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All Journal English Teaching Journal : A Journal of English Literature, Language, and Education JELTII (Journal of English Language Teaching and Islamic Integration) SELL (Scope of English Language Teaching, Linguistics, and Literature) Journal New Language Dimensions Indonesian Journal of English Teaching JOEEL (Journal of English Education and Literature) JOP SELL (Scope of English Language Teaching, Linguistics, and Literature) Journal
Haris Dibdyaningsih
STKIP AL HIKMAH SURABAYA
Humanities Chemistry Education Languange, Linguistic, Communication & Media Social Sciences Other

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STUDENTS’ MOTIVATION AND TEACHERS’ MOTIVATIONAL STRATEGY IN LEARNING ENGLISH TO THE TENTH GRADERS OF SENIOR HIGH SCHOOL Faishol Hadi; Haris Dibdyaningsih; Rizki Ramadhan; Khoirul Ihsan
English Teaching Journal : A Journal of English Literature, Language and Education Vol 10, No 2 (2022)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/etj.v10i2.14241

Abstract

The aim of this research was to investigate student’ motivation and teachers' motivational strategy in learning English at tenth graders MA Maarif Grabag and SMK Islam Sudirman. To evaluate students' motivation and teachers' motivational strategy in learning English, qualitative methodologies were employed. The subjects of the research were English teachers and the tenth grade students of MA Maarif Grabag and SMK Islam Sudirman. Observation, questionnaires, and interviews were utilized to collect the data. The questionnaire results showed that students' motivation of SMK Islam Sudirman were in Moderate (Tata Boga) and Low (TKR) and MA in Moderate. The Teachers' motivational strategy was in Enough level for SMK Islam and Good for MA Maarif. The analysis obtained showed that students have various motivations. Teachers' motivational strategy was conducted by the field rather than theories. Students' motivation majority was influenced by the intrinsic factors. Teachers did not fully applied theories, and did strategy as impacted by their characteristic, experience, knowledge, and condition of school which result on students' motivation as the extrinsic factors. The suggestion on this study was teachers should know and applied theories of motivation and how to motivate students to enhance their motivation in learning English.
Genre-Based Approach and Digital Flashcard: Enhancing Pre-service English Teacher Students’ Speaking Capability Rizki Ramadhan; Haris Dibdyaningsih; Hendra Sudarso
IJET (Indonesian Journal of English Teaching) Vol. 11 No. 2 (2022): December
Publisher : Department of English Language Education, UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/ijet2.2022.11.2.110-117

Abstract

In 2020, the Ministry of Education and Culture of Indonesia published the newest curriculum, Kurikulum Merdeka, which demands EFL teachers implement a genre-based approach during teaching and learning. In response to this call, this research aimed to investigate the implementation of a genre-based approach to enhance EFL pre-service English teacher students’ speaking ability. This research employed classroom action research to investigate whether the approach could improve students’ speaking ability. This research was conducted at STKIP Al Hikmah Surabaya, and the participants of the research were selected through purposive sampling. In order to answer the research questions, the researcher used a post-test, an interview, a questionnaire, and an observation as data collection techniques. Furthermore, the interactive data analysis model proposed by Miles and Huberman was implemented to analyze the data. The study concluded that the genre-based approach can improve EFL pre-service English teacher students' capability in speaking. The pre-service English teacher students’ significant enhancement in their speaking capability is exhibited by the generic structure of the descriptive text, such as the social function, the organization, and grammatical features. All informants could fulfill relatively all parts, which is fundamental to composing a descriptive text.
Use of interactive worksheets to teach speaking Haris Dibdya; Hendra Sudarso
English Teaching Journal : A Journal of English Literature, Language and Education Vol 11, No 1 (2023)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/etj.v11i1.16490

Abstract

The goal of the study is to illustrate how Interactive Worksheets for teaching speaking is used.   Interactive Worksheet is an online interactive worksheet that was created by a lecture to encourage students to speak more. Students can record their speaking and they can get their speaking score instantly. The research uses descriptive qualitative research as its method and design. Online Interactive Worksheet, students and the result of the worksheet are the data's sources. Data collection methods include observing, interviewing, and documenting. Triangulation methodology is used by the researcher to determine the veracity of the data. Data analysis techniques include data condensing, data displaying, conclusion, and verification. The study's findings indicate that: First, help students pronounce the word correctly. Second, encourage someone to speak. Third, work on improving the students' speaking skills.  Make speaking fun for the students, and that's all. The disadvantage, is challenging for pupils to understand the meaning of a term in the text and pronounce correctly. In addition, students can look up a challenging word in a dictionary. The researcher offers recommendations in this study for the teacher, students, school, and other researchers.
PROJECT-BASED LEARNING IN TEACHING WRITING RECOUNT TEXT Muhammad Farich; Ahmad Syafi’I; Haris Dibdyaningsih
Journal of English Language Teaching and Islamic Integration Vol. 5 No. 2 (2022): JELTII: Journal of English Language Teaching and Islamic Integration
Publisher : STKIP Al Hikmah Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.10548125

Abstract

Writing recount text, therefore, is very important for students to master since it develops students’ writing skill in delivering chronological information. This skill later, will be needed in higher education or in university. In writing recount text, students will deliver information in the sequence of: the introduction, the sequences of information and the conclusion students will work in team and support each other in the project. Students will think more complex rather than writing a simple text in the learning. Thus, project based learning is considered as a learning strategy for teaching writing..
An error analysis of using auxiliary verb in Islamic mathematical complex questions made by mathematics department students Haris Dibdyaningsih; Hendra Sudarso
SELL (Scope of English Language Teaching, Linguistics, and Literature) Journal Vol 4 No 1 (2019): SELL Journal
Publisher : Penerbit STKIP PGRI Bangkalan

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

Abstract

The purpose of this study is to describe students’ error in applying auxiliary verb in writing Islamic Mathematical complex Questions. The participants were nine Mathematics department students of STKIP Al Hikmah who took English for writing course on the third semester. One of the purposes of this course is the students could compose a good Islamic Mathematical complex Questions using a proper grammar. To reach the purpose of this course, the students are equipped with compilation of English mathematical complex questions in Bahasa. For passing the course as the project they must create minimum 50 questions of Islamic Mathematics complex Questions based on the topic in VIII Grade of Junior High School. The study was conducted in descriptive quantitative research design. The data were taken from students’ work composing Islamic Mathematics complex Questions. Auxiliary verb which are investigated on this study are ‘am, is, are, was, were, have, has, and had’. The result of the study proves that most students were not capable in applying auxiliary verbs in their writing, forget which the appropriate auxiliary and still need to improve their ability to divine the appropriate auxiliary verbs. Furthermore, it proves that they are able to create Mathematical complex with Islamic Integration.
The Implementation of Role Play in Teaching Future Tense Haris Dibdyaningsih
Journal of English Language Teaching and Islamic Integration Vol. 3 No. 2 (2020): Vol. 3 No. 2 (2020): Journal of English Language Teaching and Islamic integrati
Publisher : STKIP AL HIKMAH SURABAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62426/db8rx722

Abstract

Future tense is one of important part of daily communication, students need to know the future tense well otherwise they get misunderstanding of speakers’ purpose. Some students get confused and have difficulties in defining part of a sentence. So, it is important for them to know the tense well. Moreover, the purpose of this study was to know about the improvement of student’s future tense understanding after they were taught by using role play. This research used a quantitative approach and it was conducted to 15 students in class 2019 semester 1. The data of the research collected using a paper based test of future tense. The result showed that there was significant improvement in students’ future tense understanding after they got role play. It could be proven from the improvement of students’ average score from the pretest and post-test, which was 59 to 82,6, hypothesis test showed that t-table is 2,145 and the t-value is 14,992. In conclusion, role play technique can improve students’ future tense understanding
TEACHING REPORT TEXT BY USING SCIENTIFIC APPROACH WITH DISCOVERY LEARNING STRATEGIES Abdullah Azzam Akbar; Ahmad Syafi'i; Haris Dibdyaningsih
Journal of English Language Teaching and Islamic Integration Vol. 7 No. 1 (2024): JELTII: Journal of English Language Teaching and Islamic Integration
Publisher : STKIP AL HIKMAH SURABAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.10547681

Abstract

A  newly  designed  curriculum  called  as  K-13  (Curriculum  2013)  was  officially implemented in the beginning of 2013. A scientific approach becomes the most significant part of it. Some researchers had researched about implementation of scientific approach in the classroom and they found that the implementation is not optimal. There are many teachers who are not able to implement scientific approach perfectly, the teachers use less than five steps that actually must be implemented in the classroom. Most of teachers had difficulty in implementing scientific approach because they have a little knowledge about it.
THE IMPLEMENTATION OF SCIENTIFIC APPROACH USING DISCOVERY LEARNING IN TEACHING REPORT TEXT Abdullah Azzam Akbar; Ahmad Syafi'i; Haris Dibdyaningsih
Journal of English Language Teaching and Islamic Integration Vol. 6 No. 2 (2023): JELTII: Journal of English Language Teaching and Islamic Integration
Publisher : STKIP AL HIKMAH SURABAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.10548474

Abstract

A newly designed curriculum called as K-13 (Curriculum 2013) was officially implemented in the beginning of 2013. A scientific approach becomes the most significant part of it. Five steps of scientific approach such as, observation, questioning, experimenting, associating and communicating will be studied in this research. One of the learning methods that is often used is discovery learning. This study aims to determine how the learning process uses the scientific approach with discovery learning methods in learning report text. Qualitative methods are used to see how this learning takes place. The research subjects were students of SMP IT Ibnu Sina grade 9. To obtain the data, observations, questionnaires and documentation were used. The results of the questionnaire showed that 5.26% (very positive), 56.39% (positive), 35, 33% (quite positive), and finally 3% (not positive). The analysis obtained shows that from the questionnaire given and the results of observations, students have very positive responses to learning using the scientific approach and discovery learning methods. But in practice it is not as easy as imagined. From 5 steps in the scientific approach, only 3 steps can be applied. This is influenced by learning that is carried out online. Suggestions that can be given are the teacher's ability to know what aspects must be considered before teaching and online learning must be better prepared because many materials are not easily explained without meeting students face to face.
STUDENTS’ PERCEPTION TOWARDS WORDWALL AS AN ONLINE ASSESSMENT PLATFORM IN TEACHING ENGLISH AT MTS ALIF LAAM MIIM SURABAYA Naufal Ilyas Saputra; Haris Dibdyaningsih; Rizki Ramadhan
Journal of English Language Teaching and Islamic Integration Vol. 6 No. 2 (2023): JELTII: Journal of English Language Teaching and Islamic Integration
Publisher : STKIP AL HIKMAH SURABAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.10548493

Abstract

The aim of this research is to know students’ perception towards wordwall as an  online  assessment  platform  in  teaching  English  at  MTs  Alif  Laam  Miim Surabaya. Perceptions is individuals organize and interpret process their sensory and impressions to get a conclusion about something to their society. This research was conducted at MTs Alif Laam Miim Surabaya and the subject of the research were  students  from  IX  B  class.  This  research  applied  descriptive  research. Technique of collecting data used in this research were share a questionnaire and do an interview. The data were analyzed in three steps; (1) collecting data, (2) data reduction, (3) display the final data. Due to the research and discussion, it can be concluded, that perception of students is trend to the positive perception, based on data showing 16 out of 25 students have a positive perception, 8 students are positive, and 1 student is trends to a negative perception. The findings in this study include; (1) Students feel happy and amazed when using Wordwall, (2) Students want to use Wordwall in the future, (3) There is a growing competitive aura among students,  (4)  Students  feel  more  enthusiastic  during  Wordwall  sessions,  (5) Students find Wordwall easy used, (6) Wordwall features are attractive to students, (7) Wordwall has an attractive appearance for students.
TEACHERS’ BELIEF TOWARDS CORRECTIVE FEEDBACK IN TEACHING WRITING DURING COVID-19 PANDEMIC Widodo Widayanto; Haris Dibdyaningsih; Ahmad Syafi'i
Journal of English Language Teaching and Islamic Integration Vol. 6 No. 2 (2023): JELTII: Journal of English Language Teaching and Islamic Integration
Publisher : STKIP AL HIKMAH SURABAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.10548481

Abstract

Writing is the most difficult skill in English, because it has complex process inside. There is a way that usually teachers do to help students in solving theirs writing difficulties, that is giving feedback. The problem is that, is all of the teachers use feedback while teaching writing and are they consider the importance of giving feedback, especially in this pandemic situation? By looking at this issue the researcher wants to know teachers’ point of view in giving corrective feedback to the student through teachers’ beliefs. 
Co-Authors Abdullah Azzam Akbar Ahmad Syafi'i Ahmad Syafi’I Amir Hamzah Chakim, Muhamad Azizul Faishol Hadi Faishol Hadi Hendra Sudarso Khoirul Ihsan Mesrawati Rifai Muhammad Azizul Chakim Muhammad Azizul Chakim Muhammad Farich Musthafa Kamal, Musthafa Naufal Ilyas Saputra Nurulloh Ramadhan, Rizki Rizki Ramadhan Rizki Ramadhan S. Sumihatul Ummah MS Syafi'i, Ahmad Widodo Widayanto