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All Journal Jurnal Ilmiah WUNY Linguistica Journal of English and Education DIDAKTIKA TAUHIDI: JURNAL PENDIDIKAN GURU SEKOLAH DASAR Jurnal Kiprah QARDHUL HASAN: MEDIA PENGABDIAN KEPADA MASYARAKAT Jurnal Sosial Humaniora Jurnal Fundadikdas (Fundamental Pendidikan Dasar) SALEE: Study of Applied Linguistics and English Education Mahakarya: Students' Journal of Cultural Sciences Journal of Nusantara Education Widyaparwa El-Mujtama: Jurnal Pengabdian Masyarakat
Atin Kurniawati
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Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Neuroscience Public Health Social Sciences Other

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English Education Students' Attitude toward Autonomous Learning Amidst the Abundant Online Learning Sources Kurniawati, Atin
Jurnal Kiprah Vol. 10 No. 1 (2022): Jurnal Kiprah
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

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Abstract

The development of information and communication technology has provided various learning resources that can be accessed by students anytime and anywhere, including for learning languages. This should provide benefits for improving students’ language skills. This article explored several things related to the use of online learning resources by students majoring in English Education, including three problem statements, namely: (1) what kind of online learning activities did the students do for autonomous learning purposes? ; (2) what kind of improvement did they obtain from autonomous online learning activities? ; (3) what were the challenges they found in using online learning sources for autonomous learning activities? This study utilized quantitative and qualitative data to provide detailed description. Furthermore, the data was analyzed thematically. This study revealed that students tended to use social media, Youtube, and university LMS for their autonomous learning. Their reported that their autonomous learning improved their English skills, especially in listening, speaking and vocabulary mastery. It was influenced by their interest in certain skills and the learning resources they accessed. The challenges associated with online autonomous learning were unstable connections, lack of clear learning goals, and low student motivation. Several implications and recommendations are also discussed in this study.
Google Docs to Manage an EFL Writing Class: How It Helps and What to Prepare Kurniawati, Atin
Journal of English and Education (JEE) Vol. 8 No. 2 (2022): VOLUME 8 NO 2 NOVEMBER 2022
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v8i2.25740

Abstract

Google Docs has been reported by many researchers as a tool that facilitates EFL students’ performance enhancement in writing class, but the facts in using this tool from teachers’ point of view in managing a writing class still lack attention. This article aims to describe how Google Docs can assist EFL teachers in managing writing classes as well as the strategies that can be carried out to optimize the use of this tool. Using narrative inquiry, this study employed a teacher’s narratives and documentation of activities on Google Docs. Thematic coding was done to highlight meaningful experiences. It revealed that Google Docs assisted both students and teachers in terms of proofreading, giving feedback, and recording students’ activities. However, during the use of this tool, sort of challenges might hinder students’ progress, such as students’ ignorance of the helpful features and failure in complying with the instructions. Therefore, English teachers can prepare some strategies i.e. giving clear rules and instructions, having conferences and synchronous interaction more often on Google Docs, and building up students’ responsibility for the learning progress. It implies that technology itself doesn’t guarantee students’ improvement in writing, but teachers’ and students’ ability and responsibility in using the technology contribute more to the progress.
Reducing Students’ Anxiety in Speaking English: Teacher’s Strategies Kurniawati, Atin; Lintangsari, Adiningsih
Journal of Nusantara Education Vol. 4 No. 1 (2024): October 2024
Publisher : Faculty of Education Universitas Nahdlatul Ulama Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57176/jn.v4i1.128

Abstract

Kecemasan dalam berbicara bahasa Inggris dapat menghambat siswa dalam mempelajari bahasa tersebut. Menyadari masalah ini, guru bahasa Inggris harus memiliki strategi untuk membantu siswa mengatasi kecemasan berbicara. Penelitian ini bertujuan untuk mengetahui strategi guru dalam mengurangi kecemasan siswa dalam berbicara bahasa Inggris serta kelebihan dan kekurangan strategi yang diterapkan. Informan penelitian ini adalah seorang guru bahasa Inggris di sebuah SMP Islam di Surakarta, Jawa Tengah yang mengajar di kelas VIII. Desain penelitian ini adalah studi kasus. Teknik pengumpulan data meliputi observasi dan wawancara. Temuan penelitian menunjukkan bahwa strategi guru untuk mengurangi kecemasan siswa dalam berbicara bahasa Inggris adalah relaksasi, persiapan, berpikir positif, mencari teman sebaya, dan kelompok sebaya. Penerapan strategi tersebut memiliki dampak, baik kelebihan maupun kekurangan. Kelebihan dari strategi tersebut adalah: (1) menciptakan lingkungan belajar yang santai dan positif, (2) mengembangkan keterampilan komunikasi dan pembelajaran kolaboratif. Sementara itu, kelemahan dari strategi yang digunakan oleh guru adalah siswa sering menghabiskan waktu untuk membuat kelompok dan berisik. Temuan ini menyiratkan bahwa memilih strategi yang tepat untuk membantu siswa mengatasi kecemasan mereka dalam berbicara bahasa Inggris memerlukan beberapa pertimbangan, seperti kemampuan siswa, kebutuhan, serta keadaan kelas. ___________________________________________________________________________________ Anxiety in speaking English can hinder students’ performance in learning the language. Recognizing this problem, English teachers should have strategies to help students cope with speaking anxiety. This current study focused on investigating teacher’s strategies to reduce students’ anxiety in speaking English as well as the advantages and disadvantages of the strategies applied by the English teacher of an Islamic junior high school in Surakarta, Central Java. Case study design was implemented in this research. The subject of this research is an English teacher who taught at the eight grades. The techniques in collecting the data included observation and interview. The research findings show that the teacher’s strategies to reduce students’ anxiety in speaking English are relaxation, preparation, positive thinking, peer seeking, and peer group. Implementing those strategies has impacts, either advantages or disadvantages. The advantages of those strategies are: (1) creating a relaxed and positive learning environment, (2) developing communication skill and collaborative learning. Meanwhile, the disadvantage of the strategies used by the teacher is students often take time in making groups and noisy. These findings imply that choosing the suitable strategies to help students cope with their anxiety in speaking English need some considerations, such as students’ abilities, needs, as well as classroom circumstances.
Pengembangan Lembar Kerja Siswa Tematik Tema Indahnya Persahabatan Berbasis Inkuiri Terbimbing di Kelas III SDN Polisi 4 Candraini, Hesti; Hayu, Wiworo Retnadi Rias; Kurniawati, Atin
El-Mujtama: Jurnal Pengabdian Masyarakat  Vol. 4 No. 3 (2024): El-Mujtama: Jurnal Pengabdian Masyarakat
Publisher : Intitut Agama Islam Nasional Laa Roiba Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47467/elmujtama.v4i3.2046

Abstract

This study aims to develop and test the feasibility of Thematic Student Worksheets (LKS) based on Guided Inquiry as a handbook or self-learning material for third-grade students on the theme of Beautiful Friendship, with the sub-theme of Plant Friends in the 2013 Curriculum. The main material of the LKS includes friendship towards all living beings. This research is a type of R&D research adopting the 4D model development steps, but in this study, only 3D was used, namely: Define, Design, and Develop. The research instrument used is a product validation questionnaire conducted by one expert, one material expert, and three elementary school teachers. Product trials were conducted on third-grade students at SDN Polisi 4 Bogor, with 6 students as individual trial subjects and 28 students as limited trial subjects. Data analysis used quantitative and qualitative methods using a Likert scale. The result of this research is the "Plant Friends" LKS based on Guided Inquiry in third grade at SDN Polisi 4 Bogor, which is of very good quality based on assessments from material experts, media experts, teacher assessments, individual assessments, and limited trial assessments. Based on this data analysis, the Thematic LKS "Plant Friends" based on Guided Inquiry developed falls into the category of very good, making it suitable for use as self-learning material for third-grade students in elementary school.
Co-Authors Amril, La Ode Arief Eko Priyo Atmojo Candraini, Hesti Hartono, Rudi Lintangsari, Adiningsih Muchtar Hanafi Prasetyo, Dika Dwi Prasetyo, Dika Dwi Puteri, Finka Andriani Rudi Hartono Rusi Rusmiati Aliyyah Sri Susanti Wiworo Retnadi Rias Hayu, Wiworo Retnadi Rias