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All Journal Jurnal Litbang Kota Pekalongan International Journal of Education, Language, Literature, Arts, Culture, and Social Humanities Jurnal Pengabdian Widya Dharma
Sarlita D. Matra
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Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Education Engineering Health Professions Languange, Linguistic, Communication & Media Public Health Social Sciences

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PEMBUATAN FILM “MENDAKI LANGIT” SEBAGAI MEDIA EDUKASI MASYARAKAT PEKALONGAN UNTUK MENINGKATKAN ANGKA LAMA SEKOLAH Inayatul Ulya; Sarlita D. Matra; Muhamad Haryanto
JURNAL LITBANG KOTA PEKALONGAN Vol. 11 (2016)
Publisher : Badan Perencanaan Pembangunan, Penelitian dan Pengembangan Daerah (Bappeda) Kota Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (141.321 KB) | DOI: 10.54911/litbang.v11i0.2

Abstract

INCREASING NUMBER OF DROP OUT STUDENTS (SHOULD BE 9 YEARS) EACH YEAR HAS ELEVATED A SERIOUS PROBLEM IN DEGRADING THE QUALITY OF EDUCATION IN INDONESIA. THE PROBLEMS LAY ON THE PARENTING METHOD WHICH MIGHT NOT BE THE FOCUS OF THE GOVERNMENT’S CONCERN. THE FACT THAT THE GOVERNMENT ONLY FOCUSES ON REVISING THE CURRICULUM AND GIVING THE SCHOLARSHIP HERE AND THERE CAUSE ANOTHER CONSIDERATION. THIS RESEARCH TRIED TO REVEAL THE PROBLEMS REALLY HAPPENED IN A REAL SOCIETY THAT LATER REFLECTS ON THE STORY OF A FILM ENTITLED “MENDAKI LANGIT”. THIS RESEARCH USED RESEARCH AND DEVELOPMENT (R&D) RESEARCH DESIGN. MORE THAN 10 SCHOOLS WHICH HAVE THE MAJORITY NUMBER OF DROP OUT STUDENTS EMPLOYED IN THIS STUDY. BASED ON DEEP ANALYSIS ON THE PROBLEMS FACED BY THE STUDENTS THROUGH INTERVIEWS AND OBSERVATIONS, A FILM ABOUT FALSE PARENTING METHOD REFLECTED; SUCH AS THE LACK OF PARENTS’ ATTENTION ON EDUCATION, THE IMPACT OF BROKEN HOME AND NEGATIVE PEERS’ AND MEDIA INFLUENCES THAT MADE THE STUDENTS BECOME MISLEAD AND UNMOTIVATED IN SCHOOLS. FROM THIS FILM, THE PARENTS AS WELL AS THE SCHOOL MEMBERS SHOULD BE MORE RESPONSIBLE IN TAKING A GOOD CARE OF THE CHILDREN. THE GOVERNMENT SHOULD INCREASE THE SUPPORTS ON FUNDING
PELATIHAN BILINGUAL TEACHING BAGI GURU MTS HIFAL BANYURIP PEKALONGAN Inayatul Ulya; Sarlita D. Matra
WIDHARMA - Jurnal Pengabdian Widya Dharma Vol. 1 No. 01 (2022): Agustus 2022
Publisher : LPPM Universitas Widya Dharma Klaten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54840/widharma.v1i01.11

Abstract

The availability of a bilingual class whose learning process uses two languages ​​of instruction, namely Indonesian and English, is expected to be the answer to problems in an effort to increase the competitiveness of the Indonesian generation to the international world. The application of the Bilingual Class at Mts Hidayatul Athfal (HIFAL) is one of the flagship programs that it has as an effort to improve the quality of students at the school. This is the flagship program of MTs HIFAL, however, there are new challenges for school administrators considering that not all teachers are able to speak English fluently. Therefore, the school really needs Bilingual Teaching training for MTs HIFAL Banyurip teachers, Pekalongan. By holding training through community service activities, it is hoped that the teaching skills of teachers in bilingual languages ​​can be improved. This training also involves native speaker who help participants to practice using English. Bilingual Teaching training activities for MTs Hidayatul HIFAL) teachers provided significant benefits for participants. By participating in these activities, participants gain material and experience that can be applied to the Bilingual class. In the microteaching session, participants have implemented the preparation of bilingual learning tools, the use of Teachers Talk in bilingual learning, the use of ICT in bilingual learning, and the use of cooperative learning methods in bilingual learning. By participating in this training, most of the participants (teachers) seemed more confident in using English for daily communication, especially for teaching. Their speaking and teaching skills using the bilingual language are improved. Keywords: Bilingual; Training; Teaching
Teachers’ Barriers to ICT Integration in English Language Teaching: A Case Study at an Inclusive Junior High School Novita Cahya Ramadhan; Sarlita D. Matra
International Journal of Education, Language, Literature, Arts, Culture, and Social Humanities Vol. 4 No. 3 (2026): August : International Journal of Education, Language, Literature, Arts, Cultur
Publisher : FKIP, Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59024/ijellacush.v4i3.1791

Abstract

The integration of Information and Communication Technology (ICT) in English Language Teaching (ELT) has become essential in modern education. Despite the benefits, many teachers still face significant barriers when using technology in classroom instruction, particularly in inclusive school settings. This study aimed to investigate the barriers that English teachers face in integrating ICT at SMP N 10 Pekalongan, an inclusive junior high school where technology use remains minimal. A qualitative case study design was employed. Data were collected through semi-structured interviews with two English teachers, non-participant classroom observations, and document analysis of lesson plans. The data were analyzed using thematic analysis, guided by Ertmer's and Bingimlas's barrier frameworks, TPACK, and SAMR. The findings revealed that the main barriers were first-order, particularly limited devices, an unstable internet connection and a lack of ICT training for one of the teachers. Second-order barriers were minimal, as both teachers displayed positive attitudes and high levels of confidence. The level of ICT implementation reached the 'Modification' level of the SAMR model. Technical issues, for example video buffering due to an unstable internet connection, disrupted the flow of the classroom, and some students appeared not to take the lessons seriously. This study concludes that inclusive schools with low technology adoption should prioritise addressing first-order barriers before expecting transformative technology integration at the Redefinition level of SAMR.
Peer Judgement and Speaking Anxiety in English Oral Performance: A Micropolitical Perspective in the EFL Classroom Diva Febiyanti; Sarlita D. Matra
International Journal of Education, Language, Literature, Arts, Culture, and Social Humanities Vol. 4 No. 3 (2026): August : International Journal of Education, Language, Literature, Arts, Cultur
Publisher : FKIP, Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59024/ijellacush.v4i3.1792

Abstract

One of the biggest issues that students in English as a Foreign Language (EFL) class still face is speaking anxiety, especially when it comes to oral performance exercises. The previous study has largely concentrated on internal psychological issues and has rarely investigated how students’ silence behavior during speaking activities is influenced by peer judgment and classroom micropolitics. Therefore, the purpose of this research was to find out how students’ fear oof making mistakes is influenced by peer judgement, whether micropolitical interactions influence students’ silence during oral performances and how the classroom environment influences students’ willingness to speak English. 26 eleventh-grade students from SMAN 1 Pekalongan participated in this study, which used a qualitative descriptive design. Thematic analysis was used to examine the data, which were gathered through open ended format questionnaire and classroom observation. The findings showed that students’ fear receiving a poor grade and speaking anxiety were elevated by peer judgement, which include laughing, whispering, gossiping and making fun of pronunciation errors. The findings also demonstrated how classroom micropolitics caused unequal participation patterns, with confident students taking the lead and less confident students choosing to keep quiet during oral performance. Also, the classroom environment had a significant impact on students’ desire to speak since students felt less confident while speaking in noisy and unsupportive settings. In general, peer interaction, the classroom environment and classroom micropolitical dynamics all contributed to the social construction of speaking anxiety.
Investigating Speaking Anxiety in EFL Classrooms: A Case Study of Grade VIII Students Mohammad Rey Gemilang; Sarlita D. Matra
International Journal of Education, Language, Literature, Arts, Culture, and Social Humanities Vol. 4 No. 3 (2026): August : International Journal of Education, Language, Literature, Arts, Cultur
Publisher : FKIP, Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59024/ijellacush.v4i3.1819

Abstract

Speaking anxiety remains a common challenge for students learning in EFL, often limiting their willingness to participate in oral classroom activities. This study explored the speaking anxiety experienced by eighth-grade students at SMP Negeri 10 Pekalongan, focusing on the forms of anxiety they encountered, the factors contributing to these experiences, and their influence on classroom participation. Using a qualitative case study approach, this research involved seven participants selected based on purposive sampling criteria. Evidence was obtained from classroom observations, semi-structured interviews, and questionnaires, then organized through coding before being interpreted using thematic analysis. The analysis showed that students' speaking anxiety was reflected in three closely related dimensions: communication apprehension, fear of negative evaluation, and low self-confidence. Students' speaking anxiety developed through the interaction of individual and classroom-related factors. Limited vocabulary and low self-confidence made students feel unprepared to speak, reactions of classmates and classroom atmosphere often increased their anxiety. Because of these conditions, many students became hesitant to speak and participated less in oral classroom activities.
ICT Utilization in English Language Learning Classroom: A Descriptive Qualitative Study at IMBS Miftahul Ulum Pekajangan Pekalongan Muhammad Azza Rosyadi; Sarlita D. Matra
International Journal of Education, Language, Literature, Arts, Culture, and Social Humanities Vol. 4 No. 3 (2026): August : International Journal of Education, Language, Literature, Arts, Cultur
Publisher : FKIP, Universitas Palangka Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59024/ijellacush.v4i3.1843

Abstract

This study discusses the use of Information and Communication Technology (ICT) in English learning classrooms at IMBS Miftahul Ulum Pekajangan Pekalongan. The purpose of this research is to find out the kinds of ICT used in the classroom, explain why ICT is important in the learning process, and describe how ICT is applied during teaching activities. This research used a descriptive qualitative method with a case study approach. The data were collected through classroom observations, interviews with the English teacher, and documentation such as lesson plans and digital learning media. The results show that several ICT tools, such as laptops, projectors, PowerPoint slides, videos, internet sources, and online platforms, are used to support English learning. The use of ICT helps students become more active, interested, and motivated during the lesson. It also improves classroom interaction and makes it easier for students to understand the material. In the learning process, ICT is mostly used to explain materials, support communication, and help classroom discussions. However, there are still some problems faced during the implementation, such as limited internet connection, lack of facilities, and different levels of teachers’ ability in using technology. In conclusion, ICT has an important role in creating more interactive and student-centered learning, but its implementation still needs better facilities, teacher preparation, and effective integration in teaching.
Co-Authors Diva Febiyanti Inayatul Ulya Inayatul Ulya Mohammad Rey Gemilang Muhamad Haryanto Muhammad Azza Rosyadi Novita Cahya Ramadhan