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All Journal OKARA: Jurnal Bahasa dan Sastra Jurnal Teladan: Jurnal Ilmu Pendidikan dan Pembelajaran Community Development Journal: Jurnal Pengabdian Masyarakat Jurnal Tarbiyatuna : Kajian Pendidikan Islam Didaktika: Jurnal Pemikiran Pendidikan JOLLT Journal of Languages and Language Teaching JASL - Journal of Applied Studies in Language Edukasia: Jurnal Pendidikan dan Pembelajaran Journal of Education, Language Innovation, and Applied Linguistics International Journal of Education Research and Development Prospective-Education, Langguage and Literature Journal
Christina I.T. Panggabean
FKIP Unirow Tuban
Religion Humanities Computer Science & IT Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Library & Information Science Mathematics Public Health Social Sciences Other

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FUNCTIONAL GRAMMAR (An Introduction to Metafunctional Components of Language) Christina I.T. Panggabean
OKARA: Jurnal Bahasa dan Sastra Vol. 5 No. 1 (2011): OKARA: Jurnal Bahasa dan Sastra
Publisher : IAIN MADURA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ojbs.v5i1.500

Abstract

Functional Grammar describes grammar in functional terms in which a language is interpreted as a system of meanings. The language system consists of three macro-functions known as meta-functional components: the interpersonal function, the ideational function, and the textual function, all of which make a contribution to the structure of a text. The concepts discussed in Functional Grammar aims at giving contribution to the understanding of a text and evaluation of a text, which can be applied for text analysis. Using the concepts in Functional Grammar, English teachers may help the students learn how various grammatical features and grammatical systems are used in written texts so that they can read and write better.
THE USE OF COMIC AS MEDIA IN TEACHING SPEAKING OF NARRATIVE TEXT FOR THE EIGHTH GRADERS OF JUNIOR HIGH SCHOOL Ratih Ayu Puspitasari; Christina I.T. Panggabean
Jurnal Teladan: Jurnal Ilmu Pendidikan dan Pembelajaran Vol 1 No 2 (2016): Jurnal Teladan Vol.1 No.2 November 2016
Publisher : FKIP Unirow Tuban

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1050.167 KB)

Abstract

Speaking is one of the language skills that should be learnt by the students in studying English as a foreign language. Teachers should be creative to motivate their students with a unique and fun technique in learning. Therefore, the use of comic as a media in the class is one of the techniques that could stimulate students’ imagination to create a good story, especially used in retelling narrative text. The aims of the research are to describe how the teacher applies the use of comic and to know the students’ responses toward the use of comic in speaking narrative text. The research applies descriptive qualitative. The subject of the study were the teacher and the eighth grade students of SMPN 3 Tuban. The researcher collected the data through observation and interview. The researcher observed the condition and activities of using comic in learning narrative text in the class. After the observation the researcher interviewed some students about the use of comic as a media. They stated that learning by media such as comic was fun. They could increase their confidence when trying to retell the story in sequences by their comic and also practice their speaking well. From the data, it was found that using comic as a media is effective in teaching speaking narrative text because the teacher could know the students’ comprehension, build their imagination and creativity, and make the students enjoy the activity of speaking in narrative text. Moreover the students’ ability in speaking became better after the implementation of using comic as a media because they could retell the story by their own comic in front of other students fluently.
English Teacher’s And Students Responses To Learning English Using Blended Learning At Senior Vocational School Yuliasari, Ulfa; Panggabean, Christina Innocenti Tumiar; Kurniawati, Dyah; Wardhono, Agus
DIDAKTIKA Vol 29 No 2 (2023): Volume 29 Nomor 2 September 2023
Publisher : Universitas Muhammadiyah Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30587/didaktika.v29i2.6024

Abstract

Due to Covid-19, students are required to study online at home, and currently, in the New Normal Era, student learning at school is allowed to study face-to-face although they must remain careful. Learning in current conditions has changed, and teachers must be able to adapt and develop learning models which could make it less complicated for students to understand the material being taught. Therefore, the present Blended Learning learning model is one model to overcome this problem. The Blended Learning model is a learning process that utilizes various approaches, namely by utilizing various kinds of media and technology offline and online. This study aims to determine the response to the application, problems, and solutions using the Blended Learning model in English subjects, as well as the problems faced by the teacher and how to overcome the application of the model. The sample of this studies is 7 teachers who teach English subjects and have implemented the Blended Learning learning model and 45 students from various majors at SMKN 2 Tuban. This research is a type of qualitative descriptive research with data collection techniques using questionnaires and interviews.
The Teachers’ Perception and Attitude on Curriculum Changes in Indonesia toward High School Biology Learning in Lamongan Regency Patekur, Patekur; Wulandari, Tabitha Sri Hartati; Panggabean, Christina Innocenti Tumiar
International Journal of Education Research and Development Vol. 2 No. 1 (2022): March
Publisher : Yayasan Corolla Education Centre

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52760/ijerd.v2i1.23

Abstract

The purpose of this study is to describe the perception and attitude of teachers on curriculum changes in Indonesia in view of high school Biology learning in Lamongan Regency. The research applied descriptive quantitative research design. Research subjects’ number 40 high school biology teachers in Lamongan. Data was collected by online questionnaire with Google Form. Data were analyzed by percentage statistics. The results of this study showed that the perception and attitude of the teachers on curriculum changes related to the planning of learning implementation was 55% in high category. Meanwhile, the teachers’perception on curriculum changes related to the learning process of Biology was 100% in moderate category. The perception of the teachers on curriculum changes related to the assessment of Biology learning was 87,5% in very high category. It can be concluded that the perception and attitude of teachers on curriculum changes were considered positive. However, it is suggested that the policy makers and the practitioners of education to improve the quality of Biology learning process in accordance with the applicable curriculum. For other researchers to focus more on the perceptions and attitudes of teachers on curriculum changes in terms of the implementation of the biology learning process.
Types of Writing Strategies Used by EFL Students with High Achievement in Writing Undergraduate Thesis Iqlima, Putri Amifalahiya; Panggabean, Christina Innocenti Tumiar
Journal of Languages and Language Teaching Vol 13, No 2 (2025)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i2.13675

Abstract

One of the most difficult skills in English is writing, especially for university students who have to master academic writing because they have final project in writing undergraduate thesis. The students face many difficulties in writing undergraduate thesis because they need to learn how to communicate the argument rationally and provide evidence in intellectual perspective to present the arguments in a logical order. In order to solve their writing problems, students can apply writing strategies. Therefore, this study is about writing strategies used by EFL students in undergraduate thesis writing process at English Education study program. This study’s objectives are to find out the kinds of writing strategies, and the dominant writing strategy applied by EFL students in writing undergraduate thesis. This research employed descriptive qualitative procedure with case study design. The subjects of the study were eleven EFL students of 2019 class at UNIROW. The data were taken from the questionnaire and interview. Then, the data were analyzed qualitatively through data reduction by identifying, grouping and coding, data display, describing, interpreting, and conclusion drawing. The result showed that the students applied 8 strategies in before writing, 14 strategies in during writing, and 16 strategies in after writing. The dominant strategy applied was during writing with the average score of 3.68, which can be categorized as high frequency, followed by before writing (3.54), and after writing (3.23). In conclusion, writing strategies are essential in assisting students during writing undergraduate thesis to produce better academic writing.
AN ANALYSIS OF POLITENESS STRATEGIES USED BY EFL STUDENTS IN ORAL PRESENTATION AT UNIROW TUBAN Panggabean, Christina I.T.; Yuliasari, Ulfa; Febryanti, Dindha; Hadi, Dholiful
Tarbiyatuna Kajian Pendidikan Islam Vol 6 No 1 (2022): (Februari 2022)
Publisher : LPPM Institut Agama Islam Ibrahimy Genteng Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69552/tarbiyatuna.v6i1.1300

Abstract

Politeness is a need in education, a strategy to build character, and as a motivation in the class. The research is conducted to analyze politeness strategy. The research design of the study was descriptive qualitative and the subject was the EFL students of the sixth semester who took Research on ELT subject. There were 26 respondents whose politeness strategies were identified during classroom presentation. The research instruments of this study were observation checklist, video recorder, and field note. The writer collected the data by observation and documentation through the video presentation. The data were analyzed qualitatively using Brown and Levinson theory of Politeness Strategy. The result of the study showed that the students use all of politeness strategies but they do not used all sub strategies during presentation, which was bald on record, positive politeness strategy, negative politeness strategy, and off record and non-verbal strategy. The way they used politeness strategies by direct and indirect speech during delivery and question-answer section. There were 88 utterances consisting of different types of politeness strategies. The types of politeness strategies used by the students consisted of positive politeness strategy which occurred 32 times (36.4%), bald on record occur 26 times (29.5%), negative politeness strategy occurs 8 times (9.1%), Off record strategy occurs 6 times (6.8%) and the last is non-verbal strategy occurs 16 times utterances (18.2%). Positive politeness strategy gets the highest position in the data because speakers and hearers are in the same level of power and the interactions mostly occurred among the students.
An ANALYSIS OF SLANG TYPES AND SLANG WORD-FORMATION PROCESSES IN JACK & JACK’S SELECTED SONGS’ LYRICS ON CALIBRASKA ALBUM Habib , Ichsanul; Panggabean, Christina Innocenti Tumiar; Hidayatullah, Putri
Pro-ELLitera Vol. 2 No. 2 (2025): Pro-ELLitera Journal
Publisher : Universitas PGRI Ronggolawe Tuban

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.2024/prora.v2i2.1610

Abstract

This study aims to find out the types of slang words and the word-formation processes used in Jack & Jack’s selected songs’ lyrics on Calibraska album. The researchers used descriptive qualitative method to analyse the slang types and word-formation process in the selected songs’ lyrics. The findings showed that there are two types of slang found in Jack & Jack’s selected songs in Calibraska album, which are primary slang with 46 words (73%) and secondary slang with 17 words (27%) and there are 6 word-formation processes of the slang words used which are borrowing with 3 words (5.4%), compounding with 4 words (7.8%), blending with 3 words (5.4%), clipping with 37 words (67.3%), conversion with 4 words (7.3%), acronym with 2 words (3.6%), and derivation with 1 word (1.8%). From the data analysis it showed thatprimary slang is the most dominant and clipping is the most dominant in word formation process, which is commonly found in songs.
Implementation of Technology-Based Learning to Improve the Professional Competence of Postgraduate Students in English Language Learning Wardhono, Agus; Apriono, Djoko; Panggabean, Christina Innocenti Tumiar; Supiyanto, Yudi; Yuliasari, Ulfa
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 6 No. 1 (2025): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v6i1.1477

Abstract

This study investigates the experiences and perceived meanings of implementing a technology-based Project-Based Learning (PjBL) model in English language education and its contribution to developing the professional competence of postgraduate students at Universitas PGRI Ronggolawe Tuban. Utilizing a qualitative phenomenological approach, the research adopts Colaizzi’s method to deeply analyze students’ lived experiences. The participants consisted of 25 postgraduate students enrolled in a zero-credit English course during the matriculation program of the 2024–2025 academic year. Data were collected through in-depth interviews, participatory observations, document analysis, and focus group discussions involving students, lecturers, and institutional records. Through Colaizzi’s seven-step data analysis, themes emerged highlighting significant improvements in students’ English proficiency, critical thinking, creativity, collaboration, and digital literacy. The technology-integrated PjBL approach fostered student engagement in authentic learning contexts while encouraging learner autonomy and responsibility. Additionally, the lecturer's role shifted to that of a facilitator, guiding students to take ownership of their learning processes. The study concludes that the integration of technology into PjBL not only supports effective language acquisition but also cultivates essential 21st-century competencies. These findings underline the holistic benefits of this approach in enhancing the academic and professional readiness of postgraduate students in English education.
Peer-feedbacks based application in teaching speaking and students’ perception towards peer-feedbacks Triassanti, Risa; Panggabean, Christina Innocenti Tumiar; Mansur, Mansur
Journal of Applied Studies in Language Vol. 7 No. 1 (2023): Jun 2023
Publisher : Politeknik Negeri Bali

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31940/jasl.v7i1.99-106

Abstract

Most of the students in EFL classes have less exposure and chances to speak with friends and colleagues in English. In the present study, students were situated on video. The peer feedback-based application was employed for guiding students to provide comments on peers' speaking performance. In order to investigate peer feedback, an online observation was conducted in the English education study program, online class. The online questionnaire was also done to recognize the students’ perceptions of peer feedback. The study results reveal some steps done in doing the peer-feedback-based application in terms of the learners' speaking aspects including pronunciation, grammar and vocabulary, and fluency. Moreover, it was found that the students can give feedback comprehensively to their peers. The perception of students toward peer feedback is positive and significantly helps students to improve their speaking ability. In conclusion, students have to think about their feedback before sending it to their peers. Future research should find the effectiveness of teacher feedback-based application and the correlation with the type of feedback.  
Types of Writing Strategies Used by EFL Students with High Achievement in Writing Undergraduate Thesis Iqlima, Putri Amifalahiya; Panggabean, Christina Innocenti Tumiar
Journal of Languages and Language Teaching Vol. 13 No. 2 (2025): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i2.13675

Abstract

One of the most difficult skills in English is writing, especially for university students who have to master academic writing because they have final project in writing undergraduate thesis. The students face many difficulties in writing undergraduate thesis because they need to learn how to communicate the argument rationally and provide evidence in intellectual perspective to present the arguments in a logical order. In order to solve their writing problems, students can apply writing strategies. Therefore, this study is about writing strategies used by EFL students in undergraduate thesis writing process at English Education study program. This study’s objectives are to find out the kinds of writing strategies, and the dominant writing strategy applied by EFL students in writing undergraduate thesis. This research employed descriptive qualitative procedure with case study design. The subjects of the study were eleven EFL students of 2019 class at UNIROW. The data were taken from the questionnaire and interview. Then, the data were analyzed qualitatively through data reduction by identifying, grouping and coding, data display, describing, interpreting, and conclusion drawing. The result showed that the students applied 8 strategies in before writing, 14 strategies in during writing, and 16 strategies in after writing. The dominant strategy applied was during writing with the average score of 3.68, which can be categorized as high frequency, followed by before writing (3.54), and after writing (3.23). In conclusion, writing strategies are essential in assisting students during writing undergraduate thesis to produce better academic writing.
Co-Authors Agus Wardhono Ambarsari, Lusi Asariski, Aisah Avila Kurniawati, Sintia Djoko Apriono Dwi Novitasari Dyah Kurniawati Febryanti, Dindha Habib , Ichsanul Hadi, Dholiful Hidayatullah, Putri Iqlima, Putri Amifalahiya Jasiyah, Rabiyatul Katjina, Husnah Mansur Mansur Mayunita, Sry Oktavyanti, Ns Dwi Patekur, Patekur Pratiwi, Endang Tri Ratih Ayu Puspitasari Risa Triassanti Sofia, Rissa Tabitha Sri Hartati Wulandari Yudi Supiyanto Yuliasari, Ulfa