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All Journal Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya BAHASA DAN SASTRA EDUCAFL : E-Journal of Education of English as a Foreign Language English Review: Journal of English Education Kanal : Jurnal Ilmu Komunikasi EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Tell : Teaching of English Language and Literature Journal AKSIOLOGIYA : Jurnal Pengabdian Kepada Masyarakat Indonesian TESOL Journal Academia Open Ethical Lingua: Journal of Language Teaching and Literature Indonesian Journal of Cultural and Community Development Borneo Educational Journal (Borju) Proceedings of The ICECRS
Yuli Astutik
Universitas Muhammadiyah Sidoarjo
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The Use of English Songs in Teaching Listening Skills Through Online Learning at Junior High School Level Yuli Astutik; Khofifah Indah Dia Pangestu
Borneo Educational Journal (Borju) Vol. 4 No. 1 (2022): February
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/bej.v4i1.950

Abstract

This article describes the implementation of English songs in the listening class at junior high school. Moreover, this article explains the implementation of English songs used in listening learning for eighth grade students and the difficulties faced by teachers when teaching English in listening classes at junior high school. The study used a qualitative descriptive method. The subject of the research is the teacher. The methods of data collection were interviews and observation. The result of this study indicates that the teacher in implementing teaching listening used three stages such as Pre-Listening, While Listening, and Posst Listening, and that the difficulties that the teacher had were internal and external factors. The findings show that English teachers are very proficient in implementing English songs in teaching synchronous listening skills through Zoom Cloud Software at the junior high school level, both verbally and nonverbally. However, teachers also experience difficulties both internally, such as students who lack English vocabulary, and externally, such as the difficulty of internet connection, which often occurs. The results of this study imply that it turns out that listening skills learning can be done well online if the teacher understands the meaning of each lyric and has good knowledge of such things as content, pedagogy, and technology.
The Ambivalences of English Lessons Existing in Indonesian Primary Schools Yuli Astutik; Ahmad Munir
Indonesian TESOL Journal Vol 4, No 1 (2022): Indonesian TESOL Journal (March)
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/itj.v4i1.2487

Abstract

This article discusses policies governing the English curriculum in Indonesian primary schools. English, as local content or as an extracurricular subject delegated to each school, creates inequality in primary school education as some primary schools offer English learning and many do not, for various reasons such as a lack of qualified human resources at TEYL, or insufficient facilities. This ambivalence eventually creates problems at the primary education level, including a lack of clarity regarding careers for English teachers in primary schools. This results in a limit on the number of tertiary institutions that provide English-teaching education for EYL, so that primary schools in turn employ classroom teachers who have no credentials to teach English in the classroom. This ambivalence would not have occurred if the government had made a firm decision on the existence of English as a subject in Indonesian primary schools. Therefore, the authors of this article make an argument for the importance of mastering English as an international language (EIL) for young learners in non-English-speaking countries, especially in this era of rapid technological development. This article suggests that the government should immediately establish a clear policy regarding the status of English as a primary school subject, and that the curriculum policy in primary schools should no longer designate English as a local content or extracurricular subject, but rather as a compulsory subject which automatically adjusts learning outcomes based on student demographic characteristics. The implication of this article is that English lessons can be taught to all young learners through an eclectic approach.Keywords: English as an international language; Government policy; Indonesian setting; teaching English to young learners
Difficulties in Writing Recount Text Faced by Senior High School Students in Indonesia Nanda Aprila Sinta; Yuli Astutik
Proceedings of The ICECRS Vol 2 No 1 (2019): Literacy based Character and Professionalism Enhancement for Educators in Facing
Publisher : International Consortium of Education and Culture Research Studies

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (106.25 KB) | DOI: 10.21070/picecrs.v2i1.2404

Abstract

Writing an English for EFL learner is a difficult skill because English is a foreign language. Besides that, sometimes EFL learner is confused with organizing the idea, translating the language from Indonesia to English, follow the grammatical rule, find and write the proper vocabulary. In this research focus on the students' writing difficulties in recount text, the factors which influence the students' writing difficulties in recount text, and the way of the teacher solve the students' writing difficulties. This study investigates the writing difficulties of students in SMA Kemala Bhayangkari 3 Porong. In this study, the data served as a qualitative descriptive which took the students' exercise of recount text and interviewed the subject. The result shows that there are different difficulties for each students' ability. Internal and external factors also turned out to be one of the causes of difficulties faced by students in writing recount text. The results of interviews with teachers are known that teacher’s have used metacognitive strategies as solving problems faced by students in writing skills.
Pengembangan Perangkat Pembelajaran Berbasis Proyek untuk Keterampilan Komunikasi Ilmiah Mahasiswa Fitria Eka Wulandari; Jamilatur Rohmah; Yuli Astutik
Proceedings of The ICECRS Vol 2 No 1 (2019): Literacy based Character and Professionalism Enhancement for Educators in Facing
Publisher : International Consortium of Education and Culture Research Studies

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (74.66 KB) | DOI: 10.21070/picecrs.v2i1.2438

Abstract

The purpose of this research is the development of project-based learning tools in teaching students scientific communication skills. The development of these learning devices includes syllabus, learning implementation plans (RPP), student activity sheets (MFIs), evaluation instruments for student communication skills, where these devices are developed using project-based learning models. Learning tools that have been created and that will be used in the learning process have valid and reliable judgments. The stages of developing this learning device are: (1) student scientific communication is carried out in the literature; (2) curriculum, teaching materials, indicators of scientific communication skills, learning characteristics used, characteristics and abilities of students; (3) conduct the preparation of learning evaluations; (4) carry out construct validation; (5) analyze the results of construct and content validation; (6) hold a trial certificate; (7) analysis of trial results. The analysis of the results of the validation of project-based learning tools in training valid and reliable student scientific communication skills.
Guessing Games: Enhancing English Speaking Skills in Secondary School Wega Dhea Agnesia; Yuli Astutik
Academia Open Vol 8 No 1 (2023): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1059.141 KB) | DOI: 10.21070/acopen.8.2023.4707

Abstract

This study investigates the effectiveness of incorporating guessing games as an English learning strategy, specifically focusing on improving students' speaking skills. Many students face challenges in speaking English due to perceiving it as a difficult language to learn, resulting in a lack of mastery. To address this issue, a quantitative approach was employed, involving a sample of 33 students from an eighth-grade class at SMPN 2 Gempol. Data collection included a pre-test and post-test, with the analysis conducted using the T-paired Test. The results revealed that the t-test value (16.369) exceeded the critical t-table value (2.036). Thus, the null hypothesis (H0) was rejected, and the alternative hypothesis (H1) was accepted, indicating a significant positive impact of guessing games on English speaking skills. The findings suggest that teachers can effectively utilize guessing games as an engaging instructional tool to enhance students' proficiency in spoken English. Highlights: Utilizing guessing games as an instructional strategy for English learning. Assessing the effectiveness of guessing games on students' speaking skills. Significant positive impact of guessing games on English speaking proficiency. Keywords: Guessing games, English learning, Speaking skills, Quantitative method, Secondary school
Student Reception of English Learning through Animated Videos in Sidoarjo Elementary Schools Areta Daffara Prameswari; Yuli Astutik
Academia Open Vol 8 No 1 (2023): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1437.157 KB) | DOI: 10.21070/acopen.8.2023.5499

Abstract

This study aims to determine how students respond in learning English using animated videos in grade I SD PLUS FATIMAH AZ – ZAHRO' Sidoarjo. This research is a qualitative research in which the data is taken from the analysis of direct observation and interviews with English class teachers. Collecting data in this study using documentation and interviews. The data analysis technique uses data reduction, data presentation, and drawing conclusions. The results of this study indicate that student responses are divided into three components, namely cognitive, affective, and conative. This study also shows that students in one class are divided into three parts in the ability to understand English learning, namely the competent level, medium level, and low level. Lack of interest in learning English and internal and external factors such as family background and students' skills or abilities are one of the causes of students' lack of response to learning English. Highlights: The study focuses on understanding student responses in learning English using animated videos in a specific grade and school in Sidoarjo. The research employs qualitative methods, gathering data through direct observation, interviews with English teachers, and documentation. The study identifies three components of student responses: cognitive, affective, and conative, and highlights the varying levels of English understanding among students. The lack of interest and external/internal factors also affect students' response to English learning. Keywords: English learning, Animated videos, Student responses, Grade I, SD PLUS FATIMAH AZ – ZAHRO' Sidoarjo
Teachers’ Teaching Strategies For Teaching Speaking Skills At Junior High School Nurul Octavia; Yuli Astutik; Endang Mastuti Rahayu
Borneo Educational Journal (Borju) Vol. 5 No. 1 (2023): February
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/bej.v5i1.1107

Abstract

A teaching strategy is defined as a set of activities carried out to achieve a learning goal. This study aims to analyse the strategies implemented by the teacher for eighth grade students at one of Junior High School in Pasuruan, East Java. Furthermore, this study looks into the teacher's motivations for using the strategies in teaching speaking skills. This research used qualitative research with a case study design. The instruments used in this research were observations and interviews. The results of this research show that the teachers implemented the teaching strategies proposed by Thornbury. Moreover, the teacher was known for applying other strategies such as reading aloud, repetition drills, and modelling cooperative learning as they aligned with the students’ competencies. These research findings indicate that the teacher successfully implemented her strategies in teaching speaking skills, which can be proven from the students’ responses that they are motivated to learn English, especially speaking skills.
The Implementation of English Conversation Program in Elementary School at Rural Area Murni Nikmatillah; Fika Megawati; Yuli Astutik
EDUCAFL : Journal of Education of English as Foreign Language Vol 6, No 2 (2023): EDUCAFL (LIST OF ACCEPTED PAPER)
Publisher : Fakultas Ilmu Budaya, Universitas Brawijaya

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

Abstract

This article discusses how to participate in Teaching campus programs and implementing English conversation programs in rural areas. Because, English is one of the subjects considered difficult by elementary school students, especially in rural areas. This research was conducted at elementary school in Tulungagung, East Java which is a rural area. This study also uses the self-study method, in which data are taken from observations and interviews with English teachers in schools to find out the difficulties or challenges in teaching and learning in rural schools, Therefore, the self-study researcher is not the self who does the research, but rather the self being studied, not that the self is the only focus. This progression in self-study characterizes teaching as well. So after that, the author compiled this conversation program. The method used in the implementation of this conversation program uses the appropriate TPR (Total Physical Response) method to support challenges or difficulties in teaching and learning. This program is carried out once every 2 weeks and is only attended by class 5. And to find out the improvement of students after joining this program, the author gives a quiz or post-test. When this activity was carried out the students were very enthusiastic and understood the questions that I gave, many improvements were obtained by them such as word pronunciation, pronunciation, word spelling, vocabulary knowledge, writing words, etc.
Enhancing High School English Teaching: Integrating EdPuzzle Media in Kurikulum Merdeka Modules Sheila Agustina; Fika Megawati; Yuli Astutik; Masliha Alfiatul Aqliyah
Indonesian Journal of Cultural and Community Development Vol 14 No 2 (2023): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijccd.v14i2.936

Abstract

This scientific article aims to investigate the integration of EdPuzzle media in teaching modules developed by high school English teachers following the Kurikulum Merdeka (KM) framework. Using document analysis, 16 EdPuzzle-integrated teaching module documents were qualitatively examined to understand teachers' preferences in selecting materials, methods, models, and assessments. The findings reveal that teachers successfully developed modules aligned with learning objectives and KM characteristics, incorporating EdPuzzle as both teaching material and assessment method. The study indicates a preference for narrative text topics, blended-learning models, and discussion methods. Writing skills were predominantly assessed using short-answer techniques, with EdPuzzle media mainly utilized for learning material rather than assessment. The implications suggest the need for teachers to diversify learning approaches, explore innovative techniques, and integrate technology effectively for an enhanced English Language Teaching experience. Highlight: The study explores the integration of EdPuzzle media in teaching modules within the context of Kurikulum Merdeka. High school English teachers successfully adapt teaching modules to align with learning objectives and KM characteristics. The majority of teachers utilize EdPuzzle both as learning material and as an assessment method, particularly in the context of narrative text topics. Keyword: Kurikulum Merdeka, Teaching Modules, EdPuzzle Integration, High School English Teachers, Document Analysis.
External Factors Affect English Learning in Rural Elementary Schools: A Qualitative Study Mufidah Nur Aliyyah Yusuf; Yuli Astutik; Fika Megawati
Tell : Teaching of English Language and Literature Journal Vol 11 No 1 (2023): April
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (340.679 KB) | DOI: 10.30651/tell.v11i1.17101

Abstract

The aim of this study was to discover some external factors that influence the difficulties of teaching and learning English in rural schools for young learners. To obtain detailed data or information, data was collected in this study through observation and interviews using a qualitative research method and a type of case study. The research was conducted at an Al Fatch elementary school in the Silo sub-district of Jember Regency, East Java. The findings revealed that several external factors influence the difficulty of teaching and learning English for young students in rural schools, including 1) the school's location is far from urban areas, making it difficult for the community to reach it; 2) inadequate school infrastructure; 3) inadequate school facilities cannot support the continuity of the English teaching and learning process; 4) a lack of learning resources for students and teachers; 5) the language barrier, which is influenced by the community surrounding the school, which speaks the local language more frequently, makes it difficult for students to understand Indonesian as a medium of instruction in the teaching process.
Co-Authors Agustina, Sheila Ahmad Munir Ali Mustofa Areta Daffara Prameswari Aulia Rahmah Choirun Nisak Aulina Erlita Audina Ma'rifa Fabiola Dharmawanti Kurnia Fika Megawati Fitria Eka Wulandari Hanindya Navita Rahma Hidayatul Avia Jamilatur Rohmah Khofifah Indah Dia Pangestu Masliha Alfiatul Aqliyah Mufidah Nur Aliyyah Yusuf Murni Nikmatillah Nanda Aprila Sinta Niko Fediyanto Nurul Octavia Rahayu, Endang Mastuti Vidya Mandarani Wega Dhea Agnesia