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All Journal AL ISHLAH Jurnal Pendidikan UICELL Conference Proceeding BASIS (BAHASA DAN SASTRA INGGRIS) TLEMC (Teaching and Learning English in Multicultural Contexts)
Fera Sulastri
Universitas Siliwangi
Education Languange, Linguistic, Communication & Media Mathematics Other

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Teachers’ Perception of Parental Involvement of Primary Students: A Case Study in EYL Context Refi Rizki Radian; Asri Siti Fatimah; Fera Sulastri
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 5 (2021): Special Issue
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v5i0.3782

Abstract

Parental involvement of primary students is essential since it can contribute on their educational outcomes and development. Especially for learning English as a foreign language, parents play the prime source in developing their engagement and responsibility to have positive academic achievement in their early development. As well as their teachers, parents need to connect with school activities and be responsible in providing services to the children in education delivery. In this study, teachers’ perception of parental involvement in the process of learning English of primary students was investigated.  It focuses on analyzing perception of three elementary school teachers who had experience in teaching English for more than 15 years. Data were collected by conducting semi-structured interviews and analyzed using thematic analysis (Braun Clarke, 2006). Descriptive case study was used as the research design because of the phenomenon that occurs in the involvement of parents in learning English to primary students. The results of this study involve three major themes. They are; 1) students' language development 2) teachers feeling, and 3) cooperation carried out by teachers and parents. As a conclusion, relationship between parents and teachers can have a positive impact. It opens valuable opportunities for children to develop language skills (especially English), and allows brilliant English achievements.
HOW DO I WRITE POETRY? INVESTIGATING STUDENTS’ CREATIVITY IN WRITING POETRY fera Sulastri; Ratu Sarah Pujasari
BASIS (Bahasa dan Sastra Inggris) Vol 6 No 1 (2019): JURNAL BASIS UPB
Publisher : Universitas Putera Batam

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (810.621 KB) | DOI: 10.33884/basisupb.v6i1.1002

Abstract

Puisi adalah salah satu karya sastra. Dalam konteks EFL, puisi diyakini dapat meningkatkan kreativitas siswa, berfikir kritis dan keterampilan bahasa, terutama membaca dan menulis. Kelas menulis kreatif disediakan sebagai tempat siswa belajar tentang puisi. Salah satu kegiatannya adalah proyek menulis puisi. Berdasarkan hasil, ada prestasi yang baik yang diperoleh siswa. Mereka menulis puisi secara kreatif dalam berbagai tema. Selain itu, umpan balik positif juga diberikan oleh siswa tentang bagaimana mereka akhirnya suka membaca. Oleh karena itu, penelitian ini bertujuan untuk menyelidiki kreativitas siswa dalam menulis puisi dan tantangan yang dihadapi selama proses penulisan. Metode yang dilakukan dalam penelitian ini berupa studi kasus. Lima dari tiga puluh siswa yang memperoleh nilai terbaik menjadi partisipan. Pengumpulan data dilakukan dengan dokumentasi dan juga interview yang dilakukan dua kali. Adapun teknik analisi yang digunakan adalah dokumentasi dan analysis tematik. hasil dari penelitian ini terungkap bahwa kreatifitas siswa sangat bervariasi dilihat dari dua aspek,; yakni pemilihan isi, struktur , language play, serta konektifitas antara gambar dan puisi yang dihasilkan. Selain itu, ada 2 tantangan yang dihadapi siwa dalam proses penulisan puisi; yaitu hambatan kosakata dan juga ide dan konsep yang terbatas.
Utilizing Haiku as a Learning Reflection: Students’ Perception Fera Sulastri; Melisa Sri; Sitti Syakira
AL-ISHLAH: Jurnal Pendidikan Vol 14, No 3 (2022): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (437.343 KB) | DOI: 10.35445/alishlah.v14i3.1545

Abstract

Haiku, the 5-7-5 syllables of Japanese poetry, has been known widely as a tool to express voice and reflect on what happens to personal life experiences. Therefore, this study aimed to uses Haiku as a learning reflection on the Children’s Literature Class. Two questions were addressed to examine (1) Students’ perception of writing Haiku as a learning reflection and (2) challenges in writing Haiku as a learning reflection. Descriptive case A descriptive case study was used as the research methodology, while 49 students taking children's literature class participated. In data collection, this study used open-ended questionnaires given to all participants, while semi-structured interviews were delivered to 11 representative students. Students’ Haiku also were used as additional data. In addition, the data were analyzed thematically, using the framework of Braun and Clark (2006) and students’ Haiku were analyzed through document analysis. The findings show that students find that writing haiku as a learning reflection is fun and interesting. It also promotes their creativity in writing. However, since Haiku is fixed verse poetry, it does not cover students’ ideas of expressing their experience of learning freely and effectively. Eventually, Haiku still supports creativity, not effectiveness.
Integrating Reading and Writing Skills through Blackout Poetry Fera Sulastri; Melisa Sri
UICELL No 6 (2022): UICELL Conference Proceedings 2022
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

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

Abstract

This study aimed at investigating students’ perception of their improvement after the project of blackout poetry writing. 51 Students in the creative writing class took a part in the project for three months. Open-ended questionnaires were used to investigate their improvement both in reading and writing. Based on the data analyzed thematically, it is found that most of the students got the improvement in both skills. (1) By reading text continuously, they get the appropriate right words for writing blackout poetry, (2) for reading specifically, the student’s scanning technique becomes easier to practice, and (3) better reading comprehension leads them to make better poetry. Keywords: Writing, Reading, Blackout Poetry, Creative Writing
Co-Authors Fatimah, Asri Siti Melisa Sri Ratu Sarah Pujasari Refi Rizki Radian Sitti Syakira