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This Author published in this journals
All Journal Journal of Education and Learning (EduLearn) al-Aulad: Journal of Islamic Primary Education International Journal of Research on English Teaching and Applied Linguistics
Kurniawati, Nia
UIN Sunan Gunung Djati Bandung
Religion Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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Proposing a model of critical literacy program for fostering Indonesian EFL students’ critical thinking skills Nia Kurniawati; Deuis Sugaryamah; Aan Hasanah
Journal of Education and Learning (EduLearn) Vol 14, No 2: May 2020
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (846.948 KB) | DOI: 10.11591/edulearn.v14i2.15084

Abstract

This study was intended to depict how Critical Literacy Pedagogy (CLP) principles were incorporated in EFL reading class in Indonesian secondary school and the students’ Critical Thinking (CT) were fostered during learning process.  This study was a classroom practice-based model of how the principles were transferred into the detailed teaching syntax in an Islamic senior high school in West Java Indonesia.  As a case study elaborating how a phenomenon happened, this study explored teaching steps, teacher-students dialogues, questions and the way the questions posed reflecting students’ CT skills, and students’ engagement in the learning process. The use of Indonesian folklores containing controversy predicted to enable students develop their thinking skills became novelty of the study. In addition, three times interventions were designed in which each intervention consisted of (a) teaching critical thinking concept explicitly and implicitly, (b) seven steps of teaching reading procedure incorporating CLP principles (explaining author’s purpose, activating students’ prior knowledge, reading text loudly, discussing text in group, exploring the text in class activities in which Critical Literacy Questions and CT Questions are incorporated, answering comprehension questions in group, and reflection, and (c) CT skills discussion. This study provides an alternative model of teaching CT in Indonesia context.
Enhanching Student’s Memorization Skill of Holy Qur’an Trough the Integrated Tahfidz Program Implementation in Post Pandemic Context Pepen Supendi; Nia Kurniawati; Muhammad Sofyan; Kresna Dewi Mulyana
Al-Aulad: Journal of Islamic Primary Education Vol 4, No 2 (2021): Al-Aulad: Journal of Islamic Primary Education
Publisher : Jurusan Pendidikan Guru Madrasah Ibtidaiyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/al-aulad.v4i2.14291

Abstract

The purpose of this paper implementation of the tahfiz program in MI Terpadu Ar-Rifqi Cileunyi district for the 2020/2021 academic year; Inhibitor and backups of the tahfiz program in MI Terpadu Ar-Rifqi Cileunyi district  for the 2020/2021 academic year; Tahfiz program effectiveness in improving rote at the MI Terpadu Ar-Rifqi Cileunyi district for the 2020/2021 academic year. The study involves a qualitative approach with a type of case study. The method used is a qualitative descriptive method. Data is obtained from observation, interview and documentation and then analyzed by data reductin, data display and conclusions drawing nad verification. Studies have found that include the tahfiz program goals, teachers tahfiz, tahfiz materials, tahfiz methods, memorizing the Qur’an color block, talaqqi and muraja’ah, an evaluation of daily, weekly and semester assessments and the supporting and inhibiting factors for the implementation of the tahfiz program at the MI Terpadu Ar-Rifqi. Of the increased aspects of surah that memorized by learners, the effectiveness of tahfiz programs falls into highly effective categories. According to the tahfiz materials, the effectiveness of tahfiz programs is highly ineffective.
INDONESIAN EFL STUDENTS’ WRITING ANXIETY IN POST-PANDEMIC ONLINE CLASSROOM CONTEXT: A SURVEY Fina Sulfiana; Nia Kurniawati; Dahlya Indra Nurwanti
International Journal of Research on English Teaching and Applied Linguistics Vol 2, No 2 (2021)
Publisher : Institut Agama Islam Negeri (IAIN) Bone

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (688.603 KB) | DOI: 10.30863/ijretal.v2i2.2452

Abstract

ESL and EFL students consider writing as challenging in both cognitive and affective aspects. In ideal circumstances, they may suffer from difficulties during the writing process, including anxiety or even tension. Furthermore, the COVID-19 pandemic condition has made the teaching and learning writing more complicated due to limited time and space to meet, to discuss, to collaborate, and to give as well as take feedbacks for their writing. Therefore, this study aims to investigate the types of writing anxiety experienced by EFL students in online Creative Writing class during the COVID-19 pandemic in Indonesia context. The research utilizes a quantitative method, specifically a survey technique. The online survey is administered to 124 participants of English Education Department at the fourth semester. To assess the levels and types of writing anxiety, the Second Language Writing Anxiety Inventory (SLWAI) established by Cheng (2004) was utilized in this study. The SLWAI was the first reliable instrument for assessing writing anxiety, particularly in a second or foreign language context. The results of this study show that the most common type of participants' writing anxiety is Avoidance Behavior (66.13%) then followed by Cognitive Anxiety (20,97%), and Somatic Anxiety (12.90%) as the minor type. The Avoidance Behavior type includes behavioral components of anxiety, such as the avoidance of writing. In conclusion, students of Avoidance Behavior type with have a normal level of nervousness since they seek to avoid writing situations. This study suggests that school teachers be more prepared to create online writing classroom atmosphere.
Engaging Indonesian students in “read, reread, list, compose” strategy to enhance paraphrasing skill Tatin Yuliani; Nia Kurniawati; Predari Siswayani
Journal of Education and Learning (EduLearn) Vol 17, No 2: May 2023
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v17i2.20438

Abstract

One crucial skill to master by university students related to academic writing activity is paraphrasing skill. However, in Indonesian context, the university students still find paraphrasing challenging. Therefore, this study is intended to explore the use of read, reread, list, compose (RRLC) strategy to enhace the students’ paraphrasing skill in a college context. This study utilizes a qualitative case study design where the data were obtained through observation. The study revealed that RRLC stages can be implemented in learning activity. It engaged the students in activating their prior knowledge, doing an independent reading, discussing, and sharing their understanding about the text before paraphrasing. It assisted them to have better comprehension of the text to be paraphrased. In addition, during the implementation of composing stage in guided practice, the students’ paraphrased works indicated that the students were able to create sentences in different structures—active or passive constructions, use the synonyms, and retain the original meaning. These three skills helped them reduce the similiarity of their paraphrased works from the original version. This study recommends that RRLC strategy be implemented in teaching paraphrasing at college or lower level with some adjustments to meet the students’ basic English skill.
Co-Authors Aan Hasanah Dahlya Indra Nurwanti, Dahlya Indra Deuis Sugaryamah, Deuis Fina Sulfiana Kresna Dewi Mulyana Muhammad Sofyan Pepen Supendi Predari Siswayani Tatin Yuliani