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<![CDATA[DEVELOPING UNIVERSITY STUDENTS’ INTERCULTURAL COMMUNICATIVE COMPETENCE IN INFORMAL LEARNING ENVIRONMENT: PHOTOVOICE-BASED COLLABORATIVE-REFLECTION TASKS ]]>
<![CDATA[Abd Rahman]]>;
<![CDATA[Devi Novitasari]]>
<![CDATA[ JEELL (Journal of English Education, Linguistics and Literature) English Department of STKIP PGRI Jombang Vol 6, No 2 (2020) ]]>
Publisher : <![CDATA[STKIP PGRI Jombang ]]>
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DOI: 10.32682/jeell.v6i2.1398
<![CDATA[Although much research on the use of photovoice for learning purposes in a higher education context has been well-documented for decades, literature rarely indicate that photovoice has been used as a learning tool to develop intercultural communicative competence particularly in an informal learning environment. To fill this void, this paper reports how photovoice-mediated collaborative-reflection tasks help university students engaged in intercultural learning and develop their intercultural communicative competence. This narrative case study revealed that intercultural communicative competence was detected between the groups (A & B): attitude of curiosity and openness, knowledge of self and other, skills of interpreting and relating, skills of discovery and interaction, and critical cultural awareness. However, critical cultural awareness and attitude of curiosity and openness appeared frequently within both groups. The implication of this study informs the need for applying photovoice-based collaborative reflection in order to develop students’ intercultural communicative competence in informal learning environment.]]>
<![CDATA[INVESTIGATING PROFESSIONAL ROLE IDENTITIES OF EFL PRE-SERVICE TEACHER THROUGH PHOTOVOICE BASED SELF REFLECTION IN TEACHING PRACTICUM ]]>
<![CDATA[Devi Novitasari]]>;
<![CDATA[Abd Rahman]]>
<![CDATA[ JEELL (Journal of English Education, Linguistics and Literature) English Department of STKIP PGRI Jombang Vol 7, No 1 (2020) ]]>
Publisher : <![CDATA[STKIP PGRI Jombang ]]>
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DOI: 10.32682/jeell.v7i1.1562
<![CDATA[Much research has confirmed the important role of reflection to promote pre-service teachers’ professional role identity in their teaching practices. A myriad of reflection tools has been used to promote teachers’ professional identity including journal writing, video journaling, portfolio, group discussions, and online discussion. However, using photo voice as a tool for reflection to promote EFL pre-service teachers’ professional role identity in teaching practicum remains scarcely reported in the literature. To fill this gap, this study attempts to investigate how photovoice mediated self reflection could engage an EFL pre-service teacher in making a sense concerning her professional roles identity. Drawing on qualitative data gained from photovoice mediated reflection and multiple informal talks, this phenomenological case study reveals two major themes (1) teachers as manager: entertainer and (2) teacher as assessor: the development of teacher assessment identity. This study suggests that photovoice based self reflection allow a pre-service teacher to reconstruct her professional role identity without changing her perception as a teacher. By doing this, a pre-service teacher is more aware concerning her professional role identity so as to keep her professional development. ]]>
<![CDATA[DESIGNING TASK-BASED SPEAKING MATERIALS USING AUTHENTIC TEXT: LEARNER AUTONOMY ]]>
<![CDATA[Abd. Rahman]]>
<![CDATA[ Leksika: Jurnal Bahasa, Sastra dan Pengajarannya Vol 10, No 1 (2016) ]]>
Publisher : <![CDATA[University of Muhammadiyah Purwokerto ]]>
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DOI: 10.30595/lks.v10i1.1085
<![CDATA[The roles of learners in language teaching are not only the receiver of the information but also the providers, collaborators, and decision-makers. In this case, the learners can provide and collaborate with the teacher to decide what materials and language competences the learners need to learn and achieve. Thus, the learning materials and tasks should represent the students’ needs that facilitate them to use the language in the real world. One of the materials that need to take into account is an authentic text. Authentic text as informa-tional input for interested participants, for building interpersonal relationship between the interested partici-pants, and for communicating meaning (Widodo: 2012). In line with this, the students can contribute an authentic text to be designed for interactive speaking task. The interactive speaking task I propose: compre-hending the text, making power point presentation from the text, explaining (playing a role as a speakers and participants in the seminar), responding to the explanation (questioning and answering). To design the ma-terial and the task using authentic text has to consider the eight principles as the basic theoretical framework for English for Specific Purposes (ESP) materials design. Keywords: Learner autonomy, task, authentic text, ESP]]>
<![CDATA[Analisis SWOT Sebagai Model Pengembangan Desa Wisata Berbasis Kearifan Lokal Bali Van Java ]]>
<![CDATA[Adytira Rachman]]>;
<![CDATA[Abd. Rahman]]>
<![CDATA[ Jurnal Sains Manajemen dan Bisnis Indonesia Vol 10, No 2 (2020): Jurnal Sains Manajemen dan Bisnis Indonesia ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Jember ]]>
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DOI: 10.32528/jsmbi.v10i2.4105
<![CDATA[Tujun dari penelitian ini adalah 1. Untuk membangun perekonomian berbasis kearifan local Bali Van Java di Desa Patoman, Blimbingsari, Banyuwangi, 2. Menganalisis SWOT desa wisata berbasis kearifan local Bali Van Java di Desa Patoman, Blimbingsari, Banyuwangi. Metode penelitan yang digunakan adalah Deskriftif Kualitatif. Teknik pengambilan data berupa wawancara mendalam, observasi langsung, dan studi dokumen. Sedangkan teknik analisis data menggunakan teknik analisis data kualitatif yang meliputi pengumpulan data, reduksi data, sajian data, dan penarikan simpulan / verifikasi. Validasi data dengan menggunakan triannggulasi data, peneliti, teori, dan metodelogis. Penelitian ini penting untuk dilakukan dengan dasar pertimbangan: yaitu: 1) Patoman adalah miniaturnya Bali di pulau Jawa yang kental dengan budaya dan adat istiadat Bali; 2) Masyarakat Bali Van Java di Desa Patoman memiliki berbagai kearifan lokal dan budaya; 4) Untuk mempertahankan identitas budaya bangsaya agar tidak tergerus arus globalisasi; 5) Pentingnya membangun ke-Indonesian dalam bidang ekonomi melalui pedesaan; 6) Mewujudkan Desa Patoman menjadi Desa yang berdikari secara ekonomi sehingga tercipta pemerataan pendapatan masyarakat.]]>
<![CDATA[SECONDARY SCHOOL STUDENTS' METACOGNITIVE AWARENESS OF READING STRATEGIES IN ENGLISH AS A SECOND LANGUAGE ]]>
<![CDATA[Arimbi Trian Hartanti]]>;
<![CDATA[Abd. Rahman]]>;
<![CDATA[Triana Kartika Santi]]>;
<![CDATA[St. Shabibatul Rohmah]]>
<![CDATA[ International Journal of Educational Review, Law And Social Sciences (IJERLAS) Vol. 3 No. 2 (2023): March ]]>
Publisher : <![CDATA[RADJA PUBLIKA ]]>
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DOI: 10.54443/ijerlas.v3i2.687
<![CDATA[Metacognitive awareness is considered a key factor for proficient strategic reading, particularly for academic reading. That this study was designed to determine high school students' metacognitive awareness about academic reading strategy. Thus, through the Reading Strategy Survey, Global students' metacognitive awareness, Problem Solving and the reading support strategies used in academic reading are investigated. The results show that the participants usually use academic reading strategies so they are often aware of these strategies. They mostly use and realize problem solving strategies but supporting strategies are least used in academic reading. This study uses a survey in data collection. To achieve the goal, 104 questionnaires were administered to all participants. Researchers use the average as a measure to determine the level of use category for each category of reading strategy. The survey questionnaire developed by Mokhtari and Sheorey (2002) is called Survey of Reading Strategies (SORS). The reading strategy here is based on the SORS questionnaire, namely global reading strategies, problem solving strategies, and supporting strategies. This study found that students' use of reading strategies was high with students' preference for problem solving strategies. Suggestions are made for English teachers who can help them to improve student learning better, such as for students to know about how to apply the reading strategies they use well, and also for future researchers who have similarities with this research.]]>
<![CDATA[ENGAGING SECONDARY SCHOOL STUDENTS IN A NARRATIVE WRITING BASED DIGITAL STORYTELLING ]]>
<![CDATA[Rena Ayu Putri]]>;
<![CDATA[Abd.Rahman]]>;
<![CDATA[Triana Kartika Santi]]>;
<![CDATA[St.Shabibatul Rohmah]]>
<![CDATA[ International Journal of Educational Review, Law And Social Sciences (IJERLAS) Vol. 3 No. 2 (2023): March ]]>
Publisher : <![CDATA[RADJA PUBLIKA ]]>
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DOI: 10.54443/ijerlas.v3i2.709
<![CDATA[Internet activities are ICT (Information and Communication Technology) that provide students with the opportunity to learn storytelling through digital media that are presented engagingly and contribute directly to developing storytelling skills. The study used a collaborative classroom activity study design, in which researchers and teachers collaborate to conduct the study. The study followed the steps of educational behavior research: planning, implementation, observation, and reflection. Research data was collected through several means, including student essay sheets, questionnaires, and observation sheets. The subjects of this study were her 30 students of class XI MA. The average score obtained during the preliminary survey was 62. This score increased to 75 in Cycle 1. In Cycle 2, the mean value obtained increased again to 80.5. We highly recommend using digital storytelling to improve your storytelling skills.]]>
<![CDATA[INVESTIGATING TEACHER QUESTION TYPES IN AN EFL (ENGLISH AS A FOREIGN LANGUAGE) PRIMARY SCHOOL IN THAILAND ]]>
<![CDATA[Chindy Claudya BR]]>;
<![CDATA[Abd. Rahman]]>;
<![CDATA[Dian Arief Pradana]]>;
<![CDATA[St. Shabibatul Rohmah]]>
<![CDATA[ LUNAR Vol 7 No 1 (2023): Language and Art (LUNAR) ]]>
Publisher : <![CDATA[Prodi Pendidikan Bahasa Inggris, Universitas PGRI Banyuwangi ]]>
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DOI: 10.36526/ln.v7i1.2810
<![CDATA[Teacher questions have become an important role in the teaching process, especially in English classes. This study investigates the various types of teacher questions used in the classroom during the teaching and learning process. This study held at primary school in Darul Ulom Nibong Baru, 4082, Sateng Nok, Mueng Yala, Thailand. This study aims to find out the types of questions that are often used by teachers in foreign language classes. The questions were identified and classified based on the framework of Richards and Lockhart (1996) as procedural, convergent and divergent. This study used a qualitative method and data was collected through observation for 55.37 minutes from two teaching sessions. This research was conducted by observing (video recording) both teachers and students and interviewing the teacher. The results of this study indicate that questions with Convergent type is the most frequently used by teachers in class (86%) compared to procedural (9%) and divergent (5%) questions. Convergent question types are often used by teachers because these questions encourage students to always answer based on the material taught by the teacher during the learning process.]]>
<![CDATA[The Portrayal of EFL Preservice Teachers’ Engagement in A Video Stimulated Reflection in Teaching Practicum ]]>
<![CDATA[Novitasari, Devi]]>;
<![CDATA[Rahman, Abd.]]>
<![CDATA[ Linguistics and ELT Journal Vol 12, No 1 (2024): June ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Mataram ]]>
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DOI: 10.31764/leltj.v12i1.24200
<![CDATA[Using a video to reflect teaching practice in EFL settings has been widely investigated. However, EFL preservice teachers’ engagement in video stimulated reflection (VSR) process in teaching practicum context has been under researched. To fill this gap, this study aims to examine how EFL preservice teachers engaged in VSR during their teaching practicum. The phenomenological approach combined with the case study was used to make sense of EFL preservice teachers’ experience in reflecting their teaching practices stimulated by video during their teaching practicum. Data of the study were garnered from EFL preservice teachers’ multiple reflective writings. To ensure the accuracy and to avoid misinterpretation of the data, member checking was done. Engagement framework proposed by Bowden and Naumann was used as an analytical tool of the present study. The findings of the study revealed that EFL preservice teachers were cognitively, emotionally, socially and behaviorally engaged in video-stimulated reflection during their teaching practicum. These empirical findings provide insighs that EFL preservice teachers’ behavioral, emotional, social and cognitive engagement can be promoted through VSR that is crucial to improve their teaching quality. Recommendation and future studies are also discussed.]]>
<![CDATA[Tertiary Students’ Attitudes towards English Oral Communication Learning Outdoors: The Case of Indonesia ]]>
<![CDATA[Rahman, Abd.]]>;
<![CDATA[Novitasari, Devi]]>
<![CDATA[ JEdu: Journal of English Education Vol 4, No 2 (2024): JEdu: Journal of English Education ]]>
Publisher : <![CDATA[Universitas Indraprasta PGRI, Jakarta, Indonesia ]]>
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DOI: 10.30998/jedu.v4i2.11355
<![CDATA[While much research has documented university students’ attitude towards learning English oral communication skill in the classroom, their attitude to the learning of English oral communication skill outdoors has been under researched. To fill this gap, the present study aims to investigate university students’ attitudes to the learning of oral communication skill outdoors. Eight university students of English Department (4 males and 4 females) aged between 20-22 years old voluntarily participated in the study. Data of the study were gathered from informal interviews and students’ reflective writings carried out over the completion of tasks. The data were analyzed using attitudinal analysis system. The findings from affect aspect showcased students’ negative emotion to speak English outdoors. However, the result from judgement dimension showed that students were able to adapt to outdoor context; built their confidence; improve speaking skill, and engage in communication. The findings from appreciation aspects also showed positive trends that learning to speak English outdoors was engaging, authentic, and helpful to build students’ confidence. These empirical evidences suggest that learning to speak English outdoors promotes university students’ oral communication skill development in authentic and engaging ways.]]>
<![CDATA[Memperkuat Solidaritas Melalui Kontribusi Sosial Pertukaran Mahasiswa Merdeka ]]>
<![CDATA[Putri Luvita Dewi]]>;
<![CDATA[Yoris Aprilia Mayasari]]>;
<![CDATA[Abd. Rahman]]>
<![CDATA[ JURNAL PUSPAKA Vol 1 No 1 (2024): Jurnal Pusat Studi Pancasila dan Kebijakan ]]>
Publisher : <![CDATA[Pusat Studi Pancasila dan Kebijakan Universitas 17 Agustus 1945 Banyuwangi ]]>
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DOI: 10.62734/jurnalpuspaka.v1i1.302
<![CDATA[Modul Nusantara menjadi salah satu mata kuliah wajib mahasiswa yang mengikuti program Petukaran Mahasiswa Merdeka. Modul Nusantara adalah rangkaian kegiatan yang memfokuskan untuk menciptakan pemahaman mahasiswa dalam memperkenalkan kekayaan kebudayaan Nusantara dari berbagai hal. Salah satunya melakukan kegiatan kontribusi sosial di wilayah penempatan Pertukaran Mahasiswa Merdeka. Kontribusi sosial adalah bentuk partisipasi kelompok kepada masyarakat untuk menciptakan kehidupan yang harmonis sehingga terwujudnya hubungan sosial yang memiliki rasa empati. Mahasiswa sebagai sosial kontrol dalam masyarakat harus mampu meningkatkan dan melatih jiwa kepedulian sosial yang dilaksanakan dalam bentuk kegiatan nyata. Kontribusi sosial merupakan kegiatan yang wajib dilaksanakan di akhir Program Pertukaran Mahasiswa Merdeka (PMM). Kontribusi sosial yang dilakukan oleh kelompok Pertukaran Mahasiswa Merdeka 4 Universitas 17 Agustus 1945 Banyuwangi dilaksanakan di 3 tempat yaitu di Desa Patoman, Rumah Veteran dan Pondok Pesantren ABK. K.H. Ahmad Dahlan. Kegiatan kontribusi sosial dilakukan dengan memberikan sembako dan alat-alat kebutuhan sekolah kepada 70 orang. Kegiatan ini di sambut oleh pengurus yang ada di 3 tempat tersebut dan masyarakat yang sangat antusias menyebabkan tujuan pelaksanakan kontribusi sosial ini dapat terlaksana dengan baik dan lancar. Selain itu tidak hanya memberikan kontribusi sosial saja, melainkan mahasiswa juga belajar langsung nilai-nilai Pancasila yang telah lama dipraktekkan oleh Masyarakat Desa Patoman dan sharing session di Rumah Veteran serta bermain bersama dengan adik-adik yang ada di Pondok Pesantren ABK. K.H. Ahmad Dahlan.]]>
