Articles
<![CDATA[Students’ Perceptions on the Implementation of Blended Learning in English for Mathematics ]]>
<![CDATA[Susanti Malasari]]>;
<![CDATA[Lemmuela Alvita Kurniawati]]>;
<![CDATA[Ika Fathin Resti Martanti]]>
<![CDATA[ Metathesis: Journal of English Language, Literature, and Teaching Vol 4, No 3 (2020): Metathesis: Journal of English Language, Literature, and Teaching ]]>
Publisher : <![CDATA[English Education Study Program, Faculty of Education and Teachers Training, Tidar Univer ]]>
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DOI: 10.31002/metathesis.v4i3.3314
<![CDATA[AbstractCovid-19 Pandemic has changed the teaching and learning processes of all education levels from offline classroom into online classroom. This situation forces all schools and universities to be familiar with blended learning. It is such an advantage for Universities that have already implemented blended learning in their teaching and learning processes. The full implementation of blended learning raises various perceptions from both lecturer and students. This study employed a qualitative research method to investigate the students’ perceptions on the implementation of blended learning in English for Mathematics. This study was conducted by using a qualitative method to investigate the students’ voices on the implementation of blended learning in English for Mathematics class. Six student participants who attended English for Mathematics in English Language Education Department of a state university were involved in this study. To gather the data, the researchers conducted an interview with the participants at the end of the semester. The interview was conducted in a Focus Group Discussion (FGD) session. It is found that most students have positive perceptions toward the implementation of blended learning in their teaching and learning processes. The participants stated that the implementation of blended learning in their class facilitates students to deepen their understanding about the materials, blended learning promotes independent learning, and blended learning enables students to experience various kinds of learning media.]]>
<![CDATA[DIGITAL STORYTELLING SEBAGAI MEDIA PEMBELAJARAN YANG KREATIF DAN INOVATIF DI ERA NEW NORMAL ]]>
<![CDATA[Paulina Fortinasari]]>;
<![CDATA[Candradewi Wahyu Anggraeni]]>;
<![CDATA[Susanti Malasari]]>
<![CDATA[ Aptekmas Jurnal Pengabdian pada Masyarakat Vol 5 No 1 (2022): APTEKMAS Volume 5 Nomor 1 2022 ]]>
Publisher : <![CDATA[Politeknik Negeri Sriwijaya ]]>
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DOI: 10.36257/apts.v5i1.3680
<![CDATA[The rapid development of technology and limited learning condition during the current pandemic require teachers as educators to be able to integrate technology into classroom activities appropriately and effectively. Digital storytelling is a form of modern learning media that can be used as an alternative to deliver material as well as insert character values that must be acquired by the elementary school students during this pandemic. This article discusses the implementation of training on making digital storytelling as a creative and innovative learning medium for elementary school teachers. It also reveals the perceptions of the teachers regarding the use of digital storytelling in the class. There are four stages of training, namely observation, socialization, mentoring, and evaluation. Through these stages, this training received positive responses from the participants and successfully provided direct benefits to the elementary school teachers. The participants had participated in the training enthusiastically and actively did the practices of making digital storytelling. All the digital storytelling made were very interesting, high-quality and full of character values that the students need to develop during the condition of learning from home.]]>
<![CDATA[PELATIHAN BAHASA INGGRIS DENGAN METODE TRADITIONAL GAMIFICATION UNTUK MENINGKATKAN KETERAMPILAN BERBAHASA INGGRIS DAN MELESTARIKAN KEBUDAYAAN DAERAH ]]>
<![CDATA[Lilia Indriani]]>;
<![CDATA[Susanti - Malasari]]>
<![CDATA[ Jurnal Praksis dan Dedikasi Sosial (JPDS) Vol. 3, No. 2, Oktober 2020 ]]>
Publisher : <![CDATA[Universitas Negeri Malang ]]>
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DOI: 10.17977/um032v3i2p89-96
<![CDATA[Keterampilan berbahasa Inggris saat ini sudah menjadi tuntutan bagi setiap pelajar di Indonesia, tak terkecuali bagi siswa SMP. Semakin dini pembiasaan penggunaan Bahasa Inggris diterapkan, maka semakin besar kemungkinan untuk dapat berkomunikasi dengan Bahasa Inggris secara aktif. Pelatihan Bahasa Inggris dengan metode traditional gamification merupakan sebuah program yang bertujuan untuk meningkatkan keterampilan Bahasa Inggris. Kegiatan ini berbasis praktik secara langsung dan dikemas dengan kegiatan permainan tradisional sehingga memberikan pengalaman belajar yang mengesankan. Kegiatan pelatihan Bahasa Inggris ini dilaksanakan di SMP Negeri 4 Magelang dan di SMP Negeri 7 Magelang. Hasil dari kegiatan ini adalah (1) peningkatan minat untuk mempelajari Bahasa Inggris (2) peningkatan kemampuan berkomunikasi secara aktif dengan menggunakan Bahasa Inggris dan (3) peningkatan pegetahuan tentang permainan-permainan tradisional. Evaluasi kegiatan ini menunjukkan bahwa kegiatan ini mendapatkan dukungan yang maksismal baik dari peserta pelatihan maupun pihak sekolah. Oleh karena itu, kegiatan ini dapat menjadi titik awal kebangkitan kegiatan ekstra kurikuler Bahasa Inggris yang telah lama vakum serta menjadi wadah untuk pelestarian kebudayaan daerah.]]>
<![CDATA[Local Wisdom in Designing ESP for Community-Based Tourism Practitioners: A Study of Needs Analysis ]]>
<![CDATA[Lemmuela Alvita Kurniawati]]>;
<![CDATA[Susanti Malasari]]>
<![CDATA[ SAGA: Journal of English Language Teaching and Applied Linguistics Vol 3 No 2 (2022): August 2022 ]]>
Publisher : <![CDATA[English Language Education Department, Universitas Kristen Duta Wacana (UKDW), Yogyakarta, Indonesia ]]>
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DOI: 10.21460/saga.2022.32.135
<![CDATA[The present study aimed to investigate the target needs as well as learning needs of the English for Specific Purposes (henceforth, ESP) training for community-based tourism (henceforth, CBT) practitioners in Meat village, North Sumatera and to investigate the integration of local wisdom in the design of the ESP training for CBT practitioners in Meat village, North Sumatera. Conducted by using mixed methods, this study was carried out involving six CBT practitioners in Meat village. A questionnaire and a focus group discussion were used to gather the data. The data were analyzed descriptively to provide a complete understanding of the research objectives. The findings of the study revealed that the target needs consisted of the participants’ necessities in the ESP training, the participants’ lacks, and the participants’ wants towards the ESP training. In addition to this, learning needs comprised of the content materials, teaching and learning activities, medium of instruction, and time preference of the ESP training. The findings also revealed that local wisdom integrated in the design of the ESP training motivated the participants in learning and was considered providing authentic as well as meaningful learning experiences. The findings of this study provided an implication for ESP material developers and a contribution to studies of ESP for CBT in Indonesian context.]]>
<![CDATA[Whatsapp for Mathematics Education Students’ Activeness in Learning English for Mathematics: A Case Study ]]>
<![CDATA[Susanti Malasari]]>;
<![CDATA[Paulina Besty Fortinasari]]>
<![CDATA[ SAGA: Journal of English Language Teaching and Applied Linguistics Vol 4 No 1 (2023): February 2023 ]]>
Publisher : <![CDATA[English Language Education Department, Universitas Kristen Duta Wacana (UKDW), Yogyakarta, Indonesia ]]>
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DOI: 10.21460/saga.2023.41.138
<![CDATA[During the implementation of online learning in the new normal era, lecturers conducted the teaching and learning process by utilizing recent technology that could maximize the quality of the teaching and learning process. WhatsApp is one of the tools that is used as a teaching and learning medium in this new normal era. This is a case study that is aimed to explain whether the use of the WhatsApp application gave some effects on Mathematics Education students’ activeness in learning English for Mathematics. The participants of this research were the 4th semester Mathematics Education students’ who were studying English for Mathematics. The data from this study were obtained from observation and Focus Group Discussion. The findings revealed that the use of WhatsApp as an online learning medium affects students’ activeness in learning English for Mathematics in terms of speaking practice, students’ involvement, and students’ confidence.]]>
<![CDATA[The Effect of ELITA on English Writing Learning for College Students ]]>
<![CDATA[Taufik Arochman]]>;
<![CDATA[Susanti Malasari]]>;
<![CDATA[Sukma Shinta Yunianti]]>
<![CDATA[ VELES Voices of English Language Education Society Vol 7 No 1 (2023): VELES VOICES OF ENGLISH LANGUAGE EDUCATION SOCIETY ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/veles.v7i1.7524
<![CDATA[The development of computers and information technology today has influenced each individual's work patterns and activities in education, especially in the teaching-learning process. This study aimed to find out the effectiveness of an intervention using ELITA to enhance the academic writing of college students. ELITA is a learning management system that Universitas Tidar uses. It tries to reveal whether there is any effect on the writing ability of the students taught using ELITA media. This study was quantitative research. The sample of this research was 32 students in the English study program at Universitas Tidar. Between the study's beginning and end, they were given two months of treatment. It can be seen in the result of the paired sample t-test that the t-observed (6.038) was higher than the t-table (1.697). The t-test showed that the p-value (Sig.) was 0.000, the significance level was 5%, and the degree of freedom was 31. Therefore, the results showed that there was a significant effect on the writing ability of the students taught using ELITA. The use of ELITA media can be alternative media to support the student's practice writings.]]>
<![CDATA[Komik Digital dalam Mengenalkan Karakter Kebangsaan di Tingkat Sekolah Dasar ]]>
<![CDATA[Paulina Besty Fortinasari]]>;
<![CDATA[Susanti Malasari]]>
<![CDATA[ Aksiologiya: Jurnal Pengabdian Kepada Masyarakat Vol 7 No 4 (2023): November ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surabaya ]]>
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DOI: 10.30651/aks.v7i4.15026
<![CDATA[Pengajaran nilai-nilai karakter kebangsaan di sekolah dasar semakin menantang. Guru tidak bisa memantau secara langsung pembangunan karakter murid-muridnya karena sebagian besar aktivitas pembelajaran masih dilaksanakan secara daring atau dengan tatap muka terbatas. Komik digital merupakan salah satu media literasi modern yang menarik dan efisien untuk digunakan oleh guru dalam memperkenalkan nilai-nilai karakter kebangsaan. Artikel ini memaparkan pelaksanaan pelatihan pembuatan komik digital yang diikuti oleh 19 guru sekolah dasar. Kegiatan ini terbagi dalam empat tahapan, yakni observasi, sosialisasi, pendampingan dan evaluasi. Selama pelatihan, para peserta menunjukkan respon yang positif dan sangat antusias dari awal hingga akhir. Hasil pelatihan ini menunjukkan bahwa para guru dapat membuat komik digital yang dapat diimplementasikan untuk memperkenalkan, mengajarkan dan menanamkan nilai-nilai karakteristik kepada siswa sekolah dasar. Selain itu, para guru juga menemukan strategi-strategi pengajaran karakter kebangsaan di dalam maupun di luar pembelajaran, yang telah disesuaikan dengan karakteristik siswa sekolah dasar dan kondisi kegiatan pembelajaran selama pandemi berlangsung.]]>
<![CDATA[Pelatihan Pembuatan Animasi Sebagai Alternatif Proyek Penguatan Profil Pelajar Pancasila Di Tingkat Sekolah Dasar ]]>
<![CDATA[Malasari, Susanti]]>;
<![CDATA[Fortinasari, Paulina Besty]]>
<![CDATA[ BERBAKTI : Jurnal Pengabdian Kepada Masyarakat Vol 1 No 2 (2023): BERBAKTI: Jurnal Pengabdian Kepada Masyarakat | September 2023 ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan ]]>
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DOI: 10.30822/berbakti.v1i2.2557
<![CDATA[The implementation of the Pancasila values in students’ character is a challenge for teachers, due to the limited knowledge of technology and learning strategies. Animation can be used by teachers to facilitate students in creating their project-based learning which can help them to be students who internalize Pancasila values. In addition, animation is a place for teachers to explore and be creative in utilizing technology. This article discusses a training of creating animation for elementary school teachers and their perception towards the use of animation as a media of project-based learning. The stages of the training were observation, socialization, mentoring, and evaluation. The four stages were done in order to conduct the animation training activities for elementary school teachers. This training received a positive response from the participants which was marked by the participants' excitement and enthusiasm when creating animation projects. The results of this training will be used as learning media and as an alternative of students’ project-based work which is based on the demands of this modern era that is appropriate with students’ interests, students’ ways of learning, and students’ learning products.]]>
<![CDATA[Pengelolaan Lahan Pekarangan Melalui Revitalisasi Budidaya Ikan dalam Ember (Budikdamber) Guna Meningkatkan Ketahanan Pangan di Kelurahan Gelangan Kota Magelang ]]>
<![CDATA[Sovianti, Sri]]>;
<![CDATA[Khasanah, Nurul]]>;
<![CDATA[Fuadah, Masrurotul]]>;
<![CDATA[Dwitanti, Izza Azzahra]]>;
<![CDATA[Hana, Nur]]>;
<![CDATA[Nur’Aini, Salma Diana]]>;
<![CDATA[Pratama, Real Figo]]>;
<![CDATA[Amiyati, Nur Vita]]>;
<![CDATA[Taqiyyanfa, Qinthara Faiz]]>;
<![CDATA[Putri, Punky Agnicya]]>;
<![CDATA[Malasari, Susanti]]>
<![CDATA[ BERBAKTI : Jurnal Pengabdian Kepada Masyarakat Vol 2 No 2 (2024): BERBAKTI: Jurnal Pengabdian Kepada Masyarakat | September 2024 ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan ]]>
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DOI: 10.30822/berbakti.v2i2.3650
<![CDATA[Kelurahan Gelangan merupakan pemukiman yang relatif padat dan sebagian rumah tidak memiliki lahan untuk budidaya ikan, sehingga Budikdamber ini tepat diterapkan di Kelurahan Gelangan. Pemanfaatan pekarangan dengan lahan sempit merupakan upaya menciptakan kemandirian pangan. Budikdamber menjadi solusi atas permasalahan dan tujuan yang ingin dicapai. Tujuan kegiatan pengabdian ini untuk mengkaji efektivitas pengelolaan lahan pekarangan melalui revitalisasi Budikdamber di Kelurahan Gelangan. Kegiatan pengabdian ini wujud nyata dari program Kuliah Kerja Nyata oleh mahasiswa Universitas Tidar menggunakan metode praktik lapangan yang inovatif. Metode ini tidak hanya memungkinkan untuk menghasilkan ikan lele yang sehat, tetapi juga memberikan hasil sayuran berupa kangkung. Program Budikdamber merupakan salah satu cara alternatif dalam meningkatkan ketahanan pangan bagi masyarakat dengan memanfaatkan lahan yang terbatas. Program Budikdamber cocok untuk dilaksanakan di Kelurahan Gelangan dikarenakan tidak membutuhkan lahan yang luas. Budikdamber terbukti cocok untuk diterapkan di daerah perkotaan dengan lahan terbatas seperti Kelurahan Gelangan, karena tidak memerlukan lahan yang luas. Pelaksanaan program ini juga memberi manfaat edukatif bagi masyarakat setempat, memberikan pengetahuan terkait teknik budidaya ikan dan tanaman dalam sistem akuaponik secara mandiri.]]>
<![CDATA[Developing Writing Intensive Course Module: A Needs Analysis ]]>
<![CDATA[Fortinasari, Paulina Besty]]>;
<![CDATA[Malasari, Susanti]]>
<![CDATA[ Journal of English Education Program Vol 6, No 1 (2025) ]]>
Publisher : <![CDATA[FKIP - Universitas Tanjungpura ]]>
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DOI: 10.26418/jeep.v6i1.74548
<![CDATA[This research focuses on the needs analysis of developing a beginner-level learning module, which is in the initial stage. It applied a qualitative method in which data were gathered using a questionnaire and interviews. These data were descriptively analyzed using data condensation. The subjects of this research were 100 students and 4 lecturers. The results show that there is an urgent task because there is no course module for the Writing Intensive Course. It is also found that the existing material is suitable, but it needs to be added to the weekly theme to provide brainstorming space for the students. In terms of lack, want, and necessity, the learning modules must refer to the beginner level, accommodate the students to produce meaningful English sentences correctly, give more opportunities to exercise inside and outside the classroom, get more feedback from the lecturer, and integrate PjBL and case-method learning models. There were also some topics ranked based on students"™ preferences. These topics can be considered by developers in developing a Writing Intensive Course module.]]>
