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All Journal Polingua : Scientific journal of Linguistics, Literature and Language Education Dedikasi: Jurnal Pengabdian Masyarakat Holistics Journal LANGUAGE: Jurnal Inovasi Pendidikan Bahasa dan Sastra International Journal of Research in Vocational Studies (IJRVOCAS) Aptekmas : Jurnal Pengabdian Kepada Masyarakat
Murwani Ujihanti
Politeknik Negeri Sriwijaya
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Journal : Holistics Journal

 1 
TEACHING WRITING TO EFL STUDENTS: AN ADULT TEACHING REFLECTION Murwani Ujihanti
Holistics (Hospitality and Linguistics) : Jurnal Ilmiah Bahasa Inggris Vol. 5 No. 1 (2013): Jurnal Holistic
Publisher : Politeknik Negeri Sriwijaya

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Teaching writing to low English competence of EFL adult students is challenging. Teachers have big job in training low English competence to meet the high demand writing skills at the job market. This article discusses of the effort to propele the capability of writing in order to be able to meet the requirement of the  job market. First, it describes what ideally writing skills mastered by students. Then, teaching condition and situation are presented to provide overall picture of the EFL situation where the object of the discussion takes place. Finally, suggested solution purposed that is  open for further discussion.
WHY AND HOW EXTENSIVE READING IS APPROPRIATE IN THE CLASSROOM LEARNING? Murwani Ujihanti
Holistics (Hospitality and Linguistics) : Jurnal Ilmiah Bahasa Inggris Vol. 3 No. 1 (2011): JURNAL HOLISTICS
Publisher : Politeknik Negeri Sriwijaya

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Extensive reading is the beneficial activity for enhancing life-long learning. It develops language competence by making use  of language inputs drawn from extensive reading. Learning skills also increase as it strengthens comprehension, predicting, and analyzing skills. If it is  institutionalized policy it will be good practice for increasing learning capabilities, not only learning language. This article presents the reasons why extensive reading is beneficial for boosting learning skills. It also completed by the suggested activities to be implemented in the class-room.
CRITICAL THINKING MODELS AND READING COMPREHENSION INSTRUCTION : A THEORETICAL STUDY Murwani Ujihanti; Wasitoh Meirani; Nian Masna Evawati
HOLISTICS Vol. 8 No. 16 (2016): HOLISTICS VOLUME 8, NUMBER 16 DECEMBER 2016
Publisher : Politeknik Negeri Sriwijaya

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The main purpose of this writing is to review and how to implement two critical thinking models, namely model to generate critical thinking and critical questions – a linear model. These two critical thinking models can be applied in the reading comprehension instruction, since there relationship between reading comprehension and critical thinking is so close. The specific issues being discussed include schema theory as a rational premise for the connection between reading comprehension and critical thinking, cognitive development processes, critical thinking: its nature and definitions, critical thinking: skills and dispositions, and critical thinking and reading comprehension. The results revealed that: (1) there is well established relationship between reading comprehension and critical thinking, (2) schema theory provides a rational premise for that relation, and (3) there is no consensus regarding the definition of critical thinking which might be interpreted as a lack of an accepted framework for critical thinking.
THE ENHANCEMENT OF SPEAKING SKILL THROUGHCLASSROOM PRESENTATION Nian Masna Evawati; Murwani Ujihanti; Wasitoh Meirani
HOLISTICS Vol. 9 No. 17 (2017): Vol 9, No.17 (2017): HOLISTICS VOLUME 9, NUMBER 17 JUNE 2017
Publisher : Politeknik Negeri Sriwijaya

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The study was aimed to enhance speaking skill through classroom presentation. It tried to find the actual problems of speaking in the class and then solve them. The subjects of the research were the first semester students of Energy Engineering Study Program State Polytechnic of Sriwijaya. This study was qualitative research which was carried out using YouTube media and animation power point media. The research instruments for collecting data were observation sheets and rubric score of presentation. The data collection techniques were observing the classroom presentation activity done by the students and taking score using rubric during presentation. The data were analyzed in 3 stages: reducing the data, displaying the data and drawing conclusions. The results of the study showed that there were some enhancements in the students’ speaking skill. In using YouTube media, there were some unsuccessful actions. Meanwhile, in using animation power point media, the implementation of classroom presentation was successful in enhancing the students’ speaking skill.
FORMATIVE ASSESSMENT Welly Ardiansyah; Murwani Ujihanti; Nurul Aryanti; Wasitoh Meirani
HOLISTICS Vol. 10 No. 19 (2018): Holistics Journal Volume 10, Number 19 June 2018
Publisher : Politeknik Negeri Sriwijaya

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The use of formative assessments, or other diagnostic efforts within classrooms, provides information that should help facilitate  improved pedagogical practices and instructional outcomes. However, a review of the formative assessment literature revealed that there is no agreed upon lexicon with regard to formative assessment and suspect methodological approaches in the efforts to demonstrate positive effects that could be attributed to formative assessments. Thus, the purpose of this article was to set out to clarify the terminology related to formative assessment and its usage.
BRING TO LIGHT STUDENTS LISTENING COMPREHENSION DIFFICULTIES AT TERTIARY LEVEL IN EFL CONTEXT Murwani Ujihanti; Welly Ardiansyah; Nurul Aryanti
HOLISTICS Vol. 11 No. 1 (2019): HOLISTICS JOURNAL HOSPITALITY AND LINGUISTICS
Publisher : Politeknik Negeri Sriwijaya

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Abstract:  Listening Comprehension has been an obstacle for the students to learn English well. They have untold difficulties in understanding listening text. This paper tries to uncover this problem and the step stone to facilitate teachers finding solution to set the students free from their confinement. 56 students were the respondents of the questionnaire concerning about their listening difficulties. Their biggest responses were limited listening time allocation (10%-25% out of teaching time), failure in listening test (41 students), lack of practice listening at home (46 students), using the right learning media (50 students), No meta-cognitive strategy before listening (30 students), listening to word by word technique while listening (35 students), ignoring the difficult words during listening (29 students), speed of speech (38 students), unfamiliar topic (35 students), and long listening text (25). The conclusion is the awareness of listening comprehension difficulties resulted on identifying the problem. As their attitude toward learning was positive, they were able to apply the right strategy to help them reducing their listening problems.
Co-Authors Achmad Leofaragusta Kurniawan AHMAD LEO FARAGUSTA Andi Arisana Septapiana Putri Aria Septi Anggaira Nian Masna Evawati Nian Masna Evawati Nurul Aryanti Risnawati Risnawati Suroso Suroso Tasya Wulandari Vani Annas Tasya Vasa Annisa Indina Wasitoh Meirani Wasitoh Meirani Welly Ardiansyah