Garuda - Garba Rujukan Digital

Online Learning amid COVID-19 Pandemic: Providing Assessment that Ensures Meaningful Learning Experience Abdul Halim; Noor Eka Chandra; Rina Listia; Rizky Amelia; Yih-Sheue Lin
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 16, No 1 (2022)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ld.v16i1.116146

The paper aims to explore how assessment with principles can be utilized by a teacher during online learning in pandemic situation. Since at the end of year 2019, SARS-CoV-2 virus, also well-known as COVID-19, has affected the global activities including education. Many governments decided to shift the education process from traditional face-to-face classroom to online learning either in synchronous or asynchronous modes. By utilizing systematic review as a method of study, the databases from ERIC, Google Scholar, and DOAJ were used to collect some articles that were related to the studies. These articles were selected through the process of identifying, screening, checking for eligibility, and deciding for inclusion. The findings indicated there are some modes of assessment that not only is it plausible, the varied kinds of assessment would also be a solution for the current real-life educational problems faced by the teachers.

ENHANCING STUDENTS’ SPEAKING SKILL THROUGH DIGITAL STORYTELLING Eka Puteri Elyani; Yusuf Al Arief; Rizky Amelia; Inayati Fitriyah Asrimawati
Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 5, No 2 (2022): JETALL VOLUME 5 NUMBER 2 2022
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jetall.v5i2.14330

Abstract: Speaking is an important productive skill and students need to master this skill. However, some students are still not accustomed to speak English because of some factors, one of them is the lack of using some media that can help to speak English in the classroom. Some teachers tend to explain the materials directly then do the exercises without any media involved. Media could be the solution in students’ speaking skill. The use of media in the classroom are hoped to give the contribution to students in developing different learning styles and making the process of learning more interesting and enjoyable. Telling story digitally comes as the new frame of telling story to replace telling story traditionally. Through the use of multimedia technology, digital storytelling is a form of telling story that enables students to write their own stories using their own words and record their voices or videos based on the digital images they have. This research employs experimental study on the effectiveness of digital storytelling to teach speaking. The samples were experimental class which treated using digital storytelling and control class which treated using picture-cued storytelling. ANOVA with multifactor analysis was used to analyses the data. This study’s findings show that digital storytelling enhances students’ speaking abilities more than picture-cued storytelling.

Pelatihan Pembuatan Storyjumper dengan Kearifan Lokal untuk Meningkatkan Motivasi Belajar Siswa pada Kelompok Kerja Guru Gugus Kuin Utara Rina Listia; Yusuf Al Arief; Rizky Amelia; Dwi Astuti Muslimawati; Muhammad Nuril Anwar; Siti Alpiyah Damayanti
Lumbung Inovasi: Jurnal Pengabdian kepada Masyarakat Vol. 7 No. 3 (2022): September
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/linov.v7i3.856

Storyjumper merupakan web tool animated audio book yang dapat memfasilitasi penyampaian materi dan memotivasi siswa untuk belajar dengan fitur khusus seperti voice, images, dan teks yang dapat dibuat oleh guru. Untuk memaksimalkan kemampuan guru dalam menggunakan teknologi dalam pembelajaran, Pengabdian kepada Masyarakat (PkM) ini bertujuan melatih 67 guru sekolah dasar dalam Kelompok Kerja Guru Gugus Kuin Utara dalam membuat Storyjumper pada tanggal 27 Mei - 4 Juni 2022 secara tatap muka dan dalam jaringan. PkM ini dilaksanakan dengan menggunakan metode pelatihan yang diuraikan dalam tujuh tahapan yaitu analisa situasi masyarakat, identifikasi masalah, menentukan tujuan kerja, rencana pemecahan masalah, pendekatan sosial, pelaksanaan kegiatan, dan evaluasi pelaksanaan. Instrumen yang digunakan yaitu angket yang memuat lima aspek diantaranya integasi teknologi dalam pembelajaran, kemampuan dalam membuat Storyjumper, manfaat Storyjumper, pelaksanaan pelatihan, dan kemampuan tim PkM. Hasil pelatihan menunjukkan bahwa sebanyak 29 peserta (43%) mampu membuat Storyjumper sampai akhir dan 54 peserta (81%) menunjukkan respon baik pada kelima aspek ini. Peserta menyatakan bahwa mereka mampu menambahkan teks, gambar, dan voice serta membuat desain Storyjumper yang nantinya akan digunakan di dalam kelas untuk mengajar sebagai upaya menyampaikan materi dengan menarik. Pelaksanaan PkM secara hybrid ini sangat membantu memaksimalkan luaran hasil PkM karena guru-guru memiliki waktu yang cukup menyelesaikan satu animated audio book.. Training on Making Storyjumpers with Local Wisdom to Improve Student Motivation in Gugus Kuin Utara Teacher Working Group Storyjumper is an animated audio book web tool that can facilitate the delivery of material and motivate students to learn with special features such as voice, images, and texts created by the teacher. To maximize the ability of teachers to use technology in learning, this Community Service aims to train 67 elementary school teachers in Gugus Kuin Utara Teacher Working Group in making Storyjumpers on 27 May - 4 June 2022 face-to-face and online. It was conducted by using workshop method. The method used was done in seven stages, namely analyzing the community situation, identifying problems, determining work objectives, problem solving plans, social approaches, implementing activities, and evaluating the implementation. The instrument used was a questionnaire that contains five aspects including technology integration in learning, the ability to make Storyjumpers, the benefits of Storyjumpers, training implementation, and the ability of the PkM team. The results of the training showed that as many as 29 participants (43%) were able to make Storyjumpers to the end and 54 participants (81%) showed good responses to these five aspects. The participants stated that they were able to add texts, images, and voice as well as create Storyjumper designs which would later be used in the classroom to teach as an effort to convey material in an interesting way. This hybrid PkM implementation helps maximize the PkM outcomes because the teachers have enough time to complete an animated audio book.

Technology-Assisted Project-Based Language Learning on Wetland Concern Rina Listia; Yusuf Al Arief; Dzahabiyah Alfia Zahra; Kimilia Azzahra; Rizky Amelia
LET: Linguistics, Literature and English Teaching Journal Vol 12, No 2 (2022)
Publisher : English Department of Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/let.v12i2.7257

In the midst of independent learning, the implementation of project-based learning method is inseparable. By employing a quasi-experimental study involving English Department students in an experimental class and a control class, this study investigated the effectiveness of Technology-Assisted Project-Based Language Learning with wetland-based concern. The data was collected from the presentation project score and a questionnaire given to the students. The collected data was then analyzed by using Mann-Whitney test and descriptive statistics. Focusing on the two-fold foci, the results showed significant result where the students in the experimental class performed better than those in the control class. Collaboration, motivation, authenticity and students’ mastery to the technology that is Storyjumper impacted to the significant result in this study as confirmed in the questionnaire results. Students perceived positively to the implementation of technology-assisted project based language learning in wetland concern. The result of this research study is expected to be used in teaching and learning in the field of learning English as a foreign language and to encourage students to apply technological innovations in the field of learning English in a wetland environment.

Pelatihan Desain Pembelajaran di Masa Post-Pandemi Covid-19 dengan Integrasi Lingkungan Lahan Basah Rina Listia; Nasrullah Nasrullah; Abdul Muth'im; Dwi Astuti Muslimawati; Siti Alpiyah Damayanti; Rizky Amelia
Lumbung Inovasi: Jurnal Pengabdian kepada Masyarakat Vol. 8 No. 3 (2023): September
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/linov.v8i3.1438

Tujuan dari pengabdian ini adalah untuk memberikan wawasan kepada 45 Guru MGMP Bahasa Inggris SMA se-kota Banjarmasin mengenai desain pembelajaran berbasis kurikulum merdeka pada lingkup topik lahan basah. Metode pelaksanaan pelatihan ini terdiri dari tiga tahap yaitu persiapan, pelaksanaan, dan evaluasi. Narasumber menjelaskan Language Features in Writing, Genre-based Approach, dan pendekatan desain pembelajaran yang dapat diaplikasikan post-pandemi dengan integrasi teknologi pada fokus topik lingkungan lahan basah dilanjutkan pembimbingan langsung praktik penggunaan aplikasi pendukung. Hasil angket pada tahap evaluasi pelatihan menunjukkan bahwa 91% peserta pelatihan menyatakan bahwa mereka mendapatkan pemahaman baru/ tambahan mengenai Genre-based approach. Selain itu, peserta juga memiliki pengetahuan yang baik tentang Genre-based approach yaitu 73% dari peserta dapat menjelaskan tahap building knowledge of the field dengan tepat dan 86% dari peserta dapat menjelaskan tahap modelling of the text dengan tepat. Sedangkan, penjelasan tahap joint construction of the text dijelaskan dengan baik oleh 91% dan tahap independent writing dijelaskan dengan tepat oleh seluruh peserta. Selain itu, peserta menyatakan bahwa genre-based approach dapat dipertimbangkan untuk digunakan agar dapat memfasilitasi siswa dalam menulis secara lebih mudah (91%) karena memberi siswa kesempatan untuk bekerja dalam tim secara bertahap dan lebih terarah. Secara keseluruhan, pelaksanaan pelatihan dinilai sangat bermanfaat oleh peserta (73%) dan 27% peserta menyatakan bermanfaat. Kesimpulan yang didapat yaitu setelah menghadapi dampak pandemi COVID-19, penting bagi guru untuk melakukan adaptasi dan bagi akademisi perguruan tinggi untuk terus memperkenalkan dan menarik benang merah Kurikulum Merdeka di dunia Pendidikan serta mendiseminasikannya pada guru-guru di sekolah agar terjalin pemahaman selaras dalam dimulai dari bentuk desain pembelajaran. Workshop on Learning Design in the Post-Pandemic Covid-19 Era with Wetland Environment Integration The aim of this service is to provide insight to 45 high school English MGMP teachers throughout the city of Banjarmasin regarding independent curriculum-based learning designs on the topic of wetlands. The method for implementing this training consists of three stages, namely preparation, implementation and evaluation. The resource person explained Language Features in Writing, Genre-based Approach, and learning design approaches that can be applied post-pandemic with technology integration focusing on wetland environmental topics followed by direct practical guidance in using supporting applications. The results of the questionnaire at the training evaluation stage showed that 91% of training participants stated that they gained new/additional understanding regarding the Genre-based approach. Apart from that, the participants also had good knowledge about the Genre-based approach, namely 73% of the participants could explain the building knowledge of the field stage correctly and 86% of the participants could explain the modeling of the text stage correctly. Meanwhile, the explanation of the joint construction of the text stage was explained well by 91% and the independent writing stage was explained correctly by all participants. Apart from that, participants stated that a genre-based approach could be considered to be used to facilitate students in writing more easily (91%) because it gives students the opportunity to work in teams gradually and in a more focused manner. Overall, the implementation of the training was considered very useful by participants (73%) and 27% of participants said it was useful. The conclusion obtained is that after facing the impact of the COVID-19 pandemic, it is important for teachers to adapt and for higher education academics to continue to introduce and draw out the common thread of the Independent Curriculum in the world of education and disseminate it to teachers in schools so that there is a harmonious understanding starting from form of learning design.

INTEGRASI LAHAN BASAH DALAM BAHAN AJAR BIPA SEBAGAI OPTIMALISASI PEMBELAJARAN BAHASA INDONESIA BAGI MAHASISWA ASING Karolina; Rizky Amelia; Noor Eka Chandra
Jurnal Humaniora Teknologi Vol. 9 No. 1 (2023): Jurnal Humaniora Teknologi
Publisher : P3M Politeknik Negeri Tanah Laut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34128/jht.v9i1.125

Bahan ajar BIPA yang relevan dengan kehidupan mahasiswa asing merupakan kesempatan untuk memperkenalkan lingkungan lahan basah kepada mahasiswa asing yang berkuliah di Kalimantan Selatan. Salah satu tujuan dari integrasi lahan basah ini yaitu untuk mengoptimalisasikan pembelajaran bahasa Indonesia karena pembelajaran yang diberikan merupakan pembelajaran kontekstual. Pentingnya mengetahui persepsi pengguna suatu bahan ajar merupakan salah satu bagian dari pengembangan dan evaluasi sebuah bahan ajar. Sehingga, penelitian ini berupaya menjawab tiga rumusan masalah yang berfokus pada optimalisasi pembelajaran Bahasa Indonesia bagi mahasiswa asing yaitu 1. bagaimana pentingnya keberadaan bahan ajar BIPA dalam pembelajaran Bahasa Indonesia bagi mahasiswa asing dan pengajar BIPA, 2. bagaimana sebuah bahan ajar yang ideal bagi mahasiswa asing dan pengajar BIPA, dan 3. bagaimana integrasi bahan ajar BIPA dengan lingkungan lahan basah. Penelitian ini merupakan penelitian kualitatif dengan populasi seluruh mahasiswa asing pada Universitas Lambung Mangkurat dan seluruh pengajar BIPA, sedangkan partisipan pada penelitian yaitu sembilan (9) mahasiswa asing pada Universitas Lambung Mangkurat dan lima (5) pengajar BIPA di Kalimantan Selatan yang bersedia untuk menjawab angket berisi 12 pertanyaan yang diberikan melalui Google Forms dan bersedia diwawancara. Hasil penelitian menunjukkan bahwa pertama ketersediaan bahan ajar merupakan komponen yang diperlukan dalam pembelajaran. Kedua, bahan ajar BIPA berbasis lingkungan lahan basah ini memuat teks bahan ajar yang relevan yang berkaitan dengan kebahasaan dan pemakaian Bahasa Indonesia secara kontekstual dan nyata. Ketiga, pengemasan bahan ajar tentang kehidupan di Banjarmasin dengan menggunakan basis lingkungan lahan basah merupakan kolaborasi yang sangat tepat sebagai bentuk sumbangsih pendidikan terhadap keberlangsungan lingkungan dengan konsentrasi lahan basah.

INTEGRASI LAHAN BASAH DALAM BAHAN AJAR BIPA SEBAGAI OPTIMALISASI PEMBELAJARAN BAHASA INDONESIA BAGI MAHASISWA ASING Karolina; Rizky Amelia; Noor Eka Chandra
Jurnal Humaniora Teknologi Vol. 9 No. 1 (2023): Jurnal Humaniora Teknologi
Publisher : P3M Politeknik Negeri Tanah Laut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34128/jht.v9i1.125

Bahan ajar BIPA yang relevan dengan kehidupan mahasiswa asing merupakan kesempatan untuk memperkenalkan lingkungan lahan basah kepada mahasiswa asing yang berkuliah di Kalimantan Selatan. Salah satu tujuan dari integrasi lahan basah ini yaitu untuk mengoptimalisasikan pembelajaran bahasa Indonesia karena pembelajaran yang diberikan merupakan pembelajaran kontekstual. Pentingnya mengetahui persepsi pengguna suatu bahan ajar merupakan salah satu bagian dari pengembangan dan evaluasi sebuah bahan ajar. Sehingga, penelitian ini berupaya menjawab tiga rumusan masalah yang berfokus pada optimalisasi pembelajaran Bahasa Indonesia bagi mahasiswa asing yaitu 1. bagaimana pentingnya keberadaan bahan ajar BIPA dalam pembelajaran Bahasa Indonesia bagi mahasiswa asing dan pengajar BIPA, 2. bagaimana sebuah bahan ajar yang ideal bagi mahasiswa asing dan pengajar BIPA, dan 3. bagaimana integrasi bahan ajar BIPA dengan lingkungan lahan basah. Penelitian ini merupakan penelitian kualitatif dengan populasi seluruh mahasiswa asing pada Universitas Lambung Mangkurat dan seluruh pengajar BIPA, sedangkan partisipan pada penelitian yaitu sembilan (9) mahasiswa asing pada Universitas Lambung Mangkurat dan lima (5) pengajar BIPA di Kalimantan Selatan yang bersedia untuk menjawab angket berisi 12 pertanyaan yang diberikan melalui Google Forms dan bersedia diwawancara. Hasil penelitian menunjukkan bahwa pertama ketersediaan bahan ajar merupakan komponen yang diperlukan dalam pembelajaran. Kedua, bahan ajar BIPA berbasis lingkungan lahan basah ini memuat teks bahan ajar yang relevan yang berkaitan dengan kebahasaan dan pemakaian Bahasa Indonesia secara kontekstual dan nyata. Ketiga, pengemasan bahan ajar tentang kehidupan di Banjarmasin dengan menggunakan basis lingkungan lahan basah merupakan kolaborasi yang sangat tepat sebagai bentuk sumbangsih pendidikan terhadap keberlangsungan lingkungan dengan konsentrasi lahan basah.

Technology-Assisted Project-Based Language Learning on Wetland Concern Rina Listia; Yusuf Al Arief; Dzahabiyah Alfia Zahra; Kimilia Azzahra; Rizky Amelia
LET: Linguistics, Literature and English Teaching Journal Vol. 12 No. 2 (2022)
Publisher : English Department of Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/let.v12i2.7257

In the midst of independent learning, the implementation of project-based learning method is inseparable. By employing a quasi-experimental study involving English Department students in an experimental class and a control class, this study investigated the effectiveness of Technology-Assisted Project-Based Language Learning with wetland-based concern. The data was collected from the presentation project score and a questionnaire given to the students. The collected data was then analyzed by using Mann-Whitney test and descriptive statistics. Focusing on the two-fold foci, the results showed significant result where the students in the experimental class performed better than those in the control class. Collaboration, motivation, authenticity and students’ mastery to the technology that is Storyjumper impacted to the significant result in this study as confirmed in the questionnaire results. Students perceived positively to the implementation of technology-assisted project based language learning in wetland concern. The result of this research study is expected to be used in teaching and learning in the field of learning English as a foreign language and to encourage students to apply technological innovations in the field of learning English in a wetland environment.

Peer Score Presentation in Non-English Department Classes: Investigating Students’ Perceptions to Boost Confidence Rizky Amelia
Juliet Vol 5 No 2 (2024): JULIET Volume 5 Number 2
Publisher : Universitas Maritim Raja Ali Haji (UMRAH)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31629/juliet.v5i2.7200

English is a required course during the first and second semesters learning in Vocational Higher Education in Indonesia. Recognizing the importance of future career demands, presentation skills are incorporated into the Semester Learning Plans as English for Specific Purposes. This research focuses on students' perspectives regarding English learning through presentations regarding their own field particularly the implementation of peer scoring. Employing a qualitative descriptive approach, the study involved first-semester students at Politeknik Negeri Banjarmasin. One hundred and fifteen students of Banjarmasin State Polytechnic, Indonesia majoring in Mining Engineering (19 students), Civil Engineering (35 students) and Accounting (61 students) responded to a questionnaire, and ten students were interviewed, serving as voluntarily participants. Data collection method included a questionnaire administered via Google Form and interviews for triangulation. Students filled in the questionnaire after scoring their peer’s presentation. In scoring their peers, they used a presentation scoring rubric. Findings indicate a generally positive perception among students towards peer scoring presentations. Despite experiencing anxiety during preparation and delivery of presentation, students expressed high motivation and found the presentation experience rewarding as the scores not only from the lecturer but also from their peers. They worried to score at the beginning, but the scoring rubric help them guide along the process. Some students who commonly do not pay attention to the presenters in the presentation are now fully paying attention because they are in charge to score. Overall, students viewed presentation projects favorably, highlighting their potential to improve speaking performance and be a rater on their peers’ performance. The implication of this research is to highlight students’ ability to deliver a presentation as well as build their confidence in speaking activities.

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