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All Journal Journal of English Education, Linguistic and Literature J-ADIMAS (Jurnal Pengabdian kepada Masyarakat) Budimas : Jurnal Pengabdian Masyarakat Transformasi dan Inovasi : Jurnal Pengabdian Masyarakat
Hartia Novianti
STKIP PGRI Jombang
Religion Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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IMPLEMENTING CIRC STRATEGY TO IMPROVE STUDENTS’ ABILITY IN READING COMPREHENSION AND WRITING EFL AT HIGHER EDUCATION LEVEL Hartia Novianti; Rukminingsih Rukminingsih
JEELL (Journal of English Education, Linguistics and Literature) English Department of STKIP PGRI Jombang Vol 7, No 1 (2020)
Publisher : STKIP PGRI Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32682/jeell.v7i1.1555

Abstract

This study was describe the improvement of students’ reading comprehension and writing ability through CIRC. In conducting this study, the reseracher collected data from students of second semester Speaking class in their second semester at STKIP PGRI Jombang. . The problems faced in this class are the students were still confused of how to find implicit and explicit information, word meaning, and reference word in reading comprehension, the students were still confused how to start producing narrative text and sometimes they lose their ideas in the middle of composing narative text because they were lack of vocabularies.The instruments used here were interview. observation, field note, questionnaires, and test. . Each cycle consisted of four meetings in which two meetings were for implementing reading comprehension and the other two meetings were for implementing writing. The results of the study show that CIRC can improve (1) students’ ability in reading compehension and writing and (2) teaching and learning process. Thus, CIRC can be an alternative teaching strategy that benefits for improving students’ achievement, ability, and participation in the teaching and learning process.
The Effectiveness Of Teaching Grammar In Writing Context As Communicative Approach To The Fourth Semester of English Department Of STKIP PGRI Jombang. Hartia Novianti
JEELL (Journal of English Education, Linguistics and Literature) English Department of STKIP PGRI Jombang Vol 2, No 2 (2015)
Publisher : STKIP PGRI Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32682/jeel.v2i2.385

Abstract

Grammar is  one of the most difficult issues of language teaching. Grammar in writing context holds an important place to motivate learners if grammar is taught in communicative approach as students will have an opportunity to perceive how the new grammar structures work. It includes knowledge of how to use language which some psycholinguist (Anderson 2005) have called procedural knowledge or  implicit knowledge as opposed to declarative knowledge  or explicit knowledge.  In fact, many applied linguists believe that the learners’ ability to communicate can be developed alongside their evolving knowledge about grammar. Through lot of opportunities to explore grammar in context, the learners  have the chance to see how and why different forms can be used to express different communicative meanings  Grammar in writing context as communicative apptoach also could encourage students to use the forms in expressing their own content and to help students see the usefulness of what they have learned  (Weaver:1996). The result of the study showed that the mean score in the posttest was higher than in the pretest; and the mean score increased 18.5 point after treatment. Meanwhile the mean score from the control group were respectively 59.75 and 64.5  in the posttest, meaning that the mean score  increased only 4.75 point after treatment . Briefly of the experimental group were higher than control one Therefore it could be concluded that students taught grammar in writing context as communicative approach  gain better achievement than those taught in pattern practice drills.
THE FOREIGN LANGUAGE E IMMERSIVE IN ENHANCING STUDENTS’ EFL SPEAKING ABILITY Hartia Novianti; Erma Rahayu Lestari
JEELL (Journal of English Education, Linguistics and Literature) English Department of STKIP PGRI Jombang Vol 5, No 2 (2019)
Publisher : STKIP PGRI Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32682/jeell.v5i2.983

Abstract

This study  investigates the effectiveness  of students’ EFL speaking ability, using the E Immersive  through yutube . It aims to explore whether e immersive   effective  in an English as a Foreign Language (EFL) context  is more effective  on the students’ speech development  as a teaching approach. A quasi experimental design was employed for the study. The participants  were 40 students of English department of STKIP PGRI Jombang  who were taking Speaking class in their fourth semester at STKIP PGRI Jombang.  The quantitative data were taken from students’ speaking test. The research finding revealed that the students’ achievement of experimental group in speaking ability is higher than control group and the students responses showed that they had almost positive response in taking the speaking class by employing  immersive multimedia  which reduced the use of code-switching strategies by the students and enabled them to develop oral production skills in English It implied that E immersive  learning is effective to be implemented in speaking class.
DIRECTED READING THINKING ACTIVITY (DRTA) TECHNIQUES FOR IMPROVING TEACHING READING CLASS Hartia Novianti
JEELL (Journal of English Education, Linguistics and Literature) English Department of STKIP PGRI Jombang Vol 2, No 1 (2015)
Publisher : STKIP PGRI Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32682/jeel.v2i1.396

Abstract

Direct Reading Thinking Activity (DRTA) is a strategy that explicitly teaches students good reading habits. This strategy helps strengthen reading and critical thinking skills. It can be used across all grades and learning abilities. The DRTA process helps students recognize predictions, judgments, and evidence verification. It is designed to make students aware of their own interprative action during reading. DRTA  enhances understanding and comprehension of text. This strategy encourages students to be active and thoughtful readers and enhancing their comprehension. Keeping this need in mind, this paper reports on the implementation directed reading thinking activity (DRTA) of EFL learners  in the first semester of English Department at STKIP PGRI Jombang. The result of observation showed sthat the steps on implementing DRTA are in the following (1) D-Direct- the lecturer directs and stimulates students thinking prior to reading a passage by scanning the title, chapter headings, illustrations, and other explanatory materials. (2)R- Reading – The lecturer should have students read up to the first preselected  point in the text. The lecturer then prompts the students with questions about specific information or scanning. (3) T- Thinking, At  the end of reading, the lecturer  should have students go back through the text and think about their predictions. Students should verify or modify the accuracy of their predictions by finding supporting statements in the text. Moreover, the result of interview indicates that the students showed significantly positive attitude toward the implementation of DRTA.
Pelatihan Pengembangan Blended Learning Melalui Model Flipped Classroom : Model Pembelajaran Alternatif di New Normal Era Hartia Novianti; Rukminingsih Rukminingsih
J-ADIMAS (Jurnal Pengabdian Kepada Masyarakat) Vol 9, No 2 (2021)
Publisher : (STKIP) PGRI Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29100/j-adimas.v9i2.2081

Abstract

ABSTRAKBlended-flipped classroom merupakan penerapan model blended learning yang dilaksanakan dengan model flipped classroom. Pengertian blended learning adalah mengombinasikan antara pembelajaran tatap muka ( face to face ) dan daring /online  learning dengan memanfaatkan teknologi. Pembelajaran yang menggunakan model  flipped classroom, aktivitas belajarnya dibalik, bahan ajar dan konsep tidak disampaikan oleh pendidik di ruang kelas, namun materi disiapkan oleh pendidik  kemudian dibagikan kepada peserta didik. Namun  belum maksimal dalam menentukan perencanaan model pembelajaran yang sesuia dengan kondisi pembelajarann new normal era. Namun, permasalahan yang  terjadi  saat  ini  adalah  minimnya  pengetahuan  guru  dalam mengembangkan blended  learning contohnya  adalah model flipped classroom dan media   daring   lainnya.Berdasarkan permasalahan diatas program  pengabdian  masyarakat  STKIP PGRI Jombang ini  bertujuan  memberikan  pelatihan pengembangan  blended  learning melalui  penerapan model flipped classroom bagi  guru SDN Tanjunggunung. Peserta pengabdian adalah guru-guru SDN Tanjunggunung  berjumlah 14 orang guru. .  Metode  pelaksanaan  pengabdian akan  dilakukan  dengan lima   tahap.  Tahap (1) persiapan awal (survei tempat dan penginstalan tablet), tahap (2) pembuatan worksheet pelatihan blended learning  melalui flipped classroom , (3) Pelaksanaan Kegiatan (Pemberian materi blended learning  melalui flipped classroom), (4)  Praktik (pelaksanaan blended learning  melalui flipped classroom) dan (5) Output (pengembangan blended learning melalui model flipped classroom) yang akan didesiminasikan pada jurnal nasional.Kata Kunci: Pengembaangan Blended Learning, Flipped classroom, New Normal Era
PELATIHAN PENULISAN BEST PRACTICE UNTUK MERAIH PREDIKAT GURU BERPRESTASI BAGI GURU SDN TANJUNGGUNUNG PETERONGAN, KABUPATEN Rukminingsih Rukminingsih; Hartia Novianti; Nala Sita Rukmi
Transformasi dan Inovasi : Jurnal Pengabdian Masyarakat Vol 2 No 1 (2022): Vol. 2 No. 1 (2022): Volume 2, Nomor 1 Januari 2022
Publisher : Program Studi S1, S2, S3 Mananajemen Pendidikan Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (297.002 KB) | DOI: 10.26740/jpm.v2n1.p15-20

Abstract

Di Indonesia, fenomena guru yang tidak mampu naik pangkat secara periodik dan rutin sungguh meresahkan. Hal itu disebabkan oleh ketidaksiapan mereka dalam memenuhi persyaratan karya ilmiah, terutama, Penelitian Tindakan Kelas (PTK). Guru yang termotivasi menjadi Pengawas Sekolah, Kepala Sekolah, dan Guru teladan, mereka diwajibkan memiliki karya ilmiah yang sangat prestisius yang disebut dengan Best Practice (praktik terbaik di bidang pendidikan). Namun, permasalahan yang terjadi saat ini  adalah  minimnya  pengetahuan  guru  tentang bagaimana menulis best practice dengan benar. Fokus pengabdian ini adalah yang kedua, yakni pelatihan penulisan Best Practice. Di SDN Tanjunggunung terdapat 12 tenaga pendidik yang terdiri dari 12 guru dan 1 kepala sekolah dari total 13 orang hanya terdapat 3 orang yang berhasil menyelesaikan karya ilmiahnya berupa best practice. Berdasarkan permasalahan diatas program pengabdian masyarakat STKIP PGRI Jombang  bertujuan  memberikan  pelatihan penulisan best practice.  Pelatihan ini bertujuan membantu mengatasi salah satu persoalan yang dihadapi mitra. Sehingga melalui kegiatan pengabdian ini, kompetensi guru dalam menulis best practice meningkat. Hal ini dibuktikan dengan dihasilkan draft best practice yang sesuai dengan buku panduan dari kemendikbud oleh guru-guru SDN Tanjunggunung Peterongan kabupaten Jombang.  
PENDAMPINGAN PENULISAN ARTIKEL ILMIAH PADA PEMBELAJARAN BERBASIS HIGH ORDER THINKING SKILL (HOTS) DI KURIKULUM MERDEKA BELAJAR Rukminingsih Rukminingsih; Hartia Novianti; Nala Sita Rukmi; N Komala Yuniarsih
BUDIMAS : JURNAL PENGABDIAN MASYARAKAT Vol 5, No 2 (2023): BUDIMAS : Jurnal Pengabdian Masyarakat
Publisher : LPPM ITB AAS Indonesia Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29040/budimas.v5i2.10636

Abstract

Pendidik di seluruh Indonesia baik guru maupun dosen diwajibkan oleh pemerintah untuk dapat mendesiminasikan karya tulisnya yang merupakan hasil penelitian yang salah satunya dari pengalaman mengajar ke dalam bentuk artikel yang diterbitkan di jurnal ilmiah. Namun karya ilmiah tentunya harus mengikuti trend kurikulum yang sedang berjalan saat ini yaitu pembelajaran berbasis high order thinking skills (HOTS) di kurikulum merdeka belajar. Untuk menjawab kewajiban tersebut maka pelatihan penulisan artikel ilmiah perlu dilaksanakan. Subyek kegiatan adalah guru SDN Denanyar I Jombang, dengan target kegiatan meningkatnya pemahaman guru dalam membuat artikel ilmiah berbasis high order thinking skills (HOTS) di kurikulum merdeka belajar. Kegiatan ini diikuti oleh 19 orang guru yang berasal dari SDN Denanyar I. Melalui kegiatan pengabdian yang telah dilakukan memiliki tiga hal yang ditingkatkan yaitu (1) pengetahuan guru tentang karya tulis ilmiah (2) penguatan HOTS berbasis kurikulum merdeka dan (3) motivasi guru-guru untuk mulai mempublikasikan karya tulis ilmiah berupa artikel ilmiah di jurnal. Metode yang digunakan adalah metode ceramah, diskusi, dan tanya jawab. Hasil dari pelaksanaan kegiatan pengabdian masyarakat ini yaitu memberikan pemahaman tentang karya tulis ilmiah, alasan mengapa guru harus membuat karya ilmiah, konsep karya tulis ilmiah, dan proses menulis karya ilmiah, Kesimpulan dari kegiatan pendampingan ini adalah meningkatnya pemahaman guru dalam membuat artikel ilmiah berbasis HOTS serta keinginan dalam membuat artikel cukup tinggi. Kendala yang dihadapi guru dalam pembuatan artikel ilmiah adalah kurangnya referensi dan pembiasaan diri dalam menulis karya ilmiah.
Co-Authors Erma Rahayu Lestari N Komala Yuniarsih Nala Sita Rukmi Nala Sita Rukmi Rukminingsih Rukminingsih, Rukminingsih