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The Implementation of Course Review Hooray to Teach Vocabulary at Elementary School in Mojokerto Islamica, Mutiara; Ganinda, Nurhayati; Mardiana, Wiwik
International Journal of Multilingual Education and Applied Linguistics Vol. 1 No. 3 (2024): August : International Journal of Multilingual Education and Applied Linguistic
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/ijmeal.v1i3.78

This research aims to describe the implementation of the Course Review Hooray (CRH) method in teaching vocabulary and to see students' perceptions of the use Course Review Hooray (CRH) in their class. This research was based on the problem of students lack of vocabulary and motivation in learning vocabulary. The design of this research is qualitative approach. The Participants in this research were 28 students from the fourth grade of elementary school in Jrambe, Dlanggu, Mojokerto Regency. The data was collected through observation and questionnaires. The result of the first research question is the implementation of Course Review Hooray (CRH) in the classroom. There are fourth steps for the implementatition. The first, students are instructed to form groups with a total of 5 students in each group. Second, each group is given a card that is used to collect points. Third, when the teacher throws questions related to transportation material and if anyone can answer the question, the students raise their hands,and then they answer the question. Fourth, if the group's answer is correct, then 1 group cheered together “Hooraay” and followed by teacher giving points to the group's card in the form of a stamp. The group that gets the most points will get a reward at the end of the lesson. Based on the results of student perception from the implementation of Course Review Hooray (CRH), most of students feel this method is exciting, fun, the class atmosphere becomes lively, and they understand the material better if they use Course Review Hooray because it is challenging as they should collect points and they are actively involved in the learning process.

Students’ Perception Of Using Canva In Paragraph Writing Class Rokhmatin, Siti Elvyn; Lindawati, Rini; Ganinda, Nurhayati
Philosophiamundi Vol. 2 No. 5 (2024): Philosophiamundi October 2024
Publisher : PT. Kreasi Karya Majakata

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This study aims to find out the students’ perceptions of the Canva application in the Paragraph Writing class and the students’ perceptions when working on projects in the Paragraph Writing class. The research was conducted in the English Education Department at Majapahit Islamic University. This study seeks the students’ perceptions of using the Canva application in the learning process and their experiences in project-based learning tasks. This study used a descriptive qualitative method. The researcher used Focus Group Discussions (FGD) as the data collection technique. Focus Group Discussion conducted by researchers with a group of people over time. This group of people was not interviewed separately, but together in the form of a forum. In this research, two findings was found out students’ perceptions in the Paragraph Writing class and students’ projects in the Paragraph Writing class. First, all students gave positive perceptions regarding their understanding of the learning in the class using the Canva application as the media. Students also stated they benefitted from the advantages of using the Canva application in learning. Second, the Canva application helped students complete their projects, although challenges and obstacles arose when students directly applied Canva as an assisting medium. In conclusion, the learner’s perception of the Canva application in the Paragraph Writing class was positive because Canva helps students understand the learning material better. The project also had positive results because it was easier for students to complete the project of creating a digital fiction book. Through this research, the researcher hopes that in future research the results of this study could be used in compiling further research designs that are relevant and more varied

The Correlation Between Students’ Comprehension of Reading and Their Vocabulary Mastery Rahmawati, Yulis Dwi; Lindawati, Rini; Ganinda, Nurhayati
Philosophiamundi Vol. 2 No. 6 (2024): Philosophiamundi December 2024
Publisher : PT. Kreasi Karya Majakata

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This research to find out the correlation between students’ comprehension of reading and their vocabulary mastery. This study uses correlational research. The population of this study were second-grade students of SMA Islam Brawijaya in the academic year 2023/2024. The sample consisted of 30 students. The main problem in this study was to determine whether there was a relationship between students' vocabulary mastery and their reading comprehension skills in learning English. The techniques used to obtain data are: first, collecting data from students' vocabulary tests and reading comprehension tests; second, calculating and classifying students' vocabulary mastery tests and students' reading comprehension; third, analyzing students' vocabulary scores and students' reading comprehension; finally, drawing conclusions based on the data. The results of the analysis show that there is a significant correlation between students' vocabulary mastery and their ability to understand a reading. This is proven because the average vocabulary mastery of students is 76.66, In the vocabulary table, the level of vocabulary mastery scores of students get a good score. Meanwhile, the score of students' reading comprehension is 84.66, In the table of scores of students' reading comprehension levels, students get a good score.

Utilizing Film as a Writing Tool in EFL learners Ardhiansyah, Alvin; Saifulloh, Ahmad Iklil; Mardiana, Wiwik; Ganinda, Nurhayati
Philosophiamundi Vol. 2 No. 5 (2024): Philosophiamundi October 2024
Publisher : PT. Kreasi Karya Majakata

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Despite the importance of writing skills in education and professional settings, a significant gap exists in effective teaching methods that engage EFL (English as a Foreign Language) learners. This study explores the integration of films as a tool to enhance descriptive writing skills among EFL students. The research employs a descriptive qualitative design, analyzing data from classroom observations and interviews. Findings reveal that films provide visual, sensory, and emotional stimuli, which help students improve their writing by making descriptions more vivid and contextually coherent. The study's implications suggest that using films can bridge the gap between traditional teaching methods and the modern demands of writing proficiency.

LOKAKARYA PROGRAM SEKOLAH PENGGERAK (PSP) ANGKATAN 3 TAHUN PERTAMA KABUPATEN MALANG: KOMUNITAS BELAJAR 2 Lindawati, Rini; Assiddiq, Muhammad Azwar; Ganinda, Nurhayati
Jurnal Pengabdian Kepada Masyarakat Sakai Sambayan Vol. 9 No. 1 (2025)
Publisher : Lembaga Penelitian dan Pengabdian Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jss.v9i1.569

Sekolah memiliki peluang melalui Program Sekolah Penggerak (PSP) untuk menerima pendampingan dari Fasilitator Sekolah Penggerak (FSP) mengenai Implementasi Kurikulum Merdeka (IKM). Fasilitator dapat melakukan pendampingan PSP melalui lokakarya. Salah satu tema lokakarya PSP adalah Komunitas Belajar 2. Tujuan dari kegiatan pengabdian masyarakat ini adalah untuk memberikan pemahaman kepada peserta lokakarya mengenai konsep pengembangan komunitas belajar, yang diharapkan dapat meningkatkan hasil belajar peserta didik. Peserta lokakarya terdiri dari pengawas sekolah, kepala sekolah, dan dua perwakilan guru Komite Pembelajaran (KP). Di SMP Negeri 1 Kepanjen, Kabupaten Malang, terdapat 40 peserta yang menghadiri lokakarya tersebut. Peserta dapat menerapkan pemahaman mereka mengenai konsep komunitas belajar 4 pilar serta beyond PD melalui metode alur MERRDEKA, yang mencakup langkah-langkah: Mulai dari diri, Eksplorasi konsep, Ruang kolaborasi, Refleksi terbimbing, Demonstrasi kontekstual, Elaborasi pemahaman, Koneksi antar materi, dan Aksi Nyata.

LOKAKARYA PROGRAM SEKOLAH PENGGERAK (PSP) ANGKATAN 3 TAHUN PERTAMA KABUPATEN MALANG: KOMUNITAS BELAJAR 2 Lindawati, Rini; Assiddiq, Muhammad Azwar; Ganinda, Nurhayati
Jurnal Pengabdian Kepada Masyarakat Sakai Sambayan Vol. 9 No. 1 (2025)
Publisher : Lembaga Penelitian dan Pengabdian Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jss.v9i1.569

Sekolah memiliki peluang melalui Program Sekolah Penggerak (PSP) untuk menerima pendampingan dari Fasilitator Sekolah Penggerak (FSP) mengenai Implementasi Kurikulum Merdeka (IKM). Fasilitator dapat melakukan pendampingan PSP melalui lokakarya. Salah satu tema lokakarya PSP adalah Komunitas Belajar 2. Tujuan dari kegiatan pengabdian masyarakat ini adalah untuk memberikan pemahaman kepada peserta lokakarya mengenai konsep pengembangan komunitas belajar, yang diharapkan dapat meningkatkan hasil belajar peserta didik. Peserta lokakarya terdiri dari pengawas sekolah, kepala sekolah, dan dua perwakilan guru Komite Pembelajaran (KP). Di SMP Negeri 1 Kepanjen, Kabupaten Malang, terdapat 40 peserta yang menghadiri lokakarya tersebut. Peserta dapat menerapkan pemahaman mereka mengenai konsep komunitas belajar 4 pilar serta beyond PD melalui metode alur MERRDEKA, yang mencakup langkah-langkah: Mulai dari diri, Eksplorasi konsep, Ruang kolaborasi, Refleksi terbimbing, Demonstrasi kontekstual, Elaborasi pemahaman, Koneksi antar materi, dan Aksi Nyata.

Peningkatan Kompetensi Guru Melalui Pelatihan Pemanfaatan Media Pembelajaran Berbasis Augmented Reality Ganinda, Nurhayati; Anjariyah, Deka; Imanah, Ulil Nurul
ABIDUMASY Vol 6 No 01 (2025): ABIDUMASY : JURNAL PENGABDIAN KEPADA MASYARAKAT
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

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The development of 21st century competencies such as critical thinking, creativity, collaboration, and communication has become a key focus in educational institution. These four competencies are closely linked to the use of technology in learning. Unfortunately, the rapid advancement of technology is often not matched by teachers' readiness, both in terms of knowledge and skills. To address this challenge, the team organized a workshop aimed at enhancing teachers' competencies in utilizing Augmented Reality-based learning media at SDN Kranggan 2. The target of this community service activity was all teachers at the school. The program was carried out in three stages: planning, implementation, and evaluation, using brainstorming, lecture, and question-and-answer methods. This workshop provided a platform for teachers to share experiences, receive material on technology use in education, and engage in interactive discussions. The results showed a very positive response from participants, with a satisfaction score of 97.4%. Participants were enthusiastic about the training on using Assemblr Studio, as it allowed them to create the needed learning media. Prior to this, they had never attended a training with similar content. In the feedback questionnaire, participants also suggested extending the duration of the workshop to allow for more material to be covered. Additionally, they expressed a desire for follow-up guidance so that all teachers could eventually create engaging learning media using Assemblr Studio and Canva.

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