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Ardiasih, Lidwina Sri
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STUDENTS’ EXPERIENCES, CHALLENGES, AND PERCEPTIONS ON U-DICTIONARY TO IMPROVE ENGLISH PRONUNCIATION Yonri Sudirahayu; Nia Kurniawati; Lidwina Sri Ardiasih
ENGLISH Vol 18 No 2 (2024)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

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

Abstract

This study explores the experiences, challenges, and perceptions of Indonesian senior high school students, specifically those with Sundanese mother tongue backgrounds, as they utilize the "U-Dictionary" app to enhance their English pronunciation. Employing a qualitative case study approach with semi-structured interviews, the research investigates students' experiences with the app, their challenges, and their perceptions of its features and effectiveness. Additionally, it examines the influence of cultural factors, such as Sundanese phonology, on pronunciation acquisition. Grounded in Kolb's experiential learning cycle, the analysis focuses on how the app's functionalities, including pronunciation assistance, translation tools, and interactive feedback, contribute to pronunciation development. The findings indicate that students appreciated the app's interactive and user-friendly features, which facilitated their pronunciation practice and increased their confidence in speaking English. However, they faced challenges in accurately mimicking native pronunciation due to phonological differences and occasional inconsistencies in the app's feedback. Generally, students also perceived U-Dictionary as a powerful tool for pronunciation practice besides suggesting improvements in feedback accuracy and the inclusion of more tailored exercises. This study highlights the potential of mobile technology in supporting language learning for non-native speakers with specific linguistic backgrounds, providing valuable recommendations for app developers to enhance the app's functionalities and for educators to integrate such tools effectively into their teaching practices.
Pengaruh Literasi Digital Guru dan Lingkungan Belajar terhadap Hasil Belajar Siswa Sekolah Dasar Yuliana, Eneng; Nirmala, Sri Dewi; Ardiasih, Lidwina Sri
Jurnal Basicedu Vol. 7 No. 1 (2023)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/basicedu.v7i1.4196

Abstract

Penelitian ini bertujuan guna menganalisis sejauh mana pengaruh literasi digital guru dan lingkungan belajar terhadap hasil belajar siswa sekolah dasar sebanyak 1778 siswa. Jenis penelitian yang dipergunakan yaitu kuantitatif dengan metode korelasi. Hasil penelitian terhadap hail belajar siswa sekolah dasar di Kecamatan Cibereum ini adalah: (1) Literasi digital guru memiliki pengaruh sebesar 47.627 dengan signifikan bernilai 0,000 0,05 yang mengartikan cukup signifikan terhadap hasil belajar siswa; (2) Lingkungan belajar memiliki pengaruh sebesar sebesar 4.885 dengan signifikan bernilai 0,000 0,05 yang mengartikan cukup signifikan terhadap hasil belajar siswa; (3). Literasi sdigital guru dan lingkungan belajar berpengaruh cukup signifikan yaitu sebesar 1148.074 dengan probabilitas yakni sig bernilai 0,000 0,05. Sehingga maka lingkungan belajar dan literasi digital guru memiliki pengaruhpada hasil belajar siswa sekolah dasar di Kecamatan Cibeureum. Besarnya pengaruh lingkungan belajar dan literasi digital terhadap hasil belajar, menuntut guru mengembangkan kompetensinya pada bidang teknologi informasi. Sehingga kegiatan pembelajaran menjadi lebih inovatif, kreatif dan modern. Berdasarkan analisis data tersebut maka dapat simpulkan bahwa kemampuan digital guru berpengaruh terhadap hasil belajar siswa, maka implikasi dari penelitian ini adalah diperlukan adanya pelatihan khusus guna meningkatkan professional digital guru melalui pelatihan atau workshop.
Hubungan Penguasaan Kosakata dengan Keterampilan Membaca dan Berbicara Siswa Kelas V Sekolah Dasar Syarif, A. Adlan; Winarsih, Dwi; Ardiasih, Lidwina Sri
EDUKATIF : JURNAL ILMU PENDIDIKAN Vol 6, No 6 (2024): December
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/edukatif.v6i6.7683

Abstract

Penguasaan kosakata berhubungan erat dengan keterampilan membaca dan keterampilan berbicara yang harus dikuasai oleh siswa dalam pembelajaran bahasa Indonesia di Sekolah Dasar. Penelitian ini bertujuan untuk mendeskripsikan hubungan antara penguasaan kosakata dengan keterampilan membaca dan keterampilan berbicara. Penelitian ini merupakan penelitian korelasi dengan metode deskriptif kuantitatif. Dengan jumlah responden 60 siswa. Instrumen penelitian yang digunakan adalah tes objektif dan tes unjuk kerja. Teknik analisis data yang dilakukan adalah uji normalitas, uji hipotesis, dan analisis regresi. Hasil penelitian menunjukan bahwa, (1) koefisien korelasi atau   sebesar 0,651 lebih besar dari  sebesar 0,266 yang menunjukkan bahwa, variabel penguasaan kosakata mempunyai hubungan dengan variabel keterampilan membaca; (2) koefisien korelasi atau   sebesar 0,945 lebih besar dari  sebesar 0,266 yang menunjukkan bahwa, variabel penguasaan kosakata mempunyai hubungan dengan variabel keterampilan berbicara; (3) koefisien korelasi atau  sebesar 0,602 lebih besar dari  sebesar 0,266 yang menunjukkan bahwa, terdapat hubungan yang positif dan signifikan antara penguasaan kosakata terhadap keterampilan membaca dan keterampilan berbicara. Berdasarkan hasil di atas Hα yang diajukan dalam penelitian ini diterima.
STUDENTS’ EXPERIENCES, CHALLENGES, AND PERCEPTIONS ON U-DICTIONARY TO IMPROVE ENGLISH PRONUNCIATION Yonri Sudirahayu; Nia Kurniawati; Lidwina Sri Ardiasih
ENGLISH Vol 18 No 2 (2024)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

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

Abstract

This study explores the experiences, challenges, and perceptions of Indonesian senior high school students, specifically those with Sundanese mother tongue backgrounds, as they utilize the "U-Dictionary" app to enhance their English pronunciation. Employing a qualitative case study approach with semi-structured interviews, the research investigates students' experiences with the app, their challenges, and their perceptions of its features and effectiveness. Additionally, it examines the influence of cultural factors, such as Sundanese phonology, on pronunciation acquisition. Grounded in Kolb's experiential learning cycle, the analysis focuses on how the app's functionalities, including pronunciation assistance, translation tools, and interactive feedback, contribute to pronunciation development. The findings indicate that students appreciated the app's interactive and user-friendly features, which facilitated their pronunciation practice and increased their confidence in speaking English. However, they faced challenges in accurately mimicking native pronunciation due to phonological differences and occasional inconsistencies in the app's feedback. Generally, students also perceived U-Dictionary as a powerful tool for pronunciation practice besides suggesting improvements in feedback accuracy and the inclusion of more tailored exercises. This study highlights the potential of mobile technology in supporting language learning for non-native speakers with specific linguistic backgrounds, providing valuable recommendations for app developers to enhance the app's functionalities and for educators to integrate such tools effectively into their teaching practices.
HUBUNGAN REGULASI DIRI DAN KEMAMPUAN BERPIKIR KRITIS DENGAN KETERAMPILAN MENULIS NARASI SISWA KELAS V SD Fitriana, Fina; Yarmi, Gusti; Ardiasih, Lidwina Sri
ELSE (Elementary School Education Journal) : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Vol 5 No 2 (2021): AGUSTUS
Publisher : UNIVERSITAS MUHAMMADIYAH SURABAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/else.v5i2.8856

Abstract

Dalam menulis narasi dibutuhkan kemampuan berpikir krits untuk  menyiapkan konsep yang akan dituliskan. Selain unsur kognitif, regulasi diri siswa juga mempengaruhi proses menulis narasi. Tujuan penelitian ini adalah untuk mengetahui hubungan antara (1) regulasi diri dengan keterampilan menulis narasi, (2) kemampuan berpikir kritis dengan keterampilan menulis narasi, (3) regulasi diri dan kemampuan berpikir kritis secara bersama-sama dengan keterampilan menulis narasi. Penelitian dilaksanakan di SDN Wilayah Binaan V Jatinegara, Jakarta Timur tahun pelajaran 2019/2020. Metode penelitian yang digunakan pendekatan kuantitatif, metode yang digunakan dalam penelitian ini adalah metode survey dengan teknik korelasional (keterhubungan).
Students’ Perceptions on Benefits and Challenges in Using Google Classroom for Online English Learning during Pandemic Covid-19 Sudaryani, Harlina; Rukmini, Dwi; Ardiasih, Lidwina Sri
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 11 No. 1 (2023): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v11i1.59176

Abstract

The emergence of Covid-19 make the learning process should conducting in online. LMS is play important role as media in supporting learning process, but the readiness of students related to the use of Google classroom must be studied more deeply. This study aims to analyze the students' perceptions on Google Classroom's benefits and challenges in online English education. The researcher conducted the study during the covid-19 outbreak. This research is qualitative and descriptive. The researcher used questionnaires, interviews, and observations as the instruments to collect data. The research subjects are 72 Accounting and Finance students from vocational high school, consisting of two boys and seventy girls. The researcher distributed the questionnaire to 72 participants. The researcher then interviewed twelve students. According to the results, the process of studying English online with Google Classroom is consistent with existing learning phases. The second finding is that Google Classroom provides numerous benefits for online English learning for students. This study also revealed that the students encountered several challenges when utilizing Google Classroom for online English learning: internet connection, insufficient internet quota, internet speed, and lack of gadgets for online English learning. In this study, the researcher provided solutions to the challenges of using Google Classroom for online English learning. The solutions suggested by the researcher are Providing sufficient access to devices and internet packages and enhancing signal strength and internet speed.
Implementasi Sekolah Ramah Anak di SD: Studi Kasus Pendidikan Inklusif Marwati, Marwati; Putro, Ahmad Agung Yuwono; Ardiasih, Lidwina Sri
EDUKATIF : JURNAL ILMU PENDIDIKAN Vol 7, No 1 (2025): February
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/edukatif.v7i1.7948

Abstract

Penelitian ini dilatarbelakangi oleh pentingnya implementasi konsep Sekolah Ramah Anak (SRA) dalam menciptakan lingkungan pendidikan yang aman, nyaman, serta melindungi hak anak, termasuk mekanisme pengaduan untuk menangani kasus di satuan pendidikan. Tujuan penelitian ini adalah untuk mendeskripsikan implementasi SRA dan dampaknya di SDN 1 Sewon. Penelitian ini menggunakan metode deskriptif kualitatif dengan pendekatan studi kasus. Subjek penelitian meliputi kepala sekolah, guru, tenaga kependidikan, siswa, orang tua, dan komite sekolah, yang ditentukan dengan teknik purposive sampling. Data dikumpulkan menggunakan model Miles & Huberman, yaitu reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa implementasi SRA di SDN 1 Sewon telah berjalan dengan baik sesuai indikator dalam komponen SRA, meskipun terdapat beberapa indikator yang belum sepenuhnya terpenuhi. Dampak implementasi SRA sangat signifikan, di mana sebanyak 96% responden, yang terdiri dari siswa, guru, dan orang tua, merasakan peningkatan keamanan di sekolah. Selain itu, sebanyak 89% siswa menyatakan merasa lebih nyaman dan senang dalam mengikuti kegiatan belajar mengajar. Peningkatan partisipasi orang tua dalam mendukung program sekolah juga tercatat meningkat sebesar 75% setelah penerapan SRA. Kontribusi penelitian ini terhadap literatur adalah memberikan bukti empiris mengenai efektivitas penerapan SRA dalam meningkatkan keamanan, kenyamanan, dan partisipasi berbagai pihak di lingkungan sekolah dasar. Selain itu, penelitian ini juga menyoroti praktik baik dalam implementasi SRA, yang dapat dijadikan referensi bagi sekolah lain dalam mengadopsi kebijakan serupa.
ENHANCING STUDENTS’ HIGHER ORDER THINKING SKILL THROUGH GUIDING QUESTION TECHNIQUE Eneng Rohanah; Ruminda; Lidwina Sri Ardiasih
ENGLISH Vol 19 No 1 (2025)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

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Abstract

This study examined the effectiveness of the guiding question technique in enhancing students’ Higher-Order Thinking Skills (HOTS) at a senior high school in Cianjur. It employed a quantitative approach with an experimental design, using pre- and post-tests to assess HOTS development. The findings revealed that in the control class, the mean HOTS score before treatment was 61.88, which increased to 74.00 after applying the conventional method. The significance value for the HOTS assessment variable in this group was 0.840. Meanwhile, in the experimental class, the mean HOTS score before treatment was 61.38, rising to 88.62 after implementing the guiding question technique. The post-test HOTS assessment in this group showed a significance value of 0.000. The t-test results confirmed a significant difference between the experimental and control groups, indicating that students in the experimental class achieved a higher improvement in HOTS compared to those in the control class. These results establish that the guiding question technique is an effective method for enhancing students' higher-order thinking skills.
ENHANCING STUDENTS’ HIGHER ORDER THINKING SKILL THROUGH GUIDING QUESTION TECHNIQUE Eneng Rohanah; Ruminda; Lidwina Sri Ardiasih
ENGLISH Vol 19 No 1 (2025)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

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

Abstract

This study examined the effectiveness of the guiding question technique in enhancing students’ Higher-Order Thinking Skills (HOTS) at a senior high school in Cianjur. It employed a quantitative approach with an experimental design, using pre- and post-tests to assess HOTS development. The findings revealed that in the control class, the mean HOTS score before treatment was 61.88, which increased to 74.00 after applying the conventional method. The significance value for the HOTS assessment variable in this group was 0.840. Meanwhile, in the experimental class, the mean HOTS score before treatment was 61.38, rising to 88.62 after implementing the guiding question technique. The post-test HOTS assessment in this group showed a significance value of 0.000. The t-test results confirmed a significant difference between the experimental and control groups, indicating that students in the experimental class achieved a higher improvement in HOTS compared to those in the control class. These results establish that the guiding question technique is an effective method for enhancing students' higher-order thinking skills.
Strengthening Students’ English Reading Skills and Motivation Through Flipped Classroom Strategy Using Whatsapp (WA) as a Learning Media Sungkur, Sensianus; Ardiasih, Lidwina Sri; Saehu, Andang
Linguistic, English Education and Art (LEEA) Journal Vol. 8 No. 2 (2025): Linguistic, English Education and Art (LEEA) Journal
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/leea.v8i2.14968

Abstract

This study employs a quasi-experimental design to explore the effectiveness of the Flipped Classroom strategy in enhancing students' reading skills and motivation using the WhatsApp platform. The quasi-experimental technique measures the measurement results before and after treatment. In addition, this study also seeks a correlation between reading skills and reading motivation. The research participants were seventh graders of a Junior High School in Tana Tidung who were randomly selected into experimental and control classes. The instruments used in this study were a pre-post reading skills test and a pre-post reading motivation questionnaire on two dimensions, namely intrinsic and extrinsic. Both instruments have been tested for validity and reliability before being used in the study. The results showed that the significant value (2 tailed) or (P) of the post-class reading comprehension test obtained by the experimental and control classes was 0.001, which is smaller than 0.05. It is confirmed that there is a significant difference and the quality of the experimental class' results in reading comprehension, which is higher than the control class. Thus, the Flipped Classroom strategy has an impact on improving reading skills. All significant values (2 tailed) or (P) of the post-reading motivation questionnaire in both dimensions obtained by the experimental and control classes also showed significant difference as they reached 0.001, which is smaller than 0.05. In addition, the quality of the experimental class' reading motivation results were higher than the control class. Thus, the Flipped Classroom strategy has a good impact on increasing reading motivation. Meanwhile, the significance values of the Pearson correlation of the post-reading skill test and the post-reading motivation questionnaire in both dimensions obtained by the experimental class are 0.882, 0.629, and 0.522. The control class obtained 0.286, 0.151, and 0.069. These values are more than 0.05. Thus, this shows that students' reading skills are not correlated with reading motivation in the control class. So, it can be concluded that the Flipped Classroom strategy is very appropriate for improving reading skills and reading motivation using WhatsApp platform, but there is no relationship between reading skills and reading motivation. Keywords: Flipped Classroom Strategy, Reading Motivation, Reading Skill, WhatsApp.
Co-Authors Ace Sriati Rachman Agustina Syafriani Ai Yusi Kurniawati Ai Yusi Kurniawati Amir Tengku Ramli Amir Tengku Ramly Andang Saehu Andang Saehu, Andang Arini Noor Izzati Audi Yundayani Bachtiar Bachtiar Bachtiar Bachtiar Bambang Ismanto Bambang Ismanto Basyir, Muslim. Benny Nugraha Brillianing Pratiwi Chrissy Andrea Putri D. Abdul Kohar Dessy Dwi Yudha Santhi Dessy Yudha Santhi Dina Fuji Handayani Dwi Rukmini Dwi Winarsih Efendi, Yudi Emzir Emzir, Emzir Eneng Rohanah Eneng Yuliana Ersih Lesnussa Eton Eton Eton, Eton Fauzy Kosasih Fauzy Rahman Kosasih Fitriana, Fina Gusti Yarmi Gusti Yarmi Handayani, Dina Fuji Hanna Sundari Happy Karlina Marjo Hermawati, Atit Houtman Ida Siti Hamidah Ifa Fachriyah Jaka Warsihna Jesi Alexander Alim Jesi Alexander Alim Juhana Juhana Juhana Juhana Juhana, Juhana Juhana, Juhana Lesnussa, Ersih Lyza Yustika Ma'rufah, Anis Mastiasa Nadra, Made Maya Puspitasari Maya Puspitasari, Maya Melinda Roza Melisa Arisanty Melisa Arisanty Meylina Meylina Meylina, Meylina Muhammad Sulaiman Najemi, Silvia Nengsi Fatmawati Rifamole Ngadiso Ngadiso Nia Kurniawati Nina Daniati Nunung Prasetyo Nunung Supratmi Nurlaela, Dewi Putro, Ahmad Agung Yuwono Quamilla, Vini Rahayu Dwi Riyanti Rahmad Husein Rahmiaty Rahmiaty Rahmiaty, Rahmiaty Rima Rahmawati Ronaldo Kho Ruminda Ruminda Sabighoot , Yus Alvar Santhi, Dessy Dwi Yudha Sediyaningsih, Sri Sediyaningsih, Sri Setya Rochmad Catur Cahyadi Solly Aryza Sri Dewi Nirmala Sudaryani, Harlina Sugeng Widakdo Sungkur, Sensianus Suratinah Suratinah Syahruddin Syahruddin Syarif, A. Adlan Udi Samanhudi Widya Rizky Pratiwi, Widya Rizky Wiradharma, Gunawan Yarmi, Gusti Yonri Sudirahayu Yudha Santhi, Dessy Dwi Yuliana, Eneng Yumna Rasyid, Yumna Zuhairi, Aminudin