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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.

Integrating Short Conversation and English Conversation Applications to Improve Students’ Speaking Skills Siti Mariam; Catur Kepirianto; Raharjo Raharjo; Nadiah Ma’mun
Journal of English Teaching and Learning Issues Vol 5, No 2 (2022): December 2022
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v5i2.17128

This study aims to explain the implementation of using short conversation and English conversation applications and also to describe student participation using this learning model. It employed a qualitative method. Classroom action research was used as the design for both cycles of the study. Planning, carrying out, monitoring, and debriefing were the four stages that make up each cycle. Participants in the study were 39 third-semester students from the Arabic education department at an Islamic university in Central Java, Indonesia, during the academic year 2022/2023. Data collection techniques used observation, pre-test and post-test. The results of this study show that there is an improvement in every cycle of students’ speaking competence using this learning model. They also are active, self-confidence and enthusiastic in joining this speaking class. It is recommended this strategy to overcome students’ difficulties in speaking English.

Integrating Short Conversation and English Conversation Applications to Improve Students’ Speaking Skills Siti Mariam; Catur Kepirianto; Raharjo Raharjo; Nadiah Ma’mun
Journal of English Teaching and Learning Issues Vol 5, No 2 (2022): December 2022
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v5i2.17128

This study aims to explain the implementation of using short conversation and English conversation applications and also to describe student participation using this learning model. It employed a qualitative method. Classroom action research was used as the design for both cycles of the study. Planning, carrying out, monitoring, and debriefing were the four stages that make up each cycle. Participants in the study were 39 third-semester students from the Arabic education department at an Islamic university in Central Java, Indonesia, during the academic year 2022/2023. Data collection techniques used observation, pre-test and post-test. The results of this study show that there is an improvement in every cycle of students’ speaking competence using this learning model. They also are active, self-confidence and enthusiastic in joining this speaking class. It is recommended this strategy to overcome students’ difficulties in speaking English.

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