Articles
<![CDATA[Extensive Reading untuk Pembelajar Bahasa Inggris ]]>
<![CDATA[Rini Lindawati]]>
<![CDATA[ Jurnal Abdidas Vol. 2 No. 4 (2021): August Pages 725-1020 ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.31004/abdidas.v2i4.386
<![CDATA[Minat membaca pembelajar Bahasa Inggris dikategorikan rendah di Indonesia. Bahkan bisa dikatakan mereka tidak suka membaca. Ketidaktahuan terhadap kosakata Bahasa Inggris dijadikan alasan untuk tidak membaca. Extensive reading adalah salah satu metode yang dapat meningkatkan minat baca dan penguasaan kosakata dalam Bahasa Inggris. Karena hal tersebut di atas, tujuan kegiatan pengabdian masyarakat ini adalah untuk mengenalkan extensive reading kepada pembelajar Bahasa Inggris, sehingga mereka dapat mengaplikasikan dan dapat mencapai tujuan dari extensive reading itu sendiri yaitu kesenangan membaca teks berbahasa Inggris. Metode yang digunakan dalam kegiatan pengabdian ini adalah web-seminar (webinar), ceramah, dan diskusi melalui platform Zoom Cloud Meeting. Total peserta sebanyak 45 orang. Pertama, post-test tentang extensive reading. Kedua, penyampaian materi tentang extensive reading untuk pembelajar asing. Ketiga, kegiatan diskusi terkait extensive reading. Keempat, post-test tentang extensive reading untuk pembelajar Bahasa Inggris. Dengan adanya kegiatan ini, peserta dapat untuk melatih keterampilan membaca dan meningkatkan minat baca teks berbahasa Inggris.]]>
<![CDATA[Bakti untuk Negeri melalui Program Kampus Mengajar: Sharing Session ]]>
<![CDATA[Rini Lindawati]]>
<![CDATA[ Jurnal Abdidas Vol. 3 No. 1 (2022): February, Pages 1-227 ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.31004/abdidas.v3i1.556
<![CDATA[Program Kampus Mengajar (KM) memberikan kesempatan kepada mahasiswa untuk membantu guru dan kepala sekolah SD dan SMP yang terkena dampak pandemic. Melalui program KM ini, mahasiswa dapat menerapkan ilmu dan keterampilannya. Tetapi, banyak mahasiswa yang masih enggan untuk mengikuti program KM tersebut. Selama berjalannya program KM ini, Dosen Pembimbing Lapangan (DPL) memiliki peran yang penting dalam hal pembimbingan mahasiswa. Salah satu kegiatan DPL KM adalah melakukan sharing session dengan seluruh mahasiswa peserta KM. Oleh karena itu, tujuan kegiatan pengabdian masyarakat ini ialah untuk mengenalkan program Kampus Mengajar kepada mahasiswa lainnya, sehingga mereka dapat memiliki wawasan terkait program KM dan termotivasi untuk dapat mendaftar dan berpastisipasi dam program KM. Dalam kegiatan pengabdian ini, metode yang digunakan adalah web-seminar (webinar), ceramah, dan diskusi melalui platform Zoom Cloud Meeting. Total peserta sebanyak 34 orang. Pertama, penyampaian materi tentang KM. Kedua, sharing session oleh peserta KM terkait pengalaman ketika mengikuti KM. Ketiga, kegiatan diskusi terkait program KM. Dengan adanya kegiatan ini, peserta dapat memahami pentingnya mengikuti program KM dan termotivasi untuk mendaftar serta siap untuk berbakti untuk negeri melalui program KM.]]>
<![CDATA[Students’ Perceptions Towards Extensive Reading In Efl Contexts ]]>
<![CDATA[Rini Lindawati]]>
<![CDATA[ International Journal of English and Applied Linguistics (IJEAL) Vol. 1 No. 2 (2021): Volume 1 Number 2 August 2021 ]]>
Publisher : <![CDATA[ITScience (Information Technology and Science) ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.47709/ijeal.v1i2.1044
<![CDATA[Most university students are struggling in learning English as Foreign Language. The utilization of an extensive reading strategy will potentially promote more striking influential impacts on EFL learners’ target language proficiency. The students' perceptions influence the success of teaching and learning English. The research aimed to know the students’ perception of Extensive Reading in EFL contexts. The researcher used the Qualitative Research method. This study was conducted in Universitas Islam Majapahit. The researcher selected twelve senior students of the English language education department who have already received the extensive reading subject in their previous semesters. The researcher collected the data through semi-structured interviews. The data were then analyzed by following Miles and Huberman’s (1994) framework. The results showed that the students had positive perceptions toward Extensive Reading practices. They considered if Extensive Reading is a reading activity for pleasure and information search where they can read material without any restraint. Besides, Extensive Reading also contributed to developing their comprehension and English skills such as listening, speaking, reading, writing, vocabulary mastery, and grammar. Moreover, Extensive Reading enabled them to enjoy the learning experience.]]>
<![CDATA[Extensive Reading in EFL Learners: Moving from Theory to Practices ]]>
<![CDATA[Rini Lindawati]]>
<![CDATA[ International Journal of English and Applied Linguistics (IJEAL) Vol. 1 No. 3 (2021): Volume 1 Number 3, December 2021 ]]>
Publisher : <![CDATA[ITScience (Information Technology and Science) ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.47709/ijeal.v1i3.1346
<![CDATA[Since its introduction to the subject of English Foreign Language, extensive reading has grown in popularity (EFL). This type of reading has been shown to provide EFL learners with numerous benefits in a variety of areas. Extensive Reading has also been done in a number of situations. This essay seeks to (1) provide a thorough understanding of ER, both theoretically and in terms of principles, and (2) summarize recent ER research in EFL settings. The method of library research was employed by the researcher. According to the reports, extensive reading increased reading comprehension, vocabulary understanding, and writing abilities. Furthermore, the students showed positive attitudes and perceptions of extensive reading in EFL contexts. More teachers and practitioners are hoped for. Furthermore, the students had positive attitudes and impressions of extensive reading in EFL contexts. It is hoped that more teachers, practitioners, and educational institutions would see the possibility of incorporating Extensive Reading into the English curriculum in order to benefit from its multiple benefits.]]>
<![CDATA[LANGUAGE LEARNING STRATEGY USED BY EFL LEARNERS IN INDONESIA ]]>
<![CDATA[Nurhayati Ganinda]]>;
<![CDATA[Rini Lindawati]]>
<![CDATA[ MATAPENA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya Vol. 6 No. 01 (2023): Juni 2023 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa dan Sastra Indonesia Universitas Islam Majapahit (UNIM) Mojokerto Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[This study aimed at finding the commonly used language learning strategy by EFL student in Indonesia. Literature review design is used in carrying the study. The source of the data is 25 scientific research about language learning strategy that used Strategy Inventory Language Learning (SILL) as the main instrument. The finding shows that metacognitive strategy is the most commonly used strategy by the learners, and it is followed by compensation strategy as the second most commonly used strategy. The least used strategy by the learners is Memory strategy.]]>
<![CDATA[Penguatan Gerakan Literasi Sekolah Melalui Literasi Digital ]]>
<![CDATA[Rini Lindawati]]>;
<![CDATA[Nurhayati Ganinda]]>
<![CDATA[ INSAN CENDEKIA : Jurnal Pengabdian Kepada Masyarakat Vol. 1 No. 1 (2023): INSAN CENDEKIA: Jurnal Pengabdian Kepada Masyarakat ]]>
Publisher : <![CDATA[MAN Insan Cendekia Jambi ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.46838/ic.v1i1.381
<![CDATA[Artikel ini membahas tentang program pengabdian kepada masyarakat di SMPN 2 Puri Kabupaten Mojokerto yang bertujuan untuk menguatkan gerakan literasi sekolah dengan menggunakan literasi digital. Kegiatan pada program ini berupa pelatihan yang untuk bapak dan ibu guru pada SMPN 2 Puri untuk memanfaatkan sebuah website yang menyediakan ribuan bahan bacaan berjenjang yang cocok bagi pembaca pemula hingga pembaca dewasa. Kegiatan diadakan karena dilatarbelakangi oleh meningkatnya antusiame membaca siswa pada saat kegiatan membaca di sekolah, namun sumber baca yang tersedia belum terdapat penambahan. Untuk menyeimbangkan tingginya minat baca siswa dengan jumlah sumber bacaan yang tersedia, maka tim berinisiatif untuk menambahkan sumber bacaan siswa dengan melalui sebuah website penyedia bahan baacaan bernama er-central. Pelatihan ini menggunakan tiga metode pendekatan, yakni brainstorming, metode ceramah, dan diskusi. Hasil workshop ini menunjukkan hasil yang baik dimana bapak dan ibu guru dapat menguasai penggunaan website er-central dimulai dari cara pendaftaran baik sebagai manager dan sebagai siswa hingga membaca riwayat membaca siswa, sehingga bapak dan ibu guru siap untuk mengimplementasikan penggunaan er-central baik dalam kegiatan mengajar di kelas maupun kegiatan literasi di sekolah.]]>
<![CDATA[The Effectiveness of Multimodal Texts to Enhance Writing Narrative Text of EFL Students ]]>
<![CDATA[Anggun Triya Novita]]>;
<![CDATA[Ahmad Iklil Saifulloh]]>;
<![CDATA[Rini Lindawati]]>
<![CDATA[ Jurnal Bintang Pendidikan Indonesia Vol 2 No 4 (2024): November : Jurnal Bintang Pendidikan Indonesia ]]>
Publisher : <![CDATA[Pusat Riset dan Inovasi Nasional ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.55606/jubpi.v2i4.3286
<![CDATA[This study investigates the effectiveness of using multimodal text methods to enhance the narrative writing skills of EFL students at SMP Terpadu Darul Dakwah. The research employs a pre-experimental design involving pre-tests, treatments, and post-tests to measure the impact of teaching narrative texts using folktales packaged in flashcards. Results indicate a significant improvement in students' writing abilities, evidenced by increased average scores from pre-test to post-test. The study also incorporates responsive teaching with barcode flashcards to integrate technology into the learning process, making it more engaging and relevant for students. Multimodal texts, combining video, audio, and visual elements, can effectively enhance language skills and student engagement in writing narrative texts. The research provides valuable insights for educators seeking innovative methods to improve writing instruction and suggests that incorporating multimodal texts and folktales can significantly enhance EFL students' narrative writing skills.]]>
<![CDATA[STUDENTS PREFERENCE ON MULTIMEDIA MATERIALS FOR EXTENSIVE LISTENING ACTIVITY ]]>
<![CDATA[Nurhayati Ganinda]]>;
<![CDATA[Rini Lindawati]]>
<![CDATA[ MATAPENA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya Vol. 7 No. 01 (2024): Juni 2024 ]]>
Publisher : <![CDATA[Indonesian language and literature education program Majapahit Islamic University ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.36815/matapena.v7i01.3355
<![CDATA[One of English language skills that widely use multimedia as a teaching medium is listening skills. This is because the most prominent teaching media for this skill is audio media. Meanwhile, audio media can be easily obtained in types of multimedia that have audio and visual elements such as videos, films, songs, games, etc. Apart from these two elements, other elements such as text and images are often found also in multimedia used in teaching listening skills. Teaching extensive listening skills in particular makes extensive use of multimedia in the teaching process. The aim of this research is to determine the type of multimedia chosen by students in extensive listening practice, and explain their reasons for choosing certain type of multimedia. This research use literature review design using content analysis to analyze data from the references. There are three steps applied in the content analysis process, namely data reduction, data display, and verification. Among the five multimedia listening materials used, film clips and documentaries are the materials that are always chosen, while songs are the materials that are least often chosen for extensive listening activities.]]>
<![CDATA[A CRITICAL EXAMINATION OF THE ENGLISH TEACHING MODULE CRAFTED FOR THE INDEPENDENT CURRICULUM BY TEACHERS AT MOJOKERTO JUNIOR HIGH SCHOOL ]]>
<![CDATA[Devinta Nirmalasari]]>;
<![CDATA[Rini Lindawati]]>;
<![CDATA[Wiwik Mardiana]]>
<![CDATA[ INTERNATIONAL JOURNAL OF SOCIAL AND EDUCATION Vol. 1 No. 6 (2024): September ]]>
Publisher : <![CDATA[Pondok Pesantren Baitul Quran ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[This study aims to explore the unique curriculum instruction modules used by English teachers in five Movement Schools in Mojokerto junior high schools. A qualitative approach with a case study method was employed to examine how these modules are implemented. Data were collected through interviews with educators, analysis of relevant documents, and a review of the teaching module. The findings reveal that the five English teachers at these schools have structured their Teaching Modules in line with the components of the Independent Curriculum. However, they still face difficulties developing these modules and adapting the curriculum to meet students' needs. The study emphasizes that teaching modules should be designed to consider both the specific needs of local students and the national education guidelines. These findings significantly affect how secondary school teachers plan and develop instructional strategies.]]>
<![CDATA[INNOVATIVE VOCABULARY TEACHING: THE EFFECTIVENESS OF ASSEMBLR EDU APP IN JUNIOR HIGH SCHOOL CLASSROOMS ]]>
<![CDATA[Muhammad Fatkhul Hikam]]>;
<![CDATA[Nurhayati Ganinda]]>;
<![CDATA[Rini Lindawati]]>
<![CDATA[ INTERNATIONAL JOURNAL OF SOCIAL AND EDUCATION Vol. 1 No. 6 (2024): September ]]>
Publisher : <![CDATA[Pondok Pesantren Baitul Quran ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[This study aims to determine the effectiveness of using the Assemblr Edu application as a vocabulary learning media and describe the response of seventh-grade students of SMPN 1 Gedeg Mojokerto to the media. This research is quasi-experimental research with a Non-equivalent Group design. The data collection techniques used were tests and questionnaires. Data collection tools used student worksheets and questionnaire sheets. The location of this research was SMPN 1 Gedeg, Gedeg District, Mojokerto Regency, East Java Province with a population of VII grade students as many as 256 students. The sample used was 64 students, with 32 students in the experimental class who used Assemblr Edu App media and 32 students in the control class who did not. The results showed that the use of learning media was effective as a media for vocabulary learning, with a t-test value of t = 4.127 and a significance of 0. Students' responses to this application were positive in cognitive (content knowledge 81.8%, understanding of use 81.6%, understanding of presentation 82.6%) and affective (motivation 78.1%, interest 82.8%, curiosity 81.3%) aspects. This shows that the Assemblr Edu application is effective in learning English, especially vocabulary material.]]>
