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All Journal PREMISE: Journal of English Education and Applied Linguistics Celt: A Journal of Culture, English Language Teaching & Literature Journal of Development Research EDUCATIO : Journal of Education Journal of English Education, Linguistic and Literature JURNAL KOULUTUS Journal On Teacher Education (Jote) Jurnal Pendidikan Bahasa Inggris Proficiency Education and Linguistics Knowledge Journal (Edulink) Amaliah: Jurnal Pengabdian Masyarakat Jurnal Pendidikan Guru Sekolah Dasar Dedikasi: Jurnal Pengabdian Pendidikan dan Teknologi Masyarakat INDOPEDIA (Inovasi Pembelajaran dan Pendidikan) Journal of Humanities and Social Studies Tefla Journal (Teaching English as Foreign Language and Applied Linguistic Journal) Dedikasi: Jurnal Pengabdian Pendidikan dan Teknologi Masyarakat
Diani Nurhajati
Universitas Nusantara PGRI Kediri
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Corrective Feedback to Improve Students Writing Ability LINA MARIANA; Diani Nurhajati
Journal of Development Research Vol. 1 No. 2 (2017): Volume 1 Number 2, November 2017
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Nahdlatul Ulama Blitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (754.435 KB) | DOI: 10.28926/jdr.v1i2.24

Abstract

This article refers to a Lesson Study research implementing Corrective Feedback to enhance the students writing ability. The research aims to identify: (1) kinds and types of corrective feedback given by the lecturer to improve the students writing ability and (2) the process of giving corrective feedback in Creative Writing classroom. It was conducted to 37 second year students in the odd semester of 2016/2017 academic year of a University of Nusantara PGRI in Kediri, East Java. Questionaire, interview and tests were given before and after the implementation of corrective feedback activities and it had two cycles, consisting of three main stages, they are Plan, Do and See stage. The instruments used were questionnaire and interviews were given to the students before and after the implementation. The result showed that corrective feedback activities improved students writing ability. The students were interested in creative writing class as they paid good attention and felt fun when they were involved in making creative paragraphs consisting of a short story to be presented in front of the class and expressed their ideas upon the stories given. Their worries of making mistakes were decreased since the lecturer gave oral corrective feedback directly when they made mistakes in deciding the intrinsic elements of making short story and also when the lecturer made some notes upon their works as written corrective feedback discussing about the aspects of writing such as grammatical structure of sentences, vocabulary, ideas, organization and also mechanic. After having some beneficial notes to be revised the students will absolutely get the points about what the mistakes and weaknesses they made that not to be done again for the next project.
A Teaching Strategies to Enhance Students’ Creativity in English Profession Subject during the Covid-19 Pandemic Diani Nurhajati
Journal of Development Research Vol. 5 No. 2 (2021): Volume 5, Number 2, November 2021
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Nahdlatul Ulama Blitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28926/jdr.v5i2.155

Abstract

During the Covid-19 pandemic, the learning process must be carried on from home. In fact, all of the university graduates should be equipped with a number skills needed to face the Industrial Revolution 4.0. Therefore, lecturers are expected to find the solution to train the skills, including creativity. One of the solutions is selecting the right teaching strategy. This research was carried out to answer the questions: “What are the teaching strategies employed by the lecturer English Profession to promote creativity?” and “How do the strategies enhance the students’ creativity?” This descriptive qualitative study took 60 students as the subjects. They were the students who took English Profession Subject at the Elementary School Education, University of Nusantara PGRI Kediri. The techniques of collecting data were observation checklist and questionnaire. The findings of the research show that the lecturer employed Project Based Learning in which the students were assigned to create some projects, namely video, game manual, and English book for elementary school students.
PROMOTING SOCIAL AWARENESS THROUGH TOTAL PHYSICAL RESPONSE (TPR) IN TEACHING ENGLISH AT ELEMENTARY SCHOOL Melani Wahyu Diana; Anis Yona Tyas Wilupi; Deni Setiawan; Diani Nurhajati
JEELL (Journal of English Education, Linguistics and Literature) English Department of STKIP PGRI Jombang Vol 8, No 2 (2022)
Publisher : STKIP PGRI Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32682/jeell.v8i2.2041

Abstract

AbstractStudents in Indonesia must be equipped with a number of skills to face global competition in the 21st century. One of these skills is soft skills, one of which is social awareness. Ideally, teaching English for elementary school students should be child-friendly. The purpose of learning English in elementary schools is to train students to be able to communicate verbally using English in the context of simple conversations and to train the social awareness to the students. This study aims to describe the stages in training Social Awareness through Total Physical Response (TPR) to teach English at Elementary School. This study used a qualitative approach, and the subjects of this study were the fourth grade, fifth, and sixth grade students. Data collection techniques was carried out by observing offline learning, interviews, and analyzing learning documents, such as textbooks, learning media and so on. It was found out that the social awareness can be trained by selecting learning activity and suitable materials for young learners. It proves that TPR can be used not only to teach English, but also to train the students’ social awareness.Keyword: Social Awareness, TPR (Total Physical Response), English Learning
Menanamkan Pendidikan Karakter pada Pembelajaran Bahasa Inggris Ramah Anak di Mojoroto Kota Kediri Anis Yona Tyas Wilupi; Melani Wahyu Diana; Diani Nurhajati; Erwin Putera Permana
Journal on Teacher Education Vol. 3 No. 3 (2022): Journal On Teacher Education
Publisher : Universitas Pahlawan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (436.441 KB) | DOI: 10.31004/jote.v3i3.4736

Abstract

Berkurangnya nilai-nilai luhur Bangsa Indonesia pada anak-anak menjadi masalah serius bagi semua komponen bangsa di Indonesia. Para guru dapat menanamkan nilai-nilai luhur melalui berbagai strategi. Penelitian ini bertujuan untuk mengetahui bagaimana nilai-nilai bangsa ditanamkan guru Bahasa Inggris untuk anak-anak sekolah dasar. Metode penelitian yang diterapkan adalah penelitian kualitatif, khususnya studi kasus. Subyek penelitian ini adalah 6 mahasiswa yang berperan sebagai guru Bahasa Inggris di Program English Fun Day dan 30 siswa SD kelas 4, 5, dan 6. Teknik pengumpulan data dilakukan dengan cara observasi langsung di lapangan dan wawancara. Hasil penelitian menunjukkan bahwa cara menanamkan nilai-nilai karakter dengan cara guru dapat memilih materi dan aktivitas pembelajaran yang sesuai dengan dunia anak dan tingkat kemampuannya. Nilai-nilai positif yang dapat ditanamkan adalah ramah pada orang lain, saling menyayangi, bersemangat belajar, dan santun. Pemilihan materi ramah anak yaitu dengan cara memilih topik yang dijumpai dalam aktivitas sehari-hari, sedangkan aktivitas pembelajaran yang menarik siswa.
Teaching Vocabulary through Total Physical Response to Elementary Students Deni Setiawan; Diani Nurhajati; Sulistyani Sulistyani
Journal of Development Research Vol. 6 No. 2 (2022): Volume 6, Number 2, November 2022
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Nahdlatul Ulama Blitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28926/jdr.v6i2.231

Abstract

Vocabulary is an important language component to be learned by English language learners. It should be taught since early age, especially to elementary students. Teaching English vocabulary, especially to elementary students, required effective and interesting method that suits with children’s learning characteristics. Children understand something through what they see, listen, and do. Therefore, English teachers should select the suitable method that is child-friendly. One of the ways to teach vocabulary is through Total Physical Response (TPR) method. This study was descriptive qualitative research to describe teaching material, teacher’s roles and teaching stage in the implementation of TPR to teach vocabulary to elementary students The subject of this study was the English teacher who taught the elementary students. The data were obtained from observation during the teaching and learning process, interview to the subjects and document analysis. The findings revealed that the teaching material used by the teacher was correlated and suited with the students’ daily life. The teacher has several roles, namely as a planner, a director, a model, and an assessor. The stages of teaching vocabulary were pre-teaching, whilst-teaching and post-teaching. The teacher used varied classroom activities such as singing, listen and do, game and dialog. In the end, the teacher conducted a test to measure the students’ comprehension.
TEACHING WRITING USING MIND MAPPING STRATEGY TO THE 11TH STUDENTS OF SMAN 4 KEDIRI Lilis Diah Wulandari; Dewi Kencanawati; Diani Nurhajati
JURNAL KOULUTUS Vol. 6 No. 2 (2023): JURNAL KOULUTUS
Publisher : LPPM Universitas Kahuripan Kediri

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

Abstract

Writing is one of the skills that is considered difficult for students when they learn English. The difficulties are developing ideas and composing sentences in English that will be expressed in their writing. For this reason, English teachers must have an interesting writing teaching strategy so that students are interested in learning to write. One strategy that can be applied is using Mind Mapping. The objectives of this study are: 1) to explain how Mind Mapping is applied in teaching writing; and 2) to describe the students' perceptions after being taught using this strategy. This study used a qualitative approach. The subjects of this study were one English teacher and four eleventh grade students, as representatives, of SMA 4 Kediri in the 2022/2023 academic year. The results showed that the steps in teaching writing skills using Mind Mapping were developing ideas, constructing sentences, arranging the sentences into a paragraph, and checking punctuation. Students' perceptions of the Mind Mapping strategy were positive, they felt writing became easier, especially in developing ideas and composing paragraphs.
Pendampingan Pengembangan Friendly Child English Learning Material untuk Guru di Sekolah Dasar Widiarini Widiarini; Sri Setyarini; Diani Nurhajati; Dewi Kencanawati; Sulistiyani Sulistiyani; Winda Khoirun Nisak; Fitri Arini
Amaliah: Jurnal Pengabdian Masyarakat Vol 7 No 2 (2023): Agustus 2023
Publisher : LP3M, Universitas Muhammadiyah Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51454/amaliah.v7i2.1010

Abstract

Tidak semua guru yang mengajar bahasa Inggris adalah lulusan pendidikan bahasa Inggris di Kabupaten Blitar. Bahkan, di Kecamatan Srengat, pada tahun 2019 hanya terdapat 6 orang guru bahasa Inggris merupakan lulusan pendidikan bahasa Inggris. Sebagian besar mata pelajaran bahasa Inggris diampu oleh guru kelas lulusan PGSD. Oleh karenaya, materi-materi ajar hanya menggunakan buku penerbit. Skill s yang diajarkan didominasi oleh reading dan writing berdasarkan buku yang ada. Hal tersebut tidak sesuai dengan prinsip pembelajaran pada program Sekolah Ramah Anak (SRA), yang mana pembelajaran harus dilaksanakan sesuai dengan karakteristik siswa, menyenangkan, dan mampu mengembangkan bakat dan minat siswa. Selain itu, guru mengalami kendala dalam mengajar: v ocabulary khususnya pronunciation , speaking untuk siswa SD, terbatasnya media belajar berupa video dan lagu yang sesuai, dan keterbatasan metode mengajar guru yang sesuai dengan perkembangan belajar siswa SD. Untuk mengatasi permasalahan tersebut, perlu upaya pendampingan pengembangan materi ajar ramah anak untuk pembelajaran bahasa Inggris SD. Kegiatan pendampingan dilakukan dengan beberapa kegiatan, seperti: 1) pelatihan pembelajaran ramah anak; 2) pelatihan pembelajaran HOTS; 3) penyusunan peta kompetensi dan capaian pembelajaran bahasa Inggris SD; 4) pendampingan pengembangan materi ajar semester ganjil; dan (5) pendampingan pengembangan materi ajar semester genap. Melalui kegiatan pendampingan ini guru bahasa Inggris secara berkelompok dapat menyusun materi ajar sendiri yang ramah anak dan dicetak sebagai buku ajar yang digunakan secara luas pada SD baik negeri maupun swasta di wilayah Kabupaten Blitar.
Self-peer Assessment Method in Writing English Teaching Module Based on Merdeka Curriculum Yunik Susanti; Diani Nurhajati; Dewi Kencanawati; Rika Riwayatiningsih; Firda Anisa Sukmayani; Nike Aprilia
EDUCATION AND LINGUISTICS KNOWLEDGE JOURNAL Vol 5 No 2 (2023): Education and Linguistics Knowledge Journal (Edulink)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Islam Kadiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32503/edulink.v5i2.4219

Abstract

The research aims to describe the implementation of self-peer assessment method when they were used to improve the English teachers’ ability in writing Phase D English teaching module in Merdeka Curriculum and to know the teachers’ perspective toward its strengths and weaknesses. Twenty-eight Junior High School English teachers in Kediri were the subjects of this study. The data were collected using questionnaire, interview, observation, and documentation. The qualitative data were analysed using qualitative data analysis that consists of three steps; data display, data reduction, and conclusion drawing. While the data got from questionnaire were analysed using statistic descriptive analysis with percentage computation. The results of data analysis showed the steps of implementing Self-Peer Assessment in improving the teachers’ ability in writing English teaching module namely; developing English teaching modules independently after receiving the materials about teaching module; carrying out self-assessment; carrying out peer-assessments; and revising the teaching modules based on assessments and suggestions based on their own and their peers’ comments. The teachers had positive
DIFFERENTIATED LEARNING PRODUCTS VIEWED FROM STUDENTS’ LEARNING STYLES: ITS IMPACT ON STUDENTS’ SPEAKING ABILITY Nike Aprilia; Yunik Susanti; Diani Nurhajati
INDOPEDIA (Jurnal Inovasi Pembelajaran dan Pendidikan) Vol. 1 No. 4 (2023): DESEMBER 2023
Publisher : Media Inovasi Pendidikan dan Pembelajaran

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

Abstract

Speaking is one of the most important skills in learning English. There are many factors of the success in learning speaking, one of which is students' interest, motivation as well as teachers' learning methods. In the implementation of Merdeka Curriculum teachers have to consider to implement differentiated learning process in teaching learning process. This study aims to describe (1) the frequency of the student’s learning styles, (2) students speaking ability before and after being taught using differentiated products viewed from the student’s learning styles, and (3) the effect of differentiated products from the student’s learning styles to the tenth-grade students at SMKN 1 Kediri. This pre-experiment research used questionnaires, tests, and documentation to collect the data The results of the study showed that the students’ learning styles were grouped into 3 types (auditory, visual and kinesthetic) with 12 (37.5%) students were auditory styles; then 11 (34.4%) were visual styles; and 9 (28.1%) were kinesthetic learning style. The mean for the pre-test, was (42.63), classified as very poor, while the mean score for the post-test was (72.38), classified as good. The t-test computation showed that the t-score was greater than the t-table (-26.460>2.039) at a significance degree of 5% and at significant level of 0.000 is smaller than 0.05 (p<0.05). Thus, it can be concluded that differentiated learning products viewed from students’ learning style has significant effect to the students' speaking ability.
ENGLISH TEACHERS’ INSIGHT OF WRITING TEACHING MODULE IN PHASE D AT “MERDEKA” CURRICULUM Yunik Susanti; Diani Nurhajati; Dewi Kencanawati; Rika Riwayatiningsih; Firda Anisa Sukmayani; Nike Aprilia
JOURNAL OF HUMANITIES AND SOCIAL STUDIES Vol. 1 No. 02 (2023): AUGUST 2023
Publisher : Media Inovasi Pendidikan dan Publikasi

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

Abstract

The implementation of “Merdeka” curriculum continues to be carried out at all levels of education in Indonesia with the aim of improving teaching learning process. This policy certainly brings impacts and changes for teachers and stakeholders of Indonesian education. One of the changes is about planning the lesson. In this new curriculum, teachers need to have a lesson plan or teaching module to help direct the learning process to achieve learning outcomes that have been stated by the government. This case study aims to investigate teachers’ understanding toward the preparation of teaching module, especially English subject in phase D. Twenty-seven Junior High School English teachers in Kediri became the subjects of this study. The data were collected through a closed-ended questionnaire with five answer choice options submitted online through the Google Form application followed by a guided- interviews. The results showed that in general teachers had good understanding of Phase D English learning outcomes, components of teaching modules and their development, English learning approaches using the Genre Based Approach and its cycles and stages. However, some of teachers were uncertain about constructing of learning objectives, the selection of types and forms of assessment. It is recommended to the government and parties related to the development of teacher competencies in learning planning to provide training for the teachers about composing teaching objectives, form and types of assessment aspects so that teachers’ competence and teaching quality can be improved.    
Co-Authors AA Sudharmawan, AA AGUNG WICAKSONO Alfianti Azizah Anis Yona Tyas Wilupi Anis Yona Tyas Wilupi As, Fadilah Nur Kholifaturohmah Auraningrum, Zakia Billy, Putri Diyah Rahayu Clarissa , Rizka Deni Setiawan DENI SETIAWAN Deni Setiawan Dewi Kencanawati Diana, Melani Wahyu Djaelani Susanto Elistya, Wenny Erwin Putera Permana Febrian, Yeri Firda Anisa Sukmayani Firda Anisa Sukmayani Fitri Arini Hamzah Gunawan Indah Nopitasari Ita Apriliya J Ari Wibowo Kencanawati, Dewi Khoiriyah Kurnia, Ita Lilis Diah Wulandari Lina - Mariana Lina - Mariana, Lina - LINA MARIANA Luhung Badarudin Maria Gabriela Nawang Putri Melani Wahyu Diana Nike Aprilia Nike Aprilia Nike Aprilia Nila Nisaul Hasanah Nopitasari, Indah Nur Andariyani Nur Hasnani Putri Akhmad Jaeni Octavia Annike Putri Riadi, Muhammad Fajar Rika Riwayatiningsih Riwayatiningsih, Rika Salsabila, Unik Hanifah Sarah Aqila Sarah Aqila Setiawan, Ridwan Yasin Siti Nuridayanti Siti Nuridayanti Sri Aliami Sri Panca Setyawati Sri Setyarini Sulistiyani Sulistiyani Sulistyani Sulistyani Sulistyani Sulistyani Widiarini Widiarini Wilupi, Anis Yona Tyas Winda Khoirun Nisak Wulandari, Lilis Diah Yeri Febrian Yuanita, Risa Ananda Yunik Susanti