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Menulis sebagai Refleksi Pengembangan Diri dan Profesionalisme Guru Agis Andriani; Arini Nurul Hidayati; Fuad Abdullah; Dewi Rosmala; Yusup Supriyono
E-Dimas: Jurnal Pengabdian kepada Masyarakat Vol 13, No 4 (2022): E-DIMAS
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/e-dimas.v13i4.11961

Pengembangan diri dan profesional dianggap vital di kalangan guru untuk mendukung peran mereka sebagai agen perubahan dalam lingkungan pendidikan. Namun, sedikit perhatian ditujukan pada masalah bagaimana guru membangun, memperkuat dan memelihara pengembangan diri dan profesional mereka, terutama di tingkat sekolah menengah di Indonesia. Oleh karena itu, program ini bertujuan untuk memfasilitasi guru dalam membangun, mengembangkan dan merefleksikan pengembangan diri dan profesional mereka melalui menulis. Program ini dilaksanakan di SMP dan SMA Terpadu Darulmutaalimin di Kota Tasikmalaya, Jawa Barat, Indonesia. Peserta program ini adalah 27 guru dari sekolah tersebut. Program ini dilaksanakan dalam sembilan pertemuan setiap minggunya dengan tema utama 'menulis sebagai cerminan pengembangan pribadi dan profesional guru'. Program ini mengadopsi Participatory Action Research (PAR) untuk membantu guru mengembangkan pengembangan diri dan profesional mereka melalui kegiatan menulis (Kemmis, et. al. 2014). Kegiatan program ini meliputi empat tahapan besar, yaitu perencanaan, pelaksanaan, observasi dan refleksi. Hasil pelatihan ini menunjukkan bahwa guru mampu mendorong pengembangan diri dan profesional mereka melalui menulis cerita. Selain itu, mereka menganggap bahwa menulis merupakan strategi yang efektif untuk merefleksikan pengalaman dan persepsi mereka. Juga, menulis membantu mereka mengomunikasikan apa yang tidak terucapkan. Selanjutnya, menulis memotivasi mereka untuk lebih produktif dalam kehidupan pribadi, akademik dan profesional mereka. Berdasarkan fakta ini, memberdayakan guru untuk memiliki pengetahuan dan praktik yang memadai dalam menulis cerita memungkinkan mereka untuk melakukan pengembangan diri dan profesional secara berkelanjutan, memperkuat kegiatan refleksi secara personal dan menjadi pendidik yang produktif.

Fostering students’ Multimodal Communicative Competence through genre-based multimodal text analysis Fuad Abdullah; Arini Nurul Hidayati; Agis Andriani; Dea Silvani; Ruslan Ruslan; Soni T. Tandiana; Nina Lisnawati
Studies in English Language and Education Vol 9, No 2 (2022)
Publisher : Universitas Syiah Kuala

The multiplicity of semiotic resources employed in communication, the rapid advancement of information, communication, and technology (ICT), and burgeoning interdisciplinary research into multimodality have led to a paradigmatic shift from a mono-modal to the multimodal perspective of communication. Conversely, actualising multimodal concepts in teaching and learning practises remains underexplored, notably in developing the students’ multimodal communicative competence (MCC). For this reason, this study endeavoured to probe genre-based multimodal text analysis in fostering the students’ MCC. Grounded on Action Research (AR), the present study facilitated students to cultivate their MCC through the activities of Genre-based multimodal text analysis (hereafter, GBMTA). Practically speaking, students performed the analysing practises in the course at an English Education Department of a state university in Tasikmalaya, West Java, Indonesia, namely Grammar in Multimodal Discourse (GiMD. Four Indonesian EFL students were recruited as the participants. The data were collected through semi-structured interviews and analysed with thematic analysis. The findings showed that the students could: (1) build their knowledge on multimodality, (2) engage with theoretical and practical learning activities, (3) assign analytical and reflective task-based learning activities, and (4) provide constructive feedback about their learning performances, and (5) raise awareness of the contributions of multimodality to prospective English teachers’ competences. The main implication of this study is the promotion of increased awareness of deploying multimodal aspects to English language teaching, learning, and investigative practises to attain optimum MCC.

Unwillingness to Communicate in Survival English Course: Evidence from Indonesian EFL Students Sri Mulyani; Fuad Abdullah; Ruslan Ruslan; Arini Nurul Hidayati; Agis Andriani; Soni Tantan Tandiana
Journal of English Language Studies Vol 8, No 1 (2023): Available Online in March 2023
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jels.v8i1.17411

Willingness to Communicate (WTC) has been extensively scrutinized over the last few decades. However, although there has been much research focusing on WTC, a few studies explored the students' unwillingness to communicate (UWTC) and its influential factors, notably in Indonesian higher education. Hence, the present study aims to delineate the students' UWTC and its influential factors while learning English speaking in the Survival English Course. Six English Education Department students of a state university in Tasikmalaya, West Java, Indonesia took part as investigative participants. Data was collected through semi-structured interviews and analyzed thematically. The findings revealed that students tended to indicate UTC while learning English speaking in the Survival English Course. In addition, the factors influencing their WTC encompassed students' less self-confidence, students' learning anxiety, demotivated to speak English, classroom atmosphere, unintelligible pronunciation, and uninteresting topics. Given these facts, understanding the students' UWTC and its influential factors enables the teacher to apply appropriate teaching methods, instructional media, and teaching materials coherently. By doing so, the students' UWTC can be mitigated and transformed to be WTC.

Fostering students’ Multimodal Communicative Competence through genre-based multimodal text analysis Fuad Abdullah; Arini Nurul Hidayati; Agis Andriani; Dea Silvani; Ruslan Ruslan; Soni T. Tandiana; Nina Lisnawati
Studies in English Language and Education Vol 9, No 2 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v9i2.23440

The multiplicity of semiotic resources employed in communication, the rapid advancement of information, communication, and technology (ICT), and burgeoning interdisciplinary research into multimodality have led to a paradigmatic shift from a mono-modal to the multimodal perspective of communication. Conversely, actualising multimodal concepts in teaching and learning practises remains underexplored, notably in developing the students’ multimodal communicative competence (MCC). For this reason, this study endeavoured to probe genre-based multimodal text analysis in fostering the students’ MCC. Grounded on Action Research (AR), the present study facilitated students to cultivate their MCC through the activities of Genre-based multimodal text analysis (hereafter, GBMTA). Practically speaking, students performed the analysing practises in the course at an English Education Department of a state university in Tasikmalaya, West Java, Indonesia, namely Grammar in Multimodal Discourse (GiMD. Four Indonesian EFL students were recruited as the participants. The data were collected through semi-structured interviews and analysed with thematic analysis. The findings showed that the students could: (1) build their knowledge on multimodality, (2) engage with theoretical and practical learning activities, (3) assign analytical and reflective task-based learning activities, and (4) provide constructive feedback about their learning performances, and (5) raise awareness of the contributions of multimodality to prospective English teachers’ competences. The main implication of this study is the promotion of increased awareness of deploying multimodal aspects to English language teaching, learning, and investigative practises to attain optimum MCC.

Revitalisasi Bumdes untuk Akselerasi Pemberdayaan Ekonomi Masyarakat Desa di Kabupaten Ciamis Jawa Barat Yusup Supriyono; Fuad Abdullah; Yuyus Saputra; Nita Sari Narulita Dewi
E-Dimas: Jurnal Pengabdian kepada Masyarakat Vol 14, No 4 (2023): E-DIMAS
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/e-dimas.v14i4.14236

Tujuan dari revitalisasi BUMDes untuk akselerasi pemberdayaan ekonomi masyarakat desa adalah untuk meningkatkan kesejahteraan masyarakat desa melalui pemberdayaan sel-sel potensi yang dimiliki desa baik terkait sumber daya alam maupun manusia. Revitalisasi BUMDes perlu dilakukan dalam rangka meningkatkan kinerja BUMDES untuk meraih pencapaian terbaik. Untuk kepentingan tersebut dipilih dua desa berdasarkan karakteristik tertentu yakni di Desa Cijulang dan Desa Sukaresik di Kabupaten Ciamis. Target dari kegiatan adalah para pengelola BUMdes, aparat, dan masyarakat mendapatkan (1) pengetahuan dalam pengelolaan BUMDes, (2) pemahaman manajemen resiko, (3) pengalaman dalam membuat analisis SWOT, dan (4) Pendampingan kewirausahaan kepada UMKM. Metode pelaksanaan menggunakan model revitalisasi BUMDes dalam konteks pemberdayaan ekonomi. Kegiatan dilaksanakan selama 6 bulan diawali dengan observasi dan wawancara untuk mendapatkan data awal, Focus Grup Discussion (FGD), pembuatan model, penyusunan program revitalisasi dengan memperhatikan permasalahan yang dihadapi, yaitu dibidang manajemen, sistem informasi, peran serta dan kepercayaan masyarakat dan transparansi, dan kerjasama dengan perusahaan. Output atau luaran yang dihasilkan adalah publikasi artikel pada jurnal pengabdian dan media massa, dan sistem informasi BUMdes (SIBDes).

An online communicative translation assessment model in an Indonesian EFL translation class: Students perceptions Soni Tantan Tandiana; Fuad Abdullah; Dede Anwar; Emmas Maspupah
Studies in English Language and Education Vol 12, No 1 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i1.35265

Translation studies have grown enormously in recent decades and have expanded to include the pedagogical lens as a breakthrough. However, little is known about how the students perceive the online communicative translation assessment model (OCTAM). The present study explores how the students perceive the implementation of the online communicative translation assessment model in classrooms. The investigative locus of this study was a class on Translating and Interpreting (TI) at a state university in Tasikmalaya, West Java, Indonesia. Thirteen students from a TI class participated in this study. The data were obtained from semi-structured interviews and analysed using a thematic analysis. The findings revealed that OCTAM provided students with an effective translation assessment model, coped with their limited English vocabulary, guided them to focus on knowledge of form, function, and meaning of both source and target texts, offered them a more contextual translation test, raised their awareness of translating as a meaning-making practice, facilitated them to correct grammatical errors, created a less anxious test atmosphere, and generated their multimodal communicative competence. Pedagogically, this study bridges translation and foreign language education, mainly by examining how an online communicative translation assessment model functions as a cutting-edge translation model to assess students translation competence.

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