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<![CDATA[Pemanfaatan Aplikasi Synchronous dan Asynchronous Pada Pembelajaran Bahasa Inggris: Perspektif dan Urgensi Mahasiswa Pada Fenomena Pendidikan Abad 21 ]]>
<![CDATA[Isnaini Eddy Saputro]]>;
<![CDATA[Abdurrachman Faridi]]>;
<![CDATA[Mursid Saleh]]>;
<![CDATA[Frimadhona Syafri]]>
<![CDATA[ Prosiding Seminar Nasional Pascasarjana Vol. 5 No. 1 (2022) ]]>
Publisher : <![CDATA[Pascasarjana Universitas Negeri Semarang ]]>
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<![CDATA[Aplikasi Synchronous dan Asynchronous adalah alat atau fitur yang digunakan untuk mengakses sumber pembelajaran oleh mahasiswa dan pengajar di abad 21. Beberapa fitur synchronous dan asynchronous yang digunakan dalam proses pembelajaran Bahasa Inggris di pendidikan abad 21. Tujuan dari penilitian ini adalah untuk menjelaskan persepektif dan urgensi mahasiswa dari pemanfaatan teknologi pada pembelajaran Bahasa Inggris di abad 21. Penelitian ini menggunakan deskripsi kualitatif untuk menjelaskan persepsi dan urgensi 26 mahasiswa di Jurusan Ilmu Kesehatan Masyarakat, Sekolah Tinggi Ilmu Kesehatan Kota Sorong. Pendistribusian angket berupa kuisioner yang berjumlah 20 pernyataan melalui Google Form untuk mendapatkan respon mahasiswa terkait tujuan penelitian ini. Hasil penelitian menyebutkan bahwa adanya pembelajaran Bahasa Inggris menggunakan aplikasi synchronous dan Asynchronous sangat menyenangkan dan menimbulkan rasa percaya diri. Mahasiswa sangat terbantu untuk belajar Bahasa Inggris. Mahasiswa dengan mudah mengakses banyak materi dan informasi saat menggunakan Google, YouTube, E-Mail, dan grup WhatsApp. Penggunaan Zoom, dan Google Meet sangat menyenangkan dan mendukung mahasiswa secara keseluruhan bisa menyampaikan opini, ide, serta pembelajaran bahasa Inggris mampu menumbuhkan berpikir kritis dan kreativitas mahsiswa dalam membuat video pembelajaran Bahasa Inggris untuk keterampilan berbicara.]]>
<![CDATA[Implementasi Program MBKM Pertukaran Mahasiswa dan Dosen Luar Negeri: Upaya Internasionalisasi Kampus ]]>
<![CDATA[Sri Lestari]]>;
<![CDATA[Issy Yuliasri]]>;
<![CDATA[Sri Wuli Fitriati]]>;
<![CDATA[Frimadhona Syafri]]>
<![CDATA[ Prosiding Seminar Nasional Pascasarjana Vol. 5 No. 1 (2022) ]]>
Publisher : <![CDATA[Pascasarjana Universitas Negeri Semarang ]]>
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<![CDATA[Untuk menunjang program MBKM dan ketercapaian IKU PT, maka Universitas PGRI Madiun melaksanakan program internasionalisasi. Adapun tujuan penelitian ini adalah untuk meninjau pelaksanaan program internasionalisasi UNIPMA pada tahun 2020-2022. Data diperoleh dari dokumentasi, berupa POB kegiatan dan laporan kegiatan. Adapun hasil penelitian ini adalah; Universitas PGRI Madiun melalui Biro Kerja sama dan Humas pada tahun 2020-2022, mengadakan kerja sama dengan Universitas mitra untuk mengadakan: 1) Program Pertukaran Mahasiswa (Transfer Kredit Internasional, IISMA, Sea-TVET), 2)Program Pertukaran Dosen, 3) Pelaksanaan International Conference.]]>
<![CDATA[Investigating the Need of Students in Developing a Model of Web 2.0-Based Extensive Listening Materials ]]>
<![CDATA[Surti Milarisa]]>;
<![CDATA[Abdurrachman Faridi]]>;
<![CDATA[Rudi Hartono]]>;
<![CDATA[Frimadhona Syafri]]>
<![CDATA[ International Conference on Science, Education, and Technology Vol. 8 (2022) ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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<![CDATA[Learning English especially for listening is still considered as challenging area. It is due to the unavailability of suitable material of listening which is in accordance to the students’ needs. Moreover, students face the difficulty in listening, because they have no sufficient background about listening in their previous school. Therefore listening remains untouched in English teaching. Moreover, this study attempts to investigate the need analysis in developing a model of web 2.0-based Extensive Listening (EL) materials by students' need. This study applied a descriptive qualitative method in analyzing data. The questionnaires was used for collecting the data from 68 students in English Department in Berau, East Kalimantan. The results showed that 82.2% students chose the authentic materials for learning extensive listening. The finding also showed that the 86.9% students agree with web-based as a tool for extensive listening. The most of students chose fiction as a material for EL as Listening for pleasure learning. The students need to listen several of activities of listening; for instance: folklores such as history of the kingdom from the education web.]]>
<![CDATA[Entry to OER-Based Material Development Of English For Culinary Purposes ]]>
<![CDATA[Irzy Lil Iman]]>;
<![CDATA[Frimadhona Syafri]]>;
<![CDATA[Fiki Alghadari]]>;
<![CDATA[Audi Yundayani]]>
<![CDATA[ Prosiding Temu Ilmiah Nasional Guru Vol. 14 No. 1 (2022): TING XIV 2022 ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan (FKIP), Universitas Terbuka ]]>
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<![CDATA[This study seeks to highlight students' need analysis for English for culinary purposes (ECP) as an entry of open educational resources (OER)-based material development. The participants in the study were two English teachers from a Bekasi vocational school. A semi- structured interview was utilized for data collection. This study found that the learning objective of ECP is to equip students to communicate orally and in writing with clients and other culinary professionals at the A2 or B1 level of English proficiency, within the context of the culinary arts. In addition, the required ECP material should include the following topics: (1) service areas; (2) kitchen utensils; (3) storage room; (4) collaborating as a team; (5) the hazard handling procedure; (6) correspondence activity; (7) le gourmet; (8) ingredients; (9) taking orders. Integration of linguistic features and generic structure should be incorporated into the design of ECP teaching materials to facilitate content-based instruction. The research reveals that OER-based material development for culinary purposes should consider the learning objective, the needs, preferences, and profiles of the students, as well as their English proficiency level. In addition, it is crucial to involve students in the learning process by utilizing OER and authentic material delivered through technology.]]>
<![CDATA[Utilizing Visual Literacy Competence as a Strategy in Teaching Descriptive Writing ]]>
<![CDATA[Hermansyah]]>;
<![CDATA[Rahayu Puji Haryanti]]>;
<![CDATA[Sri Wahyuni]]>;
<![CDATA[Frimadhona Syafri]]>
<![CDATA[ Metathesis: Journal of English Language, Literature, and Teaching Vol. 7 No. 2 (2023): Metathesis: Journal of English Language, Literature, and Teaching ]]>
Publisher : <![CDATA[Universitas Tidar ]]>
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DOI: 10.31002/metathesis.v7i2.674
<![CDATA[Utilizing visual literacy competence, a strategy is very helpful in order to make students’ feel better in writing a descriptive paragraph, since, it is help students to develop their idea, thinking and imaging a vocabulary use and having an organization of idea come up into their mind. The purpose of this paper is to know the effectiveness of utilizing visual literacy competence as a strategy in teaching descriptive paragraph writing, and to know the students’ perception toward utilizing visual literacy competence as a strategy in teaching descriptive paragraph writing. Mixed method used in this research. The result came from the test given in one-group-pretest and posttest, and qualitative data from the questionnaire given to 22 students of Vocational High School students. It can be drawn that the efficiency of using visual literacy in the classroom to teach students how to write descriptive paragraphs, as well as the attitudes of the students toward the use of visual literacy in the classroom to teach students how to write descriptive paragraphs. Most of students are agreed to utilize visual literacy as strategy in teaching descriptive paragraph writing is really effective to use.]]>
<![CDATA[ANALYSIS OF CRITICAL DISCOURSE AND RHETORIC SPEECH MINISTER OF EDUCATION NADIEM MAKARIM ON TEACHER'S DAY 2022 AND ITS IMPLEMENTATION IN LEARNING ]]>
<![CDATA[Dwi, Afria]]>;
<![CDATA[Goziyah, Goziyah]]>;
<![CDATA[Syafri, Frimadhona]]>
<![CDATA[ Jurnal Dinamika UMT Vol 8, No 2 (2023) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Tangerang ]]>
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DOI: 10.31000/dinamika.v8i2.10923
<![CDATA[Van Dijk's Critical Discourse Analysis (AWK) on text structure (macro, superstructure, and micro) in the Speech of the Minister of Education Nadiem Makarim on Teacher's Day 2022 is shown by the theme in Nadiem Makarim's speech is an invitation to innovate to realize Independent Learning. The superstructure in the Speech of the Minister of Education Nadiem Makarim on Teacher's Day 2022 consists of a scheme which includes introduction, content and closing; semantics which includes background, detail, and purpose; and presuppositions. The microstructure found in the Speech of the Minister of Education Nadiem Makarim on Teacher's Day 2022 is a graphic lexicon and rhetoric.]]>
<![CDATA[INDONESIAN LANGUAGE FOR FOREIGN SPEAKERS (BIPA): INDUSTRY-ORIENTED MATERIAL DEVELOPMENT NEEDS ANALYSIS ]]>
<![CDATA[Yundayani, Audi]]>;
<![CDATA[Syafri, Frimadhona]]>;
<![CDATA[Izzati, Arini Noor]]>
<![CDATA[ SOSCIED Vol 8 No 1 (2025): SOSCIED - Juli 2025 ]]>
Publisher : <![CDATA[LPPM Politeknik Saint Paul Sorong ]]>
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DOI: 10.32531/jsoscied.v8i1.911
<![CDATA[BIPA has gained significant momentum on a global scale since the Indonesian language (IL) became the official language. Due to the high demand for industry-specific material development, researchers conduct a needs analysis regarding IL as a foreign language. From the standpoint of target situation analysis, this study aims to identify the outcomes of a need analysis of foreign learners concerning industrial-oriented IL skills by utilizing a qualitative methodology through a questionnaire. A total of fifty-two people participated voluntarily. The data analysis was qualitative. The findings revealed that IL skills should be related to the industry context, which covers listening, speaking, reading, writing, and knowledge of language structure. It is also essential to reflect metacognitive strategies through the content on material development. These findings will guide the design of learning material and processes by considering the learners' needs and characteristics from the perspective of BIPA as a foreign language.]]>
<![CDATA[SUPPORT SYSTEMS AND LEARNER RESILIENCE IN DISTANCE ENGLISH HIGHER EDUCATION ]]>
<![CDATA[Sri Ardiasih, Lidwina]]>;
<![CDATA[Juhana]]>;
<![CDATA[Syafri, Frimadhona]]>;
<![CDATA[Rahmiaty]]>;
<![CDATA[Meylina]]>;
<![CDATA[Sik Chung, Kwang]]>
<![CDATA[ English Review: Journal of English Education Vol. 13 No. 2 (2025) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/erjee.v13i2.11846
<![CDATA[This study examined distance learner resilience in overcoming academic burnout during their research in the English department. The descriptive qualitative and quantitative approaches were used to evaluate the experiences and perspectives of 144 distance learners on their self-directed learning activities from the Undergraduate and Graduate English Education Study Programs at Universitas Terbuka (UT). The findings revealed that a strong support system is important in enhancing learners' resilience in distance higher education. Support from family and institutions contributes to their emotional and academic stability, while community engagement and access to digital resources expand learning opportunities and overcome barriers. In addition, the balance between online learning and personal life is key to preventing academic burnout and maintaining learning motivation. Therefore, educational institutions need to develop holistic support strategies, covering emotional, social, and managerial aspects for distance learners.]]>
<![CDATA[Technology devices: Can it enhance pre-service teachers' teaching? ]]>
<![CDATA[Syafri, Frimadhona]]>;
<![CDATA[Wahyuni, Sri]]>
<![CDATA[ Eureka: Journal of Educational Research Vol. 1 No. 1 (2022): Technology-based and intercultural contexts-based learning for the students' en ]]>
Publisher : <![CDATA[S&Co Publishing ]]>
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DOI: 10.56773/ejer.v1i1.4
<![CDATA[The COVID-19 pandemic has resulted in schools being closed around the world. Globally, most children are outside the classroom. As a result, education has changed dramatically, with the advent of typical e-learning, where teaching is done remotely and on digital platforms. These conditions are very demanding on information skills, media, and technology as a solution to these problems. All school activities had been shifted to an online delivery mode, which causes the implementation of teaching practices to be carried out online. This transfer forces pre-service teachers to have different teaching practice experiences. Technological devices are the facilities they use to support online learning. This study aims to describe the implementation and perceptions of pre-service teachers on their teaching practice experiences during the pandemic. Class observations are made on the implementation of English pre-service teachers’ teaching by implementing technological devices in three public junior high schools in Semarang. To evaluate how the teaching and learning process in applying technological devices, the Technological Integrated Matrix (TIM) by Florida Center for Instructional Technology is used as a framework for analyzing the data. TIM provides a framework for describing and targeting the use of technology to enhance learning. Questionnaires and interviews are also administered to obtain information about the pre-service teachers' perceptions of online learning during the pandemic era. Therefore, despite the limitations of its implementation, teaching practice programs tend to form a positive mindset and teaching attitude for pre-service teachers.]]>
<![CDATA[Realization of Assertive Speech Acts By The Main Character in The Turning Red Film ]]>
<![CDATA[Fadillah, Syifa Fellashufa]]>;
<![CDATA[Syafri, Frimadhona]]>;
<![CDATA[Pratama, Hendi]]>
<![CDATA[ English Education Journal Vol. 14 No. 2 (2024): June 2024 ]]>
Publisher : <![CDATA[English Education Journal ]]>
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DOI: 10.15294/54ax1f25
<![CDATA[In the field of pragmatics, speech act analysis is fundamental to knowing the intended meaning behind a speaker's utterance. The objectives of this particular study encompass elucidating the manifestation of assertive speech, direct and indirect assertive speech acts, and the utilization of Asian Politeness by Meilin Lee in the acclaimed film Turning Red. Methodologically, this study adopted a qualitative approach with pragmatics study. The findings illuminated that there were 71 instances of utterances indicative of speech acts. Furthermore, the primary character exhibited a predilection towards employing assertive speech acts to articulate her beliefs and viewpoints, thereby expressing and elucidating various concepts in her utterances. Mei predominantly employed direct speech in her interactions with friends. However, in certain scenarios, she resorted to indirect speech when declining her friends' invitations. Moreover, she employed indirect speech to mask her emotions. In an effort to safeguard her mother’s feelings and conceal actions that perturbed her, Mei frequently resorted to fabrications]]>
