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All Journal English Review: Journal of English Education ELT Echo LET: Linguistics, Literature and English Teaching Journal Jurnal Tarbiyah : Jurnal Ilmiah Kependidikan PANYONARA: Journal of English Education Intensive Journal AESTHETICS Education and Linguistics Knowledge Journal (Edulink) PRIMACY Journal of English Education and Literacy Journal of English Language Teaching and English Linguistics Tefla Journal (Teaching English as Foreign Language and Applied Linguistic Journal)
Hidayah Nor
UIN ANTASARI BANJARMASIN
Arts Humanities Education Languange, Linguistic, Communication & Media Other

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DEVELOPING TEACHERS’ PEDAGOGICAL COMPETENCE THROUGH ENGLISH SUBJECT TEACHERS’ WORKING GROUP (MGMP) Haliza Haliza; Nani Hizriani; Hidayah Nor
LET: Linguistics, Literature and English Teaching Journal Vol 11, No 1 (2021)
Publisher : English Department of Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/let.v11i1.4629

Abstract

This study is aimed to determine how is the contribution of English Subject Teachers’ Working Group (MGMP) in developing teachers’ pedagogical competence and how the teachers perception on that contribution. The method used in this study was descriptive qualitative. The data was collected through interview and documentation. The subjects of this study were 9 teachers, they were the head, treasurer, and 7 members of the MGMP forum. The result showed that the English MGMP gave a good contribution to the development of teachers’ pedagogical competence. The contribution of the MGMP in developing teachers’ pedagogical competence was carried out through the involvement of various parties and MGMP programs itself. In every activity, MGMP usually presented external speakers such as lecturers from several universities. Besides, the result of this study also showed that the English teachers gave a positive perception on the contribution of MGMP in developing teachers’ pedagogical competence. The teachers considered that the MGMP as a community gave a big contribution in develoving their competence. Through MGMP activities, the teachers discussed to solve the problems they faced, communicated each other, and exchanged experiences.
THE USE OF DIALOGUE JOURNALS ACTIVITY IN ESSAY WRITING COURSE (STUDENTS’ ACHIEVEMENT) Hidayah Nor
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 2, No 2 (2017): DECEMBER 2017
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (817.691 KB) | DOI: 10.24235/eltecho.v2i2.2179

Abstract

This research is aimed to describe the use of dialogue journals technique in improving students’ writing skill especially students’ achievement in short essay writing course. The researcher used descriptive qualitative research for conducting the research. The subjects of this research were the fifth semester students of English Education Department academic year 2016-2017 and there were two classes which involving 65 students. The instruments that were used to get the data are the writing test in form of essay. It is considered valid based on the view of test content and the representation of the materials tested since the test uses content validity. Then, all the data were analyzed descriptive qualitatively and concluded inductively. The result of this research was to provide English lecturers with interesting and effective teaching strategies in enhancing the students’ active participation in teaching and learning process and improving students’ writing ability. The students were expected to use dialogue journals activity to improve their ability in writing. This research also gave additional value to the effort of increasing the quality of teaching English particularly teaching writing in Indonesia.
The New Facilitators’ Strategies in Managing Online Discussion of the Second IMOOC hidayah nor
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 4, No 1 (2019): June 2019
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (139.542 KB) | DOI: 10.24235/eltecho.v4i1.4425

Abstract

The second Indonesian Massive Open Online Course are the collaboration between Regional English Language Office (RELO) and the Embassy of United States of America in Jakarta introducing the use of technology for autonomous learning as the new insight for the participants that focuses on recruiting pre-service English teachers, English Teachers (Elementary school, junior high school, or senior high school teachers), English lecturers in the university around Indonesia. The purpose of this research was to describe qualitatively the second MOOC new facilitators’ strategies in managing online discussion and whether they were affected by their own facilitators’ strategies when they joined as the participants of the first Indonesian MOOC. There were eight new facilitators who came from different regions in Indonesia such as Rembang, Salatiga, Surabaya, Solo, Semarang, Malang, and Banjarmasin. The data were collected through a Questionnaire. The results of this research shown that there are various strategies that have been applied by the new facilitators including design questions that particularly get on-topic discussion carefully, help online learners in providing a guideline for the preparation on-topic responses, present rules for those who choose off-topic comments explicitly, state the expectation for online discussions participants to stay on a topic, set alternative locations for off-topic discussions, screen all postings and put off-topic posts to alternative locations with an explanation to participants, incorporate a reminder that responses stay on a topic with all posted questions, reword the original question when responses are going in the wrong direction, provide discussion summary regularly, give warning privately and corrective suggestions to learners who submit off-topic comments, give a reward for those who keep on a topic, and offer a grade for those who keep on a topic. This is really helped the second Indonesian MOOC participants to make the discussions contains more cognitive presences and they can accomplish the course and gain a new knowledge from this online course. Keywords: IMOOC, Facilitators’ strategies, Indonesian Massive Open Online Course, Online discussion
TEACHING TRANSLATION USING POETRY AT THE COLLEGE LEVEL IN UNIVERSITAS GRESIK HIDAYAH NOR; IKA TRISNANTASARI
AESTHETICS : Jurnal Fakultas Sastra Universitas Gresik Vol 5 No 1 (2016)
Publisher : Fakultas Sastra Universitas Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (147.348 KB)

Abstract

This research describes how to teach translation using English poetry and applaying on the translation process by ESL college level students. It analyzes and codes the characteristics of their writing as well as the experiences and information reported in their reflective essays about the translation process. Poetry translation is discussed to honor the origin languange and corresponding culture and as a way to facilitate writing skill development for college students. The final project makes recommendations for future poetry translation assignments for college level with different topic and sources.
ANALYSIS OF SHAKESPEARE’S LEAR’S REGENERATION IN KING LEAR HIDAYAH NOR; NUR LAILATUR ROFI'AH
AESTHETICS : Jurnal Fakultas Sastra Universitas Gresik Vol 7 No 2 (2018)
Publisher : Fakultas Sastra Universitas Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (346.708 KB)

Abstract

The aim of this research is to describe: 1) The character of Lear in Shakespeare’s King Lear, 2) How Lear gains the regeneration and self education about his environment, 3) Assessing the divine dispensation in Lear’s tragedy. This research is qualitative method. Qualitative method is a research procedure that results in description data in the form of words. The data of this research is King Lear a play by Shakespeare. This research used intrinsic approach. Technique of collecting data is used by reading the play and analyzing the play. The technique of analyzing data is using content analysis of three elements, which are reading the data, presenting data and analyzing. Based on the result of the research can be concluded: 1) Lear’s character win the initial play was arrogant, self-deceived, and powerful. 2) Lear struggles to gain the education of his environment must undergo several predicaments in his life including betrayal by his own daughter, expelled from his kingdom, going madness and exposed through the storm. 3)
The Effectiveneness Of Using Piaget, Vygotsky, And Brunner Theories In Teaching English For Young Learners At Sdn Kebun Bunga 6 Banjarmasin Inna Muthmainnah; Nor Izzatil; Hidayah Nor
Tarbiyah : Jurnal Ilmiah Kependidikan Vol 8, No 1 (2019): Juni
Publisher : Universitas Islam Negeri Antasari Banjarmasin, South Kalimantan, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/tarbiyah.v8i1.2667

Abstract

To address three theories in teaching English for young learners (Piaget, Vygotsky, and Brunner), the researchers believe that an effective teaching teachniques that pay attention not only to the needs of the young learners but also to their interests are very important. This research reported our pre-experimental study on the effectiveness of using Piaget, Vygotsky, and Brunner theories in teaching English for young learners at SDN Kebun Bunga 6 Banjarmasin. There were 26 students of the fourth grade, study English at SDN Kebun Bunga 6 Banjarmasin, participated in this research. The data collected by conducting three times treatment in one class of the fourth grade, and written tests (pre-test and post-test). Findings revealed that the students got better score after the implementation of those three theories (Piaget, Vygotsky, and Brunner) in the classroom; they were very enthusiastic learned English in the classroom by interacting with the teachers and the peers. Their responses toward this activity were also positive. This research is expected to be beneficial for teachers who are interested in applying those three theories in English classroom, especially for young learners’ classroom.
Teachers’ Materials Development, Lesson Planning, and Teaching Skills Readiness in Teaching English Hidayah Nor; Nani Hizriani; Nur Laila Kadariyah
PANYONARA: Journal of English Education Vol. 4 No. 1 (2022): PANYONARA: Journal of English Education
Publisher : Institut Agama Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/panyonara.v4i1.5909

Abstract

During online and offline teaching learning, teachers need to be ready and consider certain aspects in order to teach effectively and get the best results for the students. This research was aimed to know the English teachers’ readiness in terms of materials development, lesson planning, and teaching skills in online and offline teaching and learning. This study adopted embedded mixed research design that utilized closed-ended questionnaires and interview as instruments for data collection. There were 72 English teachers from Junior and Senior high schools (SMP, MTS, SMA, SMK, and MA) around South Kalimantan as the subject of the research. The result showed that most of the English teachers were ready in developing materials, lesson plan, and teaching skills. They were familiar with the types, the objectives, the principles and the stages in developing materials. In preparing lesson plan, they consider cognitive, affective, and psychomotor aspects, basic competencies, instructional media, character education, literacy 4 C's and HOTS skills activities, learning sources, and assessment. In applying teaching skills, the teachers did some adaptations and improvements by using a variation of online and offline applications in teaching.
THE SYNCHRONOUS AND ASYNCHRONOUS LEARNING AT ENGLISH DEPARTMENT OF UNIVERSITIES IN SOUTH KALIMANTAN: PRACTICES AND CHALLENGES Nani Hizriani; Hidayah Nor; Saadillah Saadillah
English Review: Journal of English Education Vol 10 No 3 (2022)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v10i3.6675

Abstract

The purposes of this research are to describe types, practices of Synchronous and Asynchronous learning and to explore the challenges faced by the lecturers at English Departments in South Kalimantan. The researchers employed mixed-methods sequential explanatory design which consist of two distinct phases, quantitative (numeric data) by using questionnaire followed by qualitative by using observation and interview in order to elaborate the results obtained from quantitative data. This research was undertaken in nine English Departments in South Kalimantan. The participants were 53 English lecturers who teach at those universities. The types of synchronous used by the lecturers were Text-based chat / Instant Messaging / Online Chat (WhatsApp), Web Conferencing / Virtual Classroom (Zoom and Google Meet), Whiteboards, Real-time and Non real time document sharing (Google documents). The asynchronous types were Email, WhatsApp Group, Google Classroom, YouTube Link, PDF Files, MS Words Files, Learning Management System (LMS)/e-learning. The lecturers used direct feedback, real time classroom interaction and communication during synchronous learning. On the other hand, they provided delayed feedback, practiced not real time classroom interaction and communication in asynchronous learning. They facilitated individual and group collaboration for both learnings. The lecturers faced a number of challenges in implementing Synchronous and Asynchronous learning such as Technological Problems / Internet Connection, Students’ Motivation, Classroom Management, Lack of technological supports, Students’ Participation, Interaction, Time Management, Feedback, Materials Development, Monitoring, Instructional Method, Flexibility, and Cost Effectiveness.
Parents' Efforts in Supporting A Child with Speech Delay Nor Izzatil Hasanah; Hidayah Nor
EDUCATION AND LINGUISTICS KNOWLEDGE JOURNAL Vol 5 No 1 (2023): Education and Linguistics Knowledge Journal (Edulink)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Islam Kadiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32503/edulink.v5i1.3465

Abstract

Language of a child continue to develop in accordance with stimulus from the surrounding environment particularly families (parents), teachers and community. This study aims to identify speech delay in terms of efforts of parents in stimulating their child by using a case study approach. Early intervention of the parents is critical for children with speech and language delays, as it can prevent further developmental delays and improve their communication skills. Parents play a crucial role in their child's language development and can make a significant difference by providing a supportive and stimulating environment for their child to learn and practice language skills. The participants in this study were child and parents and the data were collected through observation and interview. The results of this study indicated that the type of speech delay found were speech and language expressive disorder. The factors which contribute to speech delay are the lack of parental stimulation, the use of gadgets, the type of program the child watch on his gadget and the use of language in the program he watched. The study also discussed the efforts made by parents in stimulating child's language development including changing the style of communication (speaking softly and repetitively, not responding if only pointing or giving gestures when asked to respond, always involving child in speaking, changing the type of questions from YES/NO to WH questions), reading story before going to bed and asking child to respond by various questions, inviting child to play, always giving a picture book and color pencil and asking the child's work, and inviting child to therapy to a pediatrician on a regular basis once a week for 1 hour.
Available Resources of English Story Telling on Spotify to Enhance Listening Comprehension Skills Hidayah Nor; Abdul Hair
Journal of English Language Teaching and English Linguistics Vol. 8 No. 2 (2023): Journal of English Language Teaching and English Linguistics
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31316/eltics.v8i2.5084

Abstract

Learning a new language encompasses various skills, including writing, reading, speaking, and listening. Developing listening comprehension abilities can be particularly challenging and requires consistent practice. An effective approach to improving listening skills is through exposure to audio storytelling. However, language learners often struggle to locate suitable content for this purpose. This study aims to identify and analyze audio storytelling resources available on the Spotify platform, specifically accessible to students. The analysis of these resources will facilitate a better understanding of their content and provide opportunities for practicing listening comprehension.The research adopts a qualitative approach, utilizing a content analysis method to evaluate the available content on Spotify. The researcher explored the platform to identify audio storytelling content and assess their potential for enhancing listening abilities. Factors such as content types, popularity, difficulty levels, and activity rates were considered during the analysis.The findings revealed three prominent channels on Spotify that specialize in audio storytelling content. These channels are popular among Spotify users, actively upload new content at least once a week, and offer content with varying difficulty levels. Each channel contains a rich collection of audio stories, encompassing grammatical and vocabulary aspects tailored to different difficulty levels, along with opportunities for exploring diverse cultures
Co-Authors Abdul Hair Afifah Linda Sari Akhmad Zaini Amaliya Septiani Andi Irlina Fadia Mahardika Haliza Haliza IKA TRISNANTASARI Inna Muthmainnah M Hasballah A Rahman Muhammad Syahri Nani Hizriani Nor Izzatil Nor Izzatil Hasanah Nur Hayati Nur Laila Kadariyah NUR LAILATUR ROFI'AH Raida Asfihana Saadillah Saadillah Syahrian Rasid