Articles
<![CDATA[Teachers’ Skill in Utilizing Literary Texts to Train Students’ Critical Thinking ]]>
<![CDATA[Nurhajati, Diani]]>;
<![CDATA[Susanti, Yunik]]>;
<![CDATA[Kencanawati, Dewi]]>
<![CDATA[ Jurnal Pendidikan Guru Sekolah Dasar Vol. 2 No. 2 (2025): February ]]>
Publisher : <![CDATA[Indonesian Journal Publisher ]]>
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DOI: 10.47134/pgsd.v2i2.1186
<![CDATA[One of dimension in Pancasila Student Profile is students have ability to think critically. Teachers can apply many strategies to train their students in order that their critical thinking develop. One of them is by utilizing literary text in teaching. This research aims to describe the skills of elementary school teachers in utilizing literary text to train critical thinking to the students. This research applies a descriptive qualitative approach in which the subjects of this research were 1 school principal, 2 teachers of grades 5 and 6, and 40 students of SDN 1 Loceret, Nganjuk. The researcher used guided interview, questionnaires, and document analysis to collect the data. The finding of the research can be described that the teachers have already used local literary text, such as poems and short stories to train critical thinking skills. They used those texts for teaching materials. However, they still had problems to develop activities that train the students to think critically. They only utilize those texts in curricular activity or during the teaching-learning in the classroom. It is recommended that teachers should utilize the local-culture based stories in co-curricular and extra-curricular.]]>
<![CDATA[THE EFFECT OF PICTURE SERIES ON THE STUDENTS' ABILITY IN WRITING NARRATIVE TEXT AT SMAN 7 KEDIRI ]]>
<![CDATA[Febrian, Yeri]]>;
<![CDATA[Nurhajati, Diani]]>;
<![CDATA[Susanti, Yunik]]>
<![CDATA[ JURNAL KOULUTUS Vol. 7 No. 1 (2024): JURNAL KOULUTUS ]]>
Publisher : <![CDATA[LPPM Universitas Kahuripan Kediri ]]>
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DOI: 10.51158/koulutus.v7i1.1121
<![CDATA[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]]>
<![CDATA[THE IMPLEMENTATION OF TEACHING SPEAKING TO YOUNG ADULT LEARNERS IN ENGLISH MASSIVE KEDIRI ]]>
<![CDATA[Nopitasari, Indah]]>;
<![CDATA[Nurhajati, Diani]]>;
<![CDATA[Susanti, Yunik]]>
<![CDATA[ JURNAL KOULUTUS Vol. 7 No. 2 (2024): JURNAL KOULUTUS ]]>
Publisher : <![CDATA[LPPM Universitas Kahuripan Kediri ]]>
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<![CDATA[This research aims at describing the implementation of teaching Speaking by a tutor for young adult students in one location, which focuses on instructional materials, learning activities, and learning steps in class. This case study was conducted using a qualitative approach. The subjects of this research were a tutor and two participants at the Ngampel spot, Mojoroto Kediri. The researchers carried out observations, interviews and documentation to collect data. The findings show that the implementation of learning speaking skills in young adult groups at English Massive is interesting in terms of the material and teaching techniques. When teaching, the tutor always chooses activities that train speaking skills and completed with interesting learning media.]]>
<![CDATA[Pelatihan Joyful English Learning Bagi Guru Madrasah Ibtidaiyah ]]>
<![CDATA[Nurhajati, Diani]]>;
<![CDATA[Kencanawati, Dewi]]>;
<![CDATA[Susanti, Yunik]]>;
<![CDATA[Setyawati, Sri Panca]]>
<![CDATA[ Dedikasi: Jurnal Pengabdian Pendidikan dan Teknologi Masyarakat Vol. 2 No. 1 (2024): Dedikasi 2024 ]]>
Publisher : <![CDATA[Institut Teknologi Pendidikan Indonesia ]]>
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DOI: 10.31004/dedikasi.v2i1.37
<![CDATA[Salah satu keterampilan yang harus dimiliki oleh lulusan sekolah di Indonesia adalah keterampilan berkomunikasi menggunakan Bahasa Inggris agar mampu bersaing di abad 21. Oleh karena itu, pemerintah Indonesia memperbolehkan Bahasa Inggris diajarkan mulai dari Sekolah Dasar (SD)/Madrasah Ibtida’iyah (MI). Pengelola MI Al Ikhlash Blabak, Kabupaten Kediri ingin memberikan pelajaran Bahasa Inggris untuk siswa-siswanya. Akan tetapi, semua guru tidak memiliki latar belakang Pendidikan Bahasa Inggris. Untuk itu pihak madrasah bekerja sama dengan tim Program Pengabdian kepada Masyarakat (PKM) UNP Kediri melaksanakan pelatihan bagi para guru di madrasah tersebut tentang pembelajaran Bahasa Inggris yang menyenangkan bagi siswa. Kegiatan pelatihan dilakukan secara tatap muka (in) untuk materi kurikulum merdeka, konsep pembelajaran ramah anak, pengembangan materi, berbagai metode mengajar yang menyenangkan, dan menyusun Rencana Pelaksanaan Pembelajaran (RPP/modul ajar). Sedangkan praktik pengembangan RPP/modul ajar dilakukan dengan penugasan (on). Setelah mengikuti pelatihan menunjukkan ada peningkatan pada kompetensi guru sebesar 38%, yaitu mereka mampu mengembangkan materi dan memilih kegiatan pembelajaran yang ditulis dalam persiapan sederhana, serta mampu mempraktikkannya di kelas.]]>
<![CDATA[Fostering Literacy Culture by Optimizing Reading Corner at Elementary School ]]>
<![CDATA[Susanti, Yunik]]>;
<![CDATA[Kurnia, Ita]]>;
<![CDATA[Nurhajati, Diani]]>
<![CDATA[ Celt: A Journal of Culture, English Language Teaching & Literature Vol 25, No 1: June 2025, Nationally accredited ]]>
Publisher : <![CDATA[Soegijapranata Catholic University ]]>
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DOI: 10.24167/celt.v25i1.12523
<![CDATA[Literacy is not just the ability to read and write, it involves the ability to understand, engage, use, analyze and transform both written and spoken texts. Schools have an important role in building a literacy culture in schools. One of them is creating a literacy-friendly physical environment. Reading corner is an example of a physical environment that supports the development of a literacy culture at school. This study aimed to study the implementation of reading corner activities in order to foster literacy culture as applied in an elementary school and to identify the students’ reaction to the activities in reading corners. This case study was carried out at Kaliombo elementary school Kediri. The data from school principals, teachers and students were gathered through interview, questionnaire and documentation. The data was analyzed using qualitative data analysis and percentage computation. The results showed that the literacy culture built in the reading corner was carried out in several ways: (a) composing a certain schedule for each class to read certain books and do activities in the reading corner; (b) providing interesting and varied new books to boost the students’ interest in the reading corner; (c) creating literacy-related activities in reading corner. The study finds that students had positive reactions to the implementation of activities in the reading corner to foster literacy culture. This study also implied that the reading corner is worth developing in elementary school as it facilitates students with numerous activities that encourage the formation of a literacy culture.]]>
<![CDATA[Pengembangan Modul Ajar Inovatif: Integrasi Kegiatan Penguatan Numerasi pada Mata Pelajaran Non-Matematika ]]>
<![CDATA[Nurhajati, Diani]]>;
<![CDATA[Susanti, Yunik]]>;
<![CDATA[Kencanawati, Dewi]]>;
<![CDATA[Yuanita, Risa Ananda]]>;
<![CDATA[Clarissa , Rizka]]>
<![CDATA[ Jurnal Pengabdian Masyarakat Nusantara Vol 4 No 2 (2025): Juni 2025 ]]>
Publisher : <![CDATA[Universitas Nusantara PGRI Kediri ]]>
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DOI: 10.29407/dimastara.v4i2.25107
<![CDATA[Pengembangan numerasi dapat dilakukan melalui pembelajaran yang mempraktikkan numerasi dalam kehidupan sehari-hari. Integrasi numerasi dalam mata pelajaran non-matematika dapat meningkatkan kemampuan siswa memecahkan masalah nyata. Pelatihan ini bertujuan untuk membimbing guru menyusun modul ajar inovatif yang mengintegrasikan kegiatan penguatan numerasi pada mata pelajaran non-matematika untuk meningkatkan kemampuan numerasi peserta didik di Sekolah Dasar Negeri (SDN) Bendet Kecamatan Diwek Kabupaten Jombang. Yang menjadi sasaran dari kegiatan ini adalah sepuluh guru-guru di SDN Bendet. Metode pelatihan ini dilakukan dalam tiga tahap yaitu; persiapan, pelaksanaan dan evaluasi. Hasil kegiatan ini menunjukkan bahwa guru telah mampu menyusun modul ajar yang mengintegrasikan kegiatan numerasi pada mapel Bahasa Indonesia, Bahasa Inggris, Ilmu Pengetahuan Alam dan Sosial, dan Pendidikan Agama Islam dan Budi Pekerti. Selanjutnya guru juga mampu menerapkan perencanaan integrasi kegiatan numerasi yang telah disusun dalam proses pembelajaran nyata di kelas. Disarankan kepada SDN Bendet untuk mendorong guru-guru yang lain untuk menyusun modul ajar mapel non-matematika yang lain yang mengintegrasikan kegiatan numerasi dan selanjutnya juga dapat mengimbaskannya pada sekolah-sekolah yang lain.]]>
<![CDATA[DIFFERENTIATED TEACHING METHOD FROM THE STUDENTS ABILITY IN READING COMPREHENSION AT SMAN 4 KEDIRI ]]>
<![CDATA[Nila Nisaul Hasanah]]>;
<![CDATA[Yunik Susanti]]>;
<![CDATA[Diani Nurhajati]]>
<![CDATA[ JOURNAL OF HUMANITIES AND SOCIAL STUDIES Vol. 1 No. 03 (2023): NOVEMBER 2023 ]]>
Publisher : <![CDATA[Media Inovasi Pendidikan dan Publikasi ]]>
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<![CDATA[The development of the times has provided changes in the world of education which are marked by changes in curriculum policies according to the needs of the times. In the 2022 the Ministry of Education and Culture issued a new curriculum called Merdeka Curriculum. One of the appropriate learning methods for Merdeka Curriculum is differentiated teaching method. Concern for students by paying attention to strengths and needs is the focus in differentiated teaching. The purpose of this research is to find out how the effect of differentiated teaching on students’ reading comprehension skills. In this study, researcher used a quantitative approach with research subjects in class X11 at SMAN 4 Kediri. The method used in this research is a one group pre-test post-test design. Researcher collected data through the scores of students’ pre-test post-test design. The results of the t test hypothesis test obtained t count > t table, namely 10,723 > 1,690, based on the hypothesis testing criteria then H0 is rejected. This shows that there is a significant effect of differentiated teaching on students’ reading comprehension. The researcher suggests to English teachers that using differentiated teaching through students’ abilities is more effective because this method is suitable for improving students’ reading comprehension skills.]]>
<![CDATA[Effect of Using Flashcards with Active Recall Method On 3rd Grade Students’ Vocabulary Mastery at MI Mambaul Ulum Dahu Kediri ]]>
<![CDATA[Alam, Muhammad Izzul]]>;
<![CDATA[Suhartono]]>;
<![CDATA[Susanti, Yunik]]>
<![CDATA[ Proceeding International Conference on Education Volume 03, Agustus Tahun 2025: International Conference on Education ]]>
Publisher : <![CDATA[Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri (UIN) Syekh Wasil Kediri, Indonesia ]]>
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<![CDATA[This study aims to investigate the effectiveness of flashcards combined with the active recall method in improving the English vocabulary mastery of elementary school students. The research was conducted using a quantitative approach with a pre-experimental design, specifically the one-group pre-test and post-test design. A group of students was given a vocabulary pre-test, followed by several sessions using flashcards and active recall activities, and then assessed with a post-test. The data were analyzed using the Wilcoxon Signed-Rank Test to determine the significance of differences between pre-test and post-test scores. The results showed a notable improvement in students’ vocabulary mastery after the intervention, particularly in pronunciation, recognition, and the ability to use words in context. While most students experienced progress, some showed little to no change, and a few had a slight decline, indicating varying levels of effectiveness. A t-test analysis is also considered as a comparative method to support the findings. The study suggests that incorporating memory-based and interactive methods such as flashcards and active recall can enhance vocabulary learning more effectively than traditional approaches. These results highlight the importance of engaging techniques in primary English education.]]>
<![CDATA[Students’ Attitude toward the Implementation of Teaching Listening Using Dictoglos Technique ]]>
<![CDATA[Susanti, Yunik]]>
<![CDATA[ Nusantara of Research : Jurnal Hasil-hasil Penelitian Universitas Nusantara PGRI Kediri Vol 1 No 2 (2014) ]]>
Publisher : <![CDATA[Universitas Nusantara PGRI Kediri ]]>
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DOI: 10.29407/nor.v1i2.53
<![CDATA[ABSTRACT Listening is the basis for the development of all other skills and the main channel through which the learner makes initial contact with the target language and its culture. Dictogloss technique is a classroom dictation activity in which learners listen to a passage, note down key words and then work together to create a reconstructed version of the text. This activity combines individual and group activities. The students’ attitude toward its implementation in listening teaching learning process in investigated in this study. It is a case study in the second year students of English Department Faculty of Teacher Training Nusantara PGRI Kediri University. The subject of the study was 2C class that consists of 38 students. The structured interview and closed ended questionnaire were used to know the students’ attitude towards dictogloss. It was founded that the students have positive attitudes towards this technique especially in the affective aspect.It is suggested that the English teacher should use dictogloss technique in teaching listening comprehension since it the students found it interesting and challenging for them to be more active in teaching and learning process. Key word: Teaching Listening, Dictogloss, Students’ Attitude ]]>
<![CDATA[HOW DO HIGH ACHIEVER STUDENTS APPLY LEARNING STRATEGIES ON READING? ]]>
<![CDATA[Susanti, Yunik]]>;
<![CDATA[Mulyantama, Dwiki Ade]]>
<![CDATA[ English Education:Journal of English Teaching and Research Vol 1 No 1 (2016): English Education ]]>
Publisher : <![CDATA[Universitas Nusantara PGRI Kediri ]]>
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DOI: 10.29407/jetar.v1i1.260
<![CDATA[Learning strategies used by the learners to help them comprehend, learn, or retain new information and achieve learning goals easily. This research aims at finding how the students apply learning strategies in their reading activity. The goals are to find the kinds and the most frequent learning strategies on reading together with the reason of using those most frequent strategies. This case study was carried out on the high achievers third grade students of English Department University of Nusantara PGRI Kediri. The data are collecting using questionnaire ,documentation and interview . The data then analyzed using quantitative data analysis for questionnaire data andquanitative analysis for the rest. There are three points that can be discovered from this research. 1) There are six learning strategies are used by high achievers, 2) Compensation Strategy is the strategy which is the most frequently used by high achievers in solving the problems of reading. 3) High achievers students have different reasons in applying learning strategies when they get problems, it is because of interest and urgent time.Based on three finding above, students should be aware the benefit of having learning strategies during they are learning English, especially in reading.By knowing that Compensation Strategy is the most frequent strategy used, the lecturers or teachers can use teaching strategies that appropriate with this strategy, for example: in reading exercise, students are given two passages with different contexts, but using same words or phrases in some parts of passages. So, students are able to differenciate the meaning of word when they guess it in a passage.]]>
