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The Analysis of Reading Habits Using Miles and Huberman Interactive Model to Empower Students’ Literacy at IPB Cirebon Lili Sururi Asipi; Utami Rosalina; Dwi Nopiyadi
International Journal of Education and Humanities Vol. 2 No. 3 (2022): International Journal of Education and Humanities (IJEH)
Publisher : Ilmu Inovasi Nusantara

The purpose of this study is to describe the reading habits of students of the English Education Study Program of IPB Cirebon and to find out several factors that influence the habits of students of IPB Cirebon. This study uses a qualitative method using an ethnographic approach. The Source of data is taken by purposive sampling or sample purpose. Data were collected using in-depth interviews, active participant observation, and questionnaires. Data accuracy was validated by data triangulation, method triangulation, and member check. Furthermore, the data were analyzed using the Miles and Huberman interactive model. The results of this study describe reading habits in six indicators, reading frequency, type of reading, number of readings, visiting the library, the purpose of reading, and awareness of the importance of reading. Indicators of reading frequency, type, and amount of reading still need to be developed because students still depend on assignments or academic activities given by lecturers. Indicators of student reading habits that need further development are related to the discipline of using time and ownership of periodic readings in newspapers, magazines, scientific magazines, or journals. The need for information is obtained from social media but not regularly and periodically. Access to information is done depending on the mood or mood. Therefore, there are three important points: family, education, and internet use. Indicators of student reading habits that need further development are the discipline of using time and ownership of periodic readings in newspapers, magazines, scientific magazines, or journals. The need for information is obtained from social media but not regularly and periodically. Access to information is done depending on the mood or mood. Therefore, there are three important points: family, education, and internet use. Indicators of student reading habits that need further development are the discipline of using time and ownership of periodic readings in newspapers, magazines, scientific magazines, or journals. The need for information is obtained from social media but not regularly and periodically. Access to information is done depending on the mood or mood. Therefore, there are three important points, namely family, education, and internet use

Hubungan Literasi Digital dengan Prestasi Belajar Bahasa Inggris Berbasis Kemandirian Belajar pada Era Pandemi Covid 19 Siswa SMA di Majalengka Lili Sururi Asipi
Jurnal Pendidikan dan Konseling (JPDK) Vol. 4 No. 6 (2022): Jurnal Pendidikan dan Konseling: Special Issue (General)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jpdk.v4i6.9958

Penelitian ini bertujuan untuk mengkaji hubungan literasi digital dengan prestasi belajar bahasa Inggris berbasis kemandirian belajar pada era pandemic covid 19 siswa SMA di Majalengka. Penelitian ini merupakan penelitian kuantitatif dengan pendekatan ex post facto. Populasi dalam penelitian ini adalah siswa kelas X sekolah menengah atas di Majalengka yang berjumlah 245. Sampel diambil secara random sampling sebanyak 154 siswa. Angket dan dokumentasi digunakan untuk mengumpulkan data, selanjutnya data dianalisis menggunakan statistik deskriptif korelasi sederhana, koefisien berganda, regresi berganda dan koefisien determinasi. Hasil penelitian menunjukan bahwa besarnya rhitung korelasi sederhana antara literasi digital dengan prestasi belajar 0,525 lebih besar dari rtabel (0,525 > 0,1582). Sedangkan hasil perhitungan rhitung korelasi sederhana kemandirian belajar dengan prestasi belajar adalah 0,313 lebih besar dari rtabel (0,313 > 0,1582) dan signifikan secara statistik pada = 0,05. Nilai koefisien korelasi berganda sebesar 0,637 dan hasil Fhitung literasi digital dan kemandirian belajar dengan prestasi belajar sebesar 51, 582 > Ftabel (3,06). Model hubungan antara kedua variabel tersebut adalah Y = 4,883 + 0,454 + X1 + 0,46X2. Literasi digital menentukan prestasi belajar sebesar 45,4 % sedangkan kemandirian belajar menentukan prestasi belajar bahasa Inggris siswa SMA pada masa pandemi Covid 19 di Majalengka.

Penggunaan Strategi KWL (Know-Want-Learn) Terhadap Pembelajaran Membaca Teks Deskriptif Pada Siswa Kelas X SMK Al – Washliyah Cirebon Lili Sururi Asipi
Jurnal Pendidikan Indonesia Vol. 1 No. 02 (2020): Jurnal Pendidikan Indonesia (Japendi)
Publisher : Publikasi Indonesia

Penelitian ini bertujuan untuk (1) menguji perbedaan yang signifikan membaca teks deskriptif antara siswa yang mendapatkan pembelajaran melalui strategi K-W-L dengan siswa yang mendapat pembelajaran tanpa strategi K-W-L pada siswa kelas 10 SMK Al – Washliyah Cirebon; (2) menguji keefektifan strategi K-W-L dalam pembelajaran membaca teks deskriptif pada siswa kelas 10 SMK Al – Washliyah Cirebon. Lokasi penelitiam ini dilaksanakan di SMK Al – Washliyah Kabupaten Cirebon. Metode penelitian ini menggunakan metode kuantitatif jenis quasi eksperimen. Data diperoleh dengan pretest dan posttest pada kelompok kontrol dan eksperimen. Adapun Instrumen validitas dan reliabilitas dilakukan dengan SPSS 17. Penelitian ini dilakukan di kelas X AP sebagai kelas kontrol dengan jumlah sample 26 dan kelas X TKJ sebagai kelas eksperimen dengan jumlah sample 26 total keseluruhan sample 52 siswa. Sebelum menganalisis data dilakukan uji persyaratan data dengan menggunakan normalitas dan uji homogenitas dan diketahui hasil uji normalitas dan homogenitas menunjukkan bahwa penelitian ini normal dan homogen. Dari penelitian ini dapat disimpulkan bahwa : (1) Terdapat pengaruh signifikan perbedaan antara siswa dengan menggunakan strategi pembelajaran K-W-L (Know-Want-Learn) dan siswa tanpa menggunakan strategi pembelajaran K-W-L (Know-Want-Learn terhadap pembelajaran membaca teks deskriptif pada siswa kelas 10 SMK Al – Washliyah Cirebon. Hal tersebut dapat dibuktikan berdasarkan data uji-t hitung posstest kelompok kontrol dan eksperimen lebih dari t tabel (3.407> 2.000). Nilai probabilitas (p) kurang dari 0,05 (p = 0,000 <0,05). (2) Terdapat pengaruh signifikan kefektifan penggunaan strategi K-W-L (Know-Want-Learn) terhadap kemampuan membaca teks deskriptif pada siswa kelas 10 SMK Al – Washliyah Cirebon. Hal ini dapat dibuktikan dengan nilai t-test dan posttest kelompok eksperimen yang diperoleh dari t-tabel. Nilai probabilitas (p) kurang dari 0,05 (p = 0,000 <0,05). Sehingga dapat disimpulkan bahwa strategi KWL (Know-Want-Learn) sangat efektif digunakan dalam pembelajaran membaca teks deskriptif pada siswa kelas X SMK Al – Washliyah Cirebon

Methods of Teaching Vocabulary in English Young Learners’ (EYL) Classroom Lili Sururi Asipi; One Lailla Trisanti; Yasri Tika Damayanti; Viviana Viviana
Journal on Education Vol 5 No 4 (2023): Journal on Education: Volume 5 Nomor 4 Mei-Agustus 2023
Publisher : Departement of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar

Vocabulary is a tool for the four skills of speaking, reading, listening, and writing. This research uses qualitative and descriptive methods. This study uses observation and interviews with an English teacher in an elementary school and focuses on the English teacher as an informant about teaching vocabulary methods in English Young Learners' (EYL) classroom. English Young learners' (EYL) are those between the ages of 6 and 12. It is clear from the research findings and discussions in primary schools that teachers use a variety of vocabulary teaching methods, including listen and repeat, listen and do, using songs, and playing games. The iterative, Listen & repeat and listen & do more dominant methods over the others. The solution to this research question is the first significant discovery made by the researchers. There are some inconsistencies between the theoretical and actual methods used by teachers to teach English vocabulary. The methods used in teaching vocabulary in the English Young Learners’ (EYL) classroom very widely. Based on the experience of conducting research, in this section the researcher would like to provide some suggestions that might be useful for further research. Further research development can be further deepened through the case study method and its solutions or through quantitative research, namely investigating English teaching methods and finding new methods in teaching English vocabulary to young learners.

POWER RELATIONS IN STUDENT-STUDENT INTERACTION: A PORTRAIT ON GENDER Aldha Williyan; Aprilia Riyana Putri; Mochamad Guntur; Lili Sururi Asipi
Edulingua: Jurnal Linguistiks Terapan dan Pendidikan Bahasa Inggris Vol 10, No 1 (2023)
Publisher : Universitas Islam Nahdlatul Ulama Jepara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34001/edulingua.v10i1.4675

The students do not always feel at ease when working in groups or pairs. One of the reasons for this discomfort is the presence of power dynamics among the students. Therefore, this study focuses on investigating these dynamics and aims to achieve three main goals. Firstly, it aims to identify the indicators of power in student-student interactions between female and male EFL learners. Secondly, it aims to describe the relationships that are formed among them. Lastly, it aims to determine which participants exhibit more power in these interactions. The methodology employed in this study is qualitative, utilizing a classroom discourse analysis to identify the behaviors that manifest during student-student interactions. The data is examined using the theories of process types within systemic functional linguistics. The findings are then utilized to infer which participants wield more power in the interactions. The analysis reveals that a significant majority of the participants' process types indicate the presence of power. Furthermore, the relationship between female and male EFL learners is neither cooperative nor competitive, as one gender tends to dominate while the other has less ability to challenge this dominance. Thus, either female or male EFL learners can exhibit more power in the interaction. These findings indicate that power dynamics in interactions are not inherently tied to gender.

ERROR ANALYSIS ON TRANSLATION TEXT IN SMA N 1 WALED STUDENTS Lili Sururi Asipi; Ninik Hernika
Tomorrow's Education Journal Vol. 1 No. 1 (2023): May 2023
Publisher : Program Studi Pendidikan Bahasa Inggris Institut Pendidikan dan Bahasa Invada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58660/tej.v1i1.43

This research was conducted based on the fact that most students still make many mistakes in conveying the meaning of Indonesian to English. Lack of vocabulary, facing ambiguity from Indonesian to English, words, phrases, and sentences. The ability to translate is a language skill that must be mastered. Foreign language learners must have the ability to translate both orally and in writing. Therefore, the purpose of this research is (1) to find out the types of mistakes made by students in translating Indonesian procedural text into Indonesian and (2) to find out the mistakes made by students in translating procedural texts. This study uses a qualitative method using a language error analysis approach. Data collection techniques were carried out by means of written documents obtained from 15 participants from SMA N 1 Waled. The results show that students make mistakes in terms of vocabulary, use of prepositions, and use of tenses. This shows that students’ understanding is still not sufficient in choosing the correct vocabulary and the appropriate grammar arrangement in translating Indonesian into English through procedure text.

Exploring teacher talk in training classrooms: A case study at SD Linimasa, Kuningan Lili Sururi Asipi; Dwi Nopiyadi
Concept : Community Concern for English Pedagogy and Teaching Vol. 9 No. 2 (2023): December 2023
Publisher : English Language Education Study Program, Teacher Traning and Education Faculty, Universitas Muhammadiyah Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32534/jconcept.v9i2.4984

The aim of this study is to investigate the types of teacher talk and their meanings in dealing with diverse students. This research aimed to explore several fundamental aspects that occurred in classroom interaction. They are: 1) the types of teacher talk; 2) the most dominant and least performed type of teacher talk; and 3) the contribution of teacher talk to supporting learning. This research was a case study with the participation of three English teachers. The data had been collected through classroom observation, semi-structured interviews, and questionnaires. In examining the utterances uttered by all teachers, video recordings were utilised throughout the learning process. The result of the video transcription was then analysed using Moskowitz’s FLINT system to categorise the type of teacher talk. The result was then cross-checked with the interview and questionnaire to support the validity of the data. The study's findings demonstrated that during the teaching and learning process, teachers used nearly every kind of teacher discourse. Joking was the least frequent sort of speech, while asking questions was the most frequent. Through their utterances during the session, the teacher also provided support to the students who transferred from situations where English was not their first or second language. Teachers facing comparable situations may find it helpful to consider the study's implications and outcomes while trying to boost student engagement, which in turn encourages students to participate more actively in the learning process. Keywords: Exploration; classroom interaction; teachers’ talk;

The Effectiveness Of The Beelinguapp Application To Improve Efl Learners' Reading Comprehension On Narrative Text At Smkn I Cirebon: Efektivitas Aplikasi Beelinguapp Dalam Meningkatkan Pemahaman Membaca Siswa EFL Pada Teks Naratif Di SMKN I Cirebon NurlaelaRahmawati; Dwi Nopiyadi; Lili Sururi Asipi
Tomorrow's Education Journal Vol. 1 No. 1 (2024): November 2024
Publisher : Program Studi Pendidikan Bahasa Inggris Institut Pendidikan dan Bahasa Invada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58660/tej.v2i1.137

This study aims to assess the effectiveness of the Beelinguapp application in improving EFL students' reading comprehension of narrative texts at SMKN I Cirebon and to determine the benefits of implementing this technology in the learning process. English language skills are crucial both globally and within the Indonesian education system. EFL (English as a Foreign Language) learners often struggle with reading comprehension, a critical skill that involves various cognitive processes and understanding the meaning of texts. Narrative texts, which are engaging and rich in moral values, are favored by students. This research use a quantitative approach was employed using an experimental method with a pretest-posttest design and questionnaires. The study sample consisted of 60 students from Class X TEI 1 - TEI 4, selected through random sampling. Data collection techniques included a pretest, posttest, and questionnaire administered to the experimental group. The results indicated a significant improvement in reading comprehension, with a t-value of 8.029, which is greater than the t-table value of 2.022 (Sig. 2-Tailed = 0.000 < 0.05). Thus, the null hypothesis (H0) was rejected, and the alternative hypothesis (Ha) was accepted, confirming that Beelinguapp positively and significantly impacts reading comprehension of narrative texts. Additionally, student feedback from questionnaires revealed cognitive improvements in learning outcomes, particularly in reading comprehension, after the application of the Beelinguapp in the learning process.

The Effectiveness Of The Beelinguapp Application To Improve Efl Learners' Reading Comprehension On Narrative Text At Smkn I Cirebon: Efektivitas Aplikasi Beelinguapp Dalam Meningkatkan Pemahaman Membaca Siswa EFL Pada Teks Naratif Di SMKN I Cirebon NurlaelaRahmawati; Dwi Nopiyadi; Lili Sururi Asipi
Tomorrow's Education Journal Vol. 1 No. 1 (2024): November 2024
Publisher : Institut Prima Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58660/tej.v2i1.137

This study aims to assess the effectiveness of the Beelinguapp application in improving EFL students' reading comprehension of narrative texts at SMKN I Cirebon and to determine the benefits of implementing this technology in the learning process. English language skills are crucial both globally and within the Indonesian education system. EFL (English as a Foreign Language) learners often struggle with reading comprehension, a critical skill that involves various cognitive processes and understanding the meaning of texts. Narrative texts, which are engaging and rich in moral values, are favored by students. This research use a quantitative approach was employed using an experimental method with a pretest-posttest design and questionnaires. The study sample consisted of 60 students from Class X TEI 1 - TEI 4, selected through random sampling. Data collection techniques included a pretest, posttest, and questionnaire administered to the experimental group. The results indicated a significant improvement in reading comprehension, with a t-value of 8.029, which is greater than the t-table value of 2.022 (Sig. 2-Tailed = 0.000 < 0.05). Thus, the null hypothesis (H0) was rejected, and the alternative hypothesis (Ha) was accepted, confirming that Beelinguapp positively and significantly impacts reading comprehension of narrative texts. Additionally, student feedback from questionnaires revealed cognitive improvements in learning outcomes, particularly in reading comprehension, after the application of the Beelinguapp in the learning process.

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