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All Journal Voices of English Language Education Society Jurnal Pendidikan Bahasa Inggris Proficiency JURNAL ILMU PENDIDIKAN
Harpiansi Harpiansi, Harpiansi
Akademi Bahasa Asing Bina Insan Indonesia
Arts Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Education Energy Health Professions Languange, Linguistic, Communication & Media Library & Information Science Physics Social Sciences Other

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Blended Learning in English Academic Reading to Respond Revolution 4.0 Harpiansi, Harpiansi; Suryani, Nyayu Yayu
VELES Voices of English Language Education Society Vol 3, No 2 (2019): VELES Voices of English Language Education Society
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (340.136 KB) | DOI: 10.29408/veles.v3i2.1559

Abstract

The 4th industrial revolution effects many areas in today?s global era, including higher institution. Internet is the main instrument in this revloution. The limitation of time room availibility of the students will accor if the schools appliy face to face only in leaarning process. Blended learning is the alternative solution to overcome the case of inavility time and palce to learn. In addition to developing distance universities should also equip students with English reading skill. This study is aimed at describing the effect of blended learning on English academic reading by using experimental method with pretest-posttest control design. The sample of this research is 32 students of AMIK Bina Sriwijaya. The data were collected through English reading comprehension test in the form of multiple choice and were analyzed by using Independent Sample T test. Based on the Independent Sample T test output table in the Equal variances assumed section, it is found that Sig values. (2 tailed) of 0.001<0.05.It can be concluded that there is a significant difference between the average learning outcomes of respondents in the experimental group and respondents in the control group. In  other word, there is significant effect of blended learning on students reading skill achievement.
The Effectiveness of Practice Genre Based Approach (PGBA) in Enhancing Students' English Essay Writing Proficiency to College Classroom Contexts Harpiansi, Harpiansi
Jurnal Pendidikan Bahasa Inggris Proficiency Vol 6 No 1 (2024): PROFICIENCY
Publisher : Faculty of Teacher Training and Education, English Department, UNISKA, Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32503/proficiency.v6i1.4816

Abstract

The purpose of the study was to determine whether the ability of the fourth semester students of accounting program of Politeknik Sekayu in writing English essays through Process Genre-Based Approach (PGBA) increase. The design of this experiment method research was pre-experimental-one group pretest posttest. The population was semester IV (even) students for the academic year 2022/2023. Total sampling technique was applied. Data collection techniques were carried out using pretest and post-test. The treatment was carried out 6 times. The results of the data were analyzed statistically. The results showed that the posttest average score (70.7) was higher than the pretest average (55.67). This showed that the semester students' ability to write English essays through the Application of the Process Genre-Based Approach (PGBA) increased. The results of this study were very useful for: (1) students to improve their essay writing skills; (2) teachers (lecturers) to add an approach to learning to write essays through PGBA with (a) preparation stages; (b) modeling and reinforcing; (c) planning; (d) joint construction; (e) independent constructing; and (f) revising. (3) English lecturers and teachers can conduct classroom action research using PGBA.
Process Genre Based Approach (PGBA) To Academic Short Essay Writing Learning In the Context of EFL Classroom Harpiansi, Harpiansi
JURNAL ILMU PENDIDIKAN Vol. 2 No. 1 (2023): JANUARI-JUNI
Publisher : Gayaku Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58222/jurip.v2i1.106

Abstract

Writing English academic writing is still the most specter constraint for all over Indonesian EFL college students. These is caused by the complexities of academic writing containing mechanics, vocabulary, content, organization, grammar and sentence structure, as well as writing steps; planing, drafting, editing, and revising which makes it challenges. Another reason why writing academic essay is challanges for students is that the characteristics of academic writing are clear, concise, focussed, structured and backed up by evidence. Its purpose is to aid the reader's understanding. It has a formal tone and style. Process Genre-Based Approach (PGBA) is a problem shooter offered to overcome the students’ problem. The purpose of the study was to determine whether the ability of the fourth semester students of Class D of the English Education Study Program of the Foreign Language Academy of Indonesian Development in writing English essays through the Application of the Process Genre-Based Approach (PGBA) would increase or not. The design of this research is pre-experimental-one group pretest posttest. The population is semester IV (even) students for the academic year 2021/2022. The research sample is class students who are determined by using the total sampling technique. Data collection techniques were carried out using tests: pretest (Pretest) and final test (Posttest). The treatment was carried out 6 times. The results of the data were analyzed statistically. The results showed that the posttest average score (70.7) was greater than the pretest average (55.67). This indicates that the semester students' ability to write English essays through the Application of the Process Genre-Based Approach (PGBA) increased. The results of this study are very useful for: (1) students to improve their essay writing skills; (2) teachers (lecturers) to add an approach to learning to write essays through PGBA with (a) preparation stages; (b) modeling and reinforcing; (c) planning; (d) joint construction; (e) independent constructing; and (f) revising. (3) English lecturers and teachers can conduct classroom action research using PGBA.
Co-Authors Suryani, Nyayu Yayu