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All Journal Palapa: Jurnal Study Keislaman dan Ilmu Pendidikan JMM (Jurnal Masyarakat Mandiri) Linguistics and Elt Journal Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan JCES (Journal of Character Education Society) Journal on Education FONDATIA Jurnal Gema Ngabdi Jurnal Educatio FKIP UNMA Jurnal Ilmiah Profesi Pendidikan AS-SABIQUN: Jurnal Pendidikan Islam Anak Usia Dini Journal of Classroom Action Research Didaktik : Jurnal Ilmiah PGSD STKIP Subang JOLLT Journal of Languages and Language Teaching ANWARUL: Jurnal Pendidikan dan Dakwah Darma Diksani: Jurnal Pengabdian Ilmu Pendidikan, Sosial, dan Humaniora Journal of Authentic Research Journal of English Education Forum (JEEF)
Putera, Lalu Jaswadi
University Of Mataram
Religion Agriculture, Biological Sciences & Forestry Humanities Decision Sciences, Operations Research & Management Earth & Planetary Sciences Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Public Health Social Sciences Other

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Perception and Optimism about Two-Semester Off-Campus Internship Program of the Kampus Merdeka-Merdeka Belajar (Freedom Campus-Freedom to Learn) Policy Among University Students Lalu Jaswadi Putera; Riris Sugianto
Journal of Languages and Language Teaching Vol 8, No 3 (2020)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v8i3.2756

Abstract

The Education and Culture Ministry of Indonesia has just launched a newly-reformed national education system called the “Merdeka Belajar-Kampus Merdeka” (Freedom Campus-Freedom to Learn)” policy. One of the four hallmarks of the Merdeka Belajar-Kampus Merdeka policy is the three-semester off-campus internship program for university students. Despite the supports, there is still debate as to whether the program will be effective and pro-students when implemented. Apart from the policy’s pros and cons, the program needs to be objectively understood not only from the government’s and academics’ perspectives but also from the students’ whose voice is time and again marginalized when new policy is being planned, drafted, and implemented. Besides, there are still limited studies that deal with this issue. Therefore, further studies need to be conducted. This study investigates the students’ perception and optimism toward the off-campus internship program of the Kampus Merdeka-Merdeka Belajar policy. The probing questions about perceptions were related to whether the program wassatisfactory, overwhelming, inflicting, or simply industry-oriented instead of student-orientedaccording to the students. The probing questions about optimism were related to whether the students were optimistic that the program would bring improvementto their knowledge, skills, and pre-working experiences. Data was collected from 229 2nd and 4th semester students across departments in Mataram University by conducting online questionnaire. Results show that the students had a positive perception about the off-campus internship program (49%) and they were very optimistic that this program would be effective when implemented (71%).
Pelatihan Aplikasi Model Pembelajaran Membaca Teks Informasi Untuk Para Guru Bahasa Inggris SMA/SMK/MA Swasta di Kabupaten Lombok Timur Lalu Thohir; Udin Udin; Mh Isnaini; Lalu Jaswadi Putera
Jurnal Gema Ngabdi Vol. 4 No. 2 (2022): JURNAL GEMA NGABDI
Publisher : Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jgn.v4i2.235

Abstract

In the era of the industrial revolution 4.0 which is characterized by the acceleration of information and technology where information is easily spread throughout the world, teachers have a very important role to prepare students so that they are able to process and understand information well and equipping the students with the skills to read is one of the ways out that teachers need to do. In teaching reading, teachers are required not only to train students' skill to understand texts, but also to train their skill to think actively, creatively and critically and thus, reading learning can provide adequate literacy skills to students. This community service activity aims to socialize the learning model of reading information texts to English teachers from private high schools in East Lombok district as well as train them in applying the model. This activity took place at Al-Badriyah Islamic High School and was attended by 27 teachers. The results of this activity showed that the participants looked enthusiastic and active in participating in the existing series of activities – paying attention and listening to the materials presented by the team, discussions or questions and answers related to presented materials and English learning problems and practicing learning models to read information texts. In addition, the results of the questionnaire for the evaluation of community service activities show that the participants welcomed this activity because they could increase their knowledge and insight, especially those related to teaching reading so that they hoped that there would be similar activities provided in the future.
Students’ Perception of Learning English Through Hybrid Learning (Online and Offline) Dewi Wahyuni; Arifuddin Arifuddin; Lalu Jaswadi Putera
AS-SABIQUN Vol 4 No 5 (2022): NOVEMBER
Publisher : Pendidikan Islam Anak Usia Dini STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/assabiqun.v4i5.2223

Abstract

This research aims to: find out students’ perceptions of learning English through hybrid learning (online and offline), find out the difficulties of learning English through hybrid learning, and find out the positive impacts of learning English through hybrid learning according to high school students in Mataram. This research is a survey research that used quantitative descriptive method. 43 students of SMA Negeri 3 Mataram participated in this research. To collect data, questionnaires that consisted of close-ended questionnaire and open-ended questionnaire and interviews were used. The results of the study show that the positive impacts of learning English through hybrid learning are: (1) having a conducive classroom environment when learning English through hybrid learning, and (2) feeling comfortable since they can access the material anytime and anywhere. However, the students opined some difficulties in learning English through hybrid learning that included: (1) having difficulty in understanding the materials due to the unstable internet connection/signal, (2) having difficulty to express the ideas, and (3) having difficulty to participate in a more active, collaborative and communicative class discussion. The students’ perceptions toward the implemention of hybrid learning in learning English split into 3 categories: supportive, not supportive, and neutral perceptions. The total weight of each category in the questionnaires are “strongly agree” 8.7%, “agree” 25.1%, “neutral” 37.5%, “disagree” 20.1%, and “strongly disagree” 8.7%. The group of students that chose “neutral’ answers scores the biggest with 37.5% of the total students, followed by the groups of students that oppose or do not support the implementation of hybrid learning that comprises 33.8% or one third of the total students. The bottom position is seated by the group of students that propose or support the implementation of hybrid learning in learning English with 28.8% or less than one third of the total students. Thus, it can be concluded that the more students have neutral position towards the use of HL in learning English.
Gender and Scores in TOEFL-Like Inference-Type Listening Comprehension Tests Dewi Mustika Ningrum; Lalu Jaswadi Putera; Arafiq Arafiq; Amrullah Amrullah
PALAPA Vol 10 No 2 (2022): NOVEMBER
Publisher : LP2M STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/palapa.v10i2.1963

Abstract

This present study aims to identify, describe, and analyze the students’ gender and scores in answering inference-type questions of the TOEFL-like listening comprehension tests. It sought to find answers to two research questions: (1) What is the students’ ability in answering inference-type questions of the TOEFL-like listening comprehension tests based on gender; and (2) What are the percentages in answering the four types of inference questions i.e. functions, idiomatic language, contrary meaning, almost negative in the short dialogues part of the TOEFL-like listening comprehension test. Data were gathered from the TOEFL-like listening comprehension test results of 115 6th semester students of English Education Program. They were then analyzed using quantitative ex post facto method. 20 male and 20 female students were randomly chosen as the research samples which were grouped based on each gender. Data of the inference-type questions were taken from the short dialogues part of the Listening Comprehension section test. 5 inference-type questions were found in the test. The inference questions included 2 items about function of suggestion (Phillips, 2001:57), 1 item about idiomatic expressions (Phillips, 2001:70), 1 item about almost negative (Phillips, 2001:49), and 1 item about contrary meanings (Phillips, 2001:63). The results show that the mean score range of the male group 34.0 and the female group 36.0. Using Arikunto’s classification, the mean scores are converted into “Poor” category (30.6–50.5 points) which means both male and female groups share the same level of ability in answering inference-type questions of the TOEFL-like listening comprehension tests. In regards to the percentages of students answering the types of inference questions, both male and female gender groups scored poorly in all of them. In functions of suggestion type, only 32% female and 27.5% male students could answer this type of question, meaning that 67% of female and 73% of male students failed. In idiomatic language type, only 45% of male and 40% of female students managed to answer question of this type, meaning that 55%-60% of them did also fail. In almost negative type, only 40% of female and 35% of male students succeded, meaning that between 60%-65% of them did not succeed. In contrary meaning type, only 35% of both male and female students managed to score, meaning that 65% of them failed. This indicates that there is no gender gap or insignificant gap in the students’ ability in answering the inference-type questions of the TOEFL-like listening comprehension test based on gender. However, the results picture a worrying trend among university students since 53%-73% of male and female students show poor performance in answering inference questions in the TOEFL-like listening comprehension test. Thus, this study suggests that students regardless of their gender develop the ability and strategy in answering inference-type questions of the TOEFL-like listening comprehension test be it through self-directed or teacher-directed learnings.
Integrating Local Customs in Mini-Drama Project to Improve Speaking Confidence and Promote Contextual and Fun Learning for Multilingual and Multiethnic EFL Classes: What Do College Students Think? Lalu Jaswadi Putera
Journal on Education Vol 5 No 4 (2023): Journal on Education: Volume 5 Nomor 4 Mei-Agustus 2023
Publisher : Departement of Mathematics Education

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

Abstract

This research is aimed to ascertain the integration of local customs (indigeneous languages, traditional costumes, local folklores) of Sasambo communities in mini-drama activities for multilingual and multiethnic EFL classes to improve student’s speaking confidence and promote contextual and fun learning based on the students’ perspectives. This study investigated the students' perceptions on: (a) forming groups with mixed ethnic and language background members; (b) using traditional costumes in mini-drama performance; (c) theming the mini drama based on local Sasambo folklores; and (d) the students’ overall perception on integrating local customs in mini-drama project. Data of this survey research were collected through a questionnaire, interview, and classroom observations. A total of 238 first-semester students from various study programs at the University of Mataram were involved. The results show that the majority of students expressed positive and very positive views towards the integration of local cultures in mini-drama project. They responded positively to setting the group in mixed ethnic and language backgrounds to perform the mini-drama (96.2%), wearing traditional costumes for mini-drama performances (92%), theming mini-drama based on the local Sasambo folklores that translated into English (94.5%), and showing positive impacts of integrating local Sasambo customs (indigeneous languages, traditional costumes, local folklores) in a mini-drama project on improving the students’ speaking skill, confidence, and happiness (92.8%).
The Use of Global English Pare Platform as A Mobile Learning Resource to Learn English Vocabulary Devi Cahyani; Lalu Jaswadi Putera; Ni Wayan Mira Susanti
Jurnal Ilmiah Profesi Pendidikan Vol. 8 No. 3 (2023): Agustus
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v8i3.1580

Abstract

The use of Instagram nowadays has been widely expanded as a source to learn English by the huge number of EFL students. The most popular use of Instagram these days is to learn vocabulary. The account facilitated the English learners the materials for learning. The object of the study was to investigate the Students Perception upon the Use of English Learning Account on Instagram which in this case of study was the account of Global English Pare as a Mobile Learning Resource to Learn English Vocabulary, employed using a descriptive qualitative method with online questionnaire, interview, and documentation as the instruments. The data were collected from second semester English students of E2D class at University of Mataram. The participants in this study were chosen using the cluster sampling technique which resulted in selecting 30 members of English second semester students of University of Mataram. It can be inferred that the student's perception towards Global English Pare account was varied and they dominantly presented positive opinions about the platform which indicated the good reflection upon their experience of using the platform as media to learn vocabulary. The majority of students found the account was very effective to develop their vocabulary mastery by portraying several personal positive reasons recorded in the interview section. Meanwhile, it was also found by the students the few numbers of difficulties during their activities using the platform.
Peningkatan Pengetahuan Guru tentang Linguistic Landscape sebagai EFL Authentic Teaching Materials Lalu Jaswadi Putera; Mahyuni; Nur Ahmadi; Ahmad Zamzam; Dewi Satria Elmiana
DARMADIKSANI Vol 1 No 2 (2021): Edisi Desember
Publisher : Jurusan Pendidikan Bahasa dan Seni, FKIP, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/darmadiksani.v1i2.561

Abstract

ABSTRAK Kegiatan Pengabdian kepada Masyarakat ini bertujuan untuk meningkatkan pengetahuan guru tentang konsep Linguistic Landscape (LL) dan menyusun langkah-langkah kegiatan belajar berbasis LL. Salah satu contoh materi LL yang dapat digunakan sebagai tema dalam aktivitas writing dan speaking di kelas EFL adalah foto-foto papan peringatan bertema “Bahaya Narkoba”, “Larangan Membuang Sampah”, “Larangan Merokok”, dan lain sebagainya. Tema-tema papan peringatan tersebut dapat disusun menjadi materi ajar yang tidak hanya menarik tetapi juga relevan dan kontekstual dengan kondisi lingkungan peserta didik. Materi ajar berbasis LL yang baik merangsang kemampuan berpikir kritis, kreatif, kolaboratif, dan komunikatif yang sangat dibutuhkan siswa dalam pembelajaran abad 21 ini. Sebanyak 25 orang guru mata pelajaran di Pondok Pesantren Raudlatusshibyan NW Belencong Gunungsari dan 4 orang mahasiswa terlibat dalam kegiatan ini. Metode kegiatan ini menggunakan sosialisasi dan diskusi kelompok dengan pendekatan ‘get-in and take-out’ melalui 3 tahap kegiatan: Tahap pertama, sosialisasi tentang konsep, signifikansi, hasil penelitian, dan contoh-contoh kegiatan yang mengintegrasikan LL dalam pembelajaran EFL. Tahap kedua, melaksanakan diskusi kelompok untuk menentukan langkah-langkah kegiatan belajar berbasis LL. Tahap terakhir, melaksanakan evaluasi kegiatan baik pra-kegiatan, selama kegiatan, dan pasca-kegiatan dengan mengambil data hasil pengisian kuesioner yang telah diisi peserta. Hasil evaluasi menunjukkan bahwa pengetahuan guru tentang konsep LL dan cara menyusun langkah-langkah kegiatan belajar berbasis LL meningkat. Para peserta sangat mengapresiasi kegiatan ini dan berharap kegiatan pengembangan profesional semacam ini lebih sering diadakan di madrasah-madrasah. Adapun saran dari para peserta untuk ke depannya adalah perlunya ada tindaklanjut dari kegitana ini, perlunya menambahkan game atau permainan di sela-sela kegiatan agar semakin menyenangkan, perlunya tema lain yang lebih beragam seperti penerapan LL dalam literasi digital yang lebih kompleks. ABSTRACT This Community Service program aims to increase teachers’ knowledge about the concept of Linguistic Landscape (LL) as well as develop competency in designing a scenario for LL-based learning activities. One example of LL material that can be used as a theme in writing and speaking activities in the EFL class is pictures of warning boards themed “the Danger of Drugs”, “Prohibition of Littering”, “the Danger of Smoking Cigarettes”, and so on. The warning board themes can be arranged into teaching materials that are not only interesting but also relevant and contextual to the students’ environmental conditions. Fine LL-based teaching materials stimulate students’ critical thinking, creative thinking, collaborative, and communicative skills that the students need to master in the 21st century learning. As many as 25 subject teachers at Raudlatusshibyan NW Islamic Junior High School in Belencong Gunungsari and 4 students of the English Education Program were involved in this program. A 3-phase method of socialization and group discussions with a 'get-in and take-out' approach was used. The first phase was presenting concepts, significance, results of study, and examples of activities that integrate LL in EFL learning situation. The second stage was group discussion to determine the draft scenario for LL-based learning activities. The last stage was evaluation of the pre-activities, while-activities, and post-activities based on the data obtained from in-process evaluation and the questionnaire. The results of the evaluation shows that the participants’ knowledge about the concept of Linguistic Landscape and how to design a draft scenario for LL-based learning activities increases. The participants gave much appreciation to the team for organizing this program and hoped that such professional developments would be held more often in the madrasah. Some suggestions from participants to the team for future programs are: must plan for a follow-up program in relation to today’s topic, needs to add games between session break to make it more fun, should plan to set other professional development themes such as the application of LL in more complex digital literacy.
Budidaya Ikan Lele Dalam Ember (Budikdamber) untuk Meningkatkan Pendapatan Masyarakat Pasca Pandemi: Program KKN-PLP Desapreneur Mahasiswa Keguruan di Desa Selengen Lombok Utara Lalu Jaswadi Putera; Askarinda Saida; Milasti Milasti; Muhamad Irwan; Nais Kusma Dewi; Nanik Khaeroni; Nia Agustina; Nur Ilmawati; Tias Ayu Astitin; Amrullah Amrullah
DARMADIKSANI Vol 2 No 1 (2022): Edisi Juni
Publisher : Jurusan Pendidikan Bahasa dan Seni, FKIP, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/darmadiksani.v2i1.1296

Abstract

ABSTRAK Program KKN-PLP ini bertujuan untuk mengintegrasikan ilmu teoritis dan praktis dalam kehidupan nyata yang sesungguhnya dengan maksud agar mahasiswa bertransformasi menjadi pribadi cerdas, mandiri, supel, kaya pengalaman, dan punya ide kreatif dan solutif yang bermanfaat bagi masyarakat di manapun mereka berada. Program budidaya ikan lele dalam ember ini, sebagai salah satu proker dalam KKN-PLP, adalah suatu inovasi untuk meningkatkan pendapatan masyarakat di desa Selengen Lombok Utara pasca pandemi Covid-19. Budidaya ikan lele ini dilakukan menggunakan media ember yang bertujuan untuk meminimalkan biaya pengeluaran rumah tangga namun dapat mendatangkan penghasilan bagi masyarakat minimal untuk kebutuhan sehari-hari. Tidak hanya itu, budidaya ikan lele dalam ember ini juga bisa dimanfaatkan untuk tumpangsari yakni menanam tanaman sela berupa sayuran kangkung darat di atas tutup ember. Masyarakat pengelola program Budikdamber ini yaitu kelompok masyarakat penerima BLT-DD di dusun Lembah Berora, desa Selengen, kecamatan Kayangan kabupaten Lombok Utara. Kelompok masyarakat ini dipilih agar memudahkan pengontrolan dalam pembudidayaan Budikdamber. Produk yang dihasilkan dari program budidaya ini adalah ikan lele dan kangkung darat yang dapat dikonsumsi sehari-hari dan dijual ke pasar untuk meningkatkan pendapatan masyarakat setempat. Hasil evaluasi program menunjukkan bahwa kegiatan ini telah mencapai target yang diharapkan. Setelah mengikuti program ini, kelompok masyarakat yang sudah berhasil membudidayakan Budikdamber diharapkan dapat menginspirasi dan mengedukasi kelompok masyarakat lainnya untuk dapat menerapkan sistem Budikdamber ini. ABSTRACT This catfish-in-the-buckets farming system or “Budikdamber” – stands for “budidaya ikan dalam ember” – is an innovation in home farming that aims to generate the income of village communities affected by the 2018 earthquakes in Selengen Village, North Lombok Regency post Covid-19 pandemic. The Budikdamber fish farming system uses bucket kits to farm freshwater catfish while at the same time grow vegetables as well. The use of cheap bucket kits – as alternative to other conventional farming media – is meant to lower the cost of household’s monthly expenses and generate income to support the people’s economy in this earthquake-torn village. The Budikdamber fish farming system enables locals to farm not only fish but also intercrops such as spinach and other vegetables right on the lids of the bucket kits used for farming fish inside. The targeted community groups participating in this program are the BLT-DD recipients from Dusun Lembah Berora, Selengen Village, Kayangan District, North Lombok Regency. The products are edible catfish and land spinach that can be harvested for daily consumption or sold to the markets in the hope of generating economic benefits for the locals. The results show that the program has given positive outcomes for the community. Thus, it is hoped that the success of this program will inspire other community groups to implement this Budikdamber fish farming system.
Sosialisasi Linguistic Landscape dalam Literasi Digital: Manfaat dan Tantangannya dalam Pembelajaran Bahasa Inggris Lalu Jaswadi Putera; Mahyuni; Ahmad Zamzam; Andra Ade Riyanto; Amrullah; Husnul Lail
DARMADIKSANI Vol 2 No 2 (2022): Edisi Desember
Publisher : Jurusan Pendidikan Bahasa dan Seni, FKIP, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/darmadiksani.v2i2.1611

Abstract

ABSTRAK Kegiatan Pengabdian Kepada Masyarakat (Abdimas) ini merupakan seri lanjutan dari kegiatan Abdimas sebelumnya pada 2021 lalu (Putera, 2021). Sedikit berbeda dengan sebelumnya, topik kegiatan Abdimas tahun ini bertujuan untuk memberi pengetahuan kepada para guru tentang Linguistic Landscape dalam literasi digital. Sebagai sebuah pendekatan baru dalam studi kemultibahasaan dan pembelajaran bahasa Inggris, LL mendorong untuk lebih banyak menggunakan materi-materi, dan tema-tema pembelajaran otentik yang ada di sekeliling kita baik yang berasal dari sumber non-digital maupun digital. Penggunaan materi dan tema-tema otentik akan menghasilkan pembelajaran yang kontekstual, relevan dengan situasi dan kondisi siswa, dan lebih bermakna sebab siswa lebih memahami isu-isu otentik yang ada di sekitarnya (seperti masalah sampah, bahaya merokok, dll) dibandingkan dengan isu-isu non-otentik yang tidak pernah/belum pernah mereka lihat, rasakan, dan alami selama hidupnya. Berlimpahnya bahan-bahan digital (digital landscape) bisa dimanfaatkan menjadi bahan ajar pembelajaran bahasa Inggris yang efektif, murah, dan mudah didapat. Sejalan dengan itu, maka sosialisasi tentang LL dalam literasi digital menjadi sangat penting mengingat pembelajaran abad 21 saat ini mempersyaratkan para guru dan siswa untuk cakap (literate) dalam menggunakan teknologi digital, sadar (aware) dan paham dengan permasalahan yang sedang terjadi di lingkungannya sehingga mereka tidak hanya kompeten dalam menggunakan bahasa namun juga dapat memberi solusi bagi perbaikan masyarakat dan lingkungannya. Metode yang akan digunakan adalah sosialisasi 3 tahap: Pertama, memberi penyuluhan tentang konsep dan hasil studi LL dalam literasi digital; Kedua, menjelaskan tentang sumber-sumber LL dalam dunia digital; dan Ketiga, menjelaskan hasil studi tentang LL dalam literasi digital; dan Keempat, diskusi dan tanya jawab tentang manfaat dan tantangan penerapan LL dalam pembelajaran berbasis digital atau online. Hasil kegiatan menunjukkan bahwa para peserta menyambut gembira kegiatan ini karna mengambil lokasi yang nyaman dan asri yakni lesehan Bebek Galih dimana mayoritas dari mereka belum pernah mendatangi dan senang dengan suasana baru yang tidak melulu di ruangan sekolah. Lokasi ini dipilih atas rekomendasi dari para guru peserta dengan mengedepankan konsep berbagi ilmu sambil bertamasya. Manfaat lainnya, para peserta mendapatkan tambahan wawasan dan pengetahuan tentang konsep LL, memunculkan ide-ide baru dalam menyusun bahan pembelajaran bahasa Inggris dari sumber-sumber digital/online, dan dalam merancang projek/tugas bagi siswa yang dapat dilakukan dari digital ke digital (D to D), digital ke non-digital (D to DG), atau non-digital ke digital (ND to D). Selain manfaat, adapula tantangan yang dihadapi oleh para guru Bahasa Inggris dalam menerapkan konsep LL yakni masih kurangnya literasi siswa, masih terbatasnya akses internet di sekolah khususnya yang berada di kaki gunung yang terjendala sinyal, dan aturan larangan menggunakan gawai seperti HP dan sejenisnya. Secara umum, konsep LL berbasis digital dalam pembelajaran bahasa Inggris dianggap sangat relevan dengan konsep pendidikan abad 21 dan program merdeka belajar dimana guru dan siswa dituntut untuk memiliki kecakapan/literasi dalam menggunakan teknologi, informasi, dan media. Beberapa tema yang diusulkan untuk Abdimas berikutnya adalah tindaklanjut penyusunan bahan ajar bahasa Inggris berbasis literasi digital dan perancangan soal-soal LL dari sumber digital untuk mengasah kemampuan berpikir tingkat tinggi (HOTS) siswa. Harapan dari semua peserta, semoga kegiatan ini dapat terus dilanjutkan di tahun selanjutnya. ABSTRACT This Community Service program represents a subsequent chapter of the previous program conducted in 2021 (Putera, 2021). Diverging slightly from its previous chapter, this year's program aims to impart knowledge to educators on the topic of Linguistic Landscape within the domain of digital literacy. Functioning as a novel approach to multilingual studies and English language acquisition, the Linguistic Landscape (LL) framework advocates for the integration of authentic learning materials and themes permeating our surroundings, be they derived from non-digital or digital sources. By employing genuine materials and themes, the resultant pedagogical experience becomes contextualized, aligned with students' circumstances, and imbued with enhanced meaning, as students gain deeper comprehension of authentic issues germane to their immediate environment (e.g., waste management, smoking hazards) as opposed to contrived or unfamiliar concerns. Exploiting the proliferation of digital resources, constituting the digital landscape, offers a propitious opportunity for developing effective, cost-efficient, and easily accessible English language instructional materials. Thus, the imperative of acquainting teachers and students with the principles of Linguistic Landscape in digital literacy assumes considerable significance, considering the contemporaneous educational landscape necessitates digital proficiency, awareness of and engagement with environmental challenges, and the ability to proffer solutions for the betterment of society and the ecosystem. The methods employed for this purpose encompassed three phases of socialization: firstly, proffering guidance pertaining to the conceptual underpinnings and findings of Linguistic Landscape studies in digital literacy; secondly, elucidating the diverse sources comprising the Linguistic Landscape within the digital realm; thirdly, elucidating the research outcomes germane to the Linguistic Landscape in digital literacy; and finally, engaging in discussions and question-and-answer sessions elucidating the benefits and challenges entailed in implementing the Linguistic Landscape framework within digital or online-based learning settings. The outcomes evince participants' enthusiastic embrace of the program, attributable to its convening within an inviting and aesthetically pleasing setting, exemplified by the Bebek Galih restaurant, hitherto unexplored by the majority. The idyllic milieu distinct from the conventional classroom environment elicited their approval. The selection of this locale was based on recommendations proffered by participating educators, emphasizing the essence of knowledge-sharing amidst a sojourn. Furthermore, participants derived additional insights and knowledge concerning the Linguistic Landscape framework, fostering fresh ideas for curating English language instructional materials derived from digital and online sources, and designing projects and assignments encompassing the digital-to-digital (D to D), digital-to-non-digital (D to DG), and non-digital-to-digital (ND to D) paradigms. Nonetheless, English language instructors encountered several obstacles while implementing the Linguistic Landscape framework, notably students' limited literacy levels, inadequate internet accessibility in schools, particularly in remote mountainous regions afflicted by weak signal strength, and the proscriptions against employing electronic devices, such as mobile phones. In sum, the concept of digital-based Linguistic Landscape in English language learning evinces marked pertinence to the exigencies of 21st-century education and autonomous learning programs, mandating the cultivation of technological, informational, and media literacy among both teachers and students. The forthcoming iterations of Abdimas endeavor to address pertinent themes such as the further development of digital literacy-based English language instructional materials and the formulation of Linguistic Landscape-oriented questions derived from digital sources, conducive to fostering students' higher-order thinking skills (HOTS). Consequently, the collective aspiration of all participants is that this program perpetuates in subsequent years.
Lokakarya “Writing For Academic Publishing” Untuk Dosen dan Mahasiswa S2 Kerjasama dengan Regional English Language Office (RELO) Kedutaan Amerika Lalu Jaswadi Putera; Nurachman Hanafi
DARMADIKSANI Vol 3 No 1 (2023): Edisi Juni
Publisher : Jurusan Pendidikan Bahasa dan Seni, FKIP, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/darmadiksani.v3i1.2819

Abstract

ABSTRAK Lokakarya “Writing for Academic Publishing” bertujuan untuk meningkatkan kemampuan peserta dalam menulis untuk penerbitan akademik. Kegiatan ini diadakan dengan dukungan dari Regional English Language Office (RELO) dan Kedutaan Amerika, bekerja sama dengan Universitas Mataram (Unram), FKIP Unram, dan UPT Pusat Bahasa Unram. Tujuan utama dari lokakarya ini adalah memberikan wawasan dan keterampilan baru kepada peserta dalam strategi penulisan yang efektif, struktur tulisan akademik, serta teknik penyuntingan untuk meningkatkan kualitas tulisan mereka. Lokakarya ini juga bertujuan untuk memperluas pemahaman peserta tentang penulisan akademik melalui diskusi dan pertukaran ide dengan sesama penulis akademik. Hasil kegiatan ini menunjukkan antusiasme peserta yang tinggi selama lokakarya dan peningkatan kemampuan menulis akademiknya untuk publikasi ilmiah. Mereka memperoleh pemahaman yang lebih baik tentang strategi penulisan yang efektif, struktur tulisan akademik yang benar, serta teknik penyuntingan yang dapat meningkatkan kualitas tulisan mereka. Selain itu, lokakarya ini memberikan kesempatan bagi peserta untuk berinteraksi dengan narasumber penutur asli dari Amerika yang berpengalaman, dengan sesama penulis akademik, dan dengan rekan sejawat dalam bidang pengajaran Bahasa Inggris. Secara keseluruhan, lokakarya “Writing for Academic Publishing” telah berhasil memberikan kontribusi yang berarti dalam pengembangan kemampuan menulis peserta dalam konteks penerbitan akademik. Dukungan dari RELO Kedutaan Amerika, Unram, dan FKIP sangat berarti dalam melaksanakan kegiatan ini. Harapan kami adalah bahwa peserta dapat terus mengaplikasikan pengetahuan dan keterampilan yang mereka peroleh dalam pengembangan karier dan penelitian akademik mereka di masa depan. ABSTRACT This community service entitled “Writing for Academic Publishing” workshop series aims to enhance participants' writing skills specifically for academic publications. This event was supported by the Regional English Language Office (RELO) and the U.S. Embassy, in collaboration with the University of Mataram (Unram), FKIP Unram, and the Language Center of Unram. The primary objective of this workshop was to provide participants with valuable insights and new techniques to effectively approach academic writing, including structuring their papers and applying editing methods to improve the overall quality of their work. Furthermore, the workshop seeks to expand participants' understanding of academic writing through engaging discussions and the exchange of ideas with fellow academic writers. The outcomes of this event reflect the participants' high enthusiasm and noticeable improvement in their academic writing skills, specifically geared towards scholarly publications. They have acquired a better grasp of effective writing strategies, appropriate academic writing structures, and editing techniques that can significantly enhance their written pieces. Additionally, the workshop offers participants the opportunity to interact with experienced native English speaker and educator, fellow academic writers, and peers involved in English language teaching. In general, the “Writing for Academic Publishing” workshop series have made a substantial contribution to the development of participants' writing abilities within the realm of academic publication. The unwavering support from RELO, the U.S. Embassy, Unram, and FKIP has been instrumental in successfully organizing this workshop. It is our sincere hope that participants will continue to apply the knowledge and skills they have gained to advance their careers and engage in further academic research endeavors in the future.
Co-Authors Ahmad Junaidi Ahmad Zamzam Ahmad Zamzam Amrullah Amrullah Amrullah Amrullah Amrullah Amrullah Amrullah Amrullah Andra Ade Riyanto Arafiq Arafiq Arafiq Arfah, Hajriana Arfah, Hajriani ARIFUDDIN Arifuddin Arifuddin Arifuddin Arifuddin Askarinda Saida Astitin, Tias Ayu Aziz, Atri Dewi Baharuddin Baharuddin Baharuddin Baharuddin Baharuddin Baharudin Baharudin Baktillah, Annisa Faiza Boniesta Zulandha Melani Cahya Destiyanti Camila, Alia Fitrida Daniswara, Lingga Devi Cahyani Dewi Mustika Ningrum Dewi Satria Elmiana Dewi Wahyuni Dewi, Nais Kusma Dwi Putri Nurislam Eka Fitriana Elmiana, Dewi Satria Eryanto, Mada Oktavian Fithri, Nurshahifah Fitriana, Sulis Mai Gading, Arya Hajriana Arfah Hamdullah, Lalu Hartomo, Lalu Marlin Herayana, Desi Hery Susanto Hoesni, Rizky Kurniawan Husnul Lail I Gusti Agung Ayu Sasmitha Dewi Anggita Pramestya I Made Sujana Ilmawati, Nur Irwan, Muhamad Isnaeni, Mh Isnaini, Mh. Isnaini, Muh. Jaelani, Selamet Riadi Joliastri, Febrila Ayu Juliandri Maya Chrysty Khaeroni, Nanik Lail, Husnul Lalu Ali Wardana Lalu Ali Wardana Lalu Isnaeni Rahman Lalu Nurtaat, Lalu M. Akram Mulyasin M. Akram Mulyasin Mahyuni Mahyuni Mahyuni Mahyuni Mahyuni Mahyuni Mahyuni Mahyuni Makmur Hadi Melani, Boniesta Zulandha Mh Isnaini Milasti Milasti Milasti, Milasti Muh. Khairussibyan Muhaimi, Lalu Muhamad Irwan Muhammad Amin Muhammad Amin Muhammad Amin Muhammad Amin Muhammad Isnaini Mulyaningsih, Sukma Mulyawan, Ulfan Munigarim, Munigarim Nais Kusma Dewi Nanik Khaeroni Nawawi Nawawi Ni Wayan Mira Susanti Nia Agustina Nia Agustina Nona Arlita Yuningsih Nur Ahmadi Nur Ahmadi, Nur Nur Ilmawati Nurachman Hanafi Nurachman Hanafi, Nurachman NURLAELA NURLAELA Octaviani, Nurul Patmawati Patmawati, Patmawati Pramestya, I Gusti Agung Ayu Sasmitha Dewi Anggita Prasetyaningrum, Ari Pratiwi, Siti Nurpadila Putra, Ida Nyoman Tri Darma Putra, Lalu Yoga Dwi Putri, Nanda Damayanti Rahma, Auliya Rahmad Hidayat Ramadhan, Eki Hizbi Ramli, Muh. Resiana, Amellia Tasya Rilasti, Fifi Riries Sugianto Riris Sugianto Rizqiani, Annisa Isdiana Rosita Rusmita Aeni Safitri, Lia Sahuddin Sahuddin Sahuddin, Sahuddin SAHUDIN, SAHUDIN Saida, Askarinda Saputra, Agus Satria Elmiana, Dewi Sazwan, M. Soepriyanti, Henny Sofianti, Yana Sragarta, Kevin Ronald Sugandi, Bq. Gadis Aufahayya Sugianto, Riris Susanti, Ni Wayan Mira Thohir, Lalu Thohir, Lalu Tias Ayu Astitin Udin Udin Udin Udin Udin Udin Udin Udin Udin, Udin Untung Waluyo Waluyo, Untung Wardana, Lalu Ali Widya, Ni Putu Puspa Widyarni Sari Wisnu Sanjaya Wulandary, Duwi Yeni Yulianti Yudi Kurniawan Yuni Budi Lestari Yuni Maulida Afifah SR Yusra, Kamaluddin Zahara, Intan Hardiani Zamzam, Ahmad Zohir, Muhammad