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All Journal Dialectical Literature and Education Journal JOLLT Journal of Languages and Language Teaching Holistics Journal AKM: Aksi Kepada Masyarakat International Journal of Research in Vocational Studies (IJRVOCAS)
Welly Ardiansyah
Politeknik Negeri Sriwijaya
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Student Perceptions toward Eight Forms of Independent Learning Activities in Independent Learning Independent Campus Program (MBKM) Aryanti, Nurul; Ardiansyah, Welly; Izzah; Septi Anggaira, Aria
International Journal of Research in Vocational Studies (IJRVOCAS) Vol. 3 No. 3 (2023): IJRVOCAS - December
Publisher : Yayasan Ghalih Pelopor Pendidikan (Ghalih Foundation)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53893/ijrvocas.v3i3.233

Abstract

Exploring educational opportunities beyond the official curriculum and campus environment is a means for students to enhance the competencies of future graduates who can thrive in both national and international industrial settings. This study's objective is to assess students' awareness and engagement with the Independent Learning Independent Campus Program (MBKM) policy and its consequences. The research methodology employed in this study involves a survey using descriptive analysis techniques. The study involved 350 undergraduate students as participants, and data collection was conducted through a questionnaire comprising two sections: one for capturing respondent demographics and the other for inquiring about their perspectives on the Independent Learning Independent Campus Program (MBKM) policy. The study's findings suggest that students exhibit a considerable level of awareness regarding the Independent Learning Independent Campus Program (MBKM) policy, and their participation is also notably high. Moreover, the feedback regarding the impact of the MBKM policy on students is positively inclined. This positive response is rooted in the advantages offered by the MBKM program, such as enhanced learning experiences, the allocation of 20 credits, and the development of soft skills. Consequently, the MBKM policy holds the potential to encourage greate.r student involvement in extracurricular learning activities outside the official curriculum and campus. Hence, the outcomes of this study carry several important implications. First, because students are so aware of the MBKM policy, they will continue to attend the program with great enthusiasm. Second, because there is a lot of student interest in the Independent Learning Independent Campus Program (MBKM) program, the quality of learning that takes place off campus will improve. Third, the study program will successfully maintain the Independent Learning Independent Campus Program (MBKM) program. This is based on the advantages of the Independent Learning Independent Campus Program (MBKM) program, which can offer a variety of skills, knowledge of different cultures, and adaptability, including leadership skills.
The Use of Blended Learning Based Flipped Classroom towards Students’ Reading Comprehension Achievement and Perspectives Ardiansyah, Welly; Aryanti, Nurul; Lestari, Pratiwi
International Journal of Research in Vocational Studies (IJRVOCAS) Vol. 4 No. 1 (2024): IJRVOCAS - April
Publisher : Yayasan Ghalih Pelopor Pendidikan (Ghalih Foundation)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53893/ijrvocas.v4i1.266

Abstract

The study conducted a profound exploration on the potential impacts of a blended learning-based flipped classroom method on students' reading comprehension and their perception towards it. The methodology used a quantitative quasi-experimental approach with purposive sampling in a state senior high school in Palembang. The process of collecting data involved the utilization of questionnaires, post-tests, and pre-tests. Either experimental and control class has 25 students. The test's reliability and validity were thoroughly examined through the employment of the Split-Half technique as well as the Aiken formula. Furthermore, in an effort to establish dependability for the questionnaire, Pearson Correlation testing methods were utilized. A comprehensive data analysis covered broad statistical areas including application of Shapiro-Wilk procedure, Levene Statistics test evaluating homogeneity characteristics, deployment of independent samples t-test and incorporation of Cohen's d in hypothesis validation procedures. Post intervention results from experimental group significantly indicated marked improvements in reading comprehension following hypothesis assessment. The alternative hypothesis (Ha) was thereby substantiated, leading to the rejection of the null hypothesis (H0). Additionally, students perceive the blended learning-based flipped classroom as an enjoyable teaching approach that enhances their engagement in the learning process and aids improvement in areas that require attention. These findings imply that implementing the blended learning-based flipped classroom could be a valuable resource for English teachers, offering advantages to students such as improved accessibility and readiness for reading comprehension learning.
Pelatihan Project-Based Learning untuk Guru Bahasa Inggris SMA Negeri 12 Palembang: Meningkatkan Kualitas Pembelajaran Aryanti, Nurul; Lestari, Pratiwi; Ardiansyah, Welly
AKM Vol 5 No 2 (2025): AKM : Aksi Kepada Masyarakat Jurnal Pengabdian Kepada Masyarakat - Januari 2025
Publisher : Sekolah Tinggi Ekonomi dan Bisnis Syariah (STEBIS) Indo Global Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36908/akm.v5i2.1308

Abstract

Penerapan model pembelajaran Project Based Learning (PjBL) sangat penting dalam menciptakan pengalaman belajar yang relevan dan bermakna bagi siswa. Kegiatan pengabdian ini bertujuan untuk memberikan pelatihan penerapan PjBL dalam pembelajaran Bahasa Inggris di SMA Negeri 12 Palembang serta menganalisis proses dan hasilnya. Menggunakan pendekatan berbasis masyarakat, pelatihan dilakukan dengan metode ceramah dan diskusi bersama enam guru Bahasa Inggris. Hasil pelatihan menunjukkan peningkatan pemahaman para guru terhadap konsep PjBL, dimana rata-rata tingkat pemahaman meningkat sebesar 35% berdasarkan hasil pre-test dan post-test. Para peserta juga merasa lebih siap menerapkan metode ini dalam pengajaran mereka. Selain itu, 83% guru menunjukkan minat tinggi dalam merancang proyek pembelajaran yang sesuai dengan kurikulum, meskipun mereka menghadapi tantangan terkait waktu dan sumber daya. Diskusi kelompok selama pelatihan memperkaya pemahaman peserta dan mendorong kolaborasi antar guru. Refleksi yang dilakukan setelah pelatihan menghasilkan rencana tindakan bagi guru untuk menerapkan PjBL di kelas mereka. Temuan ini menegaskan pentingnya pelatihan yang sistematis dan berkelanjutan untuk meningkatkan kesiapan dan pemahaman guru dalam menerapkan PjBL, yang diharapkan dapat meningkatkan kualitas pembelajaran Bahasa Inggris di sekolah
ONLINE FLIPPED CLASSROOM OF INSTRUCTION ON EFL STUDENTS’ READING COMPREHENSION DURING COVID-19 Ardiansyah, Welly; Rosyidin, Iskandar; Aimi; Suroso; Asyari, Lutfi
Dialectical Literature and Educational Journal Vol. 7 No. 2 (2022): Dialectical Literature and Educational Journal
Publisher : Department of English Education, Universitas Panca Sakti Bekasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51714/dlejpancasakti.v7i2.86.pp.53-62

Abstract

The online flipped classroom is growing in popularity as the COVID-19 pandemic continues to spread throughout the world. This type of learning is necessary in many places where traditional classrooms are not possible or safe to attend. To examine the effects of the OFC model, this study used a quasi-experimental design. Moreover, this study aimed to identify English language students’ attitudes toward the OFC model of instruction. There were sixty-five students of classes XIC and XID at MAN 3 Palembang that were split into experimental and control groups randomly. The control group was treated with Blended Learning, while the experimental group was treated with Online Flipped classroom. Mixed-method design was carried out in this research. To ensure homogeneity and normality, both groups took a reading comprehension pre-test at the beginning of the study. After the experiment, the post-test was given to the experimental and control groups. The statistical analyses of independent samples t-test showed that the experimental group had better reading comprehension scores than the control group. The results of frequency analyses showed that EFL students in the experimental group had more positive attitude towards OFC model of instruction and agreed that it was helpful to them in many ways. It is suggested that OFC can be used as an effective methodology for teaching reading comprehension to EFL students.
BOOSTING READING COMPREHENSION ACHIEVEMENT AND VOCABULARY MASTERY: A QUASI-EXPERIMENTAL DESIGN WITH RAP Aryanti, Nurul; Ardiansyah, Welly; Rosyidin, Iskandar; Putra, Leonardi Jaye; Meirani, Wasitoh
Dialectical Literature and Educational Journal Vol. 8 No. 1 (2023): Dialectical Literature and Educational Journal
Publisher : Department of English Education, Universitas Panca Sakti Bekasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51714/dlejpancasakti.v8i1.94.pp.29-39

Abstract

The aim of this research is to ascertain the impact of the RAP reading strategy on the academic progress of pupils in vocabulary and reading comprehension. The sample for this study comprised 45 pupils (22 females and 23 males) from Sriwijaya State Polytechnic who were in their second semester during the 2022-2023 academic year. This research was conducted using a quasi-experimental approach. The study employed a vocabulary test, a reading comprehension test, and the RAP reading strategy. The data analysis used mean, standard deviation, standard error mean, and t-tests for both the vocabulary test and the reading comprehension achievement test. The statistical significance level was set at .05. The study demonstrated that there were significant differences in reading comprehension achievement and vocabulary mastery between the experimental group and the control group. However, the RAP reading strategy was found to be more effective in enhancing reading comprehension achievement and vocabulary mastery than the traditional reading strategy. Overall, the RAP reading strategy can be a valuable tool for improving students' vocabulary and reading comprehension.
CHALLENGES OF DIGITAL TOOLS AND EDUCATION PRACTICES FACED BY TEACHERS IN ONLINE TEACHING DURING THE COVID-19 PANDEMIC Meirani, Wasitoh; Risnawati; Ardiansyah, Welly; Aryanti, Nurul; Rosyidin, Iskandar; Ujihanti, Murwani
Holistics (Hospitality and Linguistics) : Jurnal Ilmiah Bahasa Inggris Vol. 14 No. 2 (2022): HOLISTICS JOURNAL: HOSPITALITY AND LINGUISTICS
Publisher : Politeknik Negeri Sriwijaya

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

Abstract

ABSTRACT: The spread of COVID-19 has caused widespread disruption of education, forcing schools to seek urgent solutions to reconfigure traditional education programs for distance learning. The emergency restrictions related to social distancing, gathering, etc., have generated a disruption, resulting in a massive quick shift to distance and online teaching. The disruption of teaching has been highly critical and complex, especially for developing countries due to the lack of technological infrastructure, low Internet access, low level of preparation of teachers and parents to use technology, and lack of learning motivation. This paper aimed at identifying the main teaching practices, challenges, and contextual characteristics that have impacted the adoption and use of online teaching solutions during the COVID-19 outbreak. The paper reached this goal by providing the results of a survey involving 25 English teachers taught at senior high schools. The results revealed that despite a set of challenges faced, the online teaching experience during the pandemic time brought improvements in computer teaching skills and communication with students by using several applications for interactivity. Keywords: Challenges and opportunities; online teaching; technology
The Influential Principles in Problem-Based Learning: A Systematic Review on English Language Learning Aryanti, Nurul; Anggaira, Aria Septi; Ardiansyah, Welly; Suhono, Suhono
Journal of Languages and Language Teaching Vol. 12 No. 2 (2024): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i2.10756

Abstract

Since the beginning of its application, the Problem-Based Learning (PBL) has been recognized for its success in improving the quality of learning in various disciplines from different countries. Then, it has been recommended to be applied in all levels of education, especially in higher education. Therefore, this review is aimed at exploring the most influential principles of PBL which give contribution to the success of the learning outcome in English language learning. This review was compiled based on the guideline from PRISMA (Preferred Reporting Items for systematic reviews and Meta-Analysis). Data was searched and collected from studies published from electronic data bases of reputable international journals issued from 2012 to 2020. From 105 articles in the same area of English language learning, 7 articles were chosen to match the purpose of this review. The 7 articles have the same research methodology (experimental study), in which the discussions of the articles are analyzed to find the most influential principles supporting the success of PBL for all level of education in English language learning. It was found that PBL has proven to be effective in English language learning for all levels of education. In addition, the review shows that all discussions of the articles state that there are five most influential principles of the PBL that give contribution to the success of the language learning,  the incorporation of  ill structured/real life problems, a student-centered approach,  collaborative learning, problem solving, and critical thinking.
Co-Authors Aimi Aria Septi Anggaira, Aria Septi Asyari, Lutfi Iskandar Rosyidin Izzah Lestari, Pratiwi Murwani Ujihanti Nurul Aryanti Putra, Leonardi Jaye Risnawati Septi Anggaira, Aria Suhono Suhono, Suhono Suroso Wasitoh Meirani