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All Journal Kodifikasia: Jurnal Penelitian Islam IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Journal of English Language, Literature, and Teaching (J-ELLiT) QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Kontribusia : Research Dissemination for Community Development Inspiring: English Education Journal SALEE: Study of Applied Linguistics and English Education ELTALL: English Language Teaching, Applied Linguistic and Literature English Language Teaching Journal Aisyah Journal of English Language Teaching
Desi Puspitasari
IAIN Ponorogo
Arts Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Public Health Social Sciences Other

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English Language Teaching in Inclusive Class: a Challenge Desi Puspitasari
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol 11 No 1 (2019): Qalamuna - Jurnal Pendidikan, Sosial, dan Agama
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Program Pascasarjana IAI Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (491.998 KB) | DOI: 10.5281/zenodo.3559221

Abstract

Abstract Inclusive educational opens the door of the regular classrooms for the learners from different backgrounds. It gives students with special needs opportunity to learn equally as the other students. They also need to learn English as their foreign language. However, teaching inclusive classroom is not that easy. A number of challenges are faced by the English teachers during the teaching learning process. As teachers, they should realize their challenges and find the ways on how to overcome it, especially dealing with students with special needs. The aim of this paper is to determine the challenges faced by the English teachers. It also gives some insights on how to surmount the problems. It employs a qualitative study. This article argues that the English teachers have some challenges in teaching students with special needs. Thus, they need to concern in identifying the challenges they got and figure out the ways to solve it. Keywords: inclusive education, students with special needs, challenges, teaching English
Industrial Engineering’s Speaking Problem in Learning English Citra Siwi Hanayanti; Fujiono fujiono; Desi Puspitasari; Emi Nurniati
Kontribusia : Research Dissemination for Community Development Vol 6 No 1 (2023): Kontribusia Januari 2023
Publisher : OJS Universitas Muhammadiyah Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30587/kontribusia.v6i1.4185

Abstract

Abstract This study aims to analyze the difficulties faced by industrial engineering college students. It also investigates the way they triumph over those troubles in learning speaking. This study employed descriptive qualitative research. The subjects of this study were the freshman of industrial engineering department at University of Madura who took English course. The data were gathered from the observation, questionnaire, and document. The findings of this study confirmed that industrial Engineering students faced some problems in learning English. They were fear of making mistake, shyness, anxiety, lack confidence and lack of motivation. This study is expected to be useful for other researcher to consider their student in learning English speaking. Keywords: Industrial Engineering, Speaking English Problem
Integrating Religious Moderation Values in an English Course Book Andriani, Fenty; Puspitasari, Desi
SALEE: Study of Applied Linguistics and English Education Vol. 5 No. 1 (2024)
Publisher : STAIN Sultan Abdurrahman Kepulauan Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35961/salee.v5i1.1093

Abstract

This study aims to offer such an alternative to the lack of suitable materials that it addresses the need for comprehensive educational resources by focusing on the development of an English course book integrated with religious moderation indicators. The steps in this research were generally known as the R&D cycle developed by Borg and Gall. They were research and information collecting, planning, development of the preliminary form of the product, preliminary field test, main product revision, main field testing, operational product revision, operational field test, and final product revision. Throughout the research process, the course book is able to provide instructional sentences in English that serves as scaffolding talk for instructors who may not be accustomed to using English in the classroom. This approach fosters an active and dynamic English language environment, offering valuable language input for students. The content and learning experiences of all chapters are organized in such a way that they are integrated with religious moderation indicators covering national commitment, tolerance, rejecting of violence, and accommodating local culture. Each chapter of the course book consists of six parts, starting from let’s find out, let’s listen, let’s speak, let’s read, let’s write, and let’s evaluate. Overall, the English course book developed does not only encompass comprehensive English skills and language components but also align with the interests and needs of students while integrating values of religious moderation.
OPTIMIZING ENGLISH WRITING WITH AI: UNLOCK THE POWER OF QUILLBOT Safrida, Galuh; Puspitasari, Desi
English Language Teaching Journal Vol. 4 No. 2 (2024)
Publisher : Al Qolam University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35897/eltj.v4i2.1405

Abstract

AbstractThis research aims to determine the role of QuillBot as one of Artificial Intelligence (AI) in enhancing students’ writing skills. Artificial Intelligence (AI) is an advanced technology that can make a person's work easier. AI has a significant impact in various fields, such as education. Therefore, AI technology can assist students in completing their assignments. One such application is QuillBot, which aids students in improving their English writing. This research employed qualitative research using a questionnaire distributed via Google Forms. The findings indicate that Quillbot is beneficial for the students. It improves their paraphrasing skills, grammar, and vocabulary. This article is essential because readers can learn about the usefulness of AI applications, especially QuillBot, in writing English. It is also hoped that this research can encourage the adoption of similar technologies to support the learning process in various fields. Keywords: English Writing, AI, Paraphrasing tool, QuillBot
BLENDED LEARNING ENVIRONMENT: PROMOTING LEARNERS' SELF-EFFICACY Puspitasari, Desi
ELTALL: English Language Teaching, Applied Linguistic and Literature Vol. 2 No. 1 (2021)
Publisher : Institut Agama Islam Negeri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/eltall.v2i1.2729

Abstract

In recent years, blended learning has been utilizing in a variety of contexts. It emerges as one of the most popular pedagogical approaches which integrate face-to-face classes with the virtual learning environment. It offers learners considerable resources and materials. Many researchers have reported on it since it thrived. It offers learners flexibility. It also gives the learners choices about when and where they learn and participate in online learning. Therefore, it is used for teaching and training worldwide since many researchers found it an effective way to be used in the teaching-learning process. It is believed to enhance learners' understanding of learning a foreign language. Some researchers also found that blended learning affects learners' self-efficacy stronger than the other instructional modes. This study employed qualitative research. It was used to determine how blended learning was applied in a class to boost learners' self-efficacy. In conclusion, the developments of technology recently encourage educators to apply a blended learning environment in the classroom. One of the important things is how it should be implemented to help the learners develop their self-efficacy and achieve their academic goals.
An Adaptive Blended Learning in English Language Teaching Puspitasari, Desi; Hanayanti, Citra Siwi
ELTALL: English Language Teaching, Applied Linguistic and Literature Vol. 4 No. 1 (2023)
Publisher : Institut Agama Islam Negeri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/eltall.v4i1.5854

Abstract

The post-Covid-19 outbreak exposes vulnerabilities in the educational system. The learning process shifts from online to blended learning. This article aims to describe the process of adapting blended learning for English education students. This article discusses the process of applying blended learning to English education students, the difficulties of doing so, and the impact on students who learn using blended learning at IAIN Ponorogo. This research was conducted on 6th-semester English education students at IAIN Ponorogo. The findings of this study show that the lectures were conducted in blended learning in the English education department at IAIN Ponorogo. The students said that blended learning helps them to understand the material easily. The finding of this study also revealed a positive impact experienced by students. Adaptive blended learning provides the students with new experiences as it combines virtual face-to-face learning and classroom interaction. 
FOSTERING RELIGIOUS MODERATION: INTEGRATING VALUES INTO THE ENGLISH LANGUAGE TEACHING CLASSROOM Dwi Nurrohmah, Indah; Puspitasari, Desi; Nadhifatul Mukaromah, Faizun
Kodifikasia Vol 18 No 1 (2024): Kodifikasia: Jurnal Penelitian Islam
Publisher : IAIN PONOROGO

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Indonesia's diverse religious landscape, notably Islam, often grapples with extremism, contributing to socioeconomic disparities and a tarnished perception of faith. Such extremism poses a threat to national unity and the well-being of youths. In countering this trend, fostering religious moderation emerges as a pivotal strategy, discouraging the glorification of extreme doctrines. Education emerges as a crucial tool in instilling religious moderation values. This study investigates how religious moderation values integrate into English teaching settings. This study employed qualitative research. It involved three levels of Islamic institutions: Islamic elementary school (madrasa ibtidaiya), Islamic junior high school (madrasa tsanawiya), and Islamic senior high school (madrasa aliya) in Ponorogo. The researchers collected the data through in-depth interviews, observation, and documentation. The data, then, was evaluated thematically. This study revealed that religious moderation values were instilled into the lesson plans, learning materials, teaching-learning activities, and assessments in the English language teaching classroom.
STUDENTS’ FIRST LANGUAGE: HOW DOES IT INFLUENCE STUDENTS’ PRONUNCIATION? Puspitasari, Desi; Sa’adah, Nur
J-ELLiT (Journal of English Language, Literature, and Teaching) Vol 6, No 2 (2022)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um046v6i22022p63-68

Abstract

This paper aims to identify how the student’s first language (L1) accent influences students' pronunciation, especially in English consonants. It also investigates students' difficulties in pronouncing English consonants. This study employed descriptive qualitative. Data was collected using observation, interviews, and recordings. The data were gathered from the participants' behavior. It was taken from their written and oral performances. The participants in this study were 6th-semester students of IAIN Ponorogo who had already passed the pronunciation and phonetics subjects. In addition, the students’ L1 was Javanese. The findings revealed that students L1 influenced their pronunciation. They have difficulty pronouncing consonant sounds such as /ʒ, v, θ, ð, z, ʃ, d, ʧ, ʤ].
Deciphering Idioms: A Deep Dive into Elemental Force of Nature Movie Script Puspitasari, Desi; Dwi Yuliawati, Denies; Hanayanti, Citra Siwi
Inspiring: English Education Journal Vol 7 No 2 (2024): Inspiring: English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/inspiring.v7i2.10434

Abstract

Idioms, intricate combinations of words whose meaning eludes straightforward interpretation, play an essential role in native speakers' discourse. It imbues speeches with a sense of fluency and creativity. Mastering idiomatic expressions is imperative for learners seeking linguistic authenticity and lexical proficiency. Thus, it is an urge to be mastered by the learners, especially English for Foreign Language (EFL) learners. This study aimed to explore the types of idioms in the Elemental Force of Nature Movie Script, employing O'Dell and McCarthy's framework. It utilized a qualitative study using content analysis. The researchers used documentation as the primary data collection method. as the data was taken from the Elemental: Force of Nature movie script dialogues. The findings unveil forty-one idioms in Elemental: Force of Nature movie. This research found four similes, two proverbs, four clichés, and thirty-three fixed statements. However, the most dominant type found in this movie was the fixed statement. It is expected that this research can provide additional insight into the types of idiomatic expressions. In addition, this study also provided valuable implications for the English learners, especially who study literary works.
Boosting Students’ Writing Proficiency through the Student Teams Achievement Division (STAD) Method: Effective Strategies and Outcomes Puspitasari, Desi; Mayza, Elita Pretty Enggal
ELTALL: English Language Teaching, Applied Linguistic and Literature Vol. 5 No. 2 (2024)
Publisher : Institut Agama Islam Negeri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/eltall.v5i2.10078

Abstract

This study aims to determine whether there is a significant difference in the writing skills of tenth-grade students taught using Student Teams Achievement Division (STAD) and students taught using Think Pair Share (TPS). This research employed a quantitative approach with a quasi-experimental design. This study used two classes: one class as an experimental group, while one class was used as a control group. The population taken came from class X students at SMKN 1 Ponorogo, with a total sample of 35 students. Data were collected through tests and then analyzed using the t-test formula to assess whether there was a significant difference in writing skills between students taught using the STAD technique and those taught using the TPS technique. The results of this study showed that the average value of the experimental class was 86.35, while the average value of the control class was 73.67. It indicates a difference in mean scores between the two classes. In addition, the t-test results show a significant value of 0.000, which is smaller than 0.05 (0.000 < 0.05). Therefore, it can be concluded that there is a significant difference between student writing skills using STAD and those using TPS.
Co-Authors Auria Pratiwi, Intan Citra Siwi Hanayanti Dwi Nurrohmah, Indah Dwi Yuliawati, Denies Emi Nurniati Fenty Andriani Fujiono Fujiono Hanayanti, Citra Siwi Henry Susanto Mayza, Elita Pretty Enggal Nadhifatul Mukaromah, Faizun Radinsa Yola Candadila Safrida, Galuh Sa’adah, Nur Suparman Arif