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THE EFFECTIVENESS OF ROLE PLAY STRATEGY IN TEACHING SPEAKING (The Case of English department students of Majalengka University) Nurhidayah, Yayah
Jurnal Educatio Vol 1, No 2 (2016): JURNAL EDUCATIO
Publisher : Jurnal Educatio

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (343.462 KB)

The success of learning is much influenced by the extent to which the students are involved in teaching and learning process. Many students fail to reach the goal of the English teaching. They are not able to communicate with the language either orally or in written form although they have learned English for many years. It call to the lecturer to find the appropriate teaching strategy. The field of this research is teaching speaking. Furthermore, this research focuses only on the observing and analyzing data about applying Role - Play strategy in the speaking class; to find out the effectiveness of Role - Play strategy and to find out students response toward applying this strategy. This research uses Classroom Action Research (CAR). The Classroom Action Research consists of four phases those are: Planning, Acting, Observing, and Reflecting. The subject of this research is PBI I - A students of English Department. In collecting the data, this research uses observation, questionnaire, and test. Based on the research findings, it can be said that using role play strategy is success since the criteria of success were achieved. The criterion of action success is 75% of students could achieve the target score. It can be concluded that Role - Play strategy is effective and students response toward applying this strategy are good and enthusiasts.Â Keywords: Role Play, Speaking and Teaching speaking

Multicultural Value in the Traditional Islamic Boarding School, Bina Insan Mulia (BIMA), Cirebon, Indonesia Nurhayati, Eti; Nurhidayah, Yayah
Nadwa Vol 13, No 1 (2019): Islamic Education and Liberation
Publisher : FITK UIN Walisongo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/nw.2019.1.1.3509

Multicultural Education in Islamic Boarding Schools teaches tolerance and openness in carrying out activities of daily living. This research was conducted at the Bina Insan Mulia (BIMA) boarding school using descriptive qualitative methods, as well as data collection techniques by interviewing, observing, documenting studies, and FGDs. The conclusions of this study are: (1) The values of Multicultural Islamic Education implemented at the BIMA Islamic Boarding School are sourced from books / books taught to students / students such as the book of Hadith al-Arba'in Nawawiyah, Safinah al-Najah, Fath al-Qarib , Ta'lim al-Mutaa'llim, Taysir al-Khalaq, and Riyadh al-Saliheen; (2) The application of multicultural values includes openness, humanity, tolerance, mutual assistance, justice, equality, brotherhood.Â AbstrakPendidikan Multikultural di Pondok pesantren mengajarkan toleransi dan keterbukaan dalam melaksanakan aktifitas hidup sehari-hari. Penelitian ini dilakukan di pondok pesantren Bina Insan Mulia (BIMA) dengan menggunakan metode deskriptif kualitatif, serta teknik pengumpulan data dengan wawancara, observasi, studi dokumentasi, dan FGD. Kesimpulan penelitian ini adalah: (1) Nilai-nilai Pendidikan Islam Multikultural yang diterapkan di Pondok pesantren BIMA bersumber dari kitab / buku yang diajarkan kepada murid / Santri seperti kitab Hadits al-Arba'in Nawawiyah, Safinah al-Najah, Fath al-Qarib, Ta'lim al-Mutaa'llim, Taysir al-Khalaq, dan Riyadh al-Shalihin; (2) Penerapan nilai-nilai multikultural tersebut meliputi keterbukaan, kemanusiaan, toleransi, saling membantu, keadilan, kesetaraan, persaudaraan.Â

Multicultural Value in the Traditional Islamic Boarding School, Bina Insan Mulia (BIMA), Cirebon, Indonesia Nurhayati, Eti; Nurhidayah, Yayah
Nadwa: Jurnal Pendidikan Islam Vol 13, No 1 (2019): Islamic Education and Liberation
Publisher : FITK UIN Walisongo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/nw.2019.1.1.3509

Multicultural Education in Islamic Boarding Schools teaches tolerance and openness in carrying out activities of daily living. This research was conducted at the Bina Insan Mulia (BIMA) boarding school using descriptive qualitative methods, as well as data collection techniques by interviewing, observing, documenting studies, and FGDs. The conclusions of this study are: (1) The values of Multicultural Islamic Education implemented at the BIMA Islamic Boarding School are sourced from books / books taught to students / students such as the book of Hadith al-Arba'in Nawawiyah, Safinah al-Najah, Fath al-Qarib , Ta'lim al-Mutaa'llim, Taysir al-Khalaq, and Riyadh al-Saliheen; (2) The application of multicultural values includes openness, humanity, tolerance, mutual assistance, justice, equality, brotherhood.Â AbstrakPendidikan Multikultural di Pondok pesantren mengajarkan toleransi dan keterbukaan dalam melaksanakan aktifitas hidup sehari-hari. Penelitian ini dilakukan di pondok pesantren Bina Insan Mulia (BIMA) dengan menggunakan metode deskriptif kualitatif, serta teknik pengumpulan data dengan wawancara, observasi, studi dokumentasi, dan FGD. Kesimpulan penelitian ini adalah: (1) Nilai-nilai Pendidikan Islam Multikultural yang diterapkan di Pondok pesantren BIMA bersumber dari kitab / buku yang diajarkan kepada murid / Santri seperti kitab Hadits al-Arba'in Nawawiyah, Safinah al-Najah, Fath al-Qarib, Ta'lim al-Mutaa'llim, Taysir al-Khalaq, dan Riyadh al-Shalihin; (2) Penerapan nilai-nilai multikultural tersebut meliputi keterbukaan, kemanusiaan, toleransi, saling membantu, keadilan, kesetaraan, persaudaraan.Â

Konsep diri dalam islam dan implikasinya terhadap komunikasi interpersonal sehari-hari Mushthafa, Abdillah; Nurhidayah, Yayah
PSYCOMEDIA : Jurnal Psikologi Vol. 3 No. 2 (2024): PSYCOMEDIA: Jurnal Psikologi
Publisher : Fakultas Ilmu Sosial dan Humaniora, Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/psycomedia.2024.v3i2.102-109

Understanding the self concept in the Islamic perspective influences the quality of interpersonal communication. Our research aims to relate a comprehensive understanding of self-concept in Islam to individuals' everyday communication practices. This research employs a qualitative approach with a literature review. The findings indicate that a strong understanding of self-concept in Islam positively impacts interpersonal communication quality. This underscores the importance of integrating religious values into everyday communication practices. In conclusion, understanding the concept of self in Islam can enhance interpersonal relationship quality, providing a significant contribution to the development of psychology as a discipline. Therefore, it is crucial to integrate religious values into communication training programs to strengthen interpersonal skills within society.

Pengalaman Pembelajaran Virtual dari Sudut Pandang Siswa: Sebuah Studi Kasus di Program Studi Pendidikan Bahasa Inggris Somara, Rakaisa; Nurhidayat, Eka; Nurhidayah, Yayah
English Education and Literature Journal (E-Jou) Vol 1 No 02 (2021): English Education and Literature Journal (E-jou)
Publisher : Universitas Ma'arif Nahdlatul Ulama Kebumen

Virtual learning implementation obtained more exposure along with the pandemic situation in Indonesia. The drastic shift taken by the government policy made all formal institutions moved into the full-online course after trusted ordinary, face-to-face classroom routine for years. The purposes of this study are to reveal students' experience and possible challenges in implementing virtual learning at English Education Study Program. The method used in this research was qualitative design with a case study approach. The instruments of this research were questionnaire and interview. The results showed that students enjoyed more flexibility in learning and spent less time and energy to reach campus. They found the course quite challenging to cope with, but students experienced virtual learning as the necessary option in a pandemic situation. The most prominent challenges in this system are infrastructure-related (gadget, internet connection) and learning arousement.

Book Development Model “English for Public Speaking” Toward Islamic Boarding Students Nurhidayah, Yayah; Rofii, Agus; Kustini, Titin
Buletin Ilmiah Pendidikan Vol. 3 No. 1 (2024)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/bip.v3i1.948

English Public Communication refers to the process of conveying information, ideas, or messages to an audience in English with the aim of creating understanding, persuasion, or influence. This research aims to develop English for Public Speaking teaching materials to improve the English public communication skills of students in Islamic boarding schools. This study was carried out by considering the specific context of Islamic boarding schools as an educational environment. The research method used iR&D or Research and Development. In its implementation, the development of teaching materials includes the stages of needs analysis, design, development, implementation and evaluation. A needs analysis is carried out to understand the level of students' English public communication skills, as well as identifying aspects that need to be improved. The design and development of teaching materials was carried out by utilizing the principles of English for Public Speaking and adapted to the characteristics of Islamic boarding schools. The effectiveness of the "English for Public Speaking" book for Islamic boarding students can be seen in its ability to improve their public speaking skills, boost their confidence, and align with their cultural and religious values. The book's systematic development, based on the ADDIE Model, ensured its effectiveness as an educational resource.

AN EXPLORATION OF STUDENTS ENGAGEMENT IN EFL ASYNCHRONOUS CLASS Emiliasari, Raynesa Noor; Nurhidayah, Yayah; Putri, Sopiah Jamaliah Supriadi
Premise: Journal of English Education and Applied Linguistics Vol 12, No 2 (2023): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v12i2.5820

Students' engagement is an ongoing concern for educators because of its positive association with deep learning, educational purpose, and educational outcomes. The purpose of this study is to reveal the students' engagement and to explore the factors of students' engagement in EFL asynchronous classes. This research was qualitative design with a case study approach. The participants of this study were 35 ten-grades students in one of the senior high schools in Majalengka. Survey and interviews were used to gain the data from the participants. The survey was conducted to 35 ten-graders which focused on their engagement during the asynchronous class as well as their reasons for being to or not engaging with the lessons. Meanwhile, factors that influenced their engagement in the asynchronous class were elaborated using the interview. The result showed that students gave positive responses in students engagement on cognitive and behavioral engagement, most of the students both high and middle achievers always follow the teacher's instructions and sometimes give opinions/ideas. The most prominent factors that influence student engagement is teacher factors, among them are interesting teaching method and teachers' characteristic This study suggests that teachers need a variety of methods in which to use online platforms and conduct more creative activities in order to get the best learning outcomes.Keywords: Asynchronous Learning, EFL Class, Student Engagement.

From the Margins to the Center: Applying Standpoint Theory to Understand and Transform Power Relations in the Classroom Nurhidayah, Yayah; Humardhiana, Ana; Nurhayati, Eti
Edukasi Islami: Jurnal Pendidikan Islam Vol. 12 No. 04 (2023): Edukasi Islami: Jurnal Pendidikan Islam
Publisher : Sekolah Tinggi Agama Islam Al Hidayah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30868/ei.v12i04.7921

Constructive and friendly student-lecturer interactions are essential in learning because apart from being able to provide a pleasant educational experience it can also improve students' personal and academic abilities. However, student-lecturer interactions often experience inequality due to the power imbalances among the participants. This study aims to identify the student-lecturer interaction in learning to increase an equal relationship based on students’ perspective. Questionnaires adapted from QTI were distributed to 40 students to collect the data. The results of the study highlight the importance of strong pedagogical leadership and understanding in fostering effective student-lecturer interactions. Students value lecturers who demonstrate leadership, consider their diverse learning needs, and create inclusive learning environments. However, the study also reveals concerns regarding uncertainty and limited student autonomy, consistent with critiques of traditional, lecturer-centered instruction. From a standpoint theory perspective, power imbalances within the classroom can hinder student engagement and motivation and impede the development of crucial 21st-century skills. Cultivating a student-centered environment with open communication, shared decision-making, and student agency is crucial for enhancing the learning experience and fostering student success.

The Transformation of Human Interaction in the Digital Era: A Literature Review on Psychological Impacts and Adaptive Strategies in Communication Psychology Fiqih, Muhammad; Nurhidayah, Yayah; Ratnawati, Etty
Strata International Journal of Social Issues Vol. 2 No. 2 (2025): August
Publisher : CV. Strata Persada Academia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59631/sijosi.v2i2.433

This study examines the transformation of human interaction in the digital era, emphasizing its psychological impacts and adaptive strategies within the framework of communication psychology. The rapid expansion of digital technologies during the Fourth Industrial Revolution—such as social media, instant messaging, and virtual platforms—has facilitated unprecedented connectivity while simultaneously generating significant challenges, including the erosion of non-verbal communication depth, algorithm-driven echo chambers, and pressures associated with digital identity construction. These dynamics have profound implications for empathy, emotional regulation, and self-concept stability, particularly among adolescents and young adults. Using a descriptive qualitative approach through a systematic literature review, this research synthesizes recent scholarly findings from accredited journals, books, and conference proceedings. The results underscore the necessity of adaptive communication psychology strategies focusing on emotional literacy, self-awareness, and positive online behavior to promote healthier digital interactions. The study recommends integrating these strategies into formal and non-formal education to foster digital resilience and mitigate adverse psychological outcomes. Future research should explore culturally sensitive interventions to enhance social cohesion and psychological well-being in increasingly digital societies.

Discursive Practices in Teachers' Lesson Plan Documents: A Critical Discourse Analysis Study of Pedagogy and Ideology in Learning HERDIAWAN, RAMA DWIKA; Nurhidayah, Yayah; Asteka, Pipik; Pamungkas, Trian; Agustin, Hilda Muthia
Journal of English Education and Teaching Vol. 9 No. 2 (2025): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.9.2.356-373

This study examines English lesson plans as outlined by high school educators in the country of Indonesia in relation to the plans’ language as it concerns the key components of Critical Discourse Analysis (CDA). The research takes on a qualitative approach using Critical Discourse Analysis (CDA) to look into the teaching and ideological aspects embedded in lesson plans of Indonesian EFL teachers. Unlike the lesson plans of other countries, Indonesian lesson plans are not devoid of ideologies. They contain the contrasting ideologies of student autonomy and openness, multicultural teaching, and modern methods and tools of teaching. Including Project Based Learning (PBL), Social Emotional Learning (SEL), and Culturally Responsive (CRT) teaching demonstrates more inclusiveness and flexibility Then there is the Profil Pelajar Pancasila and the Pancasila state ideology which is sheer ethical and nationalist moralism blended with everyday teaching. The use of Multimodal and other forms of assessment shows the targets set are for the learners to demonstrate critical, collaborative, and digital skills. The inquiry has established how through the analysis of documentary evidence and accounts of interviews, teachers construct and interpret the language of professional theory. The findings hence contribute to knowledge in that the formulation of lesson plans is not purely mechanical, rather, it is an arena where beliefs are contested and agency is exercised in the EFL context.

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