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TEACHERS’ EXPERIENCES ON THE USE OF GOOGLE CLASSROOM Harjanto, Almio Susetyo; Sumarni, Sri
English Language and Literature International Conference (ELLiC) Proceedings Vol 3 (2019): 3rd ELLiC Proceedings: Reimagining New Cyber-based Research in English Education, Lit
Publisher : Universitas Muhammadiyah Semarang

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Technology has impacted in most of the sectors, including education field. Nowadays, many schools have incorporated technology through the utilization of Information and Communication Technologies (ICT) into the learning. The use of platforms such as Google Classroom is one of the ways to fit the best classroom practices. This study reveals the teacher’s perception on the use of Google Classroom as a learning media. The qualitative research design which applies interview method is carried out. Seven high school teachers in Tangerang Selatan, Indonesia, who have actively integrated Google Classroom in their teaching for at least 1 year became the participants. Findings showed that teachers use it as a facilitation tool for managing students’ tasks, organizing classroom and accommodating students’ interaction. In general, teachers perceived the use of Google Classroom was very helpful to conduct their virtual classroom. However, teachers stated that they needed to maximize other features of Google Classroom as they hadn’t explored all which would surely bring benefits for their professional development.

CHARACTER BUILDING OF HONESTY IN THE ACADEMIC DOCUMENTS OF VOCATIONAL SCHOOL IN ENGLISH LANGUAGE SUBJECT Wahyu Pambayuningsih; Sri Sumarni; Darmahusni
Getsempena English Education Journal Vol. 8 No. 1 (2021)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46244/geej.v8i1.1225

This research examined the honesty as part of character building in academic documents of English subject in Vocational high school. Using content analysis, the researcher analyzed the honesty throughout the documents. The data was words, phrases, clauses, sentences, and the pharaprashing of them. The data was taken from Vocational High School’s documents used by English teachers of vocational school. The finding showed that honesty appears explicitly and implicitly. All the aspects of character building of honesty were stipulated in syllabus provided by the government. The indicators of honesty that appear in the lesson plan, learning material, and assessment of English language subject in vocational high school are integrity, academic honesty, and sportsmanship. Those indicators are addressed implicitly in the documents represented by sub indicators such as the prohibition to cheat in doing the assignment and so forth. However, there was no consistency across the documents because honesty indicators appeared quite low in assessment tools prepared by English teachers. This condition indicated that students of Vocational High School get the character building of honesty through English language subject because it was stipulated, and addressed in academic documents. This study proposed a possibility for teachers to improvise their assessment tools by inserting honesty indicators.

DESIGNING ICT COMPETENCES-INTEGRATED GRAMMAR ASSESSMENT INSTRUMENTS FOR ENGLISH LANGUAGE STUDY PROGRAM rinawati pelawi; Sri Sumarni; Darmahusni
Bahtera: Jurnal Pendidikan Bahasa dan Sastra Vol 19 No 1 (2020): Bahtera: Jurnal Pendidikan Bahasa dan Sastra, Volume 19 Nomor 1 Januari 2020
Publisher : Program Studi Pendidikan Bahasa Program Pascasarjana Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/bahtera.191.07

Technological advancements affect many areas, including education. Proven to bring positive impacts in education, ICT is greatly expected in teaching, learning and assessment. Hence, there is a greater necessity for teachers and lectures to integrate ICT into their teaching, learning, and assessment. This study focuses on the assessment instrument for Grammar course of higher education for English Language Education Study Program. The analysis showed that the ICT Competences integration in the assessment instrument did not reach the levels that are meant for higher education based on standard frameworks UNESCO ICT Competency, EPG and the CEFR. This study aims to design ICT competences-integrated grammar assessment instruments for undergraduate English Language Education Study Program by using standard frameworks UNESCO ICT CFT, EPG and the CEFR. This study adapted Design and Development Research by Peffers. Based on the international standard frameworks, the results of the analyses suggest that the ICT competences of the existing assessment instruments are in the basic phase of EPG and knowledge acquisition level of UNESCO ICT Competency Framework. And the grammatical features are spread from level A2 to C1. Thus, the study proposed a design of ICT Competences-integrated grammar assessment instruments for English Language Education Study Program. Keywords: ICT competence; assessment instruments; UNESCO ICT; EPG.

PENGARUH STRATEGI PEMBELAJARAN MOBILE LEARNING DAN GAYA BELAJAR VISUAL TERHADAP PENGUASAAN KOSAKATA BAHASA JERMAN SISWA SMA NEGERI 1 MAROS Agung Rinaldy Malik; Emzir Emzir; Sri Sumarni
Jurnal Visipena Vol 11 No 1 (2020)
Publisher : Lembaga Penelitian dan Pengabdian (LP2M) STKIP Bina Bangsa Getsempena

This research aims for knowing the impact toward the strategies of learning such as mobile learning and the mastery of visual learning toward the ability students about German vocabulary. This research is using quantitative and method of experiment with analysis Anava two lines. The sample of this research using random sampling as the result, it can be determined with two groups of sample at class XI SMA Negeri 1 Maros that are class XI IPA 1 as the class which used as experiment and XI IPA 2 as control class. The result of this research shows that there are the impact significantly toward the mastery of German language between the group of learning strategy mobile learning Lern Deutsch Goethe Institut and Instagram to the learning visual style of student. From this analysis it can be concluded that the value Qcount A1B-A2B = 4.33. From the table of Critical Value Q (Tukey) with α = 0.05, k = 4 and n = 11 Related to the value of Qtable (0.05; 4; 11) = 4.26. Because Qcount A1B-A2B = 4.33> Qtable = 4.26 or H0 is rejected, the mastery of the German language for groups of students who are given by the strategy of learning from Mobile Learning Lern Deutsch Goethe Institute and the student who has a learning visual style more higher (33,36) than the group of students who are given by the strategy of learning with Mobile learning Instagram (29.64) who has a learning visual style. Abstrak Penelitian ini bertujuan untuk mengetahui pengaruh strategi pembelajaran mobile learning dan gaya belajar visual terhadap penguasaan kosakata bahasa jerman siswa. Penelitian ini merupakan penelitian kuantitatif dengan metode eksperimen mengguanakan analisis Anava dua jalur. Sampel penelitian menggunakan random sampling sehingga dapat ditentukan dua kelompok sampel di Kelas XI SMA Negeri 1 Maros yaitu kelas XI IPA 1 sebagai kelas eksperimen dan XI IPA 2 sebagai kelas kontrol. Hasil penelitian ini menunjukkan: bahwa terdapat pengaruh yang signifikan pada penguasaan bahasa Jerman antara kelompok startegi pembelajaran mobile learning Lern Deutsch Goethe Institut dan Instagram terhadap gaya belajar visual siswa. Dari hasil analisis diketahui bahwa nilai Qhitung A1B-A2B = 4,33. Dari tabel Critical Values Of Q (Tukey) dengan α = 0,05, k = 4 dan n = 11 diketahui nilai Qtabel (0,05; 4; 11) = 4,26. Karena Qhitung A1B-A2B = 4,33 > Qtabel = 4,26 atau H0 ditolak, maka penguasaan bahasa Jerman kelompok siswa yang diberi strategi pembelajaran Mobile Learning Lern Deutsch Goethe Institut dan yang memiliki gaya belajar visual lebih tinggi (33,36) daripada kelompok siswa yang diberi strategi pembelajaran Mobile Learning Instagram (29,64) yang memiliki gaya belajar visual. Kata Kunci: strategi, pembelajaran, mobile learning, bahasa jerman

The Benefits and Challenges of English Teachers in Implementing E-Learning during Covid-19 Pandemic Feira Fajar Kariena; Ratna Dewanti; Siti Drivoka Sulistyaningrum; Darmahusni Darmahusni; Sri Sumarni
Jurnal Pendidikan Bahasa dan Sastra Vol 22, No 1 (2022): APRIL 2022
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/bs_jpbsp.v22i1.47652

This paper will present the result of a study aiming to identify teachers’ opinions about the values and challenges of an online teaching English as a foreign language during covid 19 pandemic in a vocational high school in West Java Indonesia. The study has been informed by the theory of e-learning, modify the principles of e-learning, types of e-learning, the benefits and challenges of e-learning. Using a qualitative approach, this research was a case study which involved 21 vocational high school English teachers in Bekasi. Data collection was done through an in-depth interview and questionnaire to explore teachers’ e-learning experiences, both benefits and challenges in teaching English. Based on the findings, the majority of teachers expressed that the use of e-learning was effective with various benefits and challenges such as teachers’ readiness in implementing e-learning, accessibility and Internet connectivity, low students’ participation and identify plagiarism. Thus, the researcher recommended more studies of e-learning to get practical strategies to employ online sources for education in the pandemic situation.

DIGITAL STORYTELLING TO SUPPORT YOUNG LEARNERS’ ENGLISH VOCABULARY DEVELOPMENT Lailatul Maya; Sri Sumarni; Muchlas Suseno
Jurnal Bahasa Lingua Scientia Vol 14 No 1 (2022)
Publisher : Pusat Pengembangan Bahasa IAIN Tulungagung

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Due to the explosive growth of technology, teachers are required to integrate technology into the classroom to engage learners who are regarded as digital natives. Digital storytelling can be an alternative medium for vocabulary learning. This case study examined how young learners perceived the implementation of digital storytelling during vocabulary learning. In-depth interviews and closed-ended questionnaires were employed to investigate the use of digital storytelling in the classroom. The sample of the study recruited 23 fifth-grade learners from an elementary school in Tuban, East Java. The qualitative data from the interviews and questionnaires of the young learners revealed that they considered digital storytelling more engaging, fascinating, and motivating for improving their vocabulary development. As a result, EFL teachers are recommended to deliver appropriate digital storytelling to young learners in order to teach vocabulary and support their vocabulary development.

DIGITAL STORYTELLING TO SUPPORT YOUNG LEARNERS’ ENGLISH VOCABULARY DEVELOPMENT Lailatul Maya; Sri Sumarni; Muchlas Suseno
Jurnal Bahasa Lingua Scientia Vol 14 No 1 (2022)
Publisher : Unit Pengembangan Bahasa UIN Sayyid Ali Rahmatullah Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/ls.2022.14.1.145-163

Due to the explosive growth of technology, teachers are required to integrate technology into the classroom to engage learners who are regarded as digital natives. Digital storytelling can be an alternative medium for vocabulary learning. This case study examined how young learners perceived the implementation of digital storytelling during vocabulary learning. In-depth interviews and closed-ended questionnaires were employed to investigate the use of digital storytelling in the classroom. The sample of the study recruited 23 fifth-grade learners from an elementary school in Tuban, East Java. The qualitative data from the interviews and questionnaires of the young learners revealed that they considered digital storytelling more engaging, fascinating, and motivating for improving their vocabulary development. As a result, EFL teachers are recommended to deliver appropriate digital storytelling to young learners in order to teach vocabulary and support their vocabulary development.

Blended Learning in English Language Learning in Post Pandemic Era: Literature Review Putri Indah Pratiwi; Sri Sumarni
English Language and Literature International Conference (ELLiC) Proceedings Vol 6 (2023): Transforming Paradigm, Diversity, and Challenges in English Language Learning, Linguis
Publisher : Universitas Muhammadiyah Semarang

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In the post-pandemic era, several teaching methods are advised to be employed to address some of the issues English as a second language/English as a foreign language learners confront challenges. this paper aims at present geographical distribution and the effectiveness of blended learning. The method of this study was a literature review, This study chose a total of 32 publications published between 2019 and 2023. The result shows instructors and students in various English as second language/English as a foreign language situation had a favourable reaction to blended learning. Since this teaching technique created the road and provided a new avenue for English language practice in an ESL/EFL setting, blended learning has also been underlined by many academics as being applied in English teaching and learning. Finally, it is advised to implement this strategy as an optional language learning model in the post-pandemic era.

A Review on the Design and Characteristics of English Language Learning and Teaching in a Standard-Based Curriculum: Kurikulum Merdeka Muhamad Aziz Muslim; Sri Sumarni
English Language and Literature International Conference (ELLiC) Proceedings Vol 6 (2023): Transforming Paradigm, Diversity, and Challenges in English Language Learning, Linguis
Publisher : Universitas Muhammadiyah Semarang

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The research is meant to conduct a review of the design of Kurikulum Merdeka and to reveal the characteristics of the teaching and learning of English based on this curriculum. The descriptive qualitative method was employed in this review. Major designs of language curriculum offered by scholars were identified, analyzed, and synthesized to set the rubrics for analyzing the Kurikulum Merdeka. The Kurikulum Merdeka document especially the introduction part in the learning outcome statements was analyzed based on the rubrics to reveal its design and the teaching and learning characteristics. The analysis of the major English language curriculum design, the pertinent characteristics of the major English language curriculum design, the description of the design of the English language curriculum in Kurikulum Merdeka, and the characteristics of the teaching and learning English based on Kurikulum Merdeka are presented as the result of the research.

Cooperative Learning in The English Language Learning: A Systematic Review. Fauziyatul Uzma; Sri Sumarni
English Language and Literature International Conference (ELLiC) Proceedings Vol 6 (2023): Transforming Paradigm, Diversity, and Challenges in English Language Learning, Linguis
Publisher : Universitas Muhammadiyah Semarang

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There are numerous methods for learning English, and cooperative learning tends to aid students in comprehending and identifying tactics that are engaging and simple to implement to attain mastery objectives. This research was aimed at exploring the potentials and challenges of the use of cooperative learning in the English language learning. Systematic review is employed in this research, a total number of 43 articles published between 2018 and 2023 were selected in this paper. The impacts of cooperative learning on the English education, have been determined through a review of relevant literature. Hence, the findings of the examined literature indicate that adopting cooperative learning in learning the English language has positive outcomes. Each integrated skill of the English language is positively affected by cooperative learning, and it is suggested that the use of cooperative learning as one of the 21st-century skills should be considered for the future teaching and learning of the English language.

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