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All Journal Vision: Journal for Language and Foreign Language Learning English Education Journal Journal of English Education and Teaching (JEET) ALLURE JOURNAL
Dewi, Nuna Mustikawati
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Coaching Program to Develop Teachers’ Pedagogical Competence: a Description of Experience Tarwiyah, Siti; Dewi, Nuna Mustikawati; Widyaningrum, Lulut
Vision: Journal for Language and Foreign Language Learning Vol 7, No 2 (2018)
Publisher : Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv7i22966

Abstract

The educational practices of Indonesian schools today are executed under the 2013 Curriculum. Although it has been implemented 5 years, problems of its realization are still found. It is partly due to insufficient knowledge and skills of teachers in terms of planning, implementing, assessing and evaluating a sequence learning processes. Coaching is one of professional development programs which may enhance teachers’ skill and will. It emphasizes on good relationship between the coach and the coachee so that they can work as coworkers so that it makes the coachee feel at ease to consult the problems of learning.  This paper shares some experiences of a coaching program to develop 7 teachers’ pedagogical competence of 5 Islamic Junior High Schools in Semarang. The implementation covers assessing needs, developing materials, designing assessment, presenting materials, implementing the materials, and making reflection.
Integrating Collaborative Strategic Reading with Learning Logs: an Alternative Method to Develop Reading Comprehension Dewi, Nuna Mustikawati; Warsono, Warsono; Faridi, Abdurrahman
English Education Journal Vol 8 No 2 (2018): June 2018
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v8i3.21406

Abstract

The present study was the implementation of Collaborative Strategic Reading (CSR) collaborated with learning logs in reading comprehension teaching and learning process. It was used as another method to help students, cooperatively in small group discussion, and was completed with individual learning logs as a reflection. There were four objectives guiding this study; 1) to explain the way CSR collaborated with learning logs is constructed in reading comprehension teaching and learning process, 2) to explain the CSR collaborated with learning logs enhances students’ reading comprehension, 3) to explain the effectiveness of CSR collaborated with learning logs to improve reading comprehension teaching and learning process, and 4) to describe the students’ perceptions of using CSR collaborate with learning logs in reading comprehension teaching and learning process. This study used action research as a research design. The data were collected by implementing observation, test, and questionnaire. The participants of this study were 39 FITK UIN Walisongo students consisting of 30 female students and 9 male students as the informants,and one college as an observer. The data of this study were classified and analyzed qualitatively and quantitatively. The result of the study showed that there were a significant difference in the result of pre-test and post test. The average achievement in pre-test was 68, 30 (fair category) while in post-test was 75.69 (good category). The implementation of this strategy was positive as it was shown in the students’ perception related to the students’ observation sheets and the teacher’s observation sheet. Therefore, it can be concluded that this strategy, collaborated CSR with learning logs is a wonderful and beneficial alternative method in reading comprehension.
English as a Medium of Instruction in non-English Subject; Exploring the Students Language Proficiency Asshofiah, Khodijah; Tarwiyah, Siti; Dewi, Nuna Mustikawati
Allure Journal Vol 5, No 1 (2025): January 2025
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/allure.v5i1.21149

Abstract

In facing the current era of globalization, it is necessary to implement an application that supports students to improve their English proficiency. The research problems are how is the implementation of EMI in non English subject and how is the students’ class language proficiency situation during joining the EMI-based class? The writers used the descriptive qualitative case study method. The subject of the research were students at Maahad Tahfiz Al-Qur'an Darul Falah Selangor, Malaysia. The instruments were field observation, interviews, questionnaires. The research findings and discussion are highlight the dual role of EMI in improving English language proficiency while facilitating content mastery, despite challenges such as code-switching and students' varying levels of self-confidence. EMI improved language skills; its effectiveness depends on strategies tailored to support students' diverse needs. The conclusion are EMI improved language skills; its effectiveness depends on strategies tailored to support students' diverse needs. These insights contribute to optimizing EMI practices and advancing education policies that align with global academic demands. The integration of language and subject knowledge through EMI  prepares students for academic success and equips them with the linguistic and cognitive skills. The recommendation are further researchin the other scope of EMI is needed to explore the long-term impact of EMI on students' academic performance and language proficiency, particularly in diverse educational contexts to serve as a valuable tool for promoting inclusive and  effective educational     environment.
Learning to Collaborate through Collaborative Professional Learning: An Exploration of Social Learning Experiences Tarwiyah, Siti; Dewi, Nuna Mustikawati; Sukarni, Semi
Journal of English Education and Teaching Vol. 8 No. 2 (2024): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.8.2.337-354

Abstract

Collaboration becomes a supporting component of professional learning. Teachers’ experiences become the determining factor of the attainment a professional learning program. This study is aimed at exploring the experiences of teachers of two schools with different qualification by answering the following questions: (1) How are the programs of collaborative professional learning enacted to enhance the teachers’ teaching strategy and digital literacy?, (2) How do the teachers’ experiences in their collaborative professional learning impact on their policy of professional learning? This study is a qualitative case study. In order to answer its questions, this study involved 8 language teachers –Arabic, English, Indonesian, and Javanese language- from 2 schools. Teachers from a reputable school were paired up with those from an undistinguished school to engage in a collaborative professional learning program focusing on teaching strategy and digital literacy. Data analysis involved content analysis convention of Krippendorff (2013). The program is a need-based program, which is put in different social context and built to make each participant familiar, collaborate to learn, to practice, and to implement. Putting the program into different social context facilitates participants to learn through attention, retention, reproduction, which then influences their policy of professional learning.
Implementing Activity-Based Presentation in Higher Education and Describing Presenters' Presentation Skills Tarwiyah, Siti; Dewi, Nuna Mustikawati; Sari, Betty Fitria Nita; Dani, Muhammad Hirza Qusuma
Vision: Journal for Language and Foreign Language Learning Vol. 13 No. 2 (2024)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv13i223737

Abstract

Activity-Based Presentation (ABP) is known for engaging students through experiential tasks. However, its implementation in higher education requires further exploration. This study aims to explain the implementation of ABP and to describe the presenters’ presentation skills. Twenty-six pre-service teachers who attended the English Across Curriculum class became the subjects of this study.  Based on participants’ presentations, the researchers explained the implementation of ABP and described their presentation skills. Data on ABP implementation were analyzed using three stages of the interactive model of analysis: data condensation, data display, and conclusion drawing. Meanwhile, data on the pre-service teachers’ presentation skills were analyzed to determine the mean for each skill. This study shows that participants manage classroom presentations using methods such as ICARE, KWL Chart, Jigsaw, Text-Based Learning, Gallery Walk, Problem-Based Learning, expository, and demonstration. They have relatively good presentation skills, which support the achievement of presentation objectives. The achievement is proven by the audience's good weekly scores. This research exemplifies the enactment of integrated learning, primarily intended to equip pre-service teachers with content knowledge and presentation skills simultaneously. However, further development is needed to make this approach reach a more meaningful and impactful presentation. More studies on ABP also still need to be carried out to enhance its effectiveness.
Co-Authors Abdurrahman Faridi Asshofiah, Khodijah Dani, Muhammad Hirza Qusuma Lulut Widyaningrum Sari, Betty Fitria Nita semi sukarni Siti Tarwiyah Warsono Warsono