Article Per Year (5 Year)
p-Index From 2020 - 2025
1.066
P-Index
This Author published in this journals
All Journal Cendekia Kodifikasia: Jurnal Penelitian Islam Jurnal Bahasa Lingua Scientia Cendekia: Jurnal Kependidikan dan Kemasyarakatan Jurnal Konatif: Jurnal Ilmiah Pendidikan Ta'allum: Jurnal Pendidikan Islam
Dhinuk Puspita Kirana, Dhinuk Puspita
Jurusan Tarbiyah STAIN Ponorogo
Religion Arts Humanities Chemistry Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

Published : 11 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 11 Documents
Search

 1   2 
AUTHENTIC MATERIALS IN EXTENSIVE READING CLASS AT STAIN PONOROGO Kirana, Dhinuk Puspita
Kodifikasia Vol 7, No 1 (2013)
Publisher : Kodifikasia

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

Abstract

It is widely believed that English Foreign Language (EFL) learners need todevelop their language proficiency by getting so much input. Moreover, studentsneed to be familiarized with the real English usage where real forms ofcommunication and cultural knowledge are crucially exposed. Teaching throughauthentic materials will make the learners feel that they are learning a reallanguage which is used by the real native speakers for real communication.incorporating authentic materials helps students acquire an effectivecommunicative competence in the language focus. The research intended todescribe the implementation of authentic materials in extensive reading class, theproblems arise and the students’ responses toward the authentic materials inextensive reading class. The design of the research was Descriptive Qualitativemethod and the research subject was the lecturer of Extensive Reading class and33 students in B class of the fourth semester of STAIN Ponorogo who tookExtensive Reading subject. The instruments used were in the form of observationsheet, interview guideline and questionnaire. The implementation of authenticmaterials in extensive reading class covered some procedures into three mainphases namely (1) Pre-Activity, (2) Main-Activity and (3) Post-Activity. Theactivities in main activity are as follows: (a) Pre-Activity; (b) Whilst-Activity; and(3) The language focus stage. There were problems arose during theimplementation in terms of complicated planning, more time allocation and somedisinterested students. Finally, the students showed significantly positive attitudetoward the implementation of authentic materials in extensive reading class.
DISCOURSE ANALYSIS OF UTTERANCES USED IN NEWSPAPER Kirana, Dhinuk Puspita
Cendekia: Jurnal Kependidikan Dan Kemasyarakatan CENDEKIA VOL. 9. NO. 2 TAHUN 2011
Publisher : IAIN Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/cendekia.v9i2.874

Abstract

Salah satu media massa yang secara luas digunakan dalam masyarakat kita di samping televisi dan internet adalah surat kabar. Surat kabar terdiri dari berita faktual dan aktual dari pelosok negeri. Ucapan-ucapan yang digunakan di koran kadang menyesatkan jika para pembaca tidak memahami wacana berita. Dengan demikian, Analisis Wacana sangat penting untuk mengenali wacana dan makna yang dimaksudkan dari ucapan-ucapan yang dimuat di koran. Wacana menekankan pada studi tentang bahasa dalam konteks sosial, sementara Analisis Wacana adalah analisa untuk mencari apa yang memberi koherensi wacana, kualitas yang bermakna dan terpadu. Analisis wacana digunakan untuk mengungkapkan makna yang dimaksud (lisan/tertulis) yang digunakan untuk komunikasi sosial dengan menganalisis konteks situasi dan references/acuan yang dipakai. Fokus utama Analisis Wacana ialah mempelajari hubungan antara bahasa dan realitas serta fungsi/peran bahasa dalam membangun dan menjaga realitas sosial. كانت الجرائد احدى الوسائل الاجتماعية التي يكثر استفادتها لدى المجتمع سوى التلفاز والانترنت. وتتركب مواد الجرائد من الأخبار الحالية من أنحاء الدولة. وقد تكون تعبيرات الجرائد مضلّةً إذا كان القارئ لا يفهم نصّ الأخبار. بهذا، كان تحليل النصوص مهمّا جدّا للتعرف على مضمون النص في الجرائد. اهتم النص بدراسة اللغة في موقف اجتماعيّ، غير أن تحليل النص هو تحليل للبحث عن وحدة الأفكار في النص وجودتها و ترابطها. استُخدم هذا التحليل لاستخراج المعنى المقصود (نطقا وكتابة) المستخدَم للاتصال الاجتماعي لتحليل الموقف والمعنى المستخدم. يركّز هذا التحليل على دراسة العلاقة بين اللغة والواقع الاجتماعي ثمّ دورها في بناء الواقع الاجتماعي والحفاظ عليه
AUTHENTIC MATERIALS IN EFL CLASSROOMS Kirana, Dhinuk Puspita
Cendekia: Jurnal Kependidikan Dan Kemasyarakatan CENDEKIA VOL 12 NO 2 TAHUN 2014
Publisher : IAIN Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/cendekia.v12i2.233

Abstract

Abstrak; Banyak guru bahasa yang akhir-akhir ini membahas tentang pentingnya penggunaan materi otentik dalam kelas Bahasa Inggris sebagai Bahasa Asing (English as a Foreign Language-EFL). Pendapat persuasif para ahli Pengajaran Bahasa Inggris sebagai Bahasa Asing juga bersikeras bahwa bahasa Inggris yang ditampilkan di dalam kelas EFL seharusnya materi otentik agar siswa benar-benar masuk dalam penggunaan bahasa Inggris di kehidupan nyata. Secara umum, sebagian besar guru-guru EFL setuju bahwa materi otentik bermanfaat dalam proses belajar mengajar, terutama bagi siswa. Yang sangat penting tentang penggunaan materi otentik dalam kelas EFL adalah tentang kapan materi tersebut diperkenalkan kepada siswa dan bagaimana menggunakannya. Artikel ini menyajikan definisi dari materi otentik, kemudian diikuti dengan eksplorasi keunggulan dan kelemahan dalam pelaksanaannya di kelas EFL. Kemudian beberapa pertimbangan tentang penggunaan materi otentik di kelas EFL juga dibahas. Yang terakhir adalah beberapa contoh tugas dan kegiatan kelas yang menggunakan materi otentik ditampilkan sebagai contoh penerapannya secara praktis di kelas EFL. الإنجليزية الدراسية الفصول في أصلية مواد استخدام أهمية على مؤخرا ناقش الذي اللغة معلمي من العديد تدريس خبراء من مقنعة الرأي أجنبية. أصر كلغة الإنجليزية اللغة ،أجنبية كلغة ةيزيلنجلإا أجنبية كلغة أصلية EFL مواد الدراسية الفصول في عرضها يتم الإنجليزية اللغة أن أيضا أجنبية كلغة الإنجليزية اللغة ةيبلاغ نإف ،عام بشكل .الحقيقية الحياة في الإنجليزية اللغة استخدام في حقا الحصول الطلاب أن يفترض على جدا مهم أمر وهو .للطلاب ةصاخو ،التعلم عملية في مفيدة أصلية مواد أن على EFL تتفق المعلمين ةيفيكو  للطلاب المواد إدخال يتم  عندما  EFL حوالي الدراسية الفصول في الحجية ذات مواد استخدام الفصول في التنفيذ في والضعف القوة نقاط استكشاف اهيلت ،الأصيلة المواد تعريف المقالة هذه تقدم .اهمادختسا كلغة الإنجليزية اللغة فصول في أصلية مواد استخدام حول الاعتبارات بعض أيضا تناقش EFL. ثم الدراسية كمثال أصلية مواد تستخدم التي ةيفصلا تاطاشنلاو المهام من الأمثلة بعض ويرد هي الأخيرة أجنبية. هذه.EFL الدراسية الفصول في العملي التطبيق على
LEV VYGOTSKY’S SOCIOCULTURAL APPROACH AND AUTHENTIC MATERIALS IN EFL CLASSROOMS Kirana, Dhinuk Puspita
Jurnal Bahasa Lingua Scientia Vol 6, No 2 (2014)
Publisher : Pusat Pengembangan Bahasa IAIN Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/ls.2014.6.2.181-190

Abstract

There are barriers in teaching and learning foreign language but there are always ways in overcoming the problems. One of the most challenging tasks faced by (English as a Foreign Language)  EFL teachers is how to elicit the students’ interest so that they will be more motivated to learn and successfully develop their English proficiency. Educational psychology theories developed by Russian psychologist, Lev Vygotsky have been recognized as having great contribution to language education and teacher training. Education experts also insisted that in order to motivate the students, English which is presented in EFL classrooms should be authentic in order to immerse students into the real usage of English communication. This article discusses Vygotsky’s sociocultural approach and the authentic materials used in the classroom to develop students’ English proficiency.
AUTHENTIC MATERIALS IN EXTENSIVE READING CLASS AT STAIN PONOROGO Kirana, Dhinuk Puspita
Kodifikasia Vol 7, No 1 (2013)
Publisher : IAIN PONOROGO

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (168.014 KB) | DOI: 10.21154/kodifikasia.v7i1.775

Abstract

It is widely believed that English Foreign Language (EFL) learners need to develop their language proficiency by getting so much input. Moreover, students need to be familiarized with the real English us­age where real forms of communication and cultural knowledge are crucially exposed. Teaching through authentic materials will make the learners feel that they are learning a real language which is used by the real native speakers for real communication. incorporating au­thentic materials helps students acquire an effective communicative competence in the language focus. The research intended to describe the implementation of authentic materials in extensive reading class, the problems arise and the students? responses toward the authen­tic materials in extensive reading class. The design of the research was Descriptive Qualitative method and the research subject was the lecturer of Extensive Reading class and 33 students in B class of the fourth semester of STAIN Ponorogo who took Extensive Read­ing subject. The instruments used were in the form of observation sheet, interview guideline and questionnaire. The implementation of authentic materials in extensive reading class covered some procedures into three main phases namely (1) Pre­ Activity, (2) Main­ Activity and (3) Post­Activity. The activities in main activity are as follows: (a) Pre­ Activity; (b) Whilst ­Activity; and (3) The language focus stage. There were problems arose during the implementation in terms of complicated planning, more time allocation and some disinterested students. Finally, the students showed significantly positive attitude toward the implementation of authentic materials in extensive reading class.
Vocabulary Exposure to Islamic Institute Students Through an EFL Coursebook Kirana, Dhinuk Puspita
Cendekia: Kependidikan dan Kemasyarakatan Vol 20 No 1 (2022)
Publisher : IAIN Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/cendekia.v1i1.3506

Abstract

The importance of vocabulary education in second and foreign language learning cannot be overstated. Teachers face a complex problem in teaching vocabulary because the English language contains hundreds of thousands of words, making it difficult to determine what to teach first. During their first semester at IAIN Ponorogo, students are exposed to English terminology by using a textbook required for English classes. The research aims to answer the following questions. They are 1) what are the coursebook's token types and sizes? (2) how many tokens, types, and word families are introduced in the coursebook? (3) what are the coursebook's vocabulary demands? (3) what vocabulary learning opportunities are offered in the coursebook? This study employed a corpus-based approach, and the analysis was carried out using RANGE, computer software. According to the findings, language learners who followed the coursebook were exposed to about 1,164-word families. Language learners need more vocabulary exposure from other sources to supplement the Nation's recommendation of focusing on the 2,000 most commonly used words.  
Analyzing the Brand Equity of Prospective Postgraduate Program of Islamic University Kirana, Dhinuk Puspita; Wulansari, Andhita Dessy
Cendekia: Kependidikan dan Kemasyarakatan Vol 22 No 1 (2024)
Publisher : IAIN Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/cendekia.v22i1.7446

Abstract

This research focused on the brand equity assets of the Postgraduate of IAIN Ponorogo, precisely the perceived quality and brand association factors that affect consumer decisions. It was related to the choice of the 8th-semester students of IAIN Ponorogo in the academic year 2022/2023 in choosing the Postgraduate program. This research employed a quantitative methodology using binary logistic regression statistical techniques. It also used a random sampling method, randomly choosing student identification numbers to choose the sample. Therefore, every member of the population had an equal chance of being included in the sample, ensuring that the sample was representative of the population for research purposes. Questionnaires were used to gather key information: brand association, perceived quality, and brand awareness. The findings of this research show that: 1) the Postgraduate of IAIN Ponorogo ranked first for the top of mind level, with UIN Yogyakarta occupying the second spot; and 2) the internal quality of the Postgraduate program had a considerable impact on whether or not the 8th-semester students of the IAIN Ponorogo prioritized the Postgraduate program of IAIN Ponorogo.
The effectiveness of problem-based learning on reading comprehension of eleventh-grade science students at SMAN 1 Sambit Muhsyanura, Intan; Kirana, Dhinuk Puspita
Jurnal Konatif: Jurnal Ilmiah Pendidikan Vol. 2 No. 2 (2024)
Publisher : Labschool Cibubur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62203/jkjip.v2i2.72

Abstract

Reading is one of the most important basic skills in learning English for students to learn. Reading is understanding written text which is a complex activity involving perception and thinking which consists of two processes related to word recognition and understanding. Comprehension is the process of understanding interconnected words, sentences and texts. Therefore, reading cannot be separated from understanding. The purpose of this research is to find out whether there is a significant difference between students who are taught using problem-based learning and have better reading comprehension than students who are not taught using problem-based learning. Researchers applied a quantitative research approach with quasi-experimental design. This research used two classes. The population in this study were all XI Science students at SMAN 1 Sambit, totaling 87 students. The sample in this study was an experimental class with 29 students and a control class with 29 students. Researchers used pre-test and post-test in data collection. Data were analyzed using a t-test formula such as the Independent Sample T-Test. The results showed that the mean post-test for experimental class was 89.82 and the mean post-test for control class was 80.93. This shows that there is a difference in mean scores between the two classes. The T-Test results show a significance value of 0.00 which is smaller than 0.05. Based on these data, it can be concluded that there is a significant difference between reading comprehension of students who are taught using problem-based learning than students who are not taught using problem-based learning.
LEARNING MANAGEMENT SYSTEM PASCASARJANA INSTITUT AGAMA ISLAM NEGERI PONOROGO PADA MASA PANDEMI Nuryani, Siti; Kirana, Dhinuk Puspita
Ta'allum: Jurnal Pendidikan Islam Vol 10 No 2 (2022)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan (FTIK) UIN Sayyid Ali Rahmatullah Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/taalum.2022.10.2.290-317

Abstract

Penelitian ini dilatarbelakangi oleh fakta bahwa mahasiswa Pascasrjana IAIN Ponorogo juga terkena dampak Covid-19. Sesuai dengan Peraturan Menteri SKB 4 Menteri tentang Pedoman Pelaksanaan Pembelajaran selama pandemi Covid-19. Maka lahirlah SK Rektor IAIN Ponorogo yang mewarisi SK tersebut. Berdasarkan hasil penelitian kami, kami menemukan bahwa: Kebijakan ini lahir dalam keputusan 4 Menteri No. 01/KB/2020 tanggal 15 Juni 2020 tentang pedoman pelaksanaan pembelajaran tahun pelajaran 2020/2021 pada masa pandemi Covid-19. Penerimaan tahun ajaran dilakukan secara online menggunakan aplikasi e-learning. Kemudian, mahasiswa Pascasarjana IAIN Ponorogo membentuk Tim Task Force E-Learning untuk menindaklanjuti kebijakan SK Rektor tersebut. Tim ini bertujuan untuk mendukung penyampaian kuliah online dalam bentuk modul kuliah, rekaman video, audio atau dokumen tertulis dengan akses internet, desain dan prestasi meningkat.. Tim Task Force E-Learning juga merancang kursus pelatihan (Coaching E-Learning) dan menghasilkan panduan e-learning untuk dosen dan mahasiswa. Dalam proses strategi pembelajaran e-learning dosen melalui tiga fase yaitu perencanaan, pelaksanaan dan evaluasi. Pengunaan e-learning oleh mahasiswa di pascasarjana IAIN Ponorogo memiliki dampak positif dan negatif bagi dosen dan mahasiswa. Penelitian ini dilatarbelakangi oleh fakta bahwa mahasiswa Pascasrjana IAIN Ponorogo juga terkena dampak Covid-19. Sesuai dengan Peraturan Menteri SKB 4 Menteri tentang Pedoman Pelaksanaan Pembelajaran selama pandemi Covid-19. Maka lahirlah SK Rektor IAIN Ponorogo yang mewarisi SK tersebut. Berdasarkan hasil penelitian kami, kami menemukan bahwa: Kebijakan ini lahir dalam keputusan 4 Menteri No. 01/KB/2020 tanggal 15 Juni 2020 tentang pedoman pelaksanaan pembelajaran tahun pelajaran 2020/2021 pada masa pandemi Covid-19. Penerimaan tahun ajaran dilakukan secara online menggunakan aplikasi e-learning. Kemudian, mahasiswa Pascasarjana IAIN Ponorogo membentuk Tim Task Force E-Learning untuk menindaklanjuti kebijakan SK Rektor tersebut. Tim ini bertujuan untuk mendukung penyampaian kuliah online dalam bentuk modul kuliah, rekaman video, audio atau dokumen tertulis dengan akses internet, desain dan prestasi meningkat.. Tim Task Force E-Learning juga merancang kursus pelatihan (Coaching E-Learning) dan menghasilkan panduan e-learning untuk dosen dan mahasiswa. Dalam proses strategi pembelajaran e-learning dosen melalui tiga fase yaitu perencanaan, pelaksanaan dan evaluasi. Pengunaan e-learning oleh mahasiswa di pascasarjana IAIN Ponorogo memiliki dampak positif dan negatif bagi dosen dan mahasiswa.
Vocabulary Exposure to Islamic Institute Students Through an EFL Coursebook Kirana, Dhinuk Puspita; Amalia, Lia
Cendekia: Kependidikan dan Kemasyarakatan Vol 20 No 1 (2022)
Publisher : IAIN Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (138.604 KB) | DOI: 10.21154/cendekia.v1i1.3506

Abstract

The importance of vocabulary education in second and foreign language learning cannot be overstated. Teachers face a complex problem in teaching vocabulary because the English language contains hundreds of thousands of words, making it difficult to determine what to teach first. During their first semester at IAIN Ponorogo, students are exposed to English terminology by using a textbook required for English classes. The research aims to answer the following questions. They are 1) what are the coursebook's token types and sizes? (2) how many tokens, types, and word families are introduced in the coursebook? (3) what are the coursebook's vocabulary demands? (3) what vocabulary learning opportunities are offered in the coursebook? This study employed a corpus-based approach, and the analysis was carried out using RANGE, computer software. According to the findings, language learners who followed the coursebook were exposed to about 1,164-word families. Language learners need more vocabulary exposure from other sources to supplement the Nation's recommendation of focusing on the 2,000 most commonly used words.  
Co-Authors Andhita Dessy Wulansari LIA AMALIA Muhsyanura, Intan Siti Nuryani, Siti