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PRE-SERVICE TEACHERSâ€™ SELF-REGULATED LEARNING STRATEGY, MOTIVATION, AND REVISION BEHAVIORS IN EFL ACADEMIC WRITING Nabhan, Salim
Jurnal Pendidikan Bahasa Vol 8, No 2 (2019): Jurnal Pendidikan Bahasa
Publisher : IKIP PGRI Pontianak

The present study explored pre-service teachers? self-regulated learning strategyand motivation in EFL academic writing. A further aim of the study is toinvestigate the relationship between their self-regulated learning strategy andmotivation as well as to explore the revision behaviors in English academicwriting. A questionnaire was administered to 56 pre-service teachers (PST)majoring English language education. The questionnaire covered 16 items ofquestions regarding self-regulated learning strategy comprising environmentalprocess, behavioral process, and personal process, as well as motivation. PSTs?revisions of academic writing were also assessed using writing revision categoriesto identify their revision behaviors. Descriptive analyses indicated thatparticipants were moderate to high in their self-regulated learning strategy andmotivation toward their writing activities. Furthermore, the result showed thatdespite the fact that self-regulated learning strategy in the aspect of environmentalstrategy and personal strategy did not significantly correlate with motivation,behavioral strategy significantly correlated with motivation. In addition to this,among the revision categories, the aspects of organization, citation, mechanics,language use, and references were the most common categories of revisions,while content and format were the least ones. The study might have implicationon the PST?s EFL academic writing instruction.Keywords: self-regulated learning strategy, motivation, revision, EFL academicwriting

PRODUK OLAHAN SEHAT PECEL SANGRAI DESA TULANGAN Puspita Sari, Intan Ayu; Nabhan, Salim
Jurnal Abadimas Adi Buana Vol 3 No 1 (2019): Juli
Publisher : LPPM Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/abadimas.v3.i1.a1929

Sambal pecel merupakan sambal yang terbuat dari campuran cabai, gula merah, dan kacang tanah sebagai bahan utamanya. Pecel merupakan makanan yang di kombinasikan dengan bumbu sambal kacang, sebagai bahan utamanya dan dicampur dengan aneka jenis sayuran dan dihidangkan dengan alas yang berbeda-beda sesuai dengan kota asal pecel, misalnya piring lidi yang disebut ingke, pincuk, atau tampah bambu. Kebanyakan para pedagang bumbu pecel mengeluhkan saat proses penggorengan yang membutuhkan waktu yang lama hingga benar-benar matang merata, sehingga menyita banyak waktu saat proses pembuatannya. Sebagai respon dari situasi tersebut, mahasiswa kegiatan pengabdian pada masyarakat Universitas PGRI Adi Buana Surabayamemperkenalkan produk olahan berupa pecel sangrai. Kegiatan ini bertujuan untuk memberikan pelatihan kepada masyarakat tentang pembuatan dan pengelolaan pecel sangrai yang meliputi analisis kelayakan usaha menggunakan metode Break Event Point, penyusunan, laporan keuangan, teknik kendali, mutu produk, mendesain kemasan supaya lebih menarik, serta pelatihan operasional pembuatan pecel sangrai sekaligus cara produksi secara berkelanjutan. Metode yang digunakan kegiatan pengabdian ini adalah pelatihan, penyuluhan dan pendampingan. Sasaran program ini adalah masyarakat Desa Tulangan Kecamatan Tulangan Kabupaten Sidoarjo. Berdasarkan pengamatan selama kegiatan pengabdian berlangsung, diperoleh beberapa hasil positif darikegiatan pengabdian ini: 1). Masyarakat menunjukkan minat dan ketertarikan yang cukup tinggi terhadap produk olahan pecel sangrai, baik untuk dikonsumsi sendiri maupun untuk kegiatan bisnis 2). Masyarakat aktif menyampaikan pertanyaan-pertanyaan terhadap hal-hal yang ditemukan ketika mengaplikasikan produk olahan pecel sangrai 3). Meningkatnya pengetahuan masyarakat tentang alternatif pengolahan produk pecel sangrai 4). Pengembangan varietas produk olahan makanan dalam program pengabdian ini mampu meningkatkan kondisi sosial ekonomi masyarakat, dan 5) Meningkatnya kesadaran dan budaya konsumsi makanan sehat alami hasil olahan sendiri dari produk pecel sangrai.

Understanding Teaching Method Used in EFL Classroom: Students' and Teachers' Perspective Rifai, Irfan; Nabhan, Salim
JET ADI BUANA Vol 2 No 2 (2017)
Publisher : English Education Department, Faculty of Teacher Training and Education, Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/jet.v2.n2.2017.1057

This study is focused on getting an understanding of the students and teachers perceptions of teaching methods use in EFL classroom. More importantly, this research is aimed at bringing to light how students and teachers in the higher education English language classroom help provide new meanings of how different methods are used in the classrooms. To make sense of their perceptions of teaching methods, we focus on four individual narrative interviews, classroom observations and two focus group discussions. The data findings show that a particular teaching method, such as students' presentation, based on the students' view, is due to that lecturers are not quite confident to speak in front of the classroom. The students assert that the lecturers seem are not quite well prepared to teach, so that the students are asked to make presentation in front of the classroom. This, based on the studentsÃ¢â‚¬â„¢ view is about spending much time for the students to speak rather than their lecturersÃ¢â‚¬â„¢ do. In addition, the data findings illustrate that the traditional methods used in the classroom such as classroom presentation and group discussion are needed to be modified by considering the employment of technology to mediate the acquisition of 21st century skills. In addition, the findings suggest that the lecturers' experience during their careers and study deeply influence the way they conduct teaching methods in the classroom. Moreover, the data findings indicate that identity and the self- image are prevalent in shaping the teaching methods the lecturers are used in the classroom. This study indicates that students and lecturers have different view point with regards to the teaching methods use in the higher education language classroom. It is suggested, therefore, that the use of teaching methods in the classroom should ideally involve the students' view point to generate more effective and future goals oriented.

Pemanfaatan Teknologi di Era New Normal Untuk Pembelajaran Speaking dan Listening bagi Guru -Guru SMA/SMK Kota Surabaya Syahria, Nukmatus; Irfan Rifai; Ferra Dian Andanty; Salim Nabhan
Jurnal Penamas Adi Buana Vol 5 No 01 (2021): Jurnal Penamas Adi Buana
Publisher : LPPM Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/penamas.vol5.no01.a3623

Pemanfaatan teknologi khususnya dalam pembelajaran Bahasa Inggris di Indonesia sudah banyak dieksplorasi. Sebagian besar hasil eksplorasi ini mengungkapkan bahwa teknologi dapat memfasilitasi para siswa dalam menguasai materi dan meningkatkan keterampilan berbahasa mereka. Selaras dengan hasil penemuan tersebut, dosen Prodi Bahasa Inggris Universitas PGRI Adi Buana Surabaya menyelenggarakan Pengabdian Pada Masyarakat (PPM) berupa pelatihan pemanfaatan Podcast dengan bantuan aplikasi Audacity dalam pengajaran Listening dan Speaking bagi guru SMA/SMK kota Surabaya. PPM ini dilaksanakan secara daring dan diikuti oleh 95 guru. Setelah selesai PPM, kami ingin mengetahui pandangan guru-guru tersebut mengenai pemanfaatan Podcast dan Audacity dalam pembelajaran Listening dan Speaking. Pre-Test dan kuisioner digunakan untuk mengumpulkan data. Data dari pre-test dan kuisioner ditambah dengan data opini tertulis peserta dianalisis menggunakan konten analisis. Hasil analisis data menunjukkan bahwa sebagian besar peserta mempunyai sikap yang positif terhadap penggunaan Podcast dalam pembelajaran listening dan speaking. Hal utama yang mendasari sikap positif mereka adalah fleksibilitas Podcast dalam penggunaannya, fleksibilitas akses, fleksibilitas frekuensi, dan fleksibilitas individu.

PRE-SERVICE TEACHERSâ€™ CONCEPTIONS AND COMPETENCES ON DIGITAL LITERACY IN AN EFL ACADEMIC WRITING SETTING Nabhan, Salim
Indonesian Journal of Applied Linguistics Vol 11, No 1 (2021): Vol. 11, No. 1, May 2021
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v11i1.34628

This case study seeks to examine pre-service teachersâ€™ digital literacy conceptions in an EFL academic writing context and aims to identify pre-service teachersâ€™ competences concerning the predominant dimensions of digital literacy encompassing critical thinking, online safety skills, digital culture, collaboration and creativity, finding information, communication, and functional skills. This case study involved both quantitative and qualitative data taken from 107 pre-service teachersâ€™ online questionnaires and one 5-member focus group discussion delivered to pre-service teachers taking academic writing subjects in English Language Education Department in an urban university in Indonesia. In general, the result of the study revealed that the pre-service teachersâ€™ conceptions of digital literacy were principally associated with the narrow proficiency of utilizing online tools and technological devices and set aside a critical mindset. Further, in spite of the fact that most participating students were found to have lack of understanding of critical thinking and digital culture towards digital literacy, they appeared to possess the competencies of finding information, communication, and functional skills. Additionally, quantitative result of the pre-service teachersâ€™ competences demonstrated that communication dimension was the highest of all with the mean value of 3.95, followed by online safety skills (3.87), finding information (3.79), critical thinking (3.77), functional skills (3.75), as well as collaboration and creativity (3.43). The lowest mean (3.40) belonged to digital culture dimension. The findings have important implications for developing digital literacy framework in an EFL academic writing.

PRE-SERVICE TEACHERS’ SELF-REGULATED LEARNING STRATEGY, MOTIVATION, AND REVISION BEHAVIORS IN EFL ACADEMIC WRITING Salim Nabhan
Jurnal Pendidikan Bahasa Vol 8, No 2 (2019): Jurnal Pendidikan Bahasa
Publisher : IKIP PGRI Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31571/bahasa.v8i2.1451

The present study explored pre-service teachers’ self-regulated learning strategyand motivation in EFL academic writing. A further aim of the study is toinvestigate the relationship between their self-regulated learning strategy andmotivation as well as to explore the revision behaviors in English academicwriting. A questionnaire was administered to 56 pre-service teachers (PST)majoring English language education. The questionnaire covered 16 items ofquestions regarding self-regulated learning strategy comprising environmentalprocess, behavioral process, and personal process, as well as motivation. PSTs’revisions of academic writing were also assessed using writing revision categoriesto identify their revision behaviors. Descriptive analyses indicated thatparticipants were moderate to high in their self-regulated learning strategy andmotivation toward their writing activities. Furthermore, the result showed thatdespite the fact that self-regulated learning strategy in the aspect of environmentalstrategy and personal strategy did not significantly correlate with motivation,behavioral strategy significantly correlated with motivation. In addition to this,among the revision categories, the aspects of organization, citation, mechanics,language use, and references were the most common categories of revisions,while content and format were the least ones. The study might have implicationon the PST’s EFL academic writing instruction.Keywords: self-regulated learning strategy, motivation, revision, EFL academicwriting

Bringing multiliteracies into process writing approach in ELT classroom: Implementation and reflection Salim Nabhan
EduLite: Journal of English Education, Literature and Culture Vol 4, No 2 (2019): August 2019
Publisher : Universitas Islam Sultan Agung

Designing new pedagogy in response to the advancement of technology that requires the integration of literacy has became the issue in ELT classroom. What is more, the conception of teaching English skills, including writing, is not merely limited to the language skills target but also how the learners become multiliterate in facing todays’ world. This article puts forward the framework of multiliteracies that is integrated in process writing approach to bridge the gap between literacy education and writing pedagogy. This study aims at investigating the enactment of the incorporation of multiliteracies with process writing approach and to explore the learners’ reflection toward the use of the framework in their writing practices. The data were taken from online surveys, the participants’ reflection, observation, and focus group discussion in the end of the study. Researcher used qualitative analysis with embedded quantitative data. The proposed framework was delivered to pre-service teachers (PST) in English Writing subject at the English Language Education Department, Faculty of Teacher Training and Education, Universitas PGRI Adi Buana Surabaya, Indonesia. Step by step procedures in process writing approach were incorporated with multiliteracies along with some activities used in teaching writing. Findings indicated that implementing the framework in teaching writing provides PSTs with the opportunities to embrace the multiple modes of meaning making and digital technology in writing, produce texts, and present them in multimodal and creative ways. In addition, despite several challenges in its implementation, the activities helped to improve the writing skill, decrease the chance of plagiarism, and increase the authentic writing. Finally, PSTs were motivated to enhance their digital literacy used in writing practices. As a result, the study suggests that multiliteracies had a space in the teaching writing skill following the guided procedures in process writing approach.

Collaborative Writing Using Google Docs in an EFL Classroom: Voices from High School Students Halimatus Sa'diyah; Salim Nabhan
VELES Voices of English Language Education Society Vol 5 No 2 (2021): VELES Voices of English Language Education Society
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v5i2.3863

The employment of technology in the teaching and learning process is unavoidable in the digital age. One of the online media utilized in English classes is Google Docs. However, there has been minimal discussion on the use of Google Docs for collaborative writing, particularly in high school EFL classes. As a result, the purpose of this study is to find out what EFL students think about utilizing Google Docs for collaborative writing in an English class at a senior high school. The researchers performed a qualitative case study to solve the problem. The information was gathered through an interview with kids from one of Sidoarjo's private schools in East Java, Indonesia. To support the main, classroom observations and the analysis of students' documents in the form of a portfolio were used to triangulate the data. After that, the data were subjected to thematic analysis. The study uncovered two key topics that addressed the advantages and drawbacks of utilizing Google Docs for collaborative writing. Students' enthusiasm, digital literacy, social skills, and writing skills improved when they used Google Docs for collaborative writing. Students, on the other hand, experienced some difficulties in terms of internet connection, the availability of accompanying gadgets, and their own abilities. The findings of the study could have practical implications in English classes.

PRODUK OLAHAN SEHAT PECEL SANGRAI DESA TULANGAN Intan Ayu Puspita Sari; Salim Nabhan
Jurnal Abadimas Adi Buana Vol 3 No 1 (2019): Juli
Publisher : LPPM Universitas PGRI Adi Buana Surabaya

Sambal pecel merupakan sambal yang terbuat dari campuran cabai, gula merah, dan kacang tanah sebagai bahan utamanya. Pecel merupakan makanan yang di kombinasikan dengan bumbu sambal kacang, sebagai bahan utamanya dan dicampur dengan aneka jenis sayuran dan dihidangkan dengan alas yang berbeda-beda sesuai dengan kota asal pecel, misalnya piring lidi yang disebut ingke, pincuk, atau tampah bambu. Kebanyakan para pedagang bumbu pecel mengeluhkan saat proses penggorengan yang membutuhkan waktu yang lama hingga benar-benar matang merata, sehingga menyita banyak waktu saat proses pembuatannya. Sebagai respon dari situasi tersebut, mahasiswa kegiatan pengabdian pada masyarakat Universitas PGRI Adi Buana Surabayamemperkenalkan produk olahan berupa pecel sangrai. Kegiatan ini bertujuan untuk memberikan pelatihan kepada masyarakat tentang pembuatan dan pengelolaan pecel sangrai yang meliputi analisis kelayakan usaha menggunakan metode Break Event Point, penyusunan, laporan keuangan, teknik kendali, mutu produk, mendesain kemasan supaya lebih menarik, serta pelatihan operasional pembuatan pecel sangrai sekaligus cara produksi secara berkelanjutan. Metode yang digunakan kegiatan pengabdian ini adalah pelatihan, penyuluhan dan pendampingan. Sasaran program ini adalah masyarakat Desa Tulangan Kecamatan Tulangan Kabupaten Sidoarjo. Berdasarkan pengamatan selama kegiatan pengabdian berlangsung, diperoleh beberapa hasil positif darikegiatan pengabdian ini: 1). Masyarakat menunjukkan minat dan ketertarikan yang cukup tinggi terhadap produk olahan pecel sangrai, baik untuk dikonsumsi sendiri maupun untuk kegiatan bisnis 2). Masyarakat aktif menyampaikan pertanyaan-pertanyaan terhadap hal-hal yang ditemukan ketika mengaplikasikan produk olahan pecel sangrai 3). Meningkatnya pengetahuan masyarakat tentang alternatif pengolahan produk pecel sangrai 4). Pengembangan varietas produk olahan makanan dalam program pengabdian ini mampu meningkatkan kondisi sosial ekonomi masyarakat, dan 5) Meningkatnya kesadaran dan budaya konsumsi makanan sehat alami hasil olahan sendiri dari produk pecel sangrai.

Understanding Teaching Method Used in EFL Classroom: Students' and Teachers' Perspective Irfan Rifai; Salim Nabhan
JET ADI BUANA Vol 2 No 2 (2017)
Publisher : Universitas PGRI Adi Buana Surabaya

This study is focused on getting an understanding of the students and teachers perceptions of teaching methods use in EFL classroom. More importantly, this research is aimed at bringing to light how students and teachers in the higher education English language classroom help provide new meanings of how different methods are used in the classrooms. To make sense of their perceptions of teaching methods, we focus on four individual narrative interviews, classroom observations and two focus group discussions. The data findings show that a particular teaching method, such as students' presentation, based on the students' view, is due to that lecturers are not quite confident to speak in front of the classroom. The students assert that the lecturers seem are not quite well prepared to teach, so that the students are asked to make presentation in front of the classroom. This, based on the studentsÃ¢â‚¬â„¢ view is about spending much time for the students to speak rather than their lecturersÃ¢â‚¬â„¢ do. In addition, the data findings illustrate that the traditional methods used in the classroom such as classroom presentation and group discussion are needed to be modified by considering the employment of technology to mediate the acquisition of 21st century skills. In addition, the findings suggest that the lecturers' experience during their careers and study deeply influence the way they conduct teaching methods in the classroom. Moreover, the data findings indicate that identity and the self- image are prevalent in shaping the teaching methods the lecturers are used in the classroom. This study indicates that students and lecturers have different view point with regards to the teaching methods use in the higher education language classroom. It is suggested, therefore, that the use of teaching methods in the classroom should ideally involve the students' view point to generate more effective and future goals oriented.

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