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All Journal Nusantara of Research : Jurnal Hasil-hasil penelitian Universitas Nusantara PGRI Kediri (e-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 ENGLISH EDUCATION: JOURNAL OF ENGLISH TEACHING AND RESEARCH JURNAL KOULUTUS Jurnal ABDINUS : Jurnal Pengabdian Nusantara 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 Jurnal Pengabdian Masyarakat Nusantara Tefla Journal (Teaching English as Foreign Language and Applied Linguistic Journal) Dedikasi: Jurnal Pengabdian Pendidikan dan Teknologi Masyarakat

Diani Nurhajati

Universitas Nusantara PGRI Kediri

Author-ID : 547174

Religion Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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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

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

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.

IMPROVING THE QUALITY OF TEACHING LEARNING PROCESS OF WRITING CLASS THROUGH LESSON STUDY Lina - Mariana; Diani Nurhajati
Nusantara of Research : Jurnal Hasil-hasil Penelitian Universitas Nusantara PGRI Kediri Vol 2 No 2 (2015)
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (394.873 KB)

AbstractLesson Study (LS) is a professional development process that Japanese teachers engage into systematicallyexamine their practice, with the goal of becoming more effective. In the application teachers or lecturers mustalways improve the quality of teaching learning process that covers preparing syllabus and lesson plan,creating conducive classroom atmosphere and carrying assessment. They can do by cooperating with theircolleagues to reach better results. Many teachers are satisfied with the results of teaching learning process. Infact, there are many weaknesses that they do not realize. This research was carried out to answer thequestion: How does LS improve the quality of teaching learning process of writing class? The results provethat there are a lot of improvements on writing class, e.g. the materials are more challenging, the students aremore actively involved during the interaction, the lecturer has more open to receive critics from her colleague,and the students get better achievement in writing.

PENGEMBANGAN SUPLEMEN BAHAN AJAR BAHASA INGGRIS UNTUK SISWA SMP Diani Nurhajati
Nusantara of Research : Jurnal Hasil-hasil Penelitian Universitas Nusantara PGRI Kediri Vol 2 No 2 (2015)
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (641.798 KB)

AbstrakPemerintah Indonesia telah berusaha menerbitkan buku siswa dan buku guru untuk membantu guru-gurudalam menerapkan Kurikulum 2013, termasuk untuk pelajaran bahasa Inggris. Namun buku yang bersifatactivity based book ini merupakan contoh minimal untuk diterapkan di semua wilayah di Indonesia. Buku inidapat dipakai untuk memenuhi kebutuhan minimal siswa sesuai dengan Standar Kompetensi Lulusan (SKL),Kompetensi Inti dan Kompetenesi Dasar. Idealnya guru yang mengajar di sekolah yang memiliki siswa dengankemampuan di atas rata-rata, harus menambah materi agar pengetahuan dan keterampilan berbahasa Inggrissiswa berkembang. Namun berdasarkan studi pendahuluan, ditemukan bahwa tidak semua guru di sekolahyang telah menerapkan K-13, mengembangkan bahan ajar sesuai kebutuhan siswanya. Masalah utama dalam penelitian ini adalah bagaimana proses pengembangkan suplemen bahan ajar BahasaInggris yang sesuai dengan kebutuhan siswa kelas VII di Kota Kediri. Proses pengembangan inimenggunakan model pengembangan Willis yaitu R2D2 (Reflective, Recursive, Design and Development).Kualitas hasil pemgembangan yang berupa buku suplemen dinilai dari tiga aspek, yaitu kesahihan, efektivitasdan kepraktisan. Diharapkan penelitian ini akan menghasilkan produk yaitu 1) suplemen buku ajar bahasaInggris untuk siswa di Kota Kediri, 2) buku guru sebagai pedoman guru dalam melaksanakan pembelajaranbahasa Inggris dan penilaian untuk siswa. Kata Kunci: Pengembangan Suplemen Bahan Ajar, Bahasa Inggris, Siswa Kelas VII

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

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

Learning Strategies in Speaking Skill Applied by A Student in Second Grade of SMK Pelita Nusantara Kediri Diani Nurhajati; Alfianti Azizah
English Education:Journal of English Teaching and Research Vol 1 No 1 (2016): English Education
Publisher : Universitas Nusantara PGRI Kediri

Most of the students get difficulties when they want to communicate to others. It is caused many factors including the limited students’ vocabularies, pronunciation, the idea that they are delivered, and knowledge of grammar. To increase the students’ speaking ability, they usually apply certain strategies in learning. This research aims to investigate what strategies and how they are applied to solve the difficulties in speaking and increasing the ability of speaking. The subject of research is a student in second grade of SMK Pelita Nusantara Kediri. She is the best student of second grade and she always gets the best ranking. The writer did some observations and interview to get the data. There are two kinds of learning strategies that applied; they are direct strategies and indirect strategies. Direct strategies are language learning strategies that directly involve the target language, and indirect strategies are language learning strategies that support and manage language learning without directly involving the target language. Direct strategies that are applied are memory strategies that reflect very simple principles such as arranging things in order, making association, and reviewing, cognitive strategies that most important strategies are practicing, and compensation strategies which intended to make up for an adequate repertoire of grammar and, especially, of vocabularies. In indirect strategies that are applied are metacognitive strategies which provide a way for learners to coordinate their own learning process, affective strategies that help to regulate emotions, motivations, and attitudes, and social strategies that can help all learners increase their ability to empathize by developing culture understanding and becoming aware of others’ thoughts and feelings. It can be found that the strategies mostly used were cognitive strategies and social strategies. Cognitive strategy used was practicing by repeating, recognizing and using formula and patterns, and practicing naturalistically. Social strategies used were asking questions and cooperating with others.

THE IMPLEMENTATION OF TEACHING ENGLISH BASED ON CURRICULUM 2013 APPLIED BY AN ENGLISH TEACHER OF JUNIOR HIGH SCHOOL Nur Andariyani; Diani Nurhajati
English Education:Journal of English Teaching and Research Vol 1 No 2 (2016): English Education
Publisher : Universitas Nusantara PGRI Kediri

Curriculum 2013 has been implemented by many schools, including a junior high school at Kediri. English teachers, who implement it, must have sufficient knowledge on what to teach, how to teach, and how to assess students’ competence, etc. The idea of implementing this curriculum is that graduates of school levels are able to compete with the graduates from other countries. Students should have communicative competence in English which covers four language skills. Therefore, this research aims at answering the question: “How is the implementation of teaching English based on Curriculum 2013 applied by an English teacher of junior high school at Kediri?” The subject of this research is an English teacher of junior high school at Kediri. It is a qualitative research which focused on the material development, teaching steps, and classroom management. The data was found from observation during teaching and learning process, interview the teacher, and documentation. The result showed that in teaching English the teacher developed the materials by modifying and extending the tasks based on the Richard and Harmer’s theory. Then, in delivering the materials, the teacher tried to implement the scientific approach, although the application was different from the concept from the scientific approach proposed by the government. Furthermore, the teacher also managed the classroom well by applying group works, and setting the comfortable condition in the class during teaching and learning process. Key words: teaching English, Curriculum 2013, materials development, teaching steps, classroom management.

English : English Diani Nurhajati
English Education:Journal of English Teaching and Research Vol 4 No 1 (2019): English Education
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jetar.v4i1.12908

The academic goal of teaching in university level is to reach certain learning outcomes. Speaking for Informal Communication is one of the subjects which enable students to describe, explain, negotiate, persuade, and influence other speakers using the target language on certain topics. The lecturers not only have to choose an appropriate teaching strategy to reach the goal, but also to select the suitable materials and activities in order that the students can apply the skills of speaking. One of the strategies is by applying Project Based Learning in which the students must create a project in groups. Through this strategy the students are able to reach the academic goal of teaching speaking and practice to build some qualities in life skill, such as a) awareness of the students’ potency and the values found in the local wisdom, b) cooperative working and communication skill, c) critical thinking, d) academic skill, and e) honesty. Those qualities are very important to equip the students to win the global competition. This research describes how life skills were built through Project Based Learning in speaking class and the students’ perspective on how the qualities of life skills were built through the experience of creating project. It is a qualitative research which observed the process of teaching and learning in speaking class. Besides, in-depth interview to the students was carried out to collect the data on their perspective of those skills. The results show that through the stages of creating the project, that was vlog, the students felt that they got many challenges to create the project. They admitted that the challenges built their life skills.

ENHANCING CRITICAL THINKING IN SPEAKING SKILL THROUGH SEKAWAN-P Diani Nurhajati; Dewi Kencanawati; Rika Riwayatiningsih
English Education:Journal of English Teaching and Research Vol 5 No 1 (2020): Baohuan Zhang
Publisher : Universitas Nusantara PGRI Kediri

There are some problems in teaching English faced the high school many teachers and students. Based on the observation in one of good senior high schools, it was found out some weaknesses in teaching English. The teaching process relied on the exercises in the student book. The teaching activity was more teacher center. The teacher never made development on the materials, which were more challenging. As a result, the students were not trained to have critical thinking. This could be seen when the teacher asked questions, they answered using short answer, without any elaboration. This influences the ability of their critical thinking. Actually, graduates of high schools should be equipped with skills to face the Industrial era 4.0. The skills are Critical Thinking, Creativity, Collaboration, and Communication. All teachers can train those skills when they teach, including English teachers. Therefore, this research aims at describing how the teaching model Sekawan-P can enhance the students’ critical thinking in speaking skill. The study was a Lesson Study (LS) program between an English teacher of SMAN 1 Kediri and three lecturers of Nusantara PGRI Kediri University. They worked together to solve the problems mentioned above using this teaching model. They revised the existing lesson plan and materials, made improvement, and revised the teaching plan. The results show that after they applied Sekawan-P, the critical thinking of the students developed. It can be seen on how they delivered their arguments in speaking skill.

Pelatihan Pembelajaran Bahasa Inggris SD Ramah Anak Diani Nurhajati
Jurnal ABDINUS : Jurnal Pengabdian Nusantara Vol 4 No 1 (2020): Volume 4 Nomor 1 Tahun 2020
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/ja.v4i1.14275

Teaching English to elementary school students must be prepared well in order to make the instruction successful. It must be taught by qualified English teachers who understand the characteristics of the students as well the appropriate teaching strategy. The teachers should understand that the process of teaching must be friendly child. It means that the materials are familiar with the students and they are in the level of their ability. The process of teaching must also suitable with their characteristics. Therefore, the English department lecturers of Nusantara PGRI Kediri University carried out a workshop for the elementary school English teachers at Kediri. The objective of the activity is to train the teachers so that they can apply in the classroom when they teach English for their students. The materials of the workshop covered the teacher’s attitude, how to develop the materials, and various teaching strategies. The teachers’ attitude is their expressions and body language when they interact with the students. They must leave the feeling of being teachers, but they merge as if they are children. The friendly child materials are the ones that the students are familiar. For examples, the topics are at their world, using simple expressions that are used in real context, and provided with media to support the context. Besides, they focus on more oral activities rather than written activities. Finally, the appropriate teaching strategies are songs, telling a story, and fun games.

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 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 Yunik Susanti

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