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All Journal IKRA-ITH Humaniora : Jurnal Sosial dan Humaniora Journal of English Education and Teaching (JEET)
Ratih Ayu Wulandari
Unknown Affiliation
Languange, Linguistic, Communication & Media Social Sciences

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Pengaruh Model Pembelajaran Experiential Learning Terhadap Keterampilan Menulis Bahasa Inggris Mahasiswa PGSD Universitas Muhammadiyah Tangerang Ratih Ayu Wulandari; Asih Rosnaningsih
IKRA-ITH HUMANIORA : Jurnal Sosial dan Humaniora Vol 4 No 3 (2020): IKRAITH-HUMANIORA VOL 4 NO 3 Bulan November 2020
Publisher : Universitas Persada Indonesia YAI

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (255.425 KB)

Abstract

Writing is one of the productive skills that require precision and perseverance. In thelearning process, students often find it difficult to learn to write. Experiential Learning is astudent-centered learning method that emphasizes learning experience. The purpose of this studywas to determine the effect of the use of Experiential Learning model on English students' writingskills in the fourth semester of Teacher Elementary Education of University of MuhammadiyahTangerang. This research used a quantitative approach with a quasi-experimental designmethod. The instrument used in this study was a descriptive essay writing test. The resultsshowed: (1) the results of the pretest t-count 2,319> t-table 2,000 or H1 were accepted, namelythere were differences in writing skills between the control class and the experimental class, (2)the results of the posttest t-count 2,319> t-table 2,000 or H1 were accepted or there weredifferences in writing skills between control classes and experimental class after being given theExperiential Learning model. It can be concluded that by employing the Experiential Learningmodel, students can get maximum writing results because though this learning model, studentscan reflect the knowledge they have during the learning process of writing
Optimizing The EFL Learning Through Individualized Education Programs for Intellectually Disability Students Rosnaningsih, Asih; Ina Magdalena; Sumiyani; Dayu Retno Puspita; Ratih Ayu Wulandari; Haryati
Journal of English Education and Teaching Vol. 7 No. 4 (2023): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.7.4.1101-1113

Abstract

This research aims to describe the English language learning process using Individual Education Program (IEP) in inclusion classes at elementary school level. This research used a qualitative approach with two students with special needs with intellectual disabilities (ID) as the subjects of this research. Three types of data collection techniques used were structured observation, structured interviews and document study. The result of this research indicated that even though the two research subjects have intellectual disability, they can still participate in learning with certain terms and conditions. Every class teacher and special assistant teacher must pay attention to students’ learning needs that supports their learning development which must be in accordance with curriculum objectives. Therefore, teachers must be able to develop the Individualized Education Program (IEP) according to the special needs of students and carry out teaching according to plans that have been made previously. Keywords: Individualized Education Program, Intellectual Disability, students with special needs
Co-Authors Dayu Retno Puspita Haryati Ina Magdalena Rosnaningsih, Asih Sumiyani