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All Journal Jurnal Penelitian LPPM (Lembaga Penelitian dan Pengabdian kepada Masyarakat) IKIP PGRI MADIUN English Teaching Journal : A Journal of English Literature, Language, and Education Jurnal Pendidikan JEES (Journal of English Educators Society) Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra Dinamika Ilmu Jurnal Inovasi Hasil Pengabdian Masyarakat (JIPEMAS) INDONESIA: Jurnal Pembelajaran Bahasa dan Sastra Indonesia JOLLT Journal of Languages and Language Teaching DINAMIKA ILMU: Jurnal Pendidikan Refleksi: Jurnal Riset dan Pendidikan
Lulus Irawati, Lulus
IKIP PGRI Madiun
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Translanguaging on ELT writing classroom during National students' exchange: Perceptions and practices Styati, Erlik Widiyani; Irawati, Lulus
JEES (Journal of English Educators Society) Vol 8 No 2 (2023): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v8i2.1795

Abstract

This study aims to investigate translanguaging perceptions and practices in ELT writing classrooms during a national student exchange. It is to identify the perception and to determine the practices of translanguaging in students’ writing. This study used a survey design of quantitative research in nature. The survey involved 24 EFL students consisting of 23 females and 1 male who come from various universities in Indonesia. Those EFL students as the participants were assigned to fill the closed and open questionnaire about their perception oflanguage choice in writing. There are 15 closed statements and 5 open statements in the questionnaire. Besides that, a writing test was also used to learn the practices of translanguaging. The data were analyzed by using descriptive statistical analysis, to find a general description of the research data. The results show that the perceptions are classified into language choice, language brokering, and the use of translanguaging. The practices of translanguaging on students’ writing show that the average score of the student's writing is 76 based on the indicators of the student's writing which are measured based on the aspects of written production of content, organization, grammar, mechanics, and vocabulary. It indicates that translanguaging can help the students achieve the target of writing in English. Translanguaging also assists students in learning English, making meaning, and being more active in class during classroom activities. Students can talk about topics more freely, which helps them express themselves in their writing. HIGHLIGHTS : Translanguaging is the process by which bilinguals use diverse linguistic characteristics or modes of what are referred to as autonomous languages in order to enhance their communicative abilities. Translanguaging refers to the use of various languages in writing to improve the development of iintricate concepts. This method encourages authors to use their linguistic arsenal, fusing various languages together to communicate ideas in a richer, more complex way. Language learners consider translanguaging is helpful in educational contexts because it enables them to use their whole linguistic repertoire to improve their communication skills and understanding.
Pengembangan kompetensi kepala sekolah melalui pelatihan penulisan penelitian tindakan sekolah (PTS) sebagai inovasi pendidikan dalam merdeka belajar Irawati, Lulus; Styati, Erlik Widiyani; Damastuti, Awit Mangesti; Rindiani
Jurnal Inovasi Hasil Pengabdian Masyarakat (JIPEMAS) Vol 6 No 1 (2023)
Publisher : University of Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/jipemas.v6i1.19275

Abstract

Tujuan melaksanakan kegiatan ini untuk memberikan pelatihan kepada kepala sekolah di lingkup UPTD Kecamatan Kawedanan dan pengarahan pada penelitian Tindakan sekolah yang sesuai dengan publikasi bagi kepala sekolah serta cara dalam menyebarluaskan inovasi penelitian tindakan sekolahnya secara umum. Metode yang digunakan metode penelitian yang digunakan dalam penelitian ini adalah metode kualitatif. Peserta pelatihan terdiri dari 30 kepala sekolah di lingkup UPTD kecamatan Kawedanan. Pengumpulan data menggunakan observasi, kuesioner, dan dokumentasi. Hasil kegiatan ini menunjukkan. pelatihan pengembangan kompetensi kepala sekolah yang diadakan di UPTD Kawedanan berlangsung dan berjalan lancar. Materi pelatihan sesuai dengan kebutuhan kepala sekolah dalam pembuatan PTS sebagai best practice. Materi kegiatan pelatihan penulisan PTS sesuai dengan kebutuhan kepala sekolah. Penyediaan modul yang diberikan kepada peserta pelatihan untuk memberikan gambaran dalam menyiapkan ide, rancangan, draft, dan implementasi kegiatan praktik menulis penelitian tindakan sekolah sebagai best practice.
Developing Academic Essay Writing Materials by Incorporating Experiential Learning Cahyono, Bambang Eko Hari; Styati, Erlik Widiyani; Irawati, Lulus
Journal of Languages and Language Teaching Vol. 12 No. 4 (2024): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i4.11392

Abstract

The study focuses on using a research and development strategy to develop materials for academic essay writing materials. It employs a modified version of Borg and Gall's (2003) R&D research design, with phases (1) research and information collecting, (2) developing a primary form of product, (3) validating product, (4) trying out product, (5) revising product, and (6) producing final product. The participants were the students from a private university in Indonesia. Questionnaires, interview guidelines, and an observation checklist were used to gather data. The results are found by descriptive analysis, with an 81% expert validation and an 83% trial success rate. Positive student involvement is seen, and comments emphasize how well the materials fit the goals, concepts, exercises, and group projects. Students report that the materials help the students become better writers. The materials help students write academically and push teachers to try new things in their classrooms. The success of the material points to their potential for broader application and emphasizes how crucial it is to match the materials with syllabuses, course descriptions, and learning objectives for students
Rhetorical Patterns of an Argumentative Essay Written by English Department Students of Universitas PGRI Madiun Rantina, Sabella Alif; Irawati, Lulus
English Teaching Journal : A Journal of English Literature, Language and Education Vol. 13 No. 2 (2025)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/etj.v13i2.24077

Abstract

The purposes of this study are to describe the rhetorical patterns of argumentative essays written by English Department students of UNIPMA and to describe the reasons of choosing the rhetorical pattern of argumentative essays written by English Department students of UNIPMA. The study used qualitative research. There were two sources of data namely the students of Department of English Education and the students’ essay composition. The data were collected through analyzing the students’ essay composition and interviewing the students. The data were analyzed by exhibiting the interactive model of qualitative data analysis. The results show that from 20 argumentative essays written by the students, most students use the Thesis Statement (TS) pattern in writing argumentative essays for academic writing equal to 100%. About 65% or as many as 13 student essays exhibit background information (BI) in their essays. There are 7 essays equal to 35% not exhibiting Background Information (BI). 70% or 14 essays students use reservation (RE) to write essays and for those who don't use reservation there are 30% or 6 essays. A total of 40% or 9 essay students used rational appeal (RA) for essay writing and who did not use RA 60% or 11 essays, 25% or 5 essay students used affective appeal (AA) for essay writing and who did not use AA 75% or 15 essays, 60% or 12 essays students use hesitation to write essays and those who do not use HT 40% or 8 essays, 100% or 20 essays students use conclusion. The result of the analysis of interview are those students who already understand this explain that in writing an essay, they must determine the topic first, then make the main ideas and develop them using rhetorical patterns in a coherent and correct manner. Every student learns and understands differently. Teachers should often train students in writing essays so that all students understand how to write essays using rhetorical patterns.
Investigating English Vocabulary Mastery of Students with Special Educational Needs (SEN) through Using Animated Cartoons Irawati, Lulus; Natalia, Krismi; Arifin, Samsul
Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra Vol 7, No 2 (2023): ERALINGUA
Publisher : Makassar State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eralingua.v7i2.45214

Abstract

Abstract. Every student has a different ability to learn vocabulary. There are students with good ability to learn new vocabulary, but on the other side, there are also students with low ability to learn. Students who have a low ability to learn are usually called students with special education needs. They need extra consideration for their education. An animated cartoon is suggested to be one of the audiovisual media that provide both sounds and moves. This research was conducted to know the effect of using animated cartoons on the vocabulary mastery of students with special educational needs (SEN). The research was using a pre-experimental research design and the type of data was numeric data from students' tests. This research was conducted in one of the SEN schools in Madiun Regency involving 15 students with mental retardation. The data were collected by exhibiting a vocabulary mastery test. The data were analyzed by using paired sample t-test with the level of significance at.05. The result shows the significant value is 0.002. This value is lower than the α = 0.05, so Ha is accepted, and H0 is rejected. It can be said that there is a significant effect of animated cartoons on students' vocabulary. It implies that the animated cartoon can help students with special education needs especially mental retardation to learn vocabulary. Hopefully, the next researchers can conduct other research using the media for other skills and disabilities.Keywords: Animated Cartoon, Vocabulary mastery, Students with Special Education Needs
Co-Authors A.A. Ketut Agung Cahyawan W Cahyono, Bambang Eko Hari Damastuti, Awit Mangesti Dwi Rohman Soleh, Dwi Rohman Dwi Setyadi, Dwi Erlik Widiyani Styati, Erlik Widiyani Gusanti, Ardhita Natalia, Krismi Rantina, Sabella Alif Rindiani Samsul Arifin Suminar, Citra tri wahyuni