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All Journal Journal of Humanities and Social Studies Pedagonal : Jurnal Ilmiah Pendidikan Pedagogia: Jurnal Ilmiah Pendidikan Jurnal Pendidikan Progresif

Asih Wahyuni

Pakuan University

Author-ID : 2730896

Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences

Published : 5 Documents Claim Missing Document

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Articles

STUDENTS’ PERCEPTION TOWARDS THE USE OF MULTIMEDIA BASED TEACHING MATERIAL Leora Grahadila Andovita; Asih Wahyuni
JHSS (JOURNAL OF HUMANITIES AND SOCIAL STUDIES) Vol 4, No 1 (2020): Journal of Humanities and Social Studies
Publisher : UNIVERSITAS PAKUAN

The development of media in a conception of learning technology must have the following characteristics: (a) target oriented; (b) applying the concept of a systems approach; and (c) make use of varied learning resources. Thus the application of media and educational technology, can realize a concept of "teaching less learning more". As technology-based media variations develop, teaching materials become more interesting. Not only text and images, but there is audio, video and animation that make a concept easier to understand. Presentation of information in several ways and forms is often called multimedia. This research method is a survey research that aims to obtain information on students' perceptions of the use of PowToon multimedia-based teaching materials. The questionnaire was used as an instrument to obtain this information. The results of the questionnaire were then analyzed using the Technology Acceptance Model (TAM) model approach; namely: perceived usefulness (perceived usefulness), perceived ease of use, attitude toward using technology, and behavioral intention to use

INTEGRATING THE TEACHING OF CULTURE BASED READING AND ESSAY WRITING TO BUILD STUDENTS CULTURAL AWARENESS Deddy Sofyan; Istiqlaliah Nurul Hidayati; Asih Wahyuni
Pedagonal : Jurnal Ilmiah Pendidikan Vol 1, No 1 (2017): Pedagonal : Jurnal Ilmiah Pendidikan
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan

The title of the research is integrating the teaching of culture based reading and essay writing to build students cultural awareness. Two main aims were conveyed in the research. First, it was aimed at supporting students to write an essay based on what they had read (to give them background knowledge and to build their reading habit) and the second was building students cultural awareness and helping them realize that their nation actually has fabulous local wisdoms. By realizing that the nation has deeply meaningful local wisdoms, they will love and protect the nation with their body and soul. The researchers integrated this teaching of local wisdoms by asking the students to firstly read a cultural based text and discussed what they understand about the text with their friends. The text contained a description about different cultures in several countries. The titles of the texts were for example: Maintaining Eye Contact in Some Cultures, Innocent Gestures that Mean Rude Abroad, The Ethics of Gift Giving all over the World, etc. After being read, the text was then discussed in the classroom. The students gave their opinion as well as their experience related to the topic. The last activity was writing an essay with the same topic yet the culture being discussed in the writing had to be about the students own culture. The method that was employed in the research was mixed method. The qualitative data was gained from classroom observation and the portfolio of students writings while the quantitative data was gained from questionnaires distributed to the students. The results were first the students found out how to write an essay and second, they realized that their culture has high values to be appreciated. Thus the love to the nation was well established.Key Words: Reading-Writing Integration, Cultural Awareness, Essay Writing.

Metacognitive Strategy on Students’ Literal and Inferential Comprehension in L2 Reading Ninda Oktaviana Putri; Entis Sutisna; Asih Wahyuni
Pedagogia: Jurnal Ilmiah Pendidikan Vol 13, No 2 (2021): Pedagogia: Jurnal Ilmiah Pendidikan
Publisher : FKIP UNIVERSITAS PAKUAN

Reading is one skill that should be master by the students who want to learn English. However, students often find difficulties while learning English. To solve the problem, students should mastered four language English skills, and one of them is Reading. However, based on the preliminary data taken by the Researcher, it shows that students often did not know what they read. They are not aware of their own reading process. To solve this problem, the students need to know what kind of strategy that they should use while reading. The appropriate strategy that student should use when read is the metacognitive strategy. This paper entitled Metacognitive strategy on students’ literal and inferential comprehension is conducted to know what kind of metacognitive strategy used on students’ reading comprehension, especially their literal and inferential. The aims of this study are to know what kind of metacognitive strategy used on students’ literal and inferential comprehension skills in L2 reading and how are the use of metacognitive strategy on students’ literal and inferential comprehension to their reading skill. There were 3 strategy subscales or factors; Global Reading Strategies, Problem-Solving Strategies and Support Reading Strategies. Results revealed that participants reported frequent use the third metacognitive-strategy types stated by Mokhtari. K And Reichard. The method of this research is qualitative research. It takes place at Pakuan University. The population of this study were Fifth-semester students of the English language Education study program. While the sample of this research are students from class A and Class D that consists of 37 students. The technique and instruments of collecting data for this research are questionnaires, interviews, and forum group discussions. In conclusion, the result shows that the students use metacognitive strategy in their reading process.

Mengidentifikasi dan Memecahkan Masalah Pembelajaran yang Dihadapi Oleh Mahasiswa Melalui Strategi Lesson Study Atti Herawati; Asih Wahyuni
Pedagogia: Jurnal Ilmiah Pendidikan Vol 7, No 2 (2015): Pedagogia: Jurnal Ilmiah Pendidikan
Publisher : FKIP UNIVERSITAS PAKUAN

Starting from the dissatisfaction with the outcomes of English learning in a subject matter, this study aims at investigating the main problems of students on learning in Research on ELT subject. In it, the writers find that students face difficulties in clustering their thought while learning. It can be seen from the results of evaluation given to the students. Woefully, it has not been identified yet since the lectures seem run smoothly through. Dealing with the problems identified, this study thus employs a lesson study towards sixth semester students of English Education Study Program in Bogor. The study covers four cycles in the implementation. The cycle then applies three stages; which are plan, do, and see. The data of this study are gained from the result of the individual post-test conducted after the topic was lectured. The data are also gained from the results of classroom observation, questionnaire distribution, and guided interview. First observation identifies that students are difficult to take a note from what the lecturer has explained. The students are rigid in clustering ideas from the materials driven. Some of them do a note in a limited handwriting. In the second classroom observation, lecturer chunks video learning into several segments. In doing so, it is intended to space the students for making a note easily. Having chucked the video learning throughout the activity, still, the students are unable to be forced out of shape. Limited number of students are making a note. In the third cycle, the lecturer provides a rubric for helping the students to analyse the video, still, they are unable to make an appropriate note taking. Thus, in the fourth cycle, the video is chunked into several segments. While watching the video, students are accompanied by a video observation rubric. Results based on the video observation rubric show that how students’ ability to make a note are influenced by guiding statements/questions provided on the rubric. From the results based on the four cycles of lesson study; thus, it can be concluded that students have difficulties in clustering ideas and making a note throughout the teaching and learning activity. Attempts have been made to solve the students’ problems of clustering ideas and making a note. The attempts to scaffold the students are providing a rubric and uttering guided questions while they are learning.

Teaching of Reading through PowToon: Practices and Students’ Attitude Lungguh Halira Vonti; Entis Sutisna; Asih Wahyuni
Jurnal Pendidikan Progresif Vol 10, No 3 (2020): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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Technology has been in active use for a long time particularly in higher educational institutions. Mainly, technology provides various opportunities to enhance students’ performance to language learning. This present paper discusses the implementation and integration a technologyengagement teaching strategy with the aid of PowToon by focusing on students’ vocabulary mastery and their reading comprehension. This study presents the teaching practices that occur through such an activity by applying Powtoon as a multimodal learning tool to enhance students’ vocabulary mastery and reading comprehension. In addition, in the second section of this paper, this paper presents the students’ attitude toward the teaching of reading through Powtoon. This paper concludes with comments about both the extent of Powtoon as a multimodal learning tool and about the future of teaching reading comprehension through technology in a multimodal world. Keywords: technology, language learning, PowToon. DOI: http://dx.doi.org/10.23960/jpp.v10.i3.202015

Co-Authors Atti Herawati Deddy Sofyan Entis Sutisna Entis Sutisna Istiqlaliah Nurul Hidayati Leora Grahadila Andovita Lungguh Halira Vonti Lungguh Halira Vonti Ninda Oktaviana Putri

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