Articles
<![CDATA[STUDENTS’ PERCEPTION REGARDING LEARNING METHOD: SYNCHRONOUS AND ASYNCHRONOUS FOR ONLINE LEARNING. ]]>
<![CDATA[Anugrah Syifa Azzahra]]>;
<![CDATA[Maman Suryaman]]>
<![CDATA[ Journal of English Language and Education Vol 6, No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.31004/jele.v6i2.106
<![CDATA[This study focuses on the Synchronous and Asynchronous learning methods used in terms of the perceptions that apply. Where this research will be more emphasize whether the perceptions generated by students in using Synchronous and Asynchronous learning methods from the evaluation results during learning and the knowledge gained. In this case, an analysis of students' perceptions of the material aspect, activeness during learning, learning motivation, and quality of dialogue during online learning was carried out using asynchronous and asynchronous methods. The results obtained from the questionnaire that distributed, the 4 factors measured turned out to all get good results from the student's perception that it is obtained from Synchronous and Asynchronous learning methods and the respondents stated strongly agree that these methods get results that are not much of differences.]]>
<![CDATA[Students' Perception of Utilizing Podcasts to Learn English Listening Skill ]]>
<![CDATA[Hersagita Anissa]]>;
<![CDATA[Maman Suryaman]]>
<![CDATA[ EDUVELOP Vol 5 No 1 (2021): Vol 5 No 1 (2021)Eduvelop: Journal of English Education and Development ]]>
Publisher : <![CDATA[Universitas Sulawesi Barat ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.31605/eduvelop.v5i1.1079
<![CDATA[In this day of advanced technology, learning English can be done anywhere, not just through books, but also through the internet. Podcasts can assist in learning listening English during this pandemic since they can be listened to anywhere and at any time, and podcasts are also an enjoyable media. The purpose of this study is to find out what students think about using podcasts to learn English. The research sample was made up of ten people between the ages of 18 until 21, who filled out an online questionnaire. Podcasts are a flexible medium for learning English, according to one study. As a result of this research, it can be concluded that podcasts have become an interesting way to practice English listening skills.]]>
<![CDATA[STUDENTS’ PERCEPTION OF ONLINE LEARNING USING QUIZIZZ.COM AS A LEARNING MEDIA IN LEARNING ENGLISH ]]>
<![CDATA[Akhira Yuniar]]>;
<![CDATA[Maman Suryaman]]>
<![CDATA[ Academy of Education Journal Vol 13 No 2 (2022): Academy of Education Journal ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (177.207 KB)
|
DOI: 10.47200/aoej.v13i2.1125
<![CDATA[This study focuses on students' perceptions in online learning with English subjects using the learning media quizizz.com. This study uses descriptive qualitative research and uses 2 data collection instruments, which Questionnaires and Interviews. Questionnaires were conducted to find out the participants' initial responses, afterwards were further explained with interview segments to find out more about students' perceptions of the use of quizizz.com learning media in the online learning period. The results are indicated to be satisfactory after using quizizz.com learning media within a period of 4 weeks and it is estimated that the use of quizizz.com learning media can be a further recommendation to use which is proven to be effective as a learning media in the middle of online learning.]]>
<![CDATA[STUDENTS’ EMOTIONAL RESPONSES TOWARD TEACHER’S DIRECT WRITTEN CORRECTIVE FEEDBACK ]]>
<![CDATA[Cindy Fatika Sari]]>;
<![CDATA[Maman Suryaman]]>;
<![CDATA[Elih Sutisna Yanto]]>
<![CDATA[ Eltin Journal : Journal of English Language Teaching in Indonesia Vol 10, No 1 (2022): VOLUME 10, ISSUE 1, APRIL 2022 ]]>
Publisher : <![CDATA[STKIP Siliwangi ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.22460/eltin.v10i1.p23-30
<![CDATA[This study aims to find out what emotional responses students after receiving to Direct Written Corrective Feedback (DWCF) from the teacher in their writing assignments. The research design used in this research is a narrative case study design. The respondents of this study were the students of Senior high school in Karawang. To collect students’ emotional response data, semi-structured interviews and students' reflective journals are used. Then, collected data were analyzed by using thematic analysis. The results revealed that students’ emotional responses toward teacher’s direct written corrective feedback include positive and negative responses. The positive responses were happy (6), satisfaction (5), motivated (3). While, negative responses were surprised (1), disappointed (2), dissatisfaction (1). Based on these findings, it can be concluded that most of students responded the teacher’s feedback positively. The reason why most of students gave the positive responses was revealed by the result of interview that students feel happy because the feedback that the teacher provides is very useful.]]>
<![CDATA[Improving Students’ Ability in Writing Descriptive Text Through Contextual Teaching and Learning Approach ]]>
<![CDATA[Windi Windi]]>;
<![CDATA[Maman Suryaman]]>
<![CDATA[ Jurnal Ilmiah Profesi Pendidikan Vol. 7 No. 1 (2022): Maret ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.29303/jipp.v7i1.399
<![CDATA[Contextual Teaching and Learning Approach is a holistic educational process that aims to motivate students to understand the meaning of the subject matter being studied by connecting the material to the context of their daily lives so that students have knowledge/skills that can be flexibly applied (transferred) from one problem/context to another. This study aims to determine the improvement students' ability in writing descriptive texts through CTL and the advantages of using the CTL approach. Contextual Teaching and Learning techniques to teach descriptive writing is proven to be helpful in increasing student progress. Therefore, this study uses a qualitative research approach as a research strategy, so a literature review will be used. Based on these data, the training approach is effective in developing descriptive text writing skills, with the results of the activities covering library data collection methods, reading and taking notes, and material management. The results of this study reveal a number of advantages of CTL. This includes, involving students in writing activities; improve students' enthusiasm to engage actively in writing classes; assist students in constructing their writing; assist students in problem solving; give a venue for students to communicate or discuss with their classmates; and assist students in summarizing and reflecting on lesson content. it can be concluded that The contextual approach is a very appropriate vehicle for teachers to empower the potential of students according to the needs and the school environment and their lives. According to these findings, it is suggested the CTLcan be used in the classroom to improve students' descriptive text writing skills.]]>
<![CDATA[English Major Students’ Attitudes Towards The Use of Zoom Meeting for Online Learning in Learning English Speaking Skill ]]>
<![CDATA[Nanda Amalia Putri]]>;
<![CDATA[Maman Suryaman]]>
<![CDATA[ Jurnal Ilmiah Profesi Pendidikan Vol. 7 No. 2 (2022): Juni ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.29303/jipp.v7i2.468
<![CDATA[Many students may find it difficult to build good English speaking abilities due to the language’s complexity. The differences between English and the native tongue cause discomfort when speaking the new language in front of others. Therefore, Zoom Meeting application can be used by teachers to teach English, especially in teaching English speaking classroom. A case study research was conducted to explore English major students’ attitudes in using Zoom Meeting for online learning in learning English speaking skill. The data collection were collected by creating a questionnaire that consisted of 15 statements. The questionnaire was distributed via Google Form. The participants of this study were students of English Education Department from a state university in Karawang which is selected randomly about 9 students from second semester students. The result revealed that the use of Zoom Meeting applications make students understand some speaking class learning materials easily. However, in the other case, most of the them were bored with the implementation of online classes and lost of motivation to study during the COVID-19 pandemic. In conclusion, the majority of English major students’ had both positive and negative attitude toward the use of Zoom Meeting for online learning in teaching English speaking skills.]]>
<![CDATA[PENGARUH MODEL PEMBELAJARAN PROBLEM BASED INSTRUCTION (PBI) TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA SMP ]]>
<![CDATA[Aiva Rahma]]>;
<![CDATA[Maman Suryaman]]>;
<![CDATA[Rikayanti Rikayanti]]>
<![CDATA[ Prosiding Sesiomadika Vol 1 No 1b (2019) ]]>
Publisher : <![CDATA[Prosiding Sesiomadika ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[Tujuan penelitian ini adalah untuk mengetahui dan mengkaji pengaruh penerapan model pembelajaran Problem Based Instruction (PBI) terhadap kemampuan pemecahan masalah matematis siswa SMP dan mengetahui apakah kemampuan pemecahan masalah matematis siswa yang mendapat model pembelajaran Problem Based Instruction (PBI) lebih baik daripada kemampuan pemecahan masalah matematis siswa yang mendapat model pembelajaran Problem Posing. Penelitian ini merupakan penelitian eksperimen. Populasi dalam penelitian ini adalah seluruh siswa kelas VII SMP Negeri 1 Cikampek, sedangkan sampel penelitiannya dipilih dua kelas, yaitu kelas eksperimen (Model Problem Based Instruction) dan kelas kontrol (Model problem Posing) yang masing-masing berjumlah 40 orang. Analisis data kuantitatifdalam penelitian ini menggunakan bantuan Software SPSS Statistic 23 for windows. Hasil dari penelitian ini menunjukkan bahwa model pembelajaran Problem Based Instruction (PBI) berpengaruh terhadap kemampuan pemecahan masalah matematis siswa, hal ini terlihat dari hasil analisis data posttest dengan mengunakan effect size, diperoleh nilai effect size sebesar 0,85 yang berarti kriteria besar. Selain itu, hasil penelitian ini juga menunjukkan bahwa kemampuan pemecahan masalah matematis siswa yang memperoleh model pembelajaran Problem Based Instruction (PBI) lebih baik daripada kemampuan pemecahan masalah matematis siswa yang memperoleh model pembelajaran Problem Posing. Hal ini ditunjukkan dari hasil analisis nilai posttest dengan menggunakan uji Mann- Withney satu pihak (pihak kanan) dengan taraf signifikansi diperoleh nilai signifikan sebesar 0,0005 Kata kunci: Model Pembelajaran Problem Based Instruction (PBI), Problem Posing, Kemampuan Pemecahan Masalah Matematis]]>
<![CDATA[PENGARUH PENERAPAN MODEL PEMBELAJARAN BERBASIS MASALAH TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA SMP ]]>
<![CDATA[Ira Rahmania]]>;
<![CDATA[Maman Suryaman]]>;
<![CDATA[Rikayanti Rikayanti]]>
<![CDATA[ Prosiding Sesiomadika Vol 1 No 1a (2019) ]]>
Publisher : <![CDATA[Prosiding Sesiomadika ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[Penelitian ini bertujuan untuk menelaah perbedaan kemampuan pemecahan masalah matematis siswa SMP yang menggunakan model pembelajaran Berbasis Masalah dengan model pembelajaran Discovery Learning. Hal ini sejalan dengan adanya permasalahan dalam penelitian ini, yaitu masih rendahnya kemampuan pemecahan masalah matematis siswa SMP kelas VII. Metode yang digunakan adalah metode Quasi Eksperimen dengan desain The Nonequivalent Posttest-Only Control Group Design. Populasi dalam penelitian ini adalah seluruh siswa kelas VII SMP Negeri 2 Kutawaluya. Teknik Pengambilan sampel yaitu dengan purposive sampling, dipilih dua kelas sebagai sampel penelitian yaitu kelas VII D (kelas eksperimen) yang menggunakan model pembelajaran berbasis masalah yang berjumlah 40 siswa, sedangkan kelas VII E (kelas kontrol) menggunakan pembelajaran discovery learning yang berjumlah 37 siswa. Instrumen penelitian ini menggunakan soal tes kemampuan pemecahan masalah matematis. Kedua kelas tersebut diberikan treatment dan posttest dengan soal tes kemampuan pemecahan masalah matematis. Analisis data kuantitatif penelitian menggunakan Software SPSS versi 17.0 for Windows. Hasil penelitian menunjukan bahwa terdapat perbedaan rata-rata kemampuan pemecahan masalah matematis siswa yang menggunakan model pembelajaran berbasis masalah dengan yang menggunakan model pembelajaran discovery learning. Kata kunci: Kemampuan Pemecahan Masalah Matematis, Berbasis Masalah]]>
<![CDATA[Fun Learning To Improve Students’ Speaking Skill Through Audio Lingual Method In The Eyl Classroom ]]>
<![CDATA[Diyanti Pratiwi Lousa]]>;
<![CDATA[Maman Suryaman]]>
<![CDATA[ Jurnal Pendidikan dan Konseling (JPDK) Vol. 4 No. 4 (2022): Jurnal Pendidikan dan Konseling ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (285.762 KB)
|
DOI: 10.31004/jpdk.v4i4.6506
<![CDATA[Penelitian ini berfokus pada bagaimana guru membuat beberapa kegiatan belajar-mengajar menjadi menyenangkan untuk meningkatkan keterampilan berbicara siswa melalui Metode Bahasa Audio (ALM) di ruang tunggul EYL. Penelitian ini menggunakan deskriptif kualitatif sebagai metodenya. Peserta yang diambil oleh penelitian ini adalah siswa sekolah dasar. Teknik analisis data yang diterapkan adalah tematik dengan pengumpulan data menggunakan wawancara dan observasi. Hasil penelitian ini menunjukkan bahwa kegiatan pembelajaran menggunakan metode audio lingual sangat efektif dan berpengaruh signifikan terhadap capaian pembelajaran percakapan siswa. Mahasiswa berpendapat bahwa dengan penerapan metode audio lingual yang dapat membuat pembelajaran yang menyenangkan dirasa mampu merangsang kegiatan berbicaranya dengan menggunakan bahasa Inggris]]>
<![CDATA[An Exploration students' motivations in improving their English skill: Karawang Junior Islamic Boarding School Case ]]>
<![CDATA[Indana Zulfa]]>;
<![CDATA[Maman Suryaman]]>
<![CDATA[ Eduvelop: Journal of English Education and Development Vol 6 No 1 (2022): Eduvelop: Journal of English Education and Development ]]>
Publisher : <![CDATA[Universitas Sulawesi Barat ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.31605/eduvelop.v6i1.1811
<![CDATA[One of the important factors in supporting the achievement of the following characteristics of successful learning in English is motivation in learning English. The definition of motivation itself is the combined effect of effort and a desire to accomplish the goal. However, Indonesia that has a lot of diversity is not easy in realizing equal learning success in each region. The diversity of learning systems in Indonesia is also one of the interesting things to study. One of the researchers' concerns in this study is the learning system in Islamic boarding schools. In order that, tThis study aims at Exploring Secondary Students’ Motivation in Accomplish Successful English Language Learning. The student's behaviour, cognitive, and emotional will be carefully investigated. As this research concerns on students' motivations, this research tends to use a research case study at junior high school students. A qualitative method trough questionnaire is used in this research. The result shows that students' interest in learning English in schools based on Islamic boarding schools is not too high, because it is proven in the next question which shows results that most students find it difficult to learn English. It is also proven that they feel that the environment in which they live, in other words, the pesantren has not been able to increase their students' interest in learning English. Teachers must be able to become facilitators to increase students' interest in learning English]]>
