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Tabu dan Mitos dalam Webtoon “Next Door Country” serta Pemanfaatannya dalam Pembelajaran Menulis BIPA 4 Nurichsania, Nina Amalia; Pangesti, Fida
Jurnal Bahasa dan Sastra Vol 12, No 3 (2024)
Publisher : Faculty of Languages and Arts, Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jbs.v12i3.128016

Exploring taboos and myths in the context of teaching Indonesian to foreigners will aid students in interacting more effectively when communicating with native speakers. Web comics (webtoons) can serve as an effective tool to understand them and achieve communicative competency, one of which is "Next Door Country." This qualitative descriptive study aims to explore the content of taboos and myths in the webtoon "Next Door Country" by Aditiya Wahyu Budiawan, as well as its utilization in writing instruction for BIPA 4 (intermediate level). The primary data in this study comprise visual texts from episode 28 entitled “Green Shirt," while secondary data include literature reviews obtained from government regulations and academic journals. The primary data were analyzed using Roland Barthes' semiotic analysis technique to interpret visual symbols within the webtoon, and the secondary data were qualitatively analyzed to generate insights into the application of taboos and myths in BIPA 4 learning. The findings indicate that the episode incorporates a taboo related to the Javanese myth, specifically the prohibition of wearing green clothes when going to the beach, because individuals wearing green will be taken by the guardian of the South Sea, Nyi Roro Kidul, and will not be able to return to land. This episode can be employed to achieve learning objectives of writing skills in BIPA 4 through a method of interpreting meaning based on visual illustrations in the silent comic, referring to the components forming the structure of narrative texts, namely plot, action, characterization, setting, and point of view.

The Relationship among Language Mindset, Corrective Feedback Preferences, and Follow-Up Strategies of Students in Writing Scientific Texts Prihatini, Arti; Pangesti, Fida; Wuryaningrum, Rusdhianti
Journal of Languages and Language Teaching Vol 12, No 1 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i1.9078

Student learning success is primarily determined by their skills in writing scientific texts as their final assignment. However, students experience problems when preparing research proposals. The obstacles experienced were triggered by students' views that scientific writing is challenging and students' lack of understanding of input from lecturers. So, this research has four objectives, namely describing (a) language mindset, (b) corrective feedback preferences, (c) students' follow-up strategies in writing scientific texts, and (c) the correlation of the three. This research employed a mixed method. The research subjects were Indonesian Language Education students at the University of Muhammadiyah Malang. Data was collected using questionnaires and in-depth interviews. The results show that the highest average language mindset is a growth language mindset (4.573). As many as 95.3% of students had an average questionnaire of 3.5-5.00, so most students had a growth language mindset tendency. The dominant corrective feedback that students prefer is an explicit correction (4,895). The average of the follow-up strategy is 4.30, demonstrating that students try to receive corrective feedback on their written scientific texts from lecturers. Based on the correlation results, there is a significant relationship between language mindset and corrective feedback preference (0.529); there is a relationship between language mindset and follow-up strategy-based corrective feedback (0.297); but there is no significant relationship between corrective feedback preference and follow-up strategy based corrective feedback (0.160). The conclusion is that scientific text writing guidance activities need to encourage an increase in students' growth language mindset, corrective feedback preferences, and follow-up strategies in writing scientific text.

OPTIMALISASI PERAN GURU SEBAGAI SOLUSI KENDALA IMPLEMENTASI LITERASI BUDAYA DI SDN GIRIMOYO 2 KABUPATEN MALANG Iswatiningsih, Daroe; Sudiran; Pangesti, Fida
Jurnal Pena Indonesia Vol 7 No 1 (2021)
Publisher : Universitas Negeri Surabaya

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Pelatihan Menulis Best practice Pembelajaran Melalui Metode STAR bagi Guru SMA Panjura Malang Sudjalil Sudjalil; Daroe Iswatiningsih; Fida Pangesti
Jurnal Abdimas Indonesia Vol. 4 No. 2 (2024): April-Juni 2024
Publisher : Perkumpulan Dosen Muslim Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53769/jai.v4i2.799

Dalam rangka meningkatkan kualitas pembelajaran dan profesionalismenya, guru dituntut untUk menguasai dan menghasilkan karya ilmiah, salah satunya best practice. Namun, guru di SMAN Panjura Malang belum memiliki keterampilan dan motivasi yang tinggi dalam menulis best practice. Oleh sebab itu, program pengabdian ini bertujuan untuk memberikan pelatihan dan pendampingan penulisan best practice pembelajaran menggunakan metode STAR di SMA Negeri Panjura Malang. Metode yang diterapkan adalah workshop dan pendampingan secara luring dan daring pada bulan Agustus 2023 hingga Januari 2024. Sasaran kegiatan yaitu kepala sekolah dan 12 guru SMA Negeri Panjura Malang. Hasil pelaksanaan kegiatan menunjukkan implementasi metode STAR telah meningkatkan pengetahuan dan keterampilan guru dalam menulis best practice pembelajaran. Pada akhir kegiatan, telah dihasilkana 8 best practice pembelajaran dengan metode, model, dan media yang bervariasi.

Exploring trends and challenge on second language learning using bibliometric analysis Prihatini, Arti; Pangesti, Fida; Zamahsari, Gamal Kusuma
Diksi Vol. 33 No. 1: DIKSI (MARCH 2025)
Publisher : Fakultas Bahasa, Seni, dan Budaya, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/diksi.v33i1.75678

Second language learning is becoming a research trend. Unfortunately, there was a lack of research that sketched this field. In filling this gap, this study aims to map the research trends in second language learning in Scopus. This study was conducted by bibliometric analysis involving research articles on second language learning in 2013-2022. The data were collected from Scopus. The data were analyzed using the VOSviewer application to visualize research trends. The current study found that research clusters focused on students (motivation and emotions), second language learning, and linguistics elements (word, lexicon, and speech). Research focuses on school-based second language learning. Over the past decade, second language learning has combined education, psychology, neurology, and technology. From 2017, second language learning publications rose considerably. The United States has published the most second-language acquisition articles over the past decade. The United Kingdom is the second country with the most publications. Five of the ten top countries originate from the Europe, two from North America, and the remaining two from China and Hong Kong. The results benefit teachers in teaching, students in the learning process, and researchers in investigating second language learning.

Using Metacognitive Strategies in Second Language Learning: A Bibliometric Analysis Prihatini, Arti; Pangesti, Fida; Zamahsari, Gamal Kusuma
Linguists : Journal of Linguistics and Language Teaching Vol 10, No 2 (2024): December
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v10i2.4602

Metacognitive strategies can help students learn autonomously, so they have been studied in second language learning. However, mapping research trends and future challenges on this issue is rare. This study aims to conduct a bibliometric study using metacognitive strategies in second language learning. Scopus papers from the past decade provide data. Descriptive statistics and Vosviewer were used to analyse data. The results showed six research clusters: (1) the use of metacognitive strategies in achieving learning outcomes, (2) students’ motivation and awareness in a second language, (3) teaching writing, (4) learning interventions and their effects on students’ comprehension and abilities, (5) learning activities, problems, and reflections in learning a second language, and (6) courses related to learning a second language. Cluster 6 has the weakest relationship with other clusters in their study. Year-to-year research themes developed. Research focuses on managing course programs in the early five years by utilising metacognitive strategies, technology, motivation, and student awareness. From mid-2018 to 2019, research trends have developed in learning to write. After that, there are no new research trends to date. Trends address second language learning outcomes, student motivation and self-awareness, learning interventions, and their effects. Student issues research themes are rarer.

PEMANFAATAN TIKTOK DALAM KETERAMPILAN BERBICARA PADA MATERI TEKS ULASAN SISWA KELAS VIII Wijayanti, Devi; Pangesti, Fida
Fon : Jurnal Pendidikan Bahasa dan Sastra Indonesia Vol 20 No 2 (2024): FON: JURNAL PENDIDIKAN BAHASA DAN SASTRA iNDONESIA
Publisher : Program Studi Pendidikan Bahasa dan Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/fon.v20i2.10736

ABSTRAK: Peneilitian ini memiliki tujuan untuk (1) mendeskripsikan implementasi media pembelajaran TikTok dalam keterampilan berbicara melalui teks ulasan pada mata pelajaran bahasa Indonesia kelas VIIIA di MTs Muhammadiyah 1 Malang (2) mendeskripsikan dampak penerapan media pembelajaran TikTok dalam keterampilan berbicara melalui teks ulasan pada mata pelajaran bahasa Indonesia kelas VIIIA di MTs Muhammadiyah 1 Malang (3) mendeskripsikan kendala dan solusi yang dihadapi dalam penerapan media pembelajaran TikTok. Penelitian ini menerapkan metode deskriptif dan pendekatan kualitatif yang bertujuan untuk memahami secara mendalam tentang implementasi dan dampak media pembelajaran TikTok dalam keterampilan berbicara. Objek penelitian ini ialah siswa-siswi kelas VIIIA MTs Muhammadiyah 1 Malang yang berjumlah 25 Siswa, terdiri dari 5 siswa laki-laki dan 20 siswa Perempuan. Sumber data penelitian ini ialah kumpulan video karya peserta didik kelas VIII. Dampak dalam penerapan media pembelajaran TikTok dalam keterampilan berbicara pada materi teks ulasan memiliki efek yang menguntungkan pada proses belajar siswa, hal tersebut dibuktikan dengan siswa yang mampu mengatasi permasalahan secara nyata serta siswa dapat menuangkan ide maupun berpikir secara kritis, inovatif dan bertanggung jawab dalam menyelesaikan permasalahan belajar yang dihadapi.media pembelajaran TikTok yang digunakan dengan pengunaan dan metode yang tepat, dapat dimanfaatkan sebagai media pembelajaran yang menarik, interaktif, dan inovatif dalam pembelajaran bahasa Indonesia. Berbagai fitur aplikasi yang beragam mampu mewadahi keterampilan peserta didik. Pemanfaatan media pembelajaran TikTok dapat diimplemtasikan dalam pembelajaran bahasa Indonesia untuk mengetahui manfaat aplikasi Tik Tok dalam meningkatkan pembelajaran bahasa Indonesia pada materi teks ulasan, maka perlu dilakukan penelitan lebih lanjut.KATA KUNCI: TikTok; Keterampilan Berbicara; Teks Ulasan; > Utilization of TikTok Videos in Speaking Skills in Class VIII Student Review Text Material ABSTRACT: This research aims to (1) describe the implementation of TikTok learning media in speaking skills through review text in Indonesian language subjects in class VIIIA at MTs Muhammadiyah 1 Malang (2) describe the application of the impact of TikTok learning media in speaking skills through review text in language subjects Indonesia class VIIIA at MTs Muhammadiyah 1 Malang (3) Describe the obstacles and solutions faced in implementing TikTok learning media. This research applies descriptive methods and a qualitative approach which aims to understand in depth the implementation and impact of TikTok learning media on speaking skills. The objects of this research were 25 students in class VIIIA MTs Muhammadiyah 1 Malang, consisting of 5 male students and 20 female students. The data source for this research is a collection of videos made by class VIII students. The impact of applying TikTok learning media on skills in review text material has a beneficial effect on the student learning process, this is proven by students being able to solve real problems and students being able to express ideas and think critically, innovatively and responsibly in solving learning problems. which is facing. TikTok learning media used with the right use and methods, can be used as an interesting, interactive and innovative learning media in learning Indonesian. Various application features are able to accommodate students' skills. The use of TikTok learning media can be implemented in Indonesian language learning. To find out the benefits of the Tik Tok application in improving Indonesian language learning in review text material, it is necessary to carry out further research.KEYWORDS: TikTok; Speaking Skills; Review Text;

The Relationship among Language Mindset, Corrective Feedback Preferences, and Follow-Up Strategies of Students in Writing Scientific Texts Prihatini, Arti; Pangesti, Fida; Wuryaningrum, Rusdhianti
Journal of Languages and Language Teaching Vol. 12 No. 1 (2024): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i1.9078

Student learning success is primarily determined by their skills in writing scientific texts as their final assignment. However, students experience problems when preparing research proposals. The obstacles experienced were triggered by students' views that scientific writing is challenging and students' lack of understanding of input from lecturers. So, this research has four objectives, namely describing (a) language mindset, (b) corrective feedback preferences, (c) students' follow-up strategies in writing scientific texts, and (c) the correlation of the three. This research employed a mixed method. The research subjects were Indonesian Language Education students at the University of Muhammadiyah Malang. Data was collected using questionnaires and in-depth interviews. The results show that the highest average language mindset is a growth language mindset (4.573). As many as 95.3% of students had an average questionnaire of 3.5-5.00, so most students had a growth language mindset tendency. The dominant corrective feedback that students prefer is an explicit correction (4,895). The average of the follow-up strategy is 4.30, demonstrating that students try to receive corrective feedback on their written scientific texts from lecturers. Based on the correlation results, there is a significant relationship between language mindset and corrective feedback preference (0.529); there is a relationship between language mindset and follow-up strategy-based corrective feedback (0.297); but there is no significant relationship between corrective feedback preference and follow-up strategy based corrective feedback (0.160). The conclusion is that scientific text writing guidance activities need to encourage an increase in students' growth language mindset, corrective feedback preferences, and follow-up strategies in writing scientific text.Â

The use of grammar learning strategies by law students in writing opinion text Prihatini, Arti; Pangesti, Fida
LITERA Vol. 22 No. 2: LITERA (JULY 2023)
Publisher : Faculty of Languages, Arts, and Culture Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ltr.v22i2.53565

Writing is a big problem for law students because of the lack of grammar mastery, limited interactions during the pandemic, and lack of motivation. This study aims to fill the need for investigations about social and affective strategies, part of grammar learning strategies, in writing opinion texts by law students during the pandemic. This study used a mix-method. The respondents were 245 first-year law students at the University of Muhammadiyah Malang. Data collection used inventory and open-ended questions. The results showed that the affective strategy average was 3.30 (medium), while the social strategy was 3.50 (high). The correlation between all social and affective strategies tends to be high, 0.73990. However, the correlation of each strategy in it varies, ranging from very weak to very strong. Even though there are limited interactions, they still use social strategies to overcome the problems of implementing grammar in writing. The dominant social strategy is using corrective feedback on writing by lecturers and other students and learning from people who are more proficient in grammar. On the other hand, the significant affective strategy was trying to relax when having problems understanding grammar and motivating to master grammar. These findings have pedagogical implications for grammar learning strategies in writing to law.Keywords: affective strategies, grammar learning strategies, social strategies, law, writing of opinion text

Implementasi model pembelajaran discovery learning pada pembelajaran teks ulasan film Khairiah, Iffah; Budiman, Ajang; Pangesti, Fida
Jurnal EDUCATIO: Jurnal Pendidikan Indonesia Vol. 10 No. 1 (2024): Jurnal EDUCATIO: Jurnal Pendidikan Indonesia
Publisher : Indonesian Institute for Counseling, Education and Therapy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/1202423938

Model pembelajaran discovery learning merupakan salah satu model pembelajaran yang dapat membantu siswa dalam memperoleh pengalaman belajar yang kreatif, inovatif, dan optimal. Pengimplementasin model discovery dengan film sebagai media pembelajaran merupakan salah satu usaha guru dalam menghadirkan pembelajaran yang optimal. Penelitian ini menggunakan pendekatan deskriptif kualitatif, dengan teknik pengumpulan data yaitu dokumentasi. Tujuan dari penelitian ini adalah 1) untuk mendeskripsikan penerapan model pembelajaran discovery learning. 2) mendeskripsikan hasil dari pembelajaran. Oleh karena itu, hasil yang diperoleh adalah tahapan implementasi pembelajaran teks ulasan dengan model discovery learning di kelas 8A, diawali dengan stimulation, identifikasi masalah (problem statement), pengumpulan data (Data Collection), pembuktian (Verification), kesimpulan (generalization). Sedangkan hasil pembelajaran diperoleh bahwa rata-rata siswa di kelas 8A telah memenuhi Kriteria Ketuntasan Minimun (KKM). Namun, dalam proses pengaplikasian model discovery learning di kelas 8A masih terdapat keurangan. Hal tersebut ditandai dari 7 siswa yang tidak memenuhi KKM. Maka dari itu penggunaan model pembelajaran discovery learning sebaiknya dikombinasikan dengan stretegi pembelajaran lain yang lebih inovatif sesuai dengan kondisi dan perkembangan zaman.

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