Articles
<![CDATA[THE CHALLENGES OF ONLINE PEER REVIEW OF STUDENTS’ NARRATIVE WRITING IN INSTAGRAM ]]>
<![CDATA[Frederick Lukas Tahapary]]>;
<![CDATA[Oikurema Purwati]]>;
<![CDATA[Ahmad Munir]]>
<![CDATA[ Jurnal Education and Development Vol 8 No 1 (2020): Vol.8.No.1.2020 ]]>
Publisher : <![CDATA[Institut Pendidikan Tapanuli Selatan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (791.264 KB)
<![CDATA[Penelitian ini bertujuan untuk menjelaskan kesulitan siswa dari implementasi peer review secara online di dalam pengajaran menulis Bahasa Inggris pada level siswa menengah kejuruan. Studi ini merupakan penelitian kualitatif yang bertujuan untuk mendeskripsikan kesulitan yang dialami siswa melalui proses dari online peer review di Instagram. Data yang diambil untuk penelitian ini berupa jawaban siswa yang diambil melalui interview yang semi struktur. Subjek dari studi ini merupakan seorang guru dan 32 murid, yang terdiri dari 7 murid laki-laki dan 25 murid perempuan. Studi ini dilakukan dari bulan September hingga Oktober tahun 2019. Dari hasil temuan, semua siswa memasang teks naratif mereka pada akun Instagram mereka. Kesulitan siswa ketika melakukan peer review adalah memahami kesalahan dari teks naratif teman mereka dan kebahasaan yang digunakan di teks-teks tersebut. Kesimpulan dari penelitian ini adalah, proses dari online peer review dapat digunakan sebagai alternatif yang positif untuk mengganti metode pengajaran yang dirasa monoton. Online peer review juga dapat digunakan untuk menciptakan aktifitas produktif untuk siswa, namun, pemahaman siswa terhadap teks atau topik yang digunakan dan juga praktik dari online peer review harus menjadi hal yang penting untuk dipahami sebelum menerapkan online peer review di media sosial.]]>
<![CDATA[GENRE-BASED LEARNING TO PROMOTE STUDENT’S CRITICAL THINKING IN INFORMAL EDUCATION ]]>
<![CDATA[Moh. Rismala]]>;
<![CDATA[Oikurema Purwati]]>;
<![CDATA[Ali Mustofa]]>
<![CDATA[ Jurnal Education and Development Vol 9 No 2 (2021): Vol.9.No.2.2021 ]]>
Publisher : <![CDATA[Institut Pendidikan Tapanuli Selatan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (438.077 KB)
<![CDATA[Penelitianini ertujuan untuk mempelajar ipenerapan pendekatan Genre-Based untuk mengembangkan pola berfikir kritis siswa di Edulab. Metode deskriptif kualitatif digunakan untuk mendeskripsikan secara mendalam dengan beberapa sumber informasi. Fenomena yang diteliti adalah implementasi dari lima langkah pendekatan Genre-Based dalam proses pembelajaran yang meliputi building the context, modelling and deconstructing the text, joint construction of the text,dan independent construction of the text. Disamping itu, penelitian ini juga menganalisis aspek cara berfikir kritis dari tulisan siswa. Pengambilan data melibatkan 1 guru bahasa inggris dan 5 siswa SMA dari masing-masing 2 kelas dengan menggunakan teknik observasi dan dokumentasi berupa teks argumentasi yang ditulis siswa. Dengan mengimplementasikan semua step dari genre-based cycle dan strategi scaffoldingkemandirian siswa dalam menulis teks, pendekatan genre-based berjalan dengan sangat baik. Hasilnya menunjukkan siswa mampu memahami dan melatih menulis teks argumentasi tahapan demi tahapan. Disamping itu, penggunaan GBA menyebabkan guru menjadi lebih kreatif dan tertata. Disisi lain, siswa tidak hanya mampu untuk menjawa pertanyaan, tetapi juga mampu untuk menulis teks yang baik dengan kesadaran pentingnya bahasa inggris sebagai bahasa asing dan mampu untuk berkomunikasi menggunakan bahasa target.]]>
<![CDATA[TEACHER’S PERCEPTION: TEACHING READING STORYBOARD FOR MENTALLY RETARDED STUDENTS ]]>
<![CDATA[Lulu Asyrifah]]>;
<![CDATA[Lies Amin Lestari]]>;
<![CDATA[Oikurema Purwati]]>
<![CDATA[ Jurnal Education and Development Vol 9 No 3 (2021): Vol.9.No.3.2021 ]]>
Publisher : <![CDATA[Institut Pendidikan Tapanuli Selatan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (480.007 KB)
|
DOI: 10.37081/ed.v9i3.2691
<![CDATA[There is evidence of the benefits of using storyboards. Most of the previous studies focused on the results of applying storyboards for students' achievement, however, there are limited empirical studies on teacher’s perceptions of the application of storyboards in teaching reading for students with special needs, especially mild-mentally retarded students. This study offers a qualitative research that aims to investigate teachers' perceptions of the use of storyboards in teaching reading and its benefits and challenges with two English teachers as the subjects. A semi-structured interview was conducted to collect the data. The findings of this study revealed that there were similarities in teacher’s perception and the benefits derived from the implementation of storyboard, but there were differences in their practice and challenges encountered in the teaching reading process to mild-mentally retarded students.]]>
<![CDATA[THE PERCEPTION ABOUT DIFFICULTIES OF DIALECT BUGINESE TOWARD STUDENT’S SPEAKING IN MUHAMMADIYAH UNIVERSITY OF MAKASSAR ]]>
<![CDATA[Rina Indrianty Ridwan]]>;
<![CDATA[Ahmad Munir]]>;
<![CDATA[Oikurema Purwati]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 11, No 1 (2022): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.26618/exposure.v11i1.6732
<![CDATA[The difficulty of speaking English, especially for first graders It will be a sustainable issue. Seeing that phenomenon, this study aimed to see difficulty in speaking English among first graders of English education Muhammadiyah University of Makassar. There are two in this study. This study takes a qualitative approach of choosing a location and choosing Students will batch 2020 as a participant in this study. Participants were selected through recommendations from all instructors who taught the course. About difficulty in speaking English, 4 difficulties in this study. The result was Interference from students' dialect according to the research results, the dominant the interference to students‟ spoken language is interfere with pronunciation stress any part of the word. Student dialect factors difficulties speaking English (internal factor = self-confidence) main distractions to students performance was an interference with spoken language performance lasses that make students more confident, those students who felt wrong in the lecture English and their friends can’t understand because they spoke English was like they speak the local dialect, it interferes the motivation of the student to speak.]]>
<![CDATA[AN INQUIRY INTO EFL LEARNERS PERCEPTIONS OF WHATSAPP FOR ORAL PEER ASSESSMENT ]]>
<![CDATA[Ika Wulandari]]>;
<![CDATA[Oikurema Purwati]]>;
<![CDATA[Slamet Setiawan]]>;
<![CDATA[Syafi'ul Anam]]>
<![CDATA[ Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 9, No 1 (2021) ]]>
Publisher : <![CDATA[Lembaga Penelitian (The Institute of Research) Universitas Swadaya Gunung Jati ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (608.022 KB)
|
DOI: 10.33603/perspective.v9i1.4502
<![CDATA[The current global pandemic triggers English teachers to be innovative and competent in delivering teaching instructions in online classrooms. Even though Mobile-Assisted Language Learning (MALL) is widely used to support online language teaching and learning, nonetheless, the integration of Mobile-Assisted Language Assessment (MALA) in speaking skills has not been immensely examined. Thus, this current study aimed to scrutinize Indonesian EFL learners perceptions of the use of WhatsApp as a tool for peer assessment in an online speaking class, as well as its potential benefits and drawbacks. This qualitative study employed a semi-structured interview to gain the data which were then analyzed by using phenomenological analysis. Fourteen secondary learners participated in two sessions of an online class by assessing their peers oral performances via the WhatsApp application. In the end, they were interviewed regarding their views on the method employed to assess their oral skills. The results indicated the participants positive perceptions towards the method along with various benefits and drawbacks they encountered during the process which were divided into technical and academic aspects. The results suggested that WhatsApp as a tool for mobile-assisted language assessment was not supposed to be perceived as a single major assessment for speaking skills, rather as an alternative to complement traditional assessments.]]>
<![CDATA[STUDENTS’ PERCEPTION OF DIGITIZING LEARNING MATERIALS: READINESS AND CHALLENGES ]]>
<![CDATA[Afifah Nisfatul Laila]]>;
<![CDATA[Oikurema Purwati]]>;
<![CDATA[Syafi’ul Anam]]>
<![CDATA[ Jurnal Education and Development Vol 10 No 3 (2022): Vol.10. No.3 2022 ]]>
Publisher : <![CDATA[Institut Pendidikan Tapanuli Selatan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (454.823 KB)
<![CDATA[Penelitian ini bertujuan untuk menggambarkan kesiapan siswa dan tantangan terkait materi pembelajaran digital. Jenis penelitian yang dipergunakan adalah deskriptif melalui pendekatan kualitatif. Teknik pengumpulan data pada penelitian ini menggunakan observasi dan wawancara. Observasi dilakukan untuk mengetahui dan mengukur kesiapan siswa dalam menerima materi pembelajaran digital dan mengakomodir tantangan yang mereka hadapi dalam menerima materi pembelajaran digital. Sedangkan wawancara dipergunakan untuk memperkuat data yang belum ada. Persepsi sebagian besar peserta didik terkait materi pembelajaran digital dari sudut pandang kesiapan dan tantangan sebagai berikut: sebagian besar respondent menyatakan bahwa mereka siap dalam menerima materi pembelajaran secara digital. Sedangkan tantangan yang dialami oleh respondent yaitu terkait kepemilikan smartphones, sumber digital yang kurang memadai, serta keberagaman latar belakang respondent.]]>
<![CDATA[ENGLISH TEACHER'S PERSPECTIVE : ONLINE LITERATURE CIRCLES STRATEGY TO ENHANCE YOUNG LEARNER'S VOCABULARY ENGAGEMENT ]]>
<![CDATA[Afifah Mufidati]]>;
<![CDATA[Oikurema Purwati]]>
<![CDATA[ ANGLO-SAXON: Jurnal Ilmiah Program Studi Pendidikan Bahasa Inggris Vol 13, No 2 (2022): Anglo-Saxon : Jurnal Ilmiah Program Studi Pendidikan Bahasa Inggris, Desember 2 ]]>
Publisher : <![CDATA[English Department, University of Riau Kepulauan, Batam,Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.33373/as.v13i2.4874
<![CDATA[AbstractThe purpose of the present study was to investigate teachers perceptions of their experiences with online literature circles across young learner at age 8-12 years old. Data gained from five English teachers from different schools and having experience minimum 3 months in teaching English. Data analysis was conducted primarily using qualitative descriptive. The discussion found that online literature circles has been used by some teachers although the implementation did not run as the principle. In addition online literature circles has potential enhance students vocabulary engagement due to group discussion activities and teachers observation. However, young learner should emphasize more chances to make them more familiar with discussion and reading material.]]>
<![CDATA[Integrating Distance Education into Mobile Devices Using Adobe Connect Pro ]]>
<![CDATA[Dian Luthfiyati]]>;
<![CDATA[Oikurema Purwati]]>;
<![CDATA[Widyastuti Widyastuti]]>;
<![CDATA[Ahmad Munir]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 15, No 1 (2023): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v15i1.2246
<![CDATA[This article aims to promote Adobe Connect Pro on online learning as a discussion platform in an online class. Digitalization in higher education using digital learning platforms such as adobe connect pro is currently broadly used as educational media. In the research context, Adobe Connect Pro is utilized as a discussion platform in the online class. Digital learning Platform enables providers to deliver academic programs via digital learning platforms, facilitating communication and enabling knowledge preservation, selection, and distribution. Using a qualitative study, this article investigates how Adobe Connect Pro allows teacher trainers to collaborate by offering a forum for real-time reflection and debate on student-teacher video performance, which is a natural extension of a forum. The result of the observation shows that Adobe Acrobat Connect Pro’s online discussion forum promotes students’ learning interests and accommodates a variety of learners, including those with special needs who may find it challenging to be physically present in the traditional classroom all of the time or to keep up with the other students. It promotes inclusive learning by allowing anyone to learn at their own pace and schedule and freely participate in platform discussions. In conclusion, discussion forums using Adobe Acrobat Connect Pro have immense potential to push students to learn.]]>
<![CDATA[Constructing a New Blended Learning Technique: Using English Discovery as Learning Management System for Test Format Familiarity ]]>
<![CDATA[Agil Abdur Rohim]]>;
<![CDATA[Oikurema Purwati]]>;
<![CDATA[Syafiul Anam]]>;
<![CDATA[Ahmad Munir]]>
<![CDATA[ ELITE JOURNAL Vol 5 No 2 (2023): ELITE JOURNAL: Journal of English Linguistics, Literature, and Education ]]>
Publisher : <![CDATA[ELITE Association Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[ABSTRACTBlended learning offers numerous benefits to language learning and teaching. The benefits attract higher education institutions to implement the blended learning for advancing students’ learning outcome. The need to boost students’ learning outcome occurs simultaneously with the demand for higher education institutions to measure students’ English proficiency. Consequently, certain English proficiency test is required for students’ admission and students’ graduation. Thus, this paper aimed to offer new blended learning technique to boost students’ learning outcome and simultaneously to prepare students taking certain English proficiency tests. English Discoveries (ED) from Edusoft, as a tertiary from Educational Testing Service (ETS) was selected as learning management system (LMS) due to its vast topics and language skills coverage. Comprehensive materials and diverse practices from ED were used to be the resources for test formats familiarity. This study has shown that ED materials and practices were similar with TOEIC Listening and Reading sections and TOEFL ITP Listening, Structure and Written Expression, and Reading section. By learning in blended environment with ED, students were predicted to be more familiar with TOEIC and TOEFL ITP test formats. Being familiarized with the test formats should increase the possibility for students to have higher English proficiency score. Keywords: blended learning; test format familiarity]]>
<![CDATA[A Comparative Analysis of Rhetorical Move and Genre Knowledge Development of English and Indonesian Thesis ]]>
<![CDATA[Ummu Hani Assyita]]>;
<![CDATA[Oikurema Purwati]]>;
<![CDATA[Syafi'ul Anam]]>
<![CDATA[ Linguistic, English Education and Art (LEEA) Journal Vol 6 No 2 (2023): Linguistic, English Education and Art (LEEA) Journal ]]>
Publisher : <![CDATA[Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE) ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.31539/leea.v6i2.6082
<![CDATA[A number of studies have shown that genre analysis through move analysis is a practical approach to identifying complexity in writing research papers (RAs). However, the development of general knowledge embodied in abstract discourse patterns is rarely known. This study aims to clarify whether educational level influences the development of general knowledge, especially in the field of abstract research. Using Hyland's (2000) five-step analysis model, this study analyzes the comparison and identity of thesis abstracts in English and Indonesian. The results of the analysis showed several differences and similarities in the realization of abstract discourse patterns in the final project abstracts in English and Indonesian. As for genre knowledge, its development is expressed in the level of learning, from undergraduate to postgraduate. As can be seen from the thesis abstracts in both languages, Move1 (Introduction) presents a richer variety of step-by-step implementations. The analysis also shows that there are no significant differences in the development of genre knowledge across languages and study areas. It is suggested to have more subject data for further comparative research on this particular topic. Keywords: Abstract, Abstract discourse pattern, thesis, English genre knowledge, Indonesian.]]>
