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All Journal Indonesian Journal of Applied Linguistics (IJAL) TARBIYA : Journal Education in Muslim Society English Review: Journal of English Education REFLEKSI EDUKATIKA Indonesian Language Education and Literature IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature ELSE (Elementary School Education Journal) : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Numeracy : Jurnal Ilmiah Pendidikan Matematika Visipena Edulitics (Education, Literature, and Linguistics) Journal PROSIDING SEMINAR NASIONAL PROGRAM PASCASARJANA Indonesian Journal of Learning Education and Counseling JOURNAL OF APPLIED LINGUISTICS AND LITERATURE An Nabighoh Jurnal Pendidikan dan Pembelajaran Bahasa Arab JETL (Journal Of Education, Teaching and Learning) JMIE (Journal of Madrasah Ibtidaiyah Education) Deiksis Jurnal Pendidikan Bahasa dan Sastra Indonesia Arkhais - Jurnal Ilmu Bahasa dan Sastra Indonesia Aksis : Jurnal Pendidikan Bahasa dan Sastra Indonesia BAHTERA : Jurnal Pendidikan Bahasa dan Sastra JET (Journal of English Teaching) Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Journal of English Education and Teaching (JEET) Jurnal Membaca Bahasa dan Sastra Indonesia Jurnal Eduscience (JES) Dinasti International Journal of Education Management and Social Science Jurnal ABDINUS : Jurnal Pengabdian Nusantara Getsempena English Education Journal Ethical Lingua: Journal of Language Teaching and Literature Lingua Rima: Jurnal Pendidikan Bahasa dan Sastra Indonesia Jurnal Manajemen Pendidikan dan Ilmu Sosial (JMPIS) JOLLT Journal of Languages and Language Teaching Basic and Applied Education Research Journal (BAERJ) JURNAL ILMIAH GLOBAL EDUCATION Archive: Jurnal Pengabdian Kepada Masyarakat Jurnal Pendidikan dan Pembelajaran Jurnal Gramatika: Jurnal Penelitian Pendidikan Bahasa dan Sastra Indonesia Journal of Educational Sciences Edulitics (Education, Literature, and Linguistics) Journal SENTRI: Jurnal Riset Ilmiah Journal of Language and Literature Studies Jurnal Pendidikan Bahasa Dan Sastra Indonesia (BASTRANDO) Eduvest - Journal of Universal Studies Journal of Language and Pragmatics Studies JURNAL HANDAYANI PGSD FIP UNIMED Lingeduca: Journal of Language and Education Studies Journal of Education Method and Learning Strategy Journal of Linguistics, Culture and Communication International Journal of Language and Ubiquitous Learning Jurnal Pendidikan Bahasa Indonesia Journal of International Multidisciplinary Research Jurnal Sastra Indonesia ANUFA
Fathiaty Murtadho
Universitas Negeri Jakarta
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Neuroscience Public Health Social Sciences Other

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IMPLEMENTASI MODEL CIPP (CONTEXT, INPUT, PROCESS, DAN PRODUCT) SEBAGAI EVALUASI PEMBELAJARAN ONLINE Zain, M. Yanuardi; Boeriswati, Endry; Murtadho, Fathiaty
Jurnal Membaca Bahasa dan Sastra Indonesia Vol 8, No 2 (2023): Jurnal Membaca (Bahasa dan Sastra Indonesia)
Publisher : Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jmbsi.v8i2.22771

Abstract

Pandemi Covid-19 telah berdampak di berbagai aspek kehidupan manusia, termasuk aspek pendidikan. Selama masa pandemi, proses pembelajaran tatap muka di kelas ditutup hingga batas waktu yang tidak ditentukan karena itu, agar proses pembelajaran terus berjalan, maka kegiatan pembelajaran di lakukan secara online. Penelitian ini bertujuan untuk mengevaluasi pembelajaran online yang dilaksanakan oleh satuan pendidikan dan peserta didik dengan menggunakan model evaluasi Context, Input, Process, Product (CIPP). Penelitian ini menggunakan metode deskriptif serta pengumpulan data yang dilakukan secara kualitatif. Hasil penelitian menunjukkan bahwa program pembelajaran online dilihat dari segi konteks dilatarbelakangi oleh adanya sarana dan prasarana yang lengkap. Input pembelajaran online sangat tinggi karena pendidik dan peserta didik mempunyai karakteristik saling berkesinambungan, seperti halnya peserta didik memiliki potensi untuk berkembang dan pendidik memiliki keterampilan dalam membimbing, serta sarana dan prasarana penunjang program pembelajaran online yang telah lengkap. Proses pembelajaran online telah terlaksana sangat tinggi dikarenakan ada beberapa pendidik yang mengajarkan mata pelajaran tertentu belum melaksanakan pembelajaran online.  Produk pembelajaran online dapat meningkatkan hasil akhir peserta didik.
Evaluation of Indonesian to English Translation at the Undergraduate Level Using Componential Assessment Retnomurti, Ayu Bandu; Lustyantie, Ninuk; Murtadho, Fathiaty
International Journal of Language and Ubiquitous Learning Vol. 2 No. 2 (2024)
Publisher : Yayasan Pendidikan Islam Daarut Thufulah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijlul.v2i2.893

Abstract

Background. The ability to translate is a crucial skill for EFL students and helps overcome language barriers. This study investigates the improvement of translation skills at Universitas Indraprasta PGRI and explains the types of componential assessment (skills assessment) as an effective translation strategy to increase students' proficiency. Purpose. This study aims to improve translation skills among students at Universitas Indraprasta PGRI by using componential assessment as a strategy to enhance their proficiency. Method. An undergraduate class of fifty students in a Translation course participated in this study. The research utilizes a sequential explanatory design, beginning with an Indonesian-to-English translation proficiency test followed by a content analysis of the translations. The study focuses on assessing lexical-semantic, cultural, pragmatic, and grammatical skills through componential assessment. Results. The quantitative results indicated that the quality of translations was generally poor. The primary reason for this was the participants' insufficient mastery of both Indonesian and English, which made achieving equivalency challenging. The qualitative analysis revealed that students faced difficulties in several areas:Lexical-semantic skills; Cultural skills; Pragmatic skills; Grammatical skills. Translation mistakes were predominantly found in grammar, specifically: Pluralization; Capitalization; Inflection of words; Present tense usage; Agreement between subject and verb participles; Use of demonstrative pronouns and fragments representing them. Conclusion. The findings of this study highlight the importance of effective translation teaching methods, particularly in Indonesian universities where students are expected to have a strong command of both Indonesian and English. Improving these methods can significantly enhance students' translation skills and overall language proficiency.
IMPLEMENTASI PENGGUNAAN PENILAIAN PORTOFOLIO DALAM PEMBELAJARAN MENULIS PADA TINGKAT SMK DI KABUPATEN BOGOR Basuki, Mariani; Lustyantie, Ninuk; Murtadho, Fathiaty
Refleksi Edukatika : Jurnal Ilmiah Kependidikan Vol 14, No 2 (2024): Refleksi Edukatika : Jurnal Ilmiah Kependidikan (Juni 2024)
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/re.v14i2.12364

Abstract

The aim of this research is to analyze the implementation of the use of portfolio assessment in learning to write at the vocational school level in Bogor district.The method used in this research is a descriptive qualitative method, as the research subject for teachers and students. The instruments and data collection techniques used consisted of interviews, observation and documentation. The data analysis technique uses the Milles and Huberman model theory which consists of data collection, data reduction, data display and conclusions. The research results show that Bogor district vocational school teachers have used portfolio assessment in writing learning activities. This was obtained from the results of interviews, observations and documents of teachers who had carried out the portfolio assessment stage in learning to write quite well but not yet optimally. There are still several steps that have not been implemented by teachers in the form of obstacles in providing reviews and reflections on students' assignment results due to time constraints.
Learning of Spoken Language for Deaf Children with Reflective Maternal Method Anim Purwanto; Endry Boeriswati; Fathiaty Murtadho
DIAJAR: Jurnal Pendidikan dan Pembelajaran Vol. 3 No. 3 (2024): Juli 2024
Publisher : Yayasan Pendidikan Penelitian Pengabdian Algero

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54259/diajar.v3i3.2545

Abstract

Children with hearing loss experience difficulty in pronouncing vowels and words due to lack of speaking habits, especially in the family environment. This study aims to analyze the use of reflective maternal methods in improving the spoken language of deaf children at the State Special School 7 Jakarta. Qualitative descriptive research methods were used to understand this phenomenon. The data source involves one class teacher and three students with hearing impairment, with interviews, observation and documentation as methods of collecting information. The results show variations in oral language abilities through the reflective maternal method. YAS subjects have less clear articulation but use gestures to complete their communication. MSY is able to produce words and sentences but has difficulty in constructing sentences. AHS, the third subject, also has less clear articulation and uses sign language to support understanding of his interlocutor. This research makes a significant contribution to the understanding of spoken language learning of deaf children so that appropriate strategies are needed to support effective communication for each individual.
Implementation of The Use of Portfolio Assessment In Learning Writing Skill at Vocational School Mariani; Ninuk lustyantie; Fathiaty Murtadho
Journal of International Multidisciplinary Research Vol. 2 No. 6 (2024): Juni 2024
Publisher : PT. Banjarese Pacific Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62504/jimr536

Abstract

This research aims to analyze the implementation of the use of portfolio assessment in learning to write at the vocational school level in Bogor district. The method used in this research is a descriptive qualitative method, as the research subject for teachers and students. The instruments and data collection techniques used consisted of interviews, observation and documentation. The data analysis technique uses the Milles and Huberman model theory which consists of data collection, data reduction, data display and conclusions. The research results show that Bogor district vocational school teachers have used portfolio assessment in writing learning activities. This was obtained from the results of interviews, observations and documents of teachers who had carried out the portfolio assessment stage in learning to write quite well but not yet optimally. There are still several steps that have not been implemented by teachers in the form of obstacles in providing reviews and reflections on students' assignment results due to time constraints.
Authentic Assessment through Analytic Teams Technique in Empowering Students’ Speaking Skills Hamdani, Haris; Lustyantie, Ninuk; Murtadho, Fathiaty
Edulitics (Education, Literature, and Linguistics) Journal Vol 9 No 1 (2024): June, 2024
Publisher : Prodi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Islam Darul Ulum Lamongan*

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/edulitics.v9i1.6330

Abstract

Learning in higher education is fundamentally an activity which is conducted in a planned and structured manner to create an environment and provide services that enable students to learn effectively. The major duty of lecturers is to organize and implement learning, as well as conduct an assessment of each content that has been taught. For that reason, this research is trying to investigate: (1) authentic assessments through analytic team technique implemented in English learning and teaching, (2) the types of authentic assessment used, (3) the teachers’ perception of the implementation of authentic assessment through analytic teams technique in empowering students’ speaking skills. This study applied qualitative design to apprehend the implementation of authentic assessment through analytic teams technique. Observation, interview, and documentation were conducted to get the data. The results showed that the authentic assessment through the analytic team's technique applied in the English lecturer class of Universitas Bhayangkara Jakarta Raya at the Communication Science Department is level good. Both lectures implemented authentic assessments through analytic team technique in the learning and teaching process. The types of authentic assessments were performance assessment, observation and question, presentation and discussion, experiments, storytelling, and self-assessment. Furthermore, the lecturers’ perception of the implementation of authentic assessment through the analytic teams technique can empower students’ speaking skills. This research implies that educators can enhance students’ speaking skills using authentic assessments through the analytic teams technique to better outcomes in students' speaking skills, and to take ownership of their learning.
The Acquisition of Word Classes in the Indonesian Language by Students with Hearing Impairments Septiani, Dwi; Zainal Rafli; Fathiaty Murtadho; Tryana
Jurnal Sastra Indonesia Vol. 13 No. 3 (2024): November
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/h6f1as93

Abstract

This study explores the acquisition of word classes among deaf students in special education over one academic year (2023/2024), focusing on developing their language skills. Through the analysis of 668 words categorized according to Harimurti Kridalaksana's theory, the research reveals that nouns dominate (37.4%), followed by verbs (22.4%), adjectives (14.9%), adverbs (11.9%), pronouns (7.5%), conjunctions (4.5%), and prepositions (1.2%). These findings suggest that hard-of-hearing children or deaf students focus on concrete objects and actions, indicating a reliance on tangible language in communication. The lower use of pronouns, conjunctions, and prepositions points to more superficial sentence structures, highlighting the need for explicit naming and connections in their writing. The study underscores the need for educators to adapt their teaching strategies to support language acquisition for deaf students better. It recommends bilingual interventions integrating sign and spoken language, emphasizing visual and contextually relevant instruction. The study also calls for targeted support in teaching verbs and adjectives. It advocates for creating interactive, experiential learning environments that foster emotional support and engagement, which can enhance language mastery and communication skills. Additionally, the research highlights the importance of professional development for educators to address the unique linguistic and cognitive challenges faced by deaf students. Finally, it encourages longitudinal research to investigate linguistic dimensions in their language acquisition further. This study aims to contribute to more effective educational practices that promote optimal language development and social integration for deaf children
Pengembangan Purwarupa Modul Projek Penguatan Profil Pelajar Pancasila melalui Strategi Literasi pada Siswa Fase D Nunik Eka Sugiyanti; Fathiaty Murtadho; Liliana Muliastuti
Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 10 No. 3 (2024)
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/onoma.v10i3.3853

Abstract

Penelitian ini bertujuan untuk mengembangkan purwarupa modul projek penguatan profil pelajar Pancasila melalui strategi literasi pada siswa fase D di SMPN I Cikupa. Metode yang digunakan adalah penelitian dan pengembangan atau research and development melalui model 4D (Define, Design, Develop, and Disseminate). Analisis data dilakukan dengan teknik kuantitatif dan kualitatif yang diambil melalui penyebaran kuesioner, observasi, dan wawancara. Proses validasi dilakukan kepada ahli media dan ahli materi. Hasil validasi ahli materi yang diperoleh adalah 4,83 dengan kriteria “Sangat Layak”, sedangkan hasil validasi ahli media sebesar 4,67 dengan kriteria “Sangat Layak.” Hasil pengembangan produk ini disebarluaskan kepada pengguna modul, yakni siswa kelas 7 fase D dan fasilitator P5 SMP Negeri 1 Cikupa. Setelah disebarluaskan, hasil tanggapan dari dua belas orang fasilitator dan lima puluh delapan siswa terhadap modul projek sebesar 4,30 memiliki kriteria “Sangat Layak.” Berdasarkan hasil tersebut, disimpulkan bahwa modul projek penguatan profil pelajar Pancasila melalui strategi literasi pada siswa fase D, khususnya siswa kelas 7 di SMPN 1 Cikupa ini sangat layak untuk digunakan
Authentic Assessment through Analytic Teams Technique in Empowering Students’ Speaking Skills Hamdani, Haris; Lustyantie, Ninuk; Murtadho, Fathiaty
Edulitics (Education, Literature, and Linguistics) Journal Vol 9 No 1 (2024): June, 2024
Publisher : Prodi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Islam Darul Ulum Lamongan*

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/edulitics.v9i1.6330

Abstract

Learning in higher education is fundamentally an activity which is conducted in a planned and structured manner to create an environment and provide services that enable students to learn effectively. The major duty of lecturers is to organize and implement learning, as well as conduct an assessment of each content that has been taught. For that reason, this research is trying to investigate: (1) authentic assessments through analytic team technique implemented in English learning and teaching, (2) the types of authentic assessment used, (3) the teachers’ perception of the implementation of authentic assessment through analytic teams technique in empowering students’ speaking skills. This study applied qualitative design to apprehend the implementation of authentic assessment through analytic teams technique. Observation, interview, and documentation were conducted to get the data. The results showed that the authentic assessment through the analytic team's technique applied in the English lecturer class of Universitas Bhayangkara Jakarta Raya at the Communication Science Department is level good. Both lectures implemented authentic assessments through analytic team technique in the learning and teaching process. The types of authentic assessments were performance assessment, observation and question, presentation and discussion, experiments, storytelling, and self-assessment. Furthermore, the lecturers’ perception of the implementation of authentic assessment through the analytic teams technique can empower students’ speaking skills. This research implies that educators can enhance students’ speaking skills using authentic assessments through the analytic teams technique to better outcomes in students' speaking skills, and to take ownership of their learning.
Arabic Vocabulary Learning Strategies in Early Childhood: A Case Study at an Integrated Islamic Elementary School Sri Zulfida; Zainal Rafli; Fathiaty Murtadho; Mohammad Shahidul Islam
An Nabighoh Jurnal Pendidikan Dan Pembelajaran Bahasa Arab Vol 26 No 2 (2024): An Nabighoh
Publisher : Institut Agama Islam Negeri (IAIN) Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/an-nabighoh.v26i2.269-286

Abstract

This study explores the strategies and methods for teaching Arabic vocabulary to young children at an Integrated Islamic Primary School (SDIT). The research analyzes how different teaching approaches affect vocabulary acquisition in early childhood education. A qualitative descriptive method was used, with data collected through classroom observations, in-depth interviews, and document analysis. The main strategies identified include visual and audio media, thematic approaches, repetition, and interactive games. The results highlighted that multisensory and Total Physical Response (TPR) methods significantly improved vocabulary retention and student participation. The communicative approach also proved effective in helping students use new vocabulary in practical contexts. The findings suggest combining visual, physical, and verbal techniques is the most effective way to improve vocabulary acquisition. This study contributes to the ongoing discourse on language learning by providing insights into effective vocabulary teaching strategies in an Islamic educational setting, with implications for curriculum development and teacher training.
Co-Authors Abdul Hamid Aly Aceng Rahmat Aceng Rahmat Aceng Rahmat Aceng Rahmat, Aceng Adam, Sutisno Afif Rofii Ahmad Zuhri Rosyidi Aidil Syah Putra Ainiyah Ekowati Anim PURWANTO Arif Hidayat ARJ Sengkey Asep Supriyana Asep Supriyatna Ayu Bandu Retnomurti, Ayu Bandu Aziz, Zeidtry Maulana Basuki, Mariani Caroline Rahma Maulina Chan, Sam Mukhtar Darwin, David Deafitri Puspa Ayu Dwi Septiani Emzir Emzir Endry Boeriswati Eriyani, Reni Nur Etsa Purbarani Fahrurrozi Fahrurrozi Fairul Zabadi, Fairul Febriana Friza Fernandes Arung Hamdani, Haris Hendra Suryadi Ira Anisa Purawinangun Jaelani, Alan Jefriyanto Saud Karimah, Syahadah Albaqiyatul Leni Lidia Lestari, Tri Edliani Liliana Muliastuti Lina Anisah Lustiyantie, Ninuk Mahfuzo, Muhammad Rizal Mariani Meirisa Meirisa Merri Silvia Basri Miftahulkhairah Anwar Mohammad Shahidul Islam Muhamad Yusuf, SE., M.Si. Muhammad Saddam Haikal Munibi, Ahmad Zaki Nasrullah, Mohamad Irvan Nifmaskossu, Regina Ninuk Lustyantie Novi Triana Dewi Nunik Eka Sugiyanti Nurhamidah, Didah Nurieyya Fieka Azmuna Nurita Bayu Kusmayati Nurkhamidah, Neni Paris, Atika Salman Prihantoro Prihantoro Purwanto, Anim Putri Suristyaning Pratiwi Rahman, Saifur Rajaguk-guk, Sastri Br Reni Eriyani Reni Nur Eryani Rezki Puteri Syahrani Nurul Fatimah Rizka Shauma Alfiyanti Rizkiyanti, Anita Sianipar, Yules Orlando Sintowati Rini Utami Siti Salamah Solo, Lenny Sri Zulfida Sugiyanti, Nunik Eka Sukisno Sukisno, Sukisno Tata Tambi Tata Tambi Tryana Turnip, Maraman Rotua Utami, Sintowati Rini Verawati Vinnisya, Alya Wang, Huang Yan Winahyu, Sri Kusuma Wuwuh Andayani, Wuwuh Yarmi, Gusti Yetti Supriyati Yoga Pratama Yumna Rasyid Yumna Rasyid Yumna Rasyid, Yumna Yuyun Komala Zain, M. Yanuardi Zainal Rafli Zainal Rafli, Zainal Zuriyati Zuriyati