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All Journal ELT Worldwide: Journal of English Language Teaching AL ISHLAH Jurnal Pendidikan Journal of English Education Jurnal Studi Guru dan Pembelajaran Inspiring: English Education Journal Madaniya Didaktika: Jurnal Kependidikan Jurnal Sinestesia Linguistics Initiative English Department of UMMU Journal (EDU Journal) Jurnal Pengabdian Masyarakat Indonesia Sejahtera Intisari: Jurnal Inovasi Pengabdian Masyarakat
Rizkariani Sulaiman
Universitas Muslim Indonesia
Religion Humanities Computer Science & IT Economics, Econometrics & Finance Education Electrical & Electronics Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health Other

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Teachers’ Talk and EFL in University Classrooms Rizkariani Sulaiman
Jurnal Studi Guru dan Pembelajaran Vol. 4 No. 2 (2021): May - August
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/jsgp.4.2.2021.1226

Abstract

The purpose of this study is to find the category of Teacher Talk (TT) in EFL (English as Foreign language) class at English Language Study Program at Indonesian Muslim University. Specifically for the Teacher Talk category, this study focuses on how many Teacher Talk categories appear in class for seven times each. This research was conducted in the EFL (English Education Study Program Class) Faculty of Literature at UMI. The participants of this study were 1 (one) English Education lecturer. While students who became participants were fifth semester students from C1 class that consists of 30 students. Data in this study were collected using video and audio recordings. Video and audio recordings are used to collect the Lecturer Teacher Talk category. Video recordings in this study were used to obtain a natural picture of class interaction. The results of this study are 7 categories of Teacher Talk displayed by Lecturers when interacting in class, namely: (1) starting or opening a class; (2) provide an explanation; (3) Give instructions; (4) Asking questions; (5) Encourage and motivate; (6) Provide Reinforcement; and (7) Closing.
Questioning Strategies Applied by Lecturers in EFL Class Rizkariani Sulaiman
Linguistics Initiative Vol. 1 No. 1 (2021)
Publisher : Pusat Studi Bahasa dan Publikasi Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (133.17 KB) | DOI: 10.53696/27753719.21

Abstract

The purpose of this study is aimed at finding out the questioning strategies used by lecturers during teaching, the types of questions, and the reasons for using these questioning strategies in classroom interactions in the English Education Study Program. The sample in this study are three lecturers at the English Education Study Program, Faculty of Letters, Indonesian Muslim University. The sample is selected based on teaching experience and has obtained an Educator Certificate. Then, this study uses a descriptive qualitative approach, especially discourse/conversation analysis. Data collection is carried out in three stages, namely knowing the schedule, observing the online lectures, and interviewing. Furthermore, the data is analyzed into three stages, namely data reduction, data presentation, and drawing conclusions. Based on the description of the results and discussion, it can be concluded as follows: The questioning strategies applied by the lecturers are: (1) opening questions; (2) rhetorical questions; (3) managerial questions; (4) knowledge questions; (5) comprehension/understanding questions; (6) questions about specific information; (7) analysis questions; (8) use of pausing strategy; (9) the use of prompting strategies; (10) use of probing and prompting strategies; (11) application questions; and (12) closed questions. The purpose of the application of the questions: (1) regulate the flow/process from the beginning (apperception) to reinforcement and review at the end of the lecture; (2) provide a stimulus so that students think critically; (2) directing the student's flow of thought to focus on the discussion; (3) giving emphasis, affirmation, examples; (4) knowing the level of understanding of students in the cognitive domain from C1, C2, C3 and C4; (5) build emotional relationship with students; (6) the questions are presented using pausing, prompting and probing techniques to guide and direct students to find complete answers and equal opportunities for all students to provide responses.
Problems of Online Learning according to Students during the Covid-19 Pandemic Umar Mansyur; Ihramsari Akidah; Rizkariani Sulaiman
AL-ISHLAH: Jurnal Pendidikan Vol 14, No 4 (2022): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v14i4.1998

Abstract

This study aims at describing the types of problems experienced by students while participating in online learning, online learning media that students prefer, and evaluation of the implementation of online learning according to students at the Indonesian Muslim University during the Covid-19 pandemic. This study uses a survey method. The research sample is the students of the Faculty of Letters. The data collection technique used in this study is Google form questionnaire and analyzed by using quantitative descriptive statistics. The results show that the types of problems experienced by students while participating in online learning are generally caused by two factors, namely internal factors: unable to focus on attending lectures, problem on internet network, lack of cost to buy internet quota, and external factors: class schedules change frequently, the use of less effective learning media, redundant assignments. Online learning media that are generally preferred by students are Zoom Meeting, UMI Kalam e-Learning, and WhatsApp. According to students, some points that need to be evaluated in online learning include: lecturers often change class schedules and immediately organize face-to-face learning, lecturer learning strategies are less effective, giving excessive assignments, internet connections often in problems, students need to receive internet quota fund, and lecturers are still less skill in using digital learning media.
Redefining Teachers Talk Through Lesson Study Rizkariani Sulaiman
EDU Journal - English Department of UMMU Journal Vol 1 No 2 (2021): Vol 1. No. 2 November 2021
Publisher : English Education Department, Faculty of Education Muhammadiyah University of North Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (309.238 KB) | DOI: 10.52046/edu.j.v1i2.970

Abstract

The use of various languages ​​(Teachers Talk) in the classroom when carrying out the teaching and learning process is one of the skills needed for prospective student educators. So far, there have been many studies that discuss Teachers Talk but still partially with the practice of Lesson Study. Through a partnership program with schools, in this case English Education Study Program Universitas Muslim Indonesia with UPT SPF SMPN 23 Makassar, we observed the Teachers Talk implemented by partner teachers in four open class meetings. The whole series of learning activities is carried out by following the lesson study stages: plan, do, and see. The results of this study are that there are 7 categories of Teachers Talk displayed by the teacher when interacting in class, namely: (1) starting or opening a class; (2) provide an explanation; (3) Giving instructions; (4) Asking questions; (5) Encourage and motivate; (6) Providing Strengthening or Reinforcement; and (7) Closing the Teaching and Learning Process. The ideal Teachers Talk for students can be ordered as follows: 1) students expect to be given the opportunity to think in answering the teacher's questions; 2) students want to be given clear instructions; 3) students like being given the opportunity to speak 4) students like being given feedback and praise; 5) students like to be asked questions and answered voluntarily (without mentioning names); and 6) students like it when they are given a task in the form of problem solving (challenging). In addition, the appropriate duration of the Teaher Talk according to students is less than 15 minutes. As an improvement in lectures on campus, we developed lesson designs that meet the seven categories of Teachers' Talk and pay attention to the dominant Teachers Talk category, namely providing questions, instructions and explanations.
Pelatihan Lesson Study sebagai Upaya Peningkatan Kompetensi Pedagogik bagi Guru Pondok Pesantren Wihdatul Ulum Rizkariani Sulaiman; Rusdiah Rusdiah
Madaniya Vol. 3 No. 4 (2022)
Publisher : Pusat Studi Bahasa dan Publikasi Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53696/27214834.332

Abstract

Pelatihan Lesson Study merupakan salah satu upaya untuk meningkatkan kompetensi pedagogik guru mitra. Pelatihan ini dilaksanakan dengan menerapkan beberapa metode: diawali dengan pemaparan umum mengenai prinsip dan unsur pelaksanaan Lesson Study¸ tantangan pendidikan abad 21 yang menekankan pembelajar abad 21 dengan profil pelajar Pancasila, memiliki kemampuan berpikir kritis (HOTS) dan character building; sesi tanya jawab untuk memperjelas pemaparan materi; kemudian pelatihan dilanjutkan dengan simulasi penerapan langkah–langkah Lesson Study yang terdiri tahap Plan (pemateri bersama guru mitra menyusun Lesson Design dengan mempertimbangkan tiga hal: memberikan gambaran secara komprehensif tentang pelaksanaan pembelajaran, memprediksi respon siswa, antisipasi guru atas respon siswa atau scaffolding); tahap Do atau Open Class, pada tahap ini guru model melaksanakan proses belajar mengajar dengan menggunakan Lesson Design yang telah disusun pada tahap Plan dan diobservasi oleh guru, dosen, kepala MTs dan MA, selanjutnya tahap See, pada tahap ini guru model dan observer secara bersama- sama memberikan refleksi terhadap proses belajar mengajar atau open class yang telah dilaksanakan. Dari tahap refleksi ini ditemukan beberapa hal yang menjadi poin dan input terkait masalah belajar yang dihadapi siswa selama pembelajaran, metode, teknik dan pengajaran oleh guru model. Poin–poin dan input tersebut adalah temuan dan lesson learned yang menjadi masukan dan pertimbangan untuk merencanakan dan melaksanakan pembelajaran selanjutnya. Dari hasil pengamatan dan evaluasi, sebagian besar guru yang melalui tahapan Lesson Study mampu menemukan lesson learned yang kemudian menjadi materi refleksi dan revisi bagi pengajaran masing–masing guru kemudian. Sebagai penguatan pelatihan, diberikan panduan pelaksanaan Lesson Study for Learning Community sebagai tahapan lanjutan pembentukan komunitas LSLC sebagai wadah baru bagi guru pondok pesantren Wihdatul Ulum agar tahapan Lesson Study terutama Open Class dapat dijadwalkan secara berkala.
Students’ Responses toward the Use of Quizizz in English Class Rizkariani Sulaiman; Muhammad Affan Ramadhana
Didaktika: Jurnal Kependidikan Vol. 11 No. 3 (2022): DIDAKTIKA Agustus 2022
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.150

Abstract

This research is aimed at knowing students perception toward Quizizz as English learning media as that Quizizz is an educational app that enables students to participate in fun multiplayer class acitivties. This research applied descriptive quantitative method. It was conducted by lesson study platform. The research was conducted at SMPN 23 Makassar. The research participant was 38 students at eight grade first semester 2021/2022. The instrument of the research was questionnaire. Classically students have positive statements of the usage of Quizizz as the learning media for English learning as the shake of its interesting and fun features and impressions, the chance in peer learning to solve some challenging and step by step questions in form of Quiz. Beside that, Quizizz application enable the teachers to handle hybrid learning by effective students engagement. As the suggestion, before applying Quizizz as learning media, the students have to get used to use this application to minimize constraint usage during teaching learning process.
Lesson Study-Based Learning of English Teachers' Pedagogic Competence Rizkariani Sulaiman; Umar Mansyur; Sulastri Sulastri
Jurnal Sinestesia Vol. 12 No. 2 (2022)
Publisher : Pusat Studi Bahasa dan Publikasi Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Pedagogic competence is one of the four competencies that needs to be developed on an ongoing basis by a teacher, especially in educational developments that demand strengthening the profile of Pancasila learners who are able to think critically and have character. To deal with this, the demands of 21st century teacher competence can be handled through Lesson Study (LS). LS is teacher development assistance which is considered quite effective as a forum for collaboration between fellow study teachers to develop learning tools with the stages of plan, do and see. The purpose of this research is to find out how Lesson Study implementation of the pedagogic competence of English teachers at SMPN 23 Makassar. This study used descriptive qualitative method. The research was carried out at UPT SPF SMPN 23 Makassar in semester I (one) of the 2022/2023 academic year. Before the research was carried out, researchers and teachers discussed in advance about the process of implementing learning with the Lesson Study platform, the timeline of activities and agreed subject matter topics. The research subject was English teachers at SMPN 23 Makassar who acted as model teacher. The research instrument used was in the form of teacher observation sheets, namely: English teacher pedagogical competency observation sheets and observation sheets for the implementation of Lesson Study. The teacher's pedagogical competence increased from good to very good criteria after going through the Lesson Study stages, especially in the aspects of mastering student characteristics, mastery of learning theories and principles, and communication/interaction in class. In order for the teacher's pedagogical competence to remain of high quality and controlled, the Lesson Study for Learning Community needs to be organized by the school leadership as a forum for continuing teacher competency development.
The Microteaching Course Benefits towards the Students of English Education Study Program in Teaching Practice Wanda Amran; Rizkariani Sulaiman; Awaluddin Syamsu; Muhammad Affan Ramadhana
Didaktika: Jurnal Kependidikan Vol. 12 No. 3 (2023): DIDAKTIKA Agustus 2023
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.238

Abstract

The aim of this study was to assess the advantages and responses experienced by students during their micro-teaching course, which serves as preparation for their teaching practice (PPL). The study employed a quantitative research method and was conducted within the English Education Program at Universitas Muslim Indonesia. The study's population consisted of eighth-semester students enrolled in the English Education Department, encompassing three classes. Data was collected using a Likert scale questionnaire, with a total of 60 students sampled from the entire population. Data collection was solely through the questionnaire. The results of the data analysis indicated that students held significantly positive perceptions regarding the benefits of micro-teaching courses, with 77% expressing very positive views. Additionally, students' responses to these courses were predominantly positive.
Sosialisasi Produk Makanan Ringan Sehat JAPRI (Jagung Pipil Gurih) Agusriyanto; R. Gymnastiar Ardani; Wilda Wijayanti; Nusrah; Irma Yangsari; Rizkariani Sulaiman
Intisari: Jurnal Inovasi Pengabdian Masyarakat Vol. 1 No. 1 (2023): Intisari: Jurnal Inovasi Pengabdian Masyarakat
Publisher : CV. Insight Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58227/intisari.v1i1.30

Abstract

Sulawesi Selatan merupakan salah satu produsen jagung. Namun belum diolah dengan maksimal padahal jagung manis dapat menjadi salah satu alternatif sumber gizi yang murah dan terjangkau bagi masyarakat. Oleh karena itu, diperlukan sosialisasi kepada masyarakat mengenai produk olahan jagung, seperti jagung pipil tusuk yang gurih agar dapat menjadi pilihan bahan dasar makanan ringan sehat, dapat lebih dikenal lagi, dan bisa jadikan buah tangan atau oleh-oleh. Mitra kegiatan pengabdian masyarakat ini adalah ibu–ibu rumah tangga di Kelurahan Bontokassi, Kabupaten Gowa. Mitra merupakan masyarakat salah satu desa binaan Universitas Muslim Indonesia. Kegiatan dilaksanakan dalam beberapa tahap, yaitu (a) Perencanaan kegiatan: 1. mempersiapkan alat dan bahan untuk kegiatan pelatihan; 2. menentukan waktu pelaksanaan dan lamanya kegiatan bersama tim; 3. menentukan dan mempersiapkan bahan dan alat yang akan digunakan pada saat sosialisasi. (b) Pelaksanaan kegiatan; dan (c) Evaluasi hasil kerja ibu-ibu Kelurahan Bontokassi. Berdasarkan hasil kegiatan pengabdian kepada masyarakat, kegiatan sosialisasi produk olahan Jagung Pipil Gurih (JAPRI) memberikan dampak  antara lain: (1) memberikan pemahaman kepada ibu–ibu rumah tangga Desa Bontokassi terkait  inovasi pengolahan jagung yang bergizi dan sehat dengan tampilan menggugah selera, dan (2) memberikan pengetahuan kepada ibu–ibu rumah tangga Desa Bontokassi mengenai cara pengolahan produk pangan berupa jagung.
Interaction Patterns of Lecturer and Student in Online Lectures in Introduction to Linguistic Course Rusdiah Rusdiah; Rizkariani Sulaiman
Jurnal Sinestesia Vol. 13 No. 2 (2023)
Publisher : Pusat Studi Bahasa dan Publikasi Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The lecture system on campus has undergone changes to adapt to new-normal conditions. Previously, lectures were carried out face-to-face as a whole, currently lectures are carried out using blended learning by combining face-to-face and online meetings. It is urgent to study online lectures because various challenges arise from both lecturers and students in their implementation. The aim of this research is to determine the interaction patterns of lecturers and students in online lectures in the Introduction to Linguistics course. This research uses qualitative methods, especially conversation analysis. The research will be carried out in the English Literature study program, Faculty of Letters, UMI, with research subjects being one English Literature lecturer, Faculty of Letters, Indonesian Muslim University, who teaches the Introduction to Linguistics course and class C1 students consisting of 32 students. Data in this research will be collected using audio/video recordings and interviews and analyzed using the IRF and FLINT models. The results of the research show that the IRF (Initiation, Response, Feedback) interaction pattern consists of complete IRF patterns of eighty-two (82) frequencies or 76.63%, IR which is a semi-complete pattern of 25 frequencies or 23.37% and none IF or incomplete patterns were identified starting from video transcripts of meetings one to five. Meanwhile, based on identification according to the FLINT model from video transcripts 1 to video 5, the dominant one is providing information, namely 71 frequencies (25.08%), then giving directions 68 frequencies (24.02%), giving questions 54 frequencies (19.08%), providing encouragement to increase student self-confidence 41 frequency (14.48%), facilitating student ideas 37 frequency (13.07%), conveying corrections 7 frequency (2.47%), accommodating student feelings 5 frequency (1.76% ), and no interaction was found in the form of criticism of student behavior.
Co-Authors Agusriyanto Akmal Hamsa Andi Puspitasari Awaluddin Syamsu Burhanuddin Burhanuddin Ery Ermianti Ihramsari Akidah Ihramsari Akidah Irma Yangsari M. Muhajir Muhammad Affan Ramadhana Nurfathana Mazhud Nusrah R. Gymnastiar Ardani Rusdiah Rusdiah Sulastri Sulastri Sulastri Umar Mansyur Wanda Amran Wilda Wijayanti