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All Journal Vision: Journal for Language and Foreign Language Learning EDULITE: Journal of English Education, Literature and Culture EDUCATIO : Journal of Education Indonesian EFL Journal Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Voices of English Language Education Society Faktor Jurnal Ilmiah Kependidikan Journal of English Education and Teaching (JEET) JALL (Journal of Applied Linguistics and Literacy) Jurnal Wahana Pendidikan Journal of Empowerment Community Akrab Juara : Jurnal Ilmu-ilmu Sosial Jadila: Journal of Development and Innovation in Language and Literature Education Jurnal Inovasi Pengabdian Masyarakat Pendidikan Jurnal Ilmu Sosial dan Humaniora Journal of English Education Program (JEEP) Tamansiswa International Journal in Education and Science (TIJES) Journal of Education, Language Innovation, and Applied Linguistics International Journal of Innovation and Education Research

Lilies Youlia Friatin

Universitas Galuh

Author-ID : 3083030

Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Medicine & Pharmacology Neuroscience Social Sciences Other

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Improving Students’ Critical Thinking Ability in Exposition Text Through E-Writing Dedeh Rohayati; Lilies Youlia Friatin
Jadila: Journal of Development and Innovation in Language and Literature Education Vol. 1 No. 4 (2021): Jadila: Journal of Development and Innovation in Language and Literature Educat
Publisher : Yayasan Karinosseff Muda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jadila.v1i4.158

The high increase of electronic media supported by internet resulted in accessing all information easily. Concurrently, the requirement of thinking critically intrigued all parties to be involved in the internet environment. This research aimed at investigating whether or not there were significant mean differences of critical thinking ability in writing exposition text between students who were taught by using E-writing method and those who were given traditional method of writing. The study employed quantitative paradigm design with the type of quasi experimental and involved students which was selected purposively and formed into experimental group and control group. The primary data was the result of pre-test and post-test in the form of essays which were scored by the Holistic Critical Thinking Scoring Rubric (HTCR) developed by Facione & Facione (2011). Based on the result of pre-test and post-test, NGain was analyzed through Man Whitney test to find out the significant mean different of students’ critical thinking ability. After being analyzed by using SPSS 23, the Mann Whitney test came up with the accepted hypotheses i.e., there were significant mean differences of critical thinking ability between experiment group and control group, with mean of NGain score for experimental group was higher than control group had. The statistical output of Mann Whitney test obtained implied that students’ critical thinking ability were influenced by E-writing method. The result of the study convinced that E-writing contributed greater improvement in students’ critical thinking ability than the traditional method did. The finding of present study provided evidence for the effectiveness of E-writing in increasing the students’ ability in thinking critically in writing exposition text.

E-WRITING UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS DALAM MENULIS TEKS EKSPOSISI MAHASISWA PRODI BAHASA INGGRIS UNIVERSITAS GALUH dedeh Rohayati
Faktor Jurnal Ilmiah Kependidikan Vol 6, No 2 (2019): Faktor : Jurnal Ilmiah Kependidikan
Publisher : Universitas Indraprasta PGRI, Jakarta, Indonesia

Penelitian ini bertujuan untuk mengetahui efektifitas E-writing dengan menggunakan WhatsApp terhadap peningkatan kemampuan berpikir kritis dalam menulis teks eksposisi mahasiswa. Penelitian ini menggunakan desain eksperimen semu (quasi experimental). Populasinya adalah seluruh mahasiswa semester 4 Prodi Bahasa Inggris di Fakultas Keguruan dan Ilmu Pendidikan (FKIP) Universitas Galuh Ciamis Jawa Barat. Sedangkan sampel ditentukan secara purposive yaitu sebanyak 40 orang terdiri dari 20 orang kelompok eksperimental dan 20 orang kelompok kontrol. Pengambilan data dilakukan melalui instrument tes dalam bentuk promt writing, kemudian hasil pre-test dan post-test (teks eksposisi), yang dikirim melalui e-mail (khusus untuk kelompok eksperimen), dinilai dengan HCTR (Holistic Critical Thinking Rubric) Facione & Facione (2011). Selanjutnya, baik hasil pre-test dan post-test kemudian diolah dengan bantuan SPSS 23 dan tekhnik statistik menggunakan Uji Man Whitney karena data penelitian tidak berdistribusi normal. Hasil penelitian ini menjadi bukti bahwa kemampuan berpikir kritis mahasiswa meningkat karena adanya penggunaan E-writing dalam menulis teks eksposisi. Diharapkan untuk penelitian selanjutnya mengkaji topik yang sama namun dari sudut pandang dan metode yang berbeda.

THE USE OF DIGITAL LITERATURE IN TEACHING READING NARRATIVE TEXT Sumi Handayani; Lilies Youlia; R Bunga Febriani; Syafryadin Syafryadin
Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 3, No 2 (2020): JETALL Volume 3 Number 2 2020
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jetall.v3i2.8445

This study investigated the use of digital literature in teaching reading narrative text in a State High School in Ciamis. This study is aimed to finding out the teachers’ implementation of using digital literature in teaching reading narrative text and the students’ perception of using digital literature in teaching reading narrative text. Therefore, the writer took one English teacher and one class of eleventh grade students as the purposive sampling. Furthermore, the writer used case study as her research design and conducted the classroom observations to find out how the teacher implemented the digital literature in teaching reading narrative text. The questionnaire was used to figuring the students’ perception of using digital literature in teaching reading narrative text. The finding of the study showed that the teacher implemented well of the use digital literature in teaching and learning process. Besides, there were a lots of students influenced of using digital literature in teaching and learning activity. For example, students felt enjoyable and they became more active in the classroom. It can be concluded that the use of digital literature enabled students to comprehend the narrative text easier. Finally, the writer suggests that the English teacher should implement the digital literature on teaching reading of narrative text during the learning process

CRITICAL THINKING AND COLLABORATIVE LEARNING: STUDENTSâ€™ PERCEPTIONS Dedeh Rohayati; Lilies Youlia Friatin
Akrab Juara : Jurnal Ilmu-ilmu Sosial Vol 5 No 1 (2020): Februari
Publisher : Yayasan Azam Kemajuan Rantau Anak Bengkalis

Show Abstract | Download Original | Original Source | Check in Google Scholar

This study aims to outline students' perceptions about the use of collaborative learning to foster critical thinking skills; and how the use of collaborative learning helps improve students' critical thinking. This study uses a qualitative case study involving 23 third semester students in the English Language Education Program of the Faculty of Teacher Training and Education Science forming into six groups consisting of 3-4 students. Primary data is the result of group interviews, which are analyzed through several steps such as transcription, coding, categorization, condensation, and interpretation. The results of this study provide evidence for the description of students' high perceptions of the use of collaborative learning to foster critical thinking skills. In addition, students have a great awareness of collaborative learning that influences critical thinking skills. In addition, they also believe that critical thinking offers many benefits, including: 1) building teamwork, 2) implementing discussion, 3) respecting each other, 4) saving time, 5) self-reflection, 6) reducing the workload, and 6) sharing knowledge. Apart from inadequate knowledge about critical thinking knowledge, students succeed in showing elements of their critical thinking by expressing opinions, making comments, drawing conclusions, solving problems, and producing effective arguments during the discussion process

Whatsapp Voice Note in Speaking Class Hega Nurazizah; Lilies Youlia Friatin; Bambang Ruby Sugiarto
Journal of English Education and Teaching Vol 3, No 3 (2019)
Publisher : Universitas Bengkulu

This study deals with the use of WhatsApp voice note in speaking class. This study aimed at figuring out the teacher’s way in implementing WhatsApp voice note in teaching speaking on narrative text and investigating the perspective on WhatsApp voice note to improve speaking skill on narrative text. In conducting this study, the researcher used qualitative approach. Case study was applied as a research design in this study. This study involved 35 students of the tenth grade (X MIPA 1) and one English teacher. Instruments used in this study were classroom observation, interview, and questionnaire. The results of this study showed that nine steps were used by the teacher in the teaching and learning process through WhatsApp voice note in speaking class on narrative text. Meanwhile, most of the students gave their positive response toward the teaching and learning process. The teacher argued that WhatsApp voice note is a useful tool to provide the students opportunities to speak especially on narrative text and the students can share information easily. It also allows the students asking for help using English. Based on the findings, it can be concluded that learning to speak English using WhatsApp voice note is an attractive learning activity, positive activity, and WhatsApp voice note is easy to use. Finally, this study suggests other researchers to involve the objective data, to enrich the instrumentation, to add more sample of the study and to employ other methods and design in order to enrich the data.

CONSTRUCTING ESP-BASED ENTREPRENEURSHIP CURRICULUM FOR TEACHER TRAINEES: A NEED ANALYSIS OF BUILDING CREATIVE LIFE SKILLS Lilies Youlia Friatin; Jamilah Jamilah
JALL (Journal of Applied Linguistics and Literacy) Vol 6, No 1 (2022)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jall.v6i1.6771

Today, entrepreneurship education is a crucial component of the Indonesian government's efforts to reduce the number of unemployment. Higher Education students are expected to show entrepreneurial skills as preparation for their future life as the nation's future leaders in 21 century. Global entrepreneurship competition encourages students to master English in order to become skilled entrepreneurs on both a national and international scale. Higher education gives big role in preparing human resources. Lesson plan as part of curriculum, should be designed in accordance with the students need of particular skill. The existing lesson plan as teacher guide is important to examine. Hence, the research question of this research is, “How does the existing lesson plan of ESP (English for Entrepreneurship) represent entrepreneur skill of learners? This research uses a qualitative approach, document analysis. The research instrument used is the English lesson plan of ESP (English for Entrepreneurship). The results showed that lesson plan of ESP (English for Entrepreneurship) represent entrepreneur skill of learners. It can be seen on course objective; a) Students understand the nature of entrepreneurship, b) Students are able to build relationship in business, c), Students are able to develop their interpersonal skills in entrepreneur, d) Students can communicate effectively as an entrepreneur, e) Students understand how to negotiate and win the negotiation in business, f) Students are able to speak in front of public to achieve the business goals. It’s relevant with the basic need of entrepreneurs’ skill.

OPTIMIZING WELL (WEB-ENHANCED LANGUAGE LEARNING) IN TEACHING READING Avita Tri Rahayu; Lilies youlia Friatin; A.M. Surachmat
JALL (Journal of Applied Linguistics and Literacy) Vol 4, No 2 (2020)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jall.v4i2.3893

This study investigated on optimizing WELL (Web-Enhanced Language Learning) in teaching reading at the tenth grade of a Vocational High School in Cilacap. The purposes of the study were to investigate the teacher’s steps in optimizing WELL (Web-Enhanced Language Learning) in teaching reading and to figure out the students’ responses on optimizing WELL (Web-Enhanced Language Learning) in teaching reading. In this regard, a case study was applied as a research design in this study. Using purposive sample technique, the participants were an English teacher and twenty students at the tenth grade of a Vocational High School in Cilacap. Three instruments that were used are the observation, the interview, and the questionnaire. The findings indicated that there are thirteen steps of optimizing WELL which were used by the teacher in teaching reading to the students. The findings also indicated that the students gave their positive responses on optimizing WELL (Web-Enhanced Language Learning) in teaching reading to vocational school students. Key words: WELL (Web-Enhanced Language Learning), teaching reading, Vocational High School

THE ANALYSIS OF PRAGMATIC DEIXIS REALIZED ON BIG HERO MOVIE 6 Ade Apriyana
JALL (Journal of Applied Linguistics and Literacy) Vol 5, No 1 (2021)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jall.v5i1.4977

This paper attempted to analyze the pragmatic deixis realized in Big Hero movie 6. The objectives of the study aims to investigate the realization of the kinds of pragmatic deixis and the dominant kinds of pragmatics deixis realize in Big Hero movie 6. The data were obtained through the use of content analysis. A descriptive study was employed in analysing the data from the script of the movie.). In this study, the writer addressed two research questions: (1) what are kind of deixis realized in the utterances in Big Hero movie 6? (2) what are kind of dominant deixis used by the characters in Big Hero movie 6? The descriptive statistic of percentage was used to calculate the result of pragmatic deixis realized in Big Hero movie 6. Based on the process of pragmatic deixis, it found that there were five kinds of pragmatics deixis realized in Big Hero Movie 6. They were person deixis, time deixis, place deixis, social deixis, and discourse deixis. After analyzing the data, the dominant kinds of pramatic deixis frequently used in the script of Big Hero movie 6 was second person deixis. It realized 46% of total 10 scenes from total 25 secenes which were analysed. Based on those findings, the writer recommends that this study can be used as one of reference in learning linguistics study and determining the meaning of the context. Keywords: Pragmatic Deixis, Big Hero Movie 6

THE USE OF FLIPPED CLASSROOM MODEL IN READING COMPREHENSION Rizal Fahmi; Lilies youlia Friatin; Leni Irianti
JALL (Journal of Applied Linguistics and Literacy) Vol 4, No 1 (2020)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar

This study presents the use of the flipped classroom model in reading comprehension. This study is aimed to investigate the teacher’s way of implementing flipped classroom in teaching reading narrative text and reveal students’ perception toward the teaching model. A qualitative case study was applied as the research design of this study. The subject of this study was chosen purposively, consisting of twenty-three students from the tenth grade (X AK-1) and one English teacher in one of the vocational high schools in Cilacap, Indonesia. The writers applied the triangulation technique as where the data were analyzed through multiple resources to get more reliable data. The result of the study was showed that the teacher implemented four main stages in teaching reading narrative text using the flipped classroom model. Meanwhile, regarding the students’ perception, students perceived all the stages and activities in the flipped classroom model positively. The students viewed that flipped classroom as a fun learning model, which helped them became a more active learners, and help them overcome their shortcomings. Finally, other researchers are suggested to explore deeply into the implementation of the model that targets other topics and skills, apply other framework suggested by other experts, and explore the students’ perception using an open questionnaire to reveal the reason underlying the perception.Keywords: Flipped Classroom, Teaching Reading, Narrative Text

THE STUDY OF USING VIDEO LYRIC TO MOTIVATE STUDENTS IN LEARNING PASSIVE VOICE Pebby Pixtilany Nur Saputri; Lilies Youlia Friatin; Luthfiyatun Thoyyibah
Journal of English Education Program (JEEP) Vol 8, No 2 (2021): Journal of English Education Program
Publisher : Universitas Galuh

This study is aimed to investigate the effectiveness of using video lyric in learning passive voice toward students’ motivation and students’ perception on learning passive voice using video lyric. In collecting the data, the study used qualitative method especially case study; and triangulation method were observation, interview and questionnaire as instruments. This study was conducted at one of Senior High School in Majenang. Purposive sampling was used to select fifty three students as participants. The writer observed the activities in the classroom using naturalistic record and transcribed the conversation using notes. The writer used semi-structure interview and interpreting the answer of interviewee. The last, she gave twelve questions to the students followed by calculating the frequency and the percentage of each statement. The findings revealed that there were several steps used by teacher to give motivation in learning passive voice using video lyric: 1) giving some simulation; 2) asking students to watch some video of song; 3) asking students to sing a song together; 4) asking the students to write the lyric when the teacher explained the the passive voice; and 5) giving a treatment when the students deliver questions. Meanwhile, students perceived learning passive voice using video lyric positively. They joined with peer and other students; they also enjoyed and gave good attitude. Almost all of the students were enthusiastic when the teacher showed the video lyric. They assumed that video lyric was easier to comprehend passive voice in term of structure and formula. In addition, it improved their imagination, increased their critical thinking, creativity, and comprehension of learning experiences using new teaching aids. Using video lyric as teaching aids can help students to keep their interest in learning. It is very important for the teacher to increase their variety tools in learning activities. Keywords: Motivation, Passive voice, Video lyric.

Co-Authors A.M. Surachmat Aa Surahmat Ai Siti Nur Fauziah Andi Rustandi Angelo Osunero Anugrah, Yuda Avita Tri Rahayu Bambang Ruby Sugiarto Berliana, Nina CM Simatupang, Ervina Dedeh Rohayati Dedeh Rohayati Dedeh Rohayati Dedeh Rohayati, Dedeh Dewisejati, Lovian Puspita Diana Lestari Didih Faridah Dwi Siska Maulani Etika Rachmawati Etika Rachmawati Etika Rachmawati Etika Rachmawati Hega Nurazizah Herlina, Rina Heryono, Heri Imannisa Nabilah Irianti, Leni Iskhak, Iskhak Jamilah Jamilah Leni Irianti Leni Irianti Luthfiyatun Thoyyibah Lystiana Nurhayat Hakim Mulyana, Restu Putra Nurul Arifin Pebby Pixtilany Nur Saputri Pitriani, Pitriani Putri, Hilmaliana S R. Bunga Febriani R. Bunga Febriani Ratnawati Ratnawati Rizal Fahmi Said, Iskhak Suhada, Karina Sukmara, Edi Sumi Handayani Syafryadin Syafryadin Tarawana, Wawan Tarwana, Wawan Umi Jauharoh Widiyaningsih Widiyaningsih Widya Agustina Zia Nurfauziah

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