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All Journal P2M STKIP Siliwangi ELTIN Journal: Journal of English Language Teaching in Indonesia LINGUAL: Journal of Language and Culture OKARA: Jurnal Bahasa dan Sastra Al Ishlah Jurnal Pendidikan Indonesian EFL Journal Wiralodra English Journal (WEJ) ABDIMAS SILIWANGI Jurnal Pendidikan Edutama Acuity : Journal of English Language Pedagogy, Literature and Culture Journal of English Education and Teaching (JEET) PROJECT (Professional Journal of English Education) Jurnal Pengabdian Masyarakat Khatulistiwa CONCEPT Journal of Educational Experts (JEE) JOLLT Journal of Languages and Language Teaching UNNES International Conference on ELTLT

Yanuarti Apsari

IKIP Siliwangi

Author-ID : 2370048

Arts Humanities Earth & Planetary Sciences Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health Social Sciences Other

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Articles

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STUDENTS’ PERCEPTION TOWARD THE IMPLEMENTATION OF DIGITAL STORYTELLING IN TEACHING WRITING Yanuarti Apsari; Intan Satriani
Jurnal Ilmiah P2M STKIP Siliwangi Vol 3, No 2 (2016): Volume 3, No. 2 November 2016
Publisher : IKIP Siliwangi Bandung

THE IMPLEMENTATION OF PROJECT BASED LEARNING IN COURSEBOOK EVALUATION CLASSROOM Yanuarti Apsari; Ida Lisdawati; Euis Rina Mulyani
Jurnal Ilmiah P2M STKIP Siliwangi Vol 6, No 2 (2019): Volume 6 Nomor 2 November 2019
Publisher : IKIP Siliwangi Bandung

Critical thinking is a crucial skill that university students need to develop. Project-based learning can be used to promote students’ critical thinking. The paper investigates the implementation of project based learning in Coursebook Evaluation course at a university setting. The purposes of this research study were: 1) to describe the implementation of Project based learning in Coursebook evaluation classroom and 2) to investigate the students’ difficulties during the implementation of Project based learning. The design of the research was descriptive qualitative. The subjects were the fourth semester students who were taking course book evaluation. The data were collected through observation, interview and students’ project. The findings showed that the implementation Project-Based Learning in Coursebook Evaluation class are through the following steps: (1) Discussing the materials about Course Book Evaluation, (2) working with the group in evaluating English Course Book, (3) creating the paper, (4) creating the video, and (5) presenting the video product. Moreover, the data from interview also revealed that there were three problems encountered by the respondents during the implementation of project based learning: finding appropriate information, writing the paper and creating the video.

TEACHERS’ TECHNIQUES AND PROBLEMS IN TEACHING READING Yanuarti Apsari; Yana Yana
Jurnal Ilmiah P2M STKIP Siliwangi Vol 2, No 2 (2015): Volume 2 No. 2 November 2015
Publisher : IKIP Siliwangi Bandung

ABSTRACT This study is aimed at exploring teachers’ techniques in teaching reading comprehension at one senior high school in Bandung Barat and investigating exploring the problems that the teachers encountered in teaching reading. This study employed a case study research design which used two data collection, observation and questionnaire. Two English teachers were purposively selected to participate in this research. Then, they were analyzed and reported descriptively. After being analyzed, the data revealed that the respondents used the teaching reading comprehension techniques in three reading stages: pre-reading, while-reading, and post-reading stages. In pre-reading stage, they applied Previewing technique and Vocabulary Instruction Technique; Pre-Reading Questions and Brainstorming Technique and discussing text type. Then, in while reading stage, they used Question-Answering Techniques, Vocabulary Instruction Technique, Recitation and Reading aloud. In post-reading stage, they conducted reviewing technique and follow up strategy. The data also indicated that in teaching reading comprehension, there were four problems encountered by the respondents in teaching reading: lack of students’ vocabulary mastery, lack of motivation in reading, students were not used to read a lot on a regular basis and teaching time allocation. With reference to the findings, it is recommended for English teacher to select appropriate technique in teaching reading which is relevant to the students’ needs. In addition, the teachers also are expected to improve their ability in teaching practice. It can be done through joining some trainings and workshops about techniques in teaching, reading a lot of sources, and sharing information with others teachers. Key Words: Teacher’s Techniques, Reading Comprehension and Problem. ABSTRAK Penelitian ini bertujuan untuk mengeksplorasi teknik guru dalam membaca pemahaman mengajar di salah satu SMA di Bandung Barat dan menyelidiki menjelajahi masalah yang dihadapi guru dalam membaca mengajar. Penelitian ini menggunakan desain penelitian studi kasus yang menggunakan dua pengumpulan data, observasi dan kuesioner. Dua guru bahasa Inggris secara sengaja dipilih untuk berpartisipasi dalam penelitian ini. Kemudian, mereka dianalisis dan dilaporkan secara deskriptif. Setelah dianalisis, data menunjukkan bahwa responden menggunakan teknik membaca pemahaman ajaran dalam tiga tahap membaca: pra-membaca, sementara-membaca, dan tahap pasca-membaca. Pada tahap pra-membaca, mereka menerapkan teknik dan Teknik Kosakata Instruksi Meninjau; Pre-Reading Pertanyaan dan Brainstorming Teknik dan mendiskusikan jenis teks. Kemudian, di saat membaca panggung, mereka menggunakan Pertanyaan-Menjawab Teknik, Kosakata Instruksi Teknik, Zikir dan Membaca dengan suara keras. Pada tahap pasca-membaca, mereka yang dilakukan meninjau teknik dan menindaklanjuti strategi. Data ini juga menunjukkan bahwa dalam membaca pemahaman ajaran, ada empat masalah yang dihadapi oleh responden dalam membaca ajaran: kurangnya penguasaan kosakata siswa, kurangnya motivasi dalam membaca, siswa tidak digunakan untuk banyak membaca secara dan pengajaran waktu yang teratur alokasi. Dengan mengacu pada temuan, disarankan untuk guru bahasa Inggris untuk memilih teknik yang tepat dalam membaca mengajar yang relevan dengan kebutuhan siswa. Selain itu, guru juga diharapkan dapat meningkatkan kemampuan mereka dalam praktek mengajar. Hal ini dapat dilakukan melalui beberapa bergabung pelatihan dan lokakarya tentang teknik dalam mengajar, membaca banyak sumber, dan berbagi informasi dengan guru lain. Kata Kunci: Teknik Guru, Pemahaman Membaca dan Masalah.

Co-Authors Acep Haryudin Agatha Kristi Pramudika Sari Ainun Nurbaeti Alisa, Siti Nur Anastasya Permatasari Putri Andini Fitriani Ridwan Anita Puteri Setiadi Aristy, Ismi Arsy Nastiti Karya Dewi Aseptiana Parmawati aseptiana parmawati, aseptiana Cintia Khoerun Nisa Dian Farida Dinda Ayuna Putri Efransyah Euis Rina Mulyani Fanny Nur Fazriah Fitri Fauzyah Gian Leriandini Gymnastiar, Maulana Alif Hadiansyah, Rega Hasna Dian Isrina Hidayat, Muhammad Fauzy Fachrullah Ida Lisdawati Ika Yulia Anggraeni Iman Santoso Indra Andriana Saputra Intan Satriani Irfan Fajrul Falah Irma Savitri Sadikin Irvan Farizi Isry Laila Syathroh Ivan Ferdiana Syarief Khauriena Fratami Hernawan Kusumah, Rita Kuswandi, Meydiana Latifah, Rima Mega Wati Dewi Miftah Fauzi Mutia Amelia Rosadi Nindya Citra Utami Nissa Kamila Auliya Nouvaldi, Deyan Nurhajah Tia Sarifah Nurmalasari, Maulani Putri Alika Adelia Ratni Purwasih Ridha Hidayah Fatiqah Rika Yunia Rissa San Rizqiya Rissa San Rizqiya Rita Kusumah Rizal Nurrudin Rizki, Indra Roro Pipih Cahyati Sadikin, Irma Savitri Sari, Agatha Kristi Pramudika Septa Marwah Kamaliah Setya Resmini Suhud Aryana Surya Darmawan Sutrisno Saputra Ulfah Rismayanti Widiani, Meida Yana Yana Yuni Arisanti

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