Articles
<![CDATA[English Learning Interest of the Junior High School Students: A Mixed Methods Study ]]>
<![CDATA[Sugianto]]>;
<![CDATA[Sofendi]]>;
<![CDATA[Ismail Petrus]]>
<![CDATA[ Jurnal Pendidikan Indonesia Vol 12 No 3 (2023): September ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian kepada Masyarakat ]]>
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DOI: 10.23887/jpiundiksha.v12i3.65809
<![CDATA[The pandemic has provided a significant change in the learning system. It changed the teachers and students’ methods in learning. During pandemic, the learning process through screen and learning management system. That condition gave positive and negative effect in learning. The positive impact of the pandemic is that teachers and students are able to used online learning methods and improve their skills in using internet and IT, while the negative impact is that students decreased their interest in learning because students tend to confused and misunderstood on the teachers’ explanations. The purpose of this study was to analyze how the interest in learning English of nine grade students, why is the student on that level of interest, and whether there is a significant relationship between students' learning interest and English mastery. The research method used was a mixed-method study with 36 participants of Junior High School students. The convergent parallel design used in this study. The instruments used are questionnaires, interview, and students’ final score in the first semester in academic year 2022/2023. Based on the data obtained, there are 9 students who have a high level of interest in English, 26 students have a medium level of interest in English, and 1 student has a low level of interest in English. The result showed that there is a significant relationship between students' English learning interest and students’ English mastery and a positive effect on students' English skills.]]>
<![CDATA[Parents' Investment in English for Young Learners: The Case of Elementary School Students Attending Non-Formal English Education ]]>
<![CDATA[Farahdina, Nuria]]>;
<![CDATA[Petrus, Ismail]]>;
<![CDATA[Silvhiany, Sary]]>
<![CDATA[ Indonesian Research Journal in Education |IRJE| Vol. 7 No. 1 (2023): IRJE |Indonesian Research Journal in Education| ]]>
Publisher : <![CDATA[Universitas Jambi, Indonesia ]]>
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DOI: 10.22437/irje.v7i1.25149
<![CDATA[This research seeks to explore parents' investment in English for young learners. Nowadays, English is not a compulsory lesson in state elementary schools in Indonesia. However, parents invested their children in non-formal English education. This research offers the point of view of state elementary school students' parents regarding English education at an early age. This research implemented a qualitative with a case study approach. It involved six parents of state elementary school students. The data were collected through semi-structured interviews and demographic questionnaires. The interview data were analyzed using thematic analysis. This research finding indicated that all parents had high or positive expectations after their children joined an English course. The main factor indicating this was that English is not a compulsory lesson anymore in Indonesian state elementary schools. Thus, the parents' involvement in supporting their children to learn English made them practice it at home and in additional English courses.]]>
<![CDATA[PENDAMPINGAN PEMBUATAN MEDIA PEMBELAJARAN INTERAKTIF MENGGUNAKAN APLIKASI MICROSOFT POWER POINT ]]>
<![CDATA[Tita Ratna Wulan Dari]]>;
<![CDATA[Rita Inderawati]]>;
<![CDATA[Soni Mirizon]]>;
<![CDATA[Ismail Petrus]]>;
<![CDATA[Rita Hayati]]>
<![CDATA[ Jurnal Pendidikan dan Pengabdian Masyarakat Vol. 7 No. 4 (2024): November ]]>
Publisher : <![CDATA[FKIP Universitas Mataram ]]>
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DOI: 10.29303/jppm.v7i4.8014
<![CDATA[Media pembelajaran interaktif (MPI) merupakan komponen penting dalam meningkatkan pencapaian siswa sekaligus motivasi mereka. Dalam pembelajaran bahasa Inggris, reading menjadi topik yang cukup sulit untuk dipelajari. Ketersediaan teks yang panjang serta soal yang rumit membutuhkan bantuan media yang cukup efketif dan menarik, maka MPI adalah jawabannya. Untuk mengembangkan MPI, terdapat banyak alat yang bisa digunakan. Pilihan paling lumrah dan efisien adalah Microsoft Powerpoint (PPT). Guru dapat memanfaatkan PPT dalam pengembangan MPI asalkan mengetahui beragam fitur yang dibutuhkan. Di area Sumatera Selatan sendiri, yang mana masih ada wilayah-wilayah terbatas akan koneksi internet, PPT bisa diandalkan dalam hal media pembelajaran. Untuk itu, Ogan Komering Ulu Selatan (OKUS) menjadi target pendampingan tim Pengabdian Kepada Masyarakat FKIP Universitas Sriwijaya. Letaknya yang cukup sulit ditempuh dan sarana internetnya yang kurang stabil dapat dibantu dengan kehadiran MPI berbantuan PPT. Kegiatan dilaksanakan mulai dari September hingga Oktober 2024. Mode luring dan daring menjadi pilihan tim pelaksana. Secara bergantian, anggota tim menyampaikan materi-materi yang telah disusun. Lalu, di minggu ke-empat pendampingan, seluruh peserta diminta untuk mengembangkan MPI mereka sendiri yang nantinya akan digunakan di kelas. Keberhasilan pendampingan diukur melalui pre-test dan postest yang disebar secara digital. 25 orang guru yang berasal dari MGMP Bahasa Inggris OKU Selatan terdaftar sebagai peserta kegiatan ini. Pada akhir program, kedua puluh lima orang peserta ini berhasil mengembangkan media pembelajaran interaktif masing-masing dan mereka juga menunjukkan peningkatan pada beberapa elemen seperti pemahaman konsep MPI (52.6%), pemahaman fitur PPT (57.1%), integrasi audio/video ke dalam slide (71.4%), dan langkah-langkah pembuatan MPI (63.2%).]]>
<![CDATA[Pelatihan Pemanfaatan Microsoft Office Dalam Proses Pembelajaran Bagi Guru Bahasa Inggris Tingkat SMP Di Kota Palembang ]]>
<![CDATA[Anggraini, Hesti Wahyuni]]>;
<![CDATA[Eryansayah, Eryansayah]]>;
<![CDATA[Petrus, Ismail]]>;
<![CDATA[Jaya, Hariswan Putera]]>;
<![CDATA[Kurniawan, Dedi]]>
<![CDATA[ Jurnal Karya Abdi Masyarakat Vol. 5 No. 1 (2021): Jurnal Karya Abdi Masyarakat ]]>
Publisher : <![CDATA[LPPM Universitas Jambi ]]>
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DOI: 10.22437/jkam.v5i1.14097
<![CDATA[Teknologi informasi dan komunikasi dalam dunia pendidikan dapat dimanfaatkan dalam berbagai bentuk sesuai dengan fungsinya. Microsoft Office, sebagai salah satu bentuk pemanfaatan teknologi informasi dan komunikasi, adalah perangkat lunak yang terkenal dan dapat digunakan dalam proses pembelajaran Bahasa Inggris. Tujuan kegiatan ini adalah meningkatkan pemahaman para guru Bahasa Inggris tentang fitur-fitur yang disediakan oleh Microsoft Office, terutama pada aplikasi Microsoft Word (integrasi antara EndNote dan Word dalam penulisan sitasi dan referensi) dan Powerpoint (pembuatan video). Model yang digunakan adalah pendampingan. Metode pelaksanaan meliputi workshop, pembimbingan dan penulisan laporan. Metode pendekatan yaitu metode pendidikan, pelatihan dan praktik, serta bimbingan dan praktik. Kegiatan pendampingan ini mendapat respon positif dari khalayak sasaran.]]>
<![CDATA[Teaching English for Young Learners in Elementary School: Perceptions and Strategies ]]>
<![CDATA[Lesia, Eza Septy]]>;
<![CDATA[Petrus, Ismail]]>;
<![CDATA[Eryansyah, Eryansyah]]>
<![CDATA[ International Journal of Elementary Education Vol 6 No 1 (2022): February ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/ijee.v6i1.42013
<![CDATA[Pengajaran bahasa Inggris untuk pelajar muda di Indonesia masih kontroversial di kalangan guru dan orang tua. Orang tua sangat memperhatikan kemajuan anaknya dalam berkomunikasi dan berinteraksi. Banyak kursus dan program bahasa Inggris dengan cepat menarik anak-anak dan keluarga mereka dari latar belakang kelas menengah hingga kelas atas. Pengajaran bahasa Inggris di Indonesia tampaknya memaksa siswa untuk mengetahui aturan dan mengembangkan kalimat. Selain itu, beberapa guru yang mengajar bahasa Inggris kepada siswa muda tidak memiliki pengalaman pendidikan yang sesuai untuk mengajar siswa muda. Penelitian ini dilakukan untuk menggali persepsi dan strategi dalam TEYL serta menggunakan metode kualitatif. Subyek penelitian adalah guru dan orang tua. Akibatnya, dua faktor penting harus ditangani dalam pengajaran bahasa Inggris untuk pelajar muda. Aspek pertama adalah persepsi; salah satu aspek terpenting dari pengajaran bahasa Inggris kepada pelajar muda adalah memperoleh persepsi dari orang tua dan guru. Guru dan orang tua sangat percaya bahwa semakin muda seorang anak mulai belajar bahasa Inggris, semakin banyak pengetahuan yang mereka dapatkan. Dengan nilai tertinggi pada persepsi guru yaitu 73 dari 80. Sedangkan pada persepsi orang tua nilai tertinggi diperoleh 57 dari 60. Aspek kedua adalah strategi; guru menerapkan strategi yang baik mengikuti kondisi dan situasi sekolah. Dalam hal ini, pembelajaran berbasis video adalah cara yang paling cocok untuk acara siswa, dan berisi pengembangan karakter siswa.]]>
<![CDATA[Self-Directed Learning of the 7th Graders of SMP Bukit Asam Tanjung Enim ]]>
<![CDATA[Malinda, Cindy]]>;
<![CDATA[Petrus, Ismail]]>;
<![CDATA[Silvhiany, Sary]]>
<![CDATA[ JETL (Journal of Education, Teaching and Learning) Vol 9, No 1 (2024): Volume 9 Number 1 March 2024 ]]>
Publisher : <![CDATA[STKIP Singkawang ]]>
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DOI: 10.26737/jetl.v9i1.4326
<![CDATA[Self-directed learning is an important component of the teaching and learning process. This study aimed to find out; (1) What is the level of self-directed learning of students and (2) What is the most dominant dimension of students’ self-directed learning. The quantitative study was used to answer the research objectives. Data were gathered through questionnaires. This study included 46 students from SMP Bukit Asam Tanjung Enim's 7th grade. To analyze the data, SPSS was used. The findings showed that the mean score for students' self-directed learning was 83.73, with a range of scores from 60 to 95. It means that students’ level of self-directed learning was average. Additionally, motivation received the students' highest average marks for self-directed learning. It revealed that motivation dominated all other factors, with self-monitoring, self-confidence, and self-control coming in last. Overall, the findings suggested that students should practice self-directed learning in the early stages of their education.]]>
<![CDATA[Improving English Language Teaching by Integrating Technology Instruction ]]>
<![CDATA[Az-Zahra, Vahra Dilla]]>;
<![CDATA[Sofendi, Sofendi]]>;
<![CDATA[Petrus, Ismail]]>
<![CDATA[ Journal of English Education and Teaching Vol. 8 No. 3 (2024): Journal of English Education and Teaching ]]>
Publisher : <![CDATA[UNIB Press ]]>
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DOI: 10.33369/jeet.8.3.632-652
<![CDATA[This research is aimed at finding out how is the implementation of technology-integrated instruction in English language teaching (ELT), the challenges that teacher and students encounter as well as the solutions to those challenges. A qualitative research methodology was employed in this study with a case study design. The interview, observation, and document review were used to get the answer of this research objective. The collected data were analyzed descriptively using an in-depth qualitative analysis. Data from observations had been collected using field notes and then summarized for analysis. The results of document review were summarized in order to help in compiling and analyzing the evaluation findings. The researcher used thematic analysis to analyze the interview data in order to make in-depth interpretation. The results showed that the implementation of technology-integrated instruction in ELT provides satisfaction among teacher and students. There are several benefits, including quick access to information, increased teaching and learning effectiveness, increased student engagement, creativity and enthusiasm. Furthermore, there were several challenges faced by both teachers and students, such as improved learning effectiveness, student engagement, and information accessibility. Despite the challenges, proactive problem solving and collaboration can lead the way for successful technology integration in ELT classrooms, creating an environment conducive to effective learning.]]>
<![CDATA[Character education in English subject: Teachers' perceptions and strategies ]]>
<![CDATA[Aghni, Luluk Aulia]]>;
<![CDATA[Vianty , Machdalena]]>;
<![CDATA[Petrus, Ismail]]>
<![CDATA[ JEES (Journal of English Educators Society) Vol 5 No 2 (2020): October ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
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DOI: 10.21070/jees.v5i2.420
<![CDATA[Character education is a purposeful, proactive attempt to develop good character in students or, more simply, to teach students about the right and the wrong. In relation to character education, the purposes of this study were to find out teachers’ perceptions on character education and their strategies to implement it in the classroom. In addition, this study also investigated the teachers’ problems in implementing character education and their proposed solution. The participants of this study were two teachers of English at one of public senior high school in Palembang and the students from two classes which taught by the two teachers. The data of this study were collected through questionnaire, interviews, classroom observation and document review. The result of this study showed that the teachers agreed that character education was important to be applied during teaching and learning program through the strategies such as group discussion or individual assignment. Students’ personal characters and behaviors stated by the teachers as the problem in teaching the character education and having a communication with students and observing them during teaching and learning process were mention as the ways to solve the problem.]]>
<![CDATA[Teaching and Learning of English in Higher Education before, during, and after Pandemic: What differs? ]]>
<![CDATA[Tifano, Fanny]]>;
<![CDATA[Petrus, Ismail]]>;
<![CDATA[Silvhiany, Sary]]>
<![CDATA[ VELES Voices of English Language Education Society Vol 8 No 2 (2024): August 2024 ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/veles.v8i2.25743
<![CDATA[The COVID-19 pandemic led to the worldwide closure of educational institutions, forcing a shift from face-to-face to fully online learning. As the pandemic subsided, traditional teaching resumed. This study aimed to explore English teaching and learning in higher education across three phases—before, during, and after the pandemic—by examining differences in activities and technology used. A phenomenological approach was employed, with semi-structured interviews for data collection. Purposive sampling selected eight participants—three lecturers and five students—from the English Education Department of Sriwijaya University. The findings revealed that while learning activities were largely similar across the three phases, the technology and media used varied. Before the pandemic, participants had limited exposure to online platforms, but the pandemic introduced them to new digital tools and methods. In the post-pandemic phase, participants embraced more flexibility, adopting face-to-face, online, hybrid, or blended learning models using suitable platforms. This shift has led to a general preference for the post-pandemic approach to English teaching and learning.]]>
<![CDATA[CULTURAL-BASED READING MATERIALS FOR VOCATIONAL HIGH SCHOOL: STUDENTS’ NEED ANALYSIS ]]>
<![CDATA[Jopalina, Praisa]]>;
<![CDATA[Inderawati, Rita]]>;
<![CDATA[Petrus, Ismail]]>
<![CDATA[ English Review: Journal of English Education Vol. 11 No. 3 (2023) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v11i3.7916
<![CDATA[English instruction provided in vocational schools (SMK) possesses distinct characteristics when compared to English instruction in general schools. Considering the vocational schools' objective of preparing students to compete effectively in the workforce, it becomes necessary to adapt the instructional materials to cater to the students' specific needs. This research aims to identify the requirements of students in developing culturally-based English reading materials, as assessed from the perspectives of both students and teachers. A combination of questionnaires and interviews was employed to gather the necessary information. A comprehensive analysis, encompassing both quantitative and qualitative aspects, was conducted on the collected data. The findings of the needs assessment unveiled the following key points: 1) students continue to face difficulties in understanding what they read; 2) there is a demand for descriptive texts; 3) English reading materials should be integrated with content relevant to other subjects; and 4) no English reading materials currently exist that consider the students' local culture, specifically the Prabumulih culture. To fulfill these requirements, it is imperative to create supplementary reading resources that incorporate local culture, align with the students' reading proficiency, and support the subject matter effectively.]]>
