Garuda - Garba Rujukan Digital

Improving Students Learning Outcomes of Grade X Students of SMK Al-Mahrusiyah on Narrative Text Through the Use of Interactive PowerPoint Cantika Sari Dewi M; Untung Khoiruddin; Maulidiyyatul Uswah
PTK: Jurnal Tindakan Kelas Vol. 2 No. 2 (2022): Mei 2022
Publisher : Cipta Media Harmoni

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53624/ptk.v2i2.94

Penelitian ini bertujuan untuk mendeskripsikan peningkatan hasil belajar siswa pada teks naratif melalui penggunaan PowerPoint interaktif pada siswa kelas X di SMK Al-Mahrusiyah. Penelitian ini merupakan penelitian Tindakan kelas yang dilakukan dengan dua siklus kepada siswa kelas X TKJ C SMK Al mahrusiyah yang berjumlah 31 siswa. Pada siklus pertama, siswa masih pada tahap pembiasaan terhadap media sehingga mereka kurang fokus dan hasil nya belum maksimal. Selain itu, siswa kesulitan memahami materi di powerpoint yang semuanya menggunkan Bahasa inggris. Hal ini terlihat dari hasil test siklus 1 dimana siswa yang lulus sebanyak 64,52% atau sebanyak 20 siswa sedangkan 35,48% atau 11 siswa tidak lulus. Pada siklus 2, siswa lebih fokus dalam pembelajara dan materi di powerpoint telah diberikan terjemahan. Hal ini membuat siswa lebih mudah memahami materi. Hal ini ditunjukkan dengan hasil tes siklus dua yang meningkat. 93,55% atau 29 siswa lulus sedangnkan hanya 6,45% atau 2 siswa yang tidak lulus. Sehingga dapat disimpulkan bahwa penggunaan powerpoint interaktif berhasil meningkatkan prestasi belajar siswa tentang teks naratif pada siswa kelas X di SMK Al-Mahrusiyah.

Improving Writing Skill in Narrative Text of The First Grader of MA Al-Mahrusiyah Lirboyo by Using Gallery Walk Strategy Maulidiyyatul Uswah
PTK: Jurnal Tindakan Kelas Vol. 4 No. 1 (2023): November 2023
Publisher : Cipta Media Harmoni

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53624/ptk.v4i1.262

Penelitian ini bertujauan untuk mendeskripsikan peningkatan hasil belajar siswa Kelas X MA Al Mahrusiyah Lirboyo Kediri dalam menulis teks naratif menggunakan metode Gallery Walk Strategy. Dalam penelitian ini, peneliti menggunakan Penelitian Tindakan Kelas. Penelitian tindakan ini dilakukan dalam satu siklus. Prosedur penelitian terdiri dari studi pendahuluan, perencanaan, pelaksanaan, observasi, dan refleksi. Dalam pengumpulan data, peneliti menggunakan lembar observasi, catatan lapangan, tes tulis dan rubrik penilaian sebagai instrumen. Prosedur yang digunakan dalam menerapkan Gallery Walk Strategy ke dalam tulisan terdiri dari mengamati, mengasosiasi, mendiskusikan, menyusun, merevisi, dan menerbitkan. Hasil penelitian menunjukkan bahwa Gallery Walk Strategy dapat meningkatkan keterampilan menulis siswa. Minat siswa dalam menulis meningkat setelah diterapkannya strategi gallery walk oleh interpreter persentase pencapaian siswa dalam menulis teks naratif. Persentase siswa yang memperoleh nilai ≥75 sebanyak 46,4% (15 siswa) dengan nilai rata-rata 73,9. Namun meningkat pada post test (siklus) siswa yang mendapat nilai ≥75 sebanyak 100% (28 siswa) dengan nilai rata-rata siswa 81,5. Berdasarkan hasil penelitian, peneliti menyimpulkan bahwa kemampuan menulis siswa dapat ditingkatkan melalui Gallery Walk Strategy. Oleh karena itu, disarankan agar guru menerapkan Gallery Walk Strategy dalam mengajar menulis.

Current Practices of Corrective Feedback in Indonesian Secondary EFL Classrooms: A Systematic Review Maslucha, Saniatul; Firmansyah, Muhammad Alvin; Uswah, Maulidiyyatul; Rachmatian, Noor Apriyan
IREELL: Indonesian Review of English Education, Linguistics, and Literature Vol. 2 No. 1 (2024): IREELL
Publisher : Institut Agama Islam Negeri (IAIN) Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/ireell.v2i1.2819

In the dynamic landscape of English as a Foreign Language (EFL) education in Indonesian secondary schools, the significance of corrective feedback emerges as a focal point for enhancing language development, refining writing abilities, and shaping students' attitudes. the paper incorporates an examination of students' responses and attitudes towards corrective feedback, providing valuable insights into the effectiveness and reception of these strategies. Through a comprehensive literature review, the article aims to contribute to the ongoing discourse surrounding the implementation of corrective feedback in Indonesian EFL education, offering a nuanced understanding of both teacher practices and student perspectives. The investigation meticulously scrutinizes both written corrective feedback (WCF) and oral corrective feedback, shedding light on the myriad strategies employed by educators and the diverse responses emanating from students across different educational tiers. Additionally, the research delves into students' responses and attitudes towards corrective feedback across different school levels, revealing varying reactions.

An Analysis of Thematic Progression Pattern Found in Thesis Abstracts by Postgraduate English Education Students Chyntia Latifah; Maulidiyyatul Uswah
Journal of Pedagogi Vol. 1 No. 4 (2024): Journal of Pedagogi - August
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/bbm47793

This study investigates thematic progression patterns used in thesis abstracts written by postgraduate English education students. The fourth abstract thesis are analyzed the theme and rheme structured within for each clause then examined whether the types of thematic progression is used. In a short, it explores how themes are used and structured in written text. It examines the three types of thematic progression based on Brian Paltridge’s theory employed and analyzes their frequency. A qualitative research method employs to analyze, categorize, and understand the patterns of thematic progression. The findings showed that among the different thematic progression patterns used in abstracts, constant themes are the clear favorite (30%), followed by linear themes (12%) and split rheme (4.3%). In can be interpreted that the limited use of thematic progression patterns in the analyzed thesis abstracts indicates that some postgraduate English education students may need further guidance on constructing clear and concise abstracts. To enhance the coherence and readability of their abstracts, these students should be encouraged to employ thematic progression strategies more effectively.

Current Practices of Corrective Feedback in Indonesian Secondary EFL Classrooms: A Systematic Review Maslucha, Saniatul; Firmansyah, Muhammad Alvin; Uswah, Maulidiyyatul; Rachmatian, Noor Apriyan
IREELL: Indonesian Review of English Education, Linguistics, and Literature Vol. 2 No. 1 (2024): April 2024, Indonesian Review of English Education, Linguistics, and Literature
Publisher : Program Studi Tadris Bahasa Inggris, Fakultas Tarbiyah, IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/ireell.v2i1.2819

In the dynamic landscape of English as a Foreign Language (EFL) education in Indonesian secondary schools, the significance of corrective feedback emerges as a focal point for enhancing language development, refining writing abilities, and shaping students' attitudes. the paper incorporates an examination of students' responses and attitudes towards corrective feedback, providing valuable insights into the effectiveness and reception of these strategies. Through a comprehensive literature review, the article aims to contribute to the ongoing discourse surrounding the implementation of corrective feedback in Indonesian EFL education, offering a nuanced understanding of both teacher practices and student perspectives. The investigation meticulously scrutinizes both written corrective feedback (WCF) and oral corrective feedback, shedding light on the myriad strategies employed by educators and the diverse responses emanating from students across different educational tiers. Additionally, the research delves into students' responses and attitudes towards corrective feedback across different school levels, revealing varying reactions.

RASCH MODEL CLOZE TEST TO EVALUATE VOCABULARY OF ISLAMIC ELEMENTARY SCHOOL STUDENTS Uswah, Maulidiyyatul; Ningrum, Ary Setya Budhi; Syafi'i, Muhammad Dliya Uddin
Premise: Journal of English Education and Applied Linguistics Vol 14, No 1 (2025): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v14i1.11448

Numerous studies on cloze tests have been conducted regarding their beneficial use; however, research examining their efficacy for students in primary schools remains scarce. Consequently, existing cloze test designs often lack innovation and practicality for classroom implementation. A cloze test can be an alternative method for assessing elementary school students. Therefore, this study aims to develop a practical, innovative, and user-friendly cloze test tailored explicitly for elementary school students, providing teachers with a valuable tool to enhance vocabulary assessment. Hence, the Research and Development (R&D) under the ADDIE model is employed to develop the final product of English assessment, especially for fourth graders in elementary school. The average score percentage from linguistic and media experts was 93%, indicating that the test product was sufficiently good and ready for usage. The reliability was satisfactory, as indicated by a score of 0.73. The cloze test demonstrated an improvement in students' vocabulary mastery, as evidenced by the increase in scores from pre-test to post-test.

Translanguaging Practices in Jigsaw-Based Collaborative Learning in Indonesian EFL Classrooms Devi Purmayanti; Ilmy Anillah Maula; Maulidiyyatul Uswah
Atmosfer: Jurnal Pendidikan, Bahasa, Sastra, Seni, Budaya, dan Sosial Humaniora Vol. 4 No. 2 (2026): Mei: Atmosfer: Jurnal Pendidikan, Bahasa, Sastra, Seni, Budaya, dan Sosial Huma
Publisher : Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59024/atmosfer.v4i2.1675

In multilingual English as a Foreign Language (EFL) classrooms, students often draw on multiple linguistic resources to support comprehension and interaction during collaborative learning activities. However, translanguaging practices within structured cooperative learning techniques, such as the Jigsaw method, remain underexplored in Indonesian higher education contexts. This study investigates how students employ translanguaging during Jigsaw-based collaborative activities and how they perceive its role in supporting their participation and understanding in an Indonesian EFL classroom. The study adopted a qualitative classroom-based case study design conducted at a pesantren-based university in East Java, Indonesia. Data were collected through semi-structured interviews with five fifth-semester students who participated in Jigsaw learning activities across different English-related courses. The data were analyzed using thematic analysis to identify patterns in students’ language practices and perceptions. The findings reveal that translanguaging played several important roles in facilitating collaborative learning. First, students used translanguaging to clarify complex concepts and ensure shared understanding during group discussions. Second, translanguaging functioned as peer scaffolding, enabling students to assist classmates by explaining ideas and translating unfamiliar terms. Third, the flexible use of multiple languages helped reduce anxiety and encouraged more active participation in group interaction. Finally, students expressed positive perceptions toward translanguaging, viewing it as a helpful strategy that supported comprehension while still maintaining the importance of English for academic communication. These findings suggest that integrating translanguaging into cooperative learning strategies such as the Jigsaw technique can create more inclusive and interactive learning environments in multilingual EFL classrooms.

Dubbing Method and Learning Videos for Improving Students' English Speaking Skills Erni Widiya Sari; Maulidiyyatul Uswah
Jurnal Langua Vol 8 No 2 (2026): Langua: Journal of Linguistics, Literature, and Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris, ISDIK Kie Raha Maluku Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.21275456

This study investigates the effectiveness of the dubbing method combined with learning videos in improving students' English speaking skills, with particular attention to vocabulary, grammar, and pronunciation. The research employed a descriptive, pre-experimental design involving a single group assessed before and after the intervention. Participants were 44 second-semester students majoring in English Language and Literature at Bung Hatta University. Data were collected through observation, interviews, and recordings, and were categorized into five proficiency levels: unsatisfactory, fair, good, very good, and excellent. The pre-test results showed that most students fell into the fair and good categories, with seven students classified as unsatisfactory and none reaching the excellent level. After the dubbing technique was implemented using short instructional videos, the post-test results indicated significant improvement: no students remained in the unsatisfactory category, the number of students in the very good category rose from three to seventeen, and one student achieved the excellent category for the first time. These findings demonstrate that the dubbing method, supported by educational videos, effectively enhances students' speaking accuracy, fluency, vocabulary mastery, and pronunciation. Further research involving a larger and more diverse sample, along with a control group, is recommended to strengthen and generalize these findings.

An Analysis of Thematic Progression Pattern Found in Thesis Abstracts by Postgraduate English Education Students Chyntia Latifah; Maulidiyyatul Uswah
Journal of Pedagogi Vol. 1 No. 4 (2024): Journal of Pedagogi - August
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/bbm47793

This study investigates thematic progression patterns used in thesis abstracts written by postgraduate English education students. The fourth abstract thesis are analyzed the theme and rheme structured within for each clause then examined whether the types of thematic progression is used. In a short, it explores how themes are used and structured in written text. It examines the three types of thematic progression based on Brian Paltridge’s theory employed and analyzes their frequency. A qualitative research method employs to analyze, categorize, and understand the patterns of thematic progression. The findings showed that among the different thematic progression patterns used in abstracts, constant themes are the clear favorite (30%), followed by linear themes (12%) and split rheme (4.3%). In can be interpreted that the limited use of thematic progression patterns in the analyzed thesis abstracts indicates that some postgraduate English education students may need further guidance on constructing clear and concise abstracts. To enhance the coherence and readability of their abstracts, these students should be encouraged to employ thematic progression strategies more effectively.

MENTORSHIP PROGRAM FOR KINDERGARTEN TEACHERS OF TK NIDZAMIYAH ON FUN ENGLISH TEACHING THROUGH DIGITAL STORYTELLING Maulidiyyatul Uswah; Ummy Khoirunnisya' Masyhudianti; Umi Imtitsal Rasyidah; Zaky Dzulhiza Hawin Amalia; Raghib Mehfuz Anu; Raina Lutfiah
Journal of Community Empowerment Vol 4, No 3 (2025): Desember
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jce.v4i3.36771

ABSTRAK Pelaksanaan pengabdian kepada masyarakat ini berfokus kepada peningkatan kemampuan guru TK Nidzamiyah dalam menggunakan media digital untuk pembelajaran bahasa Inggris melalui metode storytelling. Pendekatan ini diterapkan untuk memperkuat kualitas pembelajaran yang interaktif dan sesuai dengan karakteristik anak usia dini. Metode penelitian menggunakan observasi, dokumentasi, dan refleksi kolaboratif bersama empat guru. Hasil penelitian menunjukkan bahwa para guru berhasil mengintegrasikan media digital dengan teknik bercerita secara efektif, sehingga menciptakan suasana belajar yang menarik dan komunikatif. Anak cenderung aktif dalam merespon alur cerita, gambar, maupun instruksi sederhana selama kegiatan berlangsung. Meskipun demikian, kemampuan guru dalam memberikan stimulus verbal berbahasa Inggris serta kualitas interaksi dua arah masih perlu ditingkatkan agar respons anak semakin optimal. Penelitian ini menyimpulkan bahwa penggunaan media digital berbasis storytelling memiliki potensi besar untuk memperkaya pengalaman belajar bahasa Inggris, dengan catatan perlu ada penguatan lanjutan pada aspek interaksi guru–anak.Kata kunci: Pembelajaran Melalui Pelayanan Masyarakat, Cerita Digital, Pengajaran Bahasa Inggris untuk usia dini. ABSTRACTThis community service research focuses on improving the ability of TK Nidzamiyah teachers to use digital media for English language learning through the storytelling method. This approach is applied to strengthen the quality of interactive learning that is appropriate for early childhood characteristics. The research method uses observation, documentation, and collaborative reflection with four teachers. The results showed that the teachers successfully integrated digital media with storytelling techniques effectively, creating an engaging and communicative learning environment. Children tended to actively respond to the storyline, images, and simple instructions during the activities. However, the teachers' ability to provide verbal stimuli in English and the quality of two-way interaction still need to be improved to optimise children's responses. This study concludes that the use of storytelling-based digital media has great potential to enrich the English learning experience, provided that there is further strengthening of the teacher-child interaction aspect.Keywords: Community Service Learning, Digital Storytelling, Teaching English for Young Learners.

Title

Found 10 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 10 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 10 Documents
Search