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Faktor Self-Acceptance Dan Interpersonal Skill Pada Individu Difabel Netra Sesya Dias Mumpuni; Ike Desi Florina; Sri Adi Nurhayati; Yulia Nur Ekawati; Eka Febry Setia Rini; Choirunnisa Adinda
Jurnal Bimbingan dan Konseling Pandohop Vol 3 No 2 (2023): Jurnal Bimbingan dan Konseling Pandohop
Publisher : Universitas Palangkaraya

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This study aims to investigate the relationship between self-acceptance factors and interpersonal skills in individuals with visual impairments in the context of daily life. The following is a summary of the findings and key findings. Self-Acceptance as a Key Foundation: Self-acceptance has been shown to be an important foundation in the development of interpersonal skills of individuals with visual impairments. Individuals who have high self-acceptance tend to have healthier and stronger interpersonal relationships. Influence of Internal and External Factors: Internal factors such as self-image, self-perception, and level of self-confidence play an important role in the self-acceptance of people with visual impairments. In addition, social support, inclusion in society, and accessibility also influence the level of self-acceptance. Better Interpersonal Skills: Individuals with visual impairments who have strong self-acceptance tend to have better interpersonal skills. They are better able to communicate clearly, understand others' feelings, and build healthy relationships. Implications for Quality of Life Improvement: The results of this study have important implications for improving the quality of life of individuals with visual impairments. Enhancing their self-acceptance through social support, empowerment, and accessibility can help in improving their interpersonal skills and creating a more fulfilling life.

Peer Review of Teaching dalam Perspektif Calon Guru Bahasa Inggris di Universitas Pancasakti Tegal: Konsep dan Implementasinya di Kelas Microteaching Yulia Nur Ekawati; Issy Yuliasri; Mursid Saleh; Rahayu Puji Haryanti
Prosiding Seminar Nasional Pascasarjana Vol. 6 No. 1 (2023)
Publisher : Pascasarjana Universitas Negeri Semarang

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Untuk mempersiapkan calon guru yang professional, perguruan tinggi di fakultas kependidikan perlu menyusun strategi nyata agar para calon guru dapat menguasai kompetensi utama guru seperti kompetensi pedagogi, professional, kepribadiaan dan sosial. Salah satu cara yang dilakukan adalah dengan menerapkan model pembelajaran yang berbasis pada kolaborasi tim. Peer Review of Teaching (Tinjauan Sejawat terhadap Pengajaran), dikenal dengan singkatan PRoT, merupakan model pembelajaran yang dapat membantu siswa untuk mendengar dan menerima umpan balik dari rekan-rekan daripada dari pengajar. Tujuan dari artikel ini adalah untuk mengevaluasi sejauh mana perspektif dan pemahaman calon guru tentang konsep PRoT, serta apakah dalam melaksanakan praktik mengajar di kelas microteaching mereka sudah menerapkan PRoT ini atau tidak. Penelitian ini menggunakan studi kasus kualitatif. Sejumlah 20 orang calon guru Bahasa inggris diberi angket untuk mendapatkan gambaran awal tentang pemahaman mereka tentang PRoT dan selanjutnya dilakukan wawancara secara mendalam terkait perspektif dan pemahaman mereka tentang konsep dan penerapan PRoT di kelas microteaching. Isi angket dan wawancara berkenaan dengan pengertian, tahapan PRoT dan kebermanfaatan model ini dalam pembelajaran untuk mendukung kompetensi mereka menjadi calon guru yang professional. Dari data yang diperoleh dan hasil analisis interpretasi yang dilakukan, ditemukan bahwa pemahaman mereka tentang tahapan penerapan PRoT masih kurang. Perspektif dan pemahaman mereka tentang PRoT hanya sebatas tentang pemberian komen dan masukan rekan sejawat saja, tanpa menerapkan tahapan-tahapan PRoT. Oleh karena itu, diharapkan nantinya calon-calon guru perlu dilatih untuk menerapkan PRoT ini di kelas microteaching agar mereka memiliki bekal kompetensi guru yang diharapkan.

Implementing Quick Response (QR) Codes in Teaching Reading Hapsari, Suci; Nur Ekawati, Yulia; Molla, Nur Laila
Jurnal Bahasa Inggris Vol 2 No 2 (2019)
Publisher : LPPM Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24905/efj.v2i2.57

The purposes of this research were to describe the implementation of Quick Response (QR) Codes in teaching reading, to find out the significant difference between students who are taught with and without using QR Codes, and to know the students’ responses from using QR Codes in teaching reading of English explanation texts to XI class in MAN Kota Tegal in the academic year of 2018/2019. This research used a type of experimental study with pretest-posttest control design. The results of the study described the QR Codes could be implemented in teaching reading as a teaching medium. The steps of applying this medium were (1) asking students to make a group, (2) scanning the QR Code to get reading text and worksheet of assignment, (3) doing the activities stated in QR codes, and lastly (4) discussing the result. Moreover, t-test result showed higher than t-table (4.372 > 2.011). It meant that there was significant difference from experiment and control group. In accordance with students’ responses result, it mentioned that students felt enthusiastic, motivated, and discovered new things during teaching learning process through QR Codes. Therefore, it was suggested to English teacher using QR Codes in teaching reading.

Speech Acts Reflected in Emma Watson’s Speech: An Analysis and Its Implications in Teaching Listening Nur Ekawati, Yulia; Defika, Chintara; Sumartono, Sumartono
Jurnal Bahasa Inggris Vol 3 No 2 (2020)
Publisher : LPPM Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24905/efj.v3i2.58

The message of a speech will be achieved by audiences if the use of speech acts is appropriate with its purposes. There are three types of speech acts; i.e. locutionary, illocutionary, and perlocutionary. This study aims to know the speech acts used in Emma Watson’s speech delivered about feminism and explore its implications in teaching listening comprehension. Emma Watson tend to bring her audience, especially men to join her campaign, called HeForShe. It has successful reach the world’s attention to end the gender inequality because of her powerful speech. To collect the data, a speech transcript was provided and analyzed. The qualitative descriptive research is used in order to investigate the implementation of locutionary, illocutionary, and perlocutionary used in the speech. The result showed those three types of speech acts were used. In addition, the illucationary act of Assertive shown for 76,74%. It indicates that this speech contained opening, informing, convincing, insisting, and clarifying. This results have the implications in teaching listening such as delivering the materials of teaching could be started from listening words by words, looking for the meaning of difficult words, informing the content of text, giving respond, and achieving the meaning of text. The teacher suggested to use this speech as one of material in teaching listening by considering its objectives of teaching.

Pendidikan Karakter Dalam Society 5.0: Transformasi Melalui Program Pancasakti Mathpreneur Edy Santoso, Masfuad; Ekawati, Yulia Nur; Aprianto, Amarsyah; Ayu Fadhila, Salma; Widiastuti, Nining; Hesti, Siska; Anindita Purnomo, Elzha; Yuanita, Sindy; Dinda Hastinasyah, Putri; Hamdani, Agung; Ilfiana, Mila; Nurfitriyani, Devi; Wulandari, Siti; Marasakti, Puruhita; Nursyafitri, Febriani
Jurnal Bimbingan dan Konseling Pandohop Vol 4 No 1 (2024): Jurnal Bimbingan dan Konseling Pandohop
Publisher : Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37304/pandohop.v4i1.15480

Era industrial revolution 4.0 requires someone to collaborate with information systems in all fields, especially education and entrepreneurship. However, a person's lack of soft skills, creativity and character can be an obstacle in solving all the challenges. So, there is need for programs such as the Pancasakti Mathpreneur Program to build character and entrepreneurial spirit in facing the era of industrial revolution 4.0 and being able to solve challenges in a technology-based society in the era of society 5.0. This program aims to build character in the era of society 5.0 through the Pancasakti Mathpreneur Program at the Tegal Muhammadiyah Orphanage and find out the role of orphanage children in building an entrepreneurial spirit. This activity involved 33 orphanage children and administrators. The service method using a qualitative approach. Data was taken using lecture, discussion, documentation and direct practice techniques. The results show that program has been implemented and has a positive impact in building the entrepreneurial spirit of orphaned children, such as increasing their sense of self-confidence, creativity and responsibility. Increasing independence and fostering entrepreneurial creativity thinking about what according consumer interests. Orphanage children can also managing a business which leads a leadership spirit. In the era of society 5.0, orphanage children are directed towards technology-based entrepreneurship as a means of innovating and marketing products/services.

Implementing Quick Response (QR) Codes in Teaching Reading Hapsari, Suci; Nur Ekawati, Yulia; Molla, Nur Laila
Jurnal Bahasa Inggris Vol 2 No 2 (2019)
Publisher : LPPM Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24905/efj.v2i2.57

The purposes of this research were to describe the implementation of Quick Response (QR) Codes in teaching reading, to find out the significant difference between students who are taught with and without using QR Codes, and to know the students’ responses from using QR Codes in teaching reading of English explanation texts to XI class in MAN Kota Tegal in the academic year of 2018/2019. This research used a type of experimental study with pretest-posttest control design. The results of the study described the QR Codes could be implemented in teaching reading as a teaching medium. The steps of applying this medium were (1) asking students to make a group, (2) scanning the QR Code to get reading text and worksheet of assignment, (3) doing the activities stated in QR codes, and lastly (4) discussing the result. Moreover, t-test result showed higher than t-table (4.372 > 2.011). It meant that there was significant difference from experiment and control group. In accordance with students’ responses result, it mentioned that students felt enthusiastic, motivated, and discovered new things during teaching learning process through QR Codes. Therefore, it was suggested to English teacher using QR Codes in teaching reading.

Speech Acts Reflected in Emma Watson’s Speech: An Analysis and Its Implications in Teaching Listening Nur Ekawati, Yulia; Defika, Chintara; Sumartono, Sumartono
Jurnal Bahasa Inggris Vol 3 No 2 (2020)
Publisher : LPPM Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24905/efj.v3i2.58

The message of a speech will be achieved by audiences if the use of speech acts is appropriate with its purposes. There are three types of speech acts; i.e. locutionary, illocutionary, and perlocutionary. This study aims to know the speech acts used in Emma Watson’s speech delivered about feminism and explore its implications in teaching listening comprehension. Emma Watson tend to bring her audience, especially men to join her campaign, called HeForShe. It has successful reach the world’s attention to end the gender inequality because of her powerful speech. To collect the data, a speech transcript was provided and analyzed. The qualitative descriptive research is used in order to investigate the implementation of locutionary, illocutionary, and perlocutionary used in the speech. The result showed those three types of speech acts were used. In addition, the illucationary act of Assertive shown for 76,74%. It indicates that this speech contained opening, informing, convincing, insisting, and clarifying. This results have the implications in teaching listening such as delivering the materials of teaching could be started from listening words by words, looking for the meaning of difficult words, informing the content of text, giving respond, and achieving the meaning of text. The teacher suggested to use this speech as one of material in teaching listening by considering its objectives of teaching.

PROMOTING EFL PRE-SERVICE TEACHERS' IDENTITY AND TEACHING COMPETENCIES VIA BLENDED CPROT IN ELT Nur Ekawati, Yulia; Yuliasri, Issy; Saleh, Mursid; Puji Haryanti, Rahayu
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.v11i2.11878

This study explores the implementation of the Blended Collaborative Peer Review of Teaching (CPRoT) model to enhance teaching competency, Technological Pedagogical Content Knowledge (TPACK), and professional identity among preservice EFL teachers. Uniquely, the study highlights the reflective role of lecturers in facilitating CPRoT in a hybrid microteaching course. Using a qualitative case study design, data were drawn from lecturers' reflection diaries and analyzed thematically through NVivo-style coding. Seven key themes emerged: EFL-specific pedagogy, TPACK development, student engagement, scaffolding support, peer feedback literacy, emotional growth, and the role of blended learning advocates. Findings indicate that CPRoT strengthened instructional design, classroom delivery, and linguistic accuracy while fostering confidence, pedagogical coherence, and collaborative habits. Students' emotional transitions highlight e potential of CPRoT in shaping teacher identity. The integration of synchronous and asynchronous modes supported sustained engagement and reflective practice. These results suggest that structured peer review in a blended environment offers a scalable, holistic strategy for preparing reflective, technology-integrated language educators.

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