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All Journal 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

Author-ID : 2560087

Arts Humanities Education Languange, Linguistic, Communication & Media Other

Published : 16 Documents Claim Missing Document

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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

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

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

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 Syahrian Rasid

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