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All Journal English Education Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Prosiding Seminar Nasional Pascasarjana Proceeding of International Conference on Science, Education, and Technology Metathesis: Journal of English Language, Literature, and Teaching Jurnal Pendidikan Generasi Nusantara (JPGENUS) English Education Journal ETERNAL: English Teaching Journal
Wahyuni, Sri
Universitas Negeri Semarang
Education Languange, Linguistic, Communication & Media Other

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The Implementation of Genre-Based Approach Through Project-Based Learning in Teaching Writing Nur Khasanah; Abdurrachman Faridi; Sri Wahyuni
English Education Journal Vol 13 No 3 (2023): September 2023
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v13i3.77331

Abstract

Writing is one of the six elements of English in the Emancipated Curriculum that must be mastered by Phase E (10th-grade) students. It is a productive skill that proves challenging for students. Considering this, a genre-based approach and project-based learning will be the best techniques for the teacher and students to achieve the learning target. This study aimed to explain the implementation of a genre-based approach through project-based learning in teaching writing. The research design was a qualitative case study conducted at SMKN 1 Temanggung. The participants of this study were thirty-six students and one English teacher. The instruments used in this study were observation class, interview, questionnaire, and document review. The data were analyzed using an interactive analysis model based on Miles and Huberman (1994). The results show that the planning stage of using a genre-based approach through project-based learning was found in the teaching documents (the syllabus, lesson plan, and learning materials), the practice of using a genre-based approach through project-based learning was manifested in the teaching and learning activities, and the assessment of using it was conducted through formative assessment by giving the written test and work performance. So, it was concluded that the use of a genre-based approach through project-based learning was implemented in teaching writing. This holistic study contributes significantly to the understanding of effective pedagogical practices, providing a unique perspective on combining these approaches to enhance students' writing skills. It underscores the potential of this combined approach, offering a valuable contribution to the field of language education, especially in teaching writing skills.
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

Abstract

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.
Discourse Markers in the Introductory Section of Research Articles in National accredited Journal Hilda Fadilla; Widhiyanto; Sri Wahyuni
ETERNAL (English Teaching Journal) Vol. 16 No. 1 (2025): February
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v16i1.1171

Abstract

Discourse markers provide writers with signaling devices to connect ideas and guide readers in grasping the connection of ideas in the texts. An introductory section of a journal article represents a unique text which should be written with clear and interconnected arguments. This paper aims to reveal how discourse markers play vital roles in realizing the development of the arguments in this knotty text.  To achieve this, introductory sections of articles published in a nationally accredited journal were examined. Using Fraser's (2009) functional classes of discourse markers, 22 introduction sections were analyzed employing text analysis to determine the usage of these markers. It was found that despite employing all types of discourse markers, not all of them were applied appropriately. Their uses may not be in line with their functional classification. Among others, there are three functional classes of discourse markers proposed by Fraser (2009), they are contrastive markers, elaborative markers, and inferential markers. Elaborative markers were the most used type among the different types, followed by contrastive and inferential markers. This implies that authors tended to develop ideas more often, whereas contrastive and inferential markers were used less frequently but were crucial for indicating differences and making conclusions within the texts.
PENERAPAN MODEL SINEKTIK BERBASIS PAPAN SERGU UNTUK MENINGKATKAN KETERAMPILAN MENULIS SUKU KATA SISWA KELAS I Sri Wahyuni; Panca Dewi Purwati; Agus Yuwono
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 10 No. 02 (2025): Volume 10, Nomor 02 Juni 2025 q
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v10i02.24667

Abstract

This study was conducted due to the low ability to write syllables in the early grades of class 1 SDN Gayamsari 02 Semarang City with 28 students as subjects. Initial observations conducted at the pre-learning stage showed that many students had difficulty in writing syllables correctly. This study aims to: (1) describe the application of the Sergu Board, (2) Describe the results of the Sergu Board effectiveness test in learning to write syllables with the synectic model. Research methodology using the mix method. Research Results: (a) Implementing the Sergu Board in Learning Steps with the Synectic Model: Stage 1: Students are asked to describe a condition. Stage 2: Students are asked to make a direct analogy. Stage 3: Students are asked to make a personal analogy. Stage 4: The teacher asks questions that are dilemmatic/conflict. Stage 5: Students are asked to make further analogies. Stage 6: Students review the results of the analogy and learning assignments. (b) Results of the Sergu Board effectiveness test in learning to write syllables with the synectic model. Showing an increase in the average value of skills up 61% and the average value of creativity up 30% compared to the average value last year. The application of the synectic model based on the Sergu Board creates a creative and enjoyable learning atmosphere, thereby increasing student participation and literacy skills. This study concludes that the synectic model based on the Sergu Board is effective in improving syllable writing skills in grade I students.
Co-Authors Abdul Ghafoor Abdurachman Faridi Agus Yuwono Asnawi, Asnawi Aswadi Jaya Candra Puspitasari Desi Surlitasari Dewi Dwi Rukmini Faridi, Abdurrachman Frimadhona Syafri Hana Azmi Zakiyyah Mustaqimah Hari Bakti Mardikantoro Henrikus Joko Yulianto Hermansyah Hilda Fadilla Ida Zulaeha Ihsan Ahmed Lanlan Muhria Muriyah Muriyah Mursid Saleh Nur Khasanah Panca Dewi Purwati, Panca Puji Astuti R. M Teguh Supriyanto Rahayu Puji Haryanti Rudi Hartono Solihin, Rully Khoeru Sri Wuli Fitriati Suwandi Suwandi W, Widhiyanto