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TEACHING LANGUAGE FORT ADULT LEARNERS: LANGUAGE ANXIETY AND CLASSROOM DYNAMIC Mayasari, Santi
Prosiding Universitas PGRI Palembang Kumpulan Prosiding Edisi 1
Publisher : Prosiding Universitas PGRI Palembang

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AbstrakLanguage is one of media for people to communicate. We can use language to express our feeling, emotion, and ideas by using language. Language can help us facing and solving the problems in our lives, language also can show the character of someone. Up to now, we do not realize that where and when we know language such us uneasiness, frustration, self-doubt, unconfidense, etc. it is called by language anxiety. In other words, language anxiety can be covered by how the teacher and peer students actually react verbally and non-verbally to the efforts an individual makes in order to learn, assimilate knowledge and perform. What and how the situational anxiety which appears only under certain circumstances. In a language classroom, these circumstances include what and how everything happenas in and between the participants in the classroom. There are some reasons why the language anxiety and language dynamic can happen in our cl;assroom, they are: being judged in the classroom, feeling isolated in the classroom, feeling loss of control in the classroom, dose starting late mean âtoo lateâ?, a successful learning environment, caring and sharing in the foreign language classroom, clear sense of direction, sense of fun.Key word: Language Teaching, Adult Learner, Language Anxiety, Classroom Dynamic

FILSAFAT PENDIDIKAN HUMANISME DALAM PERSPEKTIF PEMBELAJARAN BAHASA INGGRIS BAGI PESERTA DIDIK DI TINGKAT SEKOLAH MENENGAH ATAS: SEBUAH KAJIAN TEORI Mayasari, Santi
Jurnal Dosen Universitas PGRI Palembang PROSIDING DOSEN UNIVERSITAS PGRI PALEMBANG EDISI 12
Publisher : Jurnal Dosen Universitas PGRI Palembang

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AbstrakFilsafat pendidikan humanisme menilai bahwa perkembangan kognitif atau intelektual sama pentingnya dengan afektif siswa yang harus dikembangkan yang juga merupakan aspek terpenting dalam pendidikan. Ini berarti bahwa filsafat pendidikan humanisme berorientasi pada pengembangan manusia, menekankan nilai-nilai manusiawi, dan nilai-nilai kultural dalam pendidikan. Sasaran pokok filsafat pendidikan humanisme adalah membentuk anggota keluarga, masyarakat, dan warga negara baik, yang memiliki jiwa demokratis, bertanggung jawab, memiliki harga diri, kreatif, rasional, objektif, tidak berprasangka, mawas diri terhadap perubahan dan pembaharuan serta mampu memanfaatkan waktu senggang secara efektif. Dalam proses pembelajaran bahasa Inggris di tingkat Sekolah Menengah Atas (SMA), implementasi filsafat pendidikan humanisme dapat dilihat dari cara guru memberikan kebebasan kepada siswa dalam berpikir dan bertindak mengenai materi pembelajaran sesuai dengan prinsip-prinsip kemanusiaan. Dalam metode belajar yang humanis, guru harus mengoptimalkan seluruh potensi siswa agar dapat berpikir kritis dan mengembangkan kemampuannya dalam keterampilan dan sikap.Kata Kunci: Filsafat Pendidikan Humanisme,Â Pembelajaran Bahasa Inggris, Peserta Didik

IMPROVING STUDENTSâ€™ WRITING DESCRIPTIVE ENGLISH TEXT IN MULTILITERATION LEARNING THROUGH COLLABORATIVE TECHNIQUES Mayasari, Santi; Firdaus, Masagus; Widayatsih, Tri
The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 5, No 2 (2018): The Journal of English Literacy Education
Publisher : University of Sriwijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v5i2.7029

Abstract: The purpose of this study is to improve students' writing skills in Multiliteration Learning English descriptive text through collaboration techniques in Seniour high school students in Palembang. This study used a Quasi-experimental research design method; non equivalent pretest and posttest. In analyzing the level of writing comprehension of students by using the rubric of writing descriptive text, the final test scores of control class students and experimental class students were be compared. Then the t-test value was compared with the value of t-table. The results obtained, by looking at Table t-test results, it was found that the F value is 110.049 with degreef of freedom (df) 292 with a significance value (sig.) 0,000. With the difference in the mean value of 4.116. Due to the sig value. 0,000 (<0,005) with a t-count value was 8.540, it can be concluded that there are significant differences between the two sample groups in the final results of writing skills. It can be concluded that collaboration techniques have a positive impact on students' writing abilities. Keywords: multiliteration, collaboration, descriptive text

MULTILITERATION LEARNING IN WRITING ENGLISH DESCRIPTIVE TEXT THROUGH COLLABORATIVE TECHNIQUES – (THEORITICAL REVIEW) Mayasari, Santi; Firdaus, Masagus; Widayatsih, Tri
Social, Humanities, and Educational Studies (SHEs): Conference Series Vol 1, No 1 (2018): 1st National Seminar on Elementary Education (SNPD 2018)
Publisher : Universitas Sebelas Maret

Multiliteration Learning through collaborative techniques is one of the study used by teachers and lecturers in disruption era. Disruption era is an era that needs a very rapid change and transforming old things into new and work intense in the world competition, and the movement of the highly developed world industry makes us as teachers or lecturers to be ready to prepare our students in this sophisticated era. Teachers are required to be more creative in delivering classroom learning. Multiliteration learning through collaborative techniques becomes one of the more creative learning alternatives. Multiliteration learning is used to develop the competence of various sources of literacy both visual literacy, multimedia, technology, critical, cross curriculum, as well as various literacy resources that exist around people's lives. In Modern learning using a more attractive and sophisticated facilities that are able to explore the potential and mindset of learners to be more qualified. The teacher will dig the students creative and fun. The benefits of multiliteration learning in Teaching English are; (1) to explore more creative ideas in English descriptive text, (2) to improve the students English grammar; (3) to master the vocabulary in a descriptive text; and (4) to use the best facilities at school to support the development of multiliteration study.

THE INFLUENCE OF PREDICT-SCAN-READ-ANSWER (PSRA) STRATEGY AND CREATIVE THINKING TOWARD THE ELEVENTH GRADERS’ READING COMPREHENSION AT SRIGUNA SENIOR HIGH SCHOOL OF PALEMBANG Santi Mayasari
ELTE Journal (English Languange Teaching and Education) Vol 2, No 2 (2014): ELTE Journal (English Languange Teaching and Education)
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/elte.v0i0.128

ABSTRACT This research was conducted to investigate the influence of Predict-Scan-Read-Answer (PSRA) Strategy and Creative Thinking toward the Eleventh Graders’ Reading Comprehension at Sriguna Senior High School of Palembang. This research applied experimental method with factorial design. There were 280 students as the population. From 280 students, 80 students were taken as the samples of this research by using two stage random sampling. The statistical analyses used were Independence t-test and Two-way ANOVA. The distribution of both experimental and control group score were normal, since the significant value was higher than 0.05. The data of PSRA strategy and conventional strategy were homogeneous since the result of homogeneity of variance testing indicated that the significant value of all the data was higher than the significant of p-output (0.05). Furthermore, it was found that (1) there was a significant difference in reading comprehension achievement between high creative thinking and low creative thinking students who were taught through PSRA Strategy. (2) There was a significant difference in reading comprehension achievement between high creative thinking and low creative thinking students who were taught through Conventional Strategy. (3) There was a significant difference in means score between students who had high creative thinking, taught through PSRA strategy and Conventional Strategy. (4) There was no significant difference in means score between students who had low creative thinking, and those who were taught using PSRA strategy and Conventional Strategy. (5) There was a significant interaction effect (influence) of PSRA strategy and Creative Thinking on reading comprehension. Key Word: Predict-Scan-Read-Answer (PSRA), Creative Thinking, Reading Comprehension

An Experimental Study on Clustering Technique Employed by The Extrovert and Introvert Learners in Reading Comprehension at Fishery Faculty of PGRI University Palembang Santi Mayasari
ELTE Journal (English Languange Teaching and Education) Vol 4, No 2 (2016): ELTE Journal September Edition
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/elte.v0i0.1679

ABSTRACTThis study was conducted to investigate An Experimental Study on Clustering Technique Employed by The Extrovert and Introvert Learners in Reading Comprehension at Fishery Faculty of PGRI University Palembang. This study applied experimental method with factorial design. There were 40 students as the population. From 40 students, 30 students were taken as the samples of this research by using two stage random sampling. The statistical analyses used were Independence t-test and Two-way ANOVA. The distribution of both experimental and control group score were normal, since the significant value was higher than 0.05. The data of Clustering Technique and Conventional Technique were homogeneous since the result of homogeneity of variance testing indicated that the significant value of all the data was higher than the significant of p-output (0.05).Furthermore, it was found that (1) there is any significant difference in reading comprehension achievement between extrovert and Introvert students who are taught byusingclustering technique. (2) there is any significant difference in readingcomprehension achievement betweenextrovert and introvertstudents who are taught by using conventional technique. (3) there is any significant difference in reading comprehensionachievementbetween extrovert and introvertstudents who are taught byclustering technique andthosewho are taught byusing conventional technique. (4) there was no any significant interaction effectof clustering technique and extrovert and introvert students onreadingcomprehension achievement. the alternative hypothesis (Ha) was rejected and null hypothesis (Ho) was accepted. Key Word: Clustering Technique, Extrovert and Introvert, ReadingComprehension

Evaluasi Usaha Kemplang Ikan Di Kabupaten Ogan Ilir (Studi Kasus: Usaha Kemplang Ibu Marisah) Lia Perwita Sari; Santi Mayasari
Jurnal Ilmu-ilmu Perikanan dan Budidaya Perairan Vol 16, No 2 (2021): Jurnal Ilmu-ilmu Perikanan dan Budidaya Perairan
Publisher : University of PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/jipbp.v16i2.6628

Kemplang ikan adalah salah satu jenis olahan produk perikanan yang terbuat dari bahan baku campuran ikan dan tepung tapioka atau tepung sagu. Tujuan dari penelitian ini adalah untuk mengevaluasi usaha kemplang ikan Ibu Marisah secara teknis dan ekonomis. Metode penelitian menggunakan metode studi kasus. Lokasi penelitian pada Usaha Kemplang Ikan Ibu Marisah di Desa Pelabuhan dalam Kecamatan Pemulutan Kabupaten Ogan Ilir. Bahan baku dan bahan penunjang pembuatan kemplang ikan diperoleh dari Kota Palembang. Tenaga kerja yang dilibatkan adalah ibu rumah tangga di sekitar lokasi penelitian. Produksi kemplang ikan per hari sekitar 18.000 keping dengan harga jual Rp 180 per keping. Jenis kemplang yang dijual berupa kemplang mentah (belum dipanggang). Pemasaran kemplang ini sudah merambah ke luar Kabupaten Ogan Ilir, bahkan ke luar pulau Sumatera. Titik Pulang Pokok (Break Event Point) yang diperoleh dalam satuan unit rata-rata sebesar 15.952,78 keping sedangkan dalam satuan rupiah rata-rata sekitar Rp 159,53 per keping, sehingga dapat disimpulkan usaha kemplang Ibu Marisah layak untuk terus dikembangkan.

FILSAFAT PENDIDIKAN HUMANISME DALAM PERSPEKTIF PEMBELAJARAN BAHASA INGGRIS BAGI PESERTA DIDIK DI TINGKAT SEKOLAH MENENGAH ATAS: SEBUAH KAJIAN TEORI Santi Mayasari
Jurnal Dosen Universitas PGRI Palembang PROSIDING DOSEN UNIVERSITAS PGRI PALEMBANG EDISI 12
Publisher : Jurnal Dosen Universitas PGRI Palembang

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

AbstrakFilsafat pendidikan humanisme menilai bahwa perkembangan kognitif atau intelektual sama pentingnya dengan afektif siswa yang harus dikembangkan yang juga merupakan aspek terpenting dalam pendidikan. Ini berarti bahwa filsafat pendidikan humanisme berorientasi pada pengembangan manusia, menekankan nilai-nilai manusiawi, dan nilai-nilai kultural dalam pendidikan. Sasaran pokok filsafat pendidikan humanisme adalah membentuk anggota keluarga, masyarakat, dan warga negara baik, yang memiliki jiwa demokratis, bertanggung jawab, memiliki harga diri, kreatif, rasional, objektif, tidak berprasangka, mawas diri terhadap perubahan dan pembaharuan serta mampu memanfaatkan waktu senggang secara efektif. Dalam proses pembelajaran bahasa Inggris di tingkat Sekolah Menengah Atas (SMA), implementasi filsafat pendidikan humanisme dapat dilihat dari cara guru memberikan kebebasan kepada siswa dalam berpikir dan bertindak mengenai materi pembelajaran sesuai dengan prinsip-prinsip kemanusiaan. Dalam metode belajar yang humanis, guru harus mengoptimalkan seluruh potensi siswa agar dapat berpikir kritis dan mengembangkan kemampuannya dalam keterampilan dan sikap.Kata Kunci: Filsafat Pendidikan Humanisme, Pembelajaran Bahasa Inggris, Peserta Didik

TEACHING LANGUAGE FORT ADULT LEARNERS: LANGUAGE ANXIETY AND CLASSROOM DYNAMIC Santi Mayasari
Jurnal Dosen Universitas PGRI Palembang Kumpulan Prosiding Edisi 1
Publisher : Jurnal Dosen Universitas PGRI Palembang

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

AbstrakLanguage is one of media for people to communicate. We can use language to express our feeling, emotion, and ideas by using language. Language can help us facing and solving the problems in our lives, language also can show the character of someone. Up to now, we do not realize that where and when we know language such us uneasiness, frustration, self-doubt, unconfidense, etc. it is called by language anxiety. In other words, language anxiety can be covered by how the teacher and peer students actually react verbally and non-verbally to the efforts an individual makes in order to learn, assimilate knowledge and perform. What and how the situational anxiety which appears only under certain circumstances. In a language classroom, these circumstances include what and how everything happenas in and between the participants in the classroom. There are some reasons why the language anxiety and language dynamic can happen in our cl;assroom, they are: being judged in the classroom, feeling isolated in the classroom, feeling loss of control in the classroom, dose starting late mean “too late”?, a successful learning environment, caring and sharing in the foreign language classroom, clear sense of direction, sense of fun.Key word: Language Teaching, Adult Learner, Language Anxiety, Classroom Dynamic

NILAI BUDAYA MASJID JAMI’ SUNGAI LUMPUR KELURAHAN II ULU PALEMBANG SEBAGAI SUMBER PEMBELAJARAN SEJARAH Maya Susanti; Muhamad Idris; Aan Suriadi
Kalpataru: Jurnal Sejarah dan Pembelajaran Sejarah Vol 7, No 1 (2021): KALPATARU: Jurnal Sejarah dan Pembelajaran Sejarah
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/kalpataru.v7i1.6275

Masjid Jami’ Sungai Lumpur Palembang adalah salah satu masjid tertua yang berada di Kota Palembang (1259 H/1837 M) hingga sampai saat ini Masjid Jami’ Sungai Lumpur masih terawat dengan rapi. Permasalahan penelitian adalah untuk mengetahui nilai budaya Masjid Jami’ Sungai Lumpur sebagai sumber pembelajaran sejarah. Tujuan penelitian ini adalah untuk mengetahui nilai budaya Masjid Jami’ Sungai Lumpur sebagai sumber pembelajaran sejarah. Metode penelitian adalah metode deskriptif kualitatif. Teknik pengumpulan data yang digunakan observasi, dokumentasi, wawancara dan kajian pustaka. Teknik analisis data dengan reduksi data, penyajian data, dan verifikasi. Dari hasil penelitian dapat disimpulkan Masjid Jami’ Sungai Lumpur memiliki nilai sejarah syiar Islam di Kota Palembang pada abad 19 Masehi. Masjid Jami’ Sungai Lumpur memiliki nilai budaya berupa nilai tangible dan intangible. Nilai budaya tangible Masjid Jami’ Sungai Lumpur antara lain seni arsitektur bangunan masjid, seni ukiran, seni lukis, benda upacara keagamaan (bedug, bendera, tongkat, panggung kotbah). Nilai budaya intangible Masjid Jami’ Sungai Lumpur antara lain: konsep sembilan, konsep kearifan lingkungan pelestarian lahan basah. Nilai sejarah dan nilai budaya Masjid Jami’ Sungai Lumpur dapat dijadikan sumber ajar, materi pengayaan materi penyebaran agama Islam dan sejarah lokal.

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