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All Journal JUPE : Jurnal Pendidikan Mandala Journal of Language, Literature, and English Teaching (JULIET) KARYA: Jurnal Pengabdian Kepada Masyarakat Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya ADJES (Ahmad Dahlan Journal of English Studies)
Nisrina Nisrina
IAIN Lhokseumawe
Humanities Education Languange, Linguistic, Communication & Media Public Health Other

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PENDAMPINGAN SISWA DALAM MENERIMA BERITA HOAX MELALUI CRITIKAL THINKING Nisrina Nisrina; Rahmiaty Rahmiaty
KARYA: Jurnal Pengabdian Kepada Masyarakat Vol 3 No 2 (2023): KARYA: Jurnal Pengabdian kepada Masyarakat
Publisher : FKIP Universitas Samawa

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

Abstract

Hoax bukanlah hal sepele untuk diperhatikan, Langkah yang serius perlu dilakukan untuk mencegah dampak buruk dari berita hoax tersebut. Sehingga, memproses informasi yang diperoleh diperlukan berpikir kritis atau critical thinking untuk mendapatkan berita yang kredibel atau dapat dipercaya. Langkah-langkah dalam pendampingan adalah persiapan, tindakan dan evaluasi. Pada tahap tindakan dilaksanakan melalui metode ceramah dan Metode STAR. Metode ini terdiri atas Situation, siswa diberi sebuah kasus berita, lalu mereka menyelesaikan Task yaitu menjawab pertanyaan yang diberikan. Selanjutnya, siswa melakukan Action yaitu menganalisis berita dari hasil jawaban yang diperoleh. Terakhir, mereka menarik Result, yaitu kesimpulan, mengenai informasi yang diperoleh. Setelah melakukan pendampingan terdapat perubahan pola piker siswa saat menerima informasi.
Factors that affect speaking skills of students from ethnic minorities in English language learning Nisrina Nisrina
Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya Vol 51, No 1 (2023)
Publisher : Fakultas Sastra Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um015v51i12023p120

Abstract

The idea of speaking skills is interconnected with the environment and social context of students poses new challenges by students from ethnic minorities in English language learning. These factors encompass the hindrances and the success of ethnic minority students in adjusting themselves in speaking classes. From 95 first-year students in English Language Teaching program, 18 of them have different minor ethnicities. This study adopted a qualitative study by using semi-structured interviews as an instrument of research. The data then transcribed, coded, and analyzed into different themes that are in line with the research objectives. The results of this study show that the difficulties experienced by students from ethnic minorities in adjusting themselves in speaking classes are the lack of confidence, shyness, and anxiety, speaking opportunities and vocabulary masteries, feeling isolated, and additive bilingualism from peers. However, these hindrances can be solved by various factors: teachers’ decision in designing discussed topics and speaking activities in classroom setting.Keywords: ethnic minority students; speaking class; hindrances; encouragementFaktor-faktor yang mempengaruhi kemampuan berbicara siswa etnis minoritas dalam pembelajaran bahasa InggrisPemikiran bahwa kemampuan berbicara sangat erat berkaitan dengan lingkungan dan konteks sosial siswa menjadikan tantangan tersendiri bagi siswa etnis minoritas dalam pembelajaran Bahasa Inggris. Faktor-faktor ini mencakup kendala dan keberhasilan siswa ethis minoritas dalam menyesuaikan diri di kelas berbicara. Dari 95 siswa yang berada di semester pertama program Pendidikan Bahasa Inggris, 18 diantaranya berasal dari etnis minoritas yang beragam. Penelitian ini mengadopsi desain kualitatif dengan menggunakan wawancara semi terstruktur sebagai instrumen. Data ditranskrip, dikodekan dan dianalisis kedalam beberapa tema sesuai dengan fokus penelitian. Hasil penelitian menunjukkan bahwa kesulitan yang dialami siswa etnis minoritas dalam beradaptasi di kelas berbicara diantaranya rasa percaya diri, malu dan cemas, pengalaman berbicara dan perbendaharaan kata, perasaan terisolasi dan aditif bilingualism dari teman. Namun, kendala tersebut berangsur-angsur dapat diatasi karena faktor: pilihan dosen terhadap topik yang didiskusikan dan kegiatan aktifitas pada kelas berbicara.Kata kunci: siswa etnis minoritas; kelas berbicara; kendala; pendukung
Exploring Reading Strategies Used by Students Based on Metacognitive Awareness Nisrina Nisrina
Ahmad Dahlan Journal of English Studies Vol. 10 No. 1 (2023): March
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/adjes.v10i1.273

Abstract

The crucial impact of knowing about learners reading strategies to acquire a second language has been widely accepted. Therefore, this paper reports a study investigating university students' awareness of their reading strategies when they read English academic texts. As many as 39 first-year university students took part as the research subject, and they answered a 30-item questionnaire on reading strategies. A four-point Likert Scale questionnaire named SORS (Survey of Reading Strategies) was deployed to collect the data concerning the use of reading strategies. The results indicated that among the three reading strategies, the students tended to use Problem-solving strategies more, followed by the Global Reading Strategies and Support Reading Strategies. Finally, the idea of metacognitive that undergoes before, during, and after reading activities must be equipped by the teachers to fulfil the scarcity in those stages of reading. The findings showed that the mean score of each category varied among the three, and these were discussed considering the reading strategy knowledge base as well as the theoretical and practical implications.   
Students' Perception On Duolingo in Enhancing Vocabulary Mastery Nisrina Nisrina
Juliet Vol 5 No 2 (2024): JULIET Volume 5 Number 2
Publisher : Universitas Maritim Raja Ali Haji (UMRAH)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31629/juliet.v5i2.6859

Abstract

The advent of technology has ushered in a plethora of engaging and innovative online learning tools for English, one of the them is Duolingo app standing out as an accessible and effective platform for language acquisition, particularly in English. This study aims to elucidate and observe students' perspectives on utilizing Duolingo software for vocabulary mastery at IAIN Lhokseumawe. Employing qualitative analysis techniques, the research employed a combination of tests, questionnaires, and interviews to gather data. The non-probability sampling method was utilized, with 20 students from the fifth semester selected as the sample. The study revealed that a majority of students were motivated to enhance their English vocabulary through the Duolingo application. The app provided an easy-to-understand platform, sparking interest and enthusiasm among students for learning new words. Furthermore, Duolingo proved the fact in preventing boredom during learning sessions and fostering novel approaches to learning. The research findings suggest a positive and highly beneficial perception among students regarding the use of Duolingo for enhancing vocabulary while learning English.
The Reflection of Cognitive Level in Test Item Constructed by English Teacher in Summative Assessment Nisrina Nisrina
JUPE : Jurnal Pendidikan Mandala Vol 8, No 4 (2023): JUPE : Jurnal Pendidikan Mandala (Desember)
Publisher : Lembaga Penelitian dan Pendidikan Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jupe.v8i4.6208

Abstract

This study aimed to analyze the six levels of cognitive domain based on Revised Blooms Taxonomy and the use of HOTS and LOTS in the Final School Exam questions for twelfth-grade students, at teachers’ made test in summative assessment. This research was descriptive qualitative research that used content analysis as a method to analyze the specific character of each question. The researcher used Final School Exam questions from twelfth-grade students in the academic year 2021- 2022 at SMKN 8 Lhokseumawe as a data source and used a checklist table in collecting and analyzing data to find out the research results. The results of data analysis showed that the most dominant cognitive domain is the level of understanding (C2), which is 60% or 24 of 40 questions. The second highest is the level of Remembering (C1), which is 30% or 12 of 40 questions. Next is the Analyzing level (C4), which is 10% or 4 of 40 questions. The cognitive domain is classified into two levels, namely Lower Order Thinking Skill (LOTS) and Higher Order Thinking Skill (HOTS). Of the three categories applied to the test, it can be shown that 90% or 36 of the 40 questions are included in the LOTS category, while the other 10% or 4 of 40 questions are included in the HOTS questions. LOTS questions are much more dominant than HOTS questions.
Co-Authors Rahmiaty Rahmiaty