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All Journal Celt: A Journal of Culture, English Language Teaching & Literature ETERNAL: English Teaching Journal Edusia: Jurnal Ilmiah Pendidikan Asia JURNAL HANDAYANI PGSD FIP UNIMED Jurnal Penelitian Pendidikan Indonesia Indonesian Journal of Education and Learning Jurnal Pendidikan dan Sastra Inggris
Listyaning Sumardiyani
Faculty Of Language And Arts Education, Universitas PGRI Semarang,
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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PACA (Predicting And Confirming Activity) Reading Strategies to Promote Students’ Teaching Strategy in TEFL 1 Class Ririn Ambarini; Listyaning Sumardiyani; Subur Laksmono Wardoyo
Celt: A Journal of Culture, English Language Teaching & Literature Vol 18, No 1: July 2018, Nationally Accredited
Publisher : Soegijapranata Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (498.726 KB) | DOI: 10.24167/celt.v18i1.893

Abstract

This research is based on the study which is attempted to examine the use of PACA reading strategies to promote students’ teaching strategies in TEFL 1 class. The objectives of this study are (1) To find out the students’ teaching strategies in TEFL I class before using PACA reading strategies, (2) To find out the significant difference between the students who use PACA reading strategies and those who do not use PACA reading strategies in their capability of teaching strategies in TEFL I class. The population of this study is the fifth semester students of English Department in PGRI University of Semarang. There are six classes of TEFL I class  in English Department and two classes are taken as the sample of the study. The classes are 5G and 5H. They are divided into the experimental class (5G) and the control group (5H). The result of the study shows that the students in the experimental class which were taught by using the technique of PACA Reading strategies to promote their teaching strategies had better achievement than the students in the control group which were taught without using the technique of PACA reading strategies. The average score of the pre-test of the experimental class was 76.72 and the control class was 72.85. The average score of the experimental class was 81.98 and the control class was 72.85. The pre-test and the post-test score then were calculated to get the t-test to know whether there was significant difference between the experimental class and the control class. The t-test was 0.47 and the t-table was 0.213. Then the t-test and t-table were compared. The data shows that the t-test was higher than the t-table. It means that there was significant difference between the experimental class and the control class.
SCRUTINIZING ENGLISH DISCOURSE MARKERS IN EFL STUDENTS’ WRITING PRODUCTION Listyaning Sumardiyani; Dias Andris Susanto
ETERNAL (English Teaching Journal) Vol 11, No 2 (2020): August
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v11i2.7563

Abstract

Fraser (1988; 1996; 1999) which are classified EDMs functions as ‘contrastive, ‘elaborative, and ‘inferential. This study designated the use of English discourse markers by University EFL students in writing production. To answer the research question on how do they disclose EDMs in producing writing, the writers employed a qualitative research approach. The object was the documentation of students’ writing result mediated on the writing class. The participants were 38 students of semester III in the academic year 2018/2019. The findings are the contrastive markers are; but 63/instead of 2/whereas 2/however 16/although 2/in the other hand /side 6. The elaborative markers are; and 597/also 105/or 69/for example 27/besides 7/moreover 3/in addition, 24/then 6/likewise 1. The inferential markers are; because 97/so 51/as a result 9/therefore 11/in conclusion 3/then 1. The most functions of discourse markers use by students are; the marker ‘but’ has a meaning ‘on the contrary. The marker ‘and’ has a meaning as ‘in addition’. Students used the marker ‘because’ to indicate ‘for the reason’. The implication of this study is that students need to understand in employing properly English discourse markers to make their writing being cohesive and coherent in texts.
The Use of the Show and Tell Method to Improve Vocabulary Mastery in The First Grade Students Of Junior High School Enia Yasmiatun; Listyaning Sumardiyani; Maria Yosephin Widarti Lestari
Edusia: Jurnal Ilmiah Pendidikan Asia Vol. 2 No. 1 (2022)
Publisher : Perkumpulan Alumni dan Santri Mahyajatul Qurro’

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53754/edusia.v2i1.374

Abstract

To be effective in teaching vocabulary, teachers must identify, use, and be creative in their methods. The English teacher should employ the proper teaching technique to tackle the problem of mastering vocabulary using the Show and the Tell method. This study was purposefully intended to look into the following topics: 1) the students’ vocabulary mastery before they were taught by using Show and Tell Method 2) the students’ vocabulary mastery after they were taughtwhatwiut using Show and Tell Method 3) the significant improvement of the students’ vocabulary mastery after using Show and Tell Method. It was a quasi-experimental study that used a pretest-posttest control group research design. The sample of the research is two claClassessess research, the researchers choose tclassesass consists list VII A 27 st,udstudentsnd VII B 26 students. The test was employed as a datgatheringng instrument, and it was in the form of a test that included a pre-test and a post-test. Both the experimental and control groups were given the test. Based on the findings of data analysis using the normality, homogeneity tests, anthatteststst. It can be concluded the alternative hypothesis was accepted while the null hypothesis was rejected. It means there were significant differences in vocabulary before and afteusinged the show and tells method for the first grade Junior High School (SMP) Negeri 4 Juwana. Furthermore, tusesed of the Show and Tell Method was important teaching vocabulary mastery because could help motivate vocabularies show and tell method; vocabulary mastery; in students of junior high school.
IMPLEMENTASI GOOGLE FORM SEBAGAI MEDIA EVALUASI PEMBELAJARAN BAHASA INGGRIS DI SMP NEGERI 21 SEMARANG Tri Andika; Listyaning Sumardiyani; Sukma Nur Ardini; Lilis Endah Lupiani
JURNAL HANDAYANI PGSD FIP UNIMED Vol 14, No 1: June 2023
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jh.v14i1.44994

Abstract

This research is based on the potential that can be utilized from smartphone devices that can be developed to facilitate a teacher in terms of learning evaluation. This study aims to describe the implementation and response of practicing teachers to the use of Google Forms as an evaluation medium for learning English at SMPN 21 Semarang. The approach used is qualitative by using a qualitative descriptive method. The implementation of Google Form as an evaluation medium for learning English at SMPN 21 Semarang became the object of research, and practicing teachers of English subjects became the research subjects. The results of this study indicate that: (1) The implementation of the Google Form as an evaluation medium for learning English at SMPN 21 Semarang in general has been put to good use, since the preparation of the evaluation plan for learning outcomes, collecting data, conducting data verification, processing and analyzing data, providing interpretation and draw conclusions and follow-up from the teacher. (2) The teacher gave a good response based on aspects of effectiveness, time, cost, use, attractiveness, and benefits.Keyword: E-learning, Evaluation, Google Form Penelitian ini berdasarkan pada potensi yang dapat dimanfaatkan dari perangkat smartphone yang bisa dikembangkan untuk mempermudah seorang guru dalam hal evaluasi pembelajaran. Penelitian ini bertujuan untuk mendeskripsikan mengenai bagaimana pengimplementasian dan respon guru praktikan terhadap pemanfaatan Google Form sebagai media evaluasi pembelajaran Bahasa Inggris di SMPN 21 Semarang. Pendekatan yang digunakan adalah kualitatif dengan menggunakan metode deskriptif kualitatif. Implementasi Google Form sebagai media evaluasi pembelajaran Bahasa Inggris di SMPN 21 Semarang menjadi obyek penelitian, dan guru praktikan mata Bahasa Inggris menjadi subyek penelitian. Hasil penelitian ini menunjukkan bahwa: (1) Pengimplementasian Google Form sebagai media evaluasi pembelajaran Bahasa Inggris di SMPN 21 Semarang secara umum telah dimanfaatkan secara baik, sejak penyusunan rencana evaluasi hasil belajar, menghimpun data, melakukan verifikasi data, mengolah dan menganalisis data, memberikan interpretasi dan menarik kesimpulan serta adanya tindak lanjut dari guru. (2) Guru memberikan respon baik berdasarkan aspek - aspek efektivitas tenaga, waktu, biaya, penggunaan, kemenarikan, dan manfaat.Kata Kunci: E-learning, Evaluasi, Google Form
EFEKTIVITAS TEHNIK ROUND ROBIN UNTUK MENINGKATKAN KECAKAPAN BERPIKIR KRITIS DALAM MENULIS PREFERENCE Esti Nurul; Listyaning Sumardiyani; Sukma Nur Ardini; Sari Wulandari
Indonesian Journal of Education and Learning Vol. 7 No. 1 (2023): Oktober
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/ijel.v7i1.890

Abstract

Critical thinking skills are part of the 21st century skills that must be mastered by students. Whether writing skill is the main competency that should be mastered in learning English. One of the reasons for the lack of development of students' critical thinking skills in writing preference sentences is that their low enthusiasm for learning is caused by learning activities that are not give any other variation. This study aims to obtain findings related to the application of learning activities with the round robin technique, such as the increase in students' critical thinking skills in their writing preferences, by applying and observing how much effectiveness this type of learning has. This research is classified as quantitative research with the type of quasi-experimental research that conducts experiments through a pretest and posttest control group design with samples used by students of classes VII G and VII I at SMPN 21 Semarang. The research subjects were obtained using a random sampling technique, which was determined based on random choices. Essay tests are used as a tool to test critical thinking skills with preferred research material. The research results obtained based on the results of the significance test obtained an N-Gain percentage of 57.35%. This result is include to the quite effective category. In accordance with this results, it can be concluded that the use of round-robin type can improve critical thinking skills in writing preferences by class VII students of SMPN 21 Semarang effectively.
The Implementation of Cornell Note-Taking to Improving Students' Reading Comprehension Siti Tri Ulfani; Listyaning Sumardiyani; Laily Nur Affini
Jurnal Pendidikan dan Sastra Inggris Vol. 3 No. 3 (2023): Desember : Jurnal Pendidikan dan Sastra Inggris
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jupensi.v3i3.2858

Abstract

The main objective of this study was to determine the significant difference in improving students' reading comprehension before and after being taught using the Cornell Note-Taking method. This type of research is quantitative research using a quasi-experimental research design. This study sampled 62 of 287 students. Researchers collected data with pre-and post-tests. The test is multiple-choice with recount text material. The analysis revealed a significant difference between the experimental and control classes. After using Cornell Note-Taking, the experimental class scored 61.03 on the pre-test and 76.52 on the post-test, a 15.49 increase. Without treatment, the control class scored 54.32 pre-test and 67.87 post-test, a 13.55 increase. Experimental class scores were higher. Meanwhile, through the Independent Samples T-test, the T-test sig. (2-tailed) shows 0.000 < 0.050, which means Ha is accepted and Ho is rejected. On the other hand, the result of the t-table test using a significance level of 5%, the resulting t-test value is greater than the t-table (5.410 > 1.670). The resulting p-value of 0.000 is smaller than the significance level of 0.050, so the results of applying the Cornell Note-Taking method are proven effective and can improve students' reading comprehension skills.
Penerapan kurikulum pendidikan berasrama untuk meningkatkan karakter mahasiswa pendidikan profesi guru Siti Fitriana; Listyaning Sumardiyani; Aryo Andri Nugroho; Dini Rakhmawati; Fine Reffiane
JPPI (Jurnal Penelitian Pendidikan Indonesia) Vol. 10 No. 4 (2024): JPPI (Jurnal Penelitian Pendidikan Indonesia)
Publisher : Indonesian Institute for Counseling, Education and Theraphy (IICET)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29210/020244863

Abstract

Pendidikan berasrama merupakan sistem pendidikan yang didasarkan atas pertimbangan untuk mencapai tujuan pendidikan yang lebih utuh, yang mencakup cipta, rasa, karsa, dan karya sehingga menghasilkan lulusan yang tidak hanya unggul dalam berpikir tetapi juga berkepribadian mulia. Pendidikan berasrama dapat menerapkan program pendidikan yang komprehensif-holistik mencakup keagamaan, pengembangan akademik, life skills (soft skills dan hard skills), wawasan kebangsaan dan membangun wawasan global. Tujuan dari penelitian ini ada untuk mengetahui Penerapan Kurikulum Pendidikan Berasrama untuk meningkatkan Karakter Mahasiswa PPG khususnya kedisiplinan, tanggung jawab, dan kemandirian. Metode penelitian yang digunakan dalam penelitian ini adalah Penelitian Tindakan Kelas (PTK) dengan tujuan untuk memperbaiki praktik pendidikan melalui siklus tindakan yang berulang melalui tahapan perencanaan, pelaksanaan, pengamatan, dan refleksi. Hasil penelitian menunjukkan bahwa intervensi yang dilakukan dalam program kehidupan berasrama bagi mahasiswa PPG efektif dalam meningkatkan karakter mahasiswa mulai dari kedisiplinan, keterampilan sosial, hingga keseimbangan hidup. Hal ini diperkuat dengan data siklus II diperoleh hasil peningkatan karakter mahasiswa pada aspek: kedisipinan 85%, tanggung jawab 87%, dan kemandirian 90%. Pentingnya dukungan berkelanjutan melalui bimbingan, konseling, serta manajemen waktu dan kegiatan asrama sangat berpengaruh terhadap perkembangan personal dan profesional mahasiswa. Keterbatasa dalam penelitian ini adalah adanya resistensi awal mahasiswa terhadap program Pendidikan berasrama dan kesulitan manajemen waktu dalam kegiatan sehari-hari.
Co-Authors Ambarini, Ririn Aryo Andri Nugroho Dias Andris Susanto Dini Rakhmawati Enia Yasmiatun Esti Nurul Fine Reffiane Laily Nur Affini Lilis Endah Lupiani Maria Regina Dyah Pramesti Maria Yosephin Widarti Lestari Nafi'un Ulfah Sari Wulandari Siti Fitriana Siti Tri Ulfani Subur Laksmono Wardoyo Sukma Nur Ardini Tri Andika