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All Journal ELTIN Journal: Journal of English Language Teaching in Indonesia Jurnal Pengabdian Pada Masyarakat Indonesian EFL Journal Linguistics and Elt Journal Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Jurnal Pengabdian Masyarakat AbdiMas ABDIMAS SILIWANGI Pedagonal : Jurnal Ilmiah Pendidikan JPGI (Jurnal Penelitian Guru Indonesia) PROJECT (Professional Journal of English Education) Jounal of Education and Teaching (JET) Jurnal Abdimas Ilmiah Citra Bakti (JAICB) JOLLT Journal of Languages and Language Teaching FOCUS: Journal of Social Studies English Journal Literacy Utama Community Services and Social Work Bulletin DEVOTE: Jurnal Pengabdian Masyarakat Global Jurnal Pengabdian Pada Masyarakat Bhinneka: Jurnal Bintang Pendidikan dan Bahasa KANGMAS: Karya Scientific Community Service is a journal Proceeding of the International Conference on Global Education and Learning
Sadikin, Irma Savitri
Universitas Esa Unggul
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DEIXIS IN MALEFICENT MOVIE SCRIPT Wiguna, Andi; Anggraeni, Hera; Nuramalia, Reyka; Sadikin, Irma Savitri
PROJECT (Professional Journal of English Education) Vol 1, No 2 (2018): Volume 1 NUMBER 2, MARCH 2018
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (508.454 KB) | DOI: 10.22460/project.v1i2.p133-138

Abstract

This study is an attempt to analyze types of deixis those are: personal deixis ( first. Second, and third person deixis), place deixis, time deixis, and discourse deixis.  This study only focused on the movie script. This study was purposed to find out the types and the dominant of deixis are used in  Maleficent Movie Script. This script got from the internet. The study applied descriptive qualitative method.  Steps of analyses the data, it applied was the first, this study looked for the movie, the second, this study watched the movie, then, looked for the movie script of the movie “Black Swan”, the fourth, this study identified the sentence of the movie script based on four types of deixis. The result of this research shows dominant in person deixis: I, you, we, he, she, our, king Stephan, because from the result personal deixis in the movie script is dominant from the place, time, and discourse deixis.
STUDENTS’ PERCEPTION TOWARD TEACHING ENGLISH VOCABULARY THROUGH TOTAL PHYSICAL RESPONSE (TPR) METHOD Ibrohim, Achmad Taufiq; Septianti, Astri; Sadikin, Irma Savitri
PROJECT (Professional Journal of English Education) Vol 1, No 2 (2018): Volume 1 NUMBER 2, MARCH 2018
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (913.147 KB) | DOI: 10.22460/project.v1i2.p145-156

Abstract

The objective of the research is to investigate the students’ perception on teaching english vocabulary through Total Physical Response (TPR) technique and to identify the benefits that the students obtained from that technique. This research used a qualitative descriptive research method. The respondents of the research were eight grade students of SMPN 2 Plered Purwakarta. The data were obtained from questionaire and interview. The results of the study that the teaching english vocabulary through Total Physical Response (TPR) technique could help students’ vocabulary in learning english. Based on interview and questionnaire, they showed some improvement on process of get new vocabulary from learning with that technique. Moreover, the data from questionaire and interview showed that there were some benefits of TPR method: 1. Developt of students’ speaking ability and increasing vocabulary, 2. Increasing the students participation in the class, 3. Having a fun learning atmosphere.
THE EFFECT OF AURASMA AUGMENTED REALITY (AR) TO ENHANCE YOUNG LEARNERS’ VOCABULARY MASTERY Hudaya, Anwar; Sadikin, Irma Savitri
PROJECT (Professional Journal of English Education) Vol 2, No 6 (2019): VOLUME 2 NUMBER 6, November 2019
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (713.668 KB) | DOI: 10.22460/project.v2i6.p783-790

Abstract

The aim of this study is to analyze the difference of young learners’ vocabulary mastery through Aurasma Augmented Reality (AR). The research was conducted in SDN 1 Jayagiri Lembang and the sample of this study was gained from two classes of sixth grade. One class was treated using AR, while another class was treated without AR in teaching vocabulary. The data were gathered from pre-test and post-test. The result of this study revealed that young learners could improve their vocabulary mastery through augmented reality (AR). It can be inferred that there is a significant difference from students’ pre-test and post-test result. Furthermore, the data from observation displayed a positive attitude during the students’ learning through Aurasma AR. Most of students participated actively in the classroom, they showed high curiosity, and they enjoyed and felt enthusiastic in learning vocabulary.
Integrating Augmented Reality (AR) In EFL Class For Teaching Vocabulary Sadikin, Irma Savitri; Martyani, Erista
PROJECT (Professional Journal of English Education) Vol 3, No 2 (2020): VOLUME 3 NUMBER 2, MARCH 2020
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/project.v3i2.p161-167

Abstract

In the industrial era 4.0, the use of technology in the learning process is an important element. Teachers need to be more technologically in their teaching process since the use of technology has become a lifestyle. Augmented Reality (AR) is an interactive experience of a real-world environment which is considered effective as good medium in learning especially in English vocabulary. This article aims to explore the use of AR for young learners by comparing it with conventional paper flashcards. This method used quantitative research or more specifically quasi-experimental design at the second grade of Primary school in Padalarang. The data of the research was obtained from pre-test and post-test and it was analyzed by using SPSS 22 for windows. The results showed that both AR and conventional flashcard could significantly improve young learners’ vocabulary. However, the mean score of posttest in experimental class was 74.83 and 62.5 for control class. The data analysis revealed that the null hypothesis was rejected. In other word, the posttest score of experimental class was higher than control class. In summary, learning English vocabulary through augmented reality (AR) could improve students’ vocabulary mastery. It made young learners more engaged and excited to learn English vocabulary.
DIALOGIC FEEDBACK TO PROMOTE DEEP LEARNING FOR EFL SPEAKING LEARNERS IN ONLINE LEARNING ENVIRONMENT: STUDENTS’VOICES Arinda, Putri; Sadikin, Irma Savitri
PROJECT (Professional Journal of English Education) Vol 4, No 5 (2021): VOLUME 4 NUMBER 5, SEPTEMBER 2021
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/project.v4i5.p803-813

Abstract

English as a foreign language (EFL) students, regardless of their ability to speaking English, encounter significant speaking challenges. They lack motivation and confidence to speak English in online learning environment, which is particularly during a global pandemic. Therefore, the present study aims to analyse the implementation of dialogic feedback in online learning for the students speaking skills and investigate the students’responses to the implementation of dialogic feedback in teaching speaking. The respondents of this study were tenth-grade students attending a private senior high school in Bangka Belitung. This study employed a qualitative approach with a case study design. Interviews and observation were employed as instruments. The findings of this study indicated that the majority of students were engaged in online speaking classes toward implementing dialogic feedback; they were able to clarify their confusions from the teacher's feedback during presentations and they were able to improve their errors in some aspects of speaking skills, such as pronunciation and intonation when telling a story.  Most students in an online class showed positive attitude toward dialogic feedback. They revealed that dialogic feedback is necessary for learners to improve their speaking abilities and enabled them to gain new knowledge through communication and sharing of new vocabulary. However, a few of the students stated technical issues and poor internet connection on the internet could be impediments during the class session.Keywords: Dialogic feedback, speaking skills, students’ perception. 
PENDAMPINGAN MENULIS ESAI DESKRIPTIF DAN ESAI PRIBADI SEBAGAI SYARAT SELEKSI BEASISWA STUDI LANJUT DAN PERGURUAN TINGGI LUAR NEGERI Aini, Safi; Sadikin, Irma Savitri; Lestari, Sri
Jurnal Pengabdian Masyarakat AbdiMas Vol 8, No 03 (2022): Jurnal Pengabdian Masyarakat Abdimas
Publisher : Universitas Esa Unggul

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47007/abd.v8i03.5183

Abstract

Masyarakat Indonesia saat ini menyadari pentingnya menempuh pendidikan ke jenjang yang lebih tinggi. Tingginya animo masyarakat ini dipengaruhi oleh semakin banyaknya program penyedia beasiswa magister dan doktor untuk putra putri terbaik Indonesia. Faktanya, kesempatan besar bagi putra putri terbaik bangsa masih saja dirasa tidak mudah. Selain persyaratan bahasa asing yang harus dikuasai, pendaftar program beasiswa dan kampus tujuan khususnya luar negeri mensyaratkan beberapa esai. Kebutuhan mempelajari cara penulisan esai yang baik untuk melengkapi syarat dalam mengikuti program perlu dilakukan dengan tujuan untuk mengasah kemampuan menulis tidak hanya akademik tetapi juga non akademik.  Dalam kegiatan ini, pengabdian masyarakat dilakukan melalui pendekatan sosio-karikatif dimana mitra dibantu untuk mendapatkan pelatihan menulis dan pendampingan serta dengan menggunakan pendekatan feedback agar mampu meningkatkan kemampuan menulis. Adapun kegiatan yang dilaksanakan adalah kegiatan workshop berupa pemaparan teori terkait esai deskriptif dan esai pribadi yang disampaikan oleh tim pengabdian masyarakat sebagai narasumber. Kemudian peserta diminta membuat esai sendiri sesuai dengan kisi-kisi esai. Esai yang telah disusun oleh peserta diserahkan kepada tim narasumber untuk selanjutnya dibahas mengenai kesesuaian isi dengan kisi-kisi dan hal-hal yang perlu ditambahkan pada esai. Kata kunci : Esai Deskriptif, Esai Pribadi, Beasiswa Studi Lanjut
THE IMPACT OF PEER RESPONSE ON EFL LEARNERS’ WRITING DESCRIPTIVE TEXT Nur Rohmat; Irma Savitri Sadikin
Indonesian EFL Journal Vol 5, No 1 (2019)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v5i1.1611

Abstract

The aim of this study is to find out whether or not there is a significant difference between students who are taught by using peer response technique and those who are not taught by using peer response technique in writing descriptive text. This study used quantitative research method with quasi-experimental design. The population of this research was the 175 students of tenth grade at SMK Bandung Barat, while the sample was 26 students of X 2 Farmasi and X TLM. Writing test was used as the instrument of the study. The data were collected from the result of pretest and posttest. Then, the gain of both classes was analyzed by using t-test in SPSS. The result of the study showed that the mean of gain score in experimental class was 0.38 and the mean of gain score of students in control class was 0.22. It meant that there was difference in improvement between both classes. The hypotheses testing showed that sig. 2 tailed values (p) was 0.000 while alpha was 0.05. In other words, p . It indicated that H0 was rejected. Therefore, it can be concluded that there is a significant difference between students who are taught by using peer response technique and those who are not taught by using peer response technique in writing descriptive text.Keywords: descriptive text; peer response technique; teaching; writing.
THE EFFECT OF MINIMAL MARKING FEEDBACK FOR TEACHING PARAGRAPH WRITING Surya Darmawan; Irma Savitri Sadikin; Yanuarti Apsari
PROJECT (Professional Journal of English Education) Vol 3, No 5 (2020): VOLUME 3 NUMBER 5, SEPTEMBER 2020
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/project.v3i5.p641-650

Abstract

Giving feedback to the students can help them to be better in their writing skill. Therefore, the teacher should give an alternative way in giving feedback to encourage students to master writing  skill. There are a lot of kinds of feedback, one of them is using minimal marking feedback. The main objective of this study is to investigate the effectiveness of minimal marking feedback towards students’ ability in writing descriptive text. It used quantitative method with quasi-experimental design to get the result. It was conducted in one of Junior High Schools in West Java with two classes as the samples. The process started by dividing the students into two categories, namely experimental group and control group. The group which was given treatment by minimal marking feedback in writing descriptive text was experimental one. The treatment was given in five meetings for experimental group. Meanwhile, the control group did not have that treatment for writing the descriptive text. After having the treatment for five meetings, it can be seen that there was significant improvement for those who are in experimental group. This was proven by the data calculated by IBM SPSS Statistics version 23. The result of the calculation by using T-Test showed that Sig.(2-tailed) is 0.000 which was lower than 0.05 meaning that the null hypothesis was rejected. Therefore, the treatment which was given to experiment group was significantly improve students’ ability in writing descriptive text.  Keywords:  Writing, Descriptive text, Minimal Marking Feedback
IMPROVING STUDENTS’ READING COMPREHENSION THROUGH SMALL GROUP WORK TECHNIQUE AT THE SEVENTH GRADE STUDENTS OF SMP ROSA JAYA A.Tajdi Amal Faozi; Irma Savitri Sadikin
PROJECT (Professional Journal of English Education) Vol 1, No 2 (2018): Volume 1 NUMBER 2, MARCH 2018
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/project.v1i2.p63-70

Abstract

The objective of this research entitled Improving Students’ Reading Comprehension through Small Group Work Technique at the Seventh Grade Students of SMP ROSA JAYA on academic year 2016/2017 was to find out whether or not the technique was effective to improve the students’ reading comprehension. In this research, the method that the writer used was one group pretest-posttest design and quantitative research method. The instruments of the research were pretest and posttest which contained five questions which should be answered based on a text they read. The pretest was given to find out the comprehension of the students at the beginning before the treatment, and the posttest was given to find out the ability of the students after they were given treatment. The research population was the students of the seventh grade of SMP ROSA JAYA which consisted of three classrooms, and the sample of the research was 30 students selected using random sampling technique. The data of this research were collected by giving the students pretest and posttest. The collected data were analyzed by using t-test formula. The result of this research showed that: the mean score of pretest was 59.67. The mean score of posttest was 77.83. The t-observed was 4.812. The t-table critical value was 29 and significance level at 0.05 was 2.045. Based on the data analysis, the writer concluded that the alternative hypothesis was accepted because the tobs was higher than the ttable (4.812 > 2.045). It also meant that Improving Students’ Reading Comprehension Through Small Group Work Technique at the Seventh Grade Students of SMP ROSA JAYA on Academic Year 2016/2017 has significantly shown that the technique could improve the students’ reading comprehension.
“DEBAT RUKUN ISLAM” WAYANG GOLEK BOBODORAN PERFORMENCE Ardiansyah Ardiansyah; Irma Savitri Sadikin; Siska Rizkiani
PROJECT (Professional Journal of English Education) Vol 2, No 2 (2019): Volume 2 Number 2, March 2019
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (168.704 KB) | DOI: 10.22460/project.v2i2.p140-151

Abstract

Wayang golek is one of world’s cultural heritage since 2003 that approved by UNESCO and counted as a puppet show. It is performed by Dalang. Dalang on the stage utters the conversation of the wayang and acts as several wayang characters at the same time. In delivering utterance dalang uses different types of tone and also some intonation. Not only to have meaning, but dalang also do it in purpose to deliver the context of the utterance. This research aims to investigate what types of tone that are used and to find out which type is mostly used. This research utilized a video of sundanese wayang golek as the source of data. It used descriptive qualitative design and discourse analysis approach. It was found  that there are five types of tone, such as : rise, fall, fall-rise, rise-fall and level. Those types of tone have their own meaning depending on utterance delivery and discourse context
Co-Authors A.Tajdi Amal Faozi Abd Halim Adinda Srimulya Rahayu Ahmad Fuad Aini, Safi Alfian, Alfian Anak Agung Gede Sugianthara Andri Purwanto Anggraeni, Hera Annisa Deliza Ardhana, Bayu Adi Ardiansyah Ardiansyah Arinda, Putri Arliani Gunawan Putri Arrin Nur Octavialis Diana Paskalisa Ezik Firman Syah Fadli, Muhammad Rijal Farhan Fuady Fatonah, Khusnul Fuady, Farhan Hardianti Hardianti Hardianti Hardianti, Hardianti Haryati Hudaya, Anwar Ibrohim, Achmad Taufiq Ifan Iskandar Imam Santosa Imam Santosa Irdanuraprida Idris Irma Damayanti Irma Damayantie Jonuzi, Vjollca Kartini Kartini Lutfiyah Lutfiyah Lutfiyah Lutfiyah Lutfiyah Malabay Malabay Mariana Damayanti Martyani, Erista Meidita Maharani Putri Mujazi Mulyo Wiharto Nadiyah, Indah Firah Nugroho, Oktian Fajar Nur Rohmat Nuramalia, Reyka Nurchaerani, Meiyanti Oktaviani, Zafira Fauziah Rikzan Kurniawan Hidayat Sabrina, Titania Nur Safi Aini Septianti, Astri Siska Rizkiani Sri Lestari Surya Darmawan Suryani Suryani Sutanto, Imam Syahiid Hidayatullah Rizkyka Hartadhi Syahrizal, Trisnendri Ulum, Muhamad Bahrul Wiguna, Andi Wuryan H. Sophiyanto Yanuarti Apsari Yudis Frandikta Yumelda Sari