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All Journal Jurnal Pendidikan Indonesia EXPOSURE JOURNAL English Teaching Journal : A Journal of English Literature, Language, and Education Anglo-Saxon : Jurnal Ilmiah Program Studi Pendidikan Bahasa Inggris Journal of Development Research AL ISHLAH Jurnal Pendidikan JURNAL PENDIDIKAN GLASSER Linguistic, English Education and Art (LEEA) Journal Indonesian Journal of English Language Teaching and Applied Linguistics JURNAL EDUCATION AND DEVELOPMENT Journal of English Education, Linguistic and Literature Voices of English Language Education Society ELITE Journal: Journal of English Linguistics, Literature, and Education Journal of English Education and Teaching (JEET) Pedagogy : Journal of English Language Teaching Linguistics Initiative Linguistic, English Education and Art (LEEA) Journal Academic Journal Perspective : Education, Language, and Literature Edukasia: Jurnal Pendidikan dan Pembelajaran Jurnal Abdi Masyarakat ELite Journal: International Journal of Education, Language and Literature
Oikurema Purwati
Universitas Negeri Surabaya
Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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INVESTIGATING TEACHING STRATEGY IN ENGLISH ONLINE LEARNING FOR ELEMENTARY STUDENTS Zaidatus Sholihah; Oikurema Purwati; Tengsoe Tjahjono
JURNAL PENDIDIKAN GLASSER Vol 7, No 2 (2023)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Muhammadiyah Luwuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32529/glasser.v7i2.2648

Abstract

The study focused on investigating the teaching strategy used by an English teacher in teaching Elementary students through online learning. Teaching young learners needs creativity to keep the students active and enthusiastic about learning. Especially the condition required to conduct online learning. Teachers should keep the students motivated and understand the material easily. This study also elaborated on the challenges that the teacher faced during online learning. A qualitative method was used in this study. The data collection techniques are observation and interview. The data was gained from an elementary school in Surabaya. The observation was held in the first grade for twelve meetings. The result showed that the teacher used two learning models during online learning. It was synchronous and asynchronous learning. In synchronous learning, the teacher used Listen and Repeat, Listen and Do, Short Conversation, Question and Answer, Quiz and Sing and Move. Meanwhile, in Asynchronous learning, the teacher used three strategies. They were Role play, Daily Tests, and Video Blogs (Vlogs). Moreover, the teacher also admitted that she faced challenges during teaching through online learning. The challenges came from the teacher herself, the students, and the parents.
A Comparative Analysis of Rhetorical Move and Genre Knowledge Development of English and Indonesian Thesis Ummu Hani Assyita; Oikurema Purwati; Syafi'ul Anam
Linguistic, English Education and Art (LEEA) Journal Vol 6 No 2 (2023): 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.v6i2.6082

Abstract

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.
Argumentative Essay Patterns Produced by University Students Siti Maria Ulfa; Oikurema Purwati
Journal of English Education and Teaching Vol. 7 No. 3 (2023): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.7.3.595-612

Abstract

This study aims to discover patterns in students' argumentative essays in writing class. As is well known, argumentative writing in higher education has been difficult over the years, with students performing poorly compared to other papers required by the curriculum. A qualitative survey was conducted to obtain in-depth answers about students' argumentative essays, and the participants were 28 students. Still, only 12 essays were considered due to the quality of the writing itself. As a result, the students' argumentative writing results in three different looks. The first is that it was discovered that there was good surface structure but poor quality of reasoning; failure to rebut all of the counterarguments; good surface structure but the poor quality of reasoning, particularly with non-aligned rebuttals; good surface structure but poor rebutting undermining the overall quality of reasoning; and essays that conformed well to surface design because they contained two or three reasons. To summarize, students' knowledge of text content is determined by their ability to construct their thoughts based on false facts and, as a result, claim figures and invent experts in making their arguments. Therefore, students need instruction on what they are expected to accomplish in their writing.
Enhancing Grammatical Skills through Recounting the YouTube Video to Improve Speaking Ability Edy Suseno; Oikurema Purwati; Syafiul Anam
Linguistics Initiative Vol. 3 No. 2 (2023)
Publisher : Pusat Studi Bahasa dan Publikasi Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53696/27753719.32106

Abstract

Delivering ideas to others involves speaking in a significant way. Information exchange amongst language users is facilitated by this. However, many EFL students had difficulties when they tried to practice speaking. During the delivery, they stutter and become stuck. Ten freshmen attend the therapy to address these faults. It modifies YouTube content to enhance students' speaking abilities. To understand how to create sentences, the session began by using lexicogrammar. The instructor requested that the student study and retell a grammar video from YouTube in order to improve understanding. The students watched a vocabulary film on YouTube and then learnt and repeated the topic to increase their vocabulary. They then studied and repeated the information from a YouTube video that described the image. The teacher invited the students to describe photos using both written and spoken language in order to observe the students' growth in their vocabulary, grammar, and speaking abilities. The instructor provided feedback in the most recent class. The information gathered during the procedure was qualitatively examined. The study's findings led to an improvement in the students' speaking abilities by helping them with their grammar, vocabulary, and pronunciation. This kind of discovery could be used by teachers to teach the pertinent subjects. Additionally, it motivates additional researchers to study relevant topics.
Pelatihan Teknik Dongeng Sebagai Metode Pengajaran Orang Tua Kepada Anak di TK RA Mentari Nur Fauzia; Fahri Fahri; Oikurema Purwati; Rahayu Kuswardani; Fithriyah Inda Nur Abida Diana Budi Darma
Jurnal Abdi Masyarakat Vol. 3 No. 2 (2023): Jurnal Abdi Masyarakat
Publisher : Institut Pariwisata dan Bisnis Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22334/jam.v3i2.44

Abstract

Karya tulis ilmiah ini bertujuan untuk mengevaluasi efektivitas pelatihan teknik dongeng sebagai metode pengajaran orang tua kepada anak di TK RA Mentari. Metode yang digunakan adalah pendekatan campuran (mixed-methods) dengan menggabungkan data kualitatif dan kuantitatif. Populasi dalam kegiatan ini adalah seluruh orang tua dari anak-anak yang bersekolah di TK RA Mentari, dengan sampel penelitian dipilih secara purposif. Pelatihan teknik dongeng dilaksanakan untuk meningkatkan keterampilan dan pengetahuan orang tua dalam menggunakan dongeng sebagai alat pengajaran kepada anak-anak. Hasil analisis data menunjukkan adanya peningkatan yang signifikan pada keterampilan orang tua setelah mengikuti pelatihan. Orang tua mampu mengintegrasikan teknik dongeng dengan kreativitas dan efektivitas dalam aktivitas pembelajaran bersama anak di rumah dan di sekolah. Dampak implementasi teknik dongeng oleh orang tua pada perkembangan anak juga diamati melalui observasi perilaku anak di kelas dan wawancara dengan guru atau pengasuh. Hasilnya menunjukkan bahwa anak-anak yang memiliki orang tua yang aktif dalam menggunakan teknik dongeng menunjukkan peningkatan dalam perkembangan bahasa, moral, dan imajinasi. Pelatihan teknik dongeng sebagai metode pengajaran orang tua kepada anak di TK RA Mentari memberikan dampak positif dan signifikan dalam pendidikan anak usia dini.   This scientific paper aims to evaluate the effectiveness of storytelling technique training as a method of teaching for parents to their children at TK RA Mentari (Mentari Kindergarten). The method used is a mixed-methods approach, combining qualitative and quantitative data. The population of this study consists of all parents of children attending TK RA Mentari, with the research sample chosen purposively. The storytelling technique training was conducted to enhance the skills and knowledge of parents in using storytelling as a teaching tool for their children. The results of data analysis indicate a significant improvement in the skills of parents after attending the training. Parents were able to integrate storytelling techniques creatively and effectively in learning activities with their children at home and at school. The impact of implementing storytelling techniques by parents on children's development was also observed through the observation of children's behavior in the classroom and interviews with teachers or caregivers. The results showed that children with parents actively using storytelling techniques demonstrated improvements in language, moral, and imaginative development. Storytelling technique training as a method of teaching for parents at TK RA Mentari provides a positive and significant impact on early childhood education.
The Impact of Feedback in The Process of Peer Assessment on Students Recount Writing Nur Laili Indasari; Oikurema Purwati
ELite Journal : International Journal of Education, Language, and Literature Vol. 1 No. 1 (2018)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/elitejournal.v1n1.p%p

Abstract

Providing feedback to peers writing is not an easy task. It is required an ability to deliver the feedback or comment critically and a competence to master the knowledge of writing. Therefore, the present study is going to explore the impact of giving feedback to the students writing and to acknowledge what the students challenge while giving feedback to their peers writing. There are 10 students as the participants of this study. Qualitative study assists the researchers to get the data. The results revealed that the comparison between students first draft and the last draft had improvements mainly on the aspect of the language use. Meanwhile, most students challenges while giving feedback to the peers writing were they had to have knowledge about the grammar mainly the use of simple past tense before giving feedback to their peer.    Keywords: writing, peer assessment, feedback, challenge
The Implementation of CLIL at Primary School : Teacher’s Perspectives and Challenges Nur Siwi Suci Anggraini; Ahmad Munir; Oikurema Purwati
EDUKASIA: Jurnal Pendidikan dan Pembelajaran Vol. 4 No. 2 (2023): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v4i2.381

Abstract

Indonesia has adopted CLIL especially for bilingual schools and those using an International curriculum. Many studies describe the advantages of CLIL. However, it turns out that only a few have presented research on how the teacher's perspective on CLIL is and what the challenges are. This study aims to explore the teacher's perspective on CLIL implementation and the challenges of its implementation. This qualitative study aims to investigate and explore primary school teacher’s perspectives and challenges of CLIL implementation in primary school. She is actually science teacher but have pretty good skill in English. Data was obtained from a teacher through open-ended question and semi-structure interview about her persprctives and challenges during implementation of CLIL. The result of this study are clearly demonstrated that teacher’s perpectives were aimed toward CLIL characteristics, CLIL implementation, and students' knowledge of the topic and language. Furthermore, the challenges arise were mostly on the side of both teachers and pupils. This study reinforces previous study about teacher perspective of implementation CLIL but in this stidy explore what are the challenges too because CLIL uses target language such or foreign language so it will be arise challenges during implementation. Therefore, this article will be an afterthought for schools that will use CLIL
AN INQUIRY INTO EFL LEARNERS’ PERCEPTIONS OF WHATSAPP FOR ORAL PEER ASSESSMENT Ika Wulandari; Oikurema Purwati; Slamet Setiawan; Syafi'ul Anam
Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 9 No 1 (2021)
Publisher : Lembaga Penelitian (The Institute of Research) Universitas Swadaya Gunung Jati

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33603/perspective.v9i1.4502

Abstract

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.
Co-Authors Afifah Mufidati Afifah Nisfatul Laila Agil Abdur Rohim Ahmad Munir Ali Mustofa Bagus Waluyo Dian Luthfiyati, Dian Dian Rahma Santoso Dwita Laksmita Rachmawati Fahri Fahri Fatma Rahayu Nita Fithriyah Inda Nur Abida Diana Budi Darma Fitri Rahmawati Astiandani Frederick Lukas Tahapary Ika Wulandari LIES AMIN LESTARI Lulu Asyrifah Moh. Hafidz Moh. Rismala Nur Fauzia Nur Laili Indasari Nur Siwi Suci Anggraini Pratiwi Retnaningdyah Rahayu Kuswardani Rina Indrianty Ridwan Siti Astri Yoana Siti Maria Ulfa SLAMET SETIAWAN Susanto Susanto suseno, edy Syafi'ul Anam Syafi'ul Anam Syafiul Anam Syafi’ul Anam Tengsoe Tjahjono Ummu Hani Assyita Vidya Mandarani Widyastuti Yamin, Moh Zaidatus Sholihah