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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Jurnal Basicedu JEES: Journal of English Educational Study TLEMC (Teaching and Learning English in Multicultural Contexts) PROJECT (Professional Journal of English Education) Jurnal Abdi Insani Jurnal Ilmiah Wahana Pendidikan ELTALL: English Language Teaching, Applied Linguistic and Literature Journal of Educational Sciences Jurnal Basicedu Jurnal Profesi Pendidikan (JPP) Innovative: Journal Of Social Science Research INTERACTION: Jurnal Pendidikan Bahasa
Ambarwati, Evi Karlina
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Content Analysis of First Grade English Student's Textbook Alawiyah, Farihatul; Ambarwati, Evi Karlina
Jurnal Basicedu Vol. 7 No. 5 (2023)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v7i5.5958

Abstract

Textbooks are one of the supports in teaching-learning process used as learning media in EYL classroom. As a teaching material, of course, it needs to be in accordance with the standards for textbooks writing so that it is suitable for use. But in reality, there are  still textbooks that are not in accordance with these standards. The aim of this research is to determine the content feasibility of textbook based on Badan Standar Nasional Pendidikan (BSNP). The research subject was an English textbooks entitled "My Next Words Grade 1 - Student's Book for Elementary School. This study used qualitative reseacrh design with contents analysis techniques. The result of this research found that from all aspects analyzed, including the material, linguistic, material presentation, and graphical aspects, indicates that this textbook to be in accordance with BSNP criteria in good category. Thus, the textbook was suitable for used by teachers and students as teaching materials.
Mengeksplorasi Penggunaan Strategi Metakognitif Terhadap Pemahaman Membaca Teks Berbahasa Inggris Pada Siswa SMP Di Daerah Tertinggal Tazkiyah, Siti; Ambarwati, Evi Karlina
Jurnal Profesi Pendidikan Vol. 1 No. 2 (2022): December
Publisher : PPG IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jpp.v1i2.11776

Abstract

Membaca merupakan salah satu pembelajaran yang krusial bagi pembelajar terutama ketika mereka mempelajari bahasa inggris. Pembelajar bahasa inggris biasanya mampu membaca teks dengan baik, namun banyak dari mereka yang belum bisa memahami isi dari teks tersebut. Beberapa penelitian terdahulu menemukan strategi yang dapat membantu siswa dalam pemahaman membaca yaitu strategi metakognitif. Namun, belum ada penelitian yang melibatkan pelajar bahasa inggris di daerah terpencil, sedangkan diketahui bahwa masih banyak sekolah yang bertempat di dearah terpencil dimana siswanya memerlukan perlakuan yang berbeda dibandingkan sekolah di daerah urban. Oleh karena itu, artikel ini akan mencoba menjabarkan sebuah penelitian yang akan mengeksplor lebih jauh mengenai strategi metakognitif terhadap pemahaman membaca teks berbahasa inggris oleh siswa di daerah terpencil. Menggunakan desain deskriptif kualitatif, penelitian ini menjabarkan hasil penelitian melalui tes pemahaman membaca, kuesioner MARSI dan wawancara semi-terstruktur. Hasil menunjukkan bahwa siswa di daerah terpencil memiliki kesadaran yang baik dalam penggunaan strategi membaca metakognitif. Namun, hal itu tidak banyak berpengaruh terhadap hasil tes pemahaman membaca siswa. Hal ini dikarenakan beberapa faktor lain seperti ketertarikan, latar belakang pengetahuan siswa serta peranan guru juga berpengaruh besar terhadap pemahaman membaca siswa.
USING TIKTOK TO PRACTICE SPEAKING SKILLS: EXPERIENCE OF INDONESIAN UNIVERSITY STUDENTS Nurwinda, Sulistia; Ambarwati, Evi Karlina
Journal of English Educational Study (JEES) Vol 7, No 1 (2024): May Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v7i1.3171

Abstract

The rise of technology has led to an increase in the use of technology in education. There are a lot of platforms that can be used for a learning medium, one of them is TikTok. TikTok is a video-sharing app where users can watch or create short videos with various topics, including education. This research was conducted to find out students' experiences while using the TikTok platform as a learning medium to practice speaking skills. This research utilized a qualitative design with a case study as a method. To gain a comprehensive understanding of the participants' experience using TikTok as a learning tool, the research employed a combination of interviews and questionnaires as instruments. This research involved five English education department students as participants. The findings of this research revealed that all participants had a positive experience using TikTok as a learning tool to practice speaking. The study found that participants not only loved TikTok's easy navigation and engaging content but also appreciated its interactive features, particularly the "Duet me" challenge. In conclusion, TikTok is a valuable tool to facilitate students’ learning experience in practicing speaking.
CURRENT AND FUTURE TREND OF RESEARCH IN ACADEMIC WRITING: A BIBLIOMETRIC ANALYSIS Ambarwati, Evi Karlina; Dewi, Indah Purnama; Utami, Praditya Putri; Puspitaloka, Nina; Nazar, Alvin Yahya Makarim
Journal of English Educational Study (JEES) Vol 7, No 1 (2024): May Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v7i1.3326

Abstract

This study was a comprehensive bibliometric analysis of the literature of Academic Writing in various higher education contexts and mapped the current state of the trend as well as identified gap for future research. 991 documents were retrieved on Academic Writing in Higher Education from database citation index Scopus (2013 to 2022) under certain conditions. The documents were then analyzed using OpenRefine version 3.5.2, VOSviewer version 1.6.17 from Leiden University, Microsoft Excel and Tableu Desktop from the perspectives of the number of yearly publications, countries, authors, citation numbers, and keywords. The findings show that the number of publications on Academic Writing is generally growing.The research topics shows that academic writing instruction across classroom contexts reflect the 21st century life skills and learning through students’ active participation, i.e. peer assessment, peer learning, and self-regulation. Likewise, information, media and technology are instilled through e-learning and computer-aided instruction. Last, the functional view of grammar in academic writing establishes new research focus.
Textbook Analysis of "Grow with English Book 1" Aulia, Najla Nurul; Ambarwati, Evi Karlina
ELTALL: English Language Teaching, Applied Linguistic and Literature Vol. 4 No. 1 (2023)
Publisher : Institut Agama Islam Negeri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/eltall.v4i1.5714

Abstract

Textbooks play an important role in teaching and learning. Hence, textbooks are required to meet the standard. The purpose of this study is to find out whether the book "Grow with English book 1" is appropriate to be used as teaching material. Content analysis was conducted by using the standard criteria from Badan Standar Nasional Pendidikan or National Education Standards Agency as well as the criteria of Cunningsworth (1995)'s theory. It was found the book met all the criteria, i.e. material, language, material presentation, and graphical aspects. It can be concluded that the book is suitable to be used in English classroom at elementary school level. 
Content Analysis of First Grade English Student's Textbook Alawiyah, Farihatul; Ambarwati, Evi Karlina
Jurnal Basicedu Vol. 7 No. 5 (2023)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v7i5.5958

Abstract

Textbooks are one of the supports in teaching-learning process used as learning media in EYL classroom. As a teaching material, of course, it needs to be in accordance with the standards for textbooks writing so that it is suitable for use. But in reality, there are  still textbooks that are not in accordance with these standards. The aim of this research is to determine the content feasibility of textbook based on Badan Standar Nasional Pendidikan (BSNP). The research subject was an English textbooks entitled "My Next Words Grade 1 - Student's Book for Elementary School. This study used qualitative reseacrh design with contents analysis techniques. The result of this research found that from all aspects analyzed, including the material, linguistic, material presentation, and graphical aspects, indicates that this textbook to be in accordance with BSNP criteria in good category. Thus, the textbook was suitable for used by teachers and students as teaching materials.
EXPLORING PEER FEEDBACK PRACTICE TO PROMOTE STUDENT EXPERIENCES IN LEARNING WRITING RECOUNT TEXT Nurjanah, Kartika Dewi; Ambarwati, Evi Karlina; Rahmawati, Maya
PROJECT (Professional Journal of English Education) Vol. 7 No. 6 (2024): VOLUME 7 NUMBER 6, NOVEMBER 2024
Publisher : IKIP Siliwangi

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

Abstract

Several high schools in Indonesia show that language is one of the aspects that must be learned for EFL students, especially writing. Providing feedback is an essential role in developing students' writing skills. The students need appropriate feedback methods such as an assessment of writing texts to encourage their writing skills through peer feedback. This research aims to describe the implementation and explore and describe students' experiences providing and receiving peer feedback in writing recount text. This research used a qualitative approach with the case study method through observation and interview. This study was carried out at a senior high school in Karawang. The findings in this study show that students have pretty good experience composing texts. Interaction and peer feedback have helped them better understand the structure and content of recount texts and provide valuable ideas in the writing process. However, although peer feedback is beneficial, teacher feedback must provide correct and detailed direction.
Implementing Digital Storytelling In Teaching Secondary School Students’ Speaking Skills of Narrative Text: A Case Study Fitriana, Shafira Nur; Ambarwati, Evi Karlina; Kartini, Dedeh
Journal of Educational Sciences Vol 8. No. 4. October 2024
Publisher : FKIP-Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.8.4.p.582-593

Abstract

Digital Storytelling is a technology-enabled storytelling learning that facilitates 21st-century learning with effective, interactive, and collaborative learning encouraging learners to speak especially in speaking skills. This research was conducted to explore how technology-supported Digital Storytelling affects students' motivation and participation in speaking activities and find out the challenges and solutions faced when using this technology. The research used a descriptive case study. The participants of this study were 34 vocational high school students in Karawang. The research instruments were observation and interview to collect and the data was then analyzed using thematic analysis. The findings of this study revealed that students responded positively to learning English through Digital Storytelling using technology. However, some challenges were found in this study, such as facility challenges, teamwork, high desire to learn English, technological capabilities, and teacher challenges in teaching. Based on the study results, it can be concluded that despite the challenges, Digital Storytelling can provide positive responses to facilitate students’ learning to speak English.
Exploring EFL Students’ Responses to Learning Speaking Through Ted Talk Videos: A Case Study Approach Fitriyani, Sandra Dewi; Kusrin, Kusrin; Ambarwati, Evi Karlina
Journal of Educational Sciences Vol 8. No. 4. October 2024
Publisher : FKIP-Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.8.4.p.635-643

Abstract

Effective communication plays a crucial role in daily life, and technology has significantly influenced students' speaking skills by providing engaging and convenient learning tools, such as TED Talk videos. This study explores students' independent learning in speaking and evaluates their responses to using TED Talks as a medium for English as a Foreign Language (EFL) education. A qualitative case study approach was employed, utilizing observations, reflective journals, and semi-structured in-depth interviews for data collection. Thematic analysis was used to interpret the data. The findings indicate that most students responded positively to using TED Talks for learning spoken English. Students reported increased motivation, exposure to new vocabulary, improved pronunciation, and positive learning experiences from the speakers. Furthermore, the variety of topics in TED Talks contributed to an engaging and diverse learning environment. In conclusion, TED Talks serve as an effective tool for enhancing EFL learners' speaking skills.
Describing Secondary Students’ Emotional Engagement in Reading Comprehension Through Small Group Discussion : A Case Study Linajaya, Romi Romantika; Puspitaloka, Nina; Ambarwati, Evi Karlina
Journal of Educational Sciences Vol 8. No. 2. April 2024
Publisher : FKIP-Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.8.2.p.195-203

Abstract

Small group discussion is a learning process by conducting small group discussions so that students have the skills to solve problems related to learning materials. As a commonly used method, small group discussion is also often used by teachers in learning English, especially in reading comprehension. The number of procedures that teachers must do when starting small group discussion learning sometimes makes teachers forget one of the steps which has an impact on students' emotional engagement during learning. While many studies focus on improving students' reading comprehension by using small group discussion, this study examines How does students' emotional engagement in learning reading comprehension through small group discussion. This study aims to describe how students' engagement in learning reading comprehension through small group discussion method. This research uses a case study design. The data was then analyzed using observation and interview. It was found that small group discussion can positively encourage students' emotional engagement in the context of reading comprehension, and can involve a positive teacher role in learning although there are drawbacks to small group discussion such as learning is too monotonous. Therefore, small group discussion seems to be recommended to be applied in reading comprehension learning.
Co-Authors Achmad Hufad Agnesia, Yulia Ahmad, Yousef Bani Alawiyah, Farihatul Alqoyyumi, Nabila Ardiyani, Mery Arintha, Alifia Rufi Aulia, Najla Nurul Azzahra, Reva Dayem, Dayem Dedeh Kartini Dewi, Indah Purnama Een Nurhasanah Fauziah, Zahra Ardeassyifa Fitriana, Shafira Nur Fitriyana, Wahyudin Fitriyana Fitriyani, Sandra Dewi Hanan, Sofiah Marwah Hernawan, Yosep Intan Nuraini Kamil, Acep Bahrum Khoirul Bariyyah Kusrin, Kusrin Linajaya, Romi Romantika Maya Rahmawati, Maya Mobit, Mobit Muhammad Reza Pahlevi Nazar, Alvin Yahya Makarim Nisa, Azizatun Nurjanah, Kartika Dewi Nurwinda, Sulistia Praditya Putri Utami Puspitaloka, Nina Putri, Septiani Nuruldharma Rahayu, Karina Fuzi Refi Aksep Sativa Safitri, Gita Andien Salfarani, Nindyara Aftika Saputra, Abyan Iza Septiani, Revina Pinkan Sidik Indra Nugraha, Sidik Indra Tazkiyah, Siti Tedi Purbangkara Yana Cahyana