Articles
<![CDATA[UTILIZING CANVA AS DIGITAL TOOLS TO TEACH GRAMMAR IN REMOTE LEARNING PERIOD ]]>
<![CDATA[Eka Nurhidayat]]>
<![CDATA[ Journal of English Language Learning Vol 5, No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Majalengka ]]>
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DOI: 10.31949/jell.v5i2.3413
<![CDATA[The use of a digital tool in teaching and learning has significantly increased due to the remote learning period. Digital tools in education may be viewed as interference to learning. Still, its role in education is to increase students’ motivation and engagement, enhance visual skills, improve students’ interaction and collaboration abilities with their peers, and apply digital values in a real-world situation. This study aims to discuss the use of Canva as a digital tool in teaching grammar in the remote learning period. Ten third-year students were selected as the participant of this study. The instruments are observation and interview. The design of this study was a descriptive study. The results showed that Canva enhances students' visual skills, interactions, motivation, and engagement in learning grammar.]]>
<![CDATA[STUDENTS’ PERCEPTION ON QUIZZIZ AS GAME BASED LEARNING IN LEARNING GRAMMAR IN WRITEN DISCOURSE ]]>
<![CDATA[Afief Fakhruddin]]>;
<![CDATA[Eka Nurhidayat]]>
<![CDATA[ Wiralodra English Journal Vol. 4 No. 2 (2020): Wiralodra English Journal ]]>
Publisher : <![CDATA[Universitas Wiralodra ]]>
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DOI: 10.31943/wej.v4i2.101
<![CDATA[The study is entitled the students’ perception on Quizizz as Game Based Learning as a in learning grammar in Written discourse. The aimed of this research was to investigate students’ opinion on Quizizz as Game Based Learning as a in learning grammar in Written discourse and their obstacles in the implementation. The data for this study were gained through qualitative method that used questionnaire and interview, and the respondents were four semester students who used quizziz as their learning activity. And created 10 questions relevant to the topics which are students already learned before by using Quizizz as games based learning for 20 minutes before finishing grammar in written discourse class once the students feel very tired, sleeping and bored for their grammar in written discourse class. The study revealed that the students had positive perception on the use of quizziz, and all students were very active to answer the questions which provided by researches, and more concentrated on the topic. The result of the study expected to give contribution in improving EFL teaching and learning activity, especially in learning grammar in Written discourse.]]>
<![CDATA[Technology for EFL Learners: TED Talks as Technology Resources in Learning English Voice and Accent ]]>
<![CDATA[Eka Nurhidayat]]>;
<![CDATA[Eva Fitriani Syarifah]]>
<![CDATA[ IJIE (Indonesian Journal of Informatics Education) Vol 3, No 1 (2019): IJIE (Indonesian Journal of Informatics Education) ]]>
Publisher : <![CDATA[Universitas Sebelas Maret ]]>
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DOI: 10.20961/ijie.v3i1.37601
<![CDATA[Problems that often arise in teaching English voice and Accent are limited material and references used. The integration of ICTs in EFL learning offers some tools to learn English voice and accent. One of them is TED Talks. TED Talks is a website and a downloaded application where the video is shared in which you can see a wide variety of English speakers in many parts of around the world speaking. This study aims to reveal students’ ability in analysing English Accents during the implementation of TED Talks video and the students’ response regarding the implementation of TED Talks video in learning voice and accents. In this action research, we propose a reflection on the incidence of TED talks on the teaching and learning of voice and accents. The instruments used to collect data were interviews, questionnaires, and teacher journals. The results of this study indicated that the students’ ability in analysing English voice and accents were improved. They enable to differentiate several of English accents. Moreover, they also have better understanding related to the message conveyed from the video they watched. Besides, the students gave positive responses to the implementation of TED Talks video. Most of them mentioned that TED Talks video helps them to comprehend English voice and accents better. Thus, TED talks prove to be a useful material for English teaching as a foreign language considering that they assemble many characteristics that catch students’ attention and get them related with the language spoken in actual contexts.]]>
<![CDATA[IMPLEMENTING QUIZZIZ AS GAME BASED LEARNING IN TEACHING GRAMMAR IN WRITTEN DISCOURSE ]]>
<![CDATA[Afief Fakhruddin]]>;
<![CDATA[Eka Nurhidayat]]>;
<![CDATA[Agus Rofi'i]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol 13, No 2 (2022): August ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v13i2.12017
<![CDATA[Quizizz is an online assessment tool as a fun multiplayer classroom activity that allows all students to practice together with their computer, Smartphone and I Pad. The main purpose of this research was to find the effect of implemening quizziz in the discourse classroom of Universitas Majalengka. The population of this research were semester four studens of English department, and the samples were 22 students. This research belongs to pre-experimental research and one group pre and pos test design. It described about a study that cast about the effect of giving treatment of using quizziz in single group only.A pre-experimental research was conducted by comparing the means of the participants’ scores in both pre-test and post-test. The analysis figured out that there was a significant improvement, proven by the paired t-test analysis.The p-value 0.00 was less than alpha 0.05. This research concluded that quizziz was effective to assist the students to learn grammar in written discouse.After implementing quizziz, most of studentsfound that were very active to answer the questions which provided by researches, and more concentrated on the topic. And the results of the questioners shows that the students displayed the position attitude for quizizz as a online teaching and assessment tool during the Grammar in Written Discourse class.]]>
<![CDATA[PROMOTING STUDENTS’ SPEAKING SPONTANEOUS THROUGH ENGLISH SURVIVAL ACTIVITY: A CASE STUDY ON STUDENTS OF AGRICULTURE ]]>
<![CDATA[Eka Nurhidayat]]>;
<![CDATA[Eva Fitriani Syarifah]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol 13, No 2 (2022): August ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v13i2.12035
<![CDATA[English lecturers frequently worry about encouraging students to use English in spontaneous conversation, mainly English, for specified purposes. The study details classroom activities that encourage students to talk spontaneously in Agriculture. An early stage of group preparation is required to instil confidence in students to speak English freely in class. Students are responsible for identifying themes and laying the framework for class discussions. Cultivation, food production, and cattle business are suggested materials for various class activities. The teacher's role is to enlighten students about available resources, establish ground rules, and promote free expression. These events are intended to instil students’ confidence in English speaking.]]>
<![CDATA[Media Pembelajaran Berbasis Video Dalam Meningkatkan Hasil Belajar Siswa ]]>
<![CDATA[Agus Rofi’i]]>;
<![CDATA[Eka Nurhidayat]]>;
<![CDATA[Erik Santoso]]>
<![CDATA[ Jurnal Educatio FKIP UNMA Vol. 8 No. 4 (2022): October-December ]]>
Publisher : <![CDATA[Universitas Majalengka ]]>
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DOI: 10.31949/educatio.v8i4.4010
<![CDATA[Penggunaan media pembelajaran yang tepat dapat mampu memperbaiki proses pembelajaran sehingga meningkatkan hasil belajar siswa. Tujuan penelitian ini adalah untuk melihat pengaruh media pembelajaran berbasis video terhadap hasil belajar dan respon siswa dalam pendidikan bahasa inggris. Metode dalam penelitian ini menggunakan metode kuantitatif dengan desain penelitian one sample pretes and postest desain. Penelitian ini dilaksanakan pada siswa SMPN 1 Palasah Kecamatan Palasah Kabupaten Majalengka. Kelas yang diambil adalah kelas VII-A tahun pelajaran 2021/2022. Materi yang diambil adalah Greeting And Taking Leave. Pengolahan data dilakukan dengan cara melaksanakan tes yang diberikan untuk mengukur pemahaman siswa dan respon siswa. Analisis data dilakukan dengan cara melakukan analisis data secara kuantitatif, untuk uji hipotesis digunakan uji parametrik yaitu uji paired sample t test. Berdasarkan analisis data maka dapat disimpulkan bahwa terdapat pengaruh media pembelajaran berbasis video terhadap hasil belajar siswa pada mata pelajaran pendidikan bahasa inggris. Respon siswa positif baik terhadap respon media pembelajaran dan respon terhadap pembelajaran yang dilaksanakan oleh guru.]]>
<![CDATA[PELATIHAN PENINGKATAN PROFESSIONAL COMPETENCE GURU DALAM MENGINTEGRASIKAN TEKNOLOGI DALAM PEMBELAJARAN DI MGMP BAHASA INGGRIS SMK KAB.MAJALENGKA ]]>
<![CDATA[Agus Rofii]]>;
<![CDATA[Eka Nurhidayat]]>;
<![CDATA[Hastri Firharmawan]]>;
<![CDATA[Endah Prihartini]]>
<![CDATA[ BERNAS: Jurnal Pengabdian Kepada Masyarakat Vol. 4 No. 3 (2023) ]]>
Publisher : <![CDATA[Universitas Majalengka ]]>
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DOI: 10.31949/jb.v4i3.5509
<![CDATA[Perkembangan teknologi integrasi selama masa pandemi Covid-19 sangat berdampak pada pembelajaran di sekolah. Teknologi integrasi dalam pembelajaran yakni penggunaan Teknologi informasi dalam pembelajaran dikelas. Penguasaan Teknologi dalam pembelajaran merupakan kebutuhan dasar seorang guru di abad 21 seperti ini. Akan tetapi, kompetenci professional (Professional Competence) guru masih jauh dari memenuhi kebutuhan yang muncul dampak dari perkembangan teknologi. Program PKM ini bertujuan untuk meningkatkan kemampuan profional guru MGMP Bahasa Inggris Kab. Majalengka dalam mengintegrasikan teknologi dalam kegiatan belajar mengajar. Dalam kegiatan ini, Guru diberikan pelatihan dan pengembangan peningkatan Professional Competence dalam mengintegrasikan teknologi dalam pembelajaran dikelas. Metode pelaksanaan program ini menggunakan pendekatan diskusi dan training/secara luring dengan memperhatikan protokol kesehatan. Dengan program ini, diharapkan para guru di lingkungan MGMP Kab. Majalengka akan bertambah pengetahuan Professional Competence dan mampu mengintegrasikan teknologi dalam pembelajaran dikelas. Luaran pengabdian ini adalah submit jurnal Nasional yang terakreditasi dan publikasi di media masa]]>
<![CDATA[Sosialisasi Penggunaan Aplikasi DUOLINGO untuk Pembelajaran Bahasa Inggris Mandiri bagi Anggota Karang Taruna Desa Candrajaya ]]>
<![CDATA[Eva Fitriani Syarifah]]>;
<![CDATA[Eka Nurhidayat]]>;
<![CDATA[Afief Fakhruddin]]>
<![CDATA[ BERNAS: Jurnal Pengabdian Kepada Masyarakat Vol. 4 No. 3 (2023) ]]>
Publisher : <![CDATA[Universitas Majalengka ]]>
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DOI: 10.31949/jb.v4i3.5551
<![CDATA[Pendidikan bahasa Inggris memiliki peran penting dalam meningkatkan kemampuan berbahasa Inggris masyarakat, termasuk anggota Karang Taruna di Desa Candrajaya. Namun, terbatasnya akses terhadap pembelajaran formal sering menjadi hambatan bagi mereka untuk mengembangkan kemampuan berbahasa Inggris. Oleh karena itu, pengabdian ini bertujuan untuk menyelenggarakan sosialisasi penggunaan aplikasi Duolingo sebagai sarana pembelajaran Bahasa Inggris mandiri bagi anggota Karang Taruna Desa Candrajaya. Metode yang digunakan dalam pengabdian ini adalah pendekatan partisipatif, dimana para anggota Karang Taruna akan dilibatkan secara aktif dalam proses sosialisasi dan pemanfaatan aplikasi Duolingo. Pengabdian ini akan melibatkan 30 anggota Karang Taruna yang memiliki minat dan motivasi untuk belajar Bahasa Inggris. Mereka akan diberikan pelatihan penggunaan aplikasi Duolingo dan diarahkan untuk menggunakan aplikasi tersebut secara mandiri dalam pembelajaran Bahasa Inggris. Hasil dari pengabdian ini diharapkan dapat memberikan pemahaman kepada anggota Karang Taruna tentang potensi aplikasi Duolingo sebagai alat bantu pembelajaran Bahasa Inggris mandiri. Selain itu, diharapkan juga dapat meningkatkan motivasi dan minat belajar Bahasa Inggris serta memberikan kesempatan bagi mereka untuk mengembangkan kemampuan berbahasa Inggris secara mandiri tanpa tergantung pada pembelajaran formal. Melalui PKM ini, diharapkan anggota Karang Taruna Desa Candrajaya dapat merasakan manfaat dari penggunaan aplikasi Duolingo dalam meningkatkan kemampuan berbahasa Inggris mereka. Selain itu, pengabdian ini juga dapat memberikan inspirasi bagi masyarakat lainnya untuk memanfaatkan teknologi dalam pembelajaran Bahasa Inggris mandiri. Diharapkan hasil pengabdian ini dapat memberikan kontribusi positif dalam upaya peningkatan kemampuan berbahasa Inggris di tingkat komunitas lokal. Kata Kunci: Duolingo, Teknologi, Pembelajaran Bahasa Inggris]]>
<![CDATA[Project – Based Learning: Facilitating the Development of Students’ Critical Thinking in English Essay Writing ]]>
<![CDATA[Eva Fitriani Syarifah]]>;
<![CDATA[Afief Fakhruddin]]>;
<![CDATA[Eka Nurhidayat]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol 14, No 2 (2023): August ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v14i2.16137
<![CDATA[This study aimed to investigate how the project – based learning was implemented to facilitate the development of students’ critical thinking skills in English essay writing in higher education context. An exploratory case study research design was used in this study while the participants were one lecturer and 15 students. The data were gleaned from classroom observations, interview, and documents. The data analysis results that teaching English essay writing in which project- based learning was implemented covers three stages including preparation, implementation, and presentation. The other result from data analysis shows that the students can write essay cohesively and coherently in which this results indicates students’ critical thinking skills.  The results lead to the conclusion that all of the students had chance to be actively involved during the project and in teaching and learning prosess. It indicates that project – based learning apparently could facilitate the development of students’ critical thinking in English essay writing.]]>
<![CDATA[Integrasi Teknologi dalam Pembelajaran Bahasa Inggris pada Post Pandemic: Studi Kasus di SMA Kab. Majalengka ]]>
<![CDATA[Eka Nurhidayat]]>;
<![CDATA[Januarius Mujiyanto]]>;
<![CDATA[Issy Yuliasri]]>;
<![CDATA[Rudi Hartono]]>
<![CDATA[ Prosiding Seminar Nasional Pascasarjana Vol. 5 No. 1 (2022) ]]>
Publisher : <![CDATA[Pascasarjana Universitas Negeri Semarang ]]>
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<![CDATA[Latar Belakang: Implementasi pemakaian Teknologi dalam pembelajaran Bahasa Inggris di Sekolah Menengah Atas (SMA) sepanjang masa transisi akibat Pandemi COVID- 19 berakibat signifikan dalam proses pembelajran di kelas. Penelitian ini bertujuan untuk mengeksplorasi persepsi guru tentang dampak dan faktor-faktor dalam mengintegrasikan teknologi pada pembelajaran Bahasa Inggris sepanjang periode pembelajaran jarak jauh. 10 Guru Bahasa Inggris SMA di Kab. Majalengka diseleksi selaku sampel dalam penelitian ini. Metode: Metode kualitatif deskriptif digunakan untuk menguji pengalaman guru Bahasa Inggris mengintegrasikan Teknologi ke dalam pembelajaran Bahasa Inggris. Metode pengumpulan informasi meliputi angket serta wawancara. Penelitian ini diharapkan bisa membagikan cerminan tentang akibat integrasi Teknologi sepanjang periode pembelajaran jarak jauh. Hasil: Temuan penelitian ini menunjukkan bahwa dampak integrasi teknologi adalah untuk meningkatkan motivasi dan keterlibatan dalam kelas bahasa, meningkatkan pembelajaran mandiri dan keterpusatan peserta didik, dan meningkatkan interaksi dan komunikasi.]]>
