Garuda - Garba Rujukan Digital

FOSTERING STUDENTSâ€™ CLAUSE AWARENESS ON READING: The Exploration on Transitivity System Basori, Muchamad Adam; Wiranegara, Dian Arsitades
LiNGUA: Jurnal Ilmu Bahasa dan Sastra Vol 11, No 1 (2016): LiNGUA
Publisher : Laboratorium Informasi & Publikasi Fakultas Humaniora UIN Maulana Malik Ibrahim Malang

The opportunity to help students easily read English texts by observing content of the texts, which are construed in studentsâ€™ world experience into limited set of processes type: material, mental, relational, behavioural, verbal and existential has confirmed the necessity of combating misunderstanding clause meanings (process, participant, circumstance). The notion of reading a text is manifested in the processes from a step-by-step lexico-grammatical analysis to contextual description, which are realised as a configuration of transitivity functions which represent the process, the participant situation, the attributes assigned to participant, and the circumstances associated with the process. These are typical patterns of lexico-grammatical realization. This study will examine the transitivity analysis, which provides the recognition of clause awareness on reading English texts. The implication of clause awareness on reading English texts based on the processes is to describe certain feeling, thought, and perception (perceiving through five senses) and creating an ordered technical vocabulary and way of classifying the world.

Utilizing collaborative works: an attempt to enhance learners’ participation in English class Asis Wahyudi; Dian Arsitades Wiranegara; Krisdiana Putra Bagus
JETLe (Journal of English Language Teaching and Learning) Vol 1, No 2 (2020): Journal of English Language Teaching and Learning (JETLE)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jetle.v1i2.8897

This action research project aimed to improve the participation of learners in the class of General English. Collaborative activities were designed by grouping learners to work with the assigned tasks. The data were collected through observation. The findings showed that the participation of learners increased greatly characterized by the involvement of all learners in more active participation through group discussions and presentations of their works. Furthermore, the findings revealed that the learners look more confident to speak, more motivated to complete the assigned tasks, more enjoyable in learning, more focused on the lesson, and more engaged to think critically and creatively. In the attempt to disseminate our teaching experience, this article mainly focuses on the practical implementation of our collaborative action that is aimed to encourage other teachers and practitioners to implement the same research to improve their practices.

CONDUCTING ENGLISH LEARNING ACTIVITIES BY IMPLEMENTING TELEGRAM GROUP CLASS DURING COVID-19 PANDEMIC Dian Arsitades Wiranegara; Sohibul Hairi
Journal of English for Academic and Specific Purposes Vol 3, No 2 (2020)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jeasp.v3i2.11122

The use of telegram can be used to hold a meeting just like the regular class conducted. Teacher can still observe all members of the group—students—belong to the class once both parties start to chat or to keep online within the chat in telegram group. Therefore, every meeting within the group, teacher can share his or her teaching material into the group and discuss it along with the students. This also means that the use of social media group such as: whatsapp or telegram group can help learners to experience a different way of conducting teaching and learning process. However, the process may take a while compared to the face-to-face weekly regular class. This distance class, of course, can be a new experience by both teacher and students as it needs further investigation about how this can be conducted accordingly. Nonetheless, during these four meetings conducted individually at home, both teacher and students are still able to catch up all the material given within the social media group. As a result, in order to achieve the effective learning process of English language class during the Covid-19 pandemic, the distance class should not burden the students as long as the learning process can be conducted efficiently. Hence, by using telegram group, teacher and students can keep in touch or communicate intensively in discussing the teaching material. At the end of teaching and learning process, students can later be given a chance to improve their learning strategy to become a long life learner despite any condition experienced by them

DESIGNING PROJECT-BASED LEARNING IN ESP CLASS Dian Arsitades Wiranegara
Journal of English for Academic and Specific Purposes Vol 2, No 2 (2019)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Project-Based Learning of ESP is developed to involve as well as to encourage students to be active in the process of teaching and learning. Students can fully contribute in the project once they are asked in the inquiry process by giving a guiding question and the teacher guides them into a collaborative project integrated in curriculum. A guiding question here, must be based on the issues and topics addressing the real world problems. This also means that the project learning can help learners experience a meaningful learning, based on constructivism philosophy. Learners are given chance to explore and find any source of information by reading books, then communicate it to others or presenting their ideas. Hence, at the end of teaching and learning process, learners reflect to the project that has been conducted. At this phase, all learners are asked to share their experiences as well as their feeling during the project. Teacher and learners can share and develop it into a discussion in order to improve their performance

LEARNING FUNCTIONAL GRAMMAR IN ESP CLASS Dian Arsitades Wiranegara
Journal of English for Academic and Specific Purposes Vol 1, No 1 (2018)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Learning functional grammar for ESP class is aimed to improve studentsof non-English language department to understand how English workseffectively, appropriately, and accurately. Teaching ESP cannot beseparated by the use or the implementation of functional grammar as it isclear that teaching English as a foreign language in ESP class is alsoconcerned with the language as an instrument of social interaction ratherthan as a system which is viewed in isolation. Teaching functionalgrammar for ESP students, in this matter, students of non-Englishlanguage department, can result such a hard working effort for teachers inorder to help them understand the-so-called functional grammar. As amatter of fact, ESP can combine subject matter of the related field ofstudy and English language teaching. Therefore, learning functionalgrammar has actually been conducted in ESP class since the students arealso involved with the use of their background knowledge of the field ofstudy.

IMPLEMENTING SSS (START WITH SIMPLE STORIES) METHOD TO IMPROVE STUDENTS’ READING COMPREHENSION IN EXTENSIVE READING ACTIVITY Dian Arsitades Wiranegara
Journal of English for Academic and Specific Purposes (JEASP) Vol 5, No 1 (2022)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jeasp.v5i1.16583

This paper is intended to present the idea of applying the SSS METHOD or stand for Start with Simple Stories extensive reading to improve reading comprehension of the lower achieving students. This can be a challenging task for teachers whose aims are to improve the students’ reading habit by providing them with a very conducive atmosphere of reading, involving and facilitating them in various reading activities with the reading material. Hence, the subjects of the research were the first year or freshmen students of senior high school. Two classes were assigned as the control and the experimental groups. The control group was taught reading comprehension by using the conventional way; while the experimental 1group 1was 1taught reading by using the SSS METHOD extensive reading. As the treatment conducted, both groups were given posttest. The 1result 1of the 1study has showed that 1there 1was 1a1significant1difference1in1the 1students’ 1reading comprehension 1achievement. The 1students in 1the experimental group significantly obtained higher scores than the ones in the control 1group.

Students' Perception in Implementing Google Meet and Video Call' s App on Arabic Speaking Class Halimatus Sa`diyah; Dian Arsitades Wiranegara
Lisanan Arabiya: Jurnal Pendidikan Bahasa Arab Vol 6 No 2 (2022): December 2022
Publisher : Pusat Studi Kependidikan (PSKp) Fakultas Ilmu Tarbiyah dan Keguruan, Universitas Sains Al-Qur'an

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32699/liar.v6i2.3426

The development of technology and the dynamics of virtual and non-virtual learning as a form of mixed learning also occurs in the practice of learning to speak Arabic. However, not all media can support learning. Thus, this study aims to determine the perception of PKPBA students of the Psychology Faculty of UIN Maulana Malik Ibrahim Malang in Ps.2 class on the use of google meet and video calls in the practice of speaking Arabic. This type of research is descriptive and qualitative. The data was obtained from questionnaires via google form 35 research subjects, namely PKPBA students of the Psychology Faculty of UIN Maulana Malik Ibrahim Malang class Ps.2 who have studied Arabic speaking skills in the first semester of the 2021/2022 academic year. The data is processed using a Likert scale and is equipped with tables and pie charts. The result showed that (1) the use of video calls was easily accessible from google meet, (2) the use of video calls was easier to use during practice and get corrections from friends and lecturers than on google meet, and (3) video calls were more effectively used in the practice of speaking with a total number of a limited number of students while google meet is effectively used in the practice of group speaking in large groups/one class in a longer duration of time.

CONDUCTING ENGLISH LEARNING ACTIVITIES BY IMPLEMENTING TELEGRAM GROUP CLASS DURING COVID-19 PANDEMIC Dian Arsitades Wiranegara; Sohibul Hairi
Journal of English for Academic and Specific Purposes (JEASP) Vol 3, No 2 (2020)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jeasp.v3i2.11122

The use of telegram can be used to hold a meeting just like the regular class conducted. Teacher can still observe all members of the group—students—belong to the class once both parties start to chat or to keep online within the chat in telegram group. Therefore, every meeting within the group, teacher can share his or her teaching material into the group and discuss it along with the students. This also means that the use of social media group such as: whatsapp or telegram group can help learners to experience a different way of conducting teaching and learning process. However, the process may take a while compared to the face-to-face weekly regular class. This distance class, of course, can be a new experience by both teacher and students as it needs further investigation about how this can be conducted accordingly. Nonetheless, during these four meetings conducted individually at home, both teacher and students are still able to catch up all the material given within the social media group. As a result, in order to achieve the effective learning process of English language class during the Covid-19 pandemic, the distance class should not burden the students as long as the learning process can be conducted efficiently. Hence, by using telegram group, teacher and students can keep in touch or communicate intensively in discussing the teaching material. At the end of teaching and learning process, students can later be given a chance to improve their learning strategy to become a long life learner despite any condition experienced by them

IMPLEMENTING SSS (START WITH SIMPLE STORIES) METHOD TO IMPROVE STUDENTS’ READING COMPREHENSION IN EXTENSIVE READING ACTIVITY Dian Arsitades Wiranegara
Journal of English for Academic and Specific Purposes (JEASP) Vol 5, No 1 (2022)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jeasp.v5i1.16583

This paper is intended to present the idea of applying the SSS METHOD or stand for Start with Simple Stories extensive reading to improve reading comprehension of the lower achieving students. This can be a challenging task for teachers whose aims are to improve the students’ reading habit by providing them with a very conducive atmosphere of reading, involving and facilitating them in various reading activities with the reading material. Hence, the subjects of the research were the first year or freshmen students of senior high school. Two classes were assigned as the control and the experimental groups. The control group was taught reading comprehension by using the conventional way; while the experimental 1group 1was 1taught reading by using the SSS METHOD extensive reading. As the treatment conducted, both groups were given posttest. The 1result 1of the 1study has showed that 1there 1was 1a1significant1difference1in1the 1students’ 1reading comprehension 1achievement. The 1students in 1the experimental group significantly obtained higher scores than the ones in the control 1group.

NILAI-NILAI PANCASILA DALAM KITAB AL-`ARABIYAH LIL HAYAH SEBAGAI MATERI PEMBELAJARAN BAHASA ARAB: - Sa`diyah, Halimatus; Wiranegara, Dian Arsitades
Jurnal Pendidikan (Teori dan Praktik) Vol 8 No 2 (2023): September 2023
Publisher : Fakultas Ilmu Pendidikan Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jp.v8n2.p86-94

Al-`Arabiyah lil Hayah textbook of volume I contains the values of Pancasila which are in accordance with the five principles of Pancasila, namely Belief in the one and only God, just and civilized humanity, The Unity of Indonesia, Democracy guided by the inner wisdom in the unanimity arising out of deliberations amongst representatives, Social justice for the whole of the people of Indonesia. This article aims to find out the Pancasila values contained in the book al-`Arabiyah lil Hayah volume I which was written by the language development center team of UIN Maulana Malik Ibrahim Malang. The book and the material are the main teaching materials for learning Arabic for new students in the Special Program for Arabic Class UIN Maulana Malik Ibrahim Malang. This research includes descriptive qualitative research. The data were obtained through documents in the form of writing and as research sources, namely the book al-`Arabiyah lil Hayah Volume I. The findings from this study are the values of the five principle of Pancasila contained in the book al-`Arabiyah lil Hayah Volume I and only wahdah (chapter) 3 (three) entitled as-sakan (home) does not contain Pancasila values likely because it focuses on Arabic language learning and may not be intended to address broader sociopolitical principles.

Title

Found 15 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 15 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 15 Documents
Search