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All Journal AL ISHLAH Jurnal Pendidikan Linguistic, English Education and Art (LEEA) Journal Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Pendekar : Jurnal Pendidikan Berkarakter Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya JURNAL TARBIYAH Edumaspul: Jurnal Pendidikan Indonesian Journal on Learning and Advanced Education (IJOLAE) IMPROVEMENT: Jurnal Ilmiah untuk peningkatan mutu manajemen pendidikan Community Development Journal: Jurnal Pengabdian Masyarakat Getsempena English Education Journal Jurnal Scientia Lumbung Inovasi: Jurnal Pengabdian Kepada Masyarakat Journal of Research in Instructional Linguistic, English Education and Art (LEEA) Journal Prosiding Seminar Nasional Pengabdian Kepada Masyarakat Jurnal Pengabdian Masyarakat Bhinneka Studies in English Language and Education AMMA : Jurnal Pengabdian Masyarakat
Nurhasanah Halim
Universitas Bina Sarana Informatika, Jakarta, Indonesia
Religion Agriculture, Biological Sciences & Forestry Humanities Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Nursing Public Health Social Sciences Other

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Gegar Bahasa pada Program Pertukaran Mahasiswa Indonesia di Jepang: Sebuah Studi Kasus Siti Yulidhar Harunasari; Nurhasanah Halim
Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya Vol 4 No 4 (2021)
Publisher : Universitas Mulawarman

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (969.049 KB) | DOI: 10.30872/diglosia.v4i4.212

Abstract

The purpose of this study was to describe the experience of a language learner in an Indonesian student exchange program in Japan aimed to enable students to learn the language and culture directly in their home country. This experience was captured through a descriptive case study conducted to obtain a clear picture of what happened and find out what aspects could cause language concussion; and how the influence of language shock on the social acculturation of language learners. Data were collected through observation and interviews. The results showed that the language shock experienced by the Research Subjects in the target language environment included linguistic aspects at the phonological and morphological levels. Sociolinguistic aspects at the level of the use of a variety of respect. Anxiety also occurs due to the loss of signs and symbols of social relationships commonly known by the Research Subjects. Therefore, cultural differences between Indonesia and Japan should be anticipated so as not to cause difficulties in carrying out social acculturation.
Edukasi Tindakan Pencegahan Cyber-Bullying Dan Pengenalan Istilah Bahasa Inggris Yang Sering Digunakan Oleh Pelaku Nurhasanah Halim; Susilawati; Retno Dwigustini
AMMA : Jurnal Pengabdian Masyarakat Vol. 2 No. 7 : Agustus (2023): AMMA : Jurnal Pengabdian Masyarakat
Publisher : CV. Multi Kreasi Media

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

Abstract

Cyberbullying is a type of internet bullying that has become increasingly frequent among children and teenagers as technology has advanced. As a result, parents must be knowledgeable about cyberbullying in order to support their children and adolescents in interacting with the virtual world, especially if one day they experience cyberbullying. One effort that can be made is to provide education about cyberbullying and get to know the various terms related to it. This educational activity regarding cyberbullying is carried out through community service activities by lecturers from Bina Sarana Informatika University, to members of the Communication Forum of the Taklim Council at Jami' Al Muttaqin Mosque, Central Jakarta. The method used is Community-Based Participatory Research Design. This community service activity yielded great outcomes since the participants were able to identify the terminology used in cyberbullying. The participants also showed enthusiasm during the activity. As an implication of this research, it is expected that similar educational activities will be frequently organised by related parties in the community as a form of digital literacy for smarter and wiser use of technology.
PENGUATAN LITERASI MEDIA REMAJA MELALUI SOSIALIASI BUDAYA SENSOR MANDIRI Halim, Nurhasanah; Susilawati, Susilawati; Dwigustini, Retno
Community Development Journal : Jurnal Pengabdian Masyarakat Vol. 4 No. 6 (2023): Volume 4 Nomor 6 Tahun 2023
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cdj.v4i6.22964

Abstract

Fakta bahwa anak/remaja sering mengunjungi tayangan dalam video online yang tidak dapat dipastikan isinya sesuai dengan profil pelajar Pancasila telah mendorong peneliti untuk menguatkan literasi media remaja. Sebagai penetrasi pengguna internet tertinggi di Indonesia, kelompok usia 13-18 tahun anak/ remaja menyaksikan tayangan berupa video online (55.06%), musik online (48.29%) dan game online (23.02) dalam 1-5 jam setiap harinya. Meninjau fakta tersebut maka diperlukan penguatan literasi media pada remaja melalui Budaya Sensor Mandiri. Disain yang digunakan dalam kegiatan ini diadaptasi dari Community-Based Participatory Research. Disain ini terdiri dari lima langkah Formulasi Masalah Penelitian, Pengumpulan Data melalui Wawancara, Menyusun Hasil Wawancara, Berkumpul Kembali, Diskusi Terpumpun, Modifikasi Masalah Penelitian. Peserta sasaran adalah 20 orang remaja yang tergabung dalam DKM Masjid Jami Al Muttaqin. Hasilnya menunjukkan bahwa peserta secara dominan menunjukkan penerimaan yang positif terhadap kegiatan pengabdian yang dilaksanakan. Kegiatan sejenis sebaiknya dilakukan secara berkesinambungan dan dalam kurun waktu yang terukur, serta penambahan materi literasi lainnya, untuk meningkatkan kesadaran dan wawasan para peserta untuk berperilaku secara berterima terhadap perkembangan budaya film secara khusus dan penggunaan media digital secara umum.
Enhancing ESP Learning: Investigating Students' Perspectives on Real-Time Written Corrective Feedback Delivery via Google Docs Susilawati Susilawati; Nurhasanah Halim; Retno Dwigustini; Samah Rashad Abdallah Alakhali
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 6, No. 2, May 2024
Publisher : Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v6i2.23155

Abstract

The present research aims to investigate the practice of real-time or synchronous written corrective feedback (SWCF) delivery via Google Docs as a platform to deliver feedback, known as a linguistic feedback tool (LiFT) in ESP (English for Specific Purposes) classes, students’ preferences and viewpoints of SWCF. The research employed a qualitative case study involving 15 students from an advanced English correspondence course in a non-English department of a private university in Depok, West Java, Indonesia. Open-ended questionnaires, document analysis, and semi-structured interviews were used to gather the data. The findings revealed that auto-generated and human feedback are used to deliver SWCF via Google Docs, inferring that those features can build students' awareness of language aspects, content, and context in composing professional documents. Direct feedback was delivered more frequently, regarding the learning time efficiency and the students’ ability to identify errors. Further, the students preferred frequent SWCF, direct and indirect feedback, and correcting delivery methods. Finally, they considered that SWCF delivered via Google Docs assists them in improving letter accuracy. Their preferences and viewpoints might allow the lecturer to choose appropriate feedback delivery strategies and material reinforcement. The present research implies a balanced use of auto-generated and human feedback from LiFT in SWCF delivery. Evaluating the effectiveness of SWCF delivery via Google Docs for different levels of achievers in ESP classes might be a potential area of future research. Other LiFTs’ infusion into ESP classes is also worth researching to provide language instructors with alternative applications for SWCF delivery.
IMPLEMENTING MODELED WRITING IN ESP WRITING COURSE: A CLASSROOM PRACTICE AND STANCE Susilawati, Susilawati; Riniawati, Rina; Halim, Nurhasanah; Nisa, Baiatun; Dwigustini, Retno
Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Vol 16, No 1 (2025): Januari
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/paedagoria.v16i1.26878

Abstract

Abstrak: Penelitian ini bertujuan untuk menjelaskan tentang penggunaan model writing dalam mata kuliah English for Specific Purposes (ESP) dan bagaimana pandangan mahasiswa terhadap model writing tersebut. Penelitian ini menggunakan studi deskriptif kualitatif. Sebanyak 11 mahasiswa dari semester 3 jurusan administrasi perkantoran di salah satu universitas swasta di Depok, Jawa Barat, Indonesia, berpartisipasi dalam penelitian ini. Analisis dokumen dan wawancara langsung dilakukan untuk mengumpulkan data. Hasil analisis dokumen menunjukkan bahwa model penulisan yang ditawarkan dalam mata kuliah ini sebagian besar terdiri dari penyajian teks model, termasuk surat, bagian surat yang terperinci, kalimat yang relevan, istilah teknis, dan gaya surat. Hasil wawancara menunjukkan pandangan positif mahasiswa terhadap strategi ini, terutama mengenai materi yang tidak otentik, pemahaman, dan pengajaran deduktif dosen. Temuan penelitian menunjukkan bahwa model pembelajaran menulis diimplementasikan dengan menyajikan teks model dan pendekatan pengajaran deduktif. Penelitian ini merekomendasikan adaptasi strategi ini dalam mata kuliah menulis ESP, konsistensi dan intensitas penyajian teks model yang memadai, urgensi untuk memperbarui materi pembelajaran, dan investigasi keefektifan strategi ini dalam mata kuliah berbasis ESP di tingkat universitas.Abstract:  This study aims to shed light on utilizing modeled writing in English for Specific Purposes (ESP) courses and how the students view the modeled writing. The study employed a qualitative descriptive study. 11 students from the 3rd semester of the office administration department of one private university in Depok, West Java, Indonesia, participated in this study. Document analysis and in-person interviews were administered to collect data. The document analysis results signified that the modeled writing offered in the course mainly consisted of presenting modeled texts, including letters, detailed letter parts, relevant sentences, technical terms, and letter styles. The interview results indicated the students' positive stance of the strategy, mainly regarding non-authentic materials, comprehension, and the lecturer’s deductive teaching. The findings indicated that modeled writing is implemented by presenting model text and deductive teaching approaches. The study recommends the adaptation of this strategy in ESP writing courses, the consistency and intensity of presenting adequate model texts, the urgency to update the learning materials, and the investigation of the strategy’s effectiveness in ESP-based courses at the university level.
Tracking teachers experience of adopting my English step to infuse differentiated instruction Mayuni, Ilza; Chen, Yinghui; Ratminingsih, Ni Made; Palupi, Tara Mustikaning; Halim, Nurhasanah
Studies in English Language and Education Vol 11, No 3 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i3.35500

Abstract

As a post-developmental study, this qualitative research is intended to evaluate teachers continued experience in adopting My English Step (MES) digital learning material and promoting inclusion in Differentiated Instruction (DI) at junior high school (JHS). Nine junior high school teachers with MES experience were selected through focus group interviews. Research data were achieved by transforming recorded interviews into verbatim transcription. Three corresponding flows of activity were conducted during data analysis: data condensation, data display, and conclusion drawing and verification. The consistency of findings was triangulated by comparing findings from interviews to those in documents on teachers adoption of MES in class and the literature review. The first finding shows that experiences have influenced MES-usability and teachers intent to adopt MES. Previously perceived as an English learning platform, MES is now posited as an adaptive digital learning object. This digital educational resource can be modified and adhered to its contextual connection. Next, improvements in content and functionality are requisite for MES to be adhered to in English learning in the enactment of Kurikulum Merdeka (KurMer). The last finding affirmed that teacher modification questioning strategies can promote inclusion when adopting and adhering to MES to KurMer. Future research should explore the extent to which students potential to learn English is improved by adopting MES.
Evaluasi Program Bahasa Inggris Bertujuan Khusus dengan Pendekatan CIPP Halim, Nurhasanah; Suseno, Muchlas; Setiadi, Syamsi
Improvement: Jurnal Ilmiah untuk Peningkatan Mutu Manajemen Pendidikan Vol. 9 No. 1 (2022): Improvement: Jurnal Ilmiah Untuk Peningkatan Mutu Manajemen Pendidikan
Publisher : Program Studi Manajemen Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/improvement.v9i1.27791

Abstract

Abstract: English for Special Purposes (BIK) is English language teaching specifically designed to meet the needs of learners in an English language learning program so that they can communicate in a particular context. The qualitative study seeks to answer the research question “How far has the English Program for Special Purposes for Secretaries and Administrative Strengths been successful in meeting the English language development needs and the English learning needs of students?” by using the CIPP component in the evaluation model approach advocated by Stufflebeam. The CIPPs component is used as a guide for planning, implementation and evaluation of the ESP program through theoretical-based criteria derived from the researchers’ understanding of language learning programmes. (Kiely dan Rea-Dickins, 2005). Data collection was carried out on ten participants, two teachers and one program developer through interview techniques. The evaluation results showed that the BIK program has successfully met the language skills development needs and the English learning needs of the students. The biggest challenge in the implementation of the BIK program is to reduce the difficulty of participants in learning English without explicitly incorporating language structural elements. In addition, these evaluations also produce systematic guidelines that can be used to evaluate English for Special Purposes programmes at other program providers or can also be used in the evaluation of teaching programmes in other fields of study.
Written Corrective Feedback in EFL Writing: A Human-Machine Comparison Susilawati, Susilawati; Ramadhan, Arrizqi; Halim, Nurhasanah; Dwigustini, Retno; Efendi, Ali Satri
Pendekar: Jurnal Pendidikan Berkarakter Vol 8, No 2 (2025): Juli
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/pendekar.v8i2.31437

Abstract

Abstract: Human-written corrective feedback (HWCF) and automated written corrective feedback (AWCF) are trusted to benefit students’ writing in English as a Foreign Language (EFL) course in higher education. This study analyzed the different impacts offered by both types of feedback on students' EFL writing. A systematic literature review with a PSALSAR framework was employed, involving 11 articles with the following inclusion criteria: the articles are taken from the Scopus database; the focus is on the EFL courses in higher education institutions setting; published between 2020-2025, and can be openly accessed. The findings reveal that both types have a positive and negative impact on students’ writing. Positively, HWCF mostly impacts students’ writing accuracy on revising their composition, including grammar mastery, learning engagement, and conditional metacognitive awareness. However, students’ engagement on HWCF depends on their individual proficiency and the types of feedback delivered (direct or indirect). AWCF is positively beneficial due to its influence on students’ writing accuracy and time efficiency. Nevertheless, AWCF does not have any significant impact on students’ writing quality, and it offers decontextualized feedback. To conclude this research, practical implications for lecturers, university management, and future research are presented.Abstrak: Umpan balik korektif yang ditulis oleh manusia (HWCF) dan umpan balik korektif yang ditulis secara otomatis (AWCF) dipercaya dapat memberikan manfaat bagi penulisan siswa dalam kursus Bahasa Inggris sebagai Bahasa Asing (EFL) di perguruan tinggi. Penelitian ini menganalisis dampak yang berbeda yang ditawarkan oleh kedua jenis umpan balik tersebut terhadap penulisan EFL siswa. Sebuah tinjauan literatur sistematis dengan kerangka PSALSAR digunakan dalam penelitian ini, dengan melibatkan 11 artikel yang memenuhi kriteria berikut: artikel diambil dari database Scopus; fokus pada kursus EFL di lingkungan pendidikan tinggi; diterbitkan antara tahun 2020-2025, dan dapat diakses secara terbuka. Temuan menunjukkan bahwa kedua tipe tersebut memiliki dampak positif dan negatif terhadap tulisan siswa. Secara positif, HWCF sebagian besar berdampak pada ketepatan siswa dalam merevisi komposisi mereka, termasuk penguasaan tata bahasa, keterlibatan belajar, dan kesadaran metakognitif bersyarat. Namun, keterlibatan siswa dalam HWCF bergantung pada kemampuan individu dan jenis umpan balik yang disampaikan (langsung atau tidak langsung). AWCF bermanfaat secara positif karena pengaruhnya terhadap akurasi penulisan dan efisiensi waktu siswa. Namun demikian, AWCF tidak memiliki dampak yang signifikan terhadap kualitas tulisan siswa, dan memberikan umpan balik yang tidak kontekstual. Sebagai kesimpulan dari penelitian ini, disajikan implikasi praktis untuk dosen, manajemen universitas dan penelitian selanjutnya.
Bridging the gap between face-to-face and virtual class: What to be considered in the course of scientific writing? Dwigustini, Retno; Halim, Nurhasanah; Susilawati, Susilawati
Journal of Research in Instructional Vol. 4 No. 1 (2024): Journal of Research in Instructional
Publisher : Univeritas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jri.v4i1.382

Abstract

This systematic review attempts to summarize articles that provide information for lesson planners and curriculum development to consider in the design and development of virtual classes for scientific writing. A qualitative research methodology was employed to analyze the information gathered to answer two research questions. The protocol in the Preferred Reporting Items for Systematic Reviews and Meta-analysis (PRISMA) was incorporated to provide a carefully planned and recorded systematic review to ensure consistency, openness, accountability, and integrity of review articles. The results signify considerations for designing scientific writing, including personal assistance and guidance for the preparation of paper writing and submissions. The analyzed articles also recommend facilitating students with their preference-based activities and building interactivity.
Addressing Students’ Different Learning Style in Teaching Vocabulary through Spelling Bee Halim, Nurhasanah; Ramadhan, Arrizqi; Susilawati, Susilawati; Dwigustini, Retno; Fahmi, Binti Nur
Edumaspul: Jurnal Pendidikan Vol 7 No 2 (2023): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v7i2.7418

Abstract

In Indonesia, drills, question and answer technique, translation technique and minimal use of media are still in existence to teach vocabulary. These might lead to students’ boredom and learning disengagement. This qualitative study aims to report on teacher's experience when integrating Spelling Bee as a monitoring assessment of vocabulary mastery and as a consideration to specify possible teaching instruction. The action research method was employed to prescribe a set of sequential steps: reflect, get data, plan, act, and analyze. The steps are fluid, flexible and iterative at any point when necessary. Data triangulation was used to validate multiple data sources collected. There were two main findings after the second cycle was complete i.e., students’ level of engagement and students score increased by integrating Spelling Bee in the activity. Spelling Bee to equip students with meaningful activities has been achieved especially to serve the purposes of a warm up and an occasional touch to reflect DI implementation. Yet, the time allocation for the integration was inefficiency. Therefore, the integration successfully addresses young students’ style of learning and it can be less effective for more higher level of junior high school students.
Co-Authors Afiifah, Khoirunnisa Alakhali, Samah Rashad Abdallah Ali Satri Efendi Anak Agung Istri Sri Wiadnyani Arrizqi Ramadhan Baiatun Nisa Biyulaika Biyulaika Chelly Banuwaty Morrison Chen, Yinghui Easyah Theolin Evitha Soraya Fahmi, Binti Nur Fitri Fajar Ratri Herri Mulyono Heru Santosa Ilza Mayuni Mochamad Wahyudi Muchlas Suseno Ni Made Ratminingsih Palupi, Tara Mustikaning Retno Dwigustini Rina Riniawati Samah Rashad Abdallah Alakhali Samsi Setiadi Silvia Nanda Putri Erito Siti Yulidhar Harunasari Siti Yulidhar Harunasari Supadi Susilawati Susilawati Susilawati, Susilawati