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Implementasi Manajemen Berbasis Sekolah di SD Kota Banjarmasin Vivi Aulia; M. Saufi
Jurnal Pendidikan : Riset dan Konseptual Vol 7 No 3 (2023): Volume 3 Nomor 3, 2023
Publisher : Lembaga Penelitian dan Pengabdian Universitas Nahdlatul Ulama Blitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28926/riset_konseptual.v7i3.709

Penelitian ini bertujuan untuk mengetahui implementasi Manajemen Berbasis Sekolah (MBS) di SD Kota Banjarmasin melalui penerapan tujuh komponen manajemen pada MBS. Penelitian ini berjenis deskriptif dengan menggunakan pendekatan kualitatif. Sebanyak lima Kepala Sekolah/Wakil Kepala Sekolah/pengajar di jenjang SD sederajat di Kota Banjarmasin yang terdiri dari SD negeri dan swasta diwawancarai mengenai implementasi MBS sesuai dengan kondisi dan situasi di sekolahnya masing-masing berdasarkan indikator MBS. Hasil penelitian ini menunjukkan bahwa pada manajemen kurikulum dan pembelajaran, semua sekolah telah melaksanakan pembelajaran sesuai dengan kurikulum. Kemudian, pada manajemen peserta didik, semua sekolah melaksanakan PPDB sesuai dengan ketentuan dan melakukan program pembinaan karakter disiplin, BK, kesehatan, dan keamanan. Selanjutnya, pada manajemen pendidik dan tendik, setiap sekolah memiliki ragam perencanaan, pengadaan, perekrutan, serta pembinaan pendidik dan tendik. Pada manajemen sarana dan prasarana, semua sekolah memiliki ragam perencanaan, pengadaan, pengawasan, pemeliharaan, inventarisasi, dan penataan sarana dan prasarana. Adapun untuk manajemen keuangan dan pembiayaaan, semua sekolah memperoleh dana BOS dari Pemerintah serta memiliki ragam perencanaan, penyusunan, implementasi, serta evaluasi RKAS. Untuk manajemen hubungan sekolah dan masyarakat, semua sekolah membina dan melibatkan masyarakat sekitar pada kegiatan sekolah tertentu. Terakhir, pada manajemen budaya dan lingkungan sekolah, semua sekolah memiliki visi dan misi yang jelas. Secara umum, komponen MBS terlaksana di kelima sekolah tersebut walaupun belum sepenuhnya sempurna.

Assessing Strategies of Performing Critical Thinking in an Argumentative Essay Moh. Yamin; Vivi Aulia
INTERACTION: Jurnal Pendidikan Bahasa Vol 10 No 2 (2023): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Universitas Pendidikan Muhammadiyah (UNIMUDA) Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/jurnalpendidikanbahasa.v10i2.4860

This study aims to assess strategies of performing critical thinking in an argumentative essay to a number of selected scientific articles. The method used is descriptive with a qualitative approach with systematic literature review. Manual coding is used to map and get the relevant data to tabulate; content analysis is used to analyze the data. The result study says that critical thinking used in writing argumentative essay is effected by the experience of writing, background of knowledge of the author, and the awareness to respond to the issue. Consequently, the sharpness of the argumentative essay with critical thinking for each author is different.

Enhancing Ecological Education in Argumentative Essay through Critical Thinking Skills Moh. Yamin; Tri Winindyasari Palupi; Vivi Aulia
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 10 No. 1 (2022): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v10i1.2622

The issue of ecological education in argumentative essay writing with critical thinking skills is interesting to discuss. This study aimed to enhance ecological education in the argumentative essay through critical thinking to the students. The approach and method used in this study are qualitative-descriptive. The subject of the research is the students of junior high schools near river and wetlands. The instrument used is a questionnaire; the data gotten from the questionnaire is coded manually and the analysis is content analysis. The study result shows that the learners enhanced with ecological education have an awareness of their environment and they get easier to write their argumentative essay because the issue is close to them. Their linguistic competence is trained because they are able to use the vocabulary well. The learners have a wide knowledge of what to write and discuss in their writing activities. What happens in their environment becomes the material to narrate and it is the main part of ecological education contribution in their argumentative essay writing.

INTERFERENSI MORFOLOGI BAHASA BANJAR DALAM TULISAN SISWA KELAS IV SD NEGERI MALINTANG 2 KABUPATEN BANJAR Agustiani Safna; Vivi Aulia; Lili Agustina
STILISTIKA: Jurnal Bahasa, Sastra, dan Pengajarannya Vol 9 No 1 (2024): Stilistika: Jurnal Bahasa, Sastra, dan Pengajarannya
Publisher : STKIP PGRI Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33654/sti.v9i1.2702

Bahasa kedua mulai diajarkan pada siswa sekolah dasar. Dalam hal ini, siswa sekolah dasar memiliki bahasa Ibu yakni bahasa Banjar sebagai modal awal belajar bahasa kedua. Hal ini juga menjadikan siswa menjadi kedwibahasa. Kedwibahasaan ini menimbulkan permasalahan ketika siswa belajar bahasa kedua, yakni transfer negatif dalam penggunaan bahasa kedua. Transfer negatif ini mengakibatkan kesulitan dalam menggunakan bahasa Indonesia yang benar pada saat kegiatan pembelajaran bahasa Indonesia di kelas. Penelitian ini bertujuan untuk mendeskripsikan bentuk interferensi afiksasi, reduplikasi, dan frekuensi interferensi morfologi. Jenis penelitian ini adalah pendekatan kualitatif dengan menggunakan penelitian analisis isi. Subjek penelitian ini adalah siswa kelas IV yang berjumlah 18 siswa. Teknik pengumpulan data melalui dokumentasi. Teknik analisis data dilakukan dengan pengkategorisasian, pengkodingan data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa dalam tulisan siswa kelas IV SD Negeri Malintang 2 Kabupaten Banjar adalah sebagai berikut: (1) bentuk interferensi afiksasi awalan ba- berjumlah 15 dengan frekuensi 37,5%, awalan maN- berjumlah 7 dengan frekuensi 17,5%, awalan ta- berjumlah 4 dengan frekuensi 10%, awalan di- berjumlah 2 dengan frekuensi 5%, awalan + akhiran ka-an berjumlah 2 dengan frekuensi 5%, awalan sa- berjumlah 1 dengan frekuensi 2,5%, akhiran -an berjumlah 1 dengan frekuensi 2,5%, akhiran -i berjumlah 1 dengan frekuensi 2,5%. awalan + akhiran pa-an berjumlah 1 dengan frekuensi 2,5%, awalan + akhiran ba-an berjumlah 1 dengan frekuensi 2,5%, (2) Bentuk interferensi reduplikasi yaitu bentuk reduplikasi sebagian berjumlah 4 dengan frekuensi 10% dan bentuk reduplikasi seluruhnya berjumlah 1 dengan frekuensi 2,5%.

Language Laboratory Management to Support Technology-Based Foreign Language Instruction Aulia, Vivi
JEELS (Journal of English Education and Linguistics Studies) Vol. 3 No. 2 (2016): JEELS November 2016
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v3i2.212

Language laboratory is one of media and teaching aids that cannot be separated from the foreign language teaching. The existence of language laboratory in such schools are considered as vital and essential things. It also becomes trend, culture, and alternative requirement to support the instructional process. Good and representative language laboratory that provides a number of educational objectives can bring in interesting instructional activities. Moreover, it can be the fascinating devices equipping students in learning foreign language. This article will review and provide a framework for some informations and overviews of language laboratory, the main principles and guidelines for managing language laboratory, and explain how these principles can be applied for foreign language teaching. At the end of this article, it is suggested that either foreign language teacher or language laboratory manager along with school principals cooperate in maximizing the language laboratory as a means of supporting technology-based foreign language instructions

A SYSTEMATIC REVIEW OF THE GENRE-BASED APPROACH IMPLEMENTATION TO IMPROVE EFL STUDENTS’ WRITING SKILLS Aulia, Vivi
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 13, No 1 (2024): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v13i1.13647

The genre-based approach (GBA) was one of the writing approaches that helps and facilitates students to explore a focused piece of writing. When students were required to create such a writing form, most of them tended to have difficulties in constructing structured writing. The GBA approach allowed students to improve their writing skills by following specific steps. This systematic literature review reviewed research articles discussing the improvements made in students’ writing outcomes by implementing the GBA. Fifteen research articles from nine different countries were selected from the ERIC, Google Scholars, and Semantic Scholars online article databases. They were analyzed to determine improvements in students’ writing skills based on the results of the research in these nine countries. The results showed that students investigated from research articles in the nine countries showed three types of improvement in writing: writing performance, writing achievement, and writing attitude. Specifically, 8 of 15 research results show that the implementation of GBA provides benefits to improve writing performance. Meanwhile, 5 of 15 research results mention that the students’ writing achievement in terms of their writing score is much better after implementing the GBA. Finally, two research showed an improvement in their writing attitude after the GBA implementation. The conclusion of this research indicates that the utilization of GBA can help and facilitate students to be more productive as well as improve their writing

Problem-based Learning Pedagogy in Writing Research Proposal Yamin, Moh.; Aulia, Vivi; Novita, Dian
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 12 No. 2 (2024): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v12i2.80520

Teaching students to write research proposals requires a teaching approach that directs students' awareness of a problem. Problem-based pedagogy is considered an appropriate way to apply in research proposal classes. This study aims to explore the process of problem-based learning pedagogy in teaching research proposal writing and identifying problems in writing research proposals. This study is a qualitative study with a descriptive study approach. The consideration of using a qualitative approach because the data used comes from observations and comments on the script. The sample selected was 37 students. Data analysis was carried out by making conclusions that can be replicated and valid from the text or other meaningful things according to the context of its use. In the application of content analysis, its application begins with the proposal of research questions, text content or data codes, and the context for understanding the contents of the text. The findings say that teaching activities through problem-based learning went well. From the results of the observation sheet, students were taught and guided to formulate research problems, tell the background of the research, review related literature, and design research based on the topic of the research question proposed. From the commented research proposal script, the teacher gave notes to students to be able to determine and formulate research problems appropriately based on the chosen topic, search for relevant references in writing, and support the review.

Language Laboratory Management to Support Technology-Based Foreign Language Instruction Aulia, Vivi
JEELS (Journal of English Education and Linguistics Studies) Vol. 3 No. 2 (2016): JEELS November 2016
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v3i2.212

Language laboratory is one of media and teaching aids that cannot be separated from the foreign language teaching. The existence of language laboratory in such schools are considered as vital and essential things. It also becomes trend, culture, and alternative requirement to support the instructional process. Good and representative language laboratory that provides a number of educational objectives can bring in interesting instructional activities. Moreover, it can be the fascinating devices equipping students in learning foreign language. This article will review and provide a framework for some informations and overviews of language laboratory, the main principles and guidelines for managing language laboratory, and explain how these principles can be applied for foreign language teaching. At the end of this article, it is suggested that either foreign language teacher or language laboratory manager along with school principals cooperate in maximizing the language laboratory as a means of supporting technology-based foreign language instructions

The Limitations of Navigating ChatGPT as Writing Assistance Tools in EFL Writing Activities Vivi Aulia; Yamin, Moh.
INTERACTION: Jurnal Pendidikan Bahasa Vol. 11 No. 2 (2024): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

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

The process of learning languages has experienced and improved rapidly as a result of the advancement of artificial intelligence (AI) technologies. A specific area that has shown the improvement is the integration of this AI in EFL learning. The purpose of this systematic review is to investigate and to explore current research on the limitations of using ChatGPT as a writing assistance tool for EFL writing activities from different nations in the world. The PRISMA 2020 checklist was employed in this research. DOAJ, ERIC, and Google Scholar as international article databases were used to select research articles being analyzed. Fifteen articles that met the inclusion criteria were selected. The analysis of these articles showed that ChatGPT has three main limitations in writing area. First, 7 of 15 articles report that it cannot fully assist students throughout the writing process. Secondly, 10 of 15 articles present an issue concerning over-reliance and writing originality. Finally, 4 of 15 articles mention that the feedback given by ChatGPT is inaccurate in some cases. This research concludes that EFL teachers should accompany and assist their students in using technology for writing activities. Its application should be advisable, wise, and considering the specific writing context

Assessing Strategies of Performing Critical Thinking in an Argumentative Essay Yamin, Moh.; Aulia, Vivi
INTERACTION: Jurnal Pendidikan Bahasa Vol. 10 No. 2 (2023): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

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

This study aims to assess strategies of performing critical thinking in an argumentative essay to a number of selected scientific articles. The method used is descriptive with a qualitative approach with systematic literature review. Manual coding is used to map and get the relevant data to tabulate; content analysis is used to analyze the data. The result study says that critical thinking used in writing argumentative essay is effected by the experience of writing, background of knowledge of the author, and the awareness to respond to the issue. Consequently, the sharpness of the argumentative essay with critical thinking for each author is different.

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