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All Journal P2M STKIP Siliwangi Indonesian EFL Journal ABDIMAS SILIWANGI
Ningtyas Orilina Argawati
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Arts Humanities Education Library & Information Science Social Sciences

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DEVELOPING MATERIAL DEVELOPMENT GUIDELINE OF LISTENING FOR GENERAL COMMUNICATION Ningtyas Orilina Argawati; Lilis Suryani
Jurnal Ilmiah P2M STKIP Siliwangi Vol 3, No 2 (2016): Volume 3, No. 2 November 2016
Publisher : IKIP Siliwangi Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (307.612 KB) | DOI: 10.22460/p2m.v3i2p92-96.631

Abstract

COOPERATIVE VS PROJECT-BASED LEARNING IN TEACHING WRITING NARRATIVE TEXT Ningtyas Orilina Argawati; Ratih Inayah
Jurnal Ilmiah P2M STKIP Siliwangi Vol 7, No 1 (2020): Volume 7 Nomor 1, Mei 2020
Publisher : IKIP Siliwangi Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/p2m.v7i1p20-28.1508

Abstract

Writing is one of four basic skill which becomes a point of attention to this research. It is due to the lack of capability of students especially in vocational high school to communicate through written text. Two methods had been chosen to be implemented to the students; cooperative learning and Project-based learning. The aim of this research is to know whether or not there is a significant difference between those two methods. The  population used was ten grade students of a vocational high school in Cimahi, while the samples were two classes; one as an experimental class and the other as control class. The result from pre-test and post-test showed that there is significant difference between those two classess. Cooperative learning seemed to be more eeffective since the method gave the opportunity for the students to work as a group as well as project-based learning did. However, in cooperative learning, students did not work without teachers’ guidance. It means that even though students need to be given chance to work freely, they still need teachers as the guidance for their earning activity.
SELF-EVALUATION OF TEACHER TALK (SETT): FACILITATING TEACHER-STUDENTS INTERACTION IN EFL SPEAKING CLASS Ningtyas Orilina Argawati; Bachrudin Musthafa; Gin Gin Gustine
Indonesian EFL Journal Vol. 11 No. 2 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v11i2.11851

Abstract

Teachers have significant role in facilitating students’ interaction in the classroom. They contribute in students’ interaction development. Therefore, teachers need to always take such strategy to do so. One the strategy which can be used by teachers is by applying Self-evaluation of Teacher Talk (SETT). This study is aimed at describing the implementation of SETT to facilitate teacher-students interaction in EFL speaking class in university level. Using a qualitative research design, data were collected through recorded classroom observations and semi-structured student interviews in a speaking class. The study focused on four key categories of teacher talk: Managerial, Material, Skill and System, and Classroom Context Talk. Research indicates that managerial talk efficiently organizes classroom activities and illustrates organizational communication standards, while material talk contextualizes learning goals, connecting theory to practical applications. Skill and system discussions provide clear language training and constructive feedback, enhancing communication competence and confidence. Classroom context talk promotes critical thinking and introspective engagement, connecting theoretical knowledge with actual professional contexts. The synthesis of data and discussion emphasizes the dynamic interaction of these categories in fostering students’ interaction and preparedness for professional communication issues. This study provides significant insights for teachers seeking to enhance instructional practices in higher education, highlighting the essential role of teacher discourse in equipping students for proficient communication in professional environments.
Integrasi deep learning dan teknologi: Upaya meningkatkan keterampilan speaking and listening Bhuana, Gartika Pandu; Ningtyas Orilina Argawati; Dewi Listia Aprilianti
Abdimas Siliwangi Vol. 8 No. 3 (2025): Oktober 2025
Publisher : IKIP SILIWANGI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/as.v8i3.28013

Abstract

Kegiatan ini bertujuan untuk mengimplementasikan pendekatan deep learning melalui penggunaan teknologi, Orai dan Padlet, pada keterampilan listening dan speaking di tingkat SMA. Hal ini disebabkan masih adanya kendala di sekolah prihal pengajaran dua keterampilan tersebut, dimana salah satunya adalah terbatasnya waktu untuk berlatih. Padalah, dua keteramilan tersebut membutuhkan latihan yang intensif agar siswa bisa berkomunikasi dengan baik. Kegiatan dilakukan di salah satu SMA di Batujajar, Kabupaten Bandung Barat, dengan siswa sebagai target sasarannya. Kegiatan dilakukan dalam empat sesi: Pengenalan konsep deep learning, pengenalan aplikasi Orai dan Padlet, praktik, dan evaluasi. Hasil menunjukan bahwa integrasi Orai dan Padlet tidak hanya memberikan kesempatan pada siswa untuk berlatif secara maksimal, tetapi juga meningkatkan daya refleksi, kolaborasi , keterlibatan aktif, dan juga rasa percaya diri. Oleh karena itu, klaborasi dua teknologi ini dapat menjadi solusi strategis dalam pembelajaran bahasa Inggris, khususnya dalam keterampilan listening dan speaking.
Co-Authors Bachrudin Musthafa Bhuana, Gartika Pandu Dewi Listia Aprilianti Gin Gin Gustine Lilis Suryani Ratih Inayah