Articles
<![CDATA[APPLYING AFFINITY GROUPING STRATEGY THROUGH PROCESS-BASED CLASSIFICATION ESSAY WRITING TO IMPROVE THE STUDENTSâ WRITING ABILITIES ]]>
<![CDATA[Aulia, Vivi]]>
<![CDATA[ Vidya Karya Jurnal Kependidikan Vol 28, No 2 (2013): Oktober 2013 ]]>
Publisher : <![CDATA[Vidya Karya Jurnal Kependidikan ]]>
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<![CDATA[This article is a report of one-cycle Classroom Action Research conducted to the fifth undergraduate English majors in STKIP-PGRI Banjarmasin. This study was conducted to implement the strategy of affinity grouping which became an alternative to solve the studentsâ writing problem of exploring and generating ideas which, in turn, improved their writing abilities. The instruments used for collecting data were field notes, questionnaires, and studentsâ classification essay projects. It was found out that affinity grouping not only improved studentsâ writing abilities but also helped them figure out what topic to write, developed their general ideas, and elaborated satisfying information and sufficient details of their ideas generation.]]>
<![CDATA[PROMOTING EXTENSIVE READING ACTIVITY THROUGH CONSTRUCTING READING LOGS PROJECT IN EFL CLASS ]]>
<![CDATA[Aulia, Vivi]]>
<![CDATA[ Research And Innovation In Language Learning (RILL) Vol 2, No 2 (2019) ]]>
Publisher : <![CDATA[Lembaga Penelitian Universitas Swadaya Gunung Djati Cirebon, Indonesia ]]>
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DOI: 10.33603/rill.v2i2.2042
<![CDATA[This research aims at knowing the result of students’ extensive reading (ER) activities that were described on reading logs project carried out by English Department students of STKIP PGRI Banjarmasin. Besides that, this research also wants to know the students’ attitude towards the ER activity by gaining their personal views on the benefits and difficulties faced by them in accomplishing the activity. This research takes place towards 22 students who are assigned to do ER activity outside the class time. The data were collected through the documentation of their reading logs project and the questionnaire. The reading logs project consists of six elements that are reported by students individually presenting the summary of their reading activities during 16 weeks while the questionnaire gains information further on clarifying the benefits and the difficulties they face on the activity. The result of documentation students’ reading logs project shows that the students are comfortable having freedom to choose reading material based on genre determined and its sources, stating specific reason on choosing reading material, and reflecting what has been discovered while reading. Furthermore, the result of questionnaire shows that students have benefits and difficulties in promoting ER activity through constructing reading logs project. Since they are given freedom on this activity, 100% of them state that ER activity is not easy due to limitation of their free time during the large amount of other courses assignment. This research concludes that promoting ER to build students’ reading habit and reading culture should be developed continually.]]>
<![CDATA[Analisis Teacher Talk dan Student Talk dalam Bahasa Banjar pada Interaksi Pembelajaran Bahasa Inggris ]]>
<![CDATA[Vivi Aulia]]>;
<![CDATA[Kuzairi Kuzairi]]>
<![CDATA[ BRILIANT: Jurnal Riset dan Konseptual Vol 5, No 2 (2020): Volume 5 Nomor 2, Mei 2020 ]]>
Publisher : <![CDATA[Universitas Nahdlatul Ulama Blitar ]]>
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DOI: 10.28926/briliant.v5i2.452
<![CDATA[Penelitian ini bertujuan untuk mengetahui kategori teacher talk dan student talk dalam bahasa Banjar pada interaksi pembelajaran bahasa Inggris berdasarkan Foreign Language Interaction Analysis (FLINT). Penelitian dilakukan pada satu kali pembelajaran bahasa Inggris kelas X SMAN 13 Banjarmasin. Penelitian ini berjenis deskriptif kualitatif dengan melakukan observasi dan perekaman interaksi guru dan siswa dalam bahasa Banjar selama proses pembelajaran bahasa Inggris sebagai teknik pengumpulan data. Data disajikan dalam bentuk deskripsi dialog interaksi antara guru dan siswa. Data penelitian dianalisis dengan mereduksi data, mengelompokkan teacher talk dan student talk yang nampak sesuai dengan kategori FLINT, serta menyimpulkan hasil kategori interaksi. Hasil penelitian ini menunjukkan bahwa kategori teacher talk menggunakan bahasa Banjar yang nampak adalah deals with feelings, asks questions, gives information, serta gives directions. Sementara itu, student talk yang terlihat adalah kategori student-initiated response saja. Penelitian ini menyimpulkan bahwa penggunaan bahasa ibu dalam interaksi pembelajaran bahasa Inggris dapat dilakukan berdasarkan kebutuhan siswa.]]>
<![CDATA[Reducing Students’ Pronunciation Anxiety by Utilizing WhatsApp Group in Learning English Consonant Sounds ]]>
<![CDATA[Vivi Aulia]]>
<![CDATA[ ELT Worldwide: Journal of English Language Teaching Vol 5, No 2 (2018) ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/eltww.v5i2.7378
<![CDATA[This research aims at describing the utilization of WhatsApp group to reduce students’ pronunciation anxiety in learning English consonant sounds. It is conducted to the first semester of English Department students at STKIP PGRI Banjarmasin batch 2018 in Pronunciation Practice course. The instruments of this research are the documentation of students’ scores on voice records sent to WhatsApp group and the questionnaire. Both the instruments are analyzed quantitatively. The documentation of students’ voice records is analyzed to see their progress of practicing English consonant sounds during eight meetings. Meanwhile, the questionnaire is analyzed to get their impressions and personal feelings whether the use of WhatsApp group help them to reduce their anxiety as well as fear of making error in pronunciation practice. The result of students’ voice record documentation shows that there are 56% students who have good scores, 42% students have enough scores, and 5% of students have fair scores. It indicates that the result of students’ pronunciation practice needs to be improved. The students should carry out regular practice to get maximal pronunciation ability. The result of questionnaire shows that there are 78% of them state that WhatsApp group helps them much in learning, feel enjoy, have self-confidence as the result of having more relax after involving on class discussion using WhatsApp group.]]>
<![CDATA[Utilizing Mind Mapping to Summarize English Text with the Theme "American Culture" ]]>
<![CDATA[Vivi Aulia]]>
<![CDATA[ Journal of Educational Science and Technology (EST) Volume 3 Number 3 December 2017 ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/est.v3i3.3886
<![CDATA[This research aims at knowing and describing on the utilization of mind mapping strategy in summarizing English text under the theme American Culture. It is conducted to the third semester of English Department students at STKIP PGRI Banjarmasin batch 2016 who take Reading III course. The instruments used in this research are observation sheet and documentation of students’ mind map products. The observation sheet is analyzed qualitatively by describing the important result of observation process while the students’ mind maps are analyzed quantitatively using mind mapping scoring rubric. They create mind mapping in post-reading activity. After reading, they have to summarize the text written through mind map. The result from the observation sheet shows that during four meetings of learning to create mind maps, students carry out the steps of creating mind map well. Although they get difficulties in early activities of this process, however, they can accomplish it well in the last meeting with a different topic of the text. Moreover, there are 17 (51%) of 33 students as the subject of this research who have a good score on their mind maps products. It indicates that utilizing mind map is good enough for helping them to summarize the text written.]]>
<![CDATA[Identifying the Problem of Banjarese Speaking Students in Learning English Pronunciation ]]>
<![CDATA[Vivi Aulia]]>
<![CDATA[ Journal of English Language Studies Vol 3, No 1 (2018): Available online in March, 2018 ]]>
Publisher : <![CDATA[English Department - University of Sultan Ageng Tirtayasa ]]>
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DOI: 10.30870/jels.v3i1.2582
<![CDATA[This article is a report of descriptive research aiming at identify the Banjarese speaking students in learning English pronunciation. This research is conducted towards the third semester students batch 2016 who have passed Pronunciation Practice I and II courses available at the English Department of STKIP PGRI Banjarmasin. Only the Banjarese speaking students are engaged as the subject of this research. The instruments used in this research are questionnaire and interview section. Both of the instruments are analyzed quantitatively by calculating the percentage of dominant answer given by students. The result of this research shows that most of Banjarese speaking students have problem relating to the interference of mother tongue while they are learning English pronunciation. The difference of English, Indonesian, and Banjarese sound systems affect much on the success of students’ English pronunciation learning process. Having no prior knowledge of English pronunciation, having low motivation and other possible factors also take part in determining their learning result. Based on these results, the teacher’s or instructor’s pronounciation should consider allocating much attention to English pronunciation learning since it plays role in determining the success of oral communication. Keywords: problem, Banjarese speaking students, learning, and English pronunciation]]>
<![CDATA[Refleksi Pelaksanaan Pembelajaran pada Praktik Mengajar Mahasiswa di jenjang SD sederajat Untuk Mata Pelajaran Bahasa Inggris ]]>
<![CDATA[Vivi Aulia]]>
<![CDATA[ BRILIANT: Jurnal Riset dan Konseptual Vol 4, No 3 (2019): Volume 4 Nomor 3, Agustus 2019 ]]>
Publisher : <![CDATA[Universitas Nahdlatul Ulama Blitar ]]>
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DOI: 10.28926/briliant.v4i3.355
<![CDATA[Tujuan penelitian ini adalah untuk mengetahui hasil refleksi pelaksanaan pembelajaran 20 orang mahasiswa pada praktik mengajar bahasa Inggris dijenjang SD. Data penelitian ini diambil dari hasil laporan individu mahasiswa yang berisi refleksi mereka ketika melaksanakan praktik mengajar. Terdapat enam aspek pelaksanaan pembelajaran yang direfleksikan mahasiswa. Pertama, mahasiswa membuka pembelajaran dikelas dengan brainstorming. Kedua, siswa belum banyak mengenal kosakata bahasa Inggris sebagai materi utama pembelajaran. Ketiga, media pembelajaran yang menggunakan LCD sangat membantu dalam penyampaian materi pembelajaran. Keempat, siswa lebih rileks bila belajar dengan menggunakan permainan yang melibatkan gerak anggota tubuh. Kelima, kondisi kelas yang gaduh, alokasi waktu pembelajaran yang belum efisien, komunikasi dan instruksi antara guru dan siswa yang belum maksimal, kesulitan siswa yang utama pada pelafalan bahasa Inggris, serta terbatasnya sumber belajar siswa. Aspek refleksi terakhir adalah mahasiswa menutup pembelajaran dengan memberikan penguatan akan materi yang telah diajarkan.]]>
<![CDATA[STUDENTS’ ACTIVITIES IN INTEGRATED THEMATIC TEXTBOOKS FOR PRIMARY SCHOOL TO MEET 21st CENTURY SKILLS ]]>
<![CDATA[Vivi Aulia]]>;
<![CDATA[Moh Yamin]]>
<![CDATA[ Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Vol 11, No 3 (2020): September ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Mataram ]]>
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DOI: 10.31764/paedagoria.v11i3.2617
<![CDATA[Abstrak: Penelitian ini bertujuan untuk mengetahui apa saja aktivitas keterampilan siswa pada buku teks tematik terpadu jenjang SD yang dibutuhkan pada abad 21 saat ini. Buku teks tematik terpadu yang diteliti berjudul Bumiku dan Menjelajah Angkasa Luar untuk kelas enam yang diterbitkan oleh Kementerian Pendidikan dan Kebudayaan RI tahun 2018 sesuai dengan Kurikulum 2013. Metode penelitian ini adalah deskriptif dengan pendekatan kualitatif. Kriteria yang digunakan dalam menganalisis aktivitas keterampilan siswa pada buku ini mengadaptasi kriteria Partnership for 21st century skills yaitu critical thinking and problem solving skills, communication skill, collaboration skill, dan creativity and innovation skills. Hasil analisis menunjukkan bahwa aktivitas keterampilan siswa yang dominan muncul pada kedua buku ini berdasarkan kriteria tersebut adalah memunculkan ide dan membuat kesimpulan untuk mendorong siswa memiliki critical thinking and problem solving skills, saling berdiskusi untuk mendorong siswa memiliki communication skill, bekerjasama dalam kelompok untuk mendorong siswa memiliki collaboration skill, serta membuat hasil karya sendiri secara kreatif untuk mendorong siswa memiliki creativity and innovation skills. Berdasarkan hasil analisis ini, buku teks tematik terpadu untuk jenjang SD diharapkan dapat memberikan variasi aktivitas keterampilan abad 21 lebih banyak sebagai bekal mempersiapkan siswa dari jenjang dasar untuk bersaing di era globalisasi pada masa yang akan datang.Abstract: The aim of this research was to know what kind of skills in the today’s 21st century were promoted by integrated thematic textbooks for primary school. Two integrated thematic textbooks have been investigated. They were Bumiku and Menjelajah Angkasa Luar for the sixth grade of primary school published by the Indonesia Ministry of Education and Culture following 2013 Curriculum. The research was descriptive with a qualitative approach. The criteria for century skills used to analyze the content of those textbooks were adapted from the Partnership for 21st century skills. They were critical thinking and problem solving skills, communication skill, collaboration skill, as well as creativity and innovation skills. The result of the analysis showed that the dominant student activities occuring in these textbooks were generating idea and making inference activities to promote critical thinking and problem solving skills, discussing activity to promote communication skill, working in group to promote collaboration skill, and creating product creatively to promote students’ creativity and innovation skills. It was expected that the activities on integrated thematic textbooks would further enhance the skills of primary school students in the 21st century as the first step at the level of education preparing them along with future globalization.]]>
<![CDATA[Ways of EFL Teachers in Developing Their Pedagogical Competences ]]>
<![CDATA[Vivi Aulia]]>
<![CDATA[ VELES Voices of English Language Education Society Vol 5 No 1 (2021): VELES Voices of English Language Education Society ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/veles journal.v5i1.3032
<![CDATA[Producing EFL teachers who have the capacity in managing classroom always deal with the mastery of pedagogical competence whether in theory and practice. This study aimed at discussing EFL teachers’ views in implementing pedagogy as the way of teaching. This study was called analysis of research articles dealing with pedagogical competence. There were ten research articles as the source of data and it was documentation. The analysis data used content analysis because it attempted to apply cross-analysis to find out the main points among the research articles. The study result shows that in order to make EFL teachers manage the classroom activities, they are required to have a bunch of pedagogy knowledge such as designing material, teaching activities, evaluation, and feedback. Besides that, the mastery and literacy of technology are needed to drive EFL teachers to operate teaching-learning media in the effort to enhance learners towards technology-based learning. Using cultural ways in teaching is the way to close the students with the environment to make them easy in getting the knowledge in theory and practice.]]>
<![CDATA[PENYULUHAN MENGENAI URGENSI PEMBELAJARAN BAHASA INGGRIS DI JENJANG SD KEPADA WALI SISWA MI KENANGA BANJARMASIN ]]>
<![CDATA[Vivi Aulia]]>;
<![CDATA[Norliani Norliani]]>;
<![CDATA[Tazkia Nadhirah]]>;
<![CDATA[Farid Alfarizqi]]>
<![CDATA[ Community Development Journal : Jurnal Pengabdian Masyarakat Vol. 3 No. 2 (2022): Volume 3 Nomor 2 Tahun 2022 ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/cdj.v3i2.4011
<![CDATA[Artikel ini merupakan hasil kegiatan pengabdian kepada masyarakat yang bertujuan untuk memberikan sosialisasi pentingnya membelajarkan bahasa Inggris di jenjang Sekolah Dasar (SD) kepada wali siswa MI Cempaka, Kelurahan Sungai Jingah, Banjarmasin. Sekitar 25 orang wali siswa MI Cempaka mengikuti kegiatan ini. Metode pelaksanaan kegiatan dilakukan melalui ceramah oleh tim pengabdian untuk memudahkan mereka memahami materi mengenai perlunya mengenalkan dan membelajarkan bahasa Inggris sejak dini kepada siswa di jenjang SD. Seiring dengan semakin mudahnya akses informasi melalui media internet serta penggunaan peralatan teknologi dalam pembelajaran daring pada masa pandemik Covid-19 saat ini, maka bahasa Inggris menjadi salah satu bahasa yang penting diajarkan kepada siswa sejak di bangku SD. Salah satu kondisi yang menjadi urgensi pembelajaran bahasa Inggris untuk siswa di jenjang SD adalah peralihan pembelajaran tatap muka menjadi pembelajaran daring pada masa Covid-19 saat ini dimana setiap siswa memerlukan bantuan peralatan teknologi, seperti laptop, hp, jaringan internet, serta aplikasi–aplikasi pendukung lainnya. Semua operasional peralatan teknologi ini menggunakan bahasa Inggris sehingga siswa perlu mengenal beragam kosakata, kalimat, serta mengenal istilah yang tertera pada peralatan tersebut. Hasil kegiatan pengabdian kepada masyarakat ini adalah pemahaman para wali siswa untuk mendampingi anaknya mengenal dan membelajarkan bahasa Inggris dengan cara-cara yang mudah mereka pahami. Kegiatan ini diharapkan dapat menciptakan sikap terbuka terhadap bahasa Inggris sebagai bahasa asing yang saat ini tidak bisa diabaikan kebutuhannya dalam perkembangan teknologi dan peradaban manusia.]]>
