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SENIOR HIGH SCHOOL ENGLISH TEACHERS’ KNOWLEDGE AND IMPLEMENTATION OF SCIENTIFIC APPROACH IN MALANG Raisa Fadilla; Utami Widiati; Suharmanto Suharmanto
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol.1, No.10, Oktober 2016
Publisher : Graduate School of Universitas Negeri Malang

This study aims to investigate teachers’ knowledge and implementation of SA. Quantitative and qualitative methods are used in this single study using test about SA, observation sheet, and field notes as the instruments. The result of this study showed that the number of training or workshops they attend is in line with their comprehension on SA. Secondly, the numbers of teachers who belong to deep knowledge category and shallow knowledge category are balance. Specifically, teachers with good knowledge tend to have strong knowledge about the concepts related to the characteristics, principles, and learning models of SA and steps of SA. The next, teachers with have fair knowledge are weak regarding the characteristics and steps in SA. The last is teachers who have poor knowledge do not understand mostly the concepts about SA. Related to the implementation, teachers who have good knowledge apply similar patterns like teacher with fair knowledge in applying the steps of SA.Penelitian ini bertujuan untuk mengetahui pengetahuan dan implementasi pendekatan saintifik oleh guru. Metode kuantitatif dan kualitatif digunakan dalam penelitian ini. Adapun instrumen yang digunakan adalah tes tentang pendekatan ilmiah, lembar observasi, dan catatan lapangan. Hasil penelitian menunjukkan bahwa jumlah pelatihan atau workshop yang mereka hadiri sebanding dengan pemahaman mereka tentang pendekatan saintifik. Kedua, jumlah guru yang masuk kategori pengetahuan yang mendalam tentang pendekatan saintifik seimbang dengan jumlah guru dengan pengetahuan yang rendah. Guru dengan pengetahuan yang baik cenderung memiliki pengetahuan yang kuat tentang konsep-konsep yang berkaitan dengan karakteristik, prinsip, model pembelajaran, dan langkah-langkah dari pendekatan saintifik. Berikutnya, guru dengan pengetahuan yang cukup memiliki keterbatasan dalam memahami karakteristik dan langkah-langkah pendekatan saintifik. Guru yang memiliki pengetahuan yang lemah tidak memahami sebagian besar konsep-konsep tentang pendekatan saintifik. Terkait dengan implementasinya, guru yang memiliki pengetahuan yang baik menerapkan pola yang sama seperti guru dengan pengetahuan yang cukup dalam menerapkan langkah-langkah dari pendekatan saintifik.

Coherence on Undergraduate Thesis Abstract Written by English Language Students Muhamat Meygi Sapriawan; Noor Eka Chandra; Raisa Fadilla
TEKNOSASTIK Vol 20, No 1 (2022): TEKNOSASTIK
Publisher : Universitas Teknokrat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/ts.v20i1.1370

Coherence is one of the important aspects in academic writing. It affects the reader’s understanding about a text. Particularly in education, academic writing becomes the requirement for undergraduate students to claim their graduation by writing a thesis. Thesis has some important parts, one of them is a thesis abstract which delivers a brief summary about the whole thesis. Therefore, the students need to write the thesis abstract coherently to provide positive first impression and build the reader interest toward the thesis. However, many of the students are not aware to this demand. Based on the issue, this study aimed to reveal the coherence on undergraduate thesis abstract written by English Language Education Study Program students of Lambung Mangkurat University. This study applied descriptive qualitative approach. There were four abstracts from higher grade theses and four abstracts from lower grade theses analysed in this study that were selected by using purposive sampling. The analysis of coherence in this study was conducted by content analysis method based on the topical subject progressions applied in the abstracts. This study found that the coherence in the four abstracts of higher grade theses was consistent and the coherence in the four abstracts of lower grade theses was varied by the finding of two from four abstracts had failed to reach coherence. Based on the findings, it was suggested for the students to improve and build awareness in writing a coherent abstract for their thesis as a academic writing product. Keywords: coherence, topical subject progression, undergraduate thesis abstract

EXPLORING PRE-SERVICE TEACHERS’ PERCEPTION TOWARDS TEACHER PROFESSIONAL DEVELOPMENT Raisa Fadilla
Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 3, No 2 (2020): JETALL Volume 3 Number 2 2020
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jetall.v3i2.8753

Considering the role of teachers which is uneasy, it is necessary to develop an effective means of supporting and retaining teachers to provide good quality learning environment for students and a supportive work environment for teachers. Based on the urgency of professional development for teachers, pre-service teachers’ perception towards teacher professional development (TPD) becomes prominent to explore. The survey reflects the pre-service teachers’ perception with regard to professional development. The perception covers the most needed topics in TPD and the most needed learning activities which may give high impacts to their knowledge for teaching. This study involves pre-service teachers from English Department Batch 2016 who were taking internship program as English teachers in public or private schools in Banjarmasin.Regarding the pre-service teachers’ perception related to the needed topics, classroom management and knowledge of instructional practices in their subject field are the greatest area of development need followed by knowledge of their main subject and also ICT skills. On the concern of pre-service teachers’ perception related to most needed learning activities of TPD, courses or workshops is recognized as the most beneficial learning activities to improve teachers’ competences.The results of this study are expected to provide the basic thought for the implication for teacher preparation program in the future. Furthermore, the targeted implementation of the findings will give insights on the most needed professional development topics and most preferred learning activities which can be considered by the related institution when conducting teacher preparation program.

Teaching Reading on English for Specific Purposes with Think-Pair-Share Technique Fatchul Mu’in; Rizky Amelia; Raisa Fadilla; Eka Puteri Elyani
Journal of English Education and Teaching Vol 4, No 4 (2020)
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.4.4.583-596

Different departments in a university have different terms with general English. English for Specific Purpose (ESP) helps students with different departments learn specific terms. Social studies study program is one of the majors that its students find it rather hard to comprehend the content and terms related to their major. Think-Pair-Share (TPS) on reading helps develop students' ability to understand the text. This study is aimed to find out the difference between the students who are taught using ESP text with Think-Pair-Share (TPS) Technique and those who are not taught with the TPS technique. This study employs a quasi-experimental design. The study objects were the students of the social studies study program, which were classified into experimental and control groups. The research instruments were related to social studies in English passages. Posttest data were calculated and used to determine the treatment's effectiveness or any significant difference in each group. The data were analyzed by an analysis of variance (ANOVA) to test the hypotheses. The study results reveal that experimental and control classes have a significant difference in the mean; 76.63 is an experimental group mean that was higher than the control group mean that was 74.64. It shows that the students who used the Think-Pair-Share technique had better reading comprehension on ESP text than the students who did not use the technique. This is due to the implementation's steps that emphases students' performance and togetherness on doing their activities in the classroom activities to develop their ability in language skills. This study is expected to provide new insight into English for specific purposes and give valuable experience in teaching reading for specific social studies. This research is also proposed some new vocabularies related to social studies to the students. Thus, this study gives sight and information about English reading texts based on social studies.

Developing English for Specific Purposes Material: English for Wetlands at Lambung Mangkurat University Emma Rosana Febriyanti; Raisa Fadilla; Fahmi Hidayat
Journal of English Education and Teaching Vol 6, No 1 (2022)
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.6.1.14-26

Referring to Lambung Mangkurat University's (ULM) policy to become the center of Asia-Pacific wetland development in 2027, one of the efforts made is to improve the ability of ULM students, especially in English language skills related to wetlands. In this regard, this research was conducted to develop online English-based materials on Wetlands. This research aims to meet the needs of ULM students and assist ULM lecturers in teaching courses related to wetlands. The development method used in the study was adapted from Dick and Carey (2001), which includes (1) needs analysis, (2) material development, (3) validation and revision. The results showed that the online-based English for Wetlands material that was developed met the criteria of validity, practicality, and effectiveness. With the development of this material, it is hoped that lecturers and students can carry out independent learning related to wetlands.

Developing a monograph book for teaching English skills to young learners in wetlands areas Dini Noor Arini; Raisa Fadilla
International Journal of Educational Studies in Social Sciences (IJESSS) Vol. 2 No. 1 (2022): International Journal of Educational Studies in Social Sciences
Publisher : Lighthouse Publishing

To enable Universitas Lambung Mangkurat (ULM) to become the Asia-Pacific centre for wetlands development in 2027, one of the efforts ULM makes is to raise awareness about the importance of optimising human resources in wetlands through research and development in the educational and cultural fields. English is considered a foreign language in Indonesia, allowing students to use the language outside of academic settings. English becomes a required subject in junior and senior high school; however, the government requires that English be taught in primary schools as a local topic. English, on the other hand, remains a mandatory subject in a large number of Indonesian primary schools, particularly in Banjarmasin. The issue arises in primary school English instruction because there is no clear guidance for teachers on how to teach English in an appropriate and engaging manner for the students. Due to the absence of a monograph book on teaching methods, teachers in some primary schools in Banjarmasin, particularly those located in wetland areas, have limited access to teaching English to young learners (EYL). In light of the university's policy and the critical nature of achieving teaching and learning objectives, as well as the absence of a suitable reference book for teaching EYL, this study aims to develop an appropriate monograph book on teaching techniques for students of young ages. The research and development design is chosen because it aims to create a product and meets the needs of the reference book's development. The results are expected to improve students' academic performance and to assist EYL teachers in wetland areas in conducting effective and meaningful teaching.

NovoLearning: A strategic response to large class problems in teaching non-English department students Emma Rosana Febriyanti; Raisa Fadilla; Chairil Faif Pasani; Rizky Amelia
JOALL (Journal of Applied Linguistics and Literature) Vol. 7 No. 2: August 2022
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/joall.v7i2.20117

Having English for all non-English department students as a compulsory course in the institution is worthwhile for the improvement of students’ ability in using foreign language; however, practically, the students and the lecturers deal with a lot of issues regarding the implementation of the subject itself. Every English class of non-English department is a large class consisting of more than 50 and even 100 students. Handling large classes constitutes a real challenge to every lecturer that it may hinder greater academic achievement and favorable attitudes toward learning. This study aims to find out how NovoLearning program can be the alternative to cope with large class problems of non-English language students. NovoLearning program is an artificial intelligence-based mobile learning that provides a fully integrated training solution, allowing focused English language instruction, communication preparation and integrated skills training. This study employed descriptive qualitative research involving 356 non-English department students from MIPA major namely Mathematics, Biology, Chemistry, Physics, and Natural Science Education Study Programs. Interview, observation, and documentation were employed to obtain the data of this present study. The results show that NovoLearning program can elevate the efficiency of the teaching and learning level to its best quality. It witnessed several views of students that get advantages from the use of the program such as the interactivity, boost on students’ English proficiency, and high-quality feedback. The practical use of this program makes it potential to be applied not only for today’s learning as an alternative to cope with ineffectiveness of large class but also for more advanced learning in the future.

Pelatihan Pengajaran Bahasa Inggris pada Anak Usia Dini Melalui Buku Cerita Tentang Lahan Basah Bagi Guru di TK Prumnas Kayu Tangi Banjarmasin Emma Rosana Febriyanti; Fahmi Hidayat; Raisa Fadilla; Dini Noor Arini
Lumbung Inovasi: Jurnal Pengabdian kepada Masyarakat Vol. 7 No. 4 (2022): December
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/linov.v7i4.936

Visi Universitas Lambung Mangkurat (ULM) adalah menjadi universitas terkemuka dan berdaya saing serta sebagai center of excellence di lingkungan lahan basah pada tahun 2027. Oleh karena itu, semua kegiatan pengajaran, penelitian dan pengabdian masyarakat harus terkait dengan lahan basah. Berkaitan dengan hal tersebut, pembelajar muda atau anak-anak yang merupakan generasi penerus Kalimantan Selatan khususnya, juga perlu mengenal lahan basah. Oleh karena itu, memperkenalkan lahan basah melalui Bahasa Inggris sangat diperlukan anak-anak karena mereka berada dalam masa keemasan perkembangan bahasa. Salah satu cara untuk memperkenalkan Bahasa Inggris dan lahan basah pada saat yang bersamaan adalah melalui buku cerita anak-anak dengan metode bercerita atau storytelling. Pengabdian ini bertujuan untuk memberikan gambaran tentang bagaimana Bahasa Inggris dan lahan basah diperkenalkan kepada anak TK melalui storytelling. Pengabdian ini dilaksanakan di TK Prumnas Kayu Tangi Banjarmasin dengan melibatkan para guru dan siswa di sekolah tersebut. Kegiatan yang dilakukan meliputi pemberian materi kepada guru mengenai teori mengajar Bahasa Inggris yang diperuntukan kepada anak-anak, pemberian contoh pengajaran, pembuatan media, dan refleksi akhir. Hasil dari kegiatan pengabdian ini dapat simpulkan bahwa guru memahami tentang pengajaran Bahasa Inggris kepada anak-anak meskipun terdapat beberapa kendala dalam pelaksanaannya. Selain itu, 88% anak-anak menunjukkan minat yang tinggi terhadap Bahasa Inggris dan 70% dari mereka mampu mengingat beberapa kosakata yang berhubungan dengan lahan basah. Sehingga dapat disimpulkan bahwa memperkenalkan Bahasa Inggris dan lahan basah melalui storytelling memungkinkan anak untuk belajar lebih baik dan lebih efektif. Training on Teaching English to Young Learners through Storybooks about Wetlands for Kindergarten Teachers at Prumnas Kayu Tangi The vision of Lambung Mangkurat University (ULM) is to become a leading and competitive university as well as a center of excellence in the wetland environment by 2027. Therefore, all teaching, research, and community service activities must be related to wetlands. In this regard, young learners, the next generation of South Kalimantan particularly, need to be familiar with wetlands. Therefore, introducing wetlands through English is very necessary for children since they are in the golden age of language development. One way to introduce English and wetlands simultaneously is through children's story books using storytelling. This community service aims to provide an overview of how English and wetlands are introduced to kindergarten children through storytelling. This service was carried out at Prumnas Kayu Tangi Kindergarten Banjarmasin by involving teachers and students at the school. The activities carried out include providing material to teachers regarding the theory of teaching English to children, providing teaching examples, making media, and final reflection. The results of this community service activity show that the teachers understand thow to teach English to children despite several obstacles in its implementation. In addition, 88% of children showed a high interest in English and 70% of them were able to remember some vocabulary related to wetlands. Therefore, it can be concluded that introducing English and wetlands through storytelling allows children to learn better and more effectively.

STRATEGIES AND CHALLENGES OF PRE-SERVICE TEACHERS IN THE SEA-TEACHER PROGRAM: A CASE STUDY IN INDONESIA- PHILIPPINE Fahmi Hidayat; Emma Rosana Febriyanti; Raisa Fadilla
Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 8, No 3 (2025): JETALL VOLUME 8 NUMBER 3 2025
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jetall.v8i3.24830

The SEA-Teacher Program is a collaborative initiative among Southeast Asian nations, pioneered by SEAMEO, which aims to enhance pre-service teachers’ intercultural competence and teaching skills through cross-cultural practice. The urgency of this research stems from the complex challenges participants face during their placements, such as language barriers, cultural differences, and diverse education systems. These conditions impact learning effectiveness and participant adaptation, necessitating in-depth strategies and reflection to address them. Analyze the specific counter-strategies, coping mechanisms, and support systems employed by the pre-service teachers to effectively navigate and overcome these challenges. Generate practical recommendations and evidence-based strategies derived from these experiences to inform the preparation of future participants, enhance program design for educators and policymakers, and strengthen regional collaboration in teacher education. Highlight the lessons learned and best practices developed by the participants in promoting adaptability, resilience, and problem-solving skills, thereby contributing to their professional and personal transformation into effective future teachers. The study method employed is a qualitative approach with reflective analysis. Data were gathered through interviews, teaching practice reports, and participant reflection notes. The analysis is focused on identifying intercultural, linguistic, and pedagogical challenges, as well as the adaptation strategies used, such as collaboration with local teachers, modification of teaching methods, and the utilization of cultural experiences.

EFL Pre-Service Teachers’ Perspectives on Digital Reading Instruction for Young Learners Raisa Fadilla; Fahmi Hidayat; Emma Rosana Febriyanti
Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 8, No 2 (2025): Jetall
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jetall.v8i2.22714

Recent technology advancements have altered the perception of literacy, and it is no longer limited to the connection with the print text. The shifting meaning of literacy has been reflected in the growing number of teachers who are integrating digital learning into their reading instruction. However, little is known about the evidence of future teachers’ views on the implementation of digital learning, specifically in relation to young learners’ early literacy. Thus, this study aims to examine pre-service teachers’ perceptions of the benefits, drawbacks, and reading skills taught by using digital learning to enhance early reading skills in EFL context. This study will investigate seventy pre-service teachers who have taken English for Young Learners courses. The data of this study is collected by distributing questionnaires consisting of three aspects (benefits, drawbacks, and reading skills) concerning digital learning usage, using a Likert scale (strongly disagree, disagree, agree, and strongly agree) as the measurement. The survey will be conducted using google form. The study's findings will reveal how pre-service teachers perceive the benefits, drawbacks, and reading skills taught by implementing digital learning in young learners’ classrooms. Keywords: digital reading, young learners, english, pre-service teachers, teachers’ perception

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