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All Journal Language Literacy: Journal of Linguistics, Literature, and Language Teaching TLEMC (Teaching and Learning English in Multicultural Contexts) JALL (Journal of Applied Linguistics and Literacy) Getsempena English Education Journal ENGLISH FRANCA : Academic Journal of English Language and Education Jurnal Inovasi Pengabdian Masyarakat Pendidikan Jurnal Pengabdian Siliwangi
Syakira, Sitti
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Religion Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Social Sciences Other

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ON BECOMING A PROFESSIONAL ENGLISH TEACHER : THE PROFESSIONAL IDENTITY CONSTRUCTION THROUGH EMOTIONS Syakira, Sitti; Abdullah, Fuad; Anwari, M. Rifqi Romdoni; Andriani, Agis; Hidayati, Arini Nurul; Anwar, Dede
Getsempena English Education Journal Vol. 10 No. 1 (2023)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/geej.v10i1.1930

Abstract

In teacher identity studies, limited attention has been generally paid to how the pre-service teachers constructed their identity by conveying various emotions in their practices. Most scholars identified the pre-service teacher's emotions during the teaching practices program. However, identifying these emotions during online teaching practices remains under-researched. Given this fact, this study probed how an English pre-service teacher’s emotions constructed his professional identity during online teaching practices. This study employed a narrative inquiry of an English pre-service teacher during online teaching practices in one of the senior high schools in Tasikmalaya, West Java, Indonesia. The data were collected from an English pre-service teacher’s reflective journals and analysed with narrative analysis (Labov, 1972). The findings revealed that the English pre-service teacher met various emotions manifested in his professional identity construction. There were five emotions experienced during online teaching practices, namely worrying, challenging, empathetic, enjoyable, and determined explored in seven critical activities of the professional practice process. During learning to teach, he could manage his negative emotions (i.e., worrying, challenging, empathetic) into positive emotions (i.e., enjoyable, determined). Therefore, his emotions experienced during online teaching practices implied that his professional identity commenced constructing in the seven activities of his professional construction process.
Pelatihan Pembuatan Media Pembelajaran Inovatif Berbasis Digital Comic untuk Pembelajaran Bahasa Santiana, Santiana; Silvani, Dea; Syakira, Sitti; Ruslan, Ruslan
Jurnal Inovasi Pengabdian Masyarakat Pendidikan Vol. 4 No. 1 (2023)
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jurnalinovasi.v4i1.27417

Abstract

Pada Era Digital guru dituntut untuk dapat membuat media pembelajaran yang menarik dan inovatif dengan menggunakan aplikasi tertentu. Guru diharuskan untuk dapat membuat ataupun mengembangkan media pembelajaran dalam bentuk digital. Namun masih banyak Guru-guru yang kesulitan dalam membuat dan mengembangkan media pembelajaran inovatif berbasis Digital Comic. Tim pengabdian masyarakat Universitas Siliwangi berupaya memberikan solusi mengadakan Pelatihan Pembuatan Media Pembelajaran Inovatif Berbasis Digital Comic untuk Pembelajaran Bahasa. Program kegiatan ini ditujukan kepada Guru-guru bahasa Inggris dan bahasa Indonesia di Kabupaten Ciamis, dengan melakukan metode tatap muka secara langsung (luring) dan tidak langsung (daring), guna membantu para guru dalam penggunaan dan pembuatan Media Pembelajaran Bahasa berbasis Digital Comic. Tahapan kegiatan pengabdian yang dilaksanakan yaitu perencanaan, pelaksanaan, dan evaluasi. Hasil dari pelatihan yang telah dilakukan guru-guru memandang bahwa pelatihan tersebut sangat membantu membuka pemikiran mereka untuk mengkreasi media pembelajaran bahasa yang inovatif berbasis digital comic. Mereka pun berpendapat bahwa kegiatan pelatihan berlangsung sangat efektif dan efisien karena menggunakan pola luring dan daring sehingga mereka memiliki waktu yang lebih fleksibel untuk menyelesaikan tagihan akhir pelatihan berupa Media Pembelajaran yang berbasis digital comic.
The Influence of Think Talk Write Learning Model on Students' Writing Skills Saputra, Yuyus; Syakira, Sitti; Kastury, Hilda Sri
JALL (Journal of Applied Linguistics and Literacy) Vol 8, No 2 (2024)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jall.v8i2.15310

Abstract

This study aims to determine the influence of the Think Talk Write learning model on the ability to write announcement texts among eighth grade students at SMPN 18 Tasikmalaya in the 2023/2024 academic year. This research employed a quasi-experimental method with a quantitative approach. The research sample consisted of 40 eighth-grade students, with 20 students from class VIII-D serving as the experimental group and 20 students from class VIII-A serving as the control group. Data collection was carried out using pretests and posttests. The pretest was administered to both groups before the treatment. After the treatment, a posttest was conducted for both groups. To analyze the data, the researcher used an independent sample t-test with SPSS. The average pretest score in the experimental class using the Think Talk Write learning model was 56.35, and the average posttest score was 80.70. The average pretest score in the control class using the conventional learning model was 51.65, and the posttest score was 71.40. Thus, the learning outcomes in the experimental class were more successful than those in the control class. Based on statistical testing (t-test), the difference in the average posttest scores between the experimental and control classes showed that the Sig. (2-tailed) value was less than 0.05, specifically 0.013 < 0.05. This indicates that the Think Talk Write model has a significant effect on the ability to write announcement texts among eighth-grade students at SMPN 18 Tasikmalaya in the 2023/2024 academic year.
LITERACY CONCEPT PERSPECTIVES IN ENGLISH LANGUAGE LEARNING WITHIN THE EMANCIPATED CURRICULUM Andriani, Agis; Izzati, Aina Amalia; Syakira, Sitti; Pertamana, Dede; Rosmala, Dewi
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 9, No 1: June 2025
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v9i1.10637

Abstract

Indonesia’s literacy rate is low, ranking 61st in the PISA survey, 60th in the OECD’s 2016 survey, and 45th in PIRLS 2011. To address this, a Merdeka Belajar curriculum focusing on literacy activities is being implemented. Thus, it is necessary to conduct research related to teachers’ and students’ perspectives of literacy through reading activities in emancipated learning because it can reflect how they understand and experience it. The qualitative case study is used as the research method and involved an English teacher and a 7th-grade student in a junior high school in Tasikmalaya. Data was collected through semi-structured interviews and analyzed using Braun and Clarke (2006) thematic analysis approach. The findings indicate that teachers perceive literacy in English learning as multifaceted, emphasizing reading and writing activities to enhance knowledge. They advocate for literacy skills development through diverse activities, promote independent learning strategies, and employ multimodal approaches, aligning their practices with the principles of the Emancipated Curriculum to empower students. Therefore, further research should explore the impact of English reading literacy activities on students’; English language skills, specifically the four skills, using a quantitative experimental approach to investigate the effects of literacy through reading activities.
Unveiling Students’ Experience with Project-Based Learning in Higher Education Silvani, Dea; Santiana, Santiana; Syakira, Sitti
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 9, No 1 (2025): TLEMC (Teaching and Learning English in Multicultural Contexts)
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v9i1.16606

Abstract

Project-Based Learning (PjBL) has garnered considerable attention as an innovative pedagogical technique that fosters active participation, analytical reasoning, and tangible utilization of acquired knowledge. This study explores the experience of undergraduate students focusing on the benefits, challenges and coping strategies during the implementation of project-based learning (PjBL) in an ESP course. Involving 45 English Education Department students as the participants, this mixed methods study utilized questionnaire and semi-structured interviews to obtain the data regarding their experience while joining PjBL. The quantitative data from the questionnaire were analysed by using descriptive statistics, while the qualitative data from the interview were analysed through the steps of data condensation, data display, and conclusion drawing. The results of this research indicate that students recognized the roles of PjBL in enhancing their learning motivation, engagement, understanding, language proficiency, problem solving, critical thinking, creativity, and collaboration skills. However, this study also reported significant challenges regarding time constraints, resourcing difficulties, and collaboration issues. To address these challenges, students employed various strategies such as managing tasks independently, utilizing accessible resources, and maintaining effective communication. This study concludes that when carefully implemented, PjBL can be an effective instructional method in ESP contexts that offers meaningful opportunities for both linguistic and personal development. Keywords: Project based Learning, learning experience, higher education, ESP
PELATIHAN PENGINTEGRASIAN VIRTUAL REALITY SEBAGAI MEDIA PEMBELAJARAN UNTUK GURU SEKOLAH DASAR Santiana, Santiana; Fatimah, Asri Siti; Silvani, Dea; Syakira, Sitti; Rosiana, Shinta
Jurnal Pengabdian Siliwangi Vol 11, No 1 (2025)
Publisher : LPPM Univeristas Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/jsppm.v11i1.17041

Abstract

AbstrakKegiatan Pengabdian kepada Masyarakat ini dilaksanakan melalui Skema Program Penerapan Iptek Berbasis Masyarakat (PPIBM) Universitas Siliwangi dengan judul Pelatihan Pengintegrasian Virtual Reality sebagai Media Pembelajaran untuk Guru Sekolah Dasar. Tujuan utama kegiatan ini adalah meningkatkan pemahaman dan keterampilan guru dalam memanfaatkan Virtual Reality (VR) sebagai media pembelajaran interaktif dan inovatif. Permasalahan yang dihadapi mitra, yaitu SDN Mugarsari Tasikmalaya, mencakup keterbatasan pemahaman konsep VR, kurangnya keterampilan praktis, minimnya infrastruktur pendukung, serta kesulitan dalam merancang Modul Ajar berbasis VR. Metode pelaksanaan kegiatan Pelatihan Pengintegrasian Virtual Reality (VR) sebagai Media Pembelajaran untuk Guru Sekolah Dasar, meliputi sosialisasi, pelatihan teori dan praktik, penerapan teknologi, pendampingan penyusunan Modul Ajar berbasis VR, serta evaluasi melalui pre-test dan post-test. Kegiatan ini diikuti oleh 35 guru dan dilaksanakan dalam bentuk pertemuan luring selama dua hari serta pendampingan daring selama satu bulan. Hasil yang dicapai menunjukkan peningkatan signifikan pemahaman guru tentang VR, keterampilan menggunakan aplikasi VR, serta kemampuan menyusun Modul Ajar berbasis VR. Kegiatan ini berhasil menjawab kebutuhan mitra dalam meningkatkan kualitas pembelajaran berbasis teknologi dan diharapkan berlanjut secara mandiri di sekolah mitra.Kata Kunci: Guru Sekolah Dasar, Media Pembelajaran; Teknologi; Virtual Reality (VR)AbstractThis Community Service program was carried out under the Community-Based Science and Technology Application Scheme (PPIBM) at Universitas Siliwangi, entitled Training on the Integration of Virtual Reality as a Learning Media for Elementary School Teachers. The main objective was to enhance teachers’ knowledge and skills in utilizing Virtual Reality (VR) as an interactive and innovative learning medium. The partner, SDN Mugarsari Tasikmalaya, faced several issues, including limited understanding of VR concepts, lack of practical skills, insufficient infrastructure, and difficulties in designing VR-based lesson modules. The offered solutions included socialization, theoretical and practical training, technology implementation, assistance in developing VR-based lesson modules, and evaluation through pre- and post-tests. This program involved 35 teachers and was implemented through two days of offline sessions and one month of online mentoring. The outcomes indicated significant improvements in teachers’ understanding of VR, ability to operate VR applications, and skills in designing VR-based lesson modules. This program successfully addressed the partner’s needs in improving technology-based teaching quality and is expected to be continued independently by the partner school.Keywords: Elementary School Teachers’, Learning Media; Technology; Virtual Reality (VR)
Creating Animated Short Stories with Digital Apps: Project-Based Learning in EFL Classroom Santiana, Santiana; Silvani, Dea; Syakira, Sitti; Miguel Cardoso, Luis; Temitope Sulaimon, Jamiu; Khan, Tariq
ENGLISH FRANCA : Academic Journal of English Language and Education Vol. 9 No. 2 November (2025)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v9i2 November.13341

Abstract

This study aims to investigate the benefits of implementing project-based learning (PBL) to create short stories using digital apps at the university level. Thirty-nine students from the English Education Department at a university in West Java were purposively selected as participants because they were enrolled in a Digital Storytelling course, making them directly relevant to the study’s objectives. They used a digital application to facilitate a project that required them to visualize their narratives as animated videos. This study employed a qualitative case study approach, with data collected through student reflections, observations, and semi-structured interviews. The data were analyzed thematically, following coding, categorization, and interpretation processes to identify recurring themes and patterns in students’ experiences. The findings indicate that students improved their listening, speaking, reading, and writing skills while enhancing their communication, teamwork, problem-solving, and technical abilities. Moreover, PBL fostered creativity, critical thinking, and collaborative engagement, creating a positive and supportive learning environment. These results suggest that integrating PBL with digital storytelling can significantly strengthen language proficiency and 21st-century skills, highlighting the need for institutional support to overcome technical challenges.
Co-Authors Abdullah, Fuad Andriani, Agis Anwar, Dede Anwari, M. Rifqi Romdoni Asri Siti Fatimah, Asri Siti Dewi Rosmala, Dewi Hidayati, Arini Nurul Izzati, Aina Amalia Kastury, Hilda Sri Khan, Tariq Miguel Cardoso, Luis Pertamana, Dede Rosiana, Shinta Ruslan Ruslan Santiana Santiana Saputra, Yuyus Silvani, Dea Temitope Sulaimon, Jamiu