Articles
<![CDATA[Learner Autonomy in EFL Online Classes in Indonesia: Students’ Voices ]]>
<![CDATA[Rolisda Yosintha]]>;
<![CDATA[Sukma Shinta Yunianti]]>
<![CDATA[ Langkawi: Journal of The Association for Arabic and English Vol 7, No 1 (2021) ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Kendari ]]>
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DOI: 10.31332/lkw.v7i1.2637
<![CDATA[While learner autonomy has proved to be one of the determinants of successful language learning, little has been scrutinized when implemented in EFL online learning settings. This study aimed to investigate learner autonomy in English as a Foreign Language (EFL) online classes as viewed from the students’ standpoints. Through a mixed-method approach, the researchers collected data both quantitatively and qualitatively using questionnaires and interviews. As many as 513 students from 8 universities across Indonesia filled out the questionnaires, and 10 of them were interviewed to corroborate the findings. The quantitative data were converted into percentages, while the qualitative ones were analyzed using content analysis by categorizing them into themes, coding, and evaluating to find connections. The findings show that most students (80.5%) had positive attitudes towards their autonomy during English online learning, as indicated in their motivation to be self-reliant. Even so, this positive attitude did not imply satisfactory learning outcomes, for there were only 18.5% of the students who got an A in their English course. To make learner autonomy impact achievement, lecturers could take pedagogical measures, such as encouraging peer-tutoring, selecting interesting and easy-to-use online learning platforms, and implementing the Project-Based Learning model. These findings imply that teachers should be more thoughtful in selecting learning activities and settings that could stimulate the development of learner autonomy.]]>
<![CDATA[Teacher’s Perceptions Approaches, and Roles to Foster Learners’ Autonomous Learning ]]>
<![CDATA[Dian Muhammad Rifai]]>;
<![CDATA[Sukma Shinta Yunianti]]>
<![CDATA[ International Journal of Seocology Volume 02, Issue 02 : January - April 2021 ]]>
Publisher : <![CDATA[STIE AAS Surakarta ]]>
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DOI: 10.29040/seocology.v2i03.46
<![CDATA[An autonomous learning emphasizes learners’ responsibility in their own learning process. Nonetheless, it does not mean that learners’ learn by themselves without teacher’s guidance. Thus, teachers must understand the concept of autonomous learning, their own competence, and their approaches to develop learners’ autonomous learner. The objectives of this study are to identify the teacher’s perception about autonomous learning and the teacher’s approaches to develop autonomous learning for the learners. The participants of this study are an English lecturer and students at the second semester of 2017/2018 academic year. A case study is applied in this qualitative research. The qualitative data are obtained from interview and observation.The findings show that (1) the teacher agrees that autonomous learning will give positive impact to the learners’ learning process as long as they consistent to read up, realize that learning is for their need and can collaborate with the teacher during teaching learning process. It is because autonomous learning is not the only one factor that influences the learners’ intelligence. It is one of learners’ ways in their learning process. Hence, the teacher is still needed to help learners in learning process. (2) The teacher mostly uses teacher-based approach and learner-based approach as his approach to develop the learners’ autonomous learning. It happens because between the teacher and the learners are interdependent each other. Furthermore, the teacher needs to be more closed to the learners so he can motivate themintrinsically. (3) The teacher realizes that he must teach, educate, and motivate the students. It is line with the concept of 2013 curriculum, i.e. the shift of teacher-centeredness to students-centeredness. The main teacher’s responsibility is in supporting students become actively involved in teaching learning process. Thus, in developing students’ autonomous learning, the teacher cannot only function as the source of knowledge for his students anymore.]]>
<![CDATA[Sosialisasi Pemilahan Sampah Organik dan Anorganik pada Rumah Tangga Kelurahan Cacaban Magelang Tengah ]]>
<![CDATA[Dian Muhammad Rifai]]>;
<![CDATA[Musta’an Musta’an]]>;
<![CDATA[Ahwan Ahwan]]>;
<![CDATA[Anik Suwarni]]>;
<![CDATA[Sukma Shinta Yuniati]]>
<![CDATA[ Jurnal Peduli Masyarakat Vol 4 No 1 (2022): Jurnal Peduli Masyarakat: Maret 2022 ]]>
Publisher : <![CDATA[Global Health Science Group ]]>
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DOI: 10.37287/jpm.v4i1.996
<![CDATA[Kelurahan Cacaban adalah mitra dalamProgram Kemitraan Masyarakat (PKM) yang merupakan salah satu RT yang terdapat di Kelurahan Cacaban di Kota Magelang, dimana lingkungan disekitar RT 03 RW 09 merupakan lingkungan perkampungan padat huni ditengah Kota Magelang. Kendala dalam pengabdian ini masih kurang kesadaran warga tentang potensi sampah organik dan anorganik serta pengetahuan warga dalam pemilahaan sampah organik dan anorganik di lingkungan setempat. Tujuan dari pengabdian ini untuk meningkatkan pengetahuan dan kesadaran warga RT 03 RW 09 Kelurahan Cacaban, sehingga dapat memilah dan mengelola sampah organik daan anorganik. Pemateri menggunakan metode presentasi dalam memberikan informasi tentang konsep pemilahan sampah organik dan anorganik secara interaktif kepada warga RT 03 RW 09. Materi yang dipresentasikan merupakan tentang perbedaan sampah organik dan anorganik serta bagaimana cara memanfaatkan sampah tersebut berdasrkan jenis sampah dan hasil pengelolaan sampah organik. Hasil kegiatan berupa pemaparan materi tentang sampah organik dan anorganik, serta pelatihan pemilahan sampah organik dan anorganik. Berdasarkan kegiatan yang sudah dilakukan para warga mampu untuk memilah sampah sesuai dengan jenisnya apabila seluruh kendala dapat diatasi.]]>
<![CDATA[MASTERING BY USING PICTURE AT CULINARY PROGRAM OF STP SAHID SURAKARTA ]]>
<![CDATA[Dian Muhammad Rifai]]>;
<![CDATA[Sukma Shinta Yunianti]]>
<![CDATA[ JURNAL ILMIAH EDUNOMIKA Vol 6, No 1 (2022): EDUNOMIKA : Vol. 06, No. 01, 2022 ]]>
Publisher : <![CDATA[ITB AAS INDONESIA Surakarta ]]>
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DOI: 10.29040/jie.v6i1.3788
<![CDATA[This research has aim to tell the reader about describing the way of using pictures in the teaching of English language in Culinary major of study in STP Sahid Surakarta. Based on the lesson plan, The class activities consisted of four steps. They are: First activity is called apperception; it is the step to make students like to learn the material and it is as the step to introduce the materials about culinary. Second is delivering materials by using pictures as visual media. The activity iof this step including learning four skills; listening, writing, speaking and reading. Third step is practicing the skill that has benn learned. It is used to dig the students’ progress after the activities. Fourth is the assessment; it is used to asses the understanding of the students about the material and the way of the writer in the teaching of english the students by using picture. The writer get the very significant effects after using pictures when the writer teaches. These effect are gotten by the writers are: teaching using pictures can increase the interest of the students about english language, teaching using picture can make the students pay attention to the material more than before, teaching using picture can help students to memorize the english vocabulary, Teaching using of pictures can create a happy situation for the students in teaching and learning activity. The last, The pictures can enrich the technique of English teaching in Culinary Study program at STP Sahid of Surakarta.]]>
<![CDATA[PELATIHAN LITERACYCLOUD.ORG SEBAGAI UPAYA PENINGKATAN LITERASI DIGITAL PARA GURU SD DALAM PEMBELAJARAN DARING DI MASA PANDEMI COVID-19 ]]>
<![CDATA[Arum Nisma Wulanjani]]>;
<![CDATA[Gilang Fadhilia Arvianti]]>;
<![CDATA[Sukma Shinta Yunianti]]>
<![CDATA[ Kumawula: Jurnal Pengabdian Kepada Masyarakat Vol 5, No 3 (2022): Kumawula: Jurnal Pengabdian Kepada Masyarakat ]]>
Publisher : <![CDATA[Universitas Padjadjaran ]]>
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DOI: 10.24198/kumawula.v5i3.37444
<![CDATA[Keterampilan literasi digital di era pembelajaran abad 21 memegang peranan penting sebagai salah satu indikator penentu keberhasilan terutama dalam pembelajaran daring. Kemampuan literasi digital seorang guru merupakan salah satu kunci dalam pelaksanaan pembelajaran daring. Untuk mendukung kemampuan literasi digital perlu melibatkan peran aktif dari berbagai pihak secara bersama-sama khususnya di lingkungan sekolah. Kegiatan Pengabdian kepada Masyarakat ini bertujuan untuk membekali guru-guru SDN Kedungsari 1 dan 5 di Magelang Selatan agar para guru memiliki keterampilan literasi digital, terutama dalam memanfaatkan media ajar berbasis digital literacycloud.org untuk mengakses berbagi media pembelajaran digital serta pemanfaatan sumber informasi secara efektif, tepat, dan terpercaya. Dalam kegiatan pengabdian ini menggunakan tiga metode pendekatan yaitu wawancara, workshop dan praktik terbimbing, dan evaluasi. Sebanyak 25 guru SD dari kedua sekolah mitra berpartisipasi dalam kegiatan pengabdian ini. Pelatihan ini mendapat respon yang sangat positif dari para guru. Hasil dari pelatihan ini dapat mereka manfaatkan sebagai bahan dan media ajar pembelajaran daring di kelas mereka masing-masing. Pelatihan ini memiliki implikasi positif untuk mendukung peningkatan kemampuan literasi digital guru SD yang sangat diperlukan untuk mendukung pembelajaran daring di era pandemic COVID 19 ini.]]>
<![CDATA[Investigating the dimensions of students’ interaction in listening online learning environment amidst Covid-19 pandemic ]]>
<![CDATA[Arum Nisma Wulanjani]]>;
<![CDATA[Candradewi Wahyu Anggraeni]]>;
<![CDATA[Sukma Shinta Yunianti]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 12, No 2 (2022): Vol. 12, No. 2, September 2022 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v12i2.51083
<![CDATA[The existence of the COVID-19 pandemic forces the Indonesian government to carry on online learning at all education levels, to keep the teaching and learning going on. For students, this ongoing online learning has brought about various impacts on their online learning success. One important factor determining online learning success is students’ interaction. Thus, paying more attention to whether an online learning environment has promoted the students’ interaction is crucial to creating successful online learning. This study aimed to investigate the dimensions of students’ interaction in the online listening learning environment. Moreover, this study also tried to explore how students perceived the interaction in the online listening learning environment. There were 78 students majoring in English Education as participants in this study. A convergent mixed-method was applied in this study, in which the results of the quantitative and qualitative data analysis were brought together. A modified questionnaire of OLLES (Online Learning Environment Survey) and a close-ended interview were carried out to gather the data. The results showed that the dimensions of interaction in the online listening learning environment had a statistically significant high rating. The interaction between the lecturer and the students placed the highest among all of the dimensions. Overall, all the dimensions of interaction in online listening learning were highly perceived by the students. The implications suggested that providing well-designed authentic materials, collaborative activities, and asynchronous models were needed to support the students’ online learning performance.]]>
<![CDATA[Literacy Cloud: Integrasi Teknologi dalam Proses Pembelajaran Bahasa Bagi Digital Natives ]]>
<![CDATA[Rolisda Yosintha]]>;
<![CDATA[Sukma Shinta Yunianti]]>;
<![CDATA[Taufik Arochman]]>
<![CDATA[ ABDIPRAJA (Jurnal Pengabdian kepada Masyarakat) Vol 4, No 1 (2023): Maret ]]>
Publisher : <![CDATA[Universitas Tidar ]]>
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DOI: 10.31002/abdipraja.v4i1.7369
<![CDATA[Tingginya tingkat intensitas penggunaan media digital di Indonesia masih belum dibarengi dengan pertumbuhan tingkat literasi digital masyarakatnya. Kondisi lingkungan yang mendorong masyarakat untuk semakin akrab dengan pengoperasian gawai, menuntut berbagai pihak untuk dapat menyesuaikan diri dan sekaligus mengambil langkah-langkah preventif demi mengantisipasi dampak negatif dari media digital. Salah satu upaya yang dapat dilakukan untuk mengharmonisasikan penggunaan media digital dan peningkatan literasi digital masyarakat adalah melalui proses pendidikan, khususnya pada level dasar. Siswa sekolah dasar yang merupakan digital natives harus diberi pendampingan khusus dalam hal pemanfaatan media digital sebagai sumber belajar. Guru sebagai fasilitator juga harus mampu memilah sumber belajar digital yang sesuai bagi peserta didiknya. Literacy Cloud sebagai salah satu sumber bacaan digital diharapkan mampu menjadi alternatif penyedia bahan ajar digital yang berkualitas dan menarik bagi siswa. Dengan mengintegrasikan bahan ajar digital yang tersedia di Literacy Cloud ke dalam proses pembelajaran, para guru akan mampu menciptakan suatu proses pembelajaran yang sesuai dengan karakteristik para digital natives sekaligus menumbuhkan minat baca siswa. Dengan demikian, diharapkan pada akhirnya tingkat literasi digital masyarakat Indonesia dapat meningkat.]]>
<![CDATA[The Effect of ELITA on English Writing Learning for College Students ]]>
<![CDATA[Taufik Arochman]]>;
<![CDATA[Susanti Malasari]]>;
<![CDATA[Sukma Shinta Yunianti]]>
<![CDATA[ VELES Voices of English Language Education Society Vol 7 No 1 (2023): VELES VOICES OF ENGLISH LANGUAGE EDUCATION SOCIETY ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/veles.v7i1.7524
<![CDATA[The development of computers and information technology today has influenced each individual's work patterns and activities in education, especially in the teaching-learning process. This study aimed to find out the effectiveness of an intervention using ELITA to enhance the academic writing of college students. ELITA is a learning management system that Universitas Tidar uses. It tries to reveal whether there is any effect on the writing ability of the students taught using ELITA media. This study was quantitative research. The sample of this research was 32 students in the English study program at Universitas Tidar. Between the study's beginning and end, they were given two months of treatment. It can be seen in the result of the paired sample t-test that the t-observed (6.038) was higher than the t-table (1.697). The t-test showed that the p-value (Sig.) was 0.000, the significance level was 5%, and the degree of freedom was 31. Therefore, the results showed that there was a significant effect on the writing ability of the students taught using ELITA. The use of ELITA media can be alternative media to support the student's practice writings.]]>
<![CDATA[Sosialisasi Pemilahan Sampah Organik dan Anorganik pada Rumah Tangga Kelurahan Cacaban Magelang Tengah ]]>
<![CDATA[Dian Muhammad Rifai]]>;
<![CDATA[Musta’an Musta’an]]>;
<![CDATA[Ahwan Ahwan]]>;
<![CDATA[Anik Suwarni]]>;
<![CDATA[Sukma Shinta Yuniati]]>
<![CDATA[ Jurnal Peduli Masyarakat Vol 4 No 1 (2022): Jurnal Peduli Masyarakat: Maret 2022 ]]>
Publisher : <![CDATA[Global Health Science Group ]]>
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DOI: 10.37287/jpm.v4i1.996
<![CDATA[Kelurahan Cacaban adalah mitra dalamProgram Kemitraan Masyarakat (PKM) yang merupakan salah satu RT yang terdapat di Kelurahan Cacaban di Kota Magelang, dimana lingkungan disekitar RT 03 RW 09 merupakan lingkungan perkampungan padat huni ditengah Kota Magelang. Kendala dalam pengabdian ini masih kurang kesadaran warga tentang potensi sampah organik dan anorganik serta pengetahuan warga dalam pemilahaan sampah organik dan anorganik di lingkungan setempat. Tujuan dari pengabdian ini untuk meningkatkan pengetahuan dan kesadaran warga RT 03 RW 09 Kelurahan Cacaban, sehingga dapat memilah dan mengelola sampah organik daan anorganik. Pemateri menggunakan metode presentasi dalam memberikan informasi tentang konsep pemilahan sampah organik dan anorganik secara interaktif kepada warga RT 03 RW 09. Materi yang dipresentasikan merupakan tentang perbedaan sampah organik dan anorganik serta bagaimana cara memanfaatkan sampah tersebut berdasrkan jenis sampah dan hasil pengelolaan sampah organik. Hasil kegiatan berupa pemaparan materi tentang sampah organik dan anorganik, serta pelatihan pemilahan sampah organik dan anorganik. Berdasarkan kegiatan yang sudah dilakukan para warga mampu untuk memilah sampah sesuai dengan jenisnya apabila seluruh kendala dapat diatasi.]]>
<![CDATA[SEMIOTICS STUDY OF SURAKARTA CITY GOVERNMENT TOURISM PROMOTION POSTERS AND ITS RELEVANCE AS ENGLISH MATERIAL FOR ENGLISH STUDENTS ]]>
<![CDATA[Dian Muhammad Rifai]]>;
<![CDATA[Sukma Shinta Yunianti]]>
<![CDATA[ International Journal of Seocology Volume 04, Issue 03 : May - August 2023 ]]>
Publisher : <![CDATA[Nur Science Institute ]]>
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DOI: 10.29040/seocology.v4i3.96
<![CDATA[This study aims to analyze the description of semiotic studies from the level of signifiers and signifieds to denotative and connotative meanings originating from the tourism promotion media of the Surakarta city government. Documentation, observation, and field notes were used to collect data. The semiotic analysis method is used to analyze the research data. In conducting a semiotic analysis, the researcher used the basic theory of Roland Barthes, namely the meaning of signifiers, signifieds, denotations, and connotations on tourism promotion posters for the Surakarta City Government. By using Barthes' semiological theory of tourism promotion media in Surakarta, the results of the study show that there is a relationship between the signifier and the signified in a sign so that it clearly explains a denotative level. In addition, there is also interaction between signs in the form of denotative levels and connotative meanings so that people become interested in visiting. The results of the research obtained that every signs in the poster has their own meaning based on Rolands Barthes’theory and the form signs and their meaning can be used as the English language learning material about semantics and pragmatics in University level]]>
