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NEW HISTORICIMS ANALYSIS IN SENSE AND SENSIBILITY NOVEL BY JANE AUSTEN Fitrianita Febrina Ali; Moon Hidayati Otoluwa
British : Jurnal Bahasa dan Sastra Inggris Vol 10, No 1 (2021): JUNI
Publisher : Universitas Muhammadiyah Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31314/british.10.1.65-77.2021

This study focused on the use of Stephen Greenblatt's theory to analyze the novel “Sense and Sensibility” by Jane Austen. This study aims to determine the aspects of the novel by using the New Historicism approach. The method used in this research is descriptive qualitative. The data used is written data and the technique used is reading notes. Based on the results of the data analysis, the researcher found several contexts of New Historicism in the “Sense and Sensibility”, namely historical context, social context, cultural context, and biographical context. Historical context to find out how historical factors contained in the novel are then compared to non-literary texts in that era. Social context to find out how the social situation at that time. Cultural context to find out how the culture of society at that time, and biographical context to compare whether the novel describes the life of Jane Austen in the real life.

INCREASING STUDENT’S RESEARCH WRITING BY APPLYING RESEARCH BASED INSTRUCTION Moon Hidayati Otoluwa; Ivan Rismi Polontalo
Proceedings of ISELT FBS Universitas Negeri Padang Vol 1 (2013): Proceedings of National Seminar on English Language Teaching
Publisher : Universitas Negeri Padang

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Recently, a promising model of teaching and learning is an engagement of students and teacher into theory and practice of learning. Doing a more theoretical and discussion models of learning are good to make students understand a topic, but in contrast they are not good in practice. A combination of less theoretical and more practical model of learning, called research-based learning, which allows students to learn things in practice and to train them to analyze and criticize situations deeply, was developed to help students learning various topics based on researches and practice their critical analysis. This study focused on the investigation to see students experience in learning writing skills through the application of research based instruction and see how the model of learning givesthem chance to finish their Skripsi (a research project conducted as a prerequisite of a bachelor degree). Subjects in this study were 60 EFL students enrolled in the Seminar on Language class at English Department of the Faculty of Letters and Cultures in Universitas Negeri Gorontalo. By applying an action research method, students showed significant changes in critical learning performance. The investigation included 2 systematic cycles – Planning, Action, Observation, and Reflection. The results of the study showed that the application of RBI was helpful for the students to help them finishing their final project (the Skripsi), particularly for students of English Department. Most students perceived positively toward the Research based Instruction in the learning process.

Akun Pembelajaran: The Implementation by English Teachers in Teaching Process Agustin Is Saidi; Moon Hidayati Otoluwa; Adriansyah Abu Katili
Ideas: Jurnal Pendidikan, Sosial dan Budaya Vol 8 No 3 (2022): Ideas: Pendidikan, Sosial, dan Budaya (Agustus)
Publisher : Ideas Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32884/ideas.v8i3.917

Due to the importance of technology in pandemic, Indonesias government had prepared education using technology by cooperating with Google to make Akun Pembelajaran to accesses online learning media for teachers and students. However, since the regulation number 23 in 2021 was released and other regions used Akun Pembelajaran, government of Boalemo regency implemented the regulation after 4 months. Additionally, the purpose of this research was to investigate the implementation of Akun Pembelajaran by English teachers in Botumoito junior high schools. There were six schools taken at this research, those were SMPN 1, SMPN 2, SMPN 3, SMPN 4, SMPN 5 and SMPN 6. This research used case study as the method of research. This research focuses on phenomena (Akun Pembelajaran) that are real in Botumoito sub-district junior high schools. This research also used qualitative research as the approach of research and unstructured-interview as the technique of collecting the data. Based on the results of the research, it was found that all the teachers in Botumoito had not implemented Akun Pembelajaran optimally. The implementation was on the subject of storing the data, calculating the students scores, accessing Canva for education, and collecting teaching materials. It was implicated that there was barely facilitation which support the teachers in getting information and practically train the teachers on how to implement Akun Pembelajaran. Therefore, a further training on how to implement Akun Pembelajaran is wisely expected. Adapun mengingat pentingnya teknologi di masa pandemic, pemerintah Indonesia telah menyiapkan pendidikan menggunakan teknologi dengan menggandeng Google untuk membuat Akun Pembelajaran guna mengakses media pembelajaran daring bagi guru dan siswa. Namun, sejak perpres 23 Tahun 2021 dirilis dan daerah lain menggunakan Akun Pembelajaran, pemkab Boalemo baru mengimplementasikannya selama 4 bulan. tujuan dari penelitian ini adalah untuk mengetahui penerapan Akun Pembelajaran oleh guru di SMP Botumoito. Terdapat enam sekolah yang diambil dalam penelitian ini, yaitu SMPN 1, SMPN 2, SMPN 3, SMPN 4, SMPN 5 dan SMPN 6. Penelitian ini menggunakan penelitian studi kasus sebagai metode penelitian. Penelitian ini juga menggunakan pendekatan kualitatif dan wawancara tidak terstruktur sebagai teknik pengumpulan data. Berdasarkan hasil penelitian diketahui bahwa semua guru di Botumoito belum mengimplementasikan Akun Pembelajaran secara optimal. Implementasinya pada pokok menyimpan data, menghitung nilai siswa, mengakses Canva untuk pendidik, dan mengumpulkan bahan ajar. Hal ini berimplikasi pada minimnya fasilitasi yang mendukung guru dalam mendapatkan informasi dan secara praktis melatih guru dalam mengimplementasikan Akun Pembelajaran. Oleh karena itu, pelatihan lebih lanjut tentang bagaimana mengimplementasikan Akun Pembelajaran secara bijaksana diharapan.

UPAYA ORGANISASI AISYIYAH DI GORONTALO UNTUK MENCAPAI TUJUAN PEMBANGUNAN BERKELANJUTAN (SDGs) Moon Hidayati Otoluwa
International Interdisciplinary Conference on Sustainable Development Goals Vol 1 No 1 (2018): Proceedings of International Interdisciplinary Conference on Sustainable Developm
Publisher : LP2M Universitas Bina Mandiri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (300.057 KB)

ABSTRACT : Sustainable Development Goals (SDGs) which is acknowledged in 2015 is a continuity of Millennium Development Goals (MDGs). It becomes a new history in global development as the agreements of SDGs in the 70th general assembly held by United Nations have aims in universal development and start in 2016 up to 2030. According to Panuluh (2016) SDGs bring up five basic principles which are balancing among economic, social, and environment. They are (1) People, (2) Planet (3) Prosperity (4) Peace, and (5) Partnership. They have 17 aims and 169 targets. Aisyiyah is a women movement and born from Muhammadiyah organization which concern their programs in education, health, economic. Most of their programs are as a reflection of movements for gender equality. Islam is a religion that glorifies women. It is mentioned a lot in the Qur'an, but there are some habits that make them appear to be inferior to men. These habits position their activities only about taking care of the household. Since the establishment of Aisyiyah, the dignity of women began to raise especially Muslim women. Aisyiyah raised the level of women through education and organization. This makes women dare to appear in public and many play an important role in various aspects of life. In other words, this organization supports the target of SDGs in point 3 (good health and well-being), 4 (quality education), 5 (gender equality), and 8 (decent work and economic growth). Based on the background above, it becomes important to conduct research on the efforts of Aisyiyah in educating women in Gorontalo. The purpose of this research was to describe the efforts of Aisyiyah in education, health, and economic field which support SDGs. The significance of this research is to enrich the knowledge of the efforts of Aisyiyah in education, health, and economic field. It also provides input as contribution and thought for the development of education, health, and economic aspects in Gorontalo in order to achieve SDGs. The data are collected through documentation and interview. The data are analyzed qualitatively. The result shows that the efforts of Aisyiyah in education are reflected through its development of formal schools from kindergarten up to university level. The schools spread out in the city and five districts of Gorontalo province, while the university is located only in Gorontalo district. Aisyiyah has role in running several activities as health program. There are mother and children hospitals and health centers of Aisyiyah. Socialization about the danger of drugs and free sex are regularly done in schools. In economic filed, Aisyiyah develops several business charity in form of home industry, training of life skills, and BUEKA

IMPROVING STUDENTS’ READING COMPREHENSION USING COLLABORATIVE STRATEGIC READING (CSR) AT THE EIGHTH GRADE STUDENTS OF SMP NEGERI 1 TAPA Sarina R Agi; Moon Hidayati Otoluwa; Sri Rumiyatiningsih Luwiti
Jurnal Bahasa, Sastra, dan Budaya Vol 12, No 3 (2022): (September 2022)
Publisher : Jurusan Pendidikan Bahasa & Sastra Indonesia, Universitas Negeri Gorontalo

This research aims to find out the using Collaborative Strategic Reading (CSR) strategies can improve students' reading comprehension in eighth-grade students of SMP Negeri 1 Tapa. Specifically, it attempted to address the following question: Can the use of Collaborative Strategic Reading (CSR) strategy improve students’ reading comprehension at the eighth-grade students of SMP Negeri 1 Tapa. This research conducts quantitatively and uses pre-experimental research. The sample of this research is 20 students of class VIII-6 in the eighth grade of SMP Negeri 1 Tapa in the academic year 2022/2023. A reading comprehension test, specifically descriptive text, is used to collect the data. The test was objective, and it was used to collect the data pre-test and the post-test. The data were analyzed and interpreted using SPSS 26 version. The result of the pre-test was 267, and the post-test was 375. The hypothesis found that a significance value (2-tailed) p = 0.000 0.05. It proves that the Hypothesis (H1) is accepted. Thus, the conclusion is that Collaborative Strategic Reading (CSR) can improve students reading comprehension of the eighth-grade students of SMP Negeri 1 Tapa.

A Portray of Teaching English for Young Learners in Manado City: The Teacher’s Media, Method, and Challenges Indah Wardaty Saud; Moon Hidayati Otoluwa; Khoirotun Nisa Assifa
Journal of English Language Teaching, Linguistics, and Literature Studies Vol 3, No 1 (2023)
Publisher : Institut Agama Islam Negeri (IAIN) Manado

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30984/jeltis.v3i1.2614

This study aimed at describing the teaching of English to the kindergarten students in Manado City which contributed to the improvement of English Teaching and Learning quality for young learners. This study employed a descriptive qualitative research design with 14 teachers who taught English in 5 kindergartens as participants. The data was collected through interview to the participants and documentation of English learning materials and media. Then, the data was analyzed by applying three techniques; data reduction, data display, and data verification. The results revealed that the teachers who taught English designed the learning materials such as the alphabet, numbers, colors, animals, and days. In terms of teaching and learning media, seven teachers (50%) used the textbooks provided by the school. Two teachers (14%) used flashcards to help them convey the teaching material. Three teachers (22%) used pictures and two teachers (14%) used songs. The researchers found that 36% of the teachers used story telling method, 22% used singing, 21% made small groups, 14% conducted repetition, and only 7% applied the Role Play method. Moreover, findings on the challenges faced by the teachers in teaching English showed that the students’ difficulty in pronouncing English words, inadequate time to teach English, and the teacher’s non-English academic background became the factors influencing the teaching and learning process in Manado City Kindergartens.Keywords: Teaching English, Young Learners, Media, Method, Challenges

CURRENT SITUATION OF THE INTEGRATION OF ENGLISH FOR SPECIFIC PURPOSE IN ENGLISH SUBJECT MATERIALS FOR TOURISM DEPARTMENT Dahlia Husain; Moon Hidayati Otoluwa; Bahar Bahar
British (Jurnal Bahasa dan Sastra Inggris) Vol 12, No 1 (2023): JUNI
Publisher : Universitas Muhammadiyah Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31314/british.12.1.%p.2023

This research aims to discover how English for Specific Purposes served the English subject materials at the Tourism department in tertiary education. A needs analysis is carried out to gain information about the student’s perception of English teaching and learning status in the Tourism department. The study's design is descriptive quantitative with a perceptional questionnaire as the primary research data collection instrument. The research participants were the students of the Tourism Department at the Muhammadiyah University of Gorontalo. The results showed that Tourism department students at the Muhammadiyah University of Gorontalo used textbooks that were still oriented towards general English, were not made for their specific department, and were not suited to their level of English mastery. Besides the motivation of students to learn English, the correlation of the English they learn with the needs of English for future work and institutional support also deserves attention. Therefore, developing ESP-based English teaching materials for Tourism students in tertiary institutions becomes a priority.

Enhancing Children's Vocabulary Mastery Through Storytelling Moon Hidayati Otoluwa; Rasuna Rasid Talib; Rosalin Tanaiyo; Herlina Usman
Jurnal Pendidikan Usia Dini Vol 16 No 2 (2022): Jurnal Pendidikan Usia Dini Volume 16 Number 2 November 2022
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

Significant language development differences occur in preschoolers, resolving these differences is a key objective of preschool education because young children's language abilities at the start of school, particularly their vocabulary abilities, are a strong predictor of later academic ability. Storytelling is one of the methods used to teach English, it makes the learning environment more interesting, energetic, and conversational. This study aims to examine storytelling in increasing children's vocabulary. The research method is a case study that uses observation, interviews, and documentation as data collection tools. The participants are an English teacher and seven children aged 4-5 years. Although, many early childhoods English teachers state that one of the weaknesses of children in learning English is a lack of vocabulary mastery because it can hamper the learning process. The findings show that storytelling is effective in increasing children's vocabulary. Vocabulary is the foundation for improving children's ability to speak English, both orally and in writing. Second language vocabulary is important to learn and develop for the quality of early childhood learners in language education. Keywords: early childhood, vocabulary, storytelling References: Agosto, D. E. (2016). Why Storytelling Matters: Unveiling the Literacy Benefits of Storytelling. Children and Libraries, 14(2), 21. https://doi.org/10.5860/cal.14n2.21 Chubb, J., Missaoui, S., Concannon, S., Maloney, L., & Walker, J. A. (2022). Interactive Storytelling for Children: A Case-Study of Design and Development Considerations for Ethical Conversational AI. Int. J. Child-Comp. Interact., 32(C). https://doi.org/10.1016/j.ijcci.2021.100403 Dewi, E. N. F., Hasanah, N., & Nurul, M. F. (2022). Enhancing Students’ Vocabulary Through Story Telling. EDULEC JOURNAL: Education, Language, and Culture. Egan, K. (1989). Teaching as Story Telling: An Alternative Approach to Teaching and Curriculum in the Elementary School. University of Chicago Press. https://books.google.com.mt/books?id=zNdLGAPzQT8C Ekawati, A. D. (2022). The Implementation of Total Physical Response (TPR) to Improve Student’s English Vocabulary During Pandemic. English Journal, 16(1). Fadli, M. R. (2021). Understand the design of qualitative research methods. humanics, [Memahami desain metode penelitian kualitatif]. Humanika, 21(1). Isik, M. A. (2016). The Impact of Storytelling on Young Ages. European Journal of Language and Literature Studies Articles, 2, 3. Kaur, A., Young, D., & Kirkpatrick, R. (2016). English Education Policy in Thailand: Why the Poor Results? In R. Kirkpatrick (Ed.), English Language Education Policy in Asia (Vol. 11, pp. 345–361). Springer International Publishing. https://doi.org/10.1007/978-3-319-22464-0_16 Khudhair, N. K., & Alnoori, B. S. M. (2017). Investigating EFL Preparatory School Teachers’ Perceptions Toward Using Storytelling Technique. Route Educational and Social Science Journal, 4(6). Kristiawan, D., Ferdiansyah, S., & Picard, M. (2022). Promoting Vocabulary Building, Learning Motivation, and Cultural Identity Representation through Digital Storytelling for Young Indonesian Learners of English as a Foreign Language. Ling, N. S., & Abdul Aziz, A. (2022). The Effectiveness of Game-based Learning Strategies on Primary ESL Learners’ Vocabulary Learning. International Journal of Academic Research in Progressive Education and Development, 11(2), Pages 845-860. https://doi.org/10.6007/IJARPED/v11-i2/13266 Malik, H., Humaira, M. A., Komari, A. N., Fathurrochman, I., & Jayanto, I. (2021). Identification of barriers and challenges to teaching English at an early age in Indonesia: An international publication analysis study. Linguistics and Culture Review, 5(1), 217–229. https://doi.org/10.21744/lingcure.v5n1.1485 McKay, P., & Guse, J. (2007). Five-Minute Activities for Young Learners. Cambridge University Press. https://books.google.co.id/books?id=BWKXLgrSv6gC Mufida, A., & Abidin, M. R. (2021). Designing a Board Game as a Media for Learning English for Children Aged 6-10 Years [Perancangan Board Game Sebagai Media Pembelajaran Bahasa Inggris Anak Usia 6-10 Tahun]. Jurnal Barik, 2(3). https://ejournal.unesa.ac.id/index.php/JDKV/ Noom-ura, S. (2013). English-Teaching Problems in Thailand and Thai Teachers’ Professional Development Needs. English Language Teaching, 6(11), p139. https://doi.org/10.5539/elt.v6n11p139 Pertiwi, A. B., Rahmawati, A., & Hafidah, R. (2021). English Vocabulary Learning Methods in Early Childhood [Metode Pembelajaran Kosakata Bahasa Inggris Pada Anak Usia Dini]. Kumara Cendekia, 9(2), 95. https://doi.org/10.20961/kc.v9i2.49037 Rahiem, M. D. H. (2021). Storytelling in early childhood education: Time to go digital. International Journal of Child Care and Education Policy, 15(1), 4. https://doi.org/10.1186/s40723-021-00081-x Stargatt, J., Bhar, S., Bhowmik, J., & Al Mahmud, A. (2022). Digital Storytelling for Health-Related Outcomes in Older Adults: Systematic Review. J Med Internet Res, 24(1), e28113. https://doi.org/10.2196/28113 Sunyakul, N., & Teo, A. (2020). Primary School English Teachers’ Application of Knowledge/Skills from Boot Camp to Their Classroom Teaching Practices and Factors Hindering Their Application. 13(1). Tarigan, H. G. (1986). Menulis sebagai suatu keterampilan berbahasa. Angkasa. https://books.google.co.id/books?id=XXoBtwAACAAJ Thornbury, S. (2002). How to teach vocabulary. Pearson educational. https://books.google.co.id/books?id=5qLkoAEACAAJ Udaya, M. (2022). Using Semantic Maps as A Teaching Strategy for Vocabulary Development. European Journal of English Language Teaching, 6(5). https://doi.org/10.46827/ejel.v6i5.4095 Zu, Y., Cheng, Z., Sun, Q., & Zhao, H. (2021). On the Problems and Countermeasures in English Vocabulary Teaching in Junior Middle Schools. 568.

Analisis Validasi Soal Tes Hasil Belajar Pada Pelaksanaan Pembelajaran Bahasa Inggris Moon Hidayati Otoluwa; Abdul Kadir Ismail
ELOQUENCE : Journal of Foreign Language Vol. 2 No. 2 (2023): AUGUST
Publisher : Language Development Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58194/eloquence.v2i2.1453

Background: The teaching staff is not only responsible for the process of knowledge transactions but more than that, the teaching staff, in this case, lecturers, are also required to make assessment and measurement instruments to find out the extent to which students are able and able to master the English material in an evaluation process or rather a test. Purpose: To find out how the validity analysis of learning outcome tests made by English lecturers at the IAIN Sultan Amai Gorontalo Language Development Center Method: This research is evaluative research that evaluates question items using a quantitative approach. Results and Discussion: IAIN Sultan Amai Gorontalo lecturers tend to make learning outcome test questions in objective form based on practical courses' characteristics. With accurate tests, developing questions that can reveal students' applicative abilities, analysis, synthesis, and evaluation is more accessible than objective tests. In designing learning outcome test questions, not all lecturers (around 76%) make a grid of questions used as a reference for writing question items. Even though the grid is essential in writing good questions, in addition to writing questions, most lecturers use a combination of last year's questions and new ones. Making further questions related to the development of science and technology will be more meaningful. Conclusions and Implications: Not all lecturers of English courses at IAIN Sultan Amai Gorontalo have conducted a theoretical review regarding the quality of the questions that have been asked. However, one thing that is quite good and positive in the review that has been carried out by most lecturers, namely the most re-examined aspect, is the suitability of the question material with the competence of learning outcomes. There are still some weaknesses in several question sets, namely for objective tests. The aspect that is still weak is the non-uniformity of the short length of statements between answer choices and the separation of the main question page from the answer page. Another drawback to this form of the test is that there are still pictures accompanying the questions that are not clear.

Examining English Reading Comprehension’ Enhancement on Narrative Texts using the Application of Direct Reading Thinking Activity (DRTA) Strategy Utari Apriliyani Dumbela; Moon Hidayati Otoluwa; Abid Abid
Jambura Journal of English Teaching and Literature Vol 5, No 1 (2024): Jambura Journal of English Teaching and Literature
Publisher : Universitas Negeri Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37905/jetl.v5i1.21517

The study reported in this article aims to investigate whether the use of the Direct Reading Thinking Activity (DRTA) strategy can help students find ways to enhance their English reading comprehension of narrative texts at a vocational senior high school in the Province of Gorontalo. The study focused on first-grade students, particularly in class X TKJ. A quantitative method was employed, utilizing a one-group pre-test post-test design to determine the significant difference in students’ comprehension before and after being taught using the strategy. The results indicate that the use of the Direct Reading Thinking Activity (DRTA) strategy help enhances students’ reading comprehension of English narrative texts. This was evidenced by a significant difference between the mean scores of the pre-test (8.7) and post-test (18.48). The t-test result indicated that T-test was higher than T-list: 13.91 > 2.056, with a significance level (α) of 0.05 = 2.056. Thus, H1 was accepted since L0 < L-list (0.100 < 0.173). Moreover, the use of this strategy facilitated students in maintaining focus, fostering critical thinking, active engagement in the learning process, enhancing comprehension of reading components, and understanding reading texts more easily.

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