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All Journal Widya Cendika Pelangi Ilmu Lentera, Jurnal Studi Perempuan New Language Dimensions International Journal of Multilingual Education and Applied Linguistics International Journal of Educational Technology and Society
Arik Susanti
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Arts Computer Science & IT Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Public Health Social Sciences

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Model Pembelajaran Jigsaw Dalam Meningkatkan Kemampuan Bahasa Inggris I Mahasiswa PPKn FIS UNESA Arik Susanti, ; Anis Trisusana,
Widya Cendika Vol 6, No 1 (2011)
Publisher : Widya Cendika

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Abstract

 Teaching English is not easy especially for non-English department. It is required a method to motivate the students in order to study English well. In the classroom action research is used kooperatif learning Jigsaw type to improve the students’ score and to motivate them. The results show that this method is very effective to develop the students’ capability. Most of them like to study English.
Pengembangan Model Pembelajaran Kooperatif Tipe CIRC Untuk Meningkatkan Kemampuan Menulis Bahasa Inggris Mahasiswa D3 Administrasi Negara FIS Unesa Arik Susanti,
Pelangi Ilmu Vol 2, No 1 (2008)
Publisher : Pelangi Ilmu

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Abstrak                        Kesulitan yang dihadapi mahasiswa ketika mereka harus menulis dalam bahasa Inggris adalah tidak dapat menentukan makna kata, menentukan ide pokok serta menentukan kalimat yang menjadi pendukung ide pokok. Selain itu proses pembelajarannya masih bersifat tradisional. Metode yang dipakai dalam penelitian ini adalah dekriptif kuantitatif. Hasil penelitian menunjukkan proses pembelajaran dengan model kooperatif tipe Cooperative Integrated Reading Composition (CIRC) dapat meningkatkan motivasi dan hasil belajar mahasiswa. Selain itu juga mengembangkan keterampilan kooperatif yang meliputi: menghargai pendapat, mengambil giliran, berbicara, mendengarkan, bertanya, dan memeriksa ketepatan.
PERSEPSI KAUM LELAKI TERHADAP PEREMPUAN SEBAGAI OBYEK SEKSUAL DALAM TAYANGAN IKLAN DI TELEVISI Indah Prabawati, ; Arik Susanti, ; Eny Sulistyowati,
Lentera, Jurnal Studi Perempuan Vol 3, No 2 (2007)
Publisher : Lentera, Jurnal Studi Perempuan

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Pre-service EFL Teachers’ Reflective Thinking Skills in Their Instructional Practices Trisusana, Anis; Arik Susanti; Sueb; Sumarniningsih
New Language Dimensions Vol. 4 No. 2 (2023): New Language Dimensions, December 2023
Publisher : English Department, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/nld.v4n2.p139-152

Abstract

Reflective skill is a component of 21st century learning and one of the main keys to become a professional teacher. However, pre-service teachers often have difficulty in reflecting their teaching and learning. Thus, this study aims to describe the reflective thinking abilities of pre-service English teachers in implementing their teaching practice. This research was a qualitative descriptive study. The research subjects in this study were 12 pre-service English teachers. The instruments used were observation of documents and interviews. The results indicate that pre-service English teachers tend to practice four reflective thinking skills that are reflection as retrospective analysis (ability to self-assess), reflection as a problem-solving process (awareness of how one learns), critical self-reflection (developing continuous self-improvement), and reflection on self-confidence. The most dominant reflective skill practiced is reflection as a problem-solving process. Meanwhile, testing internal consistency on problem solution become a difficult aspect to be fulfilled by the pre-service teachers. In brief, it is recommended that pre-service teachers should have more opportunity to practice their reflective thinking skills during the teaching and learning process in order to produce professional graduates who have high competitiveness and ability to face the challenges in the world of education.
Pre-Service English Teachers’ Perceptions Towards the Implementation of Differentiated Instruction in Teaching Practicum : Challenges and Strategies Farah Maulida Afanin; Arik Susanti
International Journal of Multilingual Education and Applied Linguistics Vol. 2 No. 3 (2025): International Journal of Multilingual Education and Applied Linguistics
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/ijmeal.v2i3.373

Abstract

This study also highlights the importance of ongoing professional development for pre-service teachers, emphasizing that preparation for handling diverse classroom needs is crucial for effective DI implementation. Pre-service teachers identified the need for more targeted training in understanding students' individual learning styles and needs, especially when dealing with large classrooms and limited resources. The findings also suggest that collaborative learning among educators, through workshops and peer mentoring, plays a significant role in overcoming the challenges of DI. In addition, institutional support was identified as a key factor in facilitating the effective use of DI. Participants reported that a lack of resources, such as teaching aids and time, was a primary barrier to the full implementation of DI. Schools and educational institutions were urged to provide more resources and structured support systems to enable teachers to tailor their teaching methods to accommodate the varying abilities of their students. Furthermore, the integration of technology was highlighted as an effective strategy to differentiate instruction, allowing teachers to cater to diverse learning needs in a more flexible and engaging manner. For instance, digital tools such as learning management systems and interactive applications were utilized by some participants to create personalized learning paths for students, fostering both engagement and motivation. These strategies not only helped overcome some of the limitations faced by the teachers but also allowed students to engage more actively with the learning material. Ultimately, this study emphasizes that the successful implementation of Differentiated Instruction requires a collaborative effort between pre-service teachers, their educational institutions, and ongoing support systems.
The Effectiveness of Using Trello as a Learning Tool for PjBL to Improve Senior High School Students' Hortatory Writing Text Beta Carella; Arik Susanti
International Journal of Educational Technology and Society Vol. 2 No. 3 (2025): International Journal of Educational Technology and Society
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/ijets.v2i3.375

Abstract

This study aims to investigate the effectiveness of using Trello as a learning tool in project-based learning (PjBL) to improve senior high school students' hortatory exposition text writing skills. The research employed a quasi-experimental method with a pretest-posttest control group design. It was conducted in one of the senior high schools located in Sidoarjo, Indonesia. The total population of the study consisted of 202 students, from which a sample of 60 students was selected using purposive sampling. The sample was divided equally into two groups: an experimental group and a control group. The experimental group was taught using Trello as part of the PjBL approach, while the control group received instruction through a conventional learning method. The instruments used to gather data were writing essay tests and a writing assessment rubric. Data were collected through pretests and posttests to assess students' writing performance. The statistical analysis showed that there were significant differences in the writing outcomes between the two groups. The experimental group’s mean pretest score was 64.50, which improved to 91.23 in the posttest. Meanwhile, the control group’s pretest score averaged 64.37 and increased to 83.80 in the posttest. Notably, the improvement in the experimental group was more substantial, particularly in the areas of content development and text organization. These findings indicate that integrating Trello into a project-based learning framework can significantly enhance students’ abilities in writing hortatory exposition texts. In conclusion, the use of Trello as a collaborative digital platform within PjBL has a positive impact on students’ writing skills and can serve as an effective learning tool in EFL writing classrooms.
Co-Authors Anis Trisusana Beta Carella Eny Sulistyowati Esti Kurniasih Farah Maulida Afanin Indah Prabawati Ririn Pusparinni Sueb Sumarniningsih Trisusana, Anis