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All Journal Jurnal Dimensi Pendidikan dan Pembelajaran EDUPEDIA TLEMC (Teaching and Learning English in Multicultural Contexts) JURNAL GEOGRAFIKA (GEOGRAFI LINGKUNGAN LAHAN BASAH) English Language Education Reviews Khatulistiwa: Jurnal Pendidikan dan Sosial Humaniora At-Tarbawi: Jurnal Kajian Kependidikan Islam Hikmayo: Jurnal Pengabdian Masyarakat Jurnal Kajian Pariwisata dan Perhotelan Jurnal Pendidikan dan Sosial Humaniora

Ayuningtyas Palupi, Risqi Ekanti

Politeknik Akbara Surakarta

Author-ID : 4287140

Religion Humanities Earth & Planetary Sciences Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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Students' Perceptions on E-Learning Use in Fourth and Sixth Semesters of English Department in UMPO Ana Maghfiroh; Risqi Ekanti Ayuningtyas Palupi; Galuh Erlina Putri
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 4, No 2 (2020): Teaching and Learning English in Multicultural Contexts
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v4i2.2038

This research is qualitative descriptive research with the subject are the fourth and sixth semesters of the English Department at the Muhammadiyah University of Ponorogo (UMPO). Semesters four and six each consist of 16 students. So the total number of respondents was 32 students. The data collections were questionnaires, observation, and interviews to find out student's perception of E-learning use, E-learning element, and the impact of students in E-learning use. The results of the study show that according to students' perception E-learning is effectively carried out in lectures because with E-learning, students can access lecture material wherever and whenever. Besides, by using E-learning, the learning resources and learning activities of students are also diverse because E-learning is equipped with attractive features. One of the E-learning platforms used by English Department lecturers at Muhammadiyah University in Ponorogo (UMPO) is Bebas UMPO (MOODLE), Google Classroom, Edmodo, and Whatsapp. There are some standard features from applications/platforms that used by lecturer: Features from Bebas UMPO are "Forums", "Quizzes", "SCORM packages", "Resources", and "Assignments"; feature from Google classroom is "Classwork"; part from Edmodo are "Chatting," and "Quiz" and feature from Whatsapp is "Group chat". The result of the study is students more active in responding during lecture activities using E-learning. Keywords: Students' perception, E-learning

SELANGKAH LEBIH DEKAT BERSAMA FORMATIVE ASSESSMENT Risqi Ekanti Ayuningtyas Palupi
JURNAL DIMENSI PENDIDIKAN DAN PEMBELAJARAN Vol 5, No 1 (2017): Januari
Publisher : Universitas Muhammadiyah Ponorogo

Abstract Innovation and invention are the new paradigm in learning process in Indonesia. One of the innovation and invention can be seen in the quality of teaching learning process. Meanwhile, the quality of teaching learning process can be measured by having a measurement called as evaluation or assessment. Based on the process of assessment, it can be divided into two terms; formative and summative assessment. Lecturers usually use summative assessment to make a grading but they forget that the process of learning processes also need an evaluation, here called formative assessment. This assessment is used to measure the students’ achievement in learning process. This research is aimed to describe the efforts in implementing the formative assessment in reaching the learning goals. This research was done in English Department in private universities; Muhammadiyah University of Ponorogo and STKIP PGRI Ponorogo. This is a qualitative research. The result of this research is the lecturers of both universities had done this formative assessment although not all of them use the result of the formative assessment. They used this to measure the students’ understanding of the lesson. They usually use one to one assessment, small group assessment, and then a field trial in implementing their formative assessment.Keywords: Formative assessment

ENRICHING VOCABULARY MASTERY USING SHORT STORIES (A Classroom Action Research in the Second Year of SMP N 5 Sukoharjo in the Academic Year of 2009/2010) Risqi Ekanti Ayuningtyas Palupi
JURNAL DIMENSI PENDIDIKAN DAN PEMBELAJARAN Vol 3, No 1 (2015): Januari
Publisher : Universitas Muhammadiyah Ponorogo

This study is based on the problems of the low vocabulary mastery of the second year students of SMP N 5 Sukoharjo in the academic year of 2009/2010. It focuses on knowing whether using short stories can enrich the students vocabulary. It also focuses on the improvement of the students achievement in teaching learning process using short stories.The materials implemented in this research were short stories. The procedure of the research consisted of identifying the problems, planning the action, implementing the action, observing or monitoring the action, reflecting the result of the observation, and research findings. The research was conducted in a cycle. The cycle consisted of four meetings. Techniques in collecting the data were qualitative and quantitative method. In the qualitative method, the researcher used observations, field notes, photographs, and document analysis. The results of the observation were in the form of field notes and photographs. In the quantitative method, the researcher used tests. The test consisted of the pre-test and post-test. The technique to analyze the test result was by comparing the mean score of pre-test and post-test. Besides that, this research also used descriptive statistics and the t-test of non-independent.The results of this research show that short stories can improve the students vocabulary mastery. The improvement can be seen in the form of students achievements. They can be seen from the aspects of vocabulary mastery and the students motivation. First, from the aspect of the vocabulary mastery, the students could understand, grasp, remember, pronounce, write about 75 until 80 % of the words correctly and also use the words in context appropriately. Then, the improvement of students score can be seen from the differences between the pre-test and post-test. The mean score of the pre-test improves from 4.07 to 7.36 in post-test. Then, the scores of the pre-test and post-test show that there is also an improvement of students who achieve the minimum standard score, that is 60. They are from 2.8% to 94.3% of students. The test result shows that there is a significant improvement of the students vocabulary after the researcher conducted the research. The difference between the pre-test and post-test scores is 3.30; while the coefficient of the t-test between the pre-test and post-test is 19.29. Meanwhile, the t-tablefor 35 students is 2.04. Sinceis higher than, it means that there is a significant difference between pre-test and post-test score. Second, from the students motivation, the students are more active and enthusiastic during teaching learning process. Next, they have more concentration to do the exercises. Then, they do not do something useless during teaching learning process. At last, they also like having discussion with their friends.

Peningkatan Kompetensi Guru Dalam Penyusunan Rencana Pelaksanaan Pembelajaran (RPP) dengan Metode Focus Group Discussion pada Kegiatan In House Training (IHT) bagi Guru di SDN Pondok 03 Sri Nuruningsih; Risqi Ekanti Ayuningtyas Palupi
JURNAL DIMENSI PENDIDIKAN DAN PEMBELAJARAN Vol 9, No 1 (2021): January 2021
Publisher : Jurnal Dimensi Pendidikan dan Pembelajaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/dpp.v9i1.3470

Prinsip dasar kegiatan belajar mengajar adalah memberdayakan semua potensi yang dimiliki oleh siswa sehingga siswa mampu meningkatkan kompetensi yang dimiliki sesuai seiring dengan kajian ilmu yang dipelajarinya. Dengan berkembangnya kemampuan siswa akan menciptakan kondisi yang menyenangkan, challenging sehingga akan tercipta pengalaman belajar yang beragam dari masing-masing siswa. Adapun permasalahan yang akan dibahas pada penelitian ini, yaitu “Apakah Kegiatan In House Training (IHT) dapat meningkatkan kompetensi Guru Dalam Menyusun Rencana Pelaksanaan Pembelajaran (RPP) mandiri yang efektif, bermakna dan menyenangkan bagi Guru di SDN Pondok 03, Kecamatan Nguter Tahun 2020?”. Sedangkan tujuan dari penelitian ini adalah “Meningkatkan Kompetensi Guru Dalam Penyusunan Rencana Pelaksanaan Pembelajaran (RPP) Mandiri untuk Pembelajaran yang Efektif, Bermakna dan Menyenangkan dengan Kegiatan In House Training (IHT) bagi Guru di SDN Pondok 03, Kecamatan Nguter Tahun 2020”.Guru harus memiliki empat kompentensi meliputi kompetensi pedagogik, kompetensi kepribadian, kompetensi sosial, dan kompetensi profesional sehingga proses pembelajaran mampu memenuhi tujuan pembelajaran. Rencana Pelaksanaan Pembelajaran merupakan rencana utama yang harus disusun oleh seorang guru yang menggambarkan prosedur dan pengorganisasian pembelajaran. Focus Group Discussion merupakan salah satu alat untuk menggali data mengenai presepsi, opini, kepercayaan dan sikap untuk mencapai tujuan. In house training merupakan program pelatihan yang diselenggarakan di tempat sendiri, sebagai upaya untuk meningkatkan kompetensi guru, dalam menjalankan pekerjaannya dengan mengoptimalkan potensi-potensi yang ada.Penelitian ini menggunakan prosedur Penelitian Tindakan Sekolah, yaitu sebuah penelitian yang merupakan kerjasama antara peneliti dan guru. Subjek penelitian ini adalah guru-guru di SD Negeri Pondok 03, Kecamatan Nguter, Kabupaten Sukoharjo. Adapun kegiatan penelitian tindakan sekolah ini dilaksanakan pada kurun waktu 02 November 2020 hingga 09 Desember 2020. Adapun pengumpulan data dengan menggunakan teknik non tes dengan kualitatif analisis yang diperoleh dari observasi atau pengamatan, wawancara, dan dokumen instrument telaah RPP. Data dianalisis menggunakan analisis deskriptif hasil penelaahan RPP.Kegiatan In House Training (IHT) dapat meningkatkan kompetensi Guru Dalam Menyusun Rencana Pelaksanaan Pembelajaran (RPP) mandiri yang efektif, bermakna dan menyenangkan bagi Guru di SDN Pondok 03, Kecamatan Nguter Tahun 2020 dilihat dari tersedianya rencana pelaksanaan pembelajaran yang sesuai dengan ketentuan yang tercantum pada Permendiknas No 22 Tahun 2016 dan terciptanya pembelajaran yang melibatkan siswa aktif dengan sikap positif siswa serta terciptanya keceriaan dan antusiasme peserta didik dalam belajar.

TEACHING STRATEGY TO PROMOTE STUDENTS SPEAKING SKILL IN EXTRACURRICULAR OF THE 2nd GRADE AT AZMANIA BOARDING SCHOOL IN THE ACADEMIC YEAR OF 2018/2019 Risa Stiowati; Risqi Ekanti A Palupi; Siti Asiyah
EDUPEDIA Vol 3, No 1 (2019): April
Publisher : Universitas Muhammadiyah Ponorogo

Speaking is one of the most important skills in communication that should be learned by the people. By speaking, the people combine information and ideas by communicating with each other. Extracurricular is one of ways to learn English. By following English extracurricular, the students can increase their speaking skill ability. All of students at Azmania Boarding School also follow the English extracurricular. Therefore, when they are in second grade, they are able to use English in their daily lives. The purpose of this study was to analyze the teaching strategy to promote students speaking skill in English extracurricular of the 2nd grade and the implementation of the strategy at Azmania Boarding School of Ponorogo in the academic year of 2018/2019. This research design was qualitative research of case study. As the data collection techniques, the researcher used qualitative observation and interview. The subject of this research was the instructor of the second grade’s English extracurricular. Based on finding and discussion, the teacher’s activities in classroom were learning by playing, singing and telling. Those activities were categorized as Active Learning strategy. This strategy gave good effect for the students. This strategy also increased students’ motivation in speaking skill. The implementation of this strategy was by combining materials with song, story and game. The implementation of this strategy also based on the students’ need. Based on the results of the study, the researcher gives suggestion related to the strategy of teaching speaking. For teachers, it is hoped that this research can encourage other teachers to adopt this strategy. Besides adopting this strategy, other teacher can modify this strategy to improve speaking skill of the students. The teacher also can apply interesting strategies to develop the students’ ability. By using various strategies in teaching, it is hoped that the students are not bored and get good way to improve students speaking skill. For students, they need to increase their motivation and interest in learning English. They need to practice speaking skill in their activity. Students can use media in around them, for examples; song, story or novel, games, etc. to improve their speaking ability. The last for other researcher, the researcher hopes that the other researcher can do some improvement in many aspects that can be analyzed in English language especially in speaking skill.

ENHANCING STUDENTS’ WRITING ABILITY BY IMPLEMENTING PROBLEM-BASED LEARNING METHOD AT THE ENGLISH DEPARTMENT STUDENTS IN MUHAMMADIYAH UNIVERSITY OF PONOROGO IN ACADEMIC YEAR 2019/2020 Windi Astuti; Ana Maghfiroh; Risqi Ekanti Ayuningtyas Palupi
EDUPEDIA Vol 4, No 2 (2020): Oktober
Publisher : Universitas Muhammadiyah Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/ed.v4i2.550

Writing is an important language skill because it becomes a means of learning, discovering, developing, and perfecting language skills. The researcher using Problem-Based Learning method to enhance students’ writing ability. This research aims to develop the students’ intelligence by learning to solve problems and shapes students’ interaction with the new environment that confronts students to real world problems to begin learning so that the students become critical thinkers. The researcher used a classroom action research design. The subject was the English department students at Muhammadiyah University of Ponorogo in the academic year 2019/2020. The class consists of 16 students. Before implementing, the researcher made a lesson plan, the steps of Problem-Based Learning method, and prepared instruments, questionnaires, observations, field notes, and test will be conducted in the last meeting. The research was conducted in two cycles. Each cycle consisted of two meetings. Based on the result of the observation it showed that the students were more active than the previous meeting, the percentage was 52% in cycle one and 84% in cycle two. The result of the questionnaire score was 84% in cycle one and 96% in cycle two it means the students were more enjoyed, gave a positive response and looked more fun with the implementation of this method. The result of the writing test in cycle one is that 13 students or 81% who got score ≥ B- (2.5), in cycle two was 100% or all students got score ≥ B- (2.5). The result of writing test in cycle two, it showed improvement. The research finding proves that Problem-Based Learning method was successfully improve writing ability. Hopefully, this research can be a reference for the lecturer of writing course to teach and learn writing and for the next researcher for conducting the next research.

THE CORRELATION BETWEEN STUDENT ANXIETY AND STUDENT SPEAKING SKILL AT ENGLISH DEPARTMENT STUDENTS OF MUHAMMADIYAH UNIVERSITY OF PONOROGO Heri Susanto; Risqi Ekanti Ayuningtyas Palupi; Dyah Atiek Mustikawati
EDUPEDIA Vol 1, No 1 (2017): Oktober
Publisher : Universitas Muhammadiyah Ponorogo

Anxiety is one of the individual characteristics of the people. Anxiety is described as an uncontrollable state that can make the language learning situation problematic and stressful. Then, English speaking skill is very important for people interaction where people almost speak everywhere and every day through English. Speaking is one way to communicate ideas and thought a feeling and expression orally. The researcher is curious about its connection. That is why the researcher would like to find the corellation between student’s anxiety and student’s speaking skill especially for students of English education Department of Muhammadiyah University of Ponorogo. The subject of this research is the students of English Education Departmen of Muhammadiyah University of Ponorogo from semester II until VI with number of 52 Students. The researcher took all of the students as the sample of this research because the population is less than 100 people. The research was started on 5th June, 2017 until 19th June, 2017. The research used two instruments in collecting data, they were; speaking anxiety questionnaire and student achievement. Besides that, the researcher used the quantitative technique to analyze the data. Based on the result of this research, the score showed that there is significant correlation between variable X as the student anxiety and variable Y as the student speaking skill. It means that if the anxiety level of the student is high, the speaking of the students also low. Where the student feel worry, nervous, self-doubt, and unconfident when the student try to speaking with English in front of their friends, partner or in front of class. While, if the anxiety level of the studenr is low, the speaking of the student is high or good. Where the student when try to speak with English, they show the optimistic aptitude, good confident and feel enjoyful. Finally, the researcher gives suggestion that the students who want to increase their speaking skill, need to hold down their anxiety feelings with always practice and practice their speaking. Last, the researcher hopes that the result of this study will be useful for the next researcher.

THE IMPLEMENTATION OF TBLT TO ENHANCE STUDENTS’ WRITING ACHIEVEMENT Angga Ari S; Diyah Atiek Mustikawati; Risqi Ekanti A.P
EDUPEDIA Vol 4, No 1 (2020): April
Publisher : Universitas Muhammadiyah Ponorogo

The researcher encountered several problems in understanding writing in SMPN 1 Siman. Such as, students think that writing is a boring activity. The students feel that English is difficult to learn. The objective of this research study is to find out the implementation of task-based language teaching strategies (TBLT) to enhance writing achievement at SMPN 1 Siman in the academic year of 2019/2020. The subject of this research was the students of eighth grade of SMPN 1 Siman in academic year of 2019/2020, which is consisted 24 students. This classroom action research was conducted in two cycles. The researcher used three research instruments. They were observation checklist, questionnaire, and test.Based on the result of this research, the implementation of TBLT to enhance students’ writing achievement at SMPN 1 Siman. The result of observation checklist showed that the students became active during teaching learning process. It was seen from the result of observation checklist cycle 1 was 72% in cycle 2 was 80%. The result of questionnaire showed that the students more get motivation with this strategy. It was seen from the resullt in cycle 1 was 66,7% and the cycle 22 was 75,1%. The test in cycle 1 showed that there were 68.8% who got low score under basic minimum standard was 75. Then in cycle 2, who reached the minimum score based from KKM was 77,8% the researcher conclude that the result from observation, questionnaiire, and thest in cycle 2 is better than cycle 1. It meant that the study had been succesful by using TBLT strategy.Finnaly, the researcher give suggestion for English teachers, students, and further researcher can use TBLT (task-based language teaching) strategy as alternative strategy in teaching writing. The next researcher can develop this strategy by using various media to get the better result in teaching learning process. Key Word: TBLT strategy, Writing

Students’ Speaking Anxiety: Ready or Not Risqi Ekanti Ayuningtyas Palupi
ELE Reviews: English Language Education Reviews Vol. 1 No. 1 (2021): May
Publisher : Universitas Islam Negeri Raden Mas Said Surakarta

Language is the main common field for communication. For that reason, communication skills must take part in learning a language. Speaking is being a part of English lessons in schools today. However, making students speak English is not always easy, and there can be several different reasons it happens. One possible reason is speaking anxiety and its influence on second language acquisition. The study aims to analyze the students’ speaking anxiety when they are in the speaking session. The study is based on literature and contains an interview with the teacher. It is stated that speaking anxiety inhibits students from speaking, which hurts their skills. The research shows that speaking is not the main issue at schools. A reason is that speaking anxiety is not seen as a problem concerning language teaching since it can be considered a social difficulty. In order to enrich speaking in a classroom, it is essential to strive for a joyful atmosphere where every student can feel relaxed and motivated to communicate orally.

Analisis Kecemasan pada Proses Keterampilan Berbicara Peserta Didik Tingkat I pada Mata Kuliah Bahasa Inggris Risqi Ekanti Ayuningtyas Palupi; Budi Purwanto; Sutriyono Sutriyono
JURNAL DIMENSI PENDIDIKAN DAN PEMBELAJARAN Vol 10, No 2 (2022): July 2022
Publisher : Jurnal Dimensi Pendidikan dan Pembelajaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/dpp.v10i2.5235

ABSTRAK Bahasa menghabiskan bidang umum utama untuk komunikasi, oleh karena itu penting bahwa keterampilan komunikasi mengambil bagian dalam belajar bahasa. Berbicara adalah bagian dari pelajaran bahasa Inggris baik di tingkat dasar hingga tingkat perguruan tinggi pada saat ini. Perkembangan dan percepatan teknologi juga menuntut semua orang untuk bisa berkomunikasi dan berbahasa internasional, dalam hal ini Bahasa Inggris dengan baik dan lancar. Namun, untuk membuat peserta didik berbicara dalam bahasa Inggris tidak selalu mudah dan mungkin ada beberapa alasan berbeda mengapa hal ini terjadi. Salah satu alasan yang mungkin adalah kecemasan berbicara dan pengaruhnya terhadap pemerolehan bahasa kedua, dalam hal ini Bahasa Inggris. Tujuan penelitian ini adalah untuk menganalisis kecemasan berbicara peserta didik ketika mereka berada di sesi berbicara pada saat pembelajaran Bahasa Inggris. Studi ini terutama didasarkan pada hasil wawancara dan observasi pada mahasiswa tingkat 1, Program Studi DVI Manajemen Penanggulangan Bencana dan DVI Bisnis Digital, Politeknik Akbara Surakarta. Adapun penelitian ini dilaksanakan pada semester 1 tahun akademik 2021/2022. Dari hasil penelitian ini, dapat dipaparkan bahwa kecemasan berbicara dapat menghambat peserta didik untuk berani berbicara dan pada akhirnya memberikan efek negatif pada keterampilan lisan. Studi ini juga menunjukkan bahwa kecemasan berbicara bukanlah masalah yang diprioritaskan di sekolah, alasannya bisa jadi kecemasan berbicara tidak dilihat sebagai masalah dalam pengajaran bahasa karena dapat dianggap sebagai kesulitan sosial. Untuk mendorong berbicara di kelas, penting untuk mengupayakan suasana yang menyenangkan di mana setiap peserta didik dapat merasa santai dan termotivasi untuk berkomunikasi secara lisan.

Co-Authors Andhina Ika Sunardi Angga Ari S Budi Purwanto Budi Purwanto Budi Purwanto Danik Riawati Desriyanti . Desriyanti, Desriyanti Diyah Atiek Mustikawati DWI CAHYONO Dwi Cahyono Dyah Atiek Mustikawati Ellisia Kumalasari Galuh Erlina Putri Heri Susanto Jasmine Hera Veronia Juniartha, Muhammad Iqbal Lusi Ruspitasari Maghfiroh, Ana Mario Beko Sihombing Maulidiansyah, Gilang Mulyatmojo, Ariyanto Pranoto Suryo Herbanu Rhesma Intan Vidyastari Risa Stiowati Saputra, Maheswara Padantya Siti Asiyah Siti Asiyah Sri Nuruningsih Sutriyono Sutriyono Tri Wuryanto vidyastari, rhesma intan Windi Astuti

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