Garuda - Garba Rujukan Digital

Digital Literacy: Text Credibility on Critical Reading Material Leliana, Ayunita; Harti, Laily Maulida Septiana; Zuhri, Fauris; Kusumaningtyas, Dwi Cahyani Sri
JET ADI BUANA Vol 6 No 01 (2021): Volume 6 Number 01 April 2021
Publisher : English Education Department, Faculty of Teacher Training and Education, Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/jet.v6.n01.2021.3512

With the onset of the digital era, the classroom's teaching and learning process has also shifted. The use of technology makes it easy for lecturers and students to access various information and references on the internet. However, not all of the information and concerns come from reliable and credible sources, so it is necessary to select and sort out the references used. This research's background determines students' ability to find and utilize and evaluate the credibility of information to be used in their writing. Although most students can use digital technology in their daily lives, they have difficulty determining whether the articles or texts from the internet come from credible sources or just subjective opinions that are not strong enough to be used as references in the 2018 class. Students' skills have an impact on the search for reference sources when they write scientific papers. The preliminary observations on students of 2018 and 2019 have shown that some students stated that they were very familiar with information technology and accessed the internet skillfully. Some had difficulty finding the required references. The output of this research is a guide for checking the credibility of references and articles published in journals so that the public can refine the findings of this study by providing contributive input. If the results are positive, it means that they can be applied to other courses in other classes as well.

Digital Literacy: Text Credibility on Critical Reading Material Ayunita Leliana; Laily Maulida Septiana Harti; Fauris Zuhri; Dwi Cahyani Sri Kusumaningtyas
JET ADI BUANA Vol 6 No 01 (2021): Volume 6 Number 01 April 2021
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/jet.v6.n01.2021.3512

With the onset of the digital era, the classroom's teaching and learning process has also shifted. The use of technology makes it easy for lecturers and students to access various information and references on the internet. However, not all of the information and concerns come from reliable and credible sources, so it is necessary to select and sort out the references used. This research's background determines students' ability to find and utilize and evaluate the credibility of information to be used in their writing. Although most students can use digital technology in their daily lives, they have difficulty determining whether the articles or texts from the internet come from credible sources or just subjective opinions that are not strong enough to be used as references in the 2018 class. Students' skills have an impact on the search for reference sources when they write scientific papers. The preliminary observations on students of 2018 and 2019 have shown that some students stated that they were very familiar with information technology and accessed the internet skillfully. Some had difficulty finding the required references. The output of this research is a guide for checking the credibility of references and articles published in journals so that the public can refine the findings of this study by providing contributive input. If the results are positive, it means that they can be applied to other courses in other classes as well.

Language Style Approach to Teaching Poetry in ESL Classroom Rahayu Kuswardani; Fithriyah inda Nur Abida; Fahri Fahri; Fauris Zuhri
Sang Pencerah: Jurnal Ilmiah Universitas Muhammadiyah Buton Vol 8 No 4 (2022): Sang Pencerah: Jurnal Ilmiah Universitas Muhammadiyah Buton
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Muhammadiyah Buton

The purpose of this study is to describe the method of using language style in poetry learning in the EFL classroom. Some of the methods used are focusing on the word choice, sentence structure, and figurative language of the selected poem. This research uses descriptive qualitative method. Data collection techniques are observation and documentation with conversation observation technique and writing technique. This study was conducted on 5th semester students majoring English education program at State University of Surabaya.The data of this research is a collection of poetry by Robert Frost. The data analysis technique uses the Miles and Huberman interactive model, namely, data reduction, data presentation, and verification. The results of this study found that the effective approach of teaching language style in poetry begins with a discussion of vocabulary in poetry, going on to a review of sentence structure and coherence, and finally continuing on to rhetoric and figurative language.Through this method of instruction, information is gradually transferred to students, who gain a better understanding of how to interpret poetry.

Teacher Professional Development in Developing English Assessments Through TPACK Fauris Zuhri
Jurnal Penelitian Pendidikan Vol 22, No 2 (2022)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jpp.v22i2.48687

Exploring teacher professional development requires two main teaching factors in the digital era. They are internal factors and external. In internal, the teacher plays an essential role in developing professionalism in teaching. In shallow, it is teaching instruments – lesson plans. The appropriate English teacher and lesson plan development contribute significantly to teaching achievement. Therefore, this study explores how English teachers implement technological pedagogical and content knowledge to improve their English instructional assessments in teacher professional development. Implementing technical pedagogical and content knowledge in teacher professional development can gradually enhance their English instructional evaluations. They have different language competencies backgrounds by progressively implementing technological pedagogical and content knowledge in teacher professional development. Still, they can improve their English instructional assessments. The study uses a survey: a questionnaire, interviews, and observation are applied to find the data. The subjects are English teachers who joined teacher professional development in Surabaya 2020. The research results showed that implementing technological pedagogical and content knowledge can improve English instructional assessments in teacher professional development. Three factors contribute to integrating English instructional assessment with technical pedagogical and content knowledge. English teachers are more comfortable making English instructional assessments, alternative instructional English evaluations are available, and improved English instructional reviews. Therefore, English instructional evaluations are more exciting and challenging. Thus, integrating English instructional assessments with technological pedagogical and content knowledge in teacher professional development is crucial in improving teaching English in Indonesia.

The Implementation of Google for Education in Teaching Reading Narrative Text Roisul Laura Gladika; Fauris Zuhri
Journal on Teacher Education Vol. 4 No. 3 (2023): Journal on Teacher Education
Publisher : Universitas Pahlawan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jote.v4i3.12569

Perubahan pembelajaran tatap muka ke online secara tiba-tiba memungkinkan untuk menggunakan platform digital. Google Classroom merupakan bagian dari GAFE dan salah satu LMS yang terkenal dalam proses mengajar. Google Classroom membantu guru dalam menyampaikan materi dengan mudah. Penilitian sebelumnya menunjukkan bahwa penggunaan Google Classroom memberikan keuntungan dan kerugian. Kemudian, penelitian ini bertujuan untuk mendeskripsikan penerapan dan mengetahui dampak Google Classroom dalam pembelajaran membaca teks naratif. Penelitian ini menggunakan metode deskriptif kualitatif. Penelitian ini dilakukan di sebuah SMAN di Karangan. Peneliti melakukan observasi kelas untuk mendeskripsikan bagaimana guru menerapkan Google Classroom dalam pembelajaran membaca teks naratif. Wawancara digunakan untuk mengetahui dampak penerapan Google Classroom. Temuan menunjukkan bahwa Google Classroom memberikan dampak positif dalam pembelajaran membaca teks naratif karena gratis, mudah diakses, dan meningkatkan kualitas dan keterampilan guru.

Exploring Dickens’ Stylistics : Pedagogical Strategies for Enhancing Literature Teaching and Learning Fahri Fahri; Fauris Zuhri; Heny Subandiyah; Fithriyah Inda Nur Abida; Sumarniningsih Sumarniningsih
Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Vol 10, No 2 (2024): June
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v10i2.8598

This study explores the impact of incorporating the stylistic method and diverse pedagogical approaches on students' understanding and appreciation of literary works, specifically focusing on the works of Charles Dickens. This research used a mixed-methods approach, combining qualitative methods such as observation, surveys, and text analysis with quantitative methods involving statistical analysis. The quasi-experimental design selected undergraduate students purposively based on their literary background, with Charles Dickens' notable works serving as key resources. Pre and post-tests are administered to experimental and control groups to measure the impact of language style instruction. Results indicate that the experimental group, exposed to language style teaching, outperforms the control group in post-teaching comprehension tests. Studies show that teaching students about language styles helps them unlock the meaning of literature. Questionnaire data demonstrate high student satisfaction, increased confidence, improved critical thinking, and enhanced analytical abilities. The adaptability of Dickens's novels to various learning styles contributes to a more inclusive learning environment.

THE DEVELOPMENT OF THE ENGLISH LANGUAGE TEACHER’S INTERPERSONAL SKILLS IN IN-SERVICE TEACHER POFESSIONAL PROGRAM Zuhri, Fauris; Setiawan, Slamet; Anam, Syafi'ul
International Journal of Education Vol 16, No 1 (2023): February 2023
Publisher : Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v16i1.53700

Innovative English instruction practices require knowledge and skills of teaching appropriately as an English teacher. This study aims to explain the development of English language teachers’ interpersonal skills in an in-service teacher professional program at one of the universities in Surabaya through lecturing/tutorials, seminars/workshops, and English instruction practices. Experienced English teachers need interpersonal skills to develop interactive communication with learners. Studies of interpersonal skills discussed pedagogical competence. This study focuses on interpersonal skills in pedagogical and professional competencies. However, this study focuses on developing English language teachers’ interpersonal skills in innovative English instruction development and practices in class. So, this study implements the qualitative method to find out the story of English language teachers’ interpersonal skills in innovative English instruction development and practices in class. The participants are English teachers in an in-service teacher professional program, investigated using an online observation to describe the development of English language teachers’ interpersonal skills at innovative English instruction practices. The results show that developing English language teachers’ interpersonal skills, communication, collaboration, critical thinking, and creation can increase students’ academic engagement to achieve innovative English instruction. Therefore, English teachers' capacity, capability, and innovative instructional practices can increase teachers’ knowledge, skills, and character, so they become professional English teachers. Finally, the conclusion is that developing English language teachers’ interpersonal skills can increase students’ academic engagement to achieve innovative English instruction purposes.

Digital Literacy Practices in Language Pedagogy: Blended Learning/Flipped Classroom on English Language Teaching in Indonesia Zuhri, Fauris; Setiawan, Slamet; Anam, Syafi'ul
Journal of Languages and Language Teaching Vol 12, No 3 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i3.11270

Digital literacy practices are a current issue and exciting topic, mainly for two reasons: many activities are integrated with digital technology, and one of them is English language teaching, which requires technological innovation to improve English language achievement. This study describes how English language teachers can develop and implement digital literacy practices in English classes. Qualitative research is the methodology utilised in this study, employing online interviews and questionnaires as the research tools. The study results show that many participants want to implement digital literacy practices in English classes. They must make digitally comprehensive preparations, practical implementation, and comprehensive assessments. There are some steps to implement digital literacy practices in English language teaching: adoption, adaptation, application, CALL, and MALL. So, English language teachers should follow five steps to implement digital literacy practices in English classes. The five steps are in line with preparation, implementation, and assessment. Digital literacy practices encourage English language teachers to improve and integrate their English language knowledge, skills, and character day by day. Digital literacy practices help English language teachers develop comprehensive preparation, efficient implementation, and comprehensive assessment more efficiently.

Implementation Of Virtual Reality (VR) in Enhancing Students' Speaking Skills Rosyid, Abdur; Fahri; Zuhri, Fauris; Abida, Fithriyah Inda Nur; Mahardika, I Putu Permana
TAKSONOMI: Jurnal Penelitian Pendidikan Dasar Vol. 4 No. 2 (2024): Taksonomi Jurnal Penelitian Pendidikan Dasar
Publisher : Program Studi Pendidikan Guru Sekolah Dasar Universitas Muhammadiyah Buton

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

This research seeks to explore the role of Virtual Reality (VR) technology in aiding students to build their speaking skills, as well as to evaluate the effectiveness of VR in enhancing these abilities. The study uses a classroom action research approach with a cyclical model across two cycles, each comprising the stages of planning, implementing actions, observing, and reflecting. Data was collected through performance tests and observations, and analyzed using both quantitative and qualitative descriptive statistics. The results reveal that VR implementation significantly improves students' speaking skills. This improvement is demonstrated by the rise in students' average scores across cycles; the first cycle showed an average score of 66.15 with a classical completeness rate of 60%, while the second cycle increased to an average score of 77.3 with a completeness rate of 80%. These findings suggest that VR is an effective tool for enhancing students' speaking proficiency, offering an immersive and interactive learning experience that fosters greater confidence and engagement in language practice.

Moderation Role of Teacher-Student Relationships on Correlation between L2 Motivation and L2WTC Nugroho, Dhimas Cahyo; Fahri, Fahri; Zuhri, Fauris; Sumarniningsih, Sumarniningsih
Journal of Languages and Language Teaching Vol 12, No 4 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i4.11367

Large body of researches has been consistently linked L2 motivation to L2WTC, indicating a significant positive correlation between the two. Yet, the influence of teacher-student relationships on this correlation remains understudied. This research investigates how teacher-student relationships influences the correlation between L2 motivation and L2WTC, as well as to investigate the variations in this influence across varying qualities of teacher-student relationships. Utilizing established scales, questionnaires were distributed to the entire population of SMP Negeri 51 Surabaya, resulting in 222 responses for analysis. Moderation analysis via regression analysis was employed to analyse the data. The findings showed that teacher-student relationships do not significantly moderate the correlation between students' L2 motivation and their L2WTC, nor do they significantly differ in influence across varying qualities. Although statistical significance was not achieved at the conventional threshold, the study hints the potential significance of teacher-student relationships in sustaining L2WTC, particularly in contexts where L2 motivation may be lacking. Thus, while not meeting statistical significance at conventional thresholds, the results underscore the importance of fostering positive teacher-student relationships in language learning contexts.

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