Garuda - Garba Rujukan Digital

p-Index From 2021 - 2026

11.328

P-Index

This Author published in this journals

All Journal Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya Cakrawala Pendidikan Language Circle : Journal of Language and Literature International Journal of Education BAHASA DAN SASTRA Lingua Cultura Englisia Journal English Review: Journal of English Education PUJANGGA: Jurnal Bahasa dan Sastra EXPOSURE JOURNAL Journal of English Language Studies Al Ishlah Jurnal Pendidikan POLYGLOT Jurnal Pemberdayaan Masyarakat Madani (JPMM) Langkawi: Journal of The Association for Arabic and English Indonesian EFL Journal ELT-Lectura Journal on Education JTP - Jurnal Teknologi Pendidikan EDUKATIF : JURNAL ILMU PENDIDIKAN Deiksis JPPM (Jurnal Pengabdian dan Pemberdayaan Masyarakat) BAHTERA : Jurnal Pendidikan Bahasa dan Sastra Faktor Jurnal Ilmiah Kependidikan Logat: Jurnal Bahasa Indonesia dan Pembelajaran Scope: Journal of English Language Teaching PROJECT (Professional Journal of English Education) SOSCIED RESEARCH AND DEVELOPMENT JOURNAL OF EDUCATION (RDJE) Rangkiang: Jurnal Pengabdian Pada Masyarakat English Journal JOLLT Journal of Languages and Language Teaching ELLTER Journal Jurnal PkM (Pengabdian kepada Masyarakat) JEdu: Journal of English Education Journal Of Academia In English Educations (JADEs) Linguistic, English Education and Art (LEEA) Journal JEELS (Journal of English Education and Linguistics Studies) JELL (Journal of English Language Learning Studies in English Language and Education Hortatori : Jurnal Pendidikan Bahasa dan Sastra Indonesia RANGKIANG: Jurnal Pengabdian Pada Masyarakat AMMA : Jurnal Pengabdian Masyarakat EduInovasi: Journal of Basic Educational Studies INFERENCE: Journal of English Language Teaching International Journal of English Language and Pedagogy LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING Indonesian Journal of English Language Teaching and Applied Linguistics INFERENCE: Journal of English Language Teaching Diskursus: Jurnal Pendidikan Bahasa Indonesia

Hanna Sundari

Universitas Indraprasta PGRI

Author-ID : 392929

Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Immunology & microbiology Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Mechanical Engineering Medicine & Pharmacology Neuroscience Nursing Physics Public Health Social Sciences Veterinary Other

Published : 105 Documents Claim Missing Document

Claim Missing Document

Articles

3 4 5 6 7

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.

Enhancing Students' Descriptive Writing Skills through the Use of Teacher-Created Tutorial Video Anwar Saleh Harahap; Audi Yundayani; Hanna Sundari
SOSCIED Vol 6 No 1 (2023): SOSCIED - Juli 2023
Publisher : LPPM Politeknik Saint Paul Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32531/jsoscied.v6i1.574

Most students struggle with English descriptive writing skills, particularly generating ideas, creating sentences, and developing paragraphs, resulting in a lack of motivation. A teacher-created tutorial video (TCTV) was utilized to address the students' difficulties with descriptive writing skills. This study aims to investigate TCTV media's effect on students' descriptive writing skills and to determine their perceptions of the medium. This research employed a mixed method with an explanatory research design. The study's sample comprised 25 of 98 seventh-grade students from an Indonesian public secondary school in (city) Indonesia. The findings indicated that Zcount is greater than ttable, 26.0 > 1.708. It was concluded that the hypothesis is accepted, indicating that the use of TCTV media affected the descriptive writing skills of the students. In addition, students had good responses about the use of TCTV media in producing a descriptive text since it enables them to cope with the stages of the writing process by adapting the concepts of the Genre-based Approach (GBA) through the stimulus provided by the teacher. It is highly advised that the teacher create appropriate media to assist the students in accomplishing the learning goals. TCTV media can also be designed with the learning purpose, student profile, and student needs in mind.

PENERAPAN STRATEGI AUTONOMY LEARNING PADA PEMBELAJARAN BAHASA INGGRIS DALAM LINGKUNGAN DARING/BAURAN Rina Husnaini Febriyanti; Hanna Sundari
RANGKIANG: Jurnal Pengabdian Pada Masyarakat Vol 4, No 1 (2022)
Publisher : Universitas PGRI Sumatera Barat

The Community Service was held in SMK Amaliyah that located in Srengseng Sawah Jagakarsa, Jakarta Selatan purposed to conduct teacher training in terms of implementation of autonomy learning (AL) strategy for the student particularly in English language instruction in the online/blended environment. The training was organized both theoretically and practically related to the AL topic. Additionally, the detailed deployment of how to practice in the classroom was applied. The Community service activities were implemented in the form of training for teachers who teach at SMK Amaliyah. The method used in the training of community service activities used Community Language Learning, which is a method in which each other shares information and discusses and shares experiences like consultants and clients. This Community Service activity is carried out in the odd semester of the 2021/2022 Academic Year. In addition, this article also presents the participants' perceptions that involve reaction, learning, behavior, and result.

Co-Authors Acep Musliman Achmad Muhajir Agung Ahmad Syahida Agus Gumilar Agus Sulaeman Agustean, Nevi Santy Alfi Diotama Saputra Ancila Putri Perwitasari Andang Saehu, Andang Anisa Mahendrawati Mahendra Anita Anita Anwar Saleh Harahap Ardiasih, Lidwina Sri Arif Rahman Audi Yundayani Ayu Bandu Retnomurti, Ayu Bandu â€˜Aathifah, Alya Baron, Rifari Budi Abudin Dadang Romawi Damayanti Damayanti Dasmo Dasmo Defina Dewiwati Dewiwati Dian Novita Sari Dienha Habibie Dwi Wahyu Auwalia Syahruramadhan E. Zaenal Arifin Elis Solihat Fakhrurrazi M. Amin Fazri Nur Yusuf Fiki Alghadari Fitri Setiawati Gustaman Saragih Haki Mariyam Sholikah Suganda Hasbullah Hermi Romika Sihotang Hidayat, Nur Hayati Indah Maharani Febrianti Ira Miranti, Ira Irfan Hadi Irfan Hadi Irwan Herika Juhana Juhana Juhana, Juhana Juhana, Juhana Kristanto, Dionisius Destyawan Leonard Leonard Lestarai, Feby Herdini Livia Septiani Lutfiansyah Lutfiansyah Malik, Aulia Ananda Mashadi Said Maya Puspitasari, Maya Miranty, Dini Mohammed H. Alaqad Muhammad Sulhan Mutmainah Mutmainah Nadiva, Umi Najemi, Silvia Nanik Retnowati Nilandari, Ary Ningrat, Yuliati Nunung Prasetyo Nur Syamsiah Nurhayati Nurhayati Nurhayati Nurhayati Nurjanah 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 Risyandi Rosyada, Amrina Rr. Astri Indriana Oktavita Sakura Ridwan Salsabila, Salma Setiyowati Setiyowati Sinta Herawati Sofiah, Vivi Sri Arfani Suciati Suciati Supena Supeno Suryanti, Dwi Retno Susianti Rosalina Suwarno, Tono Suwarno Syamsul Arifin Tatan Zainal Mutakin Tono Suwarno Suwarno Venny Eka Meidasari Vinesya Yuslia Fatma Widya Widya Rizky Pratiwi, Widya Rizky Wiranty, Glenda Mutia Wisma Yunita Yusuf, Fazri Nur Zainal Rafli, Zainal Zuhairi, Aminudin ‘Aathifah, Alya

Title

Found 105 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 105 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 105 Documents
Search