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All Journal Journal of English for Academic and Specific Purposes (JEASP) Jurnal Abadimas Adi Buana Wahana : Tridarma Perguruan Tinggi Reforma: Jurnal Pendidikan dan Pembelajaran Seminar Nasional Hasil Riset dan Pengabdian (SNHRP) Jurnal Pendidikan Bahasa Indonesia Journey: Journal of English Language and Pedagogy
Hertiki Hertiki
Universitas PGRI Adi Buana Surabaya
Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Nursing Public Health Social Sciences Other

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MENINGKATKAN BUDAYA LITERASI MELALUI PENGELOLAAN TAMAN BACAAN DI DESA KEMIRI KECAMATAN PACET KABUPATEN MOJOKERTO Fajar Susanto; Hertiki Hertiki; Endang Mastuti Rahayu
Jurnal Abadimas Adi Buana Vol 4 No 1 (2020): Juli
Publisher : LPPM Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/abadimas.v4.i1.a2310

Abstract

Rendahnya minat baca menjadi permasalahan utama dan menjadi tantangan tidak hanya bagi pemerintah tetapi juga berbagai kalangan khususnya universitas dan pemerhati literasi. Pengabdian masyarakat ini bertujuan untuk meningkatkan budaya literasi melalui pengelolaan Taman Bacaan di desa Kemiri Kecamatan Pacet Kabupaten Mojokerto. Program ini dilaksanakan untuk membantu memecahkan masalah rendahnya minat baca khususnya masyarakat desa. Pemberdayaan Taman Bacaan menjadi solusi untuk menumbuhkan kesadaran masyarakat desa tentang pentingnya membaca. Pengelolaan Taman Bacaan juga dibutuhkan untuk mendukung terlaksananya program literasi di desa dan untuk mewujudkan masyarakat yang gemar membaca.
Strategi Pengajaran Kedaring Bipa Bagi Calon Pengajar Bipa Tingkat Pemula Hertiki Hertiki
SNHRP Vol. 4 (2022): Seminar Nasional Hasil Riset dan Pengabdian (SNHRP) Ke 4 Tahun 2022
Publisher : LPPM Universitas PGRI Adi Buana

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

Abstract

Mengajar BIPA tentunya jauh berbeda dengan mengajar Bahasa Indonesia. Calon pengajar Bahasa Indonesia bagi Penutur Asing (BIPA) tingkat pemula harus dibekali pemahaman dasar tentang strategi pengajaran BIPA baik itu untuk kelas luring maupun kelas daring (kedaring). Tujuan penelitian ini adalah menjelaskan bagaimana strategi pengajaran BIPA bagi calon pengajar BIPA yang memang belum memiliki pengalaman dalam hal ke-BIPA-an. Sebanyak 30 dosen yang mengikuti Bimtek dari 8 lembaga menjadi responden. Metode penelitian ini adalah deskriptif kualitatif dengan menggunakan google form dalam bentuk kuesioner. Dalam Bimtek yang diadakan oleh Balai Bahasa Jawa Timur (BBJT) yang bekerja sama dengan APPBIPA Cabang Jawa Timur, calon pengajar BIPA juga melakukan praktik baik dalam penggunaan moda aplikasi antara lain: whiteboard, wordwall, storyjumper, tik tok, padlet, canva, voice spice recorder, dan mentimeter. Dengan demikian, strategi pengajaran BIPA dengan metode moda aplikasi yang digunakan untuk kedaring akan lebih efektif.
The Students’ Perception of Learning Media using Londo Kampung Vlog Virgen Aviyanty Prayitno; Hertiki Hertiki
Wahana Vol 74 No 2 (2022): Wahana Tridarma Perguruan Tinggi
Publisher : LPPM Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/wahana.v74i2.6287

Abstract

This study aims at determining students' perceptions of learning English using Londo Kampung vlog as a learning media to develop the speaking skill. The theoretical framework focuses on the concept of vlogs and English-speaking competence. It is a qualitative case study with statements as the data, and the data source is interviews with 14 of 11th grade students, SMA Sejahtera Surabaya, the data collection technique is structural interviews, and the data analysis technique is descriptive. The results showed that students have a positive perception of using Londo Kampung vlogs as learning media to improve speaking skills in English.
Aarons.english Instagram Account as Vocabulary Teaching Media: Students' Perception Annisa Fairus Rachmadani; Hertiki Hertiki
Reforma : Jurnal Pendidikan dan Pembelajaran Vol 13, No 1 (2023): Reforma
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/rf.v13i1.773

Abstract

Vocabulary is one of the essential aspects of learning English. The key to being able to read, write, and speak anything in English is having a diverse vocabulary. Instagram can be utilized as an alternative learning media to get students' interest in learning vocabulary. The study aims to explore students' perception of using Instagram Aarons.english as a media for learning vocabulary. This study was conducted at SMP PGRI 1 Buduran Sidoarjo used a qualitative case study approach. The data were taken from grade 9th students through interviews with six students, observation, and documentation. Thematic analysis is used to analyze the data in this study. The results of the study revealed that Aarons.english Instagram account is very influential for students. Students get many benefits when learning vocabulary using Aarons.english such as students become interested and also motivated to continue learning vocabulary because of Aarons.english's way of explaining material well and fun, easy to understand, and detailed. Apart from learning vocabulary, students also get other knowledge from these Aarons.english Instagram account in the form of students knowing various kinds of new vocabulary such as phrasal verbs, the second form of verbs, adverbs, and how to pronounce English words correctly.
English Students Perception Toward E-Learning during COVID-19 in University Level at Surabaya Hertiki Hertiki; Shafinah Md. Salleh; Robby Maulana Abrori Rosdiansah
Wahana Vol 75 No 1 (2023): Wahana Tridarma Perguruan Tinggi
Publisher : LPPM Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/wahana.v75i1.6976

Abstract

In COVID-19 pandemic, many activities cannot be carried out as normal, especially in the field of education. Therefore, the government has determined that offline learning is temporarily suspended and learning is carried out online. However, E-learning has many conveniences, there are also obstacles that give rise to various student perceptions. The purpose of this study was to describe student perceptions of E-learning during the COVID-19 period at the university level in Surabaya. This research method uses descriptive qualitative research. The informants in this study were 17 English students in the year 2020 from classes A, B, and E, at PGRI Adi Buana University, Surabaya. Data collection techniques used in this study were questionnaires and interviews. The analytical technique used is the descriptive analysis technique. The results of the study revealed that most of the students had negative perceptions at first. This is due to constraints in infrastructure and connectivity such as poor internet, limited internet data and lack of suitable devices. Students have difficulty understanding the material because unstable connections affect their understanding of the material. In addition, not all lecturers have a good strategy for teaching using E-Learning, and some students feel bored. One of the students also felt stressed with homework. In addition, they have difficulty communicating with their friends and lecturers. Overall, students consider E-learning effective during the pandemic because it is able to overcome obstacles such as connectivity problems, operate LMS (Zoom Meeting, Google Meet, Virlenda) and also all applications (Kahoot, WordWall).
Exploring Students’ Perceptions of the Padlet Application as a Media to Learn Narrative Text Hertiki Hertiki
Journal of English for Academic and Specific Purposes (JEASP) Vol 6, No 1 (2023)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jeasp.v6i1.21078

Abstract

The narrative text is an interesting type of text because it contains a lot of knowledge for writers or readers. Narrative text types are divided into 4. They are fairy tales; folk tales; fables; and legends. Most students like stories that are accompanied by pictures and narrative texts used. This research aims to introduce students to technology-based media as narrative text media. The learning process application supports narrative text to make it more accessible and more attractive to students by using the Padlet Application. The researcher used a qualitative method, and the data source was students in grade 11 IPA 1 at SMAN 1 Wringinanom. Data collection techniques using interviews, observation, and documents. Data analysis techniques using thematic analysis. This research indicates that students prefer to write narrative texts using the Padlet Application rather than the conventional method. The Padlet Application can make time more efficient, easy, interesting, and fun. This is demonstrated through interviews, observations, and documents conducted by the researcher.
PENGAJARAN DAN PEMBELAJARAN BIPA DI PERGURUAN TINGGI POLANDIA Hertiki Hertiki
Jurnal Pendidikan Bahasa dan Sastra Indonesia Vol 6 No 2: November 2017
Publisher : Jurusan Bahasa dan Sastra Indonesia, Fakultas Bahasa dan Seni, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpbsi.v6i2.20226

Abstract

Bahasa Indonesia untuk Penutur Asing (BIPA) saat ini sangat banyak sekali peminatnya terutama di kalangan mahasiswa asing. Beberapa negara baik di kawasan Asia, Australia, Eropa dan Amerika memiliki kelas BIPA yang dikhususkan bagi para mahasiswa asing yang ingin belajar bahasa Indonesia. BIPA telah menjadi bagian dari mata kuliah pilihan bahasa asing yang ditawarkan oleh Universitas di suatu negara, terutama untuk mahasiswa tingkat akhir. Di Eropa sendiri, pemelajar BIPA sangat banyak jumlahnya yang tersebar di beberapa negara seperti: Belanda, Jerman, Italia, Polandia, Perancis, Rusia, dan Spanyol. Sejak tahun 2011, bahasa Indonesia telah dijadikan sebagai mata kuliah bahasa asing untuk jenjang S-1 di Perguruan Tinggi di beberapa kota di Polandia, misalnya: Poznan, Torun, Krakow dan Warsaw. Setiap tahunnya, Kemenristekdikti lewat programnya yang bernama SAME BIPA mengirimkan dua orang tenaga pengajar untuk mengajar BIPA di Polandia. Untuk memberi gambaran umum tentang pengajaran dan pembelajaran bahasa Indonesia di tingkat perguruan tinggi di Polandia, dalam makalah ini peneliti akan membahas beberapa hal seperti: (1) situasi dan kondisi pengajaran BIPA di Polandia dan (2) kendala yang dihadapi oleh pemelajar BIPA. Kata Kunci: pengajaran, pembelajaran, bahasa Indonesia, Polandia Nowadays, foreign students are very interested in learning the Indonesian Language. Some countries in Asia, Australia, Europe, and America have offered Indonesian classes as an optional course for students in the last semester of the university. In Europe itself, students of Indonesian classes are spread among the European countries such as: Netherlands, Germany, Italy, Poland, France, Russia, and Spain. Since 2011, the Indonesian language has become a course subject for Bachelor Degree in university level especially in Poland (Poznan, Torun, Krakow, and Warsaw). Every year, the Ministry of Research Technology and Higher Education of the Republic of Indonesia (Kemenristekdikti) through its program called SAME BIPA has sent two lecturers to teach BIPA in Poland. To give a brief description of teaching and learning the Indonesian language in university level in Poland, this article discusses (1) the situation of teaching BIPA in Poland, and (2) obstacles from the students who learnt the Indonesian language. Key words: teaching, learning, Indonesian language, Poland
Analisis Kesalahan Penggunaan Kalimat melalui Media Komik pada Pemelajar BIPA Vietnam Tingkat Menengah Hertiki Hertiki
Jurnal Pendidikan Bahasa dan Sastra Indonesia Vol 10 No 1: Mei 2021
Publisher : Jurusan Bahasa dan Sastra Indonesia, Fakultas Bahasa dan Seni, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpbsi.v10i1.38476

Abstract

Media komik saat ini sudah sangat populer di kalangan mahasiswa dan penggunaannya dikemas dengan cara menarik yaitu dengan menggunakan gambar dan kata-kata yang mendukung. Penelitian ini fokus pada penggunaan keterampilan menulis dalam bentuk komik, terutama bagi pemelajar BIPA yaitu pemelajar asal Vietnam yang sedang menempuh studi di University of Social Sciences and Humanities (USSH), Ho Chi Minh City. Desain dalam penelitian ini adalah kualitatif. Dari 17 pemelajar BIPA USSH, ada 13 pemelajar (70%) menyatakan bahwa media Cartoon Story Maker sangat menarik untuk digunakan dalam proses pembelajaran bahasa Indonesia di kelas. Kesulitan yang mereka hadapi tentunya masih dalam kendala penggunaan bahasa Indonesia (47.4%), seperti ejaan dan kurangnya kosakata untuk membuat kalimat maupun percakapan. Mahasiswa USSH rata-rata membutuhkan waktu kurang lebih 2-3 jam dalam membuat cerita dengan menggunakan Cartoon Story Maker. Komik dapat dijadikan sebagai media pendidikan yang membantu para pemelajar BIPA Vietnam terutama dalam keterampilan menulis untuk belajar lebih efektif lagi. Bukan hanya karena komik sebagai salah satu media pembelajaran, tetapi komik juga sudah dikenal baik oleh para pemelajar BIPA di Vietnam. Kata kunci: kesalahan berbahasa, penggunaan kalimat, komik. Abstract Comics are well-known among students in Ho Chi Minh City, Vietnam. This paper aims to discuss and explore the usage of a comic book to construct sentences in the Indonesian language lessons for BIPA (learners in University of Social Sciencs and Humanities). A qualitative method is designed in this research for the outcomes. From 17 students who joined the BIPA class, there were thirteen students (70%) who stated that Cartoon Story Maker is very interactive to be used in the teaching learning Indonesian language in the class. Another difficulty that they face is mostly the use of Indonesian language (47.4 %), such as: spelling and lack of vocabulary in making sentences and conversations. It took approximately 2-3 hours to create a story using Cartoon Story Maker. Comics can generate ideas for BIPA students in Vietnam in learning the Indonesian language in a fun and effective manner, especially in writing skills. Since a comic book is full of illustrations, it enhances the undergraduate students’ understanding immediately and they are able to produce sentences with minimal help from the lecturer. Therefore, it is hoped that comics can be an edutainment tool in promoting writing in the classroom. Keywords: language error, usage of sentences, comics
Comparison of E-Learning and Conventional Teaching in Lecturer Teaching Technique: Students' Perspective Akmal Bagus Jauhar; Hertiki Hertiki
Wahana Vol 76 No 2 (2024): Wahana Tridarma Perguruan Tinggi
Publisher : LPPM Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/wahana.v76i2.9275

Abstract

The purpose of this study is to investigate the similarities and differences between lecturers' conventional (offline) and E-learning (online) teaching techniques. The research aims to uncover insights that contribute to the development of the language teaching and learning process. The objectives included examining the delivery of course content, assessment and evaluation, student perspectives, efficiency, flexibility, engagement, and distraction in both settings. This research utilized qualitative methods with a narrative approach. Data was collected through interviews with four students from the English Department at PGRI Adi Buana University Surabaya. The findings show that face-to-face and online learning have their own unique advantages. The students consider that the delivery of the subject matter and the assessment method are the same. However, the students stated that they prefer offline learning because of the direct interaction, discussion, and supportive environment. Online learning is recognized for its practicality, flexibility and energy efficiency, although challenges such as technical issues and disruptive behavior remain. Research shows that a balanced approach, which integrates offline and online methods, can create an optimal and inclusive learning environment. For students, active participation in both environments, using technology, and providing feedback to teachers is encouraged. Lecturers are encouraged to integrate teaching methods, utilize technology for engagement, and address distractions to create a conducive online environment. Future research should explore hybrid learning models, focus on specific technological tools, and conduct longitudinal studies to understand the sustained effects of blended learning approaches.
TIKTOK AS A LEARNING MEDIUM IN TEACHING SPEAKING SKILL: : EFL STUDENTS’ PERCEPTION Farisa Rahma Yulita; Hertiki Hertiki
Journey: Journal of English Language and Pedagogy Vol. 6 No. 2 (2023): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v6i2.676

Abstract

This study intended to investigate how students feel about utilizing TikTok as a learning tool to develop their speaking abilities. Social media is crucial to modern living, especially advancing education in the digital age. TikTok, one of the most popular social media platforms, is presently thought to be able to help students with their speaking abilities. The data from this research were statements from interview sessions conducted by five students in 11th grade at SMA Sejahtera Surabaya as a data source. The results obtained from this study were 3 different perceptions held by students. First, TikTok can be utilized as an extra learning tool because it offers a wide variety of information that allows students to master subjects that they don't understand in class. Second, TikTok may be utilized as an interactive learning tool since it offers engaging features that encourage students to actively participate in class. In addition, the duration of the video is quite short so that students don't get bored easily. Finally, TikTok can increase students' level of confidence in speaking English because TikTok provides various kinds of English-speaking exercises that can improve students' speaking skills and make them more confident.
Co-Authors Akmal Bagus Jauhar Annisa Fairus Rachmadani Fajar Susanto Farisa Rahma Yulita Rahayu, Endang Mastuti Robby Maulana Abrori Rosdiansah Shafinah Md. Salleh Virgen Aviyanty Prayitno