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Reviu Pengetahuan Karya Ilmiah Menggunakan Google Form Opsi File Upload Zulfadhli, Muhammad; Hamdani, Haris
Jurnal Pembelajaran Bahasa dan Sastra Vol. 3 No. 2 (2024): Maret 2024
Publisher : Raja Zulkarnain Education Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55909/jpbs.v3i2.581

Penelitian ini bertujuan untuk mendeskripsikan: 1) RPP yang berisi aspek indikator keterampilan membaca teks cerpen profetik bagi siswa kelas 5, kegiatan belajar-mengajar keterampilan membaca teks cerpen profetik menggunakan teknik tes pilihan ganda opsi unik, dan tes keterampilan membaca teks cerpen profetik bentuk pilihan ganda 4 opsi; 2) hasil belajar keterampilan membaca teks cerpen profetik. Penelitian dilakukan di kelas 5 SDS Muhammadiyah 2 Jakarta; berlangsung pada awal semester genap 2023/2024. Populasi berjumlah 19 siswa yang mengikuti kegiatan belajar keterampilan membaca teks cerpen profetik menggunakan teknik tes pilihan ganda opsi unik. Sampel ditetapkan sebanyak 18 siswa yang dipilih secara random tanpa pengembalian. Untuk pedoman pembelajaran digunakan RPP yang berisi aspek: 1) indikator keterampilan membaca teks cerpen profetik bagi siswa kelas 5; 2) kegiatan belajar-mengajar keterampilan membaca teks cerpen profetik menggunakan teknik tes pilihan ganda opsi unik; 3) tes keterampilan membaca teks cerpen profetik bentuk pilihan ganda 4 opsi. Instrumen tes disusun mengikuti spesifikasi tes sehingga syarat validitas terpenuhi. Data memntah hasil tes diolah dengan cara memberi skor 1 untuk setiap jawaban benar, tetapi skor 0 untuk jawaban salah. Data mentah dianalisis menggunakan statistik deskriptif yakni prinsip mean, persen, dan simpangan baku. Hasil penelitian: 1) RPP berisi 10 indikator tersurat dan tersirat, 17 jenis kegiatan belajar-mengajar keterampilan membaca teks cerpen profetik menggunakan teknik tes pilihan ganda opsi unik, dan seperangkat tes keterampilan membaca teks cerpen profetik bentuk pilihan ganda 4 opsi berjumlah 10 soal; 2) hasil belajar keterampilan membaca teks cerpen profetik termasuk dalam kategori tinggi.

The Effect of Using Self-Assessment Technique towards EFL Students’ Writing Skill Alkhowarizmi, Annas; Hamdani, Haris
Edulitics (Education, Literature, and Linguistics) Journal Vol 7 No 2 (2022): December, 2022
Publisher : Prodi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Islam Darul Ulum Lamongan*

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/edulitics.v7i2.3572

This study aims to identify the students’ writing skills before and after using the Self-assessment technique in narrative text and to figure out the positive and significant effect of using the Self-assessment technique in students’ writing achievement narrative text. This research used Quasi-experimental research as a method, to get the data the researcher used a t-test as a research design. To collect the data from the two groups using the test through writing test in the form of simply writing to be used for pre-test and post-test. The researchers used two kinds of classrooms, experimental class, and controlled class. The researchers took 40 students as the sample. the researcher used statistical analysis for analyzing the data. Statistical analysis that the researcher used to study the T-test is SPSS (Statistic Product And Statistic Solution) which examines the significant difference in students’ writing skills between the experimental and control group. The research finding shows that the effect of using the self-assessment technique on students’ writing skills is effective. Based on the t-test result shows that the mean score of the experimental is higher than the control class which obtained 64.50 and the control class obtained a 54.50 score. Furthermore, the result of the data normality test, homogeneity test, and hypothesis test which are claimed that the self-assessment technique has a significant effect on students’ achievement in writing narrative text. Self-assessment was helpful in classroom activity as an experimental class did it. It is also indicated by the higher total scores of students’ writing after the practice of Self-assessment.

Authentic Assessment through Analytic Teams Technique in Empowering Students’ Speaking Skills Hamdani, Haris; Lustyantie, Ninuk; Murtadho, Fathiaty
Edulitics (Education, Literature, and Linguistics) Journal Vol 9 No 1 (2024): June, 2024
Publisher : Prodi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Islam Darul Ulum Lamongan*

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/edulitics.v9i1.6330

Learning in higher education is fundamentally an activity which is conducted in a planned and structured manner to create an environment and provide services that enable students to learn effectively. The major duty of lecturers is to organize and implement learning, as well as conduct an assessment of each content that has been taught. For that reason, this research is trying to investigate: (1) authentic assessments through analytic team technique implemented in English learning and teaching, (2) the types of authentic assessment used, (3) the teachers’ perception of the implementation of authentic assessment through analytic teams technique in empowering students’ speaking skills. This study applied qualitative design to apprehend the implementation of authentic assessment through analytic teams technique. Observation, interview, and documentation were conducted to get the data. The results showed that the authentic assessment through the analytic team's technique applied in the English lecturer class of Universitas Bhayangkara Jakarta Raya at the Communication Science Department is level good. Both lectures implemented authentic assessments through analytic team technique in the learning and teaching process. The types of authentic assessments were performance assessment, observation and question, presentation and discussion, experiments, storytelling, and self-assessment. Furthermore, the lecturers’ perception of the implementation of authentic assessment through the analytic teams technique can empower students’ speaking skills. This research implies that educators can enhance students’ speaking skills using authentic assessments through the analytic teams technique to better outcomes in students' speaking skills, and to take ownership of their learning.

PEMBELAJARAN PENDIDIKAN AGAMA ISLAM (PAI) BERBASIS BAHASA INGGRIS SEBAGAI UPAYA MENGHADAPI TANTANGAN GLOBALISASI DI STIT MUHAMMADIYAH BANJAR: Pembelajaran PAI, Pembelajaran Berbasis Bahasa Inggris, Globalisasi. supriatna, nana; Muhria, Lanlan; Hamdani, Haris; Irfan Marjuqi, Adi
TarbiyahMU Vol. 4 No. 1 (2024): TarbiyahMu
Publisher : TarbiyahMU

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

Saat ini, masyarakat global sedang menghadapi fenomena globalisasi. Situasi ini secara tidak langsung telah membawa tuntutan-tuntutan yang memerlukan perhatian khusus dari semua lapisan masyarakat. Globalisasi menimbulkan berbagai tantangan, termasuk kemampuan bertahan menghadapi fenomena global, kesiapan untuk bersaing di era kompetisi, serta peningkatan kualitas diri sebagai sumber daya manusia yang memenuhi syarat. Hal ini dapat diupayakan melalui pembaharuan pendidikan dan penciptaan inovasi-inovasi baru dalam bidang pendidikan. Pembelajaran Pendidikan Agama Islam (PAI) berbasis bahasa Inggris diharapkan menjadi salah satu cara untuk mempersiapkan Mahasiswamenghadapi tantangan globalisasi. Penelitian ini bertujuan untuk mengetahui bagaimana pembelajaran PAI berbasis bahasa Inggris dapat menjadi upaya dalam menghadapi tantangan globalisasi. Penelitian dilakukan di STIT Muhammad Banjar pada semester II tahun akademik 2023/2024 dengan menggunakan metode deskriptif-kualitatif. Dari penelitian ini, dapat disimpulkan bahwa pembelajaran PAI berbasis bahasa Inggris dapat menjadi upaya untuk mempersiapkan mahasiswa menghadapi tantangan globalisasi karena memberikan manfaat yang relevan sebagai solusi atas permasalahan tersebut. Kata Kunci: Pembelajaran PAI, Pembelajaran Berbasis Bahasa Inggris, Globalisasi.

Authentic Assessment through Analytic Teams Technique in Empowering Students’ Speaking Skills Hamdani, Haris; Lustyantie, Ninuk; Murtadho, Fathiaty
Edulitics (Education, Literature, and Linguistics) Journal Vol 9 No 1 (2024): June, 2024
Publisher : Prodi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Islam Darul Ulum Lamongan*

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/edulitics.v9i1.6330

Learning in higher education is fundamentally an activity which is conducted in a planned and structured manner to create an environment and provide services that enable students to learn effectively. The major duty of lecturers is to organize and implement learning, as well as conduct an assessment of each content that has been taught. For that reason, this research is trying to investigate: (1) authentic assessments through analytic team technique implemented in English learning and teaching, (2) the types of authentic assessment used, (3) the teachers’ perception of the implementation of authentic assessment through analytic teams technique in empowering students’ speaking skills. This study applied qualitative design to apprehend the implementation of authentic assessment through analytic teams technique. Observation, interview, and documentation were conducted to get the data. The results showed that the authentic assessment through the analytic team's technique applied in the English lecturer class of Universitas Bhayangkara Jakarta Raya at the Communication Science Department is level good. Both lectures implemented authentic assessments through analytic team technique in the learning and teaching process. The types of authentic assessments were performance assessment, observation and question, presentation and discussion, experiments, storytelling, and self-assessment. Furthermore, the lecturers’ perception of the implementation of authentic assessment through the analytic teams technique can empower students’ speaking skills. This research implies that educators can enhance students’ speaking skills using authentic assessments through the analytic teams technique to better outcomes in students' speaking skills, and to take ownership of their learning.

Pelatihan Pembuatan Buku Ajar menggunakan Artificial Inteligent (AI) di SDI Sekolah Embriyo Inspirator Muhendra, Rifki; Kumalasari, Ratih; Rosihan, Rifda Ilahy; Hamdani, Haris
Jurnal Sains Teknologi dalam Pemberdayaan Masyarakat Vol. 5 No. 2 (2024): Desember 2024
Publisher : Fakultas Teknik Universitas Bhayangkara Jakarta Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31599/5mzf2z85

This community service activity aims to enhance the ability of teachers at SDI Sekolah Embriyo Inspirator in developing teaching materials using Artificial Intelligence (AI) technology. The background of this program is based on the importance of teaching materials as strategic tools to improve the quality of education. However, many teachers face challenges in creating teaching materials due to limited skills and knowledge. By leveraging advancements in AI, such as ChatGPT, Gemini, Bing Image Creator, Quillbot, and Mendeley, this activity was designed to provide practical and innovative solutions. Through a situational analysis, it was identified that SDI Sekolah Embriyo Inspirator, located in Tambun Selatan, has significant potential for educational development but requires capacity building for teachers to utilize technology effectively. The program was carried out in several stages, including preparation and socialization, training on AI-based teaching material development, hands-on practice in creating teaching materials, and evaluation and reporting. The activity, conducted on May 17, 2024, demonstrated high enthusiasm among teachers, who successfully applied various AI tools in their teaching material development practices. Additional discussions enriched participants’ knowledge of learning strategies. As a follow-up, continued collaboration is proposed for advanced training and the development of digital learning media. This program successfully provided a tangible impact in enhancing teachers' competencies and supporting the achievement of better educational quality in the digital era.

STUDENTS’ PERCEPTION AND ANXIETY IN ONLINE LEARNING TOWARD TECHNOLOGY ADAPTATION Hamdani, Haris; Tria Agustin, Dery; Alkhowarizmi, Annas; Soleh, Rahmat
Language and Education Journal Vol 9 No 2 (2024): Language and Education Journal
Publisher : Relawan Jurnal Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/lej.v9i2.921

This study investigated students’ perceptions and anxiety concerning online learning and technology adaptation among 20 fourth-semester accounting students at Universitas Bhayangkara Jakarta Raya. Using a descriptive qualitative method, data were collected through questionnaires and interviews and analyzed with Likert scales and transcription analysis. The findings revealed that many students experienced concerns and anxiety during online learning. They needed more motivation for sessions conducted via Google Meet and Google Classroom, though the materials provided were often communicative. While students found it relatively easy to access supplementary materials, they perceived online learning as disorganized and struggled with flexibility in communication with lecturers due to their anxiety. Technical challenges, such as internet connectivity issues and limited data quotas, frequently distracted students and reduced their focus. These disruptions disrupted their perception of online learning, resulting in a lack of engagement and learning fatigue. Despite these challenges, students adopted technology and realized the importance of technology in their education. However, most participants felt offline learning was still more effective and engaging. Additionally, technical tasks must be considered more closely, and online education methods should be optimized more effectively to increase students’ interest and decrease stress levels. Despite its challenges, students showed a willingness to embrace technology for learning. These findings suggest that it is critical to find new ways of making online learning spaces less organized, meaningfully engaging, and more facilitative of the personal adjustments and coping needed by learners.

A critical discourse analysis of fairclough toward “viva la vida” song by coldplay Pudjiati, Danti; MAWARNI, VENTI; Hamdani, Haris; Wahyu Utomo, Muhammad Abdul Syukur
(JELE) Journal Of English Language and Education Vol 9 No 1 (2023)
Publisher : LPPM Universitas Mercu Buana Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26486/jele.v9i1.3648

This study has three objectives (1) to expose the intended message of figurative expressions through the lyrics, (2) to figure out symbolic signs and gestures of Coldplay video clip “Viva La Vida” (3) to work out its implication of language learning. The data were song lyrics and symbolic cues pictured in the video clip evaluated using Fairclough’s critical discourse analysis. They were categorized by any kinds of figurative expressions delivered to disclose the intended meaning and understand symbolic appearances to find its contribution for language studying. The findings reveal that the majority of clues delivered are trying to express the story of the song about the king who is not longer to be a ruler. The use of figurative expression increases the language learners knowledge about hyperbole, personification and metaphor for they are able to explore insight and their imagination. The clues are shown expressively through the symbols of the singer and band players. Some language features used for language teaching related with parts of speech, tenses, and pronunciation. This song can be used as a teaching material to explore more comprehensive about the figurative language, symbol in literary works and to teach English as well.

THE IMPLEMENTATION OF STORYTELLING LEARNING IN SPEAKING THROUGH TWO STAY TWO STRAY Hamdani, Haris; Mawarni, Venti; Supriatna, Nana
Journal of English Education and Linguistics Vol. 6 No. 1 (2025): Journal of English Education and Linguistics (in Progress)
Publisher : Program Studi Tadris Bahasa Inggris Sekolah Tinggi Agama Islam Negeri Mandailing Natal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56874/jeel.v6i1.2250

English holds significant importance for students for a multitude of reasons, impacting their academic, professional, and personal development. Numerous scholarships and international exchange programs require proficiency in English, opening doors to global educational experiences this study aims to find out the application of the Two Stay Two Stray strategy through Storytelling in the learning process, find out Two Stay Two Stray strategy through Storytelling that improve students' speaking ability, and know obstacles in implementing Two Stay Two Stray strategy through Storytelling. This research uses qualitative methods with descriptive explanations. The results of this study found that the teachers are successful in implementing storytelling learning in speaking through the Two Stay Two Stray strategy. The obstacles which are faced by the teachers are 1) students have various characteristics, 2) students have low vocabularies, and so on. Meanwhile, the opportunities that are faced by the teachers are 1) the dynamic nature of Two Stay Two Stray keeps students actively engaged, 2) regular practice in speaking and presenting stories builds students’ confidence, and so forth. The English teachers’ interviews show that the teachers succeed in implementing storytelling learning in speaking through Two Stay Two Stray. Besides, the students’ interviews show that the students can enhance their speaking skills in storytelling learning through the Two Stay Two Stray strategy.

Exploring English language teachers’ use of translanguaging in Indonesian secondary school English classrooms: reasons and purposes Agustin, Dery Tria; Widagsa, Rudha; Yana, Pramugara Robby; Hamdani, Haris; Sagita, Yusti; Aini, Yasmin Qurrota; Hasanah, Nikmah Tul
Erudita: Journal of English Language Teaching Vol 5 No 1 (2025): May 2025
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/erudita.v5i1.10425

Despite a growing body of research on translanguaging internationally, more studies are needed to examine secondary school teachers’ reasons and purposes of translanguaging during English lessons, especially in Outer Circle countries such as Chile, Germany, China, Vietnam, and Indonesia. This paper aims to contribute to this emerging area of interest by investigating junior secondary school teachers’ reasons for and purposes of utilizing students’ linguistic repertoires during English language instruction in the Indonesian ELT context. Data were primarily collected through interviews with three teachers working at two schools in the Special Region of Yogyakarta, Indonesia. The findings reveal several reasons for translanguaging, including limited exposure to English outside the classroom, lack of foundational English knowledge, restricted vocabulary, and diverse student learning needs and proficiency levels. Teachers reported using languages other than English to build rapport, foster a relaxed classroom atmosphere, reinforce or clarify instructions, facilitate comprehension, check understanding, and manage instructional time efficiently. These findings suggest that translanguaging can be an effective pedagogical strategy in English language classrooms, particularly in contexts with limited English exposure. The study points out the importance of incorporating translanguaging approaches into teacher education programs and recommends further research into its long-term effects on student learning outcomes.

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