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All Journal IJEE (Indonesian Journal of English Education) Dinamika Jurnal Pendidikan Dasar Jurdimas (Jurnal Pengabdian Kepada Masyarakat) Royal Voices of English Language Education Society Jurnal Ide Bahasa Jurnal Pengabdian Masyarakat Indonesia Jurnal Pengabdian Masyarakat Bestari (JPMB)
Shelia Anjarani
Universitas Muhammadiyah Purwokerto
Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Engineering Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Public Health Social Sciences

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THE IMPACT OF TEAM-BASED LEARNING IN THE TEACHING CAMPUS PROGRAM ON STUDENT SELF-EFFICACY AND TEACHER PROFESSIONALISM Tono Suwartono; Feisal Aziez; Lutfi Istikharoh; Miftahul Furqon; Shelia Anjarani; Saefurrohman Saefurrohman; Santhy Hawanti; Faisal Faisal
Dinamika Jurnal Ilmiah Pendidikan Dasar Vol 14, No 1 (2022): Dinamika Jurnal Ilmiah Pendidikan Dasar
Publisher : Universitas Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/dinamika.v14i1.12978

Abstract

This study aims to investigate the impact of team-based learning practice in the Teaching Campus program on the participating students' self-efficacy and the school mentor teachers' professionalism. A mixed methods approach was employed in this research. A total of 44 students (comprising 22 students who participated in the Teaching Campus program and 22 students who did not take the program) and seven teachers in partner schools were involved in the study. A questionnaire survey to assess students self-efficacy was administered. Interviews with teachers were also conducted to evaluate how much the program affected their professionalism during the activity. The responses obtained from questionnaires were analyzed using the inferential statistical tool of T-test, whereas the qualitative data elicited from interviews were analyzed using a thematic procedure. The ex-post facto design comparing self-efficacy of the two groups has shown that there is a significant difference, where the students who took part in the Teaching Campus program are  superior over those who did not. In addition, the teachers who co-worked with the students in their schools have stated that they benefited from the scheme. These results have strong implications for the 'Freedom to Learn - Freedom Campus' policy in current Indonesia's higher education system, more specifically the 'Teaching Campus' program, which includes team-based learning as an essential component. Betterment in its implementation is encouraged to make, according to results of this study.
UNPACKING THE TPACK FRAMEWORK IN EFL CONTEXT: A REVIEW OF EMPIRICAL STUDIES FROM 2015 TO 2019 Shelia Anjarani
IdeBahasa Vol 2 No 2 (2020): JURNAL IDEBAHASA VOL.2 NO. 2 DESEMBER 2020
Publisher : Asosiasi dosen IDEBAHASA KEPRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37296/idebahasa.v2i2.42

Abstract

Technological Pedagogical Content Knowledge (TPACK) has been implemented as a conceptual framework for the knowledge domains that teachers need to master to successfully teach using technology and it has attracted a lot of attention across the field of education. Nonetheless, the framework has been criticized for not being practically useful. TPACK studies were mostly conducted in Mathematics and Science. Meanwhile, research on integrating English as a foreign language (EFL) into TPACK has been lagging behind. To better understand the critics, an investigation of general characteristics of TPACK studies in EFL context is needed. This paper is a systematic literature review of 20 peer-reviewed journal articles concerning the use of TPACK in EFL context published from 2015 to 2019.
Pelatihan Kemampuan Berbicara Bahasa Inggris Tingkat Dasar bagi Guru dan Karyawan SMP Muhammadiyah 1 Purwokerto Miftahul Furqon; Shelia Anjarani; Bambang Suroso
Jurnal Pengabdian Masyarakat Indonesia Vol 2 No 6 (2022): JPMI - Desember 2022
Publisher : CV Infinite Corporation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52436/1.jpmi.775

Abstract

Program IbM ini bertujuan untuk meningkatkan kemampuan berbicara bahasa Inggris tingkat dasar bagi guru dan karyawan SMP Muhammadiyah 1 Purwokerto. Berdasarkan hasil observasi, kemampuan bahasa Inggris peserta tidak terlalu beragam, yaitu berada pada tingkat pra-pemula (sebelum tingkat dasar). Pelatihan ini dilaksanakan secara terstruktur dalam jangka waktu 4 bulan. Berdasarkan pelaksanaan pelatihan dan evaluasi hasil, penulis menyimpulkan sebagai berikut: (1) pemahaman tata bahasa guru dan karyawan SMP Muhammadiyah 1 Purwokerto meningkat secara cukup signifkan. Salah satu fokus materi dalam pelatihan ini adalah pembelajaran tata bahasa secara terintegrasi ke dalam kegiatan berbicara. Peserta pelatihan dapat memahami tata bahasa dengan lebih mudah dan aplikatif; dan (2) kemampuan berbicara bahasa Inggris guru dan karyawan SMP Muhammadiyah 1 Purwokerto meningkat secara cukup signifikan. Peserta lebih termotivasi untuk secara aktif dalam menggunakan ekspresi dalam bahasa Inggris di lingkungan kerjanya. Selain itu, kepercayaan diri dan akurasi pengucapan kosa kata bahasa Inggris peserta juga meningkat secara cukup signifikan. Pengabdian ini dilakukan pada konteks guru dan karyawan di sebuah sekolah yang memiliki sister school di luar negeri, sehingga kebermanfaatannya lebih signifikan untuk sekolah terkait. Di masa yang akan datang, pengabdian semacam ini dapat diperluas konteksnya untuk mendapatkan luaran yang lebih komprehensif.
Innovation And Creativity Based Training Untuk Meningkatkan Kompetensi Pedagogik Guru Dalam Pembelajaran Bahasa Inggris Santhy Hawanti; Suwartono Suwartono; Wida Purwidianti; Tri Septin Mujirahayu; Shelia Anjarani
Jurdimas (Jurnal Pengabdian Kepada Masyarakat) Royal Vol 6, No 1 (2023): Januari 2023
Publisher : STMIK Royal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33330/jurdimas.v6i1.1747

Abstract

Abstract: Improving the competence of English teachers is necessary to make English learners more qualified. Technological developments and the demands of the global era have created problems in ELT, one of which is the limited competence of teachers to conduct creative and innovative learning. Training is one solution to improve teachers’ pedagogical competence in implementing learning. Innovative and Creative-Based Training is training to develop teacher pedagogical competence in learning English through technology integration in the classroom. The training is attended by English teachers online. The training presents some materials on social media and technology for teaching English. The training participants reported that their knowledge of how to teach creatively and innovatively through integrating technology in the classroom improved after attending this training. This report is obtained from analyzing the questionnaire results after the training activities.          Keywords: pedagogic competence, innovative, creative, learningAbstrak: Peningkatan kompetensi guru Bahasa Inggris menjadi suatu kebutuhan dalam upaya menjadikan pembelajaran bahasa Inggris yang lebih berkualitas. Perkembangan teknologi dan tuntutan jaman meninggalkan beberapa masalah, salah satunya adalah keterbatasan kompetensi guru untuk melaksanakan pembelajaran yang kreatif dan inovatif. Pelatihan menjadi salah satu solusi meningkatkan kompetensi pedagogik guru dalam melaksanakan pembelajaran. Innovative and Creative Based Training merupakan pelatihan pengembangan kompetensi pedagogik guru dalam pembelajaran bahasa Inggris melalui integrasi teknologi di kelas. Pelatihan diikuti oleh guru bahasa Inggris SMP dan SMA sederajat di Kabupaten Purbalingga. Kegiatan pelatihan di-lakukan secara daring atau online. Pelatihan menyajikan materi tentang penggunaan media   sosial dan teknologi untuk pengajaran Bahasa Inggris. Peserta pelatihan menyampaikan bahwa setelah mengikuti pelatiahn ini pengetahuan mereka terkait bagaimana mengajar yang kreatif dan inovatif melalui integrasi teknologi di kelas. Hal ini diperoleh dari analisis hasil angket yang diberikan setelah kegiatan pelatihan.Kata kunci: kompetensi; kreatif; inovatif; pedagogik; pembelajaran
Oral Peer Feedback in Online Speaking Class: Implementation, Students’ Attitudes, Preferences, and Usefulness Shelia Anjarani; Yupitasari Alvianingrum
IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 11 | NO. 1 | 2024
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v11i1.34995

Abstract

This study examines the views of students studying English in one of the English Language Education Study Programmes on the oral peer feedback they gave and received in an online English-speaking class. The online speaking class was observed to know the implementation of oral peer feedback. Thirty-eight students who were enrolled in the course completed a questionnaire, and afterward, four of these students participated in a semi-structured interview. The results obtained from the questionnaire indicated that students derived satisfaction from both giving and receiving oral feedback. Students also preferred to give and receive positive feedback. The students found that providing and receiving oral feedback benefited their learning process. In contrast, it was found that students indicated a stronger preference for providing affective feedback than cognitive and constructive feedback. The interview responses shed light on the reasons underlying these perceptions. The study also offers pedagogical insights related to implementing oral peer feedback in online speaking classes.
A Teacher Training on Digital Assessment Strategies for Meaningful Learning Outcomes at Buranakarn Suksa Witya School, Thailand Aziez, Feisal; Sadeli, Elly Hasan; Anjarani, Shelia; Hawanti, Santhy; Setianti, Dika; Rinjani, Rinjani
Jurdimas (Jurnal Pengabdian Kepada Masyarakat) Royal Vol 7, No 4 (2024): Oktober 2024
Publisher : STMIK Royal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33330/jurdimas.v7i4.3389

Abstract

Technological advancements have had a profound impact on the education sector around the globe including in Thailand and other developing countries.  as in many other developing countries, there are major challenges in adapting with the rapid development of technology. The school where the community service was held also faced similar issues. With an innovative approach through assessment training using technology, this community engagement activity is expected to be a positive step towards educational transformation, particularly in the southern part of Thailand. With the active involvement of teachers as well as full support from related parties, we can create a learning environment that is more dynamic, relevant, and globally competitive. A pre-test and a post-test were conducted at the beginning and the end of the training to measure teachers’ understanding in implementing digital assessment strategies. By equipping teachers with the knowledge and skills to implement digital assessment strategies, the training has had a measurable impact on professional development and instructional practices. In addition, the training provide access to further consultation or guidance, participants can feel supported and more confident in applying their learning in the classroom. The results of the pre- and post-training survey demonstrated a substantial improvement, averaging 51.3% increase across all survey items. This indicates the positive impact of the training in enhancing teachers' competencies in integrating technology into their assessment practices.  Moving forward, schools in rural Thailand can apply the lessons learned from this workshop to enhance their own educational outcomes. Keywords: teacher training; digital assessment strategies; southern Thailand Abstrak: Dalam era globalisasi yang semakin cepat, pendidikan adalah salah satu aspek yang paling terpengaruh oleh perkembangan teknologi. Di Thailand Selatan, seperti di banyak negara berkembang, ada tantangan besar dalam dalam beradaptasi dengan perkembangan teknologi yang pesat. Sekolah tempat dimana program pengabdian kepada masyarakat ini dilaksanakan juga menghadapi masalah serupa. Dengan pendekatan inovatif melalui pelatihan penilaian menggunakan teknologi, kegiatan keterlibatan masyarakat ini diharapkan menjadi langkah positif menuju transformasi pendidikan di wilayah Thailand Selatan ini. Dengan keterlibatan aktif dari para guru serta dukungan penuh dari pihak terkait, kita dapat menciptakan lingkungan pembelajaran yang lebih dinamis, relevan, dan kompetitif secara global. Pre-test dan post-test dilakukan di awal dan akhir pelatihan untuk mengukur pemahaman guru dalam menerapkan strategi penilaian digital. Selain itu, pelatihan menyediakan akses ke konsultasi atau bimbingan lebih lanjut, sehingga peserta merasa didukung dan lebih percaya diri dalam menerapkan pembelajaran mereka di kelas. Setelah pelatihan selesai, kedua pihak melakukan evaluasi menyeluruh untuk mengukur keberhasilan, mengidentifikasi area yang perlu perbaikan, dan memberikan dampak yang lebih positif dalam jangka panjang.Kata kunci: pelatihan guru; strategi penilaian digital; thailand selatan
Revolutionizing Instruction with Flipped Learning: A Workshop for Muhammadiyah High School and Vocational English Teachers in Banyumas Regency Faisal, Faisal; Anjarani, Shelia; Alim, Condro Nur
Jurnal Pengabdian Masyarakat Bestari Vol. 3 No. 12 (2024): December 2024
Publisher : PT FORMOSA CENDEKIA GLOBAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55927/jpmb.v3i12.12830

Abstract

Flipped learning is a learning model that moves the delivery of material outside the classroom and focuses understanding inside the classroom with the role of the teacher as a facilitator. This approach increases students' control over learning time and pace, as well as increases participation and critical thinking skills. The integration of Information and Communication Technology (ICT) in English language learning expands access to learning resources and supports collaboration. The challenges of its implementation in high school include teacher readiness and evaluation fit, which can be overcome through training that focuses on the effective application of ICT.
THE IMPACT OF TEAM-BASED LEARNING IN THE TEACHING CAMPUS PROGRAM ON STUDENT SELF-EFFICACY AND TEACHER PROFESSIONALISM Suwartono, Tono; Aziez, Feisal; Istikharoh, Lutfi; Furqon, Miftahul; Anjarani, Shelia; Saefurrohman, Saefurrohman; Hawanti, Santhy; Faisal, Faisal
Dinamika Jurnal Ilmiah Pendidikan Dasar Vol. 14 No. 1 (2022): Dinamika Jurnal Ilmiah Pendidikan Dasar
Publisher : Universitas Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/dinamika.v14i1.12978

Abstract

This study aims to investigate the impact of team-based learning practice in the Teaching Campus program on the participating students' self-efficacy and the school mentor teachers' professionalism. A mixed methods approach was employed in this research. A total of 44 students (comprising 22 students who participated in the Teaching Campus program and 22 students who did not take the program) and seven teachers in partner schools were involved in the study. A questionnaire survey to assess students self-efficacy was administered. Interviews with teachers were also conducted to evaluate how much the program affected their professionalism during the activity. The responses obtained from questionnaires were analyzed using the inferential statistical tool of T-test, whereas the qualitative data elicited from interviews were analyzed using a thematic procedure. The ex-post facto design comparing self-efficacy of the two groups has shown that there is a significant difference, where the students who took part in the Teaching Campus program are  superior over those who did not. In addition, the teachers who co-worked with the students in their schools have stated that they benefited from the scheme. These results have strong implications for the 'Freedom to Learn - Freedom Campus' policy in current Indonesia's higher education system, more specifically the 'Teaching Campus' program, which includes team-based learning as an essential component. Betterment in its implementation is encouraged to make, according to results of this study.
Oral Peer Feedback in Online Speaking Class: Implementation, Students’ Attitudes, Preferences, and Usefulness Anjarani, Shelia; Alvianingrum, Yupitasari
IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 11 | NO. 1 | 2024
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v11i1.34995

Abstract

This study examines the views of students studying English in one of the English Language Education Study Programmes on the oral peer feedback they gave and received in an online English-speaking class. The online speaking class was observed to know the implementation of oral peer feedback. Thirty-eight students who were enrolled in the course completed a questionnaire, and afterward, four of these students participated in a semi-structured interview. The results obtained from the questionnaire indicated that students derived satisfaction from both giving and receiving oral feedback. Students also preferred to give and receive positive feedback. The students found that providing and receiving oral feedback benefited their learning process. In contrast, it was found that students indicated a stronger preference for providing affective feedback than cognitive and constructive feedback. The interview responses shed light on the reasons underlying these perceptions. The study also offers pedagogical insights related to implementing oral peer feedback in online speaking classes.
ChatGPT to Foster Students’ Engagement in Writing Class: An Intervention Study Anjarani, Shelia; Furqon , Miftahul; Rakhmawati, Fitri
VELES Voices of English Language Education Society Vol 8 No 3 (2024): December 2024
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v8i3.27687

Abstract

Enhancing student engagement is essential for improving learning outcomes in English as a Foreign Language (EFL) writing classes. This study investigates the use of Artificial Intelligence (AI), particularly ChatGPT, to foster engagement through personalized feedback, creative expression, and interactive learning. Conducted at an Islamic university in Indonesia with 80 participants, the research employed a quasi-experimental design to assess ChatGPT’s impact on behavioral, cognitive, and emotional engagement. Participants were divided into control and experimental groups, with the latter utilizing ChatGPT for brainstorming and instructional support. The results showed significantly higher engagement levels among the experimental group across all dimensions, highlighting ChatGPT’s role in creating student-centered environments that enhance traditional teaching methods. By offering real-time, tailored assistance, ChatGPT boosts motivation and deepens cognitive and emotional connections to learning tasks. This study contributes to the growing literature on AI in education by demonstrating ChatGPT’s effectiveness in EFL writing instruction and emphasizing the need for innovative, AI-integrated pedagogical approaches to enrich learning experiences. Future research should explore the broader applications of AI in language education, addressing scalability, diverse learner needs, and long-term impacts on academic performance.
Co-Authors Alvianingrum, Yupitasari Bambang Suroso Condro Nur Alim Elly Hasan Sadeli Faisal Faisal Faisal Faisal Feisal Aziez Furqon , Miftahul Furqon, Miftahul Lutfi Istikharoh Miftahul Furqon Miftahul Furqon Rakhmawati, Fitri Rinjani, Rinjani Saefurrohman Santhy Hawanti Setianti, Dika Suwartono Suwartono Tono Suwartono Tri Septin Mujirahayu Wida Purwidianti Yupitasari Alvianingrum