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All Journal Englisia Journal JEES (Journal of English Educators Society) Tell : Teaching of English Language and Literature Journal Didaktis: Jurnal Pendidikan dan Ilmu Pengetahuan Borneo Educational Journal (Borju) Academic Journal Perspective : Education, Language, and Literature ADJES (Ahmad Dahlan Journal of English Studies) Proceeding UMSurabaya International Journal of Educational Narratives
Gusti Nur Hafifah
Universitas Muhammadiyah Surabaya
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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The Creative Techniques in Teaching Vocabulary at Sabilussalam Kindergarten Surabaya Wijayanti -; Amrin Batubara; Gusti Nur Hafifah
Tell : Teaching of English Language and Literature Journal Vol 2 No 1 (2014): April
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (161.43 KB) | DOI: 10.30651/tell.v2i1.2171

Abstract

This research is conducted to find out the creative techniques, the implementation, and the advantages of the implementation of the creative techniques in teaching vocabulary at Sabilussalam kindergarten where pupils level B and 1 teacher are as subject. While, the objects of the research is all information related to the creative techniques in teaching vocabulary at Sabilussalam kindergarten.This research usesdescriptive qualitative method and the data collection techniques are classroom observations, documentation and interview. For analyzing the data, the researcher uses interactive model which is adapted from Miles and Hubberman (19984:6). The finding showedthat there are four creative techniques in teaching vocabulary at Sabilussalam kindergarten. Those were, Sing song, Drilling, Role play, and Game techniques. Besides, the researcher found theteaching techniques were implemented creatively in different ways. Firstly, the drilling technique was implemented by using gestures, and hip hop style.  Secondly, the singing song technique was implemented by using gestures, repetitions, hip-hop and sound of clap the table. Thirdly, the role play was implemented by usingthe performing robot’s actions, super hero and play Dora’s adventure. Finally, the Game technique was implemented by using whispers, gestures, robot’s movements and guess. Additionally, all of implementations of the creative techniques in teaching vocabulary at Sabilussalam have some advantages. They are to develop children’s knowledge, skills, understanding and attitudes. The techniques can develop their knowledge because it can help them to improve their vocabulary in meaning and understanding. Besides, they can develop their skill because these techniques not only help them to improve their vocabulary but also explored in their skill especially the listening and the speaking skill which werethe basic skill had been mastered for young learner. Additionally, the techniques can develop children’s understanding and attitude because they were not only know and memorized vocabulary which had been taught but also they can understand the meaning word and explored their idea, expression in their daily activity.
Unveiling the Linguistic Landscape of Gamers: Insights from Online Gaming Communication and Its Implication in English Materials Igo Rizky Nur Pratama; Gusti Nur Hafifah; Jepri Ali Saiful; Sofi Yunianti
Tell : Teaching of English Language and Literature Journal Vol 12 No 1 (2024): April
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/tell.v12i1.21794

Abstract

This study investigates the online gamers' language features and their implication in vocational high school English material. A qualitative study is conducted and three aspects of language register theory including field, tenor, and lexical resources are explored. The scope, context, and situation of the online gaming interaction (Valorant and Player's Unknown Battleground) are also analyzed. The interaction among gamers happened in different types of fields and tenor depends on their roles and context in online games. The lexical resources data found that gamers dominantly used noun words beside other language features. This study recommends teachers leverage the related online games' vocabularies into their English teaching materials to encourage students learning. Further study needs to explore the influence of online gaming on students' English achievement.
Online interaction in public speaking course: Implementation and challenges of MOOC in students exchange program Hafifah, Gusti Nur
Englisia Journal Vol 11 No 2 (2024)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v11i2.22250

Abstract

Three types of online interaction: Learner-Instructor; Learner-Learner; and Learner-Content, were facilitated profoundly during the public speaking class in the massive open online course using the SPADA-DIKTI learning management system. This paper explores in-depth how the online interactions occurred, the challenges, and the students' responses toward the program. The classroom setting was done fully online during one semester that consisted of 16 meetings and was participated by 40 university students throughout Indonesia. The learner-content is the most dominant interaction since the course was conducted fully online and learners completed several assignments based on the timeline. There were enough portions for learner-instructor interaction via the conference meeting class and social media group chat that allowed students to consult with the instructor directly. Although there were peer activities related to assignments and assessments, learner-learner interaction is the least happening since it can only be controlled during online synchronous meetings. Despite the students' enthusiasm for joining the course, the course objectives were not completely achieved. Only 50 % of the students passed the course and managed to complete the course learning activities. Some issues related to the workload of assignments, student motivation, and autonomous learning attitude in online courses have become problems.
Teachers Perspectives of ICT Integration in English Language Teaching: A Review of Literature Hafifah, Gusti Nur
JEES (Journal of English Educators Society) Vol 5 No 1 (2020): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v5i1.205

Abstract

This paper reviews some research articles on the teachers perspective of ICT implementation in education, particularly in English language teaching. It explores the research result based on three scopes; Teachers perspective of ICT in education in general, Teachers perspective of ICT specifically in English language Teaching in Global Context, and The teachers perspectives of ICT in ELT in Indonesian settings. The analysis is based on the research methodology; including the design, subject and instrument used in the research, also the findings and suggestions resulted in the research. Finally, this paper proposes further study on the related topic area on teachers’ cognition of ICT in ELT. HIGHLIGHTS: Teachers have positive perspectives on the use of ICT for education and ELT. There are limited studies on teachers perspectives in higher education level. Teachers perspective on ICT might be contributing factors to teachers professional development.
Technology use in secondary level of English language teaching: A Literature Review Luthfiyyah, Roghibatul; Hafifah, Gusti Nur; Ivone, Francisca Maria; Tresnadewi, Sintha
JEES (Journal of English Educators Society) Vol 6 No 1 (2021): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v6i1.1020

Abstract

Technology has been widely used in the education field, especially for teaching language. Many teachers and students believe in the advantages of technology to enhance language learning. There have been many studies investigating the use of technology in secondary language classrooms. Some studies approve that technology can be applied to increase students' language competence. This paper comprehensively analysed the use of technology for English language teaching in the secondary level based on empirical studies. It reviews 57 articles from reputable journals and publishers. The existing literature shows that studying and reviewing the use of technology in ELT leads to a deeper understanding of its potential benefits. Many technology tools have been utilized to support the teaching of English skills. Kinds of learning activities that require technological tools and applications, such as presentation, discussion, assessment are also discussed. Additionally, problems and solutions encountered in the implementation of technology in secondary ELT levels are scrutinized in this study. HIGHLIGTS: Scholars need to set the content and pedagogy first before the technology to obtain meaningful and contextual experiments and discussion in academic circumstances. The finding unveils a fact that technology use in the ELT context contributes more to students' learning strategies, such as learning motivation, engagement, collaborative work, rather than the improvement of students' learning outcomes. This finding can be a rationale to rectify the common logical fallacy encountered among studies that claimed that technology can improve particular language skill.
The policy to state HOTS in Basic Competence (KD) of 2013 English curriculum and English teachers’ practice in developing indicator achievement Purwati, Oikurema; Munir, Ahmad; Hafifah, Gusti Nur
JEES (Journal of English Educators Society) Vol 7 No 2 (2022): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v7i2.1662

Abstract

Higher order thinking skills (HOTS) are already a trend in educational sector. The concepts of HOTS are applied in statements of ‘basic competences’ (as known as KD) in the 2013 English Curriculum (syllabus). The purpose of stating HOTS concepts in ‘KD’ to make all of the process of teaching and learning resulted on the students’ ability to be able to think and practice higher order thinking skills in their daily life. As represented in the ‘basic competences’ (KD) of 2013 English curriculum (syllabus revised edition), HOTS can be considered as the significant point in developing indicator (as the objective) of teaching and learning. The development of indicators should be in line with the theory of HOTS, from analyzing, evaluating and creating (based on the revised Bloom taxonomy). However, there are a lot of English teachers who still get difficulties in developing appropriate teaching learning indicators in fulfilling HOTS concepts. In national practice, the policy of implementing HOTS as the basic competences may not be carried out fully by the Indonesian English teachers. There is also a tendency to ignore the discussion of developing appropriate indicator achievement as the learning objectives. HIGHLIGHTS: Curriculum developers should comprehend the concepts of the curriculum and the language theories applied to the curriculum. Basic competence should be developed following the level of Bloom's cognitive skills, particularly to generate students' higher-order thinking. Implementation of Higher Order Thinking Skills (HOTS) as a policy in the 2013 English Curriculum Basic Competencies (KD) and English teachers' practices in developing competency achievement indicators
Information and Communication Technology (ICT) in English Language Teaching Gusti Nur Hafifah
PROCEEDING UMSURABAYA 2019: PROCEEDING MELTC 2019
Publisher : Universitas Muhammadiyah Surabaya

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

Abstract

ICT has been a basic requirement and essential aspect of education in global context nowadays. ICT in the form of digital literacy becomes one of the skills that students must acquire besides words and numerical literacy in the 21st era of learning. This paper explores the progress of ICT integration in education, especially in English Language Teaching. It reviews several findings from empiric studies about the impact of ICT toward teaching and learning. It elaborates the chronological development of ICT in ELT starting from; CALL, TELL, LMS, and how it is integrated into Blended learning. Teachers’ perspective of ICT is also discussed to see how it affects ICT practices. At last, it expounds the recent research result of the implementation of ICT in the teaching of English in Indonesia. Keyword: ICT, ELT, teachers’ perspective, Indonesia
IMPROVING STUDENTS’ DESCRIPTIVE WRITING ABILITY AND MOTIVATION THROUGH GAME BASED LEARNING Roisul Laura Gladika; Gusti Nur Hafifah; Nur Afifah
PROCEEDING UMSURABAYA Poceding Fakultas Keguruan dan ilmu Pendidikan 2026 " Intregrasi Deep Learning dan Tekbnologi AI dal
Publisher : Universitas Muhammadiyah Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/pc.v1i1.28035

Abstract

Penelitian tindakan kelas (PTK) ini bertujuan untuk mengkaji penggunaan permainan Ular Tangga (Snakes and Ladders) dalam meningkatkan kemampuan menulis teks deskriptif serta motivasi belajar siswa kelas tujuh sekolah menengah pertama dalam konteks pembelajaran Bahasa Inggris sebagai bahasa asing (EFL). Keterampilan menulis, khususnya menulis teks deskriptif, merupakan salah satu tantangan utama bagi pembelajar EFL karena keterbatasan kosakata, struktur kalimat yang lemah, serta motivasi belajar yang rendah. Untuk mengatasi permasalahan tersebut, strategi pembelajaran berbasis permainan diterapkan selama satu siklus PTK, melalui tahapan perencanaan, pelaksanaan, observasi, dan refleksi. Penelitian ini menggunakan pendekatan campuran (mixed-methods), yaitu pengumpulan data kuantitatif melalui pre-test dan post-test, serta data kualitatif melalui observasi kelas, wawancara, dan catatan lapangan. Hasil penelitian menunjukkan adanya peningkatan signifikan dalam kemampuan menulis siswa, dengan nilai rata-rata yang meningkat dari 51,76 pada pre-test menjadi 83,3 pada post-test. Selain itu, partisipasi siswa dalam pembelajaran juga meningkat dari 51,5% menjadi 87%, menandakan adanya peningkatan motivasi dan keterlibatan aktif dalam kegiatan kelas. Permainan Ular Tangga memberikan pengalaman belajar yang menyenangkan dan interaktif, memperkuat penguasaan kosakata, membantu siswa dalam membangkitkan ide, serta mendorong praktik menulis secara kolaboratif. Temuan ini menunjukkan bahwa pembelajaran berbasis permainan dapat menjadi strategi yang efektif dan memotivasi dalam pembelajaran menulis, khususnya untuk meningkatkan keterampilan menulis teks deskriptif di kelas EFL tingkat SMP.
Fostering Student Engagement in Reading Class through Kinesthetic-Based Reading Race for Eighth Grade Students Arinatus Safitri; Gusti Nur Hafifah; Nur Afifah
PROCEEDING UMSURABAYA Poceding Fakultas Keguruan dan ilmu Pendidikan 2026 " Intregrasi Deep Learning dan Tekbnologi AI dal
Publisher : Universitas Muhammadiyah Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/pc.v1i1.28037

Abstract

This Classroom Action Research investigated the impact of a kinesthetic team-based Reading Race activity on multidimensional student engagement among eighth-grade English as a Foreign Language (EFL) learners in an Indonesian junior high school. Focusing on five dimensions of engagement—enthusiasm, physical engagement, teamwork, text comprehension, and self-regulation (confidence and discipline), the study used classroom observations and a 20-item Likert-scale questionnaire to collect data before and after one intervention cycle consisting of two meetings. Quantitative analysis revealed high levels of engagement across all dimensions, with teamwork and physical engagement scoring the highest. Qualitative observations supported these findings, highlighting active participation, collaboration, and increased motivation during the kinesthetic reading task. While text comprehension and self-regulation showed positive improvements, both also indicated areas for further development. The study concluded that the Reading Race method effectively fostered holistic engagement in EFL classrooms by integrating movement, competition, and cooperative learning. The findings offer practical insights for educators seeking to accommodate diverse learning styles and improve reading instruction in Indonesian junior high schools.
Implementation of Teaching at The Right Level (TaRL) Approach on Enhancing Students’ Writing Ability in 8th Grade of Junior High School Annisa Rahmasari; Gusti Nur Hafifah; Nur Afifah
PROCEEDING UMSURABAYA Poceding Fakultas Keguruan dan ilmu Pendidikan 2026 " Intregrasi Deep Learning dan Tekbnologi AI dal
Publisher : Universitas Muhammadiyah Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/pc.v1i1.28114

Abstract

This classroom action research examines the implementation of the Teaching at the Right Level (TaRL) approach to improve the writing of 8G grade students at a public junior high school in Surabaya during the 2024–2025 academic year. The pre-cycle evaluation at the beginning of the learning process showed that only 36.36% of students had mastery, with an average score of 60.22, suggesting that there was still much space for improvement. As a result, lesson plans and student worksheets catered to different ability levels were created using the TaRL approach. The average student score rose significantly to 85.30 after the adoption, indicating a notable improvement in writing ability. The findings show that the TaRL model promotes equitable learning and increases student engagement, particularly when paired with differentiated learner worksheet (LKPD) and group activities. Overall, the study finds that by addressing a variety of learning needs and encouraging collaborative learning environments, the TaRL strategy not only raises student response but also improves academic achievement.
Co-Authors AHMAD MUNIR Ahmad Zainuddin Althaf Maulana Amrin Batubara Annisa Rahmasari Ari Setyorini Arinatus Safitri Armeria Wijaya, Armeria Faiqohan Salsabila Huwaidah Fitri Puspita Sari Francisca Maria Ivone Igo Rizky Nur Pratama Irma Ramadhani Irmayanti Mufida Linda Mayasari Miftahul Huda Ni’matul Lailiyah Nur Afifah Nur Afifah Nur Afifah OIKUREMA PURWATI Pramudana Ihsan, Pramudana Rahma Puluhulawa Risa Sulfarida Arini Roghibatul Luthfiyyah, Roghibatul Roisul Laura Gladika Saiful, Jepri Ali Salam, Nensy Sintha Tresnadewi Sofi Yunianti, Sofi Wijayanti -