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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
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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Enhancing Social Awareness through Total Physical Response (TPR) in Teaching English at Elementary School Diana, Melani Wahyu; Wilupi, Anis Yona Tyas; Setiawan, Deni; Nurhajati, Diani
English Education:Journal of English Teaching and Research Vol 7 No 1 (2022): English Education
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jetar.v7i1.17460

Abstract

Teachers must equip students with several 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 to elementary school students should be child-friendly. Learning English in elementary schools trains students to communicate verbally using English in simple conversations and prepares students for social awareness. This study describes the stages in introducing Social Awareness through Total Physical Response (TPR) to teach English in Elementary Schools. This study used a qualitative approach, and the subjects of this study were the fourth grade, fifth, and sixth-grade students. The researchers collected the data by observing offline learning, interviews, and analyzing learning documents, such as textbooks, teaching media, etc. It was found that social awareness can be trained by selecting learning activities and suitable materials for young learners. The selected materials, such as daily activities, hobbies, and professions, give positive examples for the students. Learning activities such as working in-group groups/pairs and the material related to the current situation can improve students' social awareness, such as understanding the problem, empathy, and organization. It proves that TPR can be used to teach English and train the student's social awareness. Keywords:Social Awareness, TPR (Total Physical Response), English Learning
Enhancing Students' Creativity and Critical Thinking Through English Competitions in Bulan Bahasa dan Sastra Event Ita Apriliya; Nurhajati, Diani; Susanti, Yunik
Journal of Development Research Vol. 8 No. 2 (2024): Volume 8, Number 2, November 2024
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Nahdlatul Ulama Blitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28926/jdr.v8i2.397

Abstract

School graduates required two essential skills in twenty first century, namely creativity and critical thinking skills. There are many strategies that can be used to develop these skills at schools. One of them is through English competitions. The aims of this research are 1) to describe kinds of English competitions in Bulan Bahasa dan Sastra event that can develop creativity and critical thinking skills; and 2) to explain the process of acquiring creativity and critical thinking skills experienced by students. This qualitative research was carried out at SMAN 2 Kediri. The subjects of this research were six students who took parts in the English competitions, and the teachers who were in charge of as judges in the English competition. The techniques of data collection were observation, interview, and document analysis. The results of research showed that there were two English competitions, namely Speech Contest and English Debate in Bulan Bahasa event. In each of competitions, the students followed the stages: preparation and presentation. Through these stages, the students had experience to develop creativity and critical thinking skills. The researcher concludes that students’ creativity and critical thinking skills can be developed when they are involved in an English competition.
Teachers’ Skill in Utilizing Literary Texts to Train Students’ Critical Thinking Nurhajati, Diani; Susanti, Yunik; Kencanawati, Dewi
Jurnal Pendidikan Guru Sekolah Dasar Vol. 2 No. 2 (2025): February
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/pgsd.v2i2.1186

Abstract

One of dimension in Pancasila Student Profile is students have ability to think critically. Teachers can apply many strategies to train their students in order that their critical thinking develop. One of them is by utilizing literary text in teaching. This research aims to describe the skills of elementary school teachers in utilizing literary text to train critical thinking to the students. This research applies a descriptive qualitative approach in which the subjects of this research were 1 school principal, 2 teachers of grades 5 and 6, and 40 students of SDN 1 Loceret, Nganjuk. The researcher used guided interview, questionnaires, and document analysis to collect the data. The finding of the research can be described that the teachers have already used local literary text, such as poems and short stories to train critical thinking skills. They used those texts for teaching materials. However, they still had problems to develop activities that train the students to think critically. They only utilize those texts in curricular activity or during the teaching-learning in the classroom. It is recommended that teachers should utilize the local-culture based stories in co-curricular and extra-curricular.
DEVELOPING THE 21ST CENTURY SKILLS IN ESSAY WRITING COURSE DURING THE COVID-19 PANDEMIC Siti Nuridayanti; Sarah Aqila; Diani Nurhajati
TEFLA Journal (Teaching English as Foreign Language and Applied Linguistics Journal) Vol. 3 No. 2 (2021)
Publisher : UMBanjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35747/tefla.v3i2.1067

Abstract

In the 21st-century, the development of science and technology encourages humans to overcome fast changes. The role of education influences the quality of the young generation. They must be equipped with 21st-century skills, namely creativity, critical thinking, collaboration, and communication (4Cs). However, the COVID-19 Pandemic change the process of teaching and learning. Teachers have to think over the appropriate teaching strategy to facilitate students developing 4Cs. This research aims to describe the learning process of the Essay Writing course using Project Based Learning to train the skills of 4Cs in the University of Nusantara PGRI Kediri during the COVID-19 Pandemic. The research used a qualitative approach. Data sources came from the lecturer and the students who took this course. The lecturer assigned the students to write essays with a theme related to social justice in today's society. The class was divided into 5 groups with a different sub-theme for each group. The stages of teaching and learning were selection, planning, development, and presentation. By creating the projects, the students had the experience to develop 21st-century skills.
THE IMPLEMENTATION OF PROJECT BASED LEARNING IN INTRODUCTION TO LITERATURE SUBJECT TO THE STUDENTS AT UNP KEDIRI Nurhajati, Diani; Billy, Putri Diyah Rahayu
JURNAL KOULUTUS Vol. 6 No. 1 (2023): JURNAL KOULUTUS
Publisher : LPPM Universitas Kahuripan Kediri

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

Abstract

Introduction to Literature is a subject which objectives are that the students are able to appreciate a literary work and have soft skills. The lecturer chose Project Based Learning in which the students were assigned to perform drama for the final project. Therefore, this study aims to describe the stages of Project Based Learning and to describe the advantages and disadvantages of the learning activities. This research used a case study with a qualitative research approach. There were some techniques to collect the data, namely observation, interview, and documentation. The subjects of the research were the lecturer and three students as the representatives. In implementing Project Based Learning, the lecturer followed the following steps: 1) Start with an Essential Question; 2) Design Projects; 3) Create a Schedule; 4) Monitoring the Students and Progress of the Project; 5) Assess the Outcome; 6) Evaluate the Experience. The advantages of the learning activities are that the students learn how to collaborate with their peers, feel free to create the performance, and practice to communicate their ideas with their peers. The disadvantages the lecturer should design the learning activities carefully in order to reach the learning objectives.
TEACHING WRITING USING MIND MAPPING STRATEGY TO THE 11TH STUDENTS OF SMAN 4 KEDIRI Wulandari, Lilis Diah; Kencanawati, Dewi; Nurhajati, Diani
JURNAL KOULUTUS Vol. 6 No. 2 (2023): JURNAL KOULUTUS
Publisher : LPPM Universitas Kahuripan Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51158/koulutus.v6i2.1001

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.
THE EFFECT OF PICTURE SERIES ON THE STUDENTS' ABILITY IN WRITING NARRATIVE TEXT AT SMAN 7 KEDIRI Febrian, Yeri; Nurhajati, Diani; Susanti, Yunik
JURNAL KOULUTUS Vol. 7 No. 1 (2024): JURNAL KOULUTUS
Publisher : LPPM Universitas Kahuripan Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51158/koulutus.v7i1.1121

Abstract

Writing must be taught to secondary school students when they study English at school. During teachingpractice at SMAN 7 Kediri, the researchers identified several problems when the students were taught towrite English texts. Most students had difficulty to develop ideas and make English sentences. Therefore,experimental research was carried out using picture series to teach writing narrative text. This researchaims at describing the development of students' writing skills before and after being taught using seriesof pictures by applying quantitative research methods. Data collection was carried out through pre-test and post-test writing on 34 eleventh grade students at SMAN 7 Kediri as the sample. Data wereanalyzed using the SPSS Statistics 26 tool. After being given treatment in learning using visual media inthe form of a series of images, students' ability to write narrative text showed improvement. The resultsof the t-test calculation show that there is a significant mean difference between the pre-test and post-test scores. The Sig (2-tailed) value of the comparison between pre-test and post-test is 0.000, whichis lower than 0.005, while the results obtained are significant if <0.005. So, it can be concluded thatthe to series of pictures is an effective medium for teaching writing, especially writing narrative texts.Therefore, it is recommended that English teachers use series of pictures as a teaching medium to teachwriting narrative texts
THE IMPLEMENTATION OF TEACHING SPEAKING TO YOUNG ADULT LEARNERS IN ENGLISH MASSIVE KEDIRI Nopitasari, Indah; Nurhajati, Diani; Susanti, Yunik
JURNAL KOULUTUS Vol. 7 No. 2 (2024): JURNAL KOULUTUS
Publisher : LPPM Universitas Kahuripan Kediri

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

Abstract

This research aims at describing the implementation of teaching Speaking by a tutor for young adult students in one location, which focuses on instructional materials, learning activities, and learning steps in class. This case study was conducted using a qualitative approach. The subjects of this research were a tutor and two participants at the Ngampel spot, Mojoroto Kediri. The researchers carried out observations, interviews and documentation to collect data. The findings show that the implementation of learning speaking skills in young adult groups at English Massive is interesting in terms of the material and teaching techniques. When teaching, the tutor always chooses activities that train speaking skills and completed with interesting learning media.
Pelatihan Joyful English Learning Bagi Guru Madrasah Ibtidaiyah Nurhajati, Diani; Kencanawati, Dewi; Susanti, Yunik; Setyawati, Sri Panca
Dedikasi: Jurnal Pengabdian Pendidikan dan Teknologi Masyarakat Vol. 2 No. 1 (2024): Dedikasi 2024
Publisher : Institut Teknologi Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/dedikasi.v2i1.37

Abstract

Salah satu keterampilan yang harus dimiliki oleh lulusan sekolah di Indonesia adalah keterampilan berkomunikasi menggunakan Bahasa Inggris agar mampu bersaing di abad 21. Oleh karena itu, pemerintah Indonesia memperbolehkan Bahasa Inggris diajarkan mulai dari Sekolah Dasar (SD)/Madrasah Ibtida’iyah (MI). Pengelola MI Al Ikhlash Blabak, Kabupaten Kediri ingin memberikan pelajaran Bahasa Inggris untuk siswa-siswanya. Akan tetapi, semua guru tidak memiliki latar belakang Pendidikan Bahasa Inggris. Untuk itu pihak madrasah bekerja sama dengan tim Program Pengabdian kepada Masyarakat (PKM) UNP Kediri melaksanakan pelatihan bagi para guru di madrasah tersebut tentang pembelajaran Bahasa Inggris yang menyenangkan bagi siswa. Kegiatan pelatihan dilakukan secara tatap muka (in) untuk materi kurikulum merdeka, konsep pembelajaran ramah anak, pengembangan materi, berbagai metode mengajar yang menyenangkan, dan menyusun Rencana Pelaksanaan Pembelajaran (RPP/modul ajar). Sedangkan praktik pengembangan RPP/modul ajar dilakukan dengan penugasan (on). Setelah mengikuti pelatihan menunjukkan ada peningkatan pada kompetensi guru sebesar 38%, yaitu mereka mampu mengembangkan materi dan memilih kegiatan pembelajaran yang ditulis dalam persiapan sederhana, serta mampu mempraktikkannya di kelas.
Fostering Literacy Culture by Optimizing Reading Corner at Elementary School Susanti, Yunik; Kurnia, Ita; Nurhajati, Diani
Celt: A Journal of Culture, English Language Teaching & Literature Vol 25, No 1: June 2025, Nationally accredited
Publisher : Soegijapranata Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24167/celt.v25i1.12523

Abstract

Literacy is not just the ability to read and write, it involves the ability to understand, engage, use, analyze and transform both written and spoken texts. Schools have an important role in building a literacy culture in schools. One of them is creating a literacy-friendly physical environment. Reading corner is an example of a physical environment that supports the development of a literacy culture at school. This study aimed to study the implementation of reading corner activities in order to foster literacy culture as applied in an elementary school and to identify the students’ reaction to the activities in reading corners. This case study was carried out at Kaliombo elementary school Kediri. The data from school principals, teachers and students were gathered through interview, questionnaire and documentation. The data was analyzed using qualitative data analysis and percentage computation. The results showed that the literacy culture built in the reading corner was carried out in several ways: (a) composing a certain schedule for each class to read certain books and do activities in the reading corner; (b) providing interesting and varied new books to boost the students’ interest in the reading corner; (c) creating literacy-related activities in reading corner. The study finds that students had positive reactions to the implementation of activities in the reading corner to foster literacy culture. This study also implied that the reading corner is worth developing in elementary school as it facilitates students with numerous activities that encourage the formation of a literacy culture.
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