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<![CDATA[In-Service EFL Teachers Engagement in Reflective Practice: What Tools do In-service Teachers Utilize to Reflect their Teaching? ]]>
<![CDATA[Anjar Nur Cholifah]]>;
<![CDATA[Abdul Asib]]>;
<![CDATA[Suparno Suparno]]>
<![CDATA[ Jurnal Pedagogy Vol 8 No 1 (2020): Pedagogy: Journal of English Language Teaching ]]>
Publisher : <![CDATA[State Institute for Islamic Studies IAIN of Metro ]]>
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DOI: 10.32332/pedagogy.v8i1.1960
<![CDATA[As long-life learners, teachers should not stop learning and evaluating their teaching-learning process. One of the ways to evaluate or reflect a teacher’s teaching is by conducting reflective practice. Reflective practice or sometimes called reflective teaching is not a new concept. In the education field, reflective teaching has been enforced as a means to develop teacher professionalism. This study aims at reviewing some reflective practice tools utilized by in-service teachers in reflecting their classroom performance as an attempt to improve their teaching. Two in-service teachers with teaching experience ranging from 3-10 years are concerned with this research. Data gained through interviews. The data collected are compiled by applying Miles, Huberman, & Saldana’s (2014) interactive model data analysis. The results of data analysis reveal the individual differences among in-service teachers’ preference in doing reflection toward their teaching. The finding of this study leads in-service teachers to know kinds of tools used in reflective practice in their teaching-learning process to improve their teaching quality and learning outcomes.]]>
<![CDATA[Reflective Teacher Journal to Develop Teacher’s Professionalism ]]>
<![CDATA[Anjar Nur Cholifah]]>;
<![CDATA[Abdul Asib]]>;
<![CDATA[Suparno Suparno]]>
<![CDATA[ ELS Journal on Interdisciplinary Studies in Humanities Vol. 3 No. 1 (2020): MARCH ]]>
Publisher : <![CDATA[Hasanuddin University ]]>
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DOI: 10.34050/els-jish.v3i1.9517
<![CDATA[To be good a teacher, a teacher must incessantly improve her/his teaching practice and skill/knowledge to produce and keep the academic quality. Mechanically, a teacher requires to concern a particular method/ technique or strategy and use a certain tool/type to fulfill the benchamark of excellence in teaching. Hence, reflection is substantial as one of the indispensable approaches that can be practiced to direct teacher’s performance becomes more experienced. In teaching, the term reflection refers to the opportunity of teachers to think back critically after the teaching-learning process. Previous studies that have been conducted to observe the efficiency of teacher journal in the education field. Conversely, only a few kinds research explored teacher’s perceptions toward the utilization of the teacher’s journal. Likewise, this research was located in Indonesia and engage an in-service EFL teacher of Junior High School to accomplish the gap. It intended at determining the parts reflected from the teacher journal. Moreover, to investigate the research problems, the researcher used an in-depth interview to explore the teacher’s experience in utilizing teacher diary. Consequently, this study employed a qualitative method since it was considered as the appropriate design to accomplish the research. The researcher concluded that the teacher has a positive perceptions related to the teacher’s diary/teacher’s journal. It gives precious involvement for English teachers to be more experienced and professional to help students in mastering English skills and help the teacher to do reflection in order to make a better teaching practice for the next English teaching.]]>
<![CDATA[Rumah Daging Dan Pikiran Karya Malkan Junaidi: Kritik Sastra Mimetik ]]>
<![CDATA[Doni Alfaruqy]]>;
<![CDATA[Tefur Nur Rohman]]>;
<![CDATA[Anjar Nur Cholifah]]>
<![CDATA[ Kode : Jurnal Bahasa Vol 12, No 1 (2023): Kode: Edisi Maret 2023 ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/kjb.v12i1.44361
<![CDATA[Sastra merupakan suatu karya seni ekspresif yang berbentuk lisan atau tulisan yang memiliki ciri khas seperti keindahan, keaslian, bersifat imajinatif dan bernilai positif bagi manusia. Pencipta dan penikmat karya sastra dapat berasal dari orang dewasa dan anak-anak tergantung dari tingkat pemahamannya. Terdapat permasalahan sendiri dalam sastra yaitu dalam menghadirkan imajinasi, mimpi, dan realitas. Penggunaan kritik sastra dapat mempermudah dalam menganalisis dan menginterpretasi kaitan antar karya sastra dengan realita. Pendekatan mimetis dipilih untuk melihat hubungan antara isi karya sastra dengan kehidupan nyata. Penelitian ini menggunakan analisis isi dalam mengkaji data. Peneliti mencoba memahami beberapa puisi dalam buku “Rumah Daging dan Pikiran” karya Malkan Junaidi. Oleh karena itu, suatu karya sastra dapat mewakili aspirasi dan dinamika dalam kehidupan di masyarakat.]]>
<![CDATA[Unmasking Logical Fallacies: An Analysis of The 2024 Indonesian Vice-Presidential Debates ]]>
<![CDATA[Cholifah, Anjar Nur]]>;
<![CDATA[Alfaruqy, Doni]]>;
<![CDATA[Pustika, Reza]]>;
<![CDATA[Sunarsih, Sunarsih]]>
<![CDATA[ Journal of Pragmatics and Discourse Research Vol 4, No 2 (2024) ]]>
Publisher : <![CDATA[ppjbsip ]]>
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DOI: 10.51817/jpdr.v4i2.961
<![CDATA[The logical fallacies that emerged in the 2024 Indonesian vice-presidential candidate debates is interested. By analyzing debate through a descriptive qualitative approach and employing Damer's (2009) classification theory, the study evaluates the presence of unconvincing arguments in the discourse of the three vice-presidential candidates. Logical fallacies, which are errors in reasoning, can obscure listeners and impact comprehension and the quality of arguments in a debate. Data were collected by transcribing argumentative speeches from two YouTube videos of the debates. There were 120 utterances produced by the three vice-presidential candidates. From 120 utterances, 60 logical fallacies were found. The findings reveal that the most prevalent logical fallacies included red herrings (16.67%), where candidates diverted attention from relevant topics to irrelevant ones. Ad hominem attacks (11.67%) were also common. Additionally, appeals to authority (11.67%) cited influential figures to support his argument on "ecological repentance," without strengthening the logical foundation of his argument. This research underscores the importance of recognizing cognitive biases that can undermine argument objectivity. The study highlights the need for heightened awareness of rhetorical manipulation among speakers and audiences to foster a more critical and informed debate culture. The study contributes to political communication studies by providing insights into the rhetorical strategies used in Indonesian political debates and their implications for democratic engagement. The prevalence of logical fallacies points to the necessity for improved debate standards to enhance rational political discourse, ultimately benefiting the democratic process by encouraging informed and constructive participation]]>
<![CDATA[Analogi Busur Panah sebagai Unsur Motivasi pada Novel Sang Pemanah Karya Paolo Coelho ]]>
<![CDATA[Alfaruqy, Doni]]>;
<![CDATA[Sunarsih]]>;
<![CDATA[Rohman, Tefur Nur]]>;
<![CDATA[Cholifah, Anjar Nur]]>;
<![CDATA[Pustika, Reza]]>
<![CDATA[ Kode : Jurnal Bahasa Vol. 14 No. 1 (2025): Kode: Edisi Maret 2025 ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/kjb.v13i1.65903
<![CDATA[Penelitian ini bertujuan untuk mengetahui unsur motivasi yang terkandung di dalam novel Sang Pemanah karya Paolo Coelho beserta penjelasannya. Adapun masalah dalam penelitian ini untuk mengetahui analogi busur panah sebagai unsur motivasi yang dapat dimanfaatkan sebagai motivasi diri. Penelitian ini menggunakan metode deskriptif kualitatif dengan teknik studi pustaka serta pendekatan sosiologi sastra dan interpretasi penulis, terdapat 4 unsur motivasi yaitu tujuan (goal), kegigihan (persistency), usaha (effort), dan intensitas (frequency). Berdasarkan hasil penelitian dapat diketahui bahwa unsur motivasi hidup yang terdapat dalam novel Sang Pemanah yaitu kerja keras, kegigihan, usaha atau latihan secara terus-menerus dan tujuan yang jelas dapat dianalogikan dengan baik untuk menjadi motivasi dalam berjuang menggapai cita-cita yang diharapkan. Kemudian, unsur tujuan ditemukan secara dominan dalam data yang telah diolah dalam novel Sang Pemanah. Selain itu, terdapat penjelasan analogi berlatih menggunakan anak panah dan busurnya yang dijabarkan secara mendetail di dalam novel.]]>
<![CDATA[Perancangan Buku Ilustrasi Pop-Up Pendidikan Seks Usia Dini untuk Mencegah Kekerasan Seksual pada Anak ]]>
<![CDATA[Br Halawa, Maria Veronika]]>;
<![CDATA[Sunarsih, Sunarsih]]>;
<![CDATA[Ulfah, Nufikha]]>;
<![CDATA[Cholifah, Anjar Nur]]>
<![CDATA[ Archive: Jurnal Pengabdian Kepada Masyarakat Vol. 5 No. 1 (2025): Desember 2025 ]]>
Publisher : <![CDATA[Asosiasi Pengelola Publikasi Ilmiah Perguruan Tinggi PGRI ]]>
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DOI: 10.55506/arch.v5i1.206
<![CDATA[Latar Belakang: Pelecehan seksual merupakan hal yang tidak bisa ditoleransi, ditambah maraknya kasus pelecehan seksual pada anak usia dini akhir-akhir ini di Indonesia, hal ini diperparah karena kurangnya pemahaman anak dan anggapan tabu terhadap pendidikan seks di PAUD Tujuan: Edukasi ini bertujuan untuk mengembangkan media belajar inovatif berupa Pop-up Book untuk edukasi seks dini yang menarik dan mudah dipahami oleh anak-anak. Metode: Metode ini melalui tahapan observasi, perancangan produk, sosialisasi dan evaluasi dengan pendekatan bercerita melalui perancangan buku interaktif semi-3D dengan visual mendukung, bekerja sama dengan TK Aisyiyah yang belum memiliki materi serupa. Hasil: Hasil dari sosialisasi edukasi ini adalah penggunaan media ajar meningkatkan minat belajar anak dalam mengenali bagian tubuh yang perlu dilindungi, informasi yang diberikan membuat anak-anak menjadi peduli dan waspada demi mencegah kekerasan seksual. Kesimpulan: Keberadaan media pop-up book ini menjadi solusi efektif untuk menyampaikan edukasi sensitif secara adaptif sesuai usia anak sedari dini.]]>
<![CDATA[Investigating Teacher’s Perceptions of Reflective Peer Observation to Promote Professional Development ]]>
<![CDATA[Cholifah, Anjar Nur]]>;
<![CDATA[Asib, Abdul]]>;
<![CDATA[Suparno, Suparno]]>
<![CDATA[ JEES (Journal of English Educators Society) Vol 5 No 1 (2020): April ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
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DOI: 10.21070/jees.v5i1.382
<![CDATA[Peer observation as one of the reflection tools is viewed as an effective strategy to develop teacher’s professionalism. Furthermore, peer observation in reflective practice refers to the teacher’s act which collaborates with other teachers to identify the strength and the weakness of their teaching. By doing so, it is expected there will be innovation and improvement for better teaching activity after doing an evaluation together. This study aimed at investigating the teacher’s perceptions of peer observation as one of the reflection tools to promote professional development. The participant of this study was an In-service teacher in one of Senior High Schools in Surakarta who teaches English with 10 years of teaching experience. The data were gained through an in-depth interview followed by interactive model data analysis for qualitative study in analyzing the data. The results indicated that the teacher has positive perceptions of peer observation as a professional development tool. It brought some advantages for the teacher. Peer observation also helped the teacher to solve the problems she encountered in her teaching and could be used as a learning opportunity by observing new teaching techniques/methods/strategies from other teachers. HIGHLIGHTS: Teacher has positive perceptions in implementing peer observation to promote professional development There are limited studies regarding the use of peer observation especially for in-service teacher Peer observation brings some benefits for the teacher to improve her teaching practice]]>
<![CDATA[Implementasi Metode Talk Show dalam Meningkatkan Efikasi Diri Mahasiswa dalam Berbicara Inggris ]]>
<![CDATA[Pustika, Reza]]>;
<![CDATA[Sunarsih, Sunarsih]]>;
<![CDATA[Cholifah, Anjar Nur]]>;
<![CDATA[Alfaruqy, Doni]]>;
<![CDATA[Rohman, Tefur Nur]]>
<![CDATA[ JOEAI (Journal of Education and Instruction) Vol. 8 No. 2 (2025): JOEAI (Journal of Education and Instruction) ]]>
Publisher : <![CDATA[Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE) ]]>
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DOI: 10.31539/joeai.v8i2.14817
<![CDATA[Penelitian ini mengeksplorasi penerapan metode talk show dalam pembelajaran bahasa Inggris mahasiswa tingkat universitas dan dampaknya terhadap efikasi diri siswa dalam berbicara Bahasa Inggris. Keterampilan berbicara merupakan aspek penting dalam penguasaan bahasa Inggris, khususnya bagi mahasiswa yang mempersiapkan diri untuk lingkungan profesional. Metode talk show dikaji sebagai pendekatan yang inovatif dan interaktif untuk meningkatkan kepercayaan diri dalam berbicara, mengurangi kecemasan, dan mendorong keterlibatan siswa. Metode deskriptif digunakan dalam penelitian ini, dengan melibatkan 112 mahasiswa dalam penelitian ini. Hasilnya menunjukkan bahwa metode talk show meningkatkan kepercayaan diri, motivasi, dan interaksi siswa sekaligus mengurangi kecemasan. Temuan ini menunjukkan bahwa penerapan metode talk show dapat secara signifikan meningkatkan efikasi diri mahasiswa dalam berbicara bahasa Inggris. Kata kunci: Metode Talk Show, efikasi diri, komunikasi lisan, keterampilan berbicara bahasa Inggris]]>
<![CDATA[ESP Academic Writing Hurdles: A Case Study of Technological Institute Freshmen ]]>
<![CDATA[Anjar Nur Cholifah]]>;
<![CDATA[Yuspik Yuspik]]>;
<![CDATA[Irawansyah Irawansyah]]>
<![CDATA[ Journal of English Language and Education Vol 11, No 3 (2026) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jele.v11i3.2392
<![CDATA[This study explores ESP academic writing hurdles and coping strategies among freshmen at a technological institute. While previous research focuses on general EFL writing, studies specifically addressing the technical demands of engineering freshmen are limited. Using a qualitative case study, three students were interviewed for in-depth data. The data were analyzed using thematic analysis to categorize both writing hurdles and coping mechanisms. Results indicate that students face significant difficulties in lexical choices, grammar, text structure, and plagiarism, primarily due to limited academic vocabulary and the gap between high school and university standards. To cope, students combine course modules with peer discussions and digital resources. Findings suggest that lecturers should provide flexible feedback and support independent learning strategies. Ultimately, understanding these specific hurdles is crucial to help freshmen adapt to the demanding professional standards of technical academic writing.]]>
<![CDATA[Teacher’s Perceives on the Implementation of Genre-Based Approach in Teaching Writing ]]>
<![CDATA[Anjar Nur Cholifah]]>;
<![CDATA[Reza Pustika]]>;
<![CDATA[Ardesia Winanta]]>
<![CDATA[ ELS Journal on Interdisciplinary Studies in Humanities Vol. 5 No. 3 (2022): September ]]>
Publisher : <![CDATA[Hasanuddin University ]]>
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DOI: 10.34050/elsjish.v5i3.23198
<![CDATA[The present study was focused on the teacher’s perceives on the implementation of genre-based approach (GBA) in teaching writing in one of senior high schools in Surakarta, Central Java, Indonesia. The objectives of this study are to explain; 1) The teacher’s perceptions on the practice of the genre-based approach in teaching writing, 2) the matters faced by English teacher, 3) the solutions regarding the problems faced by the teacher. This research was qualitative. The data were collected by implementing questionnaire and interview. The sample of this study was one teacher in Surakarta by using purposive sampling technique. Writers used a model of triangulation process consisting of data reduction, data display, and conclusion to collect and analyze the data. The results showed that; 1) the teacher had positive perception using GBA in teaching writing, 2) there were problems faced by the teacher such as the ease of internet access so that the students could not show their own ideas, and 3) the teachers’ suggestion was that the teacher should be up to date with the newest topic and give motivation to the students to express their own ideas.]]>
