Articles
<![CDATA[PELATIHAN DARING TOEFL BAGI MAHASISWA PROGRAM STUDI PENDIDIKAN BAHASA INGGRIS UNIVERSITAS SINGAPERBANGSA KARAWANG ]]>
<![CDATA[Evi Karlina Ambarwati]]>
<![CDATA[ SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Vol 7, No 1 (2023): March ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Mataram ]]>
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DOI: 10.31764/jpmb.v7i1.13641
<![CDATA[ABSTRAKKeterampilan dan kompetensi sangat dibutuhkan untuk dapat bersaing di era Revolusi Industri 4.0, salah satunya adalah keterampilan bahasa Inggris sebagai lingua franca di hampir seluruh bidang ilmu pengetahuan. Beberapa perguruan tinggi di Indonesia menetapkan kebijakan tentang kemampuan bahasa Inggris para lulusannya, yaitu dengan memberlakukan ketentuan skor Test of English as a Foreign Language (TOEFL) atau ekuivalen sebagai salah satu persyaratan ujian sidang skripsi. Penelitian sebelumnya berkesimpulan bahwa para mahasiswa Indonesia memiliki tantangan linguistik dan non-linguistik dalam menjawab soal TOEFL. Oleh karena itu, kegiatan pengabdian ini dilaksanakan untuk meningkatkan kemampuan dan kesiapan mahasiswa Program Studi Pendidikan Bahasa Inggris Universitas Singaperbangsa Karawang untuk memenuhi standar kelulusan yang ditentukan. Kegiatan diselenggarakan dalam bentuk pelatihan secara dalam jaringan (daring) dengan menggunakan platform Zoom Meeting Room dan WhatsApp dan melibatkan 45 orang peserta. Materi pelatihan mencakup informasi pengantar tentang TOEFL serta materi bagian Reading Comprehension dan Structure and Written Expression yang mencakup pembahasan jenis-jenis dan berbagai strategi menjawab soal. Dari pelaksaan program ditemukan bahwa secara umum peserta dapat mengaplikasikan pengetahuannya. Terdapat peningkatan rata-rata skor evaluasi peserta pasca pelaksanaan kegiatan sebanyak 13,35%. Namun, evaluasi terhadap pertanyaan yang banyak dijawab salah oleh para peserta menunjukan ada beberapa jenis pertanyaan yang belum dikuasai oleh para peserta. Kata kunci: daring; bahasa Inggris; pelatihan; TOEFL. ABSTRACTSkills and competences are important in order to participate in the 4.0 Industrial Revolution era. One of the skills is English language. Some universities in Indonesia apply English language requirement policy in which students need to submit their score of the Test of English as a Foreign Language (TOEFL) score or its equivalent prior to their thesis defense. Previous studies concluded that Indonesian students have linguistic and non-linguistic challenges in answering TOEFL questions. Thus, this community service program was carried out to improve students’ ability and readiness to meet the standard. The training program was held online using Zoom Meeting Room and WhatsApp platforms. The participants were 45 students of the English Education Department at Universitas Singaperbangsa Karawang. The materials were information about the TOEFL as well as materials for Reading Comprehension and Structure and Written Expression which included types of questions and strategies to answer the questions. It was found that the participants generally could apply their knowledge. The participant’s average evaluation score grew by 13.35% following the training. However, the evaluation of frequently missed questions showed that students had problems answering some types of question. Keywords: english; online; TOEFL; training.]]>
<![CDATA[The Embodied Work of Multimodality in Teaching English Pronunciation of Consonants Unavailable in Indonesian Language ]]>
<![CDATA[Kusrin Kusrin]]>;
<![CDATA[Evi Karlina Ambarwati]]>;
<![CDATA[Indah Purnama Dewi]]>
<![CDATA[ Journal of English Language Studies Vol 8, No 1 (2023): Available Online in March 2023 ]]>
Publisher : <![CDATA[English Department - University of Sultan Ageng Tirtayasa ]]>
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DOI: 10.30870/jels.v8i1.18835
<![CDATA[Multimodal learning environment has been facilitating teachers to present information-rich in technical words and symbols in picture-print as well as picture-spoken words materials to non-native learners. Indeed, many laboratory and experiment conditions have investigated the positive effect of multimodality to pronunciation learning but little is known about applying it in teaching English consonants that are unavailable in Indonesian language.  This naturalistic case study explored the experience of five pre-service English teachers when learning English consonants unavailable in Indonesian language, i.e., /ð/; /Ɵ/; /ʃ/; and /ʒ/. The data were collected by means of students’ reflective journals and interview. Findings suggest that the participants utilized the picture-word materials to understand the consonants’ phonetic symbols. The picture-spoken words materials facilitate students’ sound production practices. Last, the students’ motivation to acquire intelligibility and comprehensibility is shaped by their identity as pre-service English teachers believe that their correct pronunciation reflects their professional competence and improve their confidence.]]>
<![CDATA[An Evaluation of English Textbook for Second Grade Elementary School ]]>
<![CDATA[Yona Rachma Karuana]]>;
<![CDATA[Evi Karlina Ambarwati]]>
<![CDATA[ Jurnal Pendidikan dan Konseling (JPDK) Vol. 5 No. 2 (2023): Jurnal Pendidikan dan Konseling ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jpdk.v5i2.13525
<![CDATA[Buku teks merupakan salah satu komponen penting dalam proses belajar mengajar. Baik guru maupun siswa sebagian besar menggunakannya sebagai landasan pembelajaran di kelas dan menjadi sumber belajar yang efektif. Banyaknya penerbit buku yang memproduksi buku teks dalam berbagai format dan jenis berdasarkan implementasi kurikulum di Indonesia, menunjukkan pentingnya mengevaluasi buku teks apakah memenuhi standar materi pengajaran. Evaluasi buku teks merupakan bagian penting dalam kegiatan belajar mengajar karena penting dalam membantu guru agar lebih selektif dalam memilih buku teks untuk siswa. Penelitian ini bertujuan untuk menjelaskan apakah buku ajar bahasa Inggris berjudul “Grow with English” buku 2 terbitan Erlangga memenuhi kriteria penilaian buku ajar. Diperhitungkan dan dikembangkan berdasarkan adaptasi kriteria evaluasi materi yang diajukan oleh BSNP dan teori Cunningsworth. Desain penelitian adalah penelitian kualitatif deskriptif. Pengumpulan data dilakukan melalui evaluasi checklist. Temuan menunjukkan bahwa buku teks memenuhi hampir semua kriteria. Hal ini berarti buku teks tersebut dikategorikan baik. Ini dapat digunakan dalam proses belajar mengajar, namun dapat ditingkatkan.]]>
<![CDATA[ANALYSIS OF ENGLISH TEXTBOOK FOR FIFTH GRADE ELEMENTARY SCHOOL ]]>
<![CDATA[Tahriidl Nur Khoiroh Azaini]]>;
<![CDATA[Evi Karlina Ambarwati]]>
<![CDATA[ Journal of English Educational Study (JEES) Vol 6, No 1 (2023): May Edition ]]>
Publisher : <![CDATA[STKIP Persada Khatulistiwa Sintang ]]>
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DOI: 10.31932/jees.v6i1.2140
<![CDATA[The purpose of this study is to evaluate the English language textbook from Ministry of Education and Culture (MOEC) for grade 5 Elementary School Level, entitled “My Next Word 5”. As an evaluation method, content-analysis was used in this study. To evaluate this book, the researchers adapt the instrument from Minister of Education and Culture Regulation Number 8 of 2016 and the book evaluation from Cunnings worth (1995); (1) Materials, (2) Language (3) Materials presenting (4) Graphic. As a result of the evaluation, it was found that the textbook is suitable for learners in materials, language i.e., there was a topic that relevant with the curriculum, the content of the book is more practical so that it can improve students’ skills, there was reflection table for student on the last page in every page. This book meets the criteria, but there are a few things that could be improved, such as the presentation of culture that is balanced with the culture of the language being studied.]]>
<![CDATA[Secondary Students’ Engagement in Jigsaw Method-Asissted Vocabulary Learning ]]>
<![CDATA[Dayem Dayem]]>;
<![CDATA[Muhammad Reza Pahlevi]]>;
<![CDATA[Evi Karlina Ambarwati]]>
<![CDATA[ INTERACTION: Jurnal Pendidikan Bahasa Vol 10 No 1 (2023): INTERACTION: Jurnal Pendidikan Bahasa ]]>
Publisher : <![CDATA[Universitas Pendidikan Muhammadiyah (UNIMUDA) Sorong ]]>
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DOI: 10.36232/jurnalpendidikanbahasa.v10i1.3025
<![CDATA[This study aims to determine the involvement of students in learning vocabulary using the jigsaw method. This research belongs to the type of descriptive qualitative research. The subjects in this study were students of class VIII A of SMPN 2 Telagasari, totaling 32 students. This study uses observation, interviews, and documentation to collect data. Observations were made for two meetings, then interviews were conducted to determine the involvement of students in learning vocabulary using the jigsaw method. The results of this study indicate that a) group discussion session of jigsaw involves students' to learn vocabulary interactively (Cognitive Engagement). All participants stated that the jigsaw method helped students to learn vocabulary well and discussions with friends helped them in learning, then students are also interested in asking questions during the learning process. b) exchange expert group students' in a team motivate members to do task (Behavior Engagement) it can be seen from the results of observations and interviews that have been carried out that students are motivated to work on vocabulary assignments because they interact more with friends during vocabulary learning. c) jigsaw method attracts students' enthusiasm in vocabulary learning (Emotional Engagement) it can be seen from the results of observations and interviews that have been done that students like to learn vocabulary using the jigsaw method on the grounds that the jigsaw method is fun and easy.]]>
<![CDATA[An Analisis Buku Teks Bahasa Inggris untuk Siswa Kelas IV Sekolah Dasar ]]>
<![CDATA[Adiyanto Edo Nugraha]]>;
<![CDATA[Evi Karlina Ambarwati]]>
<![CDATA[ English Education:Journal of English Teaching and Research Vol 8 No 1 (2023): English Education ]]>
Publisher : <![CDATA[Universitas Nusantara PGRI Kediri ]]>
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DOI: 10.29407/jetar.v8i1.19426
<![CDATA[The purpose of this study was to determine if the English textbook My Next Words for the fourth grade was acceptable for English Language Teaching based on the Badan Standar Nasional Pendidikan (BSNP). The study employed descriptive qualitative research with document or content analysis. The research material was derived from My Next Words, an English textbook for Grade 4 elementary school students in Indonesia. The textbook was analyzed in terms of materials, language features, and graphic under the list of content requested by BSNP 2022. According to the findings, the My Next Words textbook for a fourth grade was categorized as good and acceptable according to the BSNP 2022 criterion. Grammar and spelling in the textbook, on the other hand, require greater attention. Equally important, various cultures must be covered in the textbook.]]>
<![CDATA[An Analysis of English Textbooks “My Next Words” for the Fourth Grade ]]>
<![CDATA[Lia Aprilia]]>;
<![CDATA[Evi Karlina Ambarwati]]>
<![CDATA[ Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 10, No 1 (2023) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jo-elt.v10i1.6974
<![CDATA[Textbooks are one of the most important media which facilitate the learning process because they can support students in developing students thinking skills. The use of English textbooks in the classroom aims to assist teachers in achieving learning objectives. This research aims to determine the feasibility of the English textbook My Next Words based on the criteria developed by Badan Standar Nasional Pendidikan or National Education Standards Agency. The design used in this study is descriptive qualitative. Then, the fourth-grade textbook My Next Words became a document that would be used as an object of study. The technique for collecting data in this study is a literature study and the instrument used in this study is a checklist of criteria based on standard criteria from BSNP. Based on the results of the evaluation that has been carried out, the results of the analysis show that the My Next Words book is appropriate from all aspects based on the framework of the BSNP for the evaluation of textbooks. The feasibility test of this book is carried out to ensure that the book to be used by students has presented material that is in accordance with the level of student development, does not contain pornography, racism, deviations, uses clear and straightforward language, and readability of writing that can be read by students. Although the book has met various aspects of the assessment, there are still some parts that need to be improved, such as the quality of the book, the accuracy of the material, and other learning support activities.]]>
<![CDATA[A Textbook Analysis of “My Next Words” for the Fifth Grade Elementary School ]]>
<![CDATA[Pipit Novianti]]>;
<![CDATA[Evi Karlina Ambarwati]]>
<![CDATA[ Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 10, No 1 (2023) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jo-elt.v10i1.6972
<![CDATA[Textbooks are one of the materials used in the teaching and learning process. Textbooks have many benefits and important components in achieving the goals of the needs of learners (Cunningsworth, 1995). A qualitative method was conducted in this study. In brief, a descriptive qualitative research design was used to analyze and investigated an English textbook entitled Student’s Book “My Next Words” for Elementary School published by the Ministry of Education and Culture. The research data were collected from the content of the English textbook. To reveal the English textbook's content and appropriateness, this present study explored and researched an English textbook entitled Student’s Book "My Next Words" for Elementary School that applied Merdeka Curriculum. Following the BSNP (2017) criteria, the textbook was appropriate for use in the teaching and learning process, particularly in teaching English to Young Learners. Even though the textbook was considered appropriate in all aspects, some aspects of the book could be improved.]]>
<![CDATA[Assesing The English Textbook Learning Daily English for Grade III Elementary School ]]>
<![CDATA[Ikrar Kaulan Syadida Majid]]>;
<![CDATA[Evi Karlina Ambarwati]]>
<![CDATA[ Innovative: Journal Of Social Science Research Vol. 3 No. 3 (2023): Innovative: Journal Of Social Science Research ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/innovative.v3i3.2894
<![CDATA[Menilai buku teks bahasa Inggris yang digunakan di kelas III sekolah dasar, penelitian ini bertujuan untuk menentukan apakah “The English Textbook Learning Daily English” memenuhi tujuan pengajaran bahasa Inggris dan dirancang sesuai dengan konsep Teaching English to Young Learners (TEYL). Selain itu instrumen penelitian ini sesuai dengan Peraturan Menteri Pendidikan dan Kebudayaan No. 8 Tahun 2016 dan juga menggunakan Evaluasi Checklist by (Cunningsworth, 1995). Dengan menggunakan checklist, ditemukan bahwa buku teks tersebut kurang dalam kriteria materi dan juga spesifikasi bahasa. Namun secara keseluruhan materi, bahasa, penyajian materi, dan visual grafis sudah sesuai dengan pedoman penggunaan buku teks di TEYL.]]>
<![CDATA[Exploring Students’ Vocabulary Learning Strategies Applied By Vocational High School Students In Bekasi: A Case Study ]]>
<![CDATA[Intan Akhna Khatami]]>;
<![CDATA[Evi Karlina Ambarwati]]>
<![CDATA[ Innovative: Journal Of Social Science Research Vol. 3 No. 4 (2023): Innovative: Journal Of Social Science Research ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/innovative.v3i4.3490
<![CDATA[Kosakata merupakan hal yang sangat penting dalam mempelajari bahasa Inggris. Namun, ada masalah bahwa para siswa tidak cukup percaya diri untuk membentuk strategi pembelajaran kosakata, mengingat siswa harus mempelajari banyak kosakata untuk memberikan mereka pemahaman yang lebih baik tentang bahasa Inggris. Penelitian ini bertujuan untuk mengeksplorasi dan menemukan perspektif siswa tentang strategi pembelajaran kosakata yang biasa digunakan oleh siswa sekolah menengah kejuruan. Sebagai desain penelitian, metodologi penelitian ini mencakup metode kualitatif dan studi kasus. Berdasarkan hasil persentase yang telah diperoleh, strategi penentuan adalah yang paling sering digunakan oleh siswa, yang lebih memilih untuk belajar kosakata berdasarkan konteks dan dengan panduan kamus bahasa Inggris. Diikuti oleh strategi memori, strategi metakognitif, strategi sosial, dan strategi kognitif yang merupakan strategi yang paling jarang digunakan. Para siswa sadar akan perlunya mempelajari kosakata, terutama untuk tujuan akademis dan non-akademis, tetapi karena masalah yang mereka alami, mereka juga memiliki berbagai strategi yang harus sesuai dengan kemampuan mereka, dan sebagian besar dari mereka lebih memilih untuk menggunakan strategi yang praktis, sederhana, namun efisien untuk mempelajari kosakata.]]>
