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<![CDATA[VISUAL-BASED AND VERBAL-BASED MATERIALS IN TEACHING WRITING TO STUDENTS WITH DIFFERENT LEARNING STYLES ]]>
<![CDATA[Setiawan, Fiki]]>;
<![CDATA[Taiman, Taiman]]>
<![CDATA[ Gema Wiralodra Vol 11 No 2 (2020): Gema Wiralodra ]]>
Publisher : <![CDATA[Universitas Wiralodra ]]>
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DOI: 10.31943/gemawiralodra.v11i2.143
<![CDATA[This study was aimed to investigate the implementation of visual-based and verbal-based materials in teaching writing to students with different learning styles. This study employed a quasi-experimental design with a 2x2 factorial design conducted in the health analyst academy Indonesia. There were two experimental groups involved. Visual-based and verbal-based materials had been used as teaching media for collecting the data. The observation was also conducted to support the data findings. The research findings indicated that both visual-based and verbal-based materials were useful to be used in teaching writing to students with different learning styles. However, the findings indicated that visual-based material was more effective to be used in both spatial and linguistic learning styles students. The result of observation also showed that students considered visual-based material to be more interactive and exciting. Students' learning styles proved to have a significant influence on teaching materials, primarily when verbal-based material was implemented. The visual-based materials have a substantial impact on the students' writing ability. It could be concluded that visual-based material was adequate for the students with a spatial learning style, while verbal-based material was sufficient to the students with a linguistic learning style in teaching writing.]]>
<![CDATA[COHESION AND COHERENCE IN WRITTEN TEXTS OF HEALTH MEDICAL LABORATORY STUDENTS ]]>
<![CDATA[Fiki Setiawan]]>;
<![CDATA[Taiman Taiman]]>
<![CDATA[ Indonesian EFL Journal Vol 7, No 1 (2021) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/ieflj.v7i1.3991
<![CDATA[Good writing, which is cohesive and coherent, must pay attention to the relationship between sentences. Cohesive and coherence are essential textual components to create the organized and comprehensiveness of the texts. This research aims to identify the use of cohesion devices and coherence made by the students in their writing texts. This study applied a descriptive qualitative method. The study's object was eight explanation texts written by linguistic learning style students of Health Medical Laboratory An Nasher Cirebon in the academic year of 2019/2020, who were taking English subjects. The data collected through documentation. The qualitative analysis was performed to explore the results. The result revealed that reiteration among all forms of grammatical and lexical cohesion, which occurs 207 times or 47.15 percent, is the most common form. The reference that appears 124 times or 28.25 percent follows. Collocation is the third position, which happens 60 times or 13.67%. Conjunction, meanwhile, occurs 44 times or 10.02 percent, replacement appears 3 times or 0, 68 percent and ellipsis appears 1 times. In terms of macro level coherenece, the results showed that additives were mostly used in student texts. followed by causal, temporal and last was adversative It concluded that the students to be competing well in producing cohesion and coherence in their writing texts. They use all kinds of coherence in their written text with only one ellipsis, and they apply all kinds of coherence in their written text.Keywords: Cohesion; coherence; discourse]]>
<![CDATA[VISUAL-BASED AND VERBAL-BASED MATERIALS IN TEACHING WRITING TO STUDENTS WITH DIFFERENT LEARNING STYLES ]]>
<![CDATA[Fiki Setiawan]]>;
<![CDATA[Taiman Taiman]]>
<![CDATA[ Gema Wiralodra Vol. 11 No. 2 (2020): Gema Wiralodra ]]>
Publisher : <![CDATA[Universitas Wiralodra ]]>
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DOI: 10.31943/gemawiralodra.v11i2.143
<![CDATA[This study was aimed to investigate the implementation of visual-based and verbal-based materials in teaching writing to students with different learning styles. This study employed a quasi-experimental design with a 2x2 factorial design conducted in the health analyst academy Indonesia. There were two experimental groups involved. Visual-based and verbal-based materials had been used as teaching media for collecting the data. The observation was also conducted to support the data findings. The research findings indicated that both visual-based and verbal-based materials were useful to be used in teaching writing to students with different learning styles. However, the findings indicated that visual-based material was more effective to be used in both spatial and linguistic learning styles students. The result of observation also showed that students considered visual-based material to be more interactive and exciting. Students' learning styles proved to have a significant influence on teaching materials, primarily when verbal-based material was implemented. The visual-based materials have a substantial impact on the students' writing ability. It could be concluded that visual-based material was adequate for the students with a spatial learning style, while verbal-based material was sufficient to the students with a linguistic learning style in teaching writing.]]>
<![CDATA[The Implementation on Using Google Classroom for Online Learning for Elementary School Teachers ]]>
<![CDATA[Fiki Setiawan]]>;
<![CDATA[Hery Prambudi]]>;
<![CDATA[Pipin Supenah]]>;
<![CDATA[Supriyatin Supriyatin]]>
<![CDATA[ COMSERVA : Jurnal Penelitian dan Pengabdian Masyarakat Vol. 1 No. 5 (2021): COMSERVA: Indonesian Journal of Community Services and Development ]]>
Publisher : <![CDATA[Publikasi Indonesia ]]>
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DOI: 10.59141/comserva.v1i5.27
<![CDATA[The government has issued various policies to stop the spread of COVID-19. One of them is online learning (on the network) which is carried out by almost all levels of education in Indonesia. Learning models are developed based online (e-learning). Nevertheless, on the other hand, the implementation of online learning experiences obstacles such as teachers' lack of knowledge and skills in managing to learn online. This community service aims to improve the abilities and skills of elementary school teachers in using e-learning applications based on Google Classroom in helping the online learning process during the pandemic. The target of this activity is the Gegunung Village Elementary School teachers. Execution method using lectures, practicum, and question and answer. Training participants are given an understanding concept about distance learning media or online and practising use of the Google Classrooms application. The results of this activity include training participants very enthusiastic about participating in the training. The Gegunung Village Elementary School teacher can understand the use of google classroom with an indicator that the teacher can create online learning. The Gegunung Village Elementary School teachers have operated the application Google Classroom as an alternative medium. However, assistance still needs to be done until the teacher understands and uses Google Classroom as an online learning medium during the COVID-19 pandemic.]]>
<![CDATA[Why Do Not Students Turn On Their Cameras during Online Classes ]]>
<![CDATA[Fiki Setiawan]]>;
<![CDATA[Arief Zul Fauzi]]>
<![CDATA[ Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences Vol 5, No 1 (2022): Budapest International Research and Critics Institute February ]]>
Publisher : <![CDATA[Budapest International Research and Critics University ]]>
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DOI: 10.33258/birci.v5i1.4162
<![CDATA[Since several higher education institutions do not compel students to turn on their webcams during online sessions, professors assert that they have adopted this practice in response to the COVID-19 pandemic-related shift in instructional activities. They were considering the current research intended to determine the reasons behind students' decision to conceal their identities during online classes and provide potential solutions for enhancing the educational process's sustainability. We specified that the usage of video cameras in class was optional but encouraged out of consideration for the pupils. However, several of our instructors and students remarked that they did not utilize their cameras as often as they would have liked by the end of the semester, decreasing the educational experience. We surveyed students to ascertain why they chose not to activate their cameras. Students do not switch on their webcams during online lectures to engage in other things concurrently. Numerous hypothesized explanations, including the most frequently mentioned concern about personal appearance, were confirmed. Additionally, being concerned about other people and the physical location visible in the background and having a sluggish internet connection were issues. Turning on the camera throughout the educational process offers several benefits, including assessing students' level of knowledge and directing their attention to the lesson, fostering communication and emotional development, and preventing outdoor activities during the learning process.]]>
<![CDATA[The Impact Of The Lockdown Status On Student Learning During The Covid-19 Pandemic ]]>
<![CDATA[Setiawan, Fiki]]>;
<![CDATA[Taiman, Taiman]]>
<![CDATA[ Syntax Literate Jurnal Ilmiah Indonesia ]]>
Publisher : <![CDATA[CV. Ridwan Publisher ]]>
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DOI: 10.36418/syntax-literate.v5i11.1729
<![CDATA[This study aims to describe the impact of the lockdown amid the COVID-19 outbreak on university students in West Java. An online survey was conducted from July 1 to July 8 2020. The structural questionnaire instrument used was the 'Google form' sent to students via WhatsApp and E-mail. A total of 231 students provided complete information regarding the survey. Simple percentage distribution is used to assess the learning status of study participants. During the lockdown period, around 70% of students were involved in e-learning. Most of the students use android phones to follow e-learning. Students have faced various problems related to anxiety depression, poor internet connectivity, and a low learning environment. Students from remote and marginalized areas, especially face significant challenges to learning during this pandemic. This study suggests targeted interventions to create positive spaces for learning among students as part of society. Strategies are urgently needed to build a sound education system during the pandemic to not interfere with student skills and productivity.]]>
<![CDATA[THE EFFECTIVENESS OF MIND MAPPING AND BRAINSTORMING TECHNIQUES TO TEACH WRITING TO VISUAL AND READ WRITE LEARNING STYLE STUDENTS ]]>
<![CDATA[Setiawan, Fiki]]>
<![CDATA[ Syntax Literate Jurnal Ilmiah Indonesia ]]>
Publisher : <![CDATA[CV. Ridwan Publisher ]]>
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<![CDATA[This research was conducted to investigate the effectiveness of Mind Mapping andBrainstorming technique used by students with visual and read-write learning style.The subject of the study was the students of Akademi Analis Kesehatan An Nasherin academic year 2018/2019. The subjects were the students of class A and B,divided into two parts of learning style namely visual and read-write. This researchuses 2x2 factorial experimental design. The object of this research was the teachingof analytical exposition text. The instruments used were a test, questionnaire, andobservation. The finding of this research indicates that mind mapping andbrainstorming strategies were effective in teaching writing to the students withvisual and read-write learning style. The result showed that the score of mindmapping strategy was higher than brainstorming strategy. The conclusion of thisresearch has proven that mind mapping technique and brainstorming techniquecan help and improve the students in writing skill for both students with visual andread-write learning style. It can be concluded that mind mapping strategy wasmore effective than brainstorming strategy and there was interaction among thetechnique, writing skill, and students learning style. It is hoped that the studentsand the teacher can use that technique in teaching and learning process.Keywords: Brainstorming, Mind Mapping, Visual and Read Write Learning Style]]>
<![CDATA[Strategies for Teaching Reading to Students With High and Low Vocabularies: Emphasizing Gist and Graphic Organizers ]]>
<![CDATA[Fiki SETIAWAN]]>;
<![CDATA[Yuni Awalaturrohmah SOLIHAH]]>
<![CDATA[ International Journal of Environmental, Sustainability, and Social Science Vol. 4 No. 3 (2023): International Journal of Environmental, Sustainability, and Social Science (May ]]>
Publisher : <![CDATA[Indonesia Strategic Sustainability ]]>
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DOI: 10.38142/ijesss.v4i3.572
<![CDATA[The focus of this study was to investigate the effectiveness of Gist and Graphic Organizers in teaching reading to students with different levels of vocabulary proficiency. This study used a quasi-experimental methodology with a 2x2 factorial design to examine university-level English language learners. Two experimental subjects were involved. Gist and Graphic Organizer materials were used as instructional tools for data collection. Additionally, an observation was made to validate the data findings. According to the research findings, Gist and Graphic Organizers were helpful in teaching reading to students with different vocabulary competence levels. However, the results suggested that the Gist technique benefits both pupils with high and low vocabulary skills. Observation also revealed that students found the Gist technique more engaging and participatory. The lexical proficiency of students had a substantial impact on instructional materials, mainly when the Gist technique was applied. It has a significant impact on the reading comprehension of students. In teaching reading comprehension, the Gist method was adequate for students with a high vocabulary competency, while graphics Organizers was adequate for learner with a low vocabulary proficiency.]]>
<![CDATA[Study of the Cirebon Wayang Wong Performance Arts in Educational Value ]]>
<![CDATA[Taiman]]>;
<![CDATA[Dadang Sunendar]]>;
<![CDATA[Sumiyadi]]>;
<![CDATA[Tedi Permadi]]>;
<![CDATA[Fiki Setiawan]]>
<![CDATA[ IJCS: International Journal of Community Service Vol. 2 No. 1 (2023): IJCS: International Journal of Community Service ]]>
Publisher : <![CDATA[PT Inovasi Pratama Internasional ]]>
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DOI: 10.55299/ijcs.v2i1.299
<![CDATA[Wayang is a traditional art and an important cultural heritage. In addition to being recognized as a Javanese cultural heritage by UNESCO, wayang is a beautiful and significant Indonesian cultural heritage. Educational values in wayang wong in Cirebon society have been almost extinct. As a sense of pride as the Indonesian nation that will pass on cultural values as an embodiment of local wisdom (local wisdom), which can be used as a cultural inheritance repertoire for wayang wong in the future. The study and performance of values as a means of revitalizing the current generation through preservation and local knowledge to preserve noble values. Qualitative research (Qualitative research) is an investigation designed to describe and analyze individuals or groups. Several descriptions are employed to discover underlying principles and explanations that lead to conclusions. Therefore, students in the value of education through wayang Cirebon performing arts must apply values to education that apply to daily life.]]>
<![CDATA[Challenges on Teaching and Learning English for Specific Purposes (ESP) for Indonesian Undergraduate Students ]]>
<![CDATA[Yuni Awalaturrohmah Solihah]]>;
<![CDATA[Viar Dwi Kartika]]>;
<![CDATA[Fiki Setiawan]]>
<![CDATA[ LET: Linguistics, Literature and English Teaching Journal Vol 13, No 1 (2023) ]]>
Publisher : <![CDATA[English Department of Faculty of Tarbiyah and Teacher Training ]]>
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DOI: 10.18592/let.v13i1.9090
<![CDATA[This study examined the challenges both teachers and students in implementation of teaching and learning ESP. It focuses on mastering English in students’ needs relating to the specific fields. This used a qualitative study obtaining data from questionnaires and interviews. The findings showed that the students’ vocabulary mastery was an obstacle during learning ESP. It made the students felt difficult to comprehend the materials. Moreover, the teachers are supposed to prepare the ESP materials from textbooks and articles relating to the specific fields although there were lack of sources. However, learning ESP applied the students-centered activities and built an interaction between teachers and students during discussing and practicing the ESP materials. It encouraged the students to be active for their speaking skill improvement. It also assisted the students to enhance new vocabularies relating to the specific fields. Therefore, to achieve students’ comprehension in ESP, the teachers should develop ESP materials and method of teaching in order to deliver optimally the ESP contents.]]>
