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All Journal LingTera Edu-Ling: Journal of English Education and Linguistics E-Link Journal Journal of Advanced Multidisciplinary Research AL-TARBIYAH: Jurnal Pendidikan (The Educational Journal)
Khusnul Harsul Lisan
Universitas Nahdlatul Ulama Yogyakarta
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THE USE OF MIND MAPPING TO IMPROVE STUDENT’S ABILITY IN WRITING DESCRIPTIVE TEXTS FOR SEVENTH GRADERS Khusnul Harsul Lisan
E-LINK JOURNAL Vol 9, No 1 (2022): E-LINK JOURNAL
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/ej.v9i1.639

Abstract

This study aimed to help seventh graders write descriptive writings more effectively by using mind mapping. Action research was used to describe this study. Two cycles of execution were used for the actions. The seventh graders from SMP Negeri 2 Gamping Sleman Yogyakarta served as the study's subjects. Both qualitative and quantitative data were used in the study. The students, the English teacher, and the collaborator were all interviewed after watching the teaching and learning process in action. The information was presented as field notes, interview transcripts, and pictures. While this was going on, the quantitative data were gathered by conducting pre- and post-tests following Cycle I and Cycle II. By using democratic validity, dialogic validity, catalytic validity, and result validity, the validity of the data was established. The results of the study demonstrated that using mind maps to show students how to write descriptive texts could enhance their writing abilities. Additionally, employing mind maps to teach students how to write descriptive texts might grab their interest and motivate them. According to the quantitative data, the students' mean pre-test score was 9.970, and their post-test scores for Cycle I and Cycle II were 11.191 and 13.191, respectively. The gain score at that time was 3.221. It showed that the students' writing of descriptive paragraphs significantly improved. Keywords: Mind mapping, descriptive texts, writing skill.
The Role of Peer-Assisted Learning Strategies (PALS) in Enhancing Students’ Reading Skills For Second Language Acquisition: Peran Strategi PALS dalam meningkatkan kemampuan reading siswa dalam pemerolehan bahasa kedua Khusnul Harsul Lisan
Edu-Ling: Journal of English Education and Linguistics Vol. 5 No. 2 (2022): July
Publisher : English Education Study Program Faculty of Teacher Training and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32663/edu-ling.v5i2.2681

Abstract

Reading becomes greatly important issue since it is considered as the most frequent input to develop second language acquisition. In reality, learning strategies used in the classroom activity often left a gap between the high proficiency students and the lower one. Hence, peer-assisted learning strategy (PALS) comes to provide a way out towards the gap. The role of peer-assisted learning strategy is assumed to be one of effective learning strategies since it gives them a more chance to interact and cooperate closely while diminish the gap itself in reading skills. Therefore, this research aimed to know the role of PALS in order to help the students enhancing reading skills focusing on the fluency, pronunciation, and word recognition in comprehending the texts while eliciting social interaction between them. This belongs to a case study research. The data were collected through interviews with various grades of students in senior high school. In the end, the research provided the descriptions about the students’ opinion towards the role of PALS in enhancing their reading skills.
PENGEMBANGAN MATERI BAHASA INGGRIS YANG MENGINTEGRASIKAN NILAI RELIGI UNTUK KELAS X MADRASAH ALIYAH khusnul harsul lisan
AL-TARBIYAH: Jurnal Pendidikan (The Educational Journal) Vol 33, No 1 (2023)
Publisher : Faculty of Tarbiyah and Teachers Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/ath.v33i1.13294

Abstract

Mengajar bahasa Inggris sesuai konteks menjadi isu penting terutama bagi siswa yang berlatar belakang Islam. Gagasan untuk memasukkan nilai-nilai religius dalam materi pembelajaran sangat penting untuk memotivasi siswa serta untuk mencapai tujuan pembelajaran bahasa Inggris secara kontekstual. Penelitian ini bertujuan untuk mengembangkan materi pembelajaran bahasa Inggris yang dipadukan dengan nilai-nilai religius untuk siswa kelas X Madrasah Aliyah Ali Maksum Krapyak Yogyakarta. Penelitian ini merupakan penelitian dan pengembangan dan menggunakan model desain ADDIE yang meliputi analisis kebutuhan, perancangan silabus, pengembangan materi, validasi produk, uji coba, dan produk akhir. Pengumpulan data dilakukan melalui kuesioner dan wawancara. Data dianalisis secara deskriptif. Hasil penelitian menunjukkan bahwa materi pembelajaran bahasa Inggris tersebut sudah tepat untuk siswa pondok pesantren. Hal ini dapat dilihat dari hasil nilai rata-rata yang berkisar antara 3,28 - 3,42 dari skala maksimal 4 untuk validasi ahli, sedangkan hasil uji coba dengan siswa berkisar antara 3,18 - 3,40 dari skala maksimal 4 yang dikategorikan “Sangat Baik”. Oleh karena itu, materi bahasa Inggris tersebut dianggap tepat dan dapat diterima oleh siswa pondok pesantren untuk memotivasi siswa dan membantu mereka dalam belajar bahasa Inggris secara kontekstual.Kata kunci: Materi bahasa Inggris, nilai religi, kelas XTeaching English in context is an important issue, especially for students with Islamic backgrounds. The idea of incorporating religious values into learning materials is very important to motivate students and to achieve the goals of learning English contextually. This research intended to develop English materials integrated with religious values for class X students of Islamic Senior High School of Ali Maksum Krapyak Yogyakarta. This research is a research and development using the ADDIE design model including needs analysis, syllabus design, material development, product validation, trials, and the final product. Data collection was carried out through questionnaires and interviews. Data were analyzed descriptively. The results of the study show that the English learning materials are appropriate for the students of Islamic boarding school Grade X. This can be seen from the results of the average score which ranges from 3.28 - 3.42 from the maximum scale of 4 for the expert validation, while the results of trials with students range from 3.18 - 3.40 from the maximum scale of 4 which are categorized as "Very Good". Therefore, the English materials are considered appropriate and acceptable by the students of the Islamic boarding school to motivate and assist them in learning English contextually.Keywords: English materials, religious values, class X 
Supporting English learning activities using hybrid communication and interaction Adhan Kholis; Khusnul Harsul Lisan
LingTera Vol 10, No 2 (2023)
Publisher : Department of Applied Linguistics, FBSB, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/lt.v10i2.65722

Abstract

Covid-19 pandemic extended serious impact toward educational field in all countries. Most schools conducted teaching and learning activities fully online even hybrid to reach the best interaction and communication. This study aimed to explore and describe the implementation of hybrid communication, the benefits, the evaluation and assessment, and the perceptions of both students and parents in English language teaching for the primary education at Afkaaruna Islamic School (AIS) Sleman Yogyakarta, Indonesia. It was qualitative research with a case study research design. In collecting data, the researchers interviewed the principal, the head of curriculum, three English teachers, three students, and parents. The oservation of class activities, the documentation of teaching, and questionnaires of perceptions were also administered as supporting data. In analyzing the data, the researcher used interactive model by Miles Huberman including data collection, data reduction, data display and conclusions.  The results showed that teachers used lab-rotation model (50:50) in teaching and learning. Hybrid communication offered contributions toward English language teaching and learning at primary education including students’ enhancement and engagement on English skills, technical skills, class management, and digital literacy as well. Also, it facilitated students to access and obtain many online resources and references such as PDF texts, websites, e-books, YouTube videos, and animations. Moreover, it helped the teachers explained materials easily due to various digital tools used in the classroom. This study is expected to serve as a hybrid learning model for educators as an alternative approach when full online is deemed challenging to implement.
Looking for Insights: A Comparison of Secondary Education English Curricula in Indonesia and Estonia Berli Arta; Adhan Kholis; Rahayu Rahayu; Ulul Azmi; Khusnul Harsul Lisan
Journal of Advanced Multidisciplinary Research Vol 4, No 2 (2023): December 2023
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/jamr.4.2.76-89

Abstract

Both Indonesia and Estonia have similar contexts of learning English as a foreign language.  The learning achievements reveal a considerable disparity when considering the worldwide assessment of English proficiency, with Indonesia ranking 79th and Estonia securing the 23rd position according to the (EF English Proficiency Index in 2023). This study compares English curricula in Indonesia and Estonia, examining the differences between them despite similar conditions for teaching English as a foreign language. The fundamental goal of the study was to identify the factors that influence diverse learning outcomes in various countries. The study used content analysis to compare curricular papers from both countries on six critical criteria including: (1) stakeholders involved in English curriculum development, (2) stakeholders' reactions to the English curriculum, (3) stated purposes of the curriculum, (4) educational philosophies underlying the English curricula, (5) unstated purposes of the curricula, and (6) influential factors shaping the curricula. The analysis suggested that the key drivers to the discrepancy in learning results in both countries were national policy, pedagogy, and assessment implementations. The results showed that the main result of the mentioned alterations underscored the need for an enhanced approach to the instruction and acquisition of English. Allocating sufficient time for English learning allows students to maximize their opportunities for developing language skills. Moreover, integrating speaking and writing elements into final evaluations and embracing a communicative language strategy can inspire both educators and learners to participate in more genuine learning experiences.
Co-Authors Adhan Kholis Berli Arta Rahayu Rahayu Ulul Azmi