Garuda - Garba Rujukan Digital

Conversational Implicature to Hide Meaning in the Dialogue Script of Alice Through the Looking Glass Candra Puspitasari; Abdurachman Faridi; Sri Wahyuni
English Education Journal Vol 12 No 2 (2022): June 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v12i2.58047

The importance of language in human life cannot be overstated. People may readily interact with others through language, and many of us have used implicature in a conversation, not just in everyday speech but also in a movie. A movie is a collection of audio-visual images depicting character conversation; the language used in that communication has implications and meaning. The goal of this research is to investigate a conversational implicature. Conversation analysis was used in the study. A dialogue screenplay from Alice through the Looking Glass was used as the data. The information was acquired via downloading the film 'Alice through the Looking Glass,' watching and listening to it, transcribing the spoken utterances into written utterances, and then analysing the transcription. All variants of conversational implicature, including generalized conversational implicature (GCI), scalar implicature, and particularised conversational implicature, were revealed in a dialogue script by George Yule (1996). GCI was realized in 8%, scalar was realized in 52%, and particularised conversational implicature was realized in 8%. The data presented above demonstrate that particularised, generalized, and scalar implicatures are connected and complementary in implicatures, despite the fact that particular conversational implicatures are a type of conversational implicature distinct from general conversational implicatures. However, the fact that the researchers felt using conversation analysis in a movie dialogue script was a smart idea in this research. Further research was expected to continue by employing another movie's script at a different level to provide a different perspective.

The Effectiveness of Online Problem-Based Learning in Improving Students' Reading Comprehension with Different Learning Styles Muriyah Muriyah; Sri Wahyuni; Mursid Saleh
English Education Journal Vol 13 No 1 (2023): March 2023
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v13i1.71110

Reading is a fundamental skill for conveying information. Nowadays, various information is easily accessible quickly from many sources worldwide, so reading comprehension skills and mastering technology have been crucial for the challenges. Educators need a strategy to improve these skills. This study aims to measure the effectiveness of Problem-Based Learning through Google Classroom in improving the reading comprehension of students with different learning styles. This study used a quasi-experimental with a 2Ã—4 factorial design on the tenth-grade students at SMAN 1 Sindang, Indramayu. The VARK questionnaire and reading comprehension test were carried out by one-sample Kolmogorov-Smirnov test and two-way ANOVA with Tukey's. The study exposed the result of Problem-Based Learning through Google Classroom and the influence of the student's different learning styles on the reading comprehension learning outcomes. This research indicated that the strategy was effective, but the student's different learning styles did not affect their learning outcome. Thus, there was no interaction between the teaching strategy and students' learning styles in improving their reading comprehension learning outcomes. This study offered a new perception of the importance of considering student's learning styles in organizing the appropriate materials, learning activities, and assessments to improve reading comprehension. The contribution of this study to the ELT in advance was a new awareness of the effectiveness of multi-mode digital settings in fulfilling the student's needs. Thus, it is confirmed that recent education is designed to accommodate students anywhere and anytime.

Penguatan Literasi Digital Melalui Penerapan Model Blended Learning Dalam Pembelajaran Bahasa Inggris Lanlan Muhria; Sri Wuli Fitriati; Suwandi Suwandi; Sri Wahyuni
Prosiding Seminar Nasional Pascasarjana Vol. 5 No. 1 (2022)
Publisher : Pascasarjana Universitas Negeri Semarang

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Abstrak. Pesatnya perkembangan teknologi menyebabkan berbagai institusi pendidikan mengadopsi sistem e-learning untuk meningkatkan efektifitas dan fleksibilitas pembelajaran. E-learning untuk akses materi pembelajaran kapan saja, di mana saja. Artikel ini menjelaskan bagaimana menerapkan model pembelajaran campuran pada pembelajaran bahasa Inggris untuk meningkatkan literasi digital. Metode yang digunakan dalam penelitian ini adalah metode deskriptif kualitatif. Disrupsi teknologi informasi dan digitalisasi telah sangat mengubah sistem pendidikan di seluruh dunia. Adanya berbagai terobosan ilmu pengetahuan, keterampilan, dan kemampuan berbasis teknologi digital di era 4.0 akan membuat akses informasi dan pengetahuan menjadi sangat cepat, menghilangkan keterbatasan spasial dan temporal. Penerapan model blended learning dapat meningkatkan literasi digital mahasiswa, mengingat tidak ada batasan waktu bagi mahasiswa dalam proses pembelajaran. Melalui model ini, mahasiswa akan belajar bagaimana membuat foto dan video selama proses pembelajaran. Selain itu, tersedianya website pendidikan yang dapat digunakan dalam proses pembelajaran juga mendukung upaya meningkatan literasi digital mahasiswa. Sebagai garda terdepan pendidikan, guru dan dosen memiliki tugas dan tanggung jawab untuk memberikan pembelajaran yang berkualitas. Oleh karena itu, semua pendidik perlu terus mengadaptasi dan mengubah strategi pembelajarannya untuk menghasilkan outcome yang berkualitas. Abstract. The rapid development of technology has caused various educational institutions to adopt e-learning systems to increase the effectiveness and flexibility of learning. With e-learning, you can access learning materials anytime, anywhere. This paper describes applying a mixed learning model to English learning to improve digital literacy. The method used in this study is a qualitative descriptive method. The disruption of information technology and digitization has profoundly changed education systems around the world. Various scientific breakthroughs, skills, and literacy based on digital technology in the 4.0 era make access to information and knowledge very fast and without limitations of space and time. The application of the blended learning model can improve students' digital literacy, considering that there is no time limit for students in the learning process. Through this model, students will learn how to make photos and videos during the learning process. In addition, the availability of educational websites that can be used in the learning process also supports efforts to increase students' digital literacy. As the front line of education, teachers and lecturers are responsible for providing quality learning. Therefore, all educators need to continue to adapt and change their learning strategies to produce quality outcomes.

Penerapan Aplikasi Duolingo Sebagai Media Pembelajaran Dalam Keterampilan Menyimak Bahasa Inggris Siswa SMA Rully Khoeru Solihin; Rudi Hartono; Dwi Rukmini; Sri Wahyuni
Prosiding Seminar Nasional Pascasarjana Vol. 5 No. 1 (2022)
Publisher : Pascasarjana Universitas Negeri Semarang

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Abstrak. Pembelajaran bahasa Inggris dengan menggunakan media teknologi menjadi sebuah tuntutan dalam perubahan moda pembelajaran berbasis online. Penggunaan aplikasi Duolingo menjadi salah satu alternatif yang bisa digunakan dalam pembelajaran menyimak bahasa Inggris. Penelitian ini dilakukan dengan tujuan untuk mendeskripsikan proses pembelajaran dengan menggunakan aplikasi Duolingo sebagai media pembelajaran. Metode yang digunakan dalam penelitian ini adalah metode deskriptif kualitatif. Data dalam penelitian ini didapat dari pengamatan proses pembelajaran dan hasil wawancara siswa. Penelitian ini mengambil data dari pembelajaran kelas XI IPS 2 SMAN 1 Jatitujuh. Data diperoleh melalui observasi dan wawancara dengan siswa terhadap kegiatan pembelajaran yang dilakukan. Berdasarkan hasil penelitian, dapat disimpulkan bahwa proses pembelajaran melalui aplikasi Duolingo dapat digunakan sebagai alternatif bagi guru untuk meningkatkan kemandirian belajar siswa sekaligus menambah kosakata serta melatih keterampilan menyimak siswa dalam berbahasa Inggris. Hal ini menunjukkan bahwa penggunaan Duolingo dapat menjadi alternatif media pembelajaran bahasa Inggris. Abstract. Learning English using technology media is a demand in changing online-based learning modes. The use of the Duolingo application is an alternative that can be used in learning to listen to English. This research was conducted with the aim of describing the learning process using the Duolingo application as a learning medium. The method used in this study is a qualitative descriptive method. The data in this study were obtained from observations of the learning process and the results of student interviews. This study took data from class XI IPS 2 at SMAN 1 Jatitujuh. Data were obtained through observation and interviews with students on the learning activities carried out. Based on the results of the study, it can be concluded that the learning process through the Duolingo application can be used as an alternative for teachers to increase students' learning independence while increasing vocabulary and training students' listening skills in English. This shows that the use of Duolingo can be an alternative medium for learning English.

Humanist Literacy Links in Critical Reading: Future Learning Directions Asnawi Asnawi; Ida Zulaeha; R. M Teguh Supriyanto; Hari Bakti Mardikantoro; Sri Wahyuni
International Conference on Science, Education, and Technology Vol. 7 (2021)
Publisher : Universitas Negeri Semarang

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Critical reading is a very necessary competency in the millennial era. Readers are required to think and reason critically to selectively accept the information obtained. Therefore, as a reader, you must be able to filter information that is in accordance with the characteristics of the Indonesian people based on Pancasila. This is in accordance with the demands of future learning to make Pancasila students. Critical reading strands humanist literacy, one way that can be done to form a profile of Pancasila students. Humanist literacy is an activity that aims to communicate and collaborate on human attitudes. The purpose of this study is to find the characteristics of critical reading learning materials that link humanist literacy as a future learning direction. The data of this research are in the form of questionnaires and interview results from 16 lecturers spread across four major universities in Riau. The method of data collection was done through observation, questionnaires, and interviews. The data analysis technique was carried out reflectively with the help of TagCrowd and AntConc. Based on the results of the study, it was found that the characteristics of the desired critical reading learning material include, (1) the material is oriented towards humanist literacy activities, (2) uses the Malay Teaching Text, (3) is oriented to the attitude and behavior approach (psychodidactic), (4) presents the critical reading content of the Tunjuk Ajar Melayu text links humanist literacy, (5) has material that is in accordance with the characteristics of Malay culture.

Investigating Multiliteracy Pedagogy Practices of EFL-Speaking Teachers in Indonesia Desi Surlitasari Dewi; Rudi Hartono; Mursid Saleh; Sri Wahyuni
International Conference on Science, Education, and Technology Vol. 9 (2023)
Publisher : Universitas Negeri Semarang

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This study aims to investigate the multiliteracy pedagogy practices used by EFL-speaking teachers in Indonesia. The study consists of two research questions: 1) How do EFL-speaking teachers in Indonesia implement Multiliteracy Pedagogy in their teaching practices? 2) What are the perceived benefits of using multiliteracy pedagogy practices in EFL-speaking classrooms in Indonesia? The data were collected through open questionnaire and in-depth interview. Open questionnaires were distributed to 19 EFL-speaking teachers in Indonesia. The results indicate that these teachers are implementing some elements of multiliteracy pedagogy, and they use various modes, such as visual, audio, audiovisual, or gestural, to support their teaching. Then, interview was conducted to small sample of the respondents. The data were analyzed through content and thematic analysis. The findings show that multiliteracy pedagogy practices make learners become more active thinkers, more independent learners, and are more engaged in their learning. The benefits of using multiliteracy pedagogy practices in EFL-speaking classrooms in Indonesia include improving learners’ language proficiency, promoting critical thinking and problem-solving skills, and enhancing learners’ motivation and engagement. Overall, this study contributes to a better understanding of the current multiliteracy pedagogy practices used by EFL-speaking teachers in Indonesia and sheds light on how these practices are integrated into teaching. The findings suggest that multiliteracy pedagogy practices have several benefits for EFL-speaking learners in Indonesia.

Enhancing Writing Skills by Using The Project-Based Learning Model Through The Hello Talk Application Rully Khoeru Solihin; Rudi Hartono; Dwi Rukmini; Sri Wahyuni
International Conference on Science, Education, and Technology Vol. 9 (2023)
Publisher : Universitas Negeri Semarang

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This study intends to describe the project-based learning model implementation for learning to write English using the HelloTalk application and to ascertain how students react to the project-based learning model implementation using the HelloTalk application. The technique employed is a qualitative descriptive method, and it entails the process of gathering primary data through document review, field data collection, and the outcomes of student response surveys. 93 students from AKPER YPIB Majalengka's second semester served as the study's subjects. The examination of the data revealed that the student had a very high level of enthusiasm in putting the project-based learning strategy for learning to write in English using the HelloTalk program into practice. The study's findings indicate that the project-based learning model using the HelloTalk application was successfully implemented in teaching students to write in English and received a favorable response from the students. It also indicates that using the project-based learning model with the HelloTalk application can improve students' writing abilities in English. The HelloTalk program for learning to write in English met very high standards.

Literacy Practice on Project Bassed Learning (PBL) Assisted by Peer Assessment in Hybrid Learning to Improve the Students' Critical Thinking Ability in Tertiary Level of Education Aswadi Jaya; Rudi Hartono; Sri Wahyuni; Henrikus Joko Yulianto
International Conference on Science, Education, and Technology Vol. 9 (2023)
Publisher : Universitas Negeri Semarang

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The students’ literacy became lower since the hybrid learning also has its weaknesses, namely students feel bored because the learning process is monotonous and less interesting. Thus, the students are not interested in learning and completing learning carried out in e-learning. The aim of this study was to analyze the effect of learningproject-based learning assisted by peer assessment in hybrid learning to improve students' critical thinking skills as the implementation of literacy practices. The study uses the posttest only control group design. The population of this study was all second semester English Education Study Program students in PGRI University of Palembang, totaling 170 students. Descriptive statistical analysis techniques are used to describe the data obtained. The hypothesis testing used is the t-test to test the significant level of the influence of the independent variables partially on the dependent variable. The test is carried out by comparing t-count with t-table. The results of the analysis show that the value of Sig. obtained less than 0.05. This means that there are differences in students' critical thinking skills being taught project-based learning(PBL) assisted by peers with students who are taught without learning project-based learning(PBL) assisted by peers. The implications of this research are that it is hoped that with this learning model students will learn more actively in building their own knowledge as the literacy processes which will have an impact on critical thinking skills.

Utilizing Visual Literacy Competence as a Strategy in Teaching Descriptive Writing Hermansyah; Rahayu Puji Haryanti; Sri Wahyuni; Frimadhona Syafri
Metathesis: Journal of English Language, Literature, and Teaching Vol. 7 No. 2 (2023): Metathesis: Journal of English Language, Literature, and Teaching
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/metathesis.v7i2.674

Utilizing visual literacy competence, a strategy is very helpful in order to make students’ feel better in writing a descriptive paragraph, since, it is help students to develop their idea, thinking and imaging a vocabulary use and having an organization of idea come up into their mind. The purpose of this paper is to know the effectiveness of utilizing visual literacy competence as a strategy in teaching descriptive paragraph writing, and to know the students’ perception toward utilizing visual literacy competence as a strategy in teaching descriptive paragraph writing. Mixed method used in this research. The result came from the test given in one-group-pretest and posttest, and qualitative data from the questionnaire given to 22 students of Vocational High School students. It can be drawn that the efficiency of using visual literacy in the classroom to teach students how to write descriptive paragraphs, as well as the attitudes of the students toward the use of visual literacy in the classroom to teach students how to write descriptive paragraphs. Most of students are agreed to utilize visual literacy as strategy in teaching descriptive paragraph writing is really effective to use.

Integration of Technological Tools in English Literature Pedagogy: Enhancing the Teaching-Learning Experience Ihsan Ahmed; Abdul Ghafoor; Sri Wahyuni
JPGENUS: Jurnal Pendidikan Generasi Nusantara Vol. 2 No. 2 (2024): Jurnal Pendidikan Generasi Nusantara (JPGENUS), Edisi Juli-Desember 2024
Publisher : Samudra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61787/9gk0pe94

Digital technology has transformed English Language anad Literature pedagogy. The use of digital technology in English Literature pedagogy represents a significant advancement in Literature and Language learning, significantly enhancing both teaching and learning processes. Technology helps students learn more effectively, which helps educators improve their instruction. The method keeps developing to help teachers acquire a language more quickly for their students. Teachers choose software-based instructional systems that enhance students' positive interactions with their instructors and promote the acquisition of the English language in its entirety. This research aims to explore the integration of digital technological tools in English Literature and Language teaching and it endorses various methods to encourage the best possible instruction. It also investigates a variety of facets of teaching and technological resources that gives educators access to cutting-edge tools for effective and high-quality instruction. For this study, an explanatory qualitative methodod is opted (Creswell & Poth, 2018). For the survey of the literature, a linguistic and traditional description of the technology, and a thorough analysis of its relevance to currently used teaching techniques have all been conducted. The findings address key challenges by emphasizing the potential of digital and contemporary tools to enhance language education. The study advocates for the use of digital technological tools tools to improve Enlish language learning.

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