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Students’ Movement as “Detik” Cadre to Improve “PHBS” and Making School of Mosquito Larvae Free Siti Mariam
Dimas: Jurnal Pemikiran Agama untuk Pemberdayaan Vol 19, No 1 (2019)
Publisher : LP2M of Institute for Research and Community Services - UIN Walisongo

MI Nyatnyono 02 West Ungaran District of Semarang Regency is used as a model to create a school of mosquito larvae free. The method of these activities used participatory action research. The Detik program is the realization of Jumantik, foster and train students to monitor larvae around school and their own home by filling up the form. The activities involved 50 students of fourth and fifth graders. They were coached with dengue prevention learning materials. The activities were carried out for five days consisting of training and coaching, the competition to create bulletin boards and environmental movement by planting mosquito repellent plants such as lavender and geranium. The students fulfill the form once a week. The teacher as Jumantik in charge then submits the monthly summary report to the Puskesmas to complete the periodic inspection of larvae data within 3 months and then follow up. MI Nyatnyono 02 kecamatan Ungaran Barat, kabupaten Semarang digunakan sebagai model sekolah bebas jentik. Metode kegiatan ini adalah penelitian tindakan participatory. Program Detik (Detektif Jentik) adalah realisasi dari Jumantik (Juru Pemantau Jentik) yang membina dan melatih siswa untuk memonitor jentik dilingkungan sekolah dan rumah mereka dengan mengisi blangko. Kegiatan ini melibatkan 50 siswa kelas 4 dan 5. Mereka dibekali materi pembelajaran pencegahan demam berdarah dengue dan pemberantasan sarang nyamuk. Kegiatan ini berlangsung selama 5 hari yang terdiri dari pelatihan, pembekalan, lomba majalah dinding dan gerakan cinta lingkungan dengan menanam tanaman pengusir nyamuk seperti lavender dan geranium. Siswa mengisi blangko seminggu sekali dan menyerahkan kepada guru sebagai penanggung jawab jumantik disekolah. Selanjutnya diserahkan ke Puskesmas melengkapi data pemeriksaan jentik berkala setiap 3 bulan sekali dan kemudian ditindak lanjuti.

A Portrait of Learner’s Autonomy through Metacognitive Strategy on Reading Comprehension (A Study At SMP N 32 Semarang) Kartika Ayu Septiningrum; Siti Tarwiyah; Siti Mariam
Vision: Journal for Language and Foreign Language Learning Vol 7, No 1 (2018)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv7i12805

Autonomy or the capacity to take charge of one's learning is seen not only as a favorite topic but also as a crucial necessity in language learning.In Indonesia, the principle of autonomous learning was implemented in the 2013 curriculum. This research aimed to capture the practice of learner autonomy and its role in the learning process through a strategy which is used in practicing autonomy. Metacognitive strategy, which has a planning process, monitoring process, problem-solving process, and evaluating process is necessary for learners' autonomy. The qualitative research method was used in conducting this research. Three data collection methods were used in capturing the data in all metacognitive's process. Each method has its dimension in collecting the data. A participatory observation was used to collect data from activeness dimension. A student questionnaire was used to find out awareness dimension while an interview was used for responsibility and ability dimensions. The data from these data collection methods were triangulated. This research has the flexibility to be conducted in any institution where the 2013 curriculum is implemented. SMP N 32 Semarang was chosen for this reason. Based on the research, the learners are autonomous, they are active, aware, responsible, and able to take control of their learning in all metacognitive strategy processes (planning, monitoring, problem-solving and evaluating), yet they are not completely free from teacher’s guidance, they need it in making a plan, monitoring, solving problem, and evaluating their learning.

Improving Students’ Skimming and Scanning in Reading Skill by Applying Metacognitive Strategy Siti Mariam
Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature Vol. 2 No. 1 (2016)
Publisher : Language Center of Islamic Institute of Uluwiyah (IAI Uluwiyah) Mojokerto Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (750.598 KB)

Reading is one of the main four language skills that a learner needs to master in order to ensure success in learning English. To facilitate students in comprehending a text, the effective strategies should be used. One of the strategies is Meta-cognitive strategies. The objectives of the research are to identify students’ responses during learned process by using Meta-cognitive strategies and to investigate how high students’ improvement of skimming and scanning reading skill after learned by using Meta-cognitive strategies in recount text. Meta-cognitive strategies improve students to reflect on thought processes and to plan, monitor, and evaluate aspects of their learning. The participants were third semester of English department students of Islamic Education and Teacher Training Faculty of Walisongo State Islamic University.The reserch design was Classroom Action Research with 1 preliminary cycle and 2 cycles. This research was conducted from March, 2th 2015 until March, 21th 2015. Data collection technique was tests. Observations were done in each cycle. Tests form was given the students, they should answer 20 questions of multiple choice test. Then, the data were analyzed using mean (descriptive statistics) to find out the improvements. Meta-cognitive strategies were applied in the teaching learning process by giving plan (giving task for students), monitoring, evaluating, and problem solving to the students. After collecting the data, the result showed the improvements of the students. Students’ average score in pre cycle test was 60. In the first cycle, the average score increased became 70. This score hadn’t met the minimum standard score yet 75. Therefore, second cycle was conducted. Students’ average score increased became 82.16. Students’ engagements also increased since the first cycle. Consequently, the objectives were reached. Based on the result, it could be concluded that Meta-cognitive strategy can improve the students’ skimming reading comprehension of recount text.

Pelatihan kompetensi literasi digital bagi guru bahasa inggris berbasis e-learning moodle Nadiah Ma'mun; Siti Mariam
Rengganis Jurnal Pengabdian Masyarakat Vol. 1 No. 1 (2021): Mei 2021
Publisher : Pendidikan Matematika, FKIP Universitas Mataram

In the era of the COVID-19 epidemic that is currently sweeping the entire world, the teaching and learning process at every level of education must continue. Various learning methods and tools are used both offline and online. Online learning is still limited and must adhere to strict health protocols. Meanwhile, online learning is a solution to this situation. Many online media can be used, for example, Google Classroom, WA group, Zoom, Cisco Webex, Google Duo, and others. This community service aims to help teachers improve their skills in using the Moodle application.. It’s currently considered the most fully-featured application for online (distance) learning. During the activation process, starting from the socialization process to training, the teachers were very interested in this activity, this was evidenced by the number of invited participants who all came. Participants attended the training from beginning to end, participants actively participated in the training and there were many questions and complaints submitted by the Teacher. After the training, participants implemented the use of the Moodle application in learning English online. Some teachers practice making teaching materials, online discussions, quizzes, and assignments while teaching, while asking questions and motivating students.

Implementing Project-Based Learning for Pre-Service English Teachers in Independent Home Teaching Internship Siti Mariam; Catur Kepirianto; Raharjo Raharjo; Nadiah Ma’mun
At-Taqaddum Vol 15, No 1 (2023)
Publisher : Quality Assurance Institute (LPM) State Islamic University Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/at.v15i1.14915

Due to the Covid-19 pandemic, the Education and Teacher Training Faculty of UIN Walisongo, Semarang, Indonesia offered Independent Home Teaching Internships in the academic year of 2021/2022. The purpose of this research is to explain the implementation of Project-Based Learning by pre-service English teachers, as well as to analyze the problems of teaching EFL learners in Independent Home Teaching Internship. The study employed qualitative descriptive research design. The research participants were 15 pre-service English teachers from the English Education Department. Interviews and documentation were used to collect data. According to the data, Project-based Learning was implemented in this program by creating some learning videos. They were video of learning media and also video of English teaching and learning process. The products of project-based learning must be uploaded in YouTube channel. Because this was the first time a teaching internship completed online via numerous platforms, there were also new concerns and hurdles in completing the program. As part of their online Project-based Learning, students struggled with preparing lesson plans and designing certain learning videos. Practical implications of utilizing this learning model make enhancing students’ critical thinking skills, creativity, motivation and autonomous learners. However, they can solve the several problems namely bad connection of internet access, students’ low motivation in learning English and classroom management in these programs

Boosting Students’ Reading Comprehension Skill Using Multimodal Descriptive Texts Based Google Site Siti Mariam; Catur Kepirianto; Sayyidatul Fadlilah; Priyono; M. Sholahuddin
ELITE JOURNAL Vol 5 No 3 (2023): ELITE JOURNAL: Journal of English Linguistics, Literature, and Education
Publisher : ELITE Association Indonesia

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

This study aims at explaining the implementation of using multimodality learning materials based Google Site to boost students’ reading comprehension of descriptive texts. Secondly, to describe students’ engagement of using these digital reading materials. It employed qualitative method. The research design was classroom action research which applied two cycles. The research participants were 40 of the third semester students of Arabic Education department at Islamic university in Indonesia in the academic year of 2022/2023. Data collection techniques used interview, observation, pre-test and post-test. The results of this study show that there is an improvement in every cycle of students’ reading comprehension competence. They also enjoyed and enthusiastic in joining this reading class. It is recommended that multimodal descriptive text based Google Site can boost students’ reading comprehension skills. Keywords: descriptive text, google site, multimodality, reading comprehension

Improving Students’ Skimming and Scanning in Reading Skill by Applying Metacognitive Strategy Siti Mariam
Journal of ELT, Linguistics, and Literature Vol 2 No 1 (2016): (July) Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature
Publisher : Language Center of Islamic Institute of Uluwiyah, Mojokerto, Indonesia.

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

Reading is one of the main four language skills that a learner needs to master in order to ensure success in learning English. To facilitate students in comprehending a text, the effective strategies should be used. One of the strategies is Meta-cognitive strategies. The objectives of the research are to identify students’ responses during learned process by using Meta-cognitive strategies and to investigate how high students’ improvement of skimming and scanning reading skill after learned by using Meta-cognitive strategies in recount text. Meta-cognitive strategies improve students to reflect on thought processes and to plan, monitor, and evaluate aspects of their learning. The participants were third semester of English department students of Islamic Education and Teacher Training Faculty of Walisongo State Islamic University.The reserch design was Classroom Action Research with 1 preliminary cycle and 2 cycles. This research was conducted from March, 2th 2015 until March, 21th 2015. Data collection technique was tests. Observations were done in each cycle. Tests form was given the students, they should answer 20 questions of multiple choice test. Then, the data were analyzed using mean (descriptive statistics) to find out the improvements. Meta-cognitive strategies were applied in the teaching learning process by giving plan (giving task for students), monitoring, evaluating, and problem solving to the students. After collecting the data, the result showed the improvements of the students. Students’ average score in pre cycle test was 60. In the first cycle, the average score increased became 70. This score hadn’t met the minimum standard score yet 75. Therefore, second cycle was conducted. Students’ average score increased became 82.16. Students’ engagements also increased since the first cycle. Consequently, the objectives were reached. Based on the result, it could be concluded that Meta-cognitive strategy can improve the students’ skimming reading comprehension of recount text

UTILIZING QUIPPER SCHOOL FOR IMPROVING READING COMPREHENSION OF RECOUNT TEXT Siti Mariam; Catur Kepirianto; Ma’rifatul Fadlilah; Nafisah Mardhiana
Indonesian EFL Journal Vol. 8 No. 1 (2022)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v8i1.5660

This study aims at explaining the implementation of using Quipper School for improving reading comprehension of recount text and also describing the students’ engagement in the use of this digital media. This research design employed qualitative descriptive. The data collection technique used interview and documentation. To analyze the data, the researchers used data reduction, data mapping, inference, or validation. The participants of this study were the eleventh grade students and the English teacher at a public high school in Semarang, Indonesia. The research shows that students and the teacher have been helped in the teaching and learning process using Quipper School application. Students can learn reading materials with this digital medium during online learning due to the Covid19 pandemic. Students also enjoy discussion and interest in educational materials that are easy to implement and have easy access to the digital media. There were also interactive conversations about student learning issues to help students understand the reading content materials more easily. Keywords: digital media; learning; Quipper school; reading; recount text

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