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IMPLEMENTASI MEDIA PEMBELAJARAN VIDEO MODELING PADA PEMBELAJARAN HATHA YOGA DI SMAS YPVDP BONTANG Adnyani, Ni Made; Dwiyono, H. Yudo; Limbong, Effendi
PANGKAJA: JURNAL AGAMA HINDU Vol 22, No 2 (2019)
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

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

Pembelajaran yoga asana (hatha yoga) merupakan salah satu topik dalam pembelajaran Pendidikan Agama Hindu dan Budi Pekerti. Merujuk pada Peraturan Menteri Pendidikan dan Kebudayaan Nomor 21/2016 tentang standar isi yang memuat tentang kompetensi inti yang mesti dicapai oleh peserta didik. Kompetensi inti meliputi kompetensi Inti sikap spiritual, sikap sosial, pengetahuan dan keterampilan. Yoga asana merupakan salah satu kompetensi dasar yang mesti dimiliki oleh setiap peserta didik kelas XI.Pembelajaran yoga asanas (Hatha Yoga) merupakan pembelajaran yang berbasis praktik atau Doing outcome. Target pembelajarannya berupa sikap (Attitude) dan keterampilan (Skill). Penilaian yang tepat dalam pembelajaran yang berbasis praktik adalah penilaian perilaku (manner) dan unjuk keterampilan (performance). Pada tipe pembelajaran seperti ini, media pembelajaran yang tepat adalah media pembelajaran seperti modeling, dan demonstrasi dengan langkah-langkah yang terperinci. Tulisan ini bertujuan mendeskripsikan (1) prosedur implementasi media pembelajaran Video Modeling (VM), dan (2) persepsi siswa terhadap media pembelajaran VM pada pembelajaran Hatha Yoga di SMA YPVDP Bontang. Penelitian ini dilaksanakan di SMA YPVDP Bontang, Kecamatan Bontang Selatan, Kota Bontang-Kalimantan Timur. Metode yang digunakan dalam penelitian adalah metode penelitian kombinasi model concurrent (campuran) dengan bobot metode kualitatif lebih tinggi daripada kuantitatif. Teknik pengumpulan data dilakukan dengan mewawancarai dan menyebarkan kuesioner kepada siswa, kepala sekolah, guru dan orang tua siswa. Kuesioner disusun dengan menggunakan skala Likert. Sedangkan data yang bersifat kualitatif dianalisa dengan menggunakan metode Triangulasi Data. Hasil penelitian menunjukkan prosedur implementasi media pembelajaran VM dilakukan dengan 3 tahap yaitu perencanaan, pelaksanaan dan evaluasi. Persepsi siswa terhadap media pembelajaran VM ditentukan berdasarkan pada tiga aspek, yaitu aspek tampilan, aspek pengoperasian dan aspek kemanfaatan. Secara keseluruhan, persepsi siswa menunjukkan bahwa siswa merasa senang karena tampilan VM sangat menarik, pengoperasian yang sangat mudah dan bermanfaat dalam membantu pembelajaran mandiri siswa. Hal ini diperkuat dengan data kuantitatif bahwa aspek tampilan VM memperoleh nilai sangat baik dengan rata-rata 70,84%, aspek pengoperasian VM memperoleh nilai sangat baik dengan rata-rata 83,34%, dan aspek kemanfaatan VM menunjukkan penilaian sangat baik sebesar 75%. Media pembelajaran VM ini sangat cocok diterapkan pada pembelajaran yang menekankan pada keterampilan olah fisik.

IMPLEMENTASI MEDIA PEMBELAJARAN VIDEO MODELING PADA PEMBELAJARAN HATHA YOGA DI SMAS YPVDP BONTANG Adnyani, Ni Made; Dwiyono, H. Yudo; Limbong, Effendi
PANGKAJA: JURNAL AGAMA HINDU Vol 22, No 2 (2019)
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/pkj.v22i2.1686

Pembelajaran yoga asana (hatha yoga) merupakan salah satu topik dalam pembelajaran Pendidikan Agama Hindu dan Budi Pekerti. Merujuk pada Peraturan Menteri Pendidikan dan Kebudayaan Nomor 21/2016 tentang standar isi yang memuat tentang kompetensi inti yang mesti dicapai oleh peserta didik. Kompetensi inti meliputi kompetensi Inti sikap spiritual, sikap sosial, pengetahuan dan keterampilan. Yoga asana merupakan salah satu kompetensi dasar yang mesti dimiliki oleh setiap peserta didik kelas XI.Pembelajaran yoga asanas (Hatha Yoga) merupakan pembelajaran yang berbasis praktik atau Doing outcome. Target pembelajarannya berupa sikap (Attitude) dan keterampilan (Skill). Penilaian yang tepat dalam pembelajaran yang berbasis praktik adalah penilaian perilaku (manner) dan unjuk keterampilan (performance). Pada tipe pembelajaran seperti ini, media pembelajaran yang tepat adalah media pembelajaran seperti modeling, dan demonstrasi dengan langkah-langkah yang terperinci. Tulisan ini bertujuan mendeskripsikan (1) prosedur implementasi media pembelajaran Video Modeling (VM), dan (2) persepsi siswa terhadap media pembelajaran VM pada pembelajaran Hatha Yoga di SMA YPVDP Bontang. Penelitian ini dilaksanakan di SMA YPVDP Bontang, Kecamatan Bontang Selatan, Kota Bontang-Kalimantan Timur. Metode yang digunakan dalam penelitian adalah metode penelitian kombinasi model concurrent (campuran) dengan bobot metode kualitatif lebih tinggi daripada kuantitatif. Teknik pengumpulan data dilakukan dengan mewawancarai dan menyebarkan kuesioner kepada siswa, kepala sekolah, guru dan orang tua siswa. Kuesioner disusun dengan menggunakan skala Likert. Sedangkan data yang bersifat kualitatif dianalisa dengan menggunakan metode Triangulasi Data. Hasil penelitian menunjukkan prosedur implementasi media pembelajaran VM dilakukan dengan 3 tahap yaitu perencanaan, pelaksanaan dan evaluasi. Persepsi siswa terhadap media pembelajaran VM ditentukan berdasarkan pada tiga aspek, yaitu aspek tampilan, aspek pengoperasian dan aspek kemanfaatan. Secara keseluruhan, persepsi siswa menunjukkan bahwa siswa merasa senang karena tampilan VM sangat menarik, pengoperasian yang sangat mudah dan bermanfaat dalam membantu pembelajaran mandiri siswa. Hal ini diperkuat dengan data kuantitatif bahwa aspek tampilan VM memperoleh nilai sangat baik dengan rata-rata 70,84%, aspek pengoperasian VM memperoleh nilai sangat baik dengan rata-rata 83,34%, dan aspek kemanfaatan VM menunjukkan penilaian sangat baik sebesar 75%. Media pembelajaran VM ini sangat cocok diterapkan pada pembelajaran yang menekankan pada keterampilan olah fisik.

The Voices of Preservice EFL Teachers on the Implementation of Teacher Educators‘ Effendi Limbong
IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 3 | NO.2 | 2016
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v3i2.5511

ABSTRACT This research investigate pre-service EFL teachers’ voices toward teacher educators’ implementation of flipped classroom combined with Facebook throughout TPACK that can be observed by pre-service EFL teachers during their teacher training program. This study employed phenomenology of semi-structure interview and document e-portfolio projects of eight pre-service EFL teachers. This research revealed although not all participants were unfamiliar with flipped classroom, this approach to combine with Facebook as media to upload e-portfolios of previous pre-service EFL teachers and various website links to design and develop PACI model was effective and efficient in understanding the content of PACI model before they have face to face classes. The significance of this study is useful for pre-service EFL teachers to witness the use flipped classroom combine with Facebook to extend the use of technology for being self-discipline and self-directness to design and develop PACI model throughout the TPACK framework in supporting them to be 21st future teachers. ABSTRAK Penelitian ini mengungkap pengalaman para calon guru terhadap penerapan kelas terbalik dengan menggunakan Facebook sebagai media oleh dosen dengan TPACK yang dapat diamati oleh para calon guru selama mengikuti perkuliahan agar nantinya dapat mereka terapkan. Dengan menggunakan phenomenology semi interview terstruktur terhadap delapan calon guru dan menganalisa hasil unjuk kerja berbasis portofolio elektronik. Penelitian ini menemukan walaupun tidak semua calon guru terbiasa dengan pendekatan kelas terbalik, penggabungan metode ini dengan Facebook sebagai media untuk memasukkan materi ajar dari Internet ditambah dengan hasil kerja mahasiswa sebelumnya berbasis elektronik portofolio untuk mendesain dan membuat materi ajar berbasis teknologi dengan menggunakan PowerPoint, Audacity, Camtasia, dan Internet (PACI) efektif dan efisien untuk difahami dan diterapkan oleh calon guru sebelum mengikuti perkuliahan dan meningkatkan penggunaan teknologi untuk belajar mandiri, mendesain, dan membuat PACI model berdasarkan TPACK untuk menjadi guru abad 21. How to Cite: Limbong, E. (2016). The Voices of Preservice EFL Teachers on the Implementation of Teacher Educators’ Flipped Classroom in Designing and Developing PACI Model. IJEE (Indonesian Journal of English Education), 3(2), 171-191 doi:10.15408/ijee.v3i2.5511. Permalink/DOI: http://dx.doi.org/10.15408/ijee.v3i2.5511

Designing and Developing Supplemental Technology of PACI Model Materials through Blended Learning Methods Effendi Limbong
Celt: A Journal of Culture, English Language Teaching & Literature Vol 16, No 2: December 2016, Nationally Accredited
Publisher : Soegijapranata Catholic University

The 21st century English teachers and lecturers are required to have competencies in translating Content Knowledge (CK), integrating various Pedagogical Knolwedge (PK) and implementing Technological Knowledge (TK) in order to produce effective and efficient teaching. This research reveals and describes researchers efforts and pre-service EFL teachers (PSEFLTs) roles in designing and developing the supplemental teaching and learning materials with PowerPoint, Audacity, Camtasia and Internet. To transform researcher roles and model to introduce and implement Technological, Pedagogical, and Content Knowledge (TPACK) framework, this research implemented blended learning: traditional face to face (F2F) and Facebook closed-group discussion (FBcgD) based on Project-Based Learning (PBL). This research employed the qualitative autobiography narrative of self-study from the researchers experiences to implement blended learning. Semi-structure interviews were conducted with four PSEFLTs of group A and five PSEFLTs of group B to seek the PSEFLTs experiences in designing and developing PACI model. The results suggested that blended learning is can effectively and efficiently integrate and implement the design and development of a PACI model. Most importantly both of researcher and two groups realized that in integration of TPACK during a Computer Literacy course, the subject matter may be shaped by the application of technology; teaching as well as learning might be changed by the use of technology and the way to represent and communicate specific lessons to students.

DIGITAL STORYTELLING OF â€œMICROSOFT PHOTO STORY 3 FOR WINDOWSâ€ TO IMPROVE THE INVOLVEMENT OF STUDENTS IN THE PROCESS OF LEARNING ENGLISH IN THE CLASSROOM Effendi Limbong
The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 2, No 2 (2015): Journal of English Literacy Education
Publisher : Faculty of Teacher Training and Education, Universitas Sriwijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v2i2.2321

Abstract: The use of technology effectively in the teaching and learning process is essential skills for teachers to help them make a complex subject simples for students while students themselves need more strategies and variation from teachers to help them to absorb every information more easily, particularly when learning the English language. The students are now living in the technology era, which means modern technological tools are around them constantly updated and very competitive. Thus, teachers as the main actors who have the responsibility to transfer knowledge to students must prepare themselves with technological skills. Without these skills, teachersâ€Ÿ pedagogical knowledge and content knowledge for undertaking their daily activities in teaching will face serious problems in transferring any kinds of knowledge to students. In this paper, I would like to explain the Microsoft Photo Story 3 for Windows in my teaching context at the undergraduate level, particularly its benefits, and the obstacles and challenges in teaching English as a second language in Indonesia.Keywords: technology, Microsoft photo story, teaching and learning English

Aligning Pedagogical Beliefs and Technology Integration in English Language Teaching: A Multiple-Case Study of Islamic Senior High School EFL Teachers Linda Sari; Effendi Limbong; Yuni Utami Asih
Borneo Educational Journal (Borju) Vol. 5 No. 2 (2023): August
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.v5i2.1356

Understanding how teachers' pedagogical beliefs regarding language teaching and learning have been transferred into technology integration practices in English teaching would assist teachers in optimizing learning outcomes and facilitating teaching-learning. The purpose of this study is to explore how language teachers' pedagogical beliefs, which beliefs about language instruction and learning that have been translated into technology integration in English instructional practice. This study used a case study as the research design, this research also used other instruments, there were interview guidelines, documents checklist, and observation form/field notes. The data analysis of this study consisted of two phases: within-case analysis (phase 1) and cross-case analysis (phase 2). The results of this study showed rule-based practices with technology implemented by teachers. In this study typically entailed using technology to support grammar and practice in the classroom. Also, it showed the purposeful study and assessment or application of grammatical rules within appropriate contexts. Moreover, the integration of Islamic education with science and technology learning is expected to be meaningful and easily understandable. Therefore, the goal of Islamic education in leading students to recognize, understand, contemplate, believe, and have a noble character in implementing the teachings of Islam from the primary source, the holy book of Al-Quran and Al-Hadith, can be accomplished through teaching guidance, practicing, and the use of experience

EFL Pre-Service Teachers' Experiences in Speaking through a Digital Storytelling Project Risdayani, Nadila; Limbong, Effendi; Sunggingwati, Dyah
Jambura Journal of English Teaching and Literature Vol 5, No 1 (2024): Jambura Journal of English Teaching and Literature
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jetl.v5i1.24667

This study delves into the experiences of EFL pre-service teachers engaging in a digital storytelling project to practice their speaking, with a focus on exploring significant learning outcomes through Fink's 2003 theory. This qualitative case study utilized semi-structured interviews and project reports as instruments, collecting data from five EFL pre-service teachers at Mulawarman University Samarinda through purposeful sampling. Thematic analysis was employed to analyze the data. Four major themes emerged from the data's thematic analysis, which encompassed the experiences of the participants: participation in the process of creating digital stories, focused speaking exercises, integration of other language abilities, and self-evaluation techniques. These themes also brought attention to the participants' learnings about digital storytelling for public speaking, the difficulties they faced, and the spectrum of emotions they went through. Furthermore, the significant learning outcomes they experienced were marked by an improvement in speaking skills and the establishment of speaking habits. Participants also gained insight into the relationship between activities such as writing scripts, recording, and reading for text reviews, all of which contributed to practicing their speaking. This project fosters self-awareness, enhances understanding of others, and instils an interest in undertaking similar projects in the future. Demonstrated ongoing learning highlights the impact of digital storytelling beyond technical skills, serving as a valuable tool for speaking practice.

Unlocking Phonological Proficiency: Exploring Allophonic Variation Using ELSA Speak App in Early Semester EFL Students at Mulawarman University Rusmawaty, Desy; Limbong, Effendi; Ahada, Ichi; Hafizh, M. Indra F.; Rahmatullah, Achmad. N.
Indonesian Journal of EFL and Linguistics Indonesian Journal of EFL and Linguistics, 9(2), November 2024
Publisher : Pusat Pelatihan, Riset, dan Pembelajaran Bahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/ijefl.v9i2.828

Phonological proficiency is crucial for language growth in current English as a Foreign Language (EFL) education. The research aims to identify and analyze the proficiency of allophonic variations in students' phonetics using the advanced language learning tool ELSA Speak. It provides insights into their phonological development. This study employs a pre-experimental design methodology. A cohort of 31 EFL students from Mulawarman University participated in structured phonetic exercises using the ELSA Speak app around the beginning of the semester. Data was collected using pre-and post-tests, recording students' phonetic outputs, and entering detailed records of their engagement with the ELSA Speak app. The pre-experiment design enabled the evaluation of improvements in identifying allophonic variance and phonological competence before and after the intervention. The findings demonstrate a significant improvement in students' ability to detect and produce different variations of sounds, especially concerning allophones. The ELSA Speak app succeeded by offering immediate feedback, facilitating a more advanced understanding of phonetic distinctions. Based on the data, students demonstrated increased confidence and precision in their pronunciation, reassuring the students about the positive impact of the study. Additionally, they made significant progress in differentiating between challenging allophones for Indonesian and English. This study has highlighted the effective use of the ELSA Speak app in an English as a Foreign Language (EFL) setting, establishing its value as a beneficial tool for teaching pronunciation. The empirical data on the effectiveness of digital tools in improving the phonological competence of EFL students in the early stages of the semester can inspire and motivate educators, researchers, and professionals in English language education and linguistics to integrate such tools into their teaching practices.

Problems of Islamic Education in the Era of the Industrial Revolution 5.0 Mansir, Firman; Limbong, Effendi; Nukhba, Ghulam Mustafa; Rizapoor, Habiburrahman
JURNAL INDO-ISLAMIKA Vol 13, No 1 (2023): JUNE
Publisher : Graduate School of Syarif Hidayatullah State Islamic University Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/jii.v13i1.32404

The construction of Islamic education is a gateway for the growth of human civilization and is expected to provide definite answers to society's problems. The problem of disintegration between sciences results in the compartmentalization of the human mind, personalities that are not characterized by divine values and tend to justify all means due to hedonism that plagues life. The problems of Islamic education in responding to the progress of the times, especially in the era of the industrial revolution 5.0 currently aimed at the challenges of Islamic educational institutions in the face of the destruction of the next generation of the nation's character. This is in line with the goal of Islamic education to create a generation of the nation that has the ability in terms of science and technology without eliminating the moral aspects of students. This research method uses a qualitative approach with data collection through literature studies that are analyzed by content analysis. The results showed that one of the challenges faced by Islamic education is the aspect of education management, future education planning has three characteristics of society, namely the future of sociology and the future of technology. Therefore, Islamic education is required to be able to balance itself with the progress of modern times or globalization that will continue to change. Islamic education must be able to show education that is responsive to the times. Preparing for the future of education is to advance, with an emphasis on quality, justice, prosperity, and so on.

Supervisors’ Written Feedback and Students’ Responses Towards Feedback on Undergraduate Research Proposals Aridah, Aridah; Hambali, Muhamad; Ping, Maria Teodora; Setiawan, Iwan; Limbong, Effendi
IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 11 | NO. 1 | 2024
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v11i1.38427

This study explores the types of feedback given by supervisors on undergraduate thesis proposals and investigates how the students respond to the feedback. The data were collected from research proposal pages containing feedback and interview transcripts through a mixed method with a case study design. Four supervised students of the English Department at one university in Samarinda, whose graduation was delayed due to incompletion of their theses, participated in this study. The quantitative data covered the total feedback occurrences and were analyzed using frequency and percentage. The qualitative data were taken from the interview transcript and were analyzed using a coding scheme based on feedback typologies by Ellis (2009), Cárcamo (2020), and Pearson (2022). The findings revealed that from a number of feedback types expected in this study, only 8 were identified, with implicit feedback being the most common. The students perceived supervisors' feedback as helpful and useful for revising their proposals, but they preferred explicit feedback because of its direct error corrections. Some supervisors' comments were unclear, making it difficult for the students to understand and do revisions. Yet, they hesitated to communicate with their supervisors because they were afraid and concerned about politeness. The study highlights the importance of aligning supervisor feedback practices with students' expectations and emphasizes the need for effective communication and good relationships to prevent delays in thesis completion.

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