Articles
<![CDATA[FORMULASI SEDIAAN SERUM ANTIOKSIDAN DARI EKSTRAK SARI TOMAT (Solanum lycopersicum L.) DAN EKSTRAK KAYU MANIS (Cinnamomum burmannii) SEBAGAI PERAWATAN KULIT ]]>
<![CDATA[Ariyanti, Evy Lestari]]>;
<![CDATA[Handayani, Reti Puji]]>;
<![CDATA[Yanto, Elih Sutisna]]>
<![CDATA[ Journal of Holistic and Health Sciences (Jurnal Ilmu Holistik dan Kesehatan) Vol. 4 No. 1 (2020): Journal of Holistic and Health Sciences (Jurnal Ilmu Holistik dan Kesehatan) ]]>
Publisher : <![CDATA[Sekolah Tinggi Ilmu Kesehatan Holistik ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (316.282 KB)
|
DOI: 10.51873/jhhs.v4i1.80
<![CDATA[Background: Tomato (Lycopersicum esculentum Mill) is a natural source of antioxidants. Tomatoes are rich in vitamins A and C, beta-carotene, potassium and the antioxidant lycopene. Apart from tomatoes, cinnamon also has antioxidant properties. The use of tomatoes and cinnamon directly on the skin is considered ineffective, so it needs to be formulated in serum. Objective: This research to determine how to make tomato and cinnamon serum and to determine the stability of the serum seen from the organoleptic test, homogeneity test, pH stability test and preference test. Methods: This research uses action research method (Action Research). The preparation is made with a composition of tomato juice extract and cinnamon extract with a ratio of 3 grams: 0.5 grams and the addition of 1 gram of xanthan gum for F1, 1.2 grams for F2, 1.4 grams for F3. Results: The Results of the organoleptic tests which have been performed showed the presence of changes on the 6th day until the 21st. The pH stability results obtained from 3 serum samples showed that at week 2 there was a change in pH in the preparations stored at room temperature (15-30 ° C). The result of the serum preference test for texture of as much 93.3% in formula 1. the colors of serum 97% in formula 1 and fragrance of as 83.3% in formula 2. Conclusion: the Results of organoleptic test and test favorite formula featured is F1, while the results of the third homogeneity test were stored for 3 weeks in a homogeneous state. The pH test results are still within the skin pH.]]>
<![CDATA[PEMBUATAN MASKER CLAY EKSTRAK DAUN PANDAN WANGI (Pandanus amaryllifolius) UNTUK PERAWATAN KULIT WAJAH ]]>
<![CDATA[Ipada, Bernika Indriani]]>;
<![CDATA[Suharti, Suharti]]>;
<![CDATA[Yanto, Elih Sutisna]]>
<![CDATA[ Journal of Holistic and Health Sciences (Jurnal Ilmu Holistik dan Kesehatan) Vol. 7 No. 2 (2023): Journal of Holistic and Health Sciences (Jurnal Ilmu Holistik dan Kesehatan) ]]>
Publisher : <![CDATA[Sekolah Tinggi Ilmu Kesehatan Holistik ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.51873/jhhs.v7i2.226
<![CDATA[Latar Belakang: Indonesia merupakan negara tropis dengan curah sinar matahari yang tinggi setiap tahunnya. Faktanya, paparan sinar UV yang berlebih setiap harinya dapat menyebabkan penuaan dini. Oleh karena itu, perawatan kulit sangat diperlukan untuk memelihara agar kulit tetap sehat, indah dan terlihat bersih. Salah satu caranya adalah menggunakan masker wajah. Tujuan: Penelitian ini bertujuan untuk membuat sediaan masker clay dengan stabilitas yang baik selama 3 minggu. Hasil: Dari hasil penelitian yang telah dilakukan, ketiga formula sediaan masker memperoleh hasil baik formula I, formula II, formula III cenderung stabil selama 3 minggu. Pada hasil pengamatan tidak ditemukan adanya pertumbuhan jamur pada sediaan, dan pada hasil uji homogenitas sediaan dikatakan homogen dan tidak ditemukan adanya butiran kasar. Formula II dikatakan yang paling baik diantara formula yang lain karena memiliki pH yang stabil serta bau khas pandan yang tidak berubah menjadi tengik dan tidak mengganggu indera penciuman. Masker ekstrak daun pandan ini tidak akan mengakibatkan kulit iritasi karena memiliki pH 5 yang aman untuk kulit. Simpulan: Formula sediaan masker clay yang dipilih adalah Formula II dengan warna putih kehijauan, aroma khas ekstrak daun pandan, dan menghasilkan pH yang aman untuk kulit.]]>
<![CDATA[Representasi Nilai Perdamaian di Buku Pembelajaran Bahasa Inggris: Analisis Wacana Kritis ]]>
<![CDATA[Turnip, Cicilia]]>;
<![CDATA[Yanto, Elih Sutisna]]>
<![CDATA[ JET (Journal of English Teaching) Vol. 7 No. 3 (2021): Journal of English Teaching ]]>
Publisher : <![CDATA[Prodi. Pendidikan Bahasa Inggris, FKIP, Universitas Kristen Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.33541/jet.v7i3.2905
<![CDATA[Textbook can be as a medium to convey values, while teachers and learners enact as the values- carrying agents. This present study aims to investigate peace value in national ELT textbook which approved by Indonesian Ministry of Educational and Culture entitled Bahasa Inggris untuk SMA/MA/SMK/MAK Kelas XII [English for Senior High School Grade XII]. Findings show that there are three basic sources of peace value such as inner peace (building learner’s self-concept), social peace (tolerance with differences) and peace with nature (take care of the environment). This critical discourse analysis study indicates that social practice can be identified through language. Thus, it will contribute for both students and teachers in order to be aware as value agent in ELT textbook.]]>
<![CDATA[Secondary School Students'_Perception on Literary Text Extensive Reading Program Through Story Map ]]>
<![CDATA[Kania, Destis]]>;
<![CDATA[Yanto, Elih Sutisna]]>;
<![CDATA[srisudarso, Mansyur]]>
<![CDATA[ Jurnal Pendidikan Tambusai Vol. 5 No. 2 (2021): 2021 ]]>
Publisher : <![CDATA[LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[Penelitian ini melaporkan temuan penelitian kualitatif studi wawancara tentang persepsi siswa pada program membaca ekstensif teks sastra melalui peta cerita. Pertanyaan penelitiannya adalah: Dengan cara apa siswa memahami teks sastra melalui membaca ekstensif dengan peta cerita? Dan bagaimana reaksi siswa terhadap kegiatan ini? Penelitian dilakukan untuk mengetahui persepsi siswa terhadap program membaca ekstensif teks sastra melalui peta cerita. Penelitian ini bertujuan untuk mengetahui persepsi siswa terhadap pembelajaran membaca teks sastra dalam program membaca ekstensif melalui peta cerita. Partisipan penelitian ini adalah siswa kelas VIII SMP sebanyak 4 siswa yang diambil secara acak untuk diwawancarai. Penelitian ini dilakukan di salah satu SMP di Jawa Barat, Indonesia. Pengumpulan data dalam penelitian ini menggunakan data wawancara semi terstruktur dan jurnal reflektif siswa. Analisis data menggunakan teori (Braun & Clark 2006). Temuan melaporkan bahwa membaca ekstensif dapat mendorong minat siswa dalam mengingat dan mengembangkan kosakata baru yang tidak dikenal. Selanjutnya, pembelajaran membaca teks sastra dengan peta cerita melibatkan siswa dalam belajar mandiri yang memperluas keterampilan membaca dan mempelajari salah satu teks multimodal, yaitu tata bahasa visual. Terakhir, penelitian menyarankan bahwa program membaca ekstensif melibatkan siswa dalam kegiatan membaca yang dapat membantu siswa dalam memahami teks sastra, cerita pendek dan menganalisis elemen cerita pendek dengan peta cerita.]]>
<![CDATA[A Case Study of Teacher’s Practice and Students’ Preferences of Corrective Feedback in English Speaking Activities in The Classroom ]]>
<![CDATA[Oktavani, Sheila]]>;
<![CDATA[Yanto, Elih Sutisna]]>;
<![CDATA[Miftakh, Fauzi]]>
<![CDATA[ Journal of Educational Sciences Vol 8, No 3: July 2024 ]]>
Publisher : <![CDATA[Universitas Riau ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.31258/jes.8.3.p.336-348
<![CDATA[Corrective feedback as a strategy in teaching and learning speaking skills in English as a Foreign Lanugage (EFL) has become a topic of interest in educational research. Although there are numerous studies on corrective feedback in speaking activities, there is still a limited amount of research involving Indonesian junior high school students as participants and using a qualitative descriptive case study. This study is aims to examine the teacher practice and student preferences regarding the use of corrective feedback in classroom speaking activities with 7th grade students of Karawang Junior High School as participants. The study used a descriptive case study with a qualitative approach. The data collection technique consisted of observation and interview. Data were analyzed using Miles and Huberman’s (1984) interactive model. The findings revealed that the students had a positive attitude towards corrective feedback and recognized its benefits in improving their pronunciation and vocabulary. They prefer immediate responses in challenging circumstances and are satisfied with the amount of feedback they have received. This has the potential to improve EFL teaching practice by allowing teachers to reasses their teaching, particularly in terms of speaking skills, to improve EFL students’ speaking skills.]]>
<![CDATA[A Case Study of Teacher’s Practice and Students’ Preferences of Corrective Feedback in English Speaking Activities in The Classroom ]]>
<![CDATA[Oktavani, Sheila]]>;
<![CDATA[Yanto, Elih Sutisna]]>;
<![CDATA[Miftakh, Fauzi]]>
<![CDATA[ Journal of Educational Sciences Vol 8. No. 3. July 2024 ]]>
Publisher : <![CDATA[FKIP-Universitas Riau ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.31258/jes.8.3.p.336-348
<![CDATA[Corrective feedback as a strategy in teaching and learning speaking skills in English as a Foreign Lanugage (EFL) has become a topic of interest in educational research. Although there are numerous studies on corrective feedback in speaking activities, there is still a limited amount of research involving Indonesian junior high school students as participants and using a qualitative descriptive case study. This study is aims to examine the teacher practice and student preferences regarding the use of corrective feedback in classroom speaking activities with 7th grade students of Karawang Junior High School as participants. The study used a descriptive case study with a qualitative approach. The data collection technique consisted of observation and interview. Data were analyzed using Miles and Huberman’s (1984) interactive model. The findings revealed that the students had a positive attitude towards corrective feedback and recognized its benefits in improving their pronunciation and vocabulary. They prefer immediate responses in challenging circumstances and are satisfied with the amount of feedback they have received. This has the potential to improve EFL teaching practice by allowing teachers to reasses their teaching, particularly in terms of speaking skills, to improve EFL students’ speaking skills.]]>
<![CDATA[Investigating a Secondary EFL Teacher’s Practices of Using Translanguaging in Teaching Speaking: A Descriptive Case Study ]]>
<![CDATA[Khoerunnisa, Fyna Farhan]]>;
<![CDATA[Yanto, Elih Sutisna]]>;
<![CDATA[Saefullah, Hilmansyah]]>
<![CDATA[ Journal of Educational Sciences Vol 8. No. 1. January 2024 ]]>
Publisher : <![CDATA[FKIP-Universitas Riau ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.31258/jes.8.1.p.92-102
<![CDATA[English is now increasingly used by non-native speakers and translanguaging can be used by all teachers to ensure that students understand the subject matter throughout the teaching speaking process. This study aims to examine the teacher's practices and intentions regarding the use of translanguaging in teaching speaking and to examine how EFL students respond to translanguaging practices in EFL speaking classroom. This is a descriptive case study focusing on an EFL teacher and five EFL students in a vacational high school setting. Data collection methods include observation and semi-structured interviews using thematic data analysis. The results show translanguaging practice occurred in speaking classroom, which served several purposes including to encourage student's active participation, reinforce learning, provide specific areas of improvement, and provide model repetition. The students responded positively to the use of translanguaging, finding it facilitates a quick understanding, makes less fluent in English and helpful in understanding the lessons in speaking classroom. They emphasised the benefits of translanguaging and preferred to use it because it can be an effective strategy to address the challenges of learning speaking. The study concludes that allowing students to use their native language when speaking classroom can improve comprehension.]]>
<![CDATA[Engaging Secondary School Students In Word Mapping Strategy In Learning General Vocabulary of Descriptive Text: A Classroom Action Research ]]>
<![CDATA[Ayu, Ayu]]>;
<![CDATA[Ridwan, Iwan]]>;
<![CDATA[Yanto, Elih Sutisna]]>
<![CDATA[ Journal of Educational Sciences Vol. 9 No. 2 (2025): Journal of Educational Sciences ]]>
Publisher : <![CDATA[FKIP - Universitas Riau ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.31258/jes.9.2.p.748-757
<![CDATA[The aim of the study is to find whether Word Mapping Strategy can engage Secondary school students in learning general vocabulary of descriptive text. In order to achieve the research objectives, a classroom action research was used as a research design in this study. The participants of this study were 23 students of class VIII in one of Islamic secondary schools. The results of the study showed that word mapping strategy is effective to engage students in learning vocabulary. Most of students respond positively to the use of this strategy. The students feel satisfied with this strategy. They said that this strategy give them many benefits such as increasing students’ vocabulary, give the clearer meaning and make students feel motivated in the learning process. However, even though word mapping has many positive impacts, this strategy also makes students feel challenged, especially when students are asked to make word map charts in their notebooks. Therefore, this research finding can be studied more deeply for the future research to resolve the emerged problem. From the results of the research, it can be concluded that this strategy is highly recommended to be applied for the teacher in teaching vocabulary.]]>
<![CDATA[A Case Study of Teacher’s Practice and Students’ Preferences of Corrective Feedback in English Speaking Activities in The Classroom ]]>
<![CDATA[Oktavani, Sheila]]>;
<![CDATA[Yanto, Elih Sutisna]]>;
<![CDATA[Miftakh, Fauzi]]>
<![CDATA[ Journal of Educational Sciences Vol. 8 No. 3 (2024): Journal of Educational Sciences ]]>
Publisher : <![CDATA[FKIP - Universitas Riau ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.31258/jes.8.3.p.336-348
<![CDATA[Corrective feedback as a strategy in teaching and learning speaking skills in English as a Foreign Lanugage (EFL) has become a topic of interest in educational research. Although there are numerous studies on corrective feedback in speaking activities, there is still a limited amount of research involving Indonesian junior high school students as participants and using a qualitative descriptive case study. This study is aims to examine the teacher practice and student preferences regarding the use of corrective feedback in classroom speaking activities with 7th grade students of Karawang Junior High School as participants. The study used a descriptive case study with a qualitative approach. The data collection technique consisted of observation and interview. Data were analyzed using Miles and Huberman’s (1984) interactive model. The findings revealed that the students had a positive attitude towards corrective feedback and recognized its benefits in improving their pronunciation and vocabulary. They prefer immediate responses in challenging circumstances and are satisfied with the amount of feedback they have received. This has the potential to improve EFL teaching practice by allowing teachers to reasses their teaching, particularly in terms of speaking skills, to improve EFL students’ speaking skills.]]>
<![CDATA[Investigating a Secondary EFL Teacher’s Practices of Using Translanguaging in Teaching Speaking: A Descriptive Case Study ]]>
<![CDATA[Khoerunnisa, Fyna Farhan]]>;
<![CDATA[Yanto, Elih Sutisna]]>;
<![CDATA[Saefullah, Hilmansyah]]>
<![CDATA[ Journal of Educational Sciences Vol. 8 No. 1 (2024): Journal of Educational Sciences ]]>
Publisher : <![CDATA[FKIP - Universitas Riau ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.31258/jes.8.1.p.92-102
<![CDATA[English is now increasingly used by non-native speakers and translanguaging can be used by all teachers to ensure that students understand the subject matter throughout the teaching speaking process. This study aims to examine the teacher's practices and intentions regarding the use of translanguaging in teaching speaking and to examine how EFL students respond to translanguaging practices in EFL speaking classroom. This is a descriptive case study focusing on an EFL teacher and five EFL students in a vacational high school setting. Data collection methods include observation and semi-structured interviews using thematic data analysis. The results show translanguaging practice occurred in speaking classroom, which served several purposes including to encourage student's active participation, reinforce learning, provide specific areas of improvement, and provide model repetition. The students responded positively to the use of translanguaging, finding it facilitates a quick understanding, makes less fluent in English and helpful in understanding the lessons in speaking classroom. They emphasised the benefits of translanguaging and preferred to use it because it can be an effective strategy to address the challenges of learning speaking. The study concludes that allowing students to use their native language when speaking classroom can improve comprehension.]]>
