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All Journal LINGUAL: Journal of Language and Culture Celt: A Journal of Culture, English Language Teaching & Literature English Teaching Journal : A Journal of English Literature, Language, and Education Journal of Development Research Jurnal Pengabdian Dharma Laksana JURNAL KOULUTUS Education and Linguistics Knowledge Journal (Edulink) Proceedings Series on Social Sciences & Humanities Fonologi: Jurnal Ilmuan Bahasa dan Sastra Inggris Jurnal Pendidikan Guru Sekolah Dasar Dedikasi: Jurnal Pengabdian Pendidikan dan Teknologi Masyarakat INDOPEDIA (Inovasi Pembelajaran dan Pendidikan) Journal of Humanities and Social Studies Dedikasi: Jurnal Pengabdian Pendidikan dan Teknologi Masyarakat Proceeding International Conference on Education
Yunik Susanti
Universitas Nusantara PGRI
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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DOES SCAFFOLDING HELP STUDENTS TO WRITE BETTER? Susanti, Yunik
English Teaching Journal Vol 2, No 2 (2014)
Publisher : English Teaching Journal

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Abstract

Learning to write is a difficult and complex series of processes that require a range of explicit teaching methodologies throughout all the stages of learning. The capacity of teacher to create positive classroom atmosphere and using appropriate teaching technique will help students to attain the goal of writing. This pre-experimental research aims to measure the effectiveness of scaffolding technique to the students writing ability. The result of the data analysis shows that the mean score of pre-test and post-test are 58. 87 and 71. 29 . Then the t-score  is 4. 45 and the t-table at the degree of significant 5% is 2. 042, so the t-score 4. 45 is higher than the t-table. It means very significant, thus scaffolding technique is effective to be used in teaching writing as it helps the students to write better. This result supports the proposed theory which stated that scaffolding helps the students to write by providing a support structure to enable certain activities and skills to develop lies on the frameworks used by the teacher, giving the actual carrying out of particular activities in class, also there is the assistance provided in moment-to-moment interaction among students and teacher.
Meningkatkan Kemampuan Literasi Digital Guru Bahasa Inggris Melalui Pembuatan Media Pembelajaran Interaktif Rika Riwayatiningsih; Yunik Susanti; Sulistyani Sulistyani; Mahendra Puji PA
Jurnal Pengabdian Dharma Laksana Vol 4, No 2 (2022): JPDL (Jurnal Pengabdian Dharma Laksana)
Publisher : LPPM Universitas Pamulang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32493/j.pdl.v4i2.18234

Abstract

Kegiatan Pengabdian kepada Masyarakat (PkM) ini berupa edukasi literasi digital dalam pembuatan media pembelajaran interkatif bagi guru Bahasa Inggris SMP di Kabupaten Nganjuk. Kegiatan ini dilatarbelakangi beberapa permasalahan yang dihadapi oleh para guru Bahasa Inggris, Dengan dilaksanakannya keguatan PkM edukasi literasi digital ini diharapkan dapat mencapai tujuan sebagai berikut: 1) meningkatkan literasi digital dalam pembuatan media pembelajaran interaktif; 2) meningkatkan motivasi guru-guru Bahasa Inggris SMP di Kabupaten Nganjuk dalam mengembangkan media pembelajaran interaktif berbasis digital sebagai bentuk inovasi pembelajaran; dan 3) meningkatkan keterampilan guru-guru Bahasa Inggris SMP di Kabupaten Nganjuk dalam mengembangkan media pembelajaran interaktif berbasis digital sebagai bentuk inovasi pembelajaran. Metode yang digunakan pada kegiatan ini berupa: angket sebelum dan sesudah perlakuan, edukasi literasi digital (tutorial), dan penugasan. Rangkaian kegiatan PkM edukasi literasi digital pembuatan media pembelajaran interaktif bagi guru-guru Bahasa Inggris SMP di Kabupaten Nganjuk berlangsung selama 5 bulan (Agustus – Desember 2021). Data tentang kemampuan literasi dan respon guru-guru diperoleh dengan memberikan angket tertutup sebelum dan sesudah tutorial.
Interactional Metadiscourse Markers in Introduction Section of Dissertation: Differences Across English Proficiency Level Yunik Susanti; Fabiola D Kurnia; Suharsono Suharsono
Celt: A Journal of Culture, English Language Teaching & Literature Vol 17, No 2: December 2017, Nationally Accredited
Publisher : Soegijapranata Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (638.014 KB) | DOI: 10.24167/celt.v17i2.1111

Abstract

Following the concept of Interpersonal model of Metadiscourse markers proposed by Hayland and Tse (2004) then developed by Hayland (2005), this content analysis aims to find the use of interactional metadiscourse markers in the introduction sections of two dissertations written by good and poor writers of doctorate students State University of Surabaya. The interactional metadiscourse markers were categorized into Booster, Hedges, Attitude Markers, Engagement Markers, and Self Mention.The good writer used more in number and variations of interactional metadiscourse markers than those of the poor writer used. For the most frequent interactional metadiscourse markers,the good writer used Engagement Marker, while the poor writer used the Self Mention as the most frequent one. It can be concluded that the use of interactional metadiscourse markers can be used as indicators of a good writer. So, it is suggested for the English teacher/lecturer to teach explicitly the use of interactional metadiscourse markers especially when the students write in academic writing.
DOES SCAFFOLDING HELP STUDENTS TO WRITE BETTER? Yunik Susanti
English Teaching Journal : A Journal of English Literature, Language and Education Vol 2, No 2 (2014)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (579.23 KB) | DOI: 10.25273/etj.v2i2.734

Abstract

Learning to write is a difficult and complex series of processes that require a range of explicit teaching methodologies throughout all the stages of learning. The capacity of teacher to create positive classroom atmosphere and using appropriate teaching technique will help students to attain the goal of writing. This pre-experimental research aims to measure the effectiveness of scaffolding technique to the students writing ability. The result of the data analysis shows that the mean score of pre-test and post-test are 58. 87 and 71. 29 . Then the t-score  is 4. 45 and the t-table at the degree of significant 5% is 2. 042, so the t-score 4. 45 is higher than the t-table. It means very significant, thus scaffolding technique is effective to be used in teaching writing as it helps the students to write better. This result supports the proposed theory which stated that scaffolding helps the students to write by providing a support structure to enable certain activities and skills to develop lies on the frameworks used by the teacher, giving the actual carrying out of particular activities in class, also there is the assistance provided in moment-to-moment interaction among students and teacher.
The Students' Engagement in EFL Online Class Yunik Susanti
Lingual: Journal of Language and Culture Vol 10 No 2 (2020): Lingual: Journal of Language and Culture
Publisher : English Department, Faculty of Humanities, Udayana University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24843/LJLC.2020.v10.i02.p02

Abstract

A closed-ended questionnaire was designated to the English Department students University of Nusantara PGRI Kediri to investigate their cognitive, behavioural and emotional engagement during the English teaching learning processes that were administered in online classes. These online classes were managed to implement the government policy in banning the spread of the Covid-19 pandemic. The results showed that the students’ behavioural engagement was relatively high, however, their cognitive and emotional engagement were not extensively positive in some of their aspects. It was found that the students found obstacles in communicating ideas, helping each other, previewing the previous materials, and overcoming anxiety in making mistake during the online class. The findings contributes to an understanding of the various aspects of web-based classes and the EFL students’ engagement in the virtual classes. .
The Practice and Students' Reaction toward Self and Peer-Assessment in Creative Writing Class Yunik Susanti
Lingual: Journal of Language and Culture Vol 15 No 1 (2023): Lingual: Journal of Language and Culture
Publisher : English Department, Faculty of Humanities, Udayana University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24843/LJLC.2023.v15.i01.p05

Abstract

Self-assessment and peer assessment deal with promoting students' reflective effort in writing learning process. The students’ writing achievement, critical thinking, and autonomous skills are encouraged in the implementation of these teaching techniques. The purposes of this study are to implement, to know the benefits, and to find the student responses to self-assessment and peer-assessment in writing classes. This study was conducted in second-year students of English Language Department Nusantara PGRI University in Creative Writing Subject. The study used observations, student reflection notes, interviews, and documents for data collection. Data were analysed using three-step qualitative data analysis; display of data, reduction educe of data, and conclusions drawing. Data analysis showed that the benefits of peer assessment and self-assessment outweigh the drawbacks, as they can provide students with new knowledge, skills, and understanding of the writing process and student achievement. Peer assessment and self-assessment enable students to gain better experience, making it easier for them to apply and respond to their writing. The study concludes that English teachers are recommended to implement these teaching techniques in facilitating the students to fully experience their writing process and to boost the students’ writing ability. Keywords: Self-assessment, Peer-assessment, EFL, Teaching Writing, Creative Writing Class.
Self-peer Assessment Method in Writing English Teaching Module Based on Merdeka Curriculum Yunik Susanti; Diani Nurhajati; Dewi Kencanawati; Rika Riwayatiningsih; Firda Anisa Sukmayani; Nike Aprilia
EDUCATION AND LINGUISTICS KNOWLEDGE JOURNAL Vol 5 No 2 (2023): Education and Linguistics Knowledge Journal (Edulink)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Islam Kadiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32503/edulink.v5i2.4219

Abstract

The research aims to describe the implementation of self-peer assessment method when they were used to improve the English teachers’ ability in writing Phase D English teaching module in Merdeka Curriculum and to know the teachers’ perspective toward its strengths and weaknesses. Twenty-eight Junior High School English teachers in Kediri were the subjects of this study. The data were collected using questionnaire, interview, observation, and documentation. The qualitative data were analysed using qualitative data analysis that consists of three steps; data display, data reduction, and conclusion drawing. While the data got from questionnaire were analysed using statistic descriptive analysis with percentage computation. The results of data analysis showed the steps of implementing Self-Peer Assessment in improving the teachers’ ability in writing English teaching module namely; developing English teaching modules independently after receiving the materials about teaching module; carrying out self-assessment; carrying out peer-assessments; and revising the teaching modules based on assessments and suggestions based on their own and their peers’ comments. The teachers had positive
DIFFERENTIATED LEARNING PRODUCTS VIEWED FROM STUDENTS’ LEARNING STYLES: ITS IMPACT ON STUDENTS’ SPEAKING ABILITY Nike Aprilia; Yunik Susanti; Diani Nurhajati
INDOPEDIA (Jurnal Inovasi Pembelajaran dan Pendidikan) Vol. 1 No. 4 (2023): DESEMBER 2023
Publisher : Media Inovasi Pendidikan dan Pembelajaran

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Abstract

Speaking is one of the most important skills in learning English. There are many factors of the success in learning speaking, one of which is students' interest, motivation as well as teachers' learning methods. In the implementation of Merdeka Curriculum teachers have to consider to implement differentiated learning process in teaching learning process. This study aims to describe (1) the frequency of the student’s learning styles, (2) students speaking ability before and after being taught using differentiated products viewed from the student’s learning styles, and (3) the effect of differentiated products from the student’s learning styles to the tenth-grade students at SMKN 1 Kediri. This pre-experiment research used questionnaires, tests, and documentation to collect the data The results of the study showed that the students’ learning styles were grouped into 3 types (auditory, visual and kinesthetic) with 12 (37.5%) students were auditory styles; then 11 (34.4%) were visual styles; and 9 (28.1%) were kinesthetic learning style. The mean for the pre-test, was (42.63), classified as very poor, while the mean score for the post-test was (72.38), classified as good. The t-test computation showed that the t-score was greater than the t-table (-26.460>2.039) at a significance degree of 5% and at significant level of 0.000 is smaller than 0.05 (p<0.05). Thus, it can be concluded that differentiated learning products viewed from students’ learning style has significant effect to the students' speaking ability.
ENGLISH TEACHERS’ INSIGHT OF WRITING TEACHING MODULE IN PHASE D AT “MERDEKA” CURRICULUM Yunik Susanti; Diani Nurhajati; Dewi Kencanawati; Rika Riwayatiningsih; Firda Anisa Sukmayani; Nike Aprilia
JOURNAL OF HUMANITIES AND SOCIAL STUDIES Vol. 1 No. 02 (2023): AUGUST 2023
Publisher : Media Inovasi Pendidikan dan Publikasi

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Abstract

The implementation of “Merdeka” curriculum continues to be carried out at all levels of education in Indonesia with the aim of improving teaching learning process. This policy certainly brings impacts and changes for teachers and stakeholders of Indonesian education. One of the changes is about planning the lesson. In this new curriculum, teachers need to have a lesson plan or teaching module to help direct the learning process to achieve learning outcomes that have been stated by the government. This case study aims to investigate teachers’ understanding toward the preparation of teaching module, especially English subject in phase D. Twenty-seven Junior High School English teachers in Kediri became the subjects of this study. The data were collected through a closed-ended questionnaire with five answer choice options submitted online through the Google Form application followed by a guided- interviews. The results showed that in general teachers had good understanding of Phase D English learning outcomes, components of teaching modules and their development, English learning approaches using the Genre Based Approach and its cycles and stages. However, some of teachers were uncertain about constructing of learning objectives, the selection of types and forms of assessment. It is recommended to the government and parties related to the development of teacher competencies in learning planning to provide training for the teachers about composing teaching objectives, form and types of assessment aspects so that teachers’ competence and teaching quality can be improved.    
THE EFFECT OF PICTURE SERIES ON THE STUDENTS’ ABILITY IN WRITING NARRATIVE TEXT AT SMAN 7 KEDIRI Yeri Febrian; Diani Nurhajati; Yunik Susanti
JURNAL KOULUTUS Vol. 7 No. 1 (2024): JURNAL KOULUTUS
Publisher : LPPM Universitas Kahuripan Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51158/koulutus.v7i1.1121

Abstract

Writing must be taught to secondary school students when they study English at school. During teachingpractice at SMAN 7 Kediri, the researchers identified several problems when the students were taught towrite English texts. Most students had difficulty to develop ideas and make English sentences. Therefore,experimental research was carried out using picture series to teach writing narrative text. This researchaims at describing the development of students' writing skills before and after being taught using seriesof pictures by applying quantitative research methods. Data collection was carried out through pre-test and post-test writing on 34 eleventh grade students at SMAN 7 Kediri as the sample. Data wereanalyzed using the SPSS Statistics 26 tool. After being given treatment in learning using visual media inthe form of a series of images, students' ability to write narrative text showed improvement. The resultsof the t-test calculation show that there is a significant mean difference between the pre-test and post-test scores. The Sig (2-tailed) value of the comparison between pre-test and post-test is 0.000, whichis lower than 0.005, while the results obtained are significant if <0.005. So, it can be concluded thatthe to series of pictures is an effective medium for teaching writing, especially writing narrative texts.Therefore, it is recommended that English teachers use series of pictures as a teaching medium to teachwriting narrative texts
Co-Authors Aji, Mahendra Puji Permana Alam, Muhammad Izzul Clarissa , Rizka Dewi Kencanawati Diani Nurhajati Diky Ari Pratama Dwiki Ade Mulyantama Elistya, Wenny Fabiola D Kurnia Febrian, Yeri Firda Anisa Sukmayani Firda Anisa Sukmayani Indah Nopitasari Ita Apriliya Kencanawati, Dewi Kenya Ariartha Khoiriyah Khoiriyah Kurnia, Ita Mahendra Puji PA Nike Aprilia Nike Aprilia Nike Aprilia Nila Nisaul Hasanah Nopitasari, Indah Nur Hasnani Putri Akhmad Jaeni Nur Kholimah D.N Octavia Annike Putri Rika Riwayatiningsih Riwayatiningsih, Rika Sri Panca Setyawati Suharsono Suharsono Suhartono Suhartono Suhartono Suhartono Suhartono Sulistyani Sulistyani Sulistyani Sulistyani Suzana Meylita Rachmawati Yanuar Lazuardy Yeri Febrian Yuanita, Risa Ananda