Article Per Year (5 Year)
p-Index From 2021 - 2026
2.338
P-Index
This Author published in this journals
All Journal ELT Worldwide: Journal of English Language Teaching JEES (Journal of English Educators Society) Satya Widya Pioneer: Journal of Language and Literature Jurnal Abdi: Media Pengabdian Kepada Masyarakat Jurnal Pena Indonesia JOLLT Journal of Languages and Language Teaching LETS: Journal of Linguistics and English Teaching Studies Jurnal Abdi Masyarakat Komunita: Jurnal Pengabdian dan Pemberdayaan Masyarakat Dimar : Jurnal Pengabdian Masyarakat Lingua : Journal of Linguistics and Language
Arik Susanti, Arik
Unknown Affiliation
Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Public Health Social Sciences Other

Published : 14 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 14 Documents
Search

 1   2 
PELATIHAN MENULIS KREATIF DENGAN MENGGUNAKAN CERITA RAKYAT INDONESIA Trisusana, Anis; Susanti, Arik
Jurnal ABDI: Media Pengabdian Kepada Masyarakat Vol 2, No 1 (2016)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/ja.v2n1.p1-5

Abstract

Kegiatan pelatihan menulis kreatif ini bertujuan untuk meningkatkan kemampuan menulis kreatif dan menanamkan nilai-nilai kearifan lokal pada siswa. Proses penulisan dilakukan melalui dua tahap yaitu tahap reseptif dan tahap produksi. Pada tahap reseptif siswa membaca cerita-cerita rakyat Indonesia berbahasa Inggris untuk memberi kesempatan siswa mengalami pemerolehan bahasa serta mengetahui unsur-unsur intrinsik sebuah cerita. Selanjutnya pada tahap produksi siswa mengisi bagan pemetaan cerita, memodifikasi isi bagan tersebut, dan mengembangkannya menjadi cerita utuh versi mereka sendiri. Terkait dengan pelaksanaan pelatihan, sebagian besar peserta (70%) menilai bahwa pelatihan yang dilakukan sudah efektif. Performa tim PKM sebagai pembimbing juga dinilai baik oleh sebanyak 80% peserta pelatihan menulis kreatif.
“I Better Not to Speak”: Micro-Culture and Identity Conflict of Female Muslim Students in Language Learning Classroom Sueb, Sueb; Hartanti, Lina Purwaning; Susanti, Arik
LETS: Journal of Linguistics and English Teaching Studies Vol. 4 No. 2 (2023): LETS: Journal of Linguistics and English Teaching Studies
Publisher : STAIN Majene

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46870/lets.v4i2.611

Abstract

This study investigates the identity conflict experiences of four female Muslim students involved in persuasive speech activities of a persuasive speech activity as part of Public Speaking course. The research aims to explore the micro-culture phenomena within the classroom, i.e. identity conflicts faced by the participants, strategies for identity negotiation, and the role of strategic investment in language learning. Case study approach was employed using purposive sampling based on classroom reflections at the end of the academic term to determine the participants. In-depth interviews were conducted with the selected participants in a confidential one-on-one setting. The findings contribute to understanding the relationships of micro-culture, identity conflicts and negotiation, and strategic investment in the context of language learning. The research highlights reflective process in relation to the experiences of female Muslim students and provides implications for creating inclusive and safe space for learning environments.
EDMODO AS ONLINE ASSESSMENT TOOL: TO IMPROVE EFL STUDENTS’ READING COMPREHENSION Susanti, Arik; Nuria Putri, Diana
Satya Widya Vol. 38 No. 1 (2022)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Kristen Satya Wacana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24246/j.sw.2022.v38.i1.p12-24

Abstract

The study's objective was to examine if using Edmodo as an online assessment tool can improve students’ reading comprehension of recount text in e-learning. E-learning is considered an effective way to facilitate a better learning experience for students, especially in the assessment aspect. Formative assessment is a critical component of education that enable teachers and students to evaluate and improve their performance. Pre-experimental research with one group pre-test and post-test was applied in this study. The participants in the study were 36 tenth-grade senior high students in Krian, East Java. The instrument was pre and post-test consisting of objective and subjective tests. A paired sample t-test in SPSS 25 was used to analyze the data. The confidence interval of the difference used is 0.05. Therefore, the null hypothesis (Ho) is rejected and the alternative hypothesis (Ha) is accepted if the value of Sig. (2-tailed) is less than 0.05. The result shows that online formative assessment through Edmodo can improve students’ reading comprehension skills. It is clear that Edmodo can serve as a prominent online assessment tool for students to assist them in improving their reading comprehension skills in e-learning. It is recommended teachers should continue to look for alternative platforms to conduct online assessments for e-learning to keep up with modern technological developments.
Improving Students' Descriptive Writing Skills Through Collaborative Writing Using Canva Application Dyah Ayu Riesnawati, Happy; Susanti, Arik
ELT Worldwide: Journal of English Language Teaching Vol 11, No 1 (2024)
Publisher : Pascasarjana Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v11i1.50274

Abstract

Developing descriptive writing skills equips students with the ability to communicate effectively, enhances their observation and critical thinking abilities, encourages creative expression, and fosters empathy and perspective-taking. These skills are valuable not only in academic settings but also in various personal and professional contexts, allowing students to effectively engage their audience and express themselves with clarity and impact. Thus, students need collaborative learning and appropriate instructional media to develop their descriptive writing perfectly. This study aims to determine whether the collaborative writing method using the Canva application can improve EFL students' abilities in descriptive writing. This study used one group pretest and posttest design involving 32 students at one of the junior high schools in Gresik. The data was collected through pretest and posttest in the form of essays. The results of the paired sample t-test showed a significant value of .000 less than .05, which can be interpreted that there is a significant difference in the students' pretest and posttest.  The conclusion obtained that the collaborative writing method using the Canva application can improve students' descriptive writing skills. Teachers can utilize this type of research to effectively instruct pertinent subjects to their students. Additionally, it serves as a source of inspiration for other scholars, encouraging them to delve into more profound investigations.
Eco-literacy Training as Teaching Material for Surabaya Primary Teachers to Achieve SDGs Susanti, Arik; Trisusana, Anis; Sueb; Asrori; Rosyid, Abdur
Jurnal Pena Indonesia Vol 10 No 3 (2024)
Publisher : Universitas Negeri Surabaya

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

Abstract

The purpose of service activity is to describe how to create learning materials using various types of text by bringing eco-literacy approach and participants' responses. Our partners encounter a challenge wherein teachers struggle to provide instructional materials aligned with the concept of environmental awareness due to the continued emphasis on teacher-centred learning. The consequence is the students’ cognitive skills remain at a low level, and a lack of interest in environmental matters. Eco-literacy strategies are the solution to develop teachers’ instructional materials that align with the principles of sustainable development and environmental awareness and enhances stuents’ active learning. Workshops and socialization were implemented and 30 primary teachers in Surabaya participated. The instruments were a pre-post-test and a questionnaire. The results indicate that the teachers' comprehension of eco-literacy concept has been enhanced. They can also develop materials and lesson plan based on eco-literacy approach. In addition, nearly all teachers express feelings of enthusiasm and happiness regarding this activity, and 85% indicated they enable creating learning activities. It was concluded that this activity could improve their knowledge regarding the concept of eco-literacy. It is suggested to employ engaging instructional materials to facilitate the realization of SDGs.
Pelatihan penggunaan media pembelajaran online bagi guru smp surabaya Pusparini, Ririn; Fauzia, Nur; Susanti, Arik; Trisusana, Anis; Darma, Diana Budi; Abida, Fithriyah Inda Nur; Sueb
Jurnal Abdi Masyarakat Vol. 2 No. 1 (2022): Februari
Publisher : Institut Pariwisata dan Bisnis Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22334/jam.v2i1.21

Abstract

Organisasi Kesehatan Dunia (WHO) telah menetapkan Corona Virus Disease 2019 menjadi Pandemi Internasional. Negara Indonesia sendiri dalam keppres no nomor 11 tahun 2020 menetapkan Kedaruratan Kesehatan Masyarakat Corana VirusDisease 2019 (COVID-l9) di lndonesia yang wajib dilakukan upaya penanggulangan sesuai dengan ketemtuan peraturan perundang-undangan. Dalam rangka membantu pemerintah menanggulangi COVID 19 ini. Salah satu bentuk bantuan Unesa adalah melalui penyelenggaraan Pengabdian Kepada Masyarakat Penugasan COVID 19 yang berfokus pada penanganan covid 19, seperti mengembangkan pembelajaran online pada sekolah. Oleh karena itu, kegiatan Pengabdian Kepada Masyarakat ini bertujuan untuk membantu MGMP Bahasa Inggris terutama di Kota Surabaya dengan cara meningkatkan pengajaran dengan adanya workshop media online sehingga diharapkan mampu mendukung himbauan pemerintah untuk melakukan social dan physical distancing agar penyebaran Covid 19 bisa dikendalikan. Pendekatan yang digunakan dalam penyelesaikan masalah adalah pendekatan task-based dan model learn and practice. Peserta pelatihan adalah guru SMP dari beberapa sekolah di Surabaya yangtelah ditunjuk oleh pembina dan ketua MGMP Surabaya. Dalam hal ini, guru akan mendapatkan materi yang langsung akan diikuti dengan workshop desain penyusunan pembelajaran kolaborasi dengan memanfaatkan aplikasi digital. Pelatihan media online dimana guru-guru mempraktikkan secara langsung penggunaan media pembelajaran dengan beberapa aplikasinya mampu menumbuhkan kolaborasi siswa dan ketertarikan terhadap mata pelajaran Bahasa Inggris selama proses pembelajaran berlangsung secara daring. Melalui media online guru dapat memonitor pembelajaran, melakukan assessment, dan melakukan transfer ilmu sehingga proses belajar mengajar tetap dapat berjalan secara maksimal.
Graphic Organizer as a Media to Improve Scientific Article Writing Skills for MTs. Students Fathul Huda Blitar Anam, Syafi'ul; Susanti, Arik; Asteria, Prima Vidya; Camelia, Ika Anggun
Dimar : Jurnal Pengabdian Masyarakat Vol. 1 No. 2 (2025): August 2024-January 2025
Publisher : CV. Srikandi Kreatif Nusantara in collaboration with Institut Teknologi Mojosari Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63709/dimar.v1i2.29

Abstract

Madrasah Tsanawiyah Fathul Huda is a research-oriented school in Blitar that prioritizes scientific writing among its students. Students and santri are encouraged to generate innovative ideas and offer simple solutions to real-world problems. One effective approach is through writing scientific articles. This process enhances four key skills: critical thinking and problem-solving, creativity, communication, and collaboration. To support this, training in scientific article writing was conducted, providing students with a solid foundation in developing scientific papers aligned with their KTI (Scientific Writing) activities. The training method involved several stages: preparing a baseline, conducting activities, and evaluating outcomes. Graphic organizers were used as an essential pre-writing tool to map and expand ideas effectively. Students were grouped into teams of three and collaboratively developed articles, following the structured steps of idea design using graphic organizers. As a result, students successfully integrated visual aids, language, content, and logical thinking, utilizing flow diagrams to enhance their scientific writing. The students showed great enthusiasm for using graphic organizers, and the program received strong support from both the school and parents, emphasizing its positive impact on developing scientific writing skills.
Beyond the Hidden Curriculum: Gender, Textbooks, and Educational Equity Kencana, Nila; Susanti, Arik
Lingua : Journal of Linguistics and Language Vol. 3 No. 1 (2025): March 2025
Publisher : Indonesian Scientific Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61978/lingua.v3i1.1037

Abstract

This study presents a narrative review of gender representation in language textbooks, examining how male and female characters are depicted across diverse educational and cultural contexts. The review aimed to identify patterns of underrepresentation, role stereotyping, and heteronormativity, as well as to explore how systemic factors shape textbook content. A systematic literature search was conducted in Scopus, Web of Science, and Google Scholar using targeted keywords and Boolean combinations. Inclusion criteria focused on peer-reviewed studies from 2010 to 2025 that analyzed gender representation in language textbooks through content analysis, discourse analysis, or mixed methods. The findings reveal persistent gender imbalances, with men more frequently represented in professional and public domains, while women are marginalized or confined to domestic roles. Cross-national comparisons demonstrate that such disparities are more pronounced in developing countries but also persist globally, including in contexts with progressive policies. Furthermore, heteronormativity remains dominant, with LGBTQ+ identities largely absent from textbook narratives. These outcomes underscore the gap between policy commitments to gender equity and entrenched cultural, political, and religious influences in education. Addressing these challenges requires curricular reforms, stronger enforcement of gender-sensitive guidelines, and teacher training to critically engage with biased materials. Future research should broaden geographic scope, adopt intersectional perspectives, and investigate digital learning environments. By highlighting both persistent inequities and potential avenues for reform, this review emphasizes the importance of inclusive and equitable textbooks in shaping learners’ identities and opportunities.
Community, Education, and Technology in Language Revitalization: A Narrative Review D, Rajkamal; Susanti, Arik
Lingua : Journal of Linguistics and Language Vol. 3 No. 2 (2025): June 2025
Publisher : Indonesian Scientific Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61978/lingua.v3i2.1039

Abstract

Endangered languages are among the most critical challenges in preserving human cultural and intellectual diversity. More than 40% of the world’s 7,000 languages are currently at risk of extinction. This narrative review examines global strategies for language revitalization, focusing on the roles of communities, education, technology, policy, and cultural identity. Literature was gathered from major academic databases (Scopus, PubMed, Google Scholar) using core keywords such as language revitalization and endangered languages. The findings show that community-based initiatives, such as language nests and cultural integration, are crucial for intergenerational transmission. Education policies that include minority languages in school curricula foster measurable gains, while the absence of institutional support often results in stagnation. Digital tools expand access and engagement, though their effectiveness depends on cultural adaptation and community participation. Government recognition and funding further determine success, with marked disparities between developed and developing regions. Overall, language revitalization is not only a linguistic concern but also a matter of identity, cultural resilience, and social justice.
Pre-service teachers’ beliefs about English Language Teaching and Learning in EFL classroom: A review of literature Pusparini, Ririn; Widiati, Utami; Susanti, Arik
JEES (Journal of English Educators Society) Vol 6 No 1 (2021): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v6i1.1212

Abstract

Pre-service teachers’ (PST) beliefs and practices have been agreed as an initially vital basis to continue maintaining a qualified learning process. This article reviews the research on PSTs’ beliefs and practices concerning teaching and learning English as a foreign language (EFL) and the exploration of the complex relationship between EFL PSTs’ beliefs and practices. It encompasses a discussion about the nature of teachers’ beliefs, an overview of PSTs’ belief formation, and some previous studies on PSTs’ beliefs. The review of related literature summarizes the empirical studies on PSTs’ beliefs and practices from 2011 up to 2020, which reveal the diversity and similarity of the studies on EFL PSTs’ beliefs. The result obtained in this study depicts that PSTs’ beliefs about EFL teaching and learning are affected by prior language learning experiences, teacher education, and teaching practices. Besides, some constraints in the classroom setting can trigger the beliefs change covering time restriction, curriculum emphasis, students’ misbehavior, students’ competence, students’ motivation, or even PSTs’ motivation and confidence. Finally, when their tacit beliefs turn into explicit beliefs, PSTs can identify and assess their beliefs attributed to their classroom practices, from which EFL PST education can be informed to design better courses and prepare PSTs’ future careers. HIGHLIGHTS: EFL PSTs’ beliefs are acquired from many years of learning experiences they got from schools to teacher education, of which the condition has influenced what and how they learn to teach. Their beliefs, then, influence what they say and do in the classroom, which, in turn, shapes their beliefs. Some constraints in the classroom setting can trigger the beliefs changed: time restriction, curriculum emphasis, students’ misbehavior, students’ competence, students’ motivation, or even PSTs’ motivation and confidence.
Co-Authors Abdur Rosyid Abida, Fithriyah Inda Nur Agung, Elsha Lintang Anam, Syafi'ul Anggun Camelia, Ika Asrori Asteria, Prima Vidya Camelia, Ika Anggun Citra, Devi D, Rajkamal Darma, Diana Budi Dyah Ayu Riesnawati, Happy Hartanti, Lina Purwaning Kartika, Ajeng Dianing Kencana, Nila Meirina Lani Anggapuspa, Meirina Lani Mustofa, Rama Suluh Naser, Faradiba Liana Nur Fauzia Nuria Putri, Diana Puja, Hayu Ning RIRIN PUSPARINI Silvy Cinthia Adelia Sueb Trisusana, Anis Utami Widiati utami, respati retno Wiwikananda, Sasi Kirana Sugi