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<![CDATA[The implementation of online learning in teaching english for athlete students ]]>
<![CDATA[Khusnul Khatimah]]>;
<![CDATA[Rani Herning Puspita]]>;
<![CDATA[Dzul Rachman]]>;
<![CDATA[Waladdin Panggabean]]>
<![CDATA[ Linguista: Jurnal Ilmiah Bahasa, Sastra, dan Pembelajarannya Vol 5, No 1 (2021) ]]>
Publisher : <![CDATA[Universitas PGRI Madiun ]]>
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DOI: 10.25273/linguista.v5i1.9470
<![CDATA[The development of information technology that can be used as a learning medium is ICT (information and communication technologies). This learning model is an innovation that can be implemented in the learning process, not only in the delivery of learning material but also changes in the abilities of various competencies of students. In fact, some universities have athlete student who cannot attend in class because of his activities such as championship or matches. Based on the situation, the researcher should have a solution, so that the athlete students still can follow the lesson Based on the problem formulation that has been described, the research objectives to be achieved are 1). Increase motivation to learn English athletes at Muhammadiyah University of East Kalimantan through online learning; 2). Improving the results of learning English athletes of Muhammadiyah University students in East Kalimantan through Online learning. With learning using online learning students can facilitate them in accessing their courses, completing assignments without having to be present in class. Learning using open learning has been proven to increase the ability to understand basic English in athlete students]]>
<![CDATA[Pelatihan Komunikasi Teman Sebaya Sebagai Upaya Meminimalisasi Bullying di Sekolah Menengah Atas Negeri (SMA) 16 Samarinda ]]>
<![CDATA[Dzul Rachman]]>;
<![CDATA[M Najeri Al Syahrin]]>
<![CDATA[ Jurnal Abdimas Mahakam Vol. 2 No. 2 (2018): Juni ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat ]]>
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DOI: 10.24903/jam.v2i2.369
<![CDATA[Perilaku bullying di sekolah merupakan salah satu permasalahan sosial yang kini sangat banyak ditemukan dan memiliki dampak negatif pada kondisi psikologis dan sosial siswa yang pada akhirnya akan mempengaruhi proses belajar mengajar siswa di sekolah. Menurut data KPAI pada tahun 2015, di provinsi Kalimantan Timur terjadi 195 kasus kekerasan terhadap anak. Program pengabdian masyarakat ini merupakan program pelatihan preventif untuk mencegah dan meminimalisasi bullying di sekolah. Program pengabdian masyarakat ini akan dilaksanakan di SMA Negeri 16 Samarinda dengan melakukan pelatihan komunikasi teman sebaya. Pelatihan ini akan diaplikasikan dalam bentuk forum diskusi dan berbagi pengalaman bullying sebagai upaya untuk menciptakan sarana komunikasi yang efektif sehingga dapat mengurangi perilaku bullying di sekolah. Tujuan dari pengabdian ini adalah memberikan pelatihan keterampilan komunikasi teman sebaya melalui metode diskusi, forum diskusi dan dengar pendapat tentang kasus dalam menyampaikan informasi antibullying. Metode peer teaching assessment akan digunakan dalam pengabdian masyarakat ini. Khalayak sasaran yang dipilih adalah siswa dan siswi kelas 11 dan 12 SMA 16 Samarinda. Sebanyak 129 Siswa dan Siswi yang menghadiri kegiatan pelatihan komunikasi teman sebaya sebagai antisipasi bullying di sekolah. Pelaksanaan pelatihan komunikasi bullying melalui teman sebaya ini merupakan langkah tepat untuk memotivasi dan memberikan informasi antibullying kepada siswa di sekolah. Beberapa faktor yang mendukung terlaksananya kegiatan pengabdian pada masyarakat ini adalah besarnya minat, antusiasme dan perhatian peserta selama kegiatan, sehingga kegiatan berlangsung dengan lancar dan efektif. Sedangkan faktor penghambatnya adalah keterbatasan waktu pelatihan kemampuan peserta yang dilihat dari penguasaan materi tentang bullying dan pelatihan komunikasi teman sebaya masih dirasa tidak maksimal dikarenakan waktu yang singkat dalam penyampaian materi serta kemampuan para siswa yang berbeda-beda. Selain itu, permasalahan fasilitas tempat dan ruang seminar yang sempit sehingga menyulitkan siswa untuk membentuk kelompok diskusi bullying secara langsung.]]>
<![CDATA[Peningkatan Usaha Kerajinan Manik Warga Gang Pelangi Desa Loa Duri Ilir ]]>
<![CDATA[Dzul Rachman]]>;
<![CDATA[Julianur Julianur]]>
<![CDATA[ Jurnal Abdimas Mahakam Vol. 4 No. 1 (2020): Januari ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat ]]>
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DOI: 10.24903/jam.v4i1.546
<![CDATA[Usaha kerajinan manik merupakan salah satu usaha mikro yang ada di Desa Loa Duri Ilir Gang Pelangi 5, menghasilkan produk berupa dalam lembaran/ bahan dasar membuat kerajinan manik, selain itu ada pula kerajinan manik berupa barang jadi yang siap jual namun hanya tergantung apabila ada pesanan yang ingin dibuatkan dimana kualitas yang dihasilkan tidak maksimal karena untuk menjahit bagian puring masih menjahit dengan tangan. Kurangnya keterampilan dalam pembuatan kerajinan manik dan tidak adanya alat pendukung dalam pembuatan kerajinan merupakan kendala yang dirasakan oleh pelaku usaha tersebut sehingga berdampak kepada penghasilan yang belum dirasakan maksimum. Melihat dari kendala yang dihadapi oleh pelaku usaha serta adanya keinginan untuk meningkatkan dan mengembangkan usaha kerajinan manik tersebut maka perlu adanya pendampingan guna tercapainya keinginan untuk meningkatkan usaha kerajinan manik tersebut yaitu dengan memberikan pelatihan kreatifitas serta inovasi dalam membuat kerajinan manik agar pelaku usaha memiliki keterampilan dalam membuat aneka ragam produk manik. Kemudian kendala lain mengenai alat yang tidak dimiliki, maka pengadaan alat sangat dibutuhkan guna mempercepat proses pembuatan kerajinan manik dan meningkatkan kualitas yang dihasilkan. Dampak dari pengabdian ini diharapkan dapat meningkatkan kualitas dan inovasi dalam produk kerajinan manik. Sehingga diharapkan pelaku usaha akan meningkatkan pendapatan dan semakin mandiri.]]>
<![CDATA[Reading Comprehension through Blended Learning at IAIN Samarinda ]]>
<![CDATA[Junedi Junedi]]>;
<![CDATA[Dzul Rachman]]>
<![CDATA[ Borneo Educational Journal (Borju) Vol. 2 No. 2 (2020): August ]]>
Publisher : <![CDATA[Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University ]]>
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DOI: 10.24903/bej.v2i2.749
<![CDATA[Due to the growing need for English reading in the academic world, learners' reading abilities must be improved in order to have a better understanding of English texts. If learners grow comfortable with reading strategies, they will become more motivated to read, which will result in more exposure to foreign language information. The researchers discovered that students who were taught using Blended Learning and mobile learning had increased reading abilities in English and a more favorable attitude toward Blended Learning in reading class. The study included both quantitative and qualitative approaches. The experiment is conducted by the administration of a test to collect data on learning outcomes, while the qualitative data is collected through the use of questionnaires and interviews. IAIN Samarinda's first semester sampled 32 students. The findings were analyzed using the t-test method. It was found based on the two scores and the t-value that there was a statistically significant increase in reading for learning to use a blended learning approach. Additionally, the questionnaire and student interview data about the perspective of blended learning in reading classrooms indicated that blended learning had a favorable influence. Blended learning may be utilized to assist learning in English language lessons. The advantages of blended learning as a supplement to secondary or foreign language education will benefit students.]]>
<![CDATA[EXPLORING EFL STUDENTS’ EXPERIENCES ON ONLINE-BASED WRITING PORTFOLIO ]]>
<![CDATA[Abdul Halim]]>;
<![CDATA[Khusnul Khatimah]]>;
<![CDATA[Dzul Rachman]]>;
<![CDATA[Azhar Aziz Lubis]]>;
<![CDATA[Sunarti Sunarti]]>;
<![CDATA[Rani Herning Puspita]]>
<![CDATA[ Acitya: Journal of Teaching and Education Vol 1 No 1 (2019): Acitya: Journal of Teaching and Education ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Kalimantan Timur ]]>
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DOI: 10.30650/ajte.v1i1.200
<![CDATA[The aim of this study was to explore students’ experience towards online-based writing portfolio. As the use of information technology evolved, the penetration of online lifestyle into youths’ life has inevitably come deeper. In order to get the students engaged with their lesson, it was decided to make use of some online platforms for the students to work with their tasks in writing course. Utilizing qualitative method the study involved 30 students of English Department in Universitas Muhammadiyah Kalimantan Timur. The instrument for data collection was a questionnaire with open-ended questions. The results showed that in general students were motivated to use the platforms as learning media for writing. They found it easy to write their essay assignments with these facilities since it could develop creativity.]]>
<![CDATA[The Implementation of Genre-based Approach in Teaching English at The second Year of Universitas Muhammadiyah Kalimantan Timur. ]]>
<![CDATA[Sunarti Sunarti]]>;
<![CDATA[Rani Herning Puspita]]>;
<![CDATA[Dzul Rachman]]>
<![CDATA[ Acitya: Journal of Teaching and Education Vol 1 No 1 (2019): Acitya: Journal of Teaching and Education ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Kalimantan Timur ]]>
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DOI: 10.30650/ajte.v1i1.203
<![CDATA[The objectives of the study were: (1) Describe the procedures used by the teacher in teaching English based on Genre-based Approach; (2) Describe the types of the classroom activities using Genre-based Approach; (3) Describe the problems faced by the teacher and the solution in teaching English using Genre-based Approach. The population of the research is the second year students of English department of UMKT in the academic year of 2018/2019. The samples were from one class. In taking the sample, total sampling approach was used. The data in this research were information about the teaching strategies and difficulties faced by the teacher on teaching English based on GBA and also the difficulties faced by the students of second year at UMKT. In collecting the data, it was taken from the sources by employing observation interview, and document. There were three main components of analyzed data, namely: (1)Reduction of Data; (2) Display the Data; (3) Interpreting. The research finding of this study were: (1) The Procedure of Teaching English: By GBA, the teacher feels easier to deliver the material; (2) Classroom Activities: Based on the implementation of School-based Curriculum in teaching English, the teacher conducted several classroom activities that consist of four cycles, namely BKOF, MOT, JCOT, and ICOT; (3) Problem faced by Teacher: The problems are the student's difficulty in vocabulary and pronunciation, teacher’s difficulty in manage the time. To solve this problem the teacher should give more attention to the students that less in capability rather than general students.]]>
<![CDATA[THE HURDLES OF THE TEACHER IN THE PRACTICE OF TARGET LANGUAGE IN THE INDONESIAN EFL JUNIOR HIGH SCHOOL ]]>
<![CDATA[Dzul Rachman]]>;
<![CDATA[Dedi Rahman Nur]]>;
<![CDATA[Sunarti Sunarti]]>;
<![CDATA[Rani Herning Puspita]]>
<![CDATA[ Acitya: Journal of Teaching and Education Vol 1 No 1 (2019): Acitya: Journal of Teaching and Education ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Kalimantan Timur ]]>
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DOI: 10.30650/ajte.v1i1.206
<![CDATA[In teaching learning process, the target language is an important thing which has been noticed by the teacher. The phenomenon about misunderstanding language is not only occurring in daily life with soft conversation but also in the formal education. In education event, when the teacher teaches students in the classroom, they use target language during activities. The aims of this study were to describe the teacher’s hurdles in using target language at first grade of Junior high school and how the teacher delivered instruction by using target language at EFL class. This study used a descriptive qualitative approach. This study used a qualitative description. Five English teachers were involved. The researcher collected the data as interview, and observation. Referring to the finding of the study, based on result of interview found the teachers problems used target language in teaching learning process, such as; the low vocabulary of the students, the ability of English skill of the students, the situation in the classroom did not support the use of target language, the time was not effective. Based on the findings of classroom observation in classroom the teacher delivered used the target language in simple sentence on greeting, giving instruction, asking question, delivering materials and closing.]]>
<![CDATA[THE CORRELATION STUDY OF STUDENTS’ LEARNING STYLES AND ENGLISH ACHIEVEMENT ]]>
<![CDATA[Dzul Rachman]]>;
<![CDATA[Aniq Hudiyah Bil Haq]]>;
<![CDATA[Rio Arif Pratama]]>;
<![CDATA[Bayu Prasetyo]]>
<![CDATA[ Acitya: Journal of Teaching and Education Vol 1 No 2 (2019): ACITYA JOURNAL OF TEACHING & EDUCATION ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Kalimantan Timur ]]>
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DOI: 10.30650/ajte.v1i2.252
<![CDATA[This research aimed to find out the students learning styles, the English achievement, and the correlation between students’ learning styles and English achievement of the second-semester students of University of Muhammadiyah Kalimantan Timur. The design of this study was quantitative research with a correlation design. The sample of the study was 56 students. The instruments of the study were the questionnaire of students’ learning styles and English achievement test. In order to make data become linear one, the researcher converted those data into Z-score and then correlated the converted data using correlate bivariate. The result of the study showed that the mean score of students’ learning styles was 50, that means fair. There were 21 students (38%) preferred visual learning styles, 15 (27%) of students preferred reading learning styles, 13 (23%) students preferred kinesthetic learning styles, 4 (7%) students preferred auditory learning styles and 3 (5%) preferred used two learning styles. Thus, the mean score of students’ English achievement was 50, that means fair. On the other word, there was a significant correlation between students’ learning styles and English achievement. Based on the finding above, it is suggested to language learner to be familiar with their learning styles so that they can benefit the strength of styles and manipulate the weakness of styles. For language teacher, they may take learners style into account for the sake of different learning strategies and ways in carrying out the lesson in the classroom so that they can promote learner’s need.]]>
<![CDATA[STUDENTS’ PROBLEMS AND EXPERIENCE ON PREZI ]]>
<![CDATA[Dzul Rachman]]>;
<![CDATA[Iwan Setiawan]]>
<![CDATA[ Script Journal: Journal of Linguistics and English Teaching Vol. 1 No. 2 (2016): October ]]>
Publisher : <![CDATA[Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University ]]>
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DOI: 10.24903/sj.v1i2.32
<![CDATA[Today technology plays an important role in pedagogy. As students, it is important for them to be equipped with various ICT presentation tools to communicate effectively and efficiently their reports and presentations. It is in this light that the objective of this study is to determine the experiences and the problems faced off the students of English department in using Prezi in the classroom. A qualitative method used in this study. The researcher took students of the fourth semester as the subject of observation because they have prior knowledge or experience use presentation tool that collaborates with pictures or videos, themes, effects, and hyperlink in order to make slides of presentation or report especially in using another presentation tool. In this study, the researcher used two instruments were observation and interview. For data collection, the researcher used focus group interview to collect information relate to their experience in implementing Prezi and observed 54 students in accessing account until sharing of Prezi. In observation period, the researcher found the students got problems in making Prezi especially feature of video, path, image, music and animation. However, they also shared some challenges in using a feature of presentation tools. For instance, they needed an internet connection to import music and video online. They also needed the Wi-Fi and/or internet connection to download Prezi. ]]>
<![CDATA[Vocabulary test Strategies used by the Students to answer Vocabulary Test the Reading Comprehension of TOEFL ]]>
<![CDATA[Suyatman Suyatman]]>;
<![CDATA[Dzul Rachman]]>
<![CDATA[ Script Journal: Journal of Linguistics and English Teaching Vol. 2 No. 2 (2017): October ]]>
Publisher : <![CDATA[Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University ]]>
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DOI: 10.24903/sj.v2i2.102
<![CDATA[Test of English as a foreign Language or TOEFL is a standardized test of English for non-native speaker. It consists of three parts or three sections of tests. In Reading Comprehension test, it consists of vocabulary test. To get better result of score, it needs strategies. The purposes of this study are to know the strategies used by the students to answer the vocabulary test on reading section of TOEFL, to know the most strategy used by the students, to know the least strategy used by the students and to know the distribution of strategies used by the students to answer the Vocabulary test of Reading Comprehension of the TOEFL. The researcher used descriptive qualitative research. The subject was twelve students. The instrument was questionnaire that consisted of thirty questions. Data analyzes technique was by using mean score. The result of the research showed that; (1) students used all strategies to answer the vocabulary test of reading comprehension of TOEFL. (2) the most strategies used by the students was ‘Looking for contextual clues to the meaning of unknown words.(3) the least strategy used by the students to answer vocabulary test was ‘Developing a new vocabulary study system, and (4) the distribution of the strategy number 1 was 3.88,strategy number 2 was 3.61, number 3 was 2.94, number four was 2.91, strategy number 5 was3.88, strategy number six was 3.47, strategy number seven was 3.69, strategy number eight was 3.02, strategy number nine was 3.00 and the last strategy was 3.13.]]>
