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All Journal Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya Journal of English Language, Literature, and Teaching (J-ELLiT) Language Literacy: Journal of Linguistics, Literature, and Language Teaching Linguistics and Elt Journal Journal of Physics and Its Applications Jambura Journal of English Teaching and Literature Education and Human Development Journal Journal of English Education and Teaching (JEET) PROJECT (Professional Journal of English Education) Journal of English Teaching, Literature, and Applied Linguistics Jurnal Pembelajaran Pemberdayaan Masyarakat (JP2M) Discovery : Jurnal Ilmu Pengetahuan Academia Open Journal of Community Service and Empowerment Indonesian Journal of Cultural and Community Development Borneo Educational Journal (Borju) JOLLT Journal of Languages and Language Teaching Indonesian Journal of Education Methods Development Society: Jurnal Pengabdian Masyarakat JEBIMAN: Jurnal Ekonomi, Bisnis, Manajemen dan Akuntansi Warta LPM Indonesian Journal of Public Administration Review ELLITE: Journal of English Language, Literature, and Teaching
Agustina, Sheila
Universitas Muhammadiyah Sidoarjo
Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Chemistry Computer Science & IT Control & Systems Engineering Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Physics Social Sciences Other

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BENEFITS AND SUGGESTIONS OF IMPLICIT VOCABULARY TEACHING Herwiana, Sakhi; Agustina, Sheila
Discovery Vol 2 No 2 (2017)
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat (LPPM) Universitas Hasyim Asy'ari (Unhasy)

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Abstract

Abstrak: Salah satu elemen bahasa yang harus dikuasai oleh siswa adalah kosa kata. Kosa kataadalah elemen bahasa yang paling penting selain grammar dan pelafalan. Para siswa perlumenguasai kosa kata untuk meningkatkan keahliannya dalam belajar bahasa Inggris. Tetapi,mengajar kosa kata kepada para siswa tidaklah mudah. Para pengajar perlu teknik dan metodeyang sesuai untuk membantu muridnya menguasai kosa kata secara alami. Bagaimana kosa kataseharusnya diajarkan menimbulkan masalah bagi para guru dan peneliti. Dalam kasus ini, kamimenyarankan untuk menggunakan pengajaran kosa kata secara implisit. Pengajaran kosa katasecara implisit membawa banyak manfaat daripada secara eksplisit. Oleh karena itu, kamimemberikan saran-saran untuk mengajar kosa kata secara implisit yang akan memfasilitasi paraguru untuk membantu siswa-siswanya dalam menguasai kosa kata. Instruksi dalam strategibelajar kosa kata dapat efektif dalam proses belajar mengajar.Abstract: One of the language elements that the learners have to master is vocabulary.Vocabulary is one of the important element beside grammar and pronunciation. The learnersneed to acquire the vocabulary to improve their skills in learning English.However, teachingvocabulary for language learners is not easy. Teachers need appropriate methods and techniquesto help their students to acquire vocabulary naturally. How vocabulary should be taught raisesproblematic issue for many teachers or researchers.In this case, we suggest to use implicitteaching vocabulary. Implicit teaching brings more benefits than explicit teachingvocabulary.Therefore, we provide the suggesstions to teach the vocabulary implicitly, whichwill facilitates the teachers to help their students in acquiring the vocabulary. Instruction invocabulary learning strategies can be effective in teaching-learning process.Key words: vocabulary, implicit teaching, strategies
FACE-SAVING AND FACE-THREATENING NEGOTIATION BY LECTURERS: GENDER AND TEACHING EXPERIENCE DIFFERENCES Sheila Agustina
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 5, No 2: December 2021
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (25.072 KB) | DOI: 10.30743/ll.v5i2.4527

Abstract

Teachers’ use of language was believed to give impact for the success of language learners in one way or another. As some teachers’ speech included managing classroom, giving instructions, and providing feedbacks, it is inevitable that a teacher would use the power and make the students uncomfortable. To soften the speech or lessen the impact to the students, a teacher could use some strategies of politeness inside the classroom. Seeing how linguistic politeness manifested by teachers could generally affect the students’ esteem, this study aimed at observing face-threatening and face-saving utterances produced by six lecturers during 6 different lessons in a state university. Combining Brown and Levinson’s theory of politeness and Yule’s concept of face, this study would also contrast the language production by lecturers of different gender and different length of teaching experience to find out if they were correlated. Under the qualitative method, the researcher carried out class observation, recorded the interaction, and transcribed all of the lecturers’ utterances. This study revealed that lecturers generally tend to manage more face-saving acts. However, it showed that most face-threatening utterances were generated by male lecturers. It also indicated that lecturers with longer teaching experience produced more face-threatening utterances, and lecturers with shorter teaching experience produced more face-saving utterances. The fact that female lecturers in this study were dominant in negotiating face-saving acts justified women are more polite than men.
Language Learning Strategies: Contrasting English Department and Non-English Department Students Sheila Agustina
Borneo Educational Journal (Borju) Vol. 4 No. 1 (2022): February
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/bej.v4i1.843

Abstract

It is a fact that language learning strategies can help learners to learn a language successfully. English learners who employ certain language learning strategy are believed to be able to master the language better and faster than those who do not employ any strategies or those who are not aware of their learning strategies. While learning strategies may affect the success of a language learner, a learner’s ‘choice’ of certain strategy can be influenced by one’s study background. Some previous studies have verified it by examining language learning strategies used by students of English Department and students of non-English Department using Oxford’s Strategy Inventory for Language Learning (SILL). Thus, with the same instrument, this research aims to prove the presence of the students’ differences in using the strategies. This research is under a survey research design with students’ responses as the main data and questionnaires as the instrument. The finding indicates that English Department students make use of social strategies the most, while non-English Department students generally use metacognitive strategies. The implication of this research is to give valuable inputs for English lecturers of both settings in subjecting their students according to the findings of each strategy’s use.
KEBERLANGSUNGAN TONGKRONGAN KLASIK DI ERA GENCARAN TONGKRONGAN KEKINIAN KEC. SUMBERSARI, JEMBER Sirah Robitha Maula; Sindi Dewi Aprillian; Sheila Agustina
JEBIMAN : Jurnal Ekonomi, Bisnis, Managemen dan Akuntansi Vol. 1 No. 4 (2023): Juli
Publisher : CV. ADIBA AISHA AMIRA

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Abstract

In this increasingly modern era, everything that is touched by technology makes it easy for people to determine their lifestyle, especially among teenagers or young people, the culture of hanging out in places that are trending makes them feel happy and think they can provide entertainment for themselves. themselves and can express themselves. However, the number of contemporary hangouts or coffee shops makes classic hangouts have to continue to exist and continue to be demanded to have sustainability in the future so as not to be drowned out by the proliferation of contemporary hangouts which are more loved by most people. basic daily needs, contemporary hangouts provide more adequate facilities such as Wi-Fi, live music, and interior designs that are aesthetic and instagramable. This paper aims to find out how classic hangouts are sustainable amidst the proliferation of contemporary hangouts. The method used in this study is a phenomenological approach by collecting interview data, observation, and documentation. The presence of a contemporary hangout or coffee shop makes a classic hangout have to rack its brains in order to balance its existence in the midst of a contemporary hangout. The majority of classic tongkrongan owners have principles that they believe in, namely the principles of work culture which contain certain values, both in the form of hard work, enthusiasm for work, and being grateful for the process of the business being undertaken.
The Relationship Between Student’s Habit of Watching English YouTube Content and Vocabulary Mastery Rahmi Maulidiyah; Sheila Agustina; Khoirul Umam
Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya Vol 13, No 1 (2023)
Publisher : Fakultas Bahasa dan Budaya Asing (FBBA), Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/lensa.13.1.2023.49-66

Abstract

Vocabulary mastery is a crucial skill for English language learners. It will be much simpler for students to communicate verbally and in writing if they have a strong command of the English language's vocabulary. Considering this issue, this research aims to investigate the correlation between how often Senior High School students watch English content on YouTube and how well they know their vocabulary. In this research, the method is quantitative and the design is a correlation. This research population was eleventh graders of a Senior High School in Sidoarjo, while the sample was 45 students majoring in science. The first data collection instrument was a questionnaire used to collect data on student habit of watching English YouTube content. The second instrument was a vocabulary test used to collect data on students’ vocabulary mastery. Both results of data collection were analyzed and calculated using Microsoft Excel 2013 and SPSS version 26. This research found that the r-count was higher than the r-table. The r-count was 0.528 while the r-table was 0.294. It indicated a significant correlation between the two variables. The more often the students watch English YouTube content, the greater their vocabulary mastery. Then, H1 is accepted and H0 is rejected.
Enhancing High School English Teaching: Integrating EdPuzzle Media in Kurikulum Merdeka Modules Sheila Agustina; Fika Megawati; Yuli Astutik; Masliha Alfiatul Aqliyah
Indonesian Journal of Cultural and Community Development Vol 14 No 2 (2023): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijccd.v14i2.936

Abstract

This scientific article aims to investigate the integration of EdPuzzle media in teaching modules developed by high school English teachers following the Kurikulum Merdeka (KM) framework. Using document analysis, 16 EdPuzzle-integrated teaching module documents were qualitatively examined to understand teachers' preferences in selecting materials, methods, models, and assessments. The findings reveal that teachers successfully developed modules aligned with learning objectives and KM characteristics, incorporating EdPuzzle as both teaching material and assessment method. The study indicates a preference for narrative text topics, blended-learning models, and discussion methods. Writing skills were predominantly assessed using short-answer techniques, with EdPuzzle media mainly utilized for learning material rather than assessment. The implications suggest the need for teachers to diversify learning approaches, explore innovative techniques, and integrate technology effectively for an enhanced English Language Teaching experience. Highlight: The study explores the integration of EdPuzzle media in teaching modules within the context of Kurikulum Merdeka. High school English teachers successfully adapt teaching modules to align with learning objectives and KM characteristics. The majority of teachers utilize EdPuzzle both as learning material and as an assessment method, particularly in the context of narrative text topics. Keyword: Kurikulum Merdeka, Teaching Modules, EdPuzzle Integration, High School English Teachers, Document Analysis.
Students’ Vocabulary Learning through Augmented Reality (AR): EFL Student Teachers’ Perceptions Fika Megawati; Shanina Sharatol Ahmad Shah; Rahmania Sri Untari; Sheila Agustina; Chandrika Rahmania Cahyani
Academia Open Vol 8 No 2 (2023): December
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.8.2023.7006

Abstract

This study explores the integration of Augmented Reality (AR) into English language education, focusing on the topic of professions. Student teachers in a Micro Teaching class were invited to assess the AR-based learning activities designed to aid vocabulary comprehension. Questionnaires were distributed to gather perceptions on the potential usefulness and suitability of the AR product for classroom use. The results affirm that AR holds great promise in enlivening and enriching English language lessons, as student teachers provided numerous creative ideas for its implementation. Valuable recommendations for product improvement were also obtained. As English teachers strive to develop effective teaching media, they should consider how such technology facilitates meaningful learning objectives. This research offers insights into the positive impact of AR in language education and highlights its implications for improving students' language proficiency in specific domains. Highlights: AR integration in English learning: Augmented Reality (AR) offers an innovative approach to enhance English vocabulary learning in the context of professions, fostering greater engagement and interactive classroom experiences. Perceptions of student teachers: The study gathers valuable insights from student teachers' perceptions, highlighting their ideas and suggestions for effectively implementing AR-based learning activities in language classrooms. Implications for language education: The research underscores the potential of AR as a teaching tool, emphasizing its positive impact on language proficiency and the importance of meaningful content to facilitate effective learning outcomes. Keywords: Augmented Reality (AR), English Vocabulary, Profession, Student Teachers, Learning Activities
Experiencing EdPuzzle-based Listening Activity: Do the EFL students feel satisfied? Monica Indriya Lestari; Fika Megawati; Sheila Agustina; Yonlada Tappha
Jetlal Vol 7 No 2 (2023)
Publisher : Universitas Muhammadiyah Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30587/jetlal.v7i2.5820

Abstract

In this sophisticated globalization era, the use of technology as a varied learning media affects student responses in the learning process. EdPuzzle is one of the interesting media that has been used for learning activities, including English listening activities. This medium helps teachers to ensure that students have seen the learning material as a whole and determine whether they have understood the content as well as the language. Thus, this study aims to investigate students’ satisfaction on the English learning in virtual class through EdPuzzle. This study used survey as the research design by using close-ended questionnaire for quantitative data. The subject of this research was the first-year students of Auto-mechanical program from one private colleges in Thailand. The results show that listening activities assisted by EdPuzzle is challenging and interesting for students. It gives different situation when the students try to comprehend the story as the learner’s material as well as the source for assessment. The feature makes the students keep focusing on the whole stories before the finish the lesson. Thus, EdPuzzle is strongly recommended to be used in teaching to support the development of instructional activities using audio-visual sources. In addition, English teachers can be creative to provide teacher-made video to adjust the students’ English proficiency.
Cooperative Learning Using Canva to Boost Speaking Activities in a Primary School Riza Mafiroh; Sheila Agustina; Fika Megawati; Yupha Phumphanit
Journal of Languages and Language Teaching Vol 12, No 2 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i2.10455

Abstract

English is the world's international language and is recognised as one of the languages taught in many schools in certain countries even though English is not their first language. This also happened in Thailand, where English learning and teaching activities have been carried out for more than a century. This research aims to know how cooperative learning using Canva boost speaking activities in primary school. The researcher applies a qualitative case study design by collecting data using field notes, informal interviews, and open-ended questionnaires. The subjects of this research were English teacher and grade- -sixth students at Bannonkokkha School, Thailand. The research results show that most students gave positive feedback towards cooperative learning using Canva which was considered effective to boost speaking activities and increase social skills for students. Students feel happy, enjoy, and comfortable when the teacher applies cooperative learning since students can create positive collaboration. They also helped with the visual representations of images from Canva provided by the teacher in the form of digital and flashcards. In addition, students feel that the activities they have done with the group help them to reach goals and engage motivation to learn together. Hence, cooperative learning is considered suitable for primary levels with supporting media, namely Canva. This research is expected to provide new knowledge for readers so that the implementation of this cooperative learning with the use of Canva in the future can contribute to the development of more innovative and effective learning at the basic education level.
Pengembangan Kompetensi Bahasa Inggris Guru di SD Muhammadiyah 5 Porong Taufiq, Wahyu; Agustina, Sheila; Novita, Dian
Society : Jurnal Pengabdian Masyarakat Vol 1, No 6 (2022): November
Publisher : Edumedia Solution

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55824/jpm.v1i6.206

Abstract

Community service activities aimed at teachers in the Muhammadiyah 5 Porong Elementary School in the form of training and mentoring of English language materials are based on the need for the application of the use of English in the school environment, especially since English has become a local content lesson. This service activity is carried out for 6 months. In this activity, training and mentoring is(Permatasari, Ressa Dwi Citra; Taufiq, 2021) centered on three main materials, namely the use of English in the classroom, namely the use of English that can be inserted or included in the material taught by the teacher. The second material is English for activities outside the classroom, namely interaction activities between teachers and students outside of class hours and the third is English for daily communication, which can be practiced between teachers on various occasions within the school. The teachers are very enthusiastic about this activity, and it is hoped that there will be follow-up activities related to the material taught later. Furthermore, it is hoped that after this activity, teachers will be able and brave to teach in English, using it in school activities and in daily activities to support the use of English in schools.
Co-Authors A. Effendi Kadarisman, A. Effendi Anggraini, Rishma Aziz, Mochammad Lutfy Bindiya, Aisyah Chandrika Rahmania Cahyani Dian Novita Fadillah, Erennia Tasya Fadlilah, Nurul Lailatul Qodriatil Fajar Arianto Fatahillah, Muhammad Erwin Fika Megawati Fitria Wulandari Hadian, Nila Sekardhani Herwiana, Sakhi Imam Pribadi Khoirul Umam Kusumandari, Kusumandari Mafiroh, Riza Maghfiroh, Eka Masliha Alfiatul Aqliyah Mirjam Anugerahwati Mongboon, Nantana Monica Indriya Lestari Mustofa , Mutmainnah Mu’Minin, Sholikhatul Nasir, Muhammad Haydar Nayoan, Adinda Roro Niko Fediyanto Ningrum, Nilam Nur Widya Nurani, Sevya Dwi Gita Phumphanit, Yupha Putri Syalwa, Nadliyah Putri, Faradila Rahayu, Fajarista Faiq Rahmania Sri Untari Rahmi Maulidiyah Riyanto, Raditya Ferdi Riza Mafiroh Salsabila, Nada salsabila, Saffana Setyowati, Nafi’ah Aghni Shah , Shanina Sharatol Ahmad Shanina Sharatol Ahmad Shah Sindi Dewi Aprillian Sinta, Nanda Aprila Sirah Robitha Maula Suharyana Suharyana Sumarni Sumarni Ubaidillah, M. Faruq Vidya Mandarani Wahyu Taufiq Yonlada Tappha Yuli Astutik Yuli Astutik Yupha Phumphanit Zaki Dzulfikar, Ahmad Zulikhatin Nuroh, Ermawati