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All Journal Hexagone Jurnal Eduscience (JES) JOLLT Journal of Languages and Language Teaching Jurnal Inovasi Pendidikan dan Teknologi Informasi (JIPTI) Didacticofrancia: Journal Didactique du FLE
Al Adawiyah, Aisyiah
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Computer Science & IT Education Languange, Linguistic, Communication & Media Social Sciences Other

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TECHNOLOGIES-SUPPORTED COLLABORATIVE PROBLEM-SOLVING LEARNING MODEL FOR FOREIGN LANGUAGE LEARNING BASED ON CASES AND PROJECTS Al Adawiyah, Aisyiah; Syamsul Arifin, Akbar
JURNAL EDUSCIENCE Vol 12, No 2 (2025): Jurnal Eduscience (JES), (Authors from United Kingdom, Nigeria, and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v12i2.6786

Abstract

Purpose—This research aims to develop standardized learning steps by applying technology to enhance student interactivity, improve learners’ communication skills, and address challenges of student engagement in foreign language learning.Methodology—The development process follows four stages: 1) preliminary research, 2) model development planning, 3) model validation, evaluation, and revision, and 4) model implementation. A qualitative approach is employed to gain insights into applying the developed model in classroom learning.Findings—The small-scale trial in the Grammaire Pré-Avancé course shows that students learn autonomy through group work that involves searching for references and improving their understanding of the discussed material. Specifically, the model developed enhances learners’ digital literacy, critical thinking skills, and language proficiency in both receptive and productive aspects.Significance—The research underscores the potential benefits of integrating technology with case methods and project-based learning. It can significantly boost digital literacy and critical thinking in foreign language learning and improve long-term language skills. Keywords:Learning model, Foreign language, Technologies-supported collaborative problem-solving
Développement d’un jeu à scratch pour l’apprentissage du Texte de procédure en Français au niveau du lycée Mahfudloh, Fatwa; Al Adawiyah, Aisyiah
Didacticofrançia: Journal Didactique du FLE (Français Langue Étrangère) Vol. 14 No. 1 (2025): Mai 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/didacticofrancia.v14i1.14277

Abstract

Learning French, which is not an everyday language, is tricky for students to understand. The use of interesting French learning media for students is needed to present interactive learning and can simplify concepts that are difficult to understand. The development of learning media that researchers do is in the form of game development for French learning, especially to explain the structure of definite, indefinite, and possessive articles, as well as the conjugation of verbs of the Imperative form, based on the Basic Competencies of the material that needs to be achieved. This research aims to analyze the needs of teachers and students and describe how to develop Scratch game media for learning Procedure Text. The research and development method is used in this research. Development method, which is a research method used to produce specific products and test the effectiveness of these products. Researchers conducted five of the ten research stages: finding potential problems, data collection, product design, design validation, and design revision. The results of the respondents need learning materials that follow the basic skills of the material. Respondents also need learning materials that are consistent with speech act performances. Respondents are interested in technology-based learning materials. Scratch Game Development Process The game development process consists of seven steps, with the development result being a Scratch game for learning French procedure text at a high school level.
L'efficacité du modèle d'apprentissage Example Non-Example pour la production écrite aux élèves de la classe XI MIPA de SMA Negeri 3 Pati Nungki Astriani, Faradita; Al Adawiyah, Aisyiah
Didacticofrançia: Journal Didactique du FLE (Français Langue Étrangère) Vol. 14 No. 1 (2025): Mai 2025
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/rgz1we94

Abstract

In French language learning, SMA Negeri 3 Pati students experience difficulties in writing skills, especially in Passé composé topics. The purpose of this research is to describe the implementation of Example Non-Example learning model and explain the effectiveness of Example Non-Example learning model. The sample selection in this study used a random sampling technique and obtained XI MIPA 3 class as the control group using the lecture method and XI MIPA 6 class as the experimental group using the Example Non-Example learning model. This research is included in quantitative research using an experimental design. Based on the t-test data analysis results, the t-count was 1.851 and Df = 58 at a significance level of 5%, so it is known that the t-table value is 1.67, indicating that the t-count is greater than the t-table. This shows that using the Example Non-Example learning model significantly influences learning to write French essays for class XI MIPA students at SMA Negeri 3 Pati.
Développement de Supports d'Apprentissage en Ligne par la Plateforme Elena dans les Cours de Grammaire Introductif Azka Widodo, Dimas Zayn; Syaefudin, Mohamad; Fitrasih, Ria; Al Adawiyah, Aisyiah
HEXAGONE Jurnal Pendidikan, Linguistik, Budaya dan Sastra Perancis Vol. 13 No. 2 (2024): HEXAGONE
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/hxg.v13i2.69239

Abstract

Le cours Grammaire Introductif est un cours obligatoire dans la section de la pédagogie du français de l'Université d'État de Semarang. Ce cours est consacré à la grammaire française au niveau élémentaire. Quand nous avons suivi les cours de Grammaire Introductif, nous avons découvert l'utilisation de la plateforme d'Elena dans ce cours pour soutenir le processus d'apprentissage. Cependant, nous avons constaté qu'il fallait des informations concernant les supports d'apprentissage adaptés aux besoins des étudiants, même si les supports d'apprentissage adaptés aux besoins des étudiants pouvaient contribuer au bon déroulement des activités d'apprentissage (Yuliyawati, 2021). C'est pourquoi des supports d'apprentissage adaptés aux besoins des élèves sont nécessaires pour rendre le processus d'apprentissage encore plus optimal. L'objectif de cette étude est de décrire les besoins des étudiants en supports d'apprentissage pour les cours de Grammaire Introductif mis en ligne sur la plateforme Elena et de décrire la forme de développement des supports d'apprentissage adaptés aux besoins des étudiants. Les résultats de la validation des supports ont montré que les supports d'apprentissage développés pouvaient être utilisés avec des révisions.
GOOGLE JAMBOARD ALTERNATIF MEDIA KREATIF UNTUK PEMAHAMAN TATA BAHASA PERANCIS Al Adawiyah, Aisyiah
Jurnal Inovasi Pendidikan dan Teknologi Informasi (JIPTI) Vol. 3 No. 1 (2022): Jurnal Inovasi Pendidikan dan Teknologi Informasi (JIPTI)
Publisher : Information Technology Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/pti.v3i01.705

Abstract

In Era Society 5.0, teachers must have expertise in using ICT to teach online during the pandemic. They also need to adapt their teaching to the characteristics of students as millennials become creative, innovative, and competitive generations. The formation effort is realized through the use of Google Jamboard as a creative medium in the Introductive Grammar course. The general purpose of using it is to encourage students to learn independently, to inspire creativity and collaboration, and to focus on the problem-solving process. Introductive Grammar is a course that has a fairly high level of difficulty to understand, so knowing the level of understanding of students in the French Education Section, Universitas Negeri Semarang is a special purpose of using this web application. This part of Classroom Action Research is organized after students had a decreased accuracy of the Final Semester Examination by 18%. We focus on improving the quality of the learning process in the classroom so that student learning outcomes can be improved provides information in creating creative content about lesson material. It turns out that their jamboards are very creative, innovative, and competitive between one student and another so that these works can be used to describe the learning of the Introductive Grammar course in the next year's academics.
CIRC Learning Model for Reading Comprehension of French Language Al Adawiyah, Aisyiah
Journal of Languages and Language Teaching Vol. 11 No. 1 (2023): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i1.6903

Abstract

Reading comprehension is a third language skill that must be mastered after speaking. What is expected of this skill is that learners can apply their understanding of the language to obtain information from reading. However, the reality found in the class shows that many learners complain about the difficulty of understanding sentences in a text, especially in the French language. This study aims to determine whether the CIRC model improves students' French reading comprehension before and after learning using the CIRC model. The use of the CIRC model for Reading Comprehension aims to improve the quality of students’ comprehension in obtaining French textual information. Its application to French reading comprehension is based on previous similar studies which state that this model is appropriate to be applied to improve reading comprehension skills. The research method of this study is a qualitative study with a classroom action research design. There were two cycles in this study, Cycle 1 was a research procedure before the CIRC model was applied and Cycle 2 was after the model was applied. Direct observations were made in the classroom during the RC learning process. Four learning steps that maximize individual abilities in group learning such as (1) the Planning phase, (2) the Implementation phase, (3) the Observation phase, and (4) the Reflection phase, produce a 5% increase in the value of the learning process. It is a certainty to apply this model for French reading comprehension to help learners understand a text well.
Co-Authors Azka Widodo, Dimas Zayn Fitrasih, Ria Mahfudloh, Fatwa Mohamad Syaefudin Nungki Astriani, Faradita Syamsul Arifin, Akbar