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All Journal English Teaching Journal : A Journal of English Literature, Language, and Education Journal of Teaching and Learning English Issues Journal of English Education, Linguistic and Literature Journal of English Teaching and Learning Issues Journal of Education Research
Wardani Dwi Wihastyanang, Wardani Dwi
STKIP PGRI Jombang
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences

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Fun Writing Using WebQuest Wihastyanang, Wardani Dwi
Journal of English Teaching and Learning Issues Vol 1, No 2 (2018): December 2018
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v1i2.3745

Abstract

This study intended to describe how the process of teaching and learning using WebQuest can develop the ninth graders’ writing ability of report text. The subjects included the 15 ninth graders. The students were taught to be able to write report texts by using WebQuest after they visit the web addresses given in the two cycles of classroom action research. Their writing ability achievement and the information on students’ interaction during the teaching and learning process were attained by overseeing writing products at the end of each cycle and by using observation checklists and field notes. The result indicated that WebQuest was successful in developing the students’ writing ability of report texts. The comparison of the students’ scores in the preliminary study and in Cycle 2 was significantly developed. In preliminary study, the students’ average score was 50.8. While in the cycle two, the students’ score was 76.8.
Fun Writing Using WebQuest Wihastyanang, Wardani Dwi
Journal of English Teaching and Learning Issues Vol 1, No 2 (2018): December 2018
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v1i2.3745

Abstract

This study intended to describe how the process of teaching and learning using WebQuest can develop the ninth graders’ writing ability of report text. The subjects included the 15 ninth graders. The students were taught to be able to write report texts by using WebQuest after they visit the web addresses given in the two cycles of classroom action research. Their writing ability achievement and the information on students’ interaction during the teaching and learning process were attained by overseeing writing products at the end of each cycle and by using observation checklists and field notes. The result indicated that WebQuest was successful in developing the students’ writing ability of report texts. The comparison of the students’ scores in the preliminary study and in Cycle 2 was significantly developed. In preliminary study, the students’ average score was 50.8. While in the cycle two, the students’ score was 76.8.
THE TEACHER’S TECHNIQUES FOR BUILDING STUDENTS’ SPEAKING SKILL ON THE BEGINNING OF PANDEMIC COVID 19 Umar, Vebrianti; Perdana, Indra; Wihastyanang, Wardani Dwi
JEELL (Journal of English Education, Linguistics and Literature) English Department of STKIP PGRI Jombang Vol 7, No 1 (2020)
Publisher : STKIP PGRI Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32682/jeell.v7i1.1561

Abstract

Techniques are important thing for building students’ speaking skills. Therefore the teacher should have techniques and should be able to apply them correctly. Many researchers have discussed about this topic with different tittle actually. This study aimed to find out the techniques used by the teacher for building students’ speaking skill at the tenth grade of SMA Negeri 1 Karang Intan on the beginning of pandemic covid 19. Furthermore, the researcher would like to gain more knowledge about how the teacher applies the techniques, then what the advantages and disadvantages of them. The researcher uses qualitative as the method for conducting this research with English teacher itself as the subject. The researcher collects the data through interview, documentation and observation. The data is analyzed by using Miles and Hubberman’s theory.The result shows the teacher uses stimulation, telling story, discussion, and picture describing as the techniques. The English teacher applies the techniques in different ways. Stimulation:  greeting and giving questions, telling story: experience story and short narrative story, discussion: update news, and picture describing: family picture. Furthermore, these techniques have their own advantages and disadvantages.
Implementasi Metode Pembelajaran Membaca Kritis untuk Meningkatkan Kemampuan Membaca dan Hasil Belajar Siswa Wihastyanang, Wardani Dwi; Perdana, Indra; Bungai, Joni
Journal of Education Research Vol. 5 No. 3 (2024)
Publisher : Perkumpulan Pengelola Jurnal PAUD Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37985/jer.v5i3.1000

Abstract

Penelitian ini bertujuan untuk mengetahui implementasi metode pembelajaran membaca kritis terhadap kemampuan membaca dan hasil belajar siswa. Pelaksanaan penelitian tindakan kelas (PTK) yang diterapkan di SMPN dua Gudo Jombang dengan sasaran siswa kelas VII. Teknik pengumpulan data berupa teknik observasi yang akan dibagi dalam dua siklus PTK. Pada Siklus I, pelaksanaan pembelajaran membaca pemahaman dengan metode membaca kritis kurang berjalan dengan baik karena masih ada beberapa siswa yang kurang aktif dengan hasil belajar yang kurang memuaskan sehingga diperlukan siklus II. Teknik analisis data dari hasil belajar siswa akan dihitung dengan prosentase hasil angket observasi siswa. Hasil prosentase akan dihitung dan dipaparkan sebagai kesimpulan hasil dari kedua siklus. Pada Siklus II, pelaksanaan pembelajaran membaca pemahaman dengan metode membaca kritis sudah berjalan dengan baik. Hal itu ditunjukkan dengan meningkatnya keaktifan siswa dalam mengikuti pembelajaran yang berlangsung dalam kelas. Hasil belajar yang diperoleh juga menunjukkan adanya peningkatan, baik hasil belajar secara individu maupun berkelompok. Dengan demikian, metode membaca kritis, meningkatkan tingkat pemahaman siswa terhadap sumber bacaan terutama artikel.
STUDENT'S PERCEPTION ON THE SECOND LANGUAGE ACQUISITION (SLA COURSE) THROGH GOOGLE CLASSROOM Wihastyanang, Wardani Dwi; Perdana, Indra; MARHABAN, SAIFUL
English Teaching Journal : A Journal of English Literature, Language and Education Vol 11, No 2 (2023)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/etj.v11i2.19541

Abstract

The researcher was intended to meet the following objectives to know the student's perception regarding Google Classroom and Google form implementation on Second Language Acquisition online learning. Meanwhile, in this study the researchers made changes to the needs of students in using the google classroom application during the Covid-19 pandemic with the subject of the Second Language Acquisition Course using the questionnaire method. This study wil use qualitative through, it was given to both teachers and students to know their experiences. The survey used online questionaire which was adapted from Asnawi (2018), then the descriptive method used to describe the condition of existence and classifying the information. The respondents of this research is students of English Department of UNIVERSITAS PGRI JOMBANG. They were 39 respondents. The result of this study discovered learners' perception of learning using the online media during COVID 19 pandemic. Findings indicated general satisfactory among learners regarding instructional design and delivery of online learning including the provision of materials, supporting learning materials and instructions to tasks submission. Students felt the need for improvement in designing activities to engage their critical thinking. Formative assessment must also be provided timely through each courses. Teachers along with policy makers of the institution have to reshape the dynamic of online learning delivery in order to create greater participation and engagement between students, not only in independent tasks but also tasks that involve group work.
Co-Authors Indra Perdana Joni Bungai, Joni Marhaban, Saiful Umar, Vebrianti