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All Journal Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya PROSIDING SEMINAR NASIONAL Abdimas JEES (Journal of English Educators Society) Jurnal Ilmiah Lingua Idea Karsa : Jurnal Pengabdian Masyarakat
Dodi Mulyadi
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Religion Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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Integrating hybrid learning and team-based project in EFL writing class Wijayatiningsih, Testiana Deni; Muhammad Muhibbi; Dodi Mulyadi; J-Roel B.Semilla
JEES (Journal of English Educators Society) Vol 8 No 2 (2023): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v8i2.1738

Abstract

This study aimed to describe the integration of hybrid learning and team-based projects in learning to write and to explain the effectiveness of implementing hybrid and team-based projects in improving students' writing performances. This research method was mixed with quantitative analysis using quasi-experiments and questionnaires, while qualitative analysis used observations in writing classes. The instruments applied were writing tests, questionnaires, and observations. The results of this study were feasible to be used and tested in a small-scale class in the third semester of English Education at the Universitas Muhammadiyah Semarang. The average result of the validation is more than four scores, so it is in the excellent category. Meanwhile, the results of the analysis of student perspectives on learning through Team-Based Projects are divided into four, namely; student perspectives and motivation regarding the implementation of hybrid learning, student perspectives on the effectiveness of Team-Based Projects, student perceptions of independent learning through team-based projects and hybrid learning, and student perceptions about working in groups. All of the indicators were categorized as excellent. In addition, the integration of hybrid learning and team-based project in the English Language Education Study Program with the participation of seventy-two students with the final grades of all students being in the complete category above seventy so that the integration of hybrid learning and team-based projects is effectively implemented in genre text writing classes. Therefore, the results of this study can make a good contribution because they can motivate students to write texts and improve independent student learning. HIGHLIGHTS: Integrating hybrid learning and team-based projects is suitable for use and testing in small class scales in the third semester of English Education at the Muhammadiyah University of Semarang. The average result of the validation results is more than 4.00, so it is in the excellent category. The student perspectives on learning through Team-Based Projects are divided into four: student perspectives on motivation and their writing results, student perspectives on the effectiveness of Team-Based Projects, student perceptions of independent learning through Team-Based Projects and Hybrid understanding, and student perceptions about working in groups. The lecturers should apply hybrid learning and team-based projects to motivate and train students to learn independence and provide experiences of a harmonious learning process. Next, for future researchers, it is advisable to expand the research subject so that the results obtained are more in-depth and can be implemented in other English skills, namely speaking, listening, and reading.
Pengembangan Modul dan Assessment Bahasa Inggris Tematik Berbasis Karakter untuk Siswa SD Al Hikmah Semarang Anjar Setiawan; Eko Heriyanto; Testiana Deni Wijayatiningsih; Dodi Mulyadi; Riana Eka Budiastuti; Anggraini Eka Pratiwi; Syahida Maghfira; Amrizal
Karsa : Jurnal Pengabdian Masyarakat Vol. 1 No. 2 (2025): Edisi Juli-Desember 2025
Publisher : MADANI PUBLISHER INDONESIA

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

Abstract

This Community Service Program aims to develop a character-based thematic English module and assessment to enhance the quality of English learning at SD Al Hikmah Semarang. The subjects involved in this program include English teachers and Grade 6 students who participated in the implementation and evaluation stages. The program employed several steps: needs analysis, module and assessment design, expert validation, revision, and limited classroom implementation. Qualitative data were collected through observations, interviews, and field notes. The results indicate that the developed thematic module is contextually relevant, engaging for students, and effective in supporting more communicative and meaningful English learning. The character-based assessment also enables teachers to monitor students’ behavioral development and language skills more systematically. Overall, this program concludes that the character-based thematic module and assessment are feasible to be used as supporting learning materials in primary school English education.
Co-Authors Akhmad Fathurrohman Akhmad Faturrahman Amrizal Anggraini Eka Pratiwi Anjar Setiawan Dian Candra Prasetyanti Didik Sumanto Eko Heriyanto J-Roel B.Semilla Muhammad Muhibbi Nur Hikmah Riana Eka Budiastuti Sri Eka Lestari Nurjanah Syahida Maghfira Testiana D.W Testiana Deni W Testiana Deni Wijayatiningsih Testiana Deni Wijayatiningsih Yulia Mutmainnah