, this quasi-experimental research involved tenth-grade students, utilizing a pretest-posttest design with 42 multiple-choice questions. The experimental group, exposed to the integrated strategy, showed a significant improvement in reading comprehension, with a post-test mean score of 85.99, compared to the control group’s 76.53. Statistical analyses, including normality, homogeneity, and independent t-tests, confirmed the strategy’s effectiveness (p < 0.05). Findings indicate that Small Group Discussions enhanced the impact of RCRR by fostering active engagement, critical thinking, and collaborative learning. This study concludes that combining RCRR with Small Group Discussions is an effective instructional approach, providing valuable insights for educators seeking to enhance literacy instruction.
Scaffolded Small Group Discussion and Picture Series in Enhancing EFL Learners' Writing Performance Nabila, Nada; Munifatullah, Feni; Kadaryanto, Budi
TELL - US JOURNAL Vol 11, No 2 (2025): New Applications and Perspectives in Teaching English as a Foreign Language (EF
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2025.v11i2.9386

Abstract

Writing proficiency is a crucial skill in language learning, yet many students struggled with structuring their ideas coherently. While various strategies had been explored to enhance writing skills, limited research had examined the integration of collaborative learning and visual aids, such as picture series, in small group discussions. This study investigated the effectiveness of scaffolded small group discussions and picture series in improving students' writing performance compared to the original small group discussion. Employing a quasi-experimental design, the study involved two groups of eleventh-grade students at SMAN 9 Bandar Lampung, with a pre-test and post-test administered to measure improvements. The quantitative data, analyzed using an Independent-Sample t-test in SPSS, revealed a significant improvement in students’ writing performance, particularly in rhetorical structure. The findings suggested that integrating scaffolded small group discussions with picture series provided a structured and collaborative learning environment that enhanced students' ability to organize their ideas coherently. This study contributed to the growing body of research on effective writing instruction and underscored the importance of collaborative and visual learning techniques in improving writing skills.
INTEGRATING THINK PAIR SHARE AND THREE STEP INTERVIEW TO ENHANCE STUDENTS’ SPEAKING ACHIEVEMENT Pramesti Eba Utami, Dian Anggoro; Nurweni, Ari; Munifatullah, Feni
TELL - US JOURNAL Vol 11, No 4 (2025): A Study on Attitudes and the Role of Technology in Language Education
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2025.v11i4.10478

Abstract

This study aims to examine the improvement of students’ speaking achievement and their perceptions toward the implementation of integrated Think–Pair–Share (TPS) and Three-Step Interview (TSI). The research employed a one-group pretest–posttest design involving 30 ninth-grade students at SMPN 4 Metro. Instruments included a speaking test (pretest and posttest) and a perception questionnaire. Data were analyzed using a paired sample t-test and descriptive analysis. The results showed a significant improvement in students’ speaking scores from a pretest mean of 84.80 to a posttest mean of 89.40 (p < 0.05). Furthermore, students’ perceptions toward the TPS–TSI were positive with overall mean = 3.86, with the Target and Situation dimensions receiving the highest means, 3.94. These findings suggest that the integration of TPS–TSI not only enhances speaking skills but also fosters a supportive learning environment aligned with students’ future goals.
Trends in Teaching English for Tourism: A Systematic Review (2013 -2022) Desmayenni, Myra; Caniyago, Ako; Sitohang, Kommen Sohni; Arnaz, Dwi Fitri; Sutaryah, Cucu; Munifatullah, Feni
Jurnal Pendidikan Progresif Vol 13, No 3 (2023): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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

Abstract

Trends in Teaching English for Tourism: A systematic review (2013—2022). Objectives: This article provides the most research topics, strengths and limitations in teaching English for Tourism (EfT) for the last decade. Methods: This qualitative systematic review obtained the data from reputable open-access journals; totally 20 articles were scrutinized and classified. Findings: Models’ development in teaching EfT has become the most interesting topic since it contributes to sustainable studies due to the teaching EfT development. Meanwhile, the Corpus-based was preferable in the last decade for the EfT materials development. However, the scarcity of the studies in assessment and media might open a wide opportunity to be explored. Conclusion: Overall, the EfT teaching topics in the last ten years are categorized into models, materials, media and assessment. Future research with various innovations in teaching EfT, and further cooperation with tourism organizations and stakeholders can support stronger contribution to the success of teaching EfT. Keywords: english for tourism, trend, systematic review.DOI: http://dx.doi.org/10.23960/jpp.v13.i3.202302
The implementation of role play teaching technique to improve speaking ability on tenth grade students Ardeyanti, Dita Indah; Munifatullah, Feni; Nurdiana, Novita
U-Jet Unila Journal of English Language Teaching Vol. 13 No. 1 (2024): UJET
Publisher : English Language Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/ujet.v2.5

Abstract

One of the skill in producing language is speaking, in which the ability itself is essential. Speaking requires a few aspects, this study focused on enhancing students’ fluency, accuracy, pronunciation, and vocabulary. The objective of this study is to improve students’ speaking ability by implementing the Role Play Teaching Technique on 30 students of SMAS Al Kautsar Bandar Lampung. After the pre-test, treatments, and post-test were administered, the results of the tests were compared by using Paired Sample T-test in order to analyze the significant improvement of students’ speaking ability after the implementation of the technique. The research results showed that the technique greatly impacted on students’ speaking ability especially fluency. Further findings such as advantages and disadvantages on the technique are discussed.
Word formation analysis of slang word expression in Freaky Friday movie script and the implication in EFL learning Sastya Purwaningtyas, Nanda; Munifatullah, Feni; Nurdiana, Novita
U-Jet Unila Journal of English Language Teaching Vol. 14 No. 1 (2025): UJET
Publisher : English Language Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/ujet.v2.144

Abstract

This study aims to investigated the word formation processes of slang word expressions found in the Freaky Friday (2003) movie script and explores their potential in supporting EFL learning. The researcher used qualitative methods, including transcription and document analysis, to collect the data. The data were analyzed using content analysis to find out each context of slang words that occur in the Freaky Friday (2003). To find out the word formation processes in each slang, the researcher used the theory by George Yule (2010). The result showed that there were 43 slang words that appear in the movie. The result of this study showed that there 43 slang words were appeared in this movie within 8 out of 10 types of word formation processes in this research. They are coinage (2%), borrowing (9%), compounding (19%), blending (5%), clipping (14%), conversion (10%), derivation (19%), and multiple processes (9%). The study highlights slang words in morphological aspects and cultural context can be implemented learners’ speaking skills and engagement. It is shown a realistic portrayal of family relationships and teenage life, making it a valuable resource for understanding the connection between language and society, especially for English learning. The researcher also classified which slang words can be suitable to be used as EFL learning material to enhance their speaking abilities.
Co-Authors Ardeyanti, Dita Indah Ari Nurweni Arnaz, Dwi Fitri Budi Kadaryanto Caniyago, Ako Cucu Sutaryah Fatimah Azzahra Flora Flora, Flora Mahpul Mahpul, Mahpul Myra Desmayenni, Myra Nabila, Nada Novita Nurdiana Pasha, Ikram Ibadillah Pramesti Eba Utami, Dian Anggoro Putrawan, Gede Eka Rahmadianti, Dwi Riyantika, Fajar Sastya Purwaningtyas, Nanda Sitohang, Kommen Sohni