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Provision of Physics Props and Bilingual E-Book for SMA YPK Merauke: Pengadaan Alat Peraga Fisika dan E-Book Bilingual untuk SMA YPK Merauke Sari, Desy Kumala; Uspayanti, Rezky; Dinata, Pri Ariadi Cahya
Mattawang: Jurnal Pengabdian Masyarakat Vol. 2 No. 2 (2021)
Publisher : Yayasan Ahmar Cendekia Indonesia

Science is learned by bringing real objects in daily life into the classroom. Therefore, the props are needed in learning science to make it easier for students to observe the concepts of science contained in an object. However, not all schools have good props to use in learning. This dedication to society aims to provide props that can be used as a medium of physics learning at SMA YPK Merauke. The props are accompanied by bilingual guides so that students can learn physics and English at the same time. The devotional activities were carried out through the introduction of props to physics teachers, demonstrations on how to use bilingual tools and guides, and mentoring. At the end of the activity, physics teachers were given a user response sheet to find out the teachers' perception of the props given. The results of the user response sheet show that the props can be appropriately used as a learning medium. Then, more props are needed to be given to schools in Merauke that do not have good props. Abstrak Sains dipelajari dengan membawa objek yang nyata di kehidupan sehari-hari ke dalam kelas. Oleh karena itu, alat peraga diperlukan dalam belajar sains untuk memudahkan siswa mengamati konsep-konsep sains yang terdapat pada suatu objek. Akan tetapi, tidak semua sekolah memiliki alat peraga yang memadai untuk digunakan dalam pembelajaran. Kegiatan pengabdian masyarakat ini bertujuan untuk menyediakan alat peraga yang dapat digunakan sebagai media pembelajaran fisika di SMA YPK Merauke. Alat peraga tersebut disertai dengan panduan bilingual agar siswa dapat belajar fisika dan Bahasa inggris secara bersamaan. Kegiatan pengabdian dilakukan melalui pengenalan alat peraga kepada guru fisika, demonstrasi cara penggunaan alat dan panduan bilingual, serta pendampingan. Di akhir kegiatan, guru-guru fisika diberikan lembar respon pengguna untuk mengetahui persepsi guru-guru terhadap alat peraga yang diberikan. Hasil lembar respon pengguna menunjukkan bahwa alat peraga dapat digunakan dengan baik sebagai media pembelajaran. Ke depannya, diperlukan lebih banyak alat peraga untuk diberikan kepada sekolah-sekolah di Merauke yang belum memiliki alat peraga yang memadai.

Provision of Physics Props and Bilingual E-Book for SMA YPK Merauke: Pengadaan Alat Peraga Fisika dan E-Book Bilingual untuk SMA YPK Merauke Desy Kumala Sari; Rezky Uspayanti; Pri Ariadi Cahya Dinata
Mattawang: Jurnal Pengabdian Masyarakat Vol. 2 No. 2 (2021)
Publisher : Yayasan Ahmar Cendekia Indonesia

Science is learned by bringing real objects in daily life into the classroom. Therefore, the props are needed in learning science to make it easier for students to observe the concepts of science contained in an object. However, not all schools have good props to use in learning. This dedication to society aims to provide props that can be used as a medium of physics learning at SMA YPK Merauke. The props are accompanied by bilingual guides so that students can learn physics and English at the same time. The devotional activities were carried out through the introduction of props to physics teachers, demonstrations on how to use bilingual tools and guides, and mentoring. At the end of the activity, physics teachers were given a user response sheet to find out the teachers' perception of the props given. The results of the user response sheet show that the props can be appropriately used as a learning medium. Then, more props are needed to be given to schools in Merauke that do not have good props. Abstrak Sains dipelajari dengan membawa objek yang nyata di kehidupan sehari-hari ke dalam kelas. Oleh karena itu, alat peraga diperlukan dalam belajar sains untuk memudahkan siswa mengamati konsep-konsep sains yang terdapat pada suatu objek. Akan tetapi, tidak semua sekolah memiliki alat peraga yang memadai untuk digunakan dalam pembelajaran. Kegiatan pengabdian masyarakat ini bertujuan untuk menyediakan alat peraga yang dapat digunakan sebagai media pembelajaran fisika di SMA YPK Merauke. Alat peraga tersebut disertai dengan panduan bilingual agar siswa dapat belajar fisika dan Bahasa inggris secara bersamaan. Kegiatan pengabdian dilakukan melalui pengenalan alat peraga kepada guru fisika, demonstrasi cara penggunaan alat dan panduan bilingual, serta pendampingan. Di akhir kegiatan, guru-guru fisika diberikan lembar respon pengguna untuk mengetahui persepsi guru-guru terhadap alat peraga yang diberikan. Hasil lembar respon pengguna menunjukkan bahwa alat peraga dapat digunakan dengan baik sebagai media pembelajaran. Ke depannya, diperlukan lebih banyak alat peraga untuk diberikan kepada sekolah-sekolah di Merauke yang belum memiliki alat peraga yang memadai.

Teaching Method Used by English Teachers during Covid-19 Pandemic and New Normal Era Marni Bawawa; Seli Marlina Radja Leba; Rezky Uspayanti
Ethical Lingua: Journal of Language Teaching and Literature Vol. 8 No. 2 (2021)
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.302

Teaching method selection is one of the factors in achieving learning objectives. This study aims to find out and analyze the use of teaching methods used by English teachers of Senior High School District Merauke. Some English teachers were the subject of this research that was taken from 4 Senior High School District Merauke. Selecting the sample used purposive sampling. This study used qualitative descriptive analysis. In collecting the data, researchers used interviews. Based on the result of the interview, the English teachers used a variety-teaching method in the teaching and learning process both online and offline learning. The teaching method was used by the teachers namely blended learning method, project-based learning, learning and playing, Audio Lingual Method, Total Physical Respond, Grammar-Translation Method. Furthermore, the English teacher also used applications from google such as GC (Google classroom), GM (Google meet), and GD (Google Docs). In teaching during a pandemic covid-19 and new normal, English teachers also used picture media as a tool in the teaching and learning process.

Promising Practices Used By EFL Teachers in Teaching aand Learning Process Rezky Uspayanti
Musamus Journal of Language and Literature Vol 2 No 01 (2019): Musamus Journal of Language and Literature
Publisher : Universitas Musamus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35724/mujolali.v2i01.2337

This study focused on promising practices used by EFL teachers in teaching and learning process. This study applied descriptive qualitative which focused on discourse analysis. This qualitative study involved non-numeric data. This study was conducted in Junior High School 2 Pinrang that focused on 18 students in VIII.4 and 18 students in VIII.5 and two English teachers as the participants. The instruments were recording namely video camera and sound recording to record the teachers’ promising practices, interview the teachers to clarify the promising practices used and to ask about the implication of promising practice in teaching and learning process. Thus, interview the students to know their responses on promising practices used by teacher. Based on the result, the teacher A and B mostly used commisisve speech act that function as promising in teaching and learning process. Promising utterance is making the students prepare their self in learning process. The result of obeservation and interview from the teachers, the commisisve speech act as promising not only has function to promise but also to assert, so the students can prepare their self and doing their homework. The students also gave positive responses on promising practices used by EFL teachers. Thus, it also gave implication in TEFL.

Audio Media to Improve Listening Skill Wahyuniar Wahyuniar; Rezky Uspayanti; Harmita Sari; Sumiati Putri Natalia
Musamus Journal of Language and Literature Vol 3 No 02 (2021): Musamus Journal of Language and Literature
Publisher : Universitas Musamus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35724/mujolali.v3i02.3498

This study aims to prove and describe whether audio media can improve listening skills especially in listening to news broadcasts. One class consisted of 30 students as the sample namely class VIII.1 of Junior High School 2 Mattiro Bulu, Pinrang Regency. A simple random sampling is a technique in choosing the sample. Written tests and oral tests were the tools in collecting the data. The obtaining data analyzed in descriptive statistical techniques and inferential statistics t-test type. Based on the result of the study, the ability to listen to the news of students in class VIII.1 using audio media is categorized as medium. Students who met the standard Minimum completion criteria were 26 students (87%) get the standard Minimum completion criteria and 4 students (13%) who did not reach the Minimum completion criteria. Therefore, audio media can improve the ability of students to listen to the news. Listening learning fulfills three indicators, including learning quality, learning quantity, and time. Hypothesis test results = 2.682 > t table = 2.045. This shows that the proposed research hypothesis is accepted.

Challenges and Teaching Strategies of English Teachers in Industrial Revolution 4.0 Era Rezky Uspayanti
EDUVELOP Vol 4 No 2 (2021): Eduvelop: Journal of English Education and Development
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/eduvelop.v4i2.894

This study aims to investigate the challenges and teaching strategies of English teachers in District Merauke. This study is a mix-method namely the combination of qualitative and quantitative methods. 16 English teachers as the participants in the study from six high schools in Merauke district namely Senior High School 1 Merauke, Senior High School 2 Merauke, Senior High School 3 Merauke, Vocational High School 3 Merauke, Senior High School YPK Merauke, and MA Al-Munawwaroh. Data collection instruments used were questionnaires and interviews. Questionnaires used consisted of 40 statements and the interview consisted of 14 questions related to challenges and strategy of teaching English in the era of industrial revolution 4.0. As a result, challenges in the teaching and learning process are, especially for online learning. Mostly the students are constrained in technology facilities and motivation of students. While for the strategy in teaching English in industrial revolution era 4.0, by motivating students about the importance of English, providing variations in learning such as the use of video, audio, practice variety questions, using the online application (WhatsApp, google classroom, google translate, zoom, google meet, etc). Besides, by using discussions, question and answer directly, blended learning method, discovery learning, using image media, audio Lingual Method, TPR, GT, using voice note. Thus, by merging cognitive, affective, and psychomotor processes. Besides, for strategies in creating interesting and creative learning in the era of industrial revolution 4.0, by using jokes, games, giving advice, giving praise, and collaborating with native speakers in online learning.

The Implementation of Telling a Story and Storytelling Video on Students’ Motivation in Learning English Rezky Uspayanti; Wahyuniar; Ray Suryadi
JADEs Journal of Academia in English Education Vol 3 No 1 (2022): JADEs Journal of Academia in English Education
Publisher : Tadris Pendidikan Bahasa Inggris IAIN Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/jades.v3i1.4303

This research aimed to find out the students’ motivation in learning English with the use of storytelling. The research was categorized as descriptive qualitative research. The research was done in Junior High School YAPIS Merauke which focused on eighth grade in 2021. The sample was chosen by using cluster random sampling. The sample focused on VIII. A which consisted of 21 students. The data was taken through observation using an observation checklist and interview. The observation checklist included 20 statements and the interview included 8 questions related to motivation and storytelling. The result of observations and interviews showed that the students' motivation increased in learning English. For treatment step, students were motivated to ask and respond to the questions given. Thus, most students enjoy learning English through videos, students are interested in the teaching materials provided, and some students understand the material better by presenting using videos, concluding the material, and understanding by presenting the material through the zoom application. In addition, by telling stories, most students are more flexible in retelling the contents of the story and they are also motivated by using such a way.

STUDENTS’ PERCEPTION TOWARD ENGLISH TEACHERS’ QUESTIONING IN CLASSROOM INTERACTION Rezky Uspayanti
JLE: Journal of Literate of English Education Study Program Vol 1 No 01 (2020): Volume 01 Nomor 01 Juli 2020
Publisher : LP2M Institut Agama Islam Muhammadiyah Sinjai

This research focused on English teachers’ questioning and students’ perception toward teachers’questioning in classroom interaction. The qualitative method was used in this research thatemphasized on discourse analysis. Two English teachers and twenty students in Senior High School 1Pinrang were the samples that were taken through purposive sampling technique. There were threesteps in collecting data such as video recording, observation checklist and interview. In process ofcollecting data, there were some steps namely observing the teaching and learning process tofind out the questioning strategies used by English teachers, recording the data by usingaudio and video recording, filling the observation checklist while recording. Thus, theinterview was done to find out the students’ perception toward the teachers’ questioning. Asthe result, there were three types of questioning that were used by the English teachers in classroominteraction namely procedural, convergent and divergent question. Furthermore, twenty students whowere the sample in this research gave positive perception toward the English teachers’ questioningsthat teachers’ questionings were the way to motivate in learning process, improve the interaction andthe English ability especially in vocabulary.

Assertive and Expressive Speech Act Used by English Teachers and Its Implications Rezky Uspayanti
LETS: Journal of Linguistics and English Teaching Studies Vol. 2 No. 1 (2020): LETS: Journal of Linguistics and English Teaching Studies
Publisher : Sekolah Tinggi Agama Islam Negeri Majene

This study focused on the use of assertive and expressive speech acts by English teachers and its’ implication in teaching and learning process. The study was done in Senior High School 1 Pinrang. The sample was two English teachers. The sample was taken by using a purposive sample. The sample was chosen because they produced more speech acts in teaching and learning process. In collecting the data, classroom recording, observation checklist and interview were used. In analyzing data from classroom recording and interview, the researcher used qualitative data analysis that consisted of three stages: data reduction, data display and conclusion drawing/verification. The results show that teacher A and B used representative and expressive speech act with a different function. Teacher A used representative speech acts which functions were informing, explaining, asserting and concluding the material, while teacher B used representative speech acts which functions were explaining, informing and asserting the material. For expressive speech act, teacher A used expressive speech acts which functions were greeting, apologizing and pleasure or happy feeling, while teacher B used expressive speech acts in classroom interaction which functions were greeting, taking students’ attention, apologizing, and pleasure in terms of thanking. For implication of speech acts are as the way in making the students understood on the teacher’s explanation and used English properly. Therefore, it is also as the way to motivate the students, avoid the misunderstanding in learning process, build up the effective communication build up their understanding, know the communicative functions, stimulate each other and would be used to hear and use English.

The Teachers’ Competencies to Develop Assessment for High School Students in Merauke Desy Kumala Sari; Pri Ariadi Cahya Dinata; Rezky Uspayanti
AL-ISHLAH: Jurnal Pendidikan Vol 14, No 3 (2022): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Competency in arranging and analyzing questions is essential for a teacher. This research was conducted to mapping the percentage and criteria of high school teachers' competency in Merauke District in preparing and analyzing the items question. The research included quantitative research by survey method. The data were collected using questionnaires with Likert scale. The obtained data were then analyzed using the Ideal Standard Deviation. The analyzed results showed the percentage of competencies of high school teachers in Merauke District in preparing and analyzing the question items is 74.66% which are in the "good" category, and the criteria for the quality of high school teachers' competencies in Merauke District in preparing and analyzing the question items are on the "good" criteria with an average score of 93.33. The results of the analysis based on aspects, the average teacher competency score in arranging the question item is 55.11 which is in the category of "good" while the competence of teachers in analyzing the question item is 36.86 which is in the category of "sufficient". Based on this, it is necessary to follow up to improve the competence of high school teachers in Merauke district in analyzing items question.

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