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Hanna Sundari

Universitas Indraprasta PGRI

Author-ID : 392929

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Grammatical Errors in Writing Recount Texts (A Case Study at The First Year of Senior High School) Nunung Prasetyo; Andang Saehu; Hanna Sundari
EDUKATIF : JURNAL ILMU PENDIDIKAN Vol 4, No 5 (2022): October Pages 6401-7346
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/edukatif.v4i5.4000

Writting in a foreign language is one of the most difficult abilities in learning language skills. The problem occurred because understanding grammatical knowledge and rewording sentence writing was lowering frequency by students. This research aimed to investigate grammatical errors made by students and analyze the causes of language interface errors in writing recount text. Thirty respondents were chosen purposively to be involved in this study. The data collection instruments were conducted by writing text and conducting interviews under causes of grammatical errors. Results from the study revealed that 11 distinct grammatical errors were present in the students' writing: word and sentence level errors. The most prevalent grammatical errors at the word level are tense verb errors 69 (35.38%), and punctuation has 39 (20%) problems. Further, 18 (9.23%) word choice problems followed that. In the meantime, the causes of errors were determined to be intralingual (0.22%) and interlingual (0.7%) errors. It implemented that the teacher should be offered an explanation and correction of any grammatical errors made by students, as well as comments regarding whether or not students were successful in learning English writing material and need more practice.

Investigation of Cultural Values in English Textbooks for Junior High School Students Sri Arfani; Juhana Juhana; Hanna Sundari; Wisma Yunita
AL-ISHLAH: Jurnal Pendidikan Vol 14, No 4 (2022): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v14i4.2696

The purpose of this study was to identify the embodiment of cultural values in English textbooks for junior high school students. This research used a qualitative approach with a content analysis method. The research data was in the form of a collection of discourse texts in the form of monologues, dialogues and exercises. The data were taken from two books entitled Scaffolding and In Focus, published by the Book Center of the Ministry of National Education. It is grade X. The data analysis procedure used in this research was qualitative content analysis. The process of validity was done through credibility, transferability, triangulation, dependability, and confirmability. The results showed that the dominant cultural value was the optimistic value of 43%. Then followed by the brotherhood value of 23.80%, the social value of 19% and the freedom value of 14%. Each cultural value found also describes some more specific values. The value of freedom contains character values, namely the value of independence and hard work. The value of brotherhood contains character values, namely friendliness and responsible; the optimistic value contains character values, namely courage, creativity, discipline, and curiosity, and social values contain character values, namely cooperation. This study concluded that English textbooks had the important value of increasing students’ character as cultural values.

PELATIHAN PENULISAN ARTIKEL ILMIAH DENGAN METODE ACTION RESEARCH BERBASIS DARING Rina Husnaini Febriyanti; Hanna Sundari
Jurnal PkM (Pengabdian kepada Masyarakat) Vol 5, No 6 (2022): Jurnal PkM: Pengabdian kepada Masyarakat
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/jurnalpkm.v5i6.11737

Kegiatan pengabdian masyarakat yang dilakukan di SMAN 21 Bekasi bertujuan untuk memberikan pelatihan mengenai penulisan artikel ilmiah dengan metode Action Research (AR) berbasis daring. Kegiatan yang dilakukan selain memberikan penjelasan secara teoritikal dan praktikal, juga di perdetail dengan memberikan penjelasan tentang bagaimana mengaplikasikan penulisan artikel ilmiah dengan metode AR. Kegiatan pengabdian masyarakat yang dilakukan berupa pelatihan untuk para guru yang mengajar di SMAN 21 Bekasi. Dalam pelatihan tersebut juga dilakukan simulasi atau praktik secara langsung setiap tahapan atau siklus dalam penulisan artikel ilmiah dengan metode AR. Metode yang digunakan dalam pelatihan kegiatan pengabdian masyarakat ini menggunakan metode Community Language Learning yaitu metode saling berbagi informasi dan berdiskusi serta saling berbagi pengalaman sebgaimana konsultan dan klien. Implikasi dari kegiatan PKM ini mengupayakan bagi para guru khususnya di SMAN 21 Bekasi untuk meningkatkan motivasi dan minat dalam penelitian dan penulisan artikel ilmiah.

GAMIFICATION-ASSISTED FLIPPED LEARNING IN EFL READING CLASSROOM: A CASE OF SECONDARY SCHOOL IN INDONESIA Riani Noor Yoshania; Fazri Nur Yusuf; Hanna Sundari
Indonesian EFL Journal Vol 9 No 1 (2023)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v9i1.7265

World Bank's report in Program for International Student Assessment, found that during the first four years of school closures in Indonesia due to the Covid-19 pandemic, school students experienced an 11-point decline in reading skills and learning outcomes. This research focused on gamification-assisted flipped classrooms and how they improved EFL students' reading comprehension. A total of 20 third-year students from a secondary school were chosen purposefully as research participants, since they had the required characteristics. This research designed for qualitative data collection and analysis methodologies in a case study. The learning outcome scores obtained from tests that include questions about micro and macro reading comprehension skills revealed, the average score of pretest was 54, and the post-test was 87, this indicated that gamification assisted-flipped classrooms improved learning reading comprehension skills. According to findings of interviews, questionnaires and observation based on the Technology Acceptance Model regarding students' perceptions of gamification-assisted flipped classrooms, has a relatively high acceptance scale in terms of perceived usefulness, perceived ease of use, behavioral intention, and actual usage. The perceived usefulness has the highest scale, 85.82% of students believe that using Gamification in a flipped classroom improved their performance in reading comprehension. Further research is needed to determine the gamified flipped classrooms can be utilized to improve other english skills.Keywords: EFL students; flipped classroom; gamification; reading comprehension; technology acceptance model.

Collective scaffolding in virtual collaborative writing: A study during emergency remote teaching in Indonesia Hanna Sundari; Rina Husnaini Febriyanti
Studies in English Language and Education Vol 10, No 1 (2023)
Publisher : Universitas Syiah Kuala

Along with online education and emergency remote teaching trends during the COVID-19 pandemic, collective scaffolding within virtual collaboration in an academic writing course is still under investigation. To fill the gap, this present study explored to what extent the collective scaffolding provided in virtual collaborative writing helped learners complete writing tasks and examined EFL university students’ responses to this learning activity. Guided by a qualitative case study design framework, 43 EFL university students, who attended an academic writing course, voluntarily participated in the study. The data were collected through multiple sources during the virtual writing course, such as students’ work artifacts (photographs and descriptions), an online questionnaire, and teacher’s written reflective journals of Zoom class video recordings as the research instruments. A thematic analysis with a category system was applied to answer the formulated research questions. The findings reveal that collective scaffolding occurred during collaborative writing in the text co-construction during the writing process. Further, collaborative writing allowed L2 improvements, mutual support, and contribution. Additionally, the activity of assisting and monitoring by the teacher was still significant during group deliberation and text development. Although technology-assisted collaborative writing sounds possible and affordable, a few students felt disappointed as they experienced some technological constraints and unexpected group dynamics. Some groups successfully achieved the tasks and social dimensions easily; while others needed a longer time to reach the group development and text productivity.

Learning from home environment: Academic writing course for EFL undergraduates through Google Classroom application Amrina Rosyada; Hanna Sundari
Studies in English Language and Education Vol 8, No 2 (2021)
Publisher : Universitas Syiah Kuala

Learning academic writing seems to be a great challenge for most English as a Foreign Language (EFL) students in non-native English-speaking countries, including in Indonesia. During the COVID-19 pandemic, the issue appears to be more challenging where teachers are persuaded to learn from their home environment (LHE). Several online applications are freely available, and one of the most common applications is Google Classroom. However, the use of such application towards the students’ performance and perception remains understudied. This research aimed at exploring the practices of Google Classroom in facilitating the Academic Writing course of EFL undergraduates. Engaged by 96 participants of third-year students in the English Education Program, the research conducted an explanatory sequential research design by correlating the results data on writing assignments and a set of questionnaires. The findings indicated a significant correlation between using Google Classroom and the students’ writing performance. Moreover, most students expressed their satisfaction with Google Classroom’s practical features to get involved in the academic writing course. The students were satisfied with Google Classroom’s features that were easy to be recognized and easy to be operated. The Google Classroom features also provide clear instructions, practical directions, and the most valuable feature, that is assignment reminders for the students. It can be said that using Google Classroom in the EFL academic writing course at higher education is a great experience and brings great advantages to students’ outcomes.

EFL students’ preferences on digital platforms during emergency remote teaching: Video Conference, LMS, or Messenger Application? Fakhrurrazi M. Amin; Hanna Sundari
Studies in English Language and Education Vol 7, No 2 (2020)
Publisher : Universitas Syiah Kuala

The use of technology in language learning has extensively expanded in line with the advancement of technology itself. However, the investigation into the implementation of video conferences, learning management systems, and mobile applications, particularly during the emergency remote teaching/the Covid-19 pandemic, is still lacking. This paper presents survey data from three groups of Indonesian EFL students using three different digital learning platforms: Cisco WebEx Meeting video conferencing, Google Classroom learning management system (LMS), and WhatsApp mobile messenger application. The purpose of the study was to determine the students’ preferences including their perception and point of views on using the platforms and application during the remote teaching situation. There were 140 EFL students from two universities/institutes in Jakarta and Aceh to take part as the participants. The instrument was a questionnaire based on criteria of CALL evaluation, and descriptive analysis using percentages and thematic analysis was applied. The findings show that the Cisco WebEx Meeting, Google Classroom, and WhatsApp gained highly positive agreement on all criteria. Specifically, the Cisco WebEx meeting got the highest scores on authenticity and meaning focus. Meanwhile, for GC and WhatsApp, the criteria on language learning potential, meaning focus and authenticity achieved the highest scores. Moreover, WhatsApp is the most preferred among others in meaning focus, learner fit, positive impact, and practicality. However, the three digital platforms received the lowest score on a positive impact at each group-participant. It seemingly indicates that they thought the full online digital learning system they experienced during ERT is less preferable than face-to-face learning.

Teachers’ Experiences and Perceptions in Using Interactive Whiteboards in EFL Classrooms Sinta Herawati; Hanna Sundari; Suciati Suciati
Journal on Education Vol 5 No 4 (2023): Journal on Education: Volume 5 Nomor 4 Mei-Agustus 2023
Publisher : Departement of Mathematics Education

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

Technological development is constantly advancing and keeps taking a bigger role in society, including in education. This development has taken interactive whiteboards to be used in the elementary classroom setting at present. The use of interactive whiteboards correctly can support the teaching-learning process in classrooms. This study was conducted to explore how teachers use the interactive whiteboard in the classrooms, what are the challenges encountered by teachers in teaching English using the interactive whiteboards, and what strategies teachers apply in overcoming those challenges. The study also investigated the teachers’ perception of interactive whiteboards. The research method used in this study is qualitative descriptive research involving four English teachers, students of grades one until six, also the principal of an elementary school. The data were obtained through observations, teachers’ questionnaires, a principal interview, and students’ survey. The technique for analyzing data was data condensation, data display, and conclusion drawing or verification. The study's results showed that teachers used interactive whiteboards to access educational software, such as the ones from the book publisher, Class Dojo, Edunav, and YouTube. Teachers also used interactive whiteboards as projectors to open the slides or presentations made by teachers, such as in PowerPoint, Ms.Word, and flipcharts. The main impacts of the lessons were increased use of the Internet, software, and visual resources as part of the lessons. There are some challenges during the implementation of interactive whiteboards in the classrooms, but teachers could apply some strategies to overcome them. The teachers and students perceived positively the use of interactive whiteboards in the classrooms. Teachers also had positive perceptions in terms of developing lessons using IWB, resources from the internet, and technical support. The negative responses were related to time, collaboration, and professional development.

Scrutinizing Mentor Text in Virtual EFL Writing Course: A Text Modeling Approach during ERT in Indonesia Hanna Sundari; Rina Husnaini Febriyanti
Scope : Journal of English Language Teaching Vol 7, No 2 (2023): Scope: Journal of English Language Teaching
Publisher : Pusat Studi Pendidikan Bahasa dan Sastra Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/scope.v7i2.16364

Writing English argumentative essays has brought suffering and constraints for EFL university students since it requires relevant argumentativeness and knowledge of text genre knowledge and grammar and vocabulary mastery. Mentor text can be an effective scaffold for them to understand the essay. Little is known about university students' perspectives on writing an argumentative essay and the mentor texts given to them. To fill the void, this present study was carried out in a qualitative framework. Twenty-nine university students who attended and were exposed to four selected mentor texts during the virtual writing course voluntarily took part in this study by filling out the online questionnaire. The findings show that the students experienced and felt various positive and negative emotional expressions, such as challenge, difficulty, and enjoyment. The students perceived that the selected mentor texts were beneficial and very helpful for learning, understanding, and producing argumentative essays. Those mentor texts contain clear structure, effective thesis, and good writer's delivery so that the students can easily emulate and adapt them into their writing.

Representation of youth body images in Hilo Teen advertising (Norman Fairclough critical discourse analysis) Hanna Sundari; Rina Husnaini Febriyanti
Hortatori : Jurnal Pendidikan Bahasa dan Sastra Indonesia Vol 2, No 2 (2018): Hortatori: Jurnal Pendidikan Bahasa dan Sastra Indonesia
Publisher : Universitas Indraprasta PGRI

This research is conducted using model of Critical Discourse Analysis (CDA) that stated by Norman Fairclough. This discourse analysis is selected because it is considered to be able to answer the question of the purpose of this research that is formulated which focused on digging up the ideology value on teenager body image that is displayed on the discourse analysis in Hilo Teen advertisement. Fairclough sees a discourse as a social practice and authority which involves particular ideology value whether in explicitly or implicitly. The analysis of Fairclough is centered on text, discourse practice, and sociocultural practice. In this research, discourse analysis text Hilo Teen advertisement is focused on text dimension that involves representation, relation, and identity that is aired on the advertisement and sociocultural context in community scope. The result of this research based on the analysis defines Hilo Teen advertisement describes the body image of teenage girls are thin, slim, tall, and energetic; on the other hand, the body image of teenage boys are thin and tall. This advertisement also displays the problematic and realistic of teenagers who accentuate physical aspect only. Furthermore, Hilo Teen advertisement not only promotes milk product for teenagers but also tries forming a perception and conception on the society (teenagers and parents) about an ideal body shape of teenagers.

Co-Authors Achmad Muhajir Agung Ahmad Syahida Agus Sulaeman Agustean, Nevi Santy Alfi Diotama Saputra Amrina Rosyada Ancila Putri Perwitasari Andang Saehu Andang Saehu Andang Saehu, Andang Anita Anita Anwar Saleh Harahap Ardiasih, Lidwina Sri Arif Rahman Audi Yundayani Ayu Bandu Retnomurti, Ayu Bandu Baron, Rifari Budi Abudin Damayanti Damayanti Darwadi, Rina Husnaini Febriyanti Dasmo Dasmo Defina Dionisius Destyawan Kristanto Elis Solihat Fakhrurrazi M. Amin Fazri Nur Yusuf Febriyanti, Rina Husnaini Gustaman Saragih Hidayat, Nur Hayati Ira Miranti, Ira Irfan Hadi Irfan Hadi Juhana Juhana Juhana, Juhana Juhana, Juhana Leonard, Leonard Lestarai, Feby Herdini Livia Septiani Lutfiansyah Lutfiansyah Malik, Aulia Ananda Maya Puspitasari, Maya Mohammed H. Alaqad Mutmainah Mutmainah Nadiva, Umi Nanik Retnowati Nilandari, Ary Ningrat, Yuliati Nunung Prasetyo Nur Syamsiah Nurhayati Nurhayati Nurhayati Nurhayati Nurmala Hendrawaty Nurmala Hendrawaty Oom Rohmah Syamsudin Puji Astuti, Nina Rezki Adriani Riani Noor Yoshania Rifari Baron Rina Husnaini Febriyanti Rina Husnaini Febriyanti Rina Husnaini Febriyanti Rina Husnaini Febriyanti Rina Husnaini Febriyanti Rina Husnaini Febriyanti Rina Husnaini Febriyanti, Rina Husnaini Romawi, Dadang Rr. Astri Indriana Oktavita Sakura Ridwan Salsabila, Salma Setiyowati Setiyowati Silvia Najemi Sinta Herawati Sofiah, Vivi Sri Arfani, Sri Suciati Suciati Supeno Suryanti, Dwi Retno Susianti Rosalina Suwarno, Tono Suwarno Syamsul Arifin Tono Suwarno Suwarno Vinesya Yuslia Fatma Widya Widya Rizky Pratiwi, Widya Rizky Wiranty, Glenda Mutia Wisma Yunita Yusuf, Fazri Nur Zainal Rafli, Zainal Zuhairi, Aminudin ‘Aathifah, Alya

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