Articles
<![CDATA[IbM Guru: Pelatihan dan Pendampingan Pengembangan Buku Ajar Literasi Matematika dan Bahasa ]]>
<![CDATA[Khikmiyah, Fatimatul]]>;
<![CDATA[Asmara, Candra Hadi]]>;
<![CDATA[Bakhtiar, Afakhrul Masub]]>
<![CDATA[ International Journal of Community Service Learning Vol 1, No 3 (2017): November 2017 ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/ijcsl.v1i3.12594
<![CDATA[Khikmiyah (2016) menunjukkan bahwa pengetahuan yang dimiliki oleh para guru khususnya guru matematika tentang literasi sangat rendah. Meskipun demikian, sebagian besar guru menyatakan bahwa kemampuan literasi memiliki peranan penting bagi peserta didik. Selain itu, referensi berbahasa Indonesia yang digunakan untuk mendukung tercapainya literasi sangat terbatas. Agar siswa memiliki kemampuan literasi yang baik maka kemampuan ini harus diasah dan dilatih sejak dini. Salah satu cara paling efektif yang dapat dilakukan untuk melatih literasi siswa sejak dini yaitu melalui guru. Program yang ditawarkan dalam kegiatan pengabdian IbM ini adalah menyelenggarakan pelatihan dan pendampingan buku ajar literasi matematika dan bahasa untuk guru SD/MI. Tujuan jangka panjang dari kegiatan ini adalah menyebarluaskan literasi matematika dan bahasa, peningkatan pengetahuan dan kemampuan literasi guru dan siswa di sekolah dasar dan menengah serta tersedianya buku ajar literasi untuk siswa sekolah dasar dan menengah. Adapun target khusus yang ingin dicapai dalam kegiatan pengabdian ini adalah tersedianya buku ajar literasi matematika dan bahasa untuk siswa SD/MI.Hasil dari kegiatan ini yaitu; (1) Buku ajar literasi matematika dan Bahasa untuk Siswa kelas 5 SD/MI (2)Meningkatnya pengetahuan dan pemahaman guru tentang literasi, (3).Meningkatnya kesadaran guru tentang pentingnya literasi bagi peserta didik, (4).Meningkatnya pengetahuan dan pemahaman guru tentang model penelitian pengembangan khususnya model ADDIE, (5). Meningkatnya pengetahuan dan pemahaman guru tentang teknik penulisan buku.]]>
<![CDATA[An Investigation of Alternative Assessment for writing skill in second semester of Industrial Engineering at University of Muhammadiyah Gresik ]]>
<![CDATA[Rizqiyah, Dwi Masyithah]]>;
<![CDATA[Asmara, Candra Hadi]]>
<![CDATA[ Jetlal Vol 1 No 2 (2017) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Gresik ]]>
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DOI: 10.30587/jetlal.v1i2.317
<![CDATA[Assessment has various types in education program. Even, it was as one of aspect in determining the students’ skill. Additionally, one skill which is as the last skill in language acquisition is writing. Since it is the last, means it is difficult to be learnt moreover to be assessed. When writing is difficult to be assessed, the teacher has to know and understand various type of assessment for writing. This study was conducted to describe types of alternative assessment for writing skill in 2nd semester of Industrial Engineering at University of Muhammadiyah Gresik in academic year of 2016/2017 and also to describe implementation of Alternative Assessment for writing skill in second semester of Industrial Engineering at University of Muhammadiyah Gresik which used descriptive qualitative. There were two lecturers of D1 English Language at UMG who were as the subject of this study which were selected by questioners about the alternative assessment for writing skill. The data collected by observation in K and L classes of Industrial Engineering Department. Additionally, the interview was done with two lecturers and some students. The finding of this study showed that two lecturers applied alternative assessment with same type. Those were writing sample, conference, and teacher- feedback. Furthermore, the implementation of alternative assessment in writing skill was done by asking and drill the students in composing writing to make them comprehend about writing composition and be more confident for composing writing. After they comprehended then they could compose full text. When the students practice in writing, the lecturer guided them by discussing face to face or in whole class. The feedback had to be given to develop the students’ motivation in writing. When the motivation was high then the students could improve their writing composition and help the students to revise their writing’ work. It can be concluded that alternative assessment for writing skill which have been applied are writing sample, conference, and teacher-feedback. The writing sample uses as the practice by composing sentence then compose text to know the progress. The conference can be held in face to face with lecturer and with whole class. Additionally, the feedback can be given during activity and after activity in spoken and written by directly or indirectly. The researcher suggests the further researcher to conduct at another level. The researcher hopes that there will be further research on the implementation of alternative assessment for writing skill in different field or study with different subject and different focus.]]>
<![CDATA[THE EFFECT OF THINK PAIR ON STUDENTS’S WRITING SKILL THROUGH PADLET FOR TENTH GRADE AT SMA MUHAMMADIYAH IX BRONDONG ]]>
<![CDATA[Muslimah, Mujahidatul]]>;
<![CDATA[Anwar, Khoirul]]>;
<![CDATA[Asmara, Candra Hadi]]>
<![CDATA[ Jetlal Vol 4 No 2 (2020) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Gresik ]]>
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DOI: 10.30587/jetlal.v4i2.2276
<![CDATA[Good writing is important aspect in teaching writing subject. But, the researcher find on the students some problems that they faced in their writing which are in generating the ideas, orginizing and vocabulary. Besides, the teacher also has problems in applying the appropriate strategy and media in teaching writing. Based on the previous studies, Think Pair Share strategy gave the positive effect for the students. This study was to examine the significant effect of Think Pair Share on Student’s Writing Skill through Padlet for Xth Grade at SMA Muhammadiyah 9 Brondong. And the researcher uses quasi Experimental design. The researcher choose Tenth grade at SMA Muhammadiyah 9 Brondong which totally consisted of 56 students. The researcher used cluster sampling because the school has been detemined the classification of the students. It was included 28 students of X IPA 1 as the Experimental Group and 28 students of X IPA 2 as the Control Group. The data was gathered by utilizing tests; pre-test and post-test about composing illustrative content. In the wake of getting the information, the specialist broke down the information utilizing SPSS 16.0 and utilized Independent Sample T-test. The examination finding indicated that there was a noteworthy contrast between test bunch that were educated by utilizing Think Pair Share through Padlet and control bunch that were instructed by utilizing Think Pair Share through Pictures.. It was Therefore, the researcher suggest to the English teacher for implementing of Think Pair Share strategy through Padlet as an altenative strategy in English teaching learning process and hopes to use Think Pair Share strategy through Padlet in other skills and levels to make different with the previous study.proven by the result of sig.(2tailed) is .000. The sig. (2tailed) is lower than 0.05 (0.00 < 0.05) so, null hypothesis (H0) can be rejected. The researcher concluded that Think Pair Share Strategy gave positive effect on student’s writing skill. The students were motivated and independent in learning writing especially in eneratig the ideas, organizing the ideas, and vocabulary. This research contributes by forming new think pair share steps which are associated with the use of technology that can help students much better in discussing in a learning that is the padlet.]]>
<![CDATA[THE EFFECT OF ROLE PLAY FOR ENGLISH STUDENTS SPEAKING IN JUNIOR HIGH SCHOOL OF SMP MUHAMMADIYAH 11 SUKODADI ]]>
<![CDATA[Aini, Firda Fadhila]]>;
<![CDATA[Anwar, Khoirul]]>;
<![CDATA[Asmara, Candra Hadi]]>
<![CDATA[ Jetlal Vol 4 No 2 (2020) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Gresik ]]>
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DOI: 10.30587/jetlal.v4i2.2275
<![CDATA[Role play is a method of acting out particular ways of behaving or pretending to be other people who deal with new situations. Role play is very important in teaching speaking because it gives students an opportunity to practice communicating in different social contexts and in different social roles. The purpose of this study is to find out the significant effect on students fluency in speaking skills taught by using Role Play for students in Junior High School. The researcher used an experimental design in which there are two classes; one of the experiment group and the control group that each has 20 students. The data is collected through quantitative methods. The quantitative data is obtained from the result of the pre-test and post-test students speaking skills. Before implement Role Play, students had to take pre-test to identify their speaking ability. One group practice a dialogue in pair use Role Play strategy about greeting, leave taking, thanking and apologizing expressions. Other group was asked to practice a dialogue used drilling strategy. Both groups were tested for their oral production and competence. After the presentation, the post-test was used to find out whether there was a significant effect using Role Play in speaking ability. The implementation of Role Play and Drilling showed that students who are though used Role Play in teaching speaking can improve their speaking skill especially in fluency.]]>
<![CDATA[EFL Students’ Perceptions Toward Instagram TV for Online Learning Media to Increase English Vocabulary During Covid-19 Pandemic ]]>
<![CDATA[Gumelar, Hikmah Anggun]]>;
<![CDATA[Asmara, Candra Hadi]]>
<![CDATA[ DIDAKTIKA Vol 28 No 2 (2022): ANNOUNCEMENT ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Gresik ]]>
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DOI: 10.30587/didaktika.v28i2.3654
<![CDATA[This study aimed at students’ perceptions of Instagram as an educational platform to increase vocabulary learning using Instagram and focused on features Instagram TV as a media for online learning and teaching using experimental design. Pre-test and post-test multiple-choice questions were given to 50 participants from SMPN 15 Gresik with the same duration, media, and topic to measure EFL learners’ vocabulary development using experimental design and analyzed using quantitative and qualitative tests. There are 20 items of instruments used that were tested for vocabulary development as pre-test and post-test for quantitative data. Students also filled in the questionnaire using the English language with a total of 12 items related to the use of Instagram TV. For qualitative, interviews are obtained regarding student’s perceptions. The results showed that the students showed positive results and good feedback. In conclusion, the study recommends the use of Instagram TV as a media online learning that is effective to increase students' learning motivation for EFL learners to do online learning during the covid-19 pandemic.]]>
<![CDATA[The Effect of Online Learning Using Quizizz Application to Improve English Reading Skills of Higher Education Students ]]>
<![CDATA[Candra Hadi Asmara]]>;
<![CDATA[Ribeh Najib Muhammad]]>;
<![CDATA[Qothrunnada Almubarokah]]>
<![CDATA[ JELLT (Journal of English Language and Language Teaching) Vol 6 No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
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DOI: 10.36597/jellt.v6i1.11964
<![CDATA[In this current era of technology, the use of online-based learning media that suits the needs of students can improve their learning skills, so teachers need to know the media criteria that must be applied to attract students' learning interests and those materials can be well received by students. Quizizz is one of those quiz-shaped and 4.0-based apps which is already popular among higher education. Quizizz can be used to train reading skills, especially students in English because in the application many features allow students to enhance their reading interest. The purpose of this study is that researchers will identify the influence of the Quizizz application on students' reading ability. The method used in this study was experimental. The instrument used is a test sheet. For data collection techniques conducted is to conduct a pre-test at the beginning of learning and a post-test at the end of learning, so that it can be seen the influence of the application of Quizizz application, in this case, improve students' English reading skills.]]>
<![CDATA[THE USE OF TEACHER-MADE YOUTUBE VIDEOS IN VIRTUAL WRITING LEARNING: STUDENTS’ PERCEPTIONS ]]>
<![CDATA[Anisatur Rohmawati]]>;
<![CDATA[Candra Hadi Asmara]]>
<![CDATA[ Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Vol 10, No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Suryakancana ]]>
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DOI: 10.35194/jj.v10i1.1963
<![CDATA[The research objectives were to find answers the perceive also interests Thai EFL students towards teacher-made YouTube videos when learning writing virtually. Thirty students from grade 5 at Ban Nonkokkha School, Loei, Thailand, participated. The method used in this research was mixed methods research with explanatory design type. The researcher collected quantitative data by distributing questionnaires earlier then implemented the qualitative data by conducting interviews to add more reliable results. The researcher analyzed the data obtained from the questionnaire were analyzed using a Likert scale calculation by frequency of the responses received by students expressed in percentages and then explained from the results of interviews. From quantitative and qualitative analysis, it is known that most students agree in virtual writing learning through teacher-made YouTube videos. The findings also showed the teacher-made YouTube videos make learning more enjoyable, make learning English easier, know English words better, and encourage the students to learn English even aside from class. Moreover, they can also learn how to write the correct sentences. Meanwhile, the study results also showed that some students find it difficult when virtual learning takes place. Some of them had low vocabulary mastery problems and poor internet signal.]]>
<![CDATA[LANGUAGE LEARNING STYLE IN MANAGEMENT STUDENTS FROM DIFFERENT GENDER GROUP ]]>
<![CDATA[Daniatussalma Daniatussalma]]>;
<![CDATA[Yudhi Arifani]]>;
<![CDATA[Candra Hadi Asmara]]>
<![CDATA[ DIDAKTIKA Vol 26 No 2 (2020) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Gresik ]]>
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DOI: 10.30587/didaktika.v26i2.1471
<![CDATA[Learning style is one factor which can determine students in the way how they obtained the learning or information. Between male and female students were different in choosing their learning styles. This study tried to investigate the perceptual learning styles preference in Management students and to know the differences between male and female Management students in learning styles in the first semester at University of Muhammadiyah Gresik. Perceptual Learning Style Preference Questionnaire (PLSPQ) developed by Reid 1987was used and administered to 230 students. An observation check-list also used to support the data with questionnaire. Descriptive Statistic was used to analyze the data. The result indicated that students preferred in Group style when they learned English as Academic Purpose (EAP). In gender, between female and male students showed there were some differences in their learning styles. The result revealed that female students preferred in Group style, meanwhile male students preferred in auditory style. The least preference of learning style both female and male students was Individual style]]>
<![CDATA[THE USE OF QUIZIZZ APPLICATION FOR MEASURING EFL STUDENTS’ ENGAGEMENT AT SD MUHAMMADIYAH MANYAR ]]>
<![CDATA[Candra Hadi Asmara]]>;
<![CDATA[Ribeh Najib Muhammad]]>;
<![CDATA[Jihan Nawal Aini]]>
<![CDATA[ PROJECT (Professional Journal of English Education) Vol 5, No 4 (2022): VOLUME 5 NUMBER 4, JULY 2022 ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/project.v5i4.p750-756
<![CDATA[Nowadays, learning through mobile phones is the best way to be applied during the teaching and learning process. The use of online applications to keep students engaged in the learning process is necessary since it will trigger their enthusiasm in obtaining knowledge of the target language. Quizizz is one online application that can be used as a learning tool. The method used in this research is quantitative research. The aim of this research is to measure the student’s engagement at SD Muhammadiyah Manyar Gresik using Quizizz application. The participants were 81 EFL students. They were given questionnaire about how they are engaged with Quizizz application during learning language activity. The result showed that the engagement score of Quizizz application is located at the highest Std. Deviation of the motivating criteria in question number 24 with a score of 1.155, and the highest mean score is in question number 20 with a score of 2.8148. Therefore, researchers concluded that Quizizz application can be the right media to enhance students’ engagement during the teaching and learning process. Keywords: Quizizz, Students’ Engagement, Teaching EFL]]>
<![CDATA[English Camp Assistance Using Need Analysis to Strengthen Students' Speaking Skill at SMA Muhammadiyah 1 Gresik ]]>
<![CDATA[Noviatul Rochmah]]>;
<![CDATA[Candra Hadi Asmara]]>
<![CDATA[ Jetlal Vol 6 No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Gresik ]]>
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DOI: 10.30587/jetlal.v6i1.4041
<![CDATA[Community service activities are carried out at SMA Muhammadiyah 1 Gresik which is located on JL. Dr. Wahidin Sudirohusodo No. 162, Setigi, Randuagung, Gresik. The form of this activity is an outdoor activity of an English Camp which was held for two days from October 17-18, 2021. This activity aims to improve students' speaking skills. The implementation of this English Camp assistance was carried out using need analysis activity by conducting interviews with English teachers at the school. The results show that students want a form of English learning that is different from what they receive in class and can implement in daily activities, especially during school hours. Furthermore, it is hoped that the output of the activity will make students more motivated to improve their speaking skills. In addition, teachers can also facilitate with various interactive learning media so that they can create fun learning activities.]]>
