Garuda - Garba Rujukan Digital

Program Pendampingan Pembelajaran Berbasis Kurikulum Merdeka dan Madrasah Digital bagi MGMP Bahasa Inggris Kota Malang Devinta Puspita Ratri; Zuliati Rohmah; Peptia Asrining Tyas; Mega Safitri
JPPM (Jurnal Pengabdian dan Pemberdayaan Masyarakat) VOL. 8 NOMOR 2 JULI 2024 JPPM (Jurnal Pengabdian dan Pemberdayaan Masyarakat)
Publisher : Universitas Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/jppm.v8i2.20707

Perubahan paradigma pembelajaran pada abad ke-21 yang mengarah pada kemajuan IPTEK dalam pembelajaran menuntut adaptasi pola baru dalam pengelolaan pendidikan dan pembelajaran, termasuk di Madrasah. Implementasi Kurikulum Merdeka dan Madrasah digital menjadi sangat strategis dilaksanakan dalam rangka meningkatkan mutu, relevansi, dan pelayanan pendidikan. Namun demikian, pemahaman yang menyeluruh terhadap penerapan strategi tersebut belum dirasa maksimal. Oleh karena itu, program pendampingan ini bertujuan untuk memberikan pendampingan pembelajaran berbasis Kurikulum Merdeka dan Madrasah Digital kepada MGMP Bahasa Inggris Kota Malang. Program ini meliputi pemantapan konsep implemetasi kurikulum dan digitalisasi, pembuatan materi dan modul, dan P5 dengan melibatkan ahli di bidang tersebut. Hasil dari program ini berupa rumusan tujuan pembelajaran, alur tujuan pembelajaran, modul, dan digitalisasi materi pembelajaran. Kualitas hasil kerja pendampingan ini berimplikasi pada penyegaran dan pemantapan Kembali konsep Kurikulum Merdeka dan Madrasah digital guna meningkatkan kualitas pendidikan. Oleh sebab itu, pendampingan dan pelatihan perlu diadakan secara kontinu dan menyeluruh kepada guru dan sekolah.

Exploring teacher development strategies in four most popular Kampung Inggris language courses: A descriptive analysis Rochastuti, Laras Ati; Hamamah, Hamamah; Rohmah, Zuliati
Educenter : Jurnal Ilmiah Pendidikan Vol. 3 No. 3 (2024): Educenter: Jurnal Ilmiah Pendidikan
Publisher : ARKA INSTITUTE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55904/educenter.v3i3.1290

Teacher development programs have been commonly done for teachers in formal language learning contexts, meanwhile in non-formal contexts, such as language courses, the teacher development program has not yet been widely known, despite the variety of benefits that teacher development programs give to teachers. Thus, this research analyzes the teacher development program in Kampung Inggris language courses through qualitative studies using interviews with nine teachers from four language courses. Results suggest that teacher development programs in the four language courses can be categorized into skill learning, sharing, and mentoring. Skill learning includes drilling, evaluation, and e-courses while sharing and mentoring involve peer-teacher sharing programs and consultation with CELTA-certified teachers The findings also indicated that teachers still need more teacher development programs that are not yet given by the language courses management. Thus, the study suggests further analysis of this issue and more opportunities for teachers in non-formal language learning programs to develop their teaching skills.

USING DIGITAL STORYBOOK IN A JAPANESE ONLINE CLASS TO SUPPORT A1-LEVEL WRITING SKILLS Devina, Nadia Irma Della; Hamamah, Hamamah; Rohmah, Zuliati; Muttaqin, Syariful
PARADIGM: Journal of Language and Literary Studies Vol 7, No 1 (2024): Paradigm: Journal of Language and Literary Studies
Publisher : Department of English Literature, Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/prdg.v7i1.27299

Nowadays, although face-to-face learning is conducted in various educational institutions, there is still a great demand for online learning, especially in non-formal educational institutions. Online learning helps students to study without being constrained by distance and have more flexible time. This study wants to explore the application of digital storybooks as an alternative learning media in an online language program to develop student’s writing skills in Japanese and report on the results after the program. This study employed a case study design where the data is presented descriptively to report the implementation of a multimodal text in the form of a digital storybook and the responses of 4 Japanese language learners as both the participants of this study and an online language course. Naturalistic observation became the primary instrument where all activities were recorded, with the addition of writing practice to gain an understanding of students’ comprehension of the given lesson as the second instrument. The results of using multimodal texts in the classroom showed a positive impact. This is shown in the students' writing after participating in learning with multimodal texts. The improvement in the students' writing skills was shown on the students' worksheets in which some students added place settings, time information, and also the correct particles. In short, the usage of the digital storybook enhances students' writing skills and develops their creativity through an enjoyable way of learning.

Novel Grafik Mini Untuk Mengembangkan Kemampuan Membaca dan Menulis Bahasa Jepang : - Rahmah, Fahra Auliani; Rohmah, Zuliati; Hamamah
Jurnal Pendidikan Bahasa Jepang Undiksha Vol. 9 No. 2 (2023): Pengajaran Bahasa Jepang dan Budaya Populer
Publisher : Undiksha Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbj.v9i2.55918

Keterampilan membaca dan menulis dalam pelajaran bahasa Jepang merupakan dua keterampilan yang perlu perhatian lebih, karena kebanyakan pemelajar memiliki motivasi dan pencapaian yang kurang. Maka dari itu perlu adanya pengembangan dalam pembelajaran, tidak hanya menggunakan teks dan meminta pemelajar membaca teks tetapi bisa menggunakan novel grafik mini. Penggunaan novel grafik mini mengandung lebih banyak moda dalam literasi dibanding hanya dengan menggunakan teks. Sehingga akan menunjang peningkatan motivasi serta pencapaian pemelajar bahasa Jepang.

Challenges in Implementing Kurikulum Merdeka for EFL Teachers Reza, Fahrani; Rohmah, Zuliati; Abdullah, Nur Nabilah
JEELS (Journal of English Education and Linguistics Studies) Vol. 10 No. 2 (2023): JEELS November 2023
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v10i2.1899

Indonesia's new Kurikulum Merdeka, introduced for post-COVID-19 recovery and educational improvement, presents unique challenges, especially requiring teachers to create teaching materials from scratch. This article explores the challenges the English teachers face in executing Kurikulum Merdeka. This study employed a mixed-method approach to examine the challenges faced by English teachers when implementing Kurikulum Merdeka. Quantitative data were collected through a Google Form questionnaire distributed to 170 English teachers in secondary schools across Indonesia. Qualitative insights were obtained through two separate Focus Group Discussions (FGD) sessions, one involving junior high school (SMP) teachers and another with high school (SMA) teachers, in the cities of Malang and Mataram, Indonesia. The current study unveils a myriad of challenges faced by English teachers in connection with the curriculum. These challenges are ascribed to various factors encompassing insufficient teacher training, limited access to support facilities, reduced self-efficacy levels, inadequate information technology skills, students' diverse backgrounds, financial constraints, limited resources, comprehension and implementation obstacles associated with differentiated learning strategies, and issues related to time allocation and management.

Digital Literacy Skills and Foreign Language Anxiety of Gen Z in Malang: How Does It Correlate? Margaretta, Iga Shevy; Rohmah, Zuliati; Degeng, Putu Dian Danayanti
Journal of Foreign Language Teaching and Learning Vol 9, No 2 (2024): July
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.v9i2.22553

Digital technology now plays an important part in everyday life, requiring digital literacy skills. It also has significant effects on supporting educational needs, including foreign language learning. Some studies have revealed that learners with a high level of DLS will feel less anxious about joining the foreign language learning process. By implementing the quantitative approach, this study investigated the Digital Literacy Skills (DLS) and Foreign Language Anxiety (FLA) level of Gen Z in Malang as well as the correlation between DLS and FLA. Generation Z was chosen because they are known as digital natives. There were two questionnaires disseminated and were filled out by 100 Gen Z learners in Malang. DLS and FLA level of Gen Z in Malang were determined by finding the mean score while Pearson Correlation test was applied to determine the correlation between DLS and FLA. The results of this study suggested that Gen Z had a high level of DLS and moderate level of FLA Besides, there is weak correlation between DLS and FLA (Sig.2-tailed=0.004, Pearson Correlation=-0.486). Gen Z proved that they had a high DLS yet still experienced the FLA. Gen Z required direct assistance from educators rather than doing independent foreign language learning by employing their high DLS. Thus, combining face-to-face foreign language learning with digital technologies could assist Gen Z in reducing their FLA.

Exploring teacher development strategies in four most popular Kampung Inggris language courses: A descriptive analysis Rochastuti, Laras Ati; Hamamah, Hamamah; Rohmah, Zuliati
Educenter : Jurnal Ilmiah Pendidikan Vol. 3 No. 3 (2024): Educenter: Jurnal Ilmiah Pendidikan
Publisher : ARKA INSTITUTE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55904/educenter.v3i3.1290

Teacher development programs have been commonly done for teachers in formal language learning contexts, meanwhile in non-formal contexts, such as language courses, the teacher development program has not yet been widely known, despite the variety of benefits that teacher development programs give to teachers. Thus, this research analyzes the teacher development program in Kampung Inggris language courses through qualitative studies using interviews with nine teachers from four language courses. Results suggest that teacher development programs in the four language courses can be categorized into skill learning, sharing, and mentoring. Skill learning includes drilling, evaluation, and e-courses while sharing and mentoring involve peer-teacher sharing programs and consultation with CELTA-certified teachers The findings also indicated that teachers still need more teacher development programs that are not yet given by the language courses management. Thus, the study suggests further analysis of this issue and more opportunities for teachers in non-formal language learning programs to develop their teaching skills.

Penggunaan Media YouTube dalam Pengajaran Berbicara kepada Level Pemula Ulum, Miftahul; Hamamah, Hamamah; Rohmah, Zuliati; Muttaqin, Syariful; Fadillah, Alifa
Hasta Wiyata Vol. 7 No. 2 (2024): Jurnal Hasta Wiayata
Publisher : University of Brawijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21776/ub.hastawiyata.2024.007.002.15

This study explores the integration of YouTube videos as a teaching tool to enhance the speaking abilities of beginner-level students in English. Drawing upon the principles of multimodal learning and digital technology in language education, the research investigates the impact of utilizing YouTube videos on language learning outcomes. Adopting a qualitative descriptive design, the study examines English language learning activities conducted with the aid of YouTube videos at TPQ Raudlotus Shibyan, involving five students aged 13-14. Data collection methods include pre-activity preparations, engagement in main activities with listening and speaking exercises facilitated through YouTube videos, and post-activity feedback and assessment. Findings reveal that YouTube videos effectively stimulate student engagement, motivation, and comprehension of English speaking skills, fostering a dynamic and interactive learning environment. This research underscores the potential of digital technology, particularly YouTube, as a valuable resource for language educators seeking to create engaging and effective language learning experiences, especially for beginner-level students.

Global Insights into Idiom Teaching for English Language Learners: A 20-Year Bibliometric Review Tauhid, Aura Bunga; Rohmah, Zuliati
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 12 No. 2 (2024): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v12i2.85073

Idioms are a challenging yet essential subject in language learning, especially for English as a Foreign Language (EFL) learners. Although many studies have explored idiom teaching strategies, there has been little bibliometric analysis to track global research trends in this area. This study fills this gap by conducting a 20-year bibliometric analysis to gain a comprehensive view of the study of idioms in EFL teaching. The current study aims to analyze the number of publications produced, authors who have contributed, the number of countries producing articles, keyword trends to highlight emerging areas of interest, the most cited documents, and the most cited countries in articles on idiom teaching and learning. The Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) method was applied to analyze 131 articles published between 2004 and 2024 in the Scopus database using VOSviewer and Biblioshiny-R software, focusing on idioms in English language teaching and learning. The findings show a trend of article publications indicating an increasing awareness of this topic. Ahmadi A. is the author who produced the largest number of publications where significant contributions were found from countries such as Iran and China. The keywords that often appear include “idiom”, “culture”, and “translation” which highlight the importance of culture and translation in the discussion of idioms. In addition, the most cited article can be seen from Hayati's article and the most cited country is Iran. This study concludes that future research should further explore the integration of idiomatic expressions into language learning curricula.

Digital Literacy Skills and Foreign Language Anxiety of Gen Z in Malang: How Does It Correlate? Margaretta, Iga Shevy; Rohmah, Zuliati; Degeng, Putu Dian Danayanti
Journal of Foreign Language Teaching and Learning Vol. 9 No. 2 (2024): July
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.v9i2.22553

Digital technology now plays an important part in everyday life, requiring digital literacy skills. It also has significant effects on supporting educational needs, including foreign language learning. Some studies have revealed that learners with a high level of DLS will feel less anxious about joining the foreign language learning process. By implementing the quantitative approach, this study investigated the Digital Literacy Skills (DLS) and Foreign Language Anxiety (FLA) level of Gen Z in Malang as well as the correlation between DLS and FLA. Generation Z was chosen because they are known as digital natives. There were two questionnaires disseminated and were filled out by 100 Gen Z learners in Malang. DLS and FLA level of Gen Z in Malang were determined by finding the mean score while Pearson Correlation test was applied to determine the correlation between DLS and FLA. The results of this study suggested that Gen Z had a high level of DLS and moderate level of FLA Besides, there is weak correlation between DLS and FLA (Sig.2-tailed=0.004, Pearson Correlation=-0.486). Gen Z proved that they had a high DLS yet still experienced the FLA. Gen Z required direct assistance from educators rather than doing independent foreign language learning by employing their high DLS. Thus, combining face-to-face foreign language learning with digital technologies could assist Gen Z in reducing their FLA.

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