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PROMOTING FUN LEARNING IN GRAMMAR CLASS THROUGH SONGS Nuraeningsih, Nuraeningsih
VISION Vol 3, No 2 (2014): Journal Vision
Publisher : VISION

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Abstract Â Many teachers present grammar in a conventional way. The rules are taught in a very formal situation with monotonous activi- ties. Many times they need repetition to make students really under- stand about a topic, especially when they teach tenses. It is important for students to be able to distinguish each type of them. This brings about students boredom and discourages them to get involved, so that unconscious learning doesn t occur. However, songs promote relaxed, enchanted atmosphere in classrooms. Furthermore, songs are perceived to stimulate studentsÂ interest in learning. By having that fun, conducive learning atmosphere, students may feel excited in joining grammar class. This paper aims at providing basic concep- tual arguments of the advantage of using songs in teaching gram- mar. It also discusses the pedagogical implication of utilizing songs to create joyful class. The procedure of teaching grammar through songs is then proposed. Â Keywords: fun learning, song, learning grammar

TEACHING ENGLISH TO YOUNG LEARNERS THROUGH TRADITIONAL GAMES Rusiana, Rusiana; Nuraeningsih, Nuraeningsih
Language Circle: Journal of Language and Literature Vol 10, No 2 (2016): April 2016
Publisher : Faculty of Languages Ã¢â¬â¹Ã¢â¬â¹and Arts, State University of Semarang

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Teaching English for Elementary level is very important for preparing students to be ready and well prepared generation to be met with the future demand like communication and technology. In the light of communication, Indonesia is one of countries that join in agreement of ASEAN Economic Community which uses English as the language for global market in ASEAN. Dealing with communication, it is clear that nowadays almost all modern technology using English such as computer, gadget, etc. There are more student access internets or gadget for accessing game than playing the traditional ones. That is surely not a bad thing when students are exposed much to internet. Yet, being exposed to the traditional ones is also a good idea so that Indonesian students would be those who are aware of their own culture. Seeing those two things, the demand of being able to use English for communication and an effort of making the students aware of traditional games they have, we are interested in investigating the effectiveness of traditional games as a technique for teaching English for Elementary school students. Through games, teachers can create various contexts in which students have an opportunity to use English for communication, exchange information, and express opinion (Wright, Betteridge and Buckby, 1984). The aims of this resech is to find out whether traditional games are effective to be used in English teaching and learning. This research was conducted at SDIT Lukman al Hakim of fourth grader students with the number of students was 19. The design of the researh is quasi-experimental with one control group pre-test and post-test. The instruments are pre-test and post-test. The games which are used in this research are gedrik and betengan. The findings shows that traditional games are effective for teaching English. Suggestions are proposed for Englishngsinh teachers in implementing the technique in the class.

REFLECTIVE TEACHING AS A MEANS OF TEACHER PROFESSIONAL DEVELOPMENT Kurniati, Diah; Nuraeningsih, Nuraeningsih
Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 2, No 1 (2019): JETALL Volume 2 Number 1 2019
Publisher : Universitas Lambung Mangkurat

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One of the core components of teacher knowledge is reflective knowledge which is defined as the teacher’s capacity to reflect on and assess his or her own practice. In other words, as teachers, they should be able to do reflective teaching. Reflective teaching is the teacher’s thinking about what happens in the classroom lessons, and thinking about alternative means of achieving goals and aims (Cruickshank and Zeichner in Richard and Nunan 1990). This paper discusses reflective teaching as a means of professional development.

TEACHING ENGLISH TO YOUNG LEARNERS THROUGH TRADITIONAL GAMES Rusiana, Rusiana; Nuraeningsih, Nuraeningsih
Language Circle: Journal of Language and Literature Vol 10, No 2 (2016): April 2016
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v10i2.5729

Teaching English for Elementary level is very important for preparing students to be ready and well prepared generation to be met with the future demand like communication and technology. In the light of communication, Indonesia is one of countries that join in agreement of ASEAN Economic Community which uses English as the language for global market in ASEAN. Dealing with communication, it is clear that nowadays almost all modern technology using English such as computer, gadget, etc. There are more student access internets or gadget for accessing game than playing the traditional ones. That is surely not a bad thing when students are exposed much to internet. Yet, being exposed to the traditional ones is also a good idea so that Indonesian students would be those who are aware of their own culture. Seeing those two things, the demand of being able to use English for communication and an effort of making the students aware of traditional games they have, we are interested in investigating the effectiveness of traditional games as a technique for teaching English for Elementary school students. Through games, teachers can create various contexts in which students have an opportunity to use English for communication, exchange information, and express opinion (Wright, Betteridge and Buckby, 1984). The aims of this resech is to find out whether traditional games are effective to be used in English teaching and learning. This research was conducted at SDIT Lukman al Hakim of fourth grader students with the number of students was 19. The design of the researh is quasi-experimental with one control group pre-test and post-test. The instruments are pre-test and post-test. The games which are used in this research are gedrik and betengan. The findings shows that traditional games are effective for teaching English. Suggestions are proposed for Englishngsinh teachers in implementing the technique in the class.

An Analysis of Speech Act Used in London Has Fallen Movie Tutuarima, Zulfa; Nuraeningsih, Nuraeningsih; Rusiana, Rusiana
Vision: Journal for Language and Foreign Language Learning Vol 7, No 2 (2018)
Publisher : Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv7i23022

The most significant thing in speech act is the message that speaker wants to convey. It means when using language is not only produces a sentence but also perform an action. The aims of the research are (i) to find out the kinds of speech act used in London Has Fallen Movie (ii) to find out the way of speech act and the classifications of illocutionary act used in London Has Fallen Movie. This research uses descriptive qualitative research. This research figures out the kinds of speech act and the classifications of illocutionary act used in London Has Fallen Movie. The result of the research shows that: (i) there are 76 utterances of speech act used in London Has Fallen Movie which is the most dominant is illocutinary act consist of 37 utterances. (ii) there are 99 utterances of the classifications of illocutionary act and the most dominant categories are directive with 32 utterances and expressive with 23 utterances.

Studentsâ€™ Perspective on Teaching Materials of English for Management Business II In Management Department, Universitas Muria Kudus Nuraeningsih, Nuraeningsih
Vision: Journal for Language and Foreign Language Learning Vol 8, No 1 (2019)
Publisher : Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv8i13296

In the era of globalization, people around the world can have interaction for satisfying their goal in any aspect of life, such as business, politics, social and culture, education, etc. for that reason, the need of English proficiency as a global language becomes a priority. Therefore, it is compulsory for all students in formal education to learn it.Â Â In university level, students of the non-English department must study English with varied purposes, depending on their major, at least for two credits. Generally, it is taught to support the basic major or discipline. Consequently, the materials are designed based on their needs, especially later when they get jobs. For this reason, the material adapted is called ESP (English for Specific Purposes) which aims at preparing students to meet the demands of the workplace, i.e. the English skills. It should be more contextual, real life for now and the future. If the material is authentic and in accordance with the needs of learners, they will likely be ready to work as the demands of the employer. With these objectives, the English materials need to be adjusted to the needs of users (stakeholders) so that after graduating from universities, freshmen can directly work or create jobs according to their expertise. This research aims to describe studentsâ€™ perception of English teaching materials for Management department. A survey was conducted to second-semester students of Management department of Universitas Muria Kudus. The result of the study reveals that the students have a positive perspective on the teaching materials of English for Management Business II. They think affirmatively that the materials have been selected properly in terms of material attraction, usefulness, authenticity, variety, level of difficulty, language skill proportion and the discussed topics. In other words, the materials are appropriate for satisfying Management department studentsâ€™ need to prepare their future. The implication is the materials should be revised by adding more reading texts of Business English and providing more vocabulary tasks in the real context.

PROMOTING FUN LEARNING IN GRAMMAR CLASS THROUGH SONGS Nuraeningsih, Nuraeningsih
Vision: Journal for Language and Foreign Language Learning Vol 3, No 2 (2014)
Publisher : Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv3i2293

Many teachers present grammar in a conventional way. The rules are taught in a very formal situation with monotonous activities. Many times they need repetition to make students really understand about a topic, especially when they teach tenses. It is important for students to be able to distinguish each type of them. This brings about studentsâ€™ boredom and discourages them to get involved, so that unconscious learning doesnâ€™t occur. However, songs promote relaxed, enchanted atmosphere in classrooms. Furthermore, songs are perceived to stimulate studentsâ€™ interest in learning. By having that fun, conducive learning atmosphere, students may feel excited in joining grammar class. This paper aims at providing basic conceptual arguments of the advantage of using songs in teaching grammar. It also discusses the pedagogical implication of utilizing songs to create joyful class. The procedure of teaching grammar through songs is then proposed.Â

Faktor Keberhasilan Program Pengembangan Kewirausahaan Mahasiswa Universitas Muria Kudus Nuraeningsih Nuraeningsih; Mamik Indaryani; Rusiana Rusiana
Indonesian Journal of Community Services Vol 3, No 2 (2021): November 2021
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/ijocs.3.2.126-134

Pemerintah melalui DPRM Ristekdikti mendorong perguruan tinggi untuk menumbuhkembangkan jiwa wirausaha mahasiswa. Hal ini sangat relevan dengan tagline Universitas Muria Kudus (UMK) yang mengusung motto “Santun, Cerdas dan Berjiwa Wirausaha” sehingga diharapkan lulusan UMK nantinya mandiri menciptakan lapangan kerja sendiri. PPK ini dapat menyiapkan mahasiswa agar mandiri secara finansial sebelum mereka lulus, sehingga tidak bergantung pada pekerjaan – pekerjaan yang disediakan oleh pemerintah maupun dunia industri. Tujuan dari program PPK adalah menghasilkan wirausahawan baru. Pada tahun 2019 terwujud 5 usaha baru yang dijalankan oleh 20 mahasiswa dan alumni dari prodi PBI, Manajemen Bisnis, Teknik Mesin dan Agroteknologi. Metode pelaksanaan kegiatan ini menggunakan teknik coaching & mentoring. Usaha – usaha yang dirintis oleh tenant tersebut adalah budidaya adenium, budidaya jamur tiram, angkringan kopi SEKOPPI, angkringan sushi dan steak, serta sablon. Keberhasilan program ini dipengaruhi oleh banyak faktor, baik faktor pendamping dalam hal ini tim pengabdi maupun faktor mahasiswa. Faktor mahasiswa diantaranya adanya spirit yang lahir dari lingkungan keluarga yang juga memiliki usaha, transformasi nilai yang dilakukan secara akumulatif dalam keluarga dan lingkungan yang mendukung serta adanya bakat yang memungkinkan mahasiswa mudah menerima motivasi untuk melakukan kegiatan yang berorientasi pada munculnya kreativitas dan atau inovasi sebagai ciri utama wirausaha. Entrepreneurship Development Program (PPK) issued by the Ristekdikti DPRM offers more opportunities for the academic community in higher education to foster entrepreneurial spirit for students in particular. This is very relevant to Universitas Muria Kudus (UMK)’s tagline, "Polite, smart and entrepreneurial". UMK graduates are expected to independently create their own jobs, therefore they will not depend on jobs provided by the government or the industry. PPK aims at creating students to be financially independent as entrepreneurs. In the first year, 2019 PPK program yielded 5 new business tenants among 20 tenants consisting students and alumni of English Education Department, Business Management, Agriculture, and Mechanical Engineering department. To run the program, the methods used were coaching and mentoring. The businesses which are established by the tenants are Adenium farm, oyster mushroom farm, SEKOPPI coffee shop, sushi and steak, and screen printing. The success of this program is influenced by many factors, both the accompanying factors in this case the service team and student factors. Student factors include the presence of a spirit that is born from a family environment that also has a business, the transformation of values carried out accumulatively in the family and a supportive environment and the talent that allows students to easily receive motivation to carry out activities oriented to the emergence of creativity and or innovation as the main characteristic of entrepreneurship. The program which is arranged must be adjusted to the students’ characteristics in the millennium era by maximizing the use of information technology and implemented with an appropriate approach. This conclusion was obtained from observations during the program.

An Analysis of Speech Act Used in London Has Fallen Movie Zulfa Tutuarima; Nuraeningsih Nuraeningsih; Rusiana Rusiana
Vision: Journal for Language and Foreign Language Learning Vol 7, No 2 (2018)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv7i23022

The most significant thing in speech act is the message that speaker wants to convey. It means when using language is not only produces a sentence but also perform an action. The aims of the research are (i) to find out the kinds of speech act used in London Has Fallen Movie (ii) to find out the way of speech act and the classifications of illocutionary act used in London Has Fallen Movie. This research uses descriptive qualitative research. This research figures out the kinds of speech act and the classifications of illocutionary act used in London Has Fallen Movie. The result of the research shows that: (i) there are 76 utterances of speech act used in London Has Fallen Movie which is the most dominant is illocutinary act consist of 37 utterances. (ii) there are 99 utterances of the classifications of illocutionary act and the most dominant categories are directive with 32 utterances and expressive with 23 utterances.

PROMOTING FUN LEARNING IN GRAMMAR CLASS THROUGH SONGS Nuraeningsih Nuraeningsih
Vision: Journal for Language and Foreign Language Learning Vol 3, No 2 (2014)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv3i2293

Many teachers present grammar in a conventional way. The rules are taught in a very formal situation with monotonous activities. Many times they need repetition to make students really understand about a topic, especially when they teach tenses. It is important for students to be able to distinguish each type of them. This brings about students’ boredom and discourages them to get involved, so that unconscious learning doesn’t occur. However, songs promote relaxed, enchanted atmosphere in classrooms. Furthermore, songs are perceived to stimulate students’ interest in learning. By having that fun, conducive learning atmosphere, students may feel excited in joining grammar class. This paper aims at providing basic conceptual arguments of the advantage of using songs in teaching grammar. It also discusses the pedagogical implication of utilizing songs to create joyful class. The procedure of teaching grammar through songs is then proposed.

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