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All Journal Journal of English Literacy Education AL ISHLAH Jurnal Pendidikan Scope: Journal of English Language Teaching RESEARCH AND DEVELOPMENT JOURNAL OF EDUCATION (RDJE) Didaktika: Jurnal Kependidikan Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya Journal of Language, Literature, and Arts (JoLLA)
Siti Muniroh
Universitas Negeri Malang
Arts Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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Incorporating critical thinking and English as a medium of instruction for elementary school students Siti Muniroh; Sri Rachmajanti; Ekaning Dewanti Laksmi; Jasmine Nur Fadhillah; Nur Nilam Ayu Saputri
Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya Vol 50, No 1 (2022)
Publisher : Fakultas Sastra Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (848.32 KB) | DOI: 10.17977/um015v50i12022p17

Abstract

Incorporating critical thinking and English as a medium of instruction for elementary school studentsThis case study aims to find out how teachers of the International Class Program at an elementary school in Malang incorporated critical thinking (CT) pedagogy in teaching subjects with English as a Medium of Instruction. Eighteen teachers filled in an online questionnaire, and two of them were interviewed. Analysis of one pre-recorded video for English class (lasted for 13 minutes) and one video of Math class delivered through Zoom meeting (lasted for 29 minutes) was done to investigate how teachers triggered students’ thinking in the classroom practice. Also, an analysis of three lesson plans was done to dig further information about teachers’ teaching practices. The findings indicated that the teachers have practical knowledge of CT pedagogy from reading and workshops that were not necessarily focused on CT. Textbooks were mainly used to guide the teachers’ teaching, supported by audio-visual media. Questions primarily were used to trigger students’ higher-order thinking by connecting the texts with the students’ experiences in real life. Despite the implicit policy of CT, the teachers have implemented CT strategies in the International Class Program. Overall, the teachers have played as more knowledgeable others that facilitated the students’ learning to think critically. However, they were not confident whether the teaching material they were developed supported CT pedagogy implementation. Thus, the study findings revealed their need for supervisors to evaluate the content of teaching material and practical guidance to conduct thinking routines for the young learners in the subjects with English as a medium of instruction.Keywords: pedagogy, critical thinking, elementary school, case study, IndonesiaMenggabungkan berpikir kritis dan bahasa Inggris sebagai bahasa pengantar pembelajaran bagi siswa sekolah dasarStudi kasus ini bertujuan untuk mengetahui bagaimana guru Program Kelas Internasional di sebuah sekolah dasar di Malang memasukkan pedagogi berpikir kritis dalam mengajar mata pelajaran dengan bahasa Inggris sebagai bahasa pengantar pembelajaran. Delapan belas guru mengisi kuesioner online dan dua dari mereka diwawancarai. Analisis satu video yang dipersiapkan guru untuk kelas bahasa Inggris (durasi 13 menit) dan satu video kelas Matematika yang disampaikan melalui Zoom meeting (durasi 29 menit) dilakukan untuk memeriksa bagaimana guru memicu pemikiran siswa di kelas. Analisis ketiga RPP juga dilakukan untuk menggali informasi lebih lanjut tentang praktik mengajar guru. Temuan menunjukkan bahwa guru memiliki pengetahuan praktis tentang pedagogi berpikir kritis yang dipelajari dari membaca dan lokakarya yang belum tentu terfokus pada berpikir kritis. Buku teks lebih banyak digunakan untuk memandu pengajaran guru, didukung dengan penggunaan media audio visual. Pertanyaan banyak digunakan sebagai strategi untuk memicu berpikir tingkat tinggi siswa dengan menghubungkan teks dengan pengalaman siswa dalam kehidupan nyata. Meskipun kebijakan berpikir kritis tersirat, guru telah menerapkan strategi berpikir kritis dalam Program Kelas Internasional. Temuan lain menunjukkan bahwa pola asuh di rumah dan pengalaman siswa tinggal di luar negeri berkontribusi pada keterampilan dan disposisi berpikir kritis siswa. Secara keseluruhan, guru telah berperan sebagai orang lain yang lebih berpengetahuan yang memfasilitasi pembelajaran siswa untuk berpikir kritis. Namun, mereka tidak yakin apakah bahan ajar yang dikembangkan mendukung penerapan pedagogi berpikir kritis. Dengan demikian, temuan mengungkapkan kebutuhan mereka akan pengawas untuk mengevaluasi isi bahan ajar dan bimbingan praktis untuk melakukan rutinitas berpikir untuk pelajar muda dalam mengajar mata pelajaran dengan bahasa Inggris sebagai bahasa pengantar.Kata kunci: pedagogi, berpikir kritis, sekolah dasar, studi kasus, Indonesia
INTEGRATING MEDIA-AND-MATERIAL DEVELOPMENT TASKS INTO ANEXTENSIVE READING CLASS Siti Muniroh
Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya Vol 41, No 2 (2013)
Publisher : Fakultas Sastra Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (194.537 KB)

Abstract

This article describes the integration of media-and-material development tasks in an Extensive Reading: Folk & Fairy Talescourse. Fifty-eight students were instructed to write reflection from their experience in performing reading and media-and-material development tasks. The results revealed that practical application of teaching reading by using materials for young learners was the most important thing they learned from the class. Moreover, most of the students reported that their creativity in media and material development, skills of story telling, and summarizing had been rehearsed while performing the tasks. Also, the tasks of reading and media-and-material development worked well for most of them; nevertheless, some students viewed making caterpillar as an excessive task. Meanwhile, the issues raised from the students were mostly about standard of scoring, act upon plagiarism, and their unhappiness on the caterpillar task. Thus, clear description of assessment and omission of caterpillar task were suggested for future practice
The Correlation between EFL Students' Use of ICT Level and Their Autonomous Learning Level Devon Evita; Siti Muniroh; Nunung Suryati
JoLLA: Journal of Language, Literature, and Arts Vol. 1 No. 11 (2021)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (504.439 KB) | DOI: 10.17977/um064v1i112021p1479-1493

Abstract

Abstract: Information and Communication Technology is a basic need for life nowadays, including education. Many people believe that ICT can promote students’ autonomous learning. Thus, this study was conducted to find whether ICT usage and autonomous learning are correlated, and to compare the attitudes between Indonesian and Moroccan EFL students. This study used quantitative correlational design. The participants were 97 English Department students of Universitas Negeri Malang. The instrument was a questionnaire with 28 items: 14 questions for ICT usage and 14 (items/questions) for autonomous learning. The data were analyzed using Pearson Product Moment Correlation Coefficient in SPSS 25 application. The findings revealed that ICT usage and autonomous learning are correlated. The other findings are Indonesians EFL students like to have discussions with peers, while Moroccans like to look for information themselves. Moreover, Indonesians have very high self-awareness and low self-confidence, meanwhile Moroccans have very high self-effort and autonomy in planning. This study brings significance to teaching practice to inform how far ICT usage contributes to autonomous learning, especially in the Covid-19 outbreak. The researcher recommended that future researchers widen the participants’ total and use the other variables outside this study’s variables since ICT usage only contributes 22.1% to autonomous learning. Keywords: ICT use; autonomous learning; EFL students Abstrak: Teknologi Informasi dan Komunikasi merupakan kebutuhan dasar di kehidupan jaman sekarang, termasuk pendidikan. Banyak orang percaya bahwa TIK dapat memicu otonomi belajar siswa. Maka dari itu, penelitian ini diadakan untuk menemukan korelasi antara penggunaan TIK dan otonomi belajar siswa serta membandingkan sikap mahasiswa Bahasa Inggris sebagai Bahasa Asing Indonesia dengan Maroko. Penelitian ini menggunakan desain korelasi kuantitatif. Pesertanya adalah 97 mahasiswa jurusan Sastra Inggris Universitas Negeri Malang. Instrumennya menggunakan kuesioner yang terdiri dari 28 item, 14 untuk penggunaan TIK dan 14 untuk otonomi belajar. Data dianalisis menggunakan Pearson Product Moment Correlation Coefficient pada aplikasi SPSS 25. Hasilnya, penggunaan TIK dan otonomi belajar saling berhubungan. Temuan lainnya yaitu mahasiswa Indonesia suka berkomunikasi dengan teman, sedangkan mahasiswa Maroko suka mencari informasi sendiri. Selain itu, mahasiswa Indonesia memiliki kesadaran diri yang sangat tinggi dan kepercayaan diri yang rendah, sedangkan mahasiswa Maroko memiliki kemandirian dan otonomi perencanaan yang sangat tinggi. Penelitian ini membawa signifikansi pada praktik mengajar karena menginformasikan sejauh mana penggunaan TIK berkontribusi terhadap belajar mandiri, terutama di masa wabah Covid-19. Peneliti merekomendasikan peneliti selanjutnya untuk memperluas total peserta dan menggunakan variabel lain di luar variabel penelitian ini karena penggunaan TIK hanya berkontribusi 22,1% terhadap belajar mandiri. Kata kunci: penggunaan TIK; belajar mandiri; siswa bahasa Inggris sebagai bahasa asing
METACOGNITIVE READING STRATEGIES AWARENESS IN ENGLISH LANGUAGE CONTEXT AMONG AVIATION CADETS Ismi Syahidah; Nunung Suryati; Siti Muniroh
The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 10, No 1 (2023): The Journal of English Literacy Education
Publisher : Faculty of Teacher Training and Education, Universitas Sriwijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v10i1.20998

Abstract

reading in the English language context has widely taken a position in the educational field, the reading score among aviation cadets was far from expectation. Several empirical studies have underpinned metacognitive reading strategies as supporting components in determining the reading performance of EFL learners, yet an investigation within the scope of cadets of the aviation field remains limited in the Indonesian context. This study explored cadets’ awareness level of metacognitive reading strategies and how they demonstrate awareness toward the use of those strategies in the English language context. An explanatory design was utilized, with 30 aviation cadets involved. The data was obtained from self-inventory reports and open-ended questions. The result confirmed that aviation cadets are metacognitively aware of the three elements of reading strategies with medium level of awareness. Moreover, cadets with high scores reading tests encompass more support reading strategies and problem-solving strategies compared to lower scorers. While cadets who got average scorers utilize three parts metacognitive reading strategies. These results confirmed that cadets who can maintain their cognition and proceed with various strategies in reading activities, will perform better in reading within the English language context. 
Investigating EFL Teacher's Strategies and Challenges in Promoting Students' High Order Thinking Skills Shofa Abidah; Siti Muniroh; Niamika El Khoiri
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 2 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i2.3132

Abstract

Critical thinking is essential to be acquired by today's generation specifically since it is one of the skills in the 21st-century skills. Considering its importance, developing students' high-order thinking skills has become a requirement for teachers, specifically in their language learning. This study investigates an EFL teacher's strategies in promoting students' high-order thinking skills and the challenges they face in implementing it. A case study was conducted involving one junior high school teacher in Jember. The interview and classroom observation were conducted to collect the data. The data was analyzed by classifying the strategy used by the teacher using Hennessy et al.'s Scheme for Educational Dialogue Analysis and specifying the challenges faced by them through an interview. The findings of this study indicated that most strategies used by the teacher were to invite elaboration or reasoning. The challenge encountered by the teacher was the difficulties in teaching HOTS for low achiever students, difficulties in managing passive students in the classroom, and difficulties in constructing HOTS strategy in some skills in English. Therefore, more strategies to actively engage student participation in the classroom and good classroom management are needed to extend students’ high-order thinking skills.
THE IMPLEMENTATION OF DIGITAL GAME-BASED LANGUAGE LEARNING IN A DEVELOPING COUNTRY: A LITERATURE REVIEW Wandana, Muhammad Chanif Tamimi Raditya; Muniroh, Siti; Karmina, Sari
Research and Development Journal of Education Vol 10, No 1 (2024)
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/rdje.v10i1.23085

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Implementing Differentiated Instruction through Gallery Walk in English Language Classroom Muttahidah, Muttahidah; Suryati, Nunung; Muniroh, Siti
SCOPE: Journal of English Language Teaching Vol 9, No 1 (2024): Scope: Journal of English Language Teaching
Publisher : Pusat Studi Pendidikan Bahasa dan Sastra Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/scope.v9i1.24148

Abstract

The Effect of Using Jigsaw Type II Technique on Junior High School Students’ Reading Comprehension Achievement Muhammad Agradean Triyono; Utari Praba Astuti; Siti Muniroh
Didaktika: Jurnal Kependidikan Vol. 13 No. 4 Nopember (2024): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.1121

Abstract

The purpose of this study was to analyze the effect of using Jigsaw Type II Technique on reading comprehension achievement of junior high school students. A quasi-experimental design with post-test only design was used to investigate whether there is a significant effect of using Jigsaw Type II Technique on the Reading Comprehension Achievement of Junior High School Students at SMP 1 Kedungjajang. The total number of research participants was 51 students. The experimental class consisted of 25 students and the control class consisted of 26 students. The research participants were selected using cluster random sampling by lottery based on the homogeneity test results. Class VII A (25 students) was designated as the experimental class and class VII C (26 students) was designated as the control class. The data for this study were collected from students' reading comprehension tests, interviews and documentation. The reading comprehension test results were collected and analyzed using the independent sample t-test formula through the SPSS computing system. The result of this study is that there is a significant effect of using Jigsaw Type II Technique on the reading comprehension achievement of junior high school students. The findings of this study provide pedagogical and empirical implications. Pedagogically, English teachers can consider using Jigsaw Type II in teaching reading comprehension because it can provide positive effects during the teaching and learning process.
Co-Authors Devon Evita Ekaning Dewanti Laksmi El Khoiri, Niamika Ismi Syahidah Jasmine Nur Fadhillah Muhammad Agradean Triyono Muttahidah, Muttahidah Nunung Suryati Nur Nilam Ayu Saputri Sari Karmina Shofa Abidah Sri Rachmajanti Utari Praba Astuti Wandana, Muhammad Chanif Tamimi Raditya