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All Journal Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Journal of Educational Sciences Teaching English as a Foreign Language Journal
Ika Suciwati
STKIP Taman Siswa Bima
Religion Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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Cultural contents of senior high school English textbook entitled “Bahasa Inggris” Dwinda Dwi Lestari; Surono; Suciwati Ika
Teaching English as a Foreign Language Journal Vol. 1 No. 2 (2022)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v1i2.255

Abstract

One of the most important aspects that must be included in ELT textbooks is culture. This research aims at exploring types of cultural contents and cultural elements. The subject of this research was English Textbook for grade XII entitled “Bahasa Inggris”. This research belongs to content analysis. Document observation was used to collect the data which were analyzed by using Miles & Huberman’s model and coding method. The research findings show that there were three types of culture found in this textbook, namely the source culture (66 times or 58%), target culture (34 times or 30%), and, international culture (14 times or 12%). Concerning the cultural elements, they were represented by product (39 times or 80%), person (9 times or 18%), and practice (1 times or 2%). Meanwhile, perspective was not represented. It implies that the textbook still focused on source cultures which were more easily internalized by the learners and on products which were the most concrete for learners to learn the culture. It is recommended that the authors of the textbook balance the cultural contents proportionally and the teachers creatively insert more target and international cultures to avoid cultural shocks.
Cultural contents of senior high school English textbook entitled “Bahasa Inggris” Dwinda Dwi Lestari; Surono Surono; Suciwati Ika
Teaching English as a Foreign Language Journal Vol. 1 No. 2 (2022)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v1i2.255

Abstract

One of the most important aspects that must be included in ELT textbooks is culture. This research aims at exploring types of cultural contents and cultural elements. The subject of this research was English Textbook for grade XII entitled “Bahasa Inggris”. This research belongs to content analysis. Document observation was used to collect the data which were analyzed by using Miles & Huberman’s model and coding method. The research findings show that there were three types of culture found in this textbook, namely the source culture (66 times or 58%), target culture (34 times or 30%), and, international culture (14 times or 12%). Concerning the cultural elements, they were represented by product (39 times or 80%), person (9 times or 18%), and practice (1 times or 2%). Meanwhile, perspective was not represented. It implies that the textbook still focused on source cultures which were more easily internalized by the learners and on products which were the most concrete for learners to learn the culture. It is recommended that the authors of the textbook balance the cultural contents proportionally and the teachers creatively insert more target and international cultures to avoid cultural shocks.
Uji Validasi E-Modul Bahasa Inggris Berbasis Ethnolinguistic Bermuatan Profil Pelajar Pancasila Ramli Ramli; Ikhwannul Muslimin; Ika Suciwati; Arif Rahman Hakim; Muh. Rijalul Akbar; Ahyar Ahyar
Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Vol. 4 No. 4 (2024): Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI), 2024 (4)
Publisher : Yayasan Pendidikan Bima Berilmu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53299/jppi.v4i4.764

Abstract

Tujuan penelitian yaitu menghasilkan media pembelajaran berupa E- Modul Bahasa Inggris berbasis Etnolinguistic yang memuat nilai kearifan lokal, lingkungan, teknologi masyarakat yang bermuatan profil pelajar Pancasila yang layak digunakan sebagai Modul ajar Bahasa Inggris siswa SMP. Metode penelitian ini adalah pengembangan dengan model 4-D dari Thiagarajan. Model ini bertahap dari Define (pendefinisian), Design (perancangan), Development (pengembangan) dan Dissemination (penyebaran). isntrumen yang digunakan yaitu lembar validasi ahli dan validasi materi yang terdiri dari 4 aspek materi dengan 15 butir pertanyaan dan 3 aspek media dengan 13 butir pertanyaan, hasil validasi di analisis dengan rumus presentasi dan dikonversikan. Berdasarkan hasil validasi, E-Modul Bahasa Inggris berbasis ethnolinguistic Bermuatan profil pelajar Pancasila layak digunakan sebagai bahan ajar. Adapun hasil validasi oleh ahli media, E-modul pembelajaran sangat layak dengan persentase 93,8%. Adapun hasil Validasi  ahli materi Bahasa Inggris dan materi Penguatan profil Pelajar Pancasila juga mengatakan bahwa E-modul pembelajaran layak dengan persentase 85,3% sehingga rat-rata hasil validasi tersebut adalah 89,55%. Dari hasil tersebut dapat disimpulkan bahwa E-Modul Bahasa Inggris Berbasis Ethnolinguistic Bermuatan Profil Pelajar Pancasila ini sangat layak digunakan sebagai Bahan ajar Bahasa Inggris untuk siswa Kelas VIII di SMP N 2 Bolo.
The Impact of Feedback in Improving Students' Descriptive Writing Skills: A Case Study at SMPN 1 Hu’u Nurilah, Nurilah; Syarifuddin, Syarifuddin; Suciwati, Ika
Journal of Educational Sciences Vol. 9 No. 4 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.4.p.2668-2677

Abstract

This study aims to determine the significant influence of giving feedback on improving the descriptive writing ability of grade VIII students at SMP Negeri 1 Hu'u, Dompu, Indonesia. This study used a quantitative method with an experimental design of 20 students who were divided into experimental and control groups. In this study, the results of the pre-test showed that 65% of students obtained scores below 70. After providing feedback, the percentage of students who scored above 70 increased to 85%. To calculate the student score data, the researchers used a paired sample t-test that showed a significant improvement (p = 0.001) with a correlation value of 0.662. An analysis of the effect size yielded a Cohen value d = -1.602, indicating a large effect of the intervention. In addition, questionnaire data showed that more than 80% of students responded positively to feedback, and observations showed an improvement in students' understanding of the structure and language features of descriptive texts.
Co-Authors Ahyar Ahyar Akbar, Muh. Rijalul Arif Rahman Hakim Dwinda Dwi Lestari Ikhwannul Muslimin Nurilah, Nurilah Ramli Ramli Surono Surono Surono Syarifuddin Syarifuddin