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All Journal Jurnal Pendidikan Bahasa Inggris ELTIN Journal: Journal of English Language Teaching in Indonesia EXPOSURE JOURNAL IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature POLYGLOT ENGLISH FRANCA : Academic Journal of English Language and Education JURNAL EDUCATION AND DEVELOPMENT JET (Journal of English Teaching) Adi Buana ELT-Lectura SIGMA Jurnal Onoma: Pendidikan, Bahasa, dan Sastra E-Link Journal Jurnal Paedagogy Jurnal Pendidikan Bahasa Inggris Proficiency Education and Linguistics Knowledge Journal (Edulink) ENGLISH FRANCA : Academic Journal of English Language and Education Abditeknika - Jurnal Pengabdian Kepada Masyarakat English Teaching Journal and Research: Journal of English Education, Literature, And Linguistics LingPoet: Journal of Linguistics and Literary Research JURNAL PENGABDIAN PENDIDIKAN MASYARAKAT (JPPM) Indonesian Journal of Multidisciplinary and Educational Researcher VRISPRAAK, International Journal of Law English Education: English Journal for Teaching and Learning
Erwin Hari Kurniawan
Universitas Islam Kadiri
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health Social Sciences Other

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Padlet as Media to Improve Writing Mastery of English Department Students of Uniska 2015-2016 Lestari, Pritantina Yuni; Kurniawan, Erwin Hari
ENGLISH FRANCA : Academic Journal of English Language and Education Vol 2, No 1 (2018)
Publisher : Sekolah Tinggi Agama Islam Negeri (STAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v2i1.373

Abstract

Multimedia has been spread out and used by many students in their live, but it is rarely to use multimedia as one of media used in teaching learning process. The objective of this study is to know whether the use of Padlet as media can improve students’ descriptive writing mastery of students of English Department of Uniska in the third semester. The research design used is Classroom Action Research consisting of two cycles. Each cycles consisted of three opportunities for students to have interaction using Padlet. The cycle consisted of planning, implementing, observing and reflecting. The instruments used in this research were observation check list and writing test using Padlet. Padlet was introduced from the first time of teaching learning process in the class and the following interactions were using Padlet without having direct interaction in the classroom. The first cycle was not successful because of the students got difficulty in managing time in accessing Padlet and some errors in their grammatical used. Then in the second cycle, the result showed that 18 from 20 students passed the minimum score and all students did all assignment using Padlet. From the result, it can be concluded that the implementation Padlet as media can improve students’ writing mastery. Keywords: Padlet, writing mastery, descriptive writing
The Effect of Flipped Classroom toward Students’ Achievement in Teaching Reading Kurniawan, Erwin Hari; Wulandari, Sri
JET ADI BUANA Vol 3 No 1 (2018)
Publisher : English Education Department, Faculty of Teacher Training and Education, Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/jet.v3.n1.2018.1539

Abstract

Flipped Classroom is a teaching strategy that combines technology in traditional teaching which today is commonly called blended learning. The flipped classroom is an opposite of traditional instructional procedures and usually done in the classroom in traditional learning to be performed at home in the flipped classroom, and usually carried out at home as homework in traditional learning to be implemented in the classroom in the flipped classroom. This research is aimed to knowhow students reading achievement can be improved by the effect of flipped classroom. To design this research, Action Research was chosen. There are two cycles on this research. Each cycle covered four steps; those were planning, implementing, observing and reflecting. The subject of this study was students in critical reading class consisting of 32 students. To gain the data, test, observation sheet, and interview were used. From the result analysis showed that the students reading achievement was improved by using flipped classroom. So, it was concluded that during the teaching and learning process students were more active and enthusiastic. They had good willingness in following reading class. In the last, it was recommended to use Flipped Classroom as the alternative strategy to teach reading.
The Correlation of Reward and Punishment Toward Writing Achievement Among The Students of MAN 2 Kediri Nur Aida Laila Fitriana; Erwin Hari Kurniawan
EDUCATION AND LINGUISTICS KNOWLEDGE JOURNAL Vol 4 No 1 (2022): Education and Linguistics Knowledge Journal (Edulink)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Islam Kadiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32503/edulink.v4i1.2380

Abstract

The purpose of this study is to determine the correlation of reward and punishment toward writing achievement among the students of MAN 2 Kediri. This study aims to find out questions of problem, namely (1) to find out the correlation between reward and writing achievement among students of MAN 2 Kediri, (2) to find out the correlation between punishment and writing achievement among students of MAN 2 Kediri, (3) to find out the correlation between reward and punishment towards writing achievement among the students of MAN 2 Kediri. This study uses a quantitative approach. To collect data, researchers used correlation methods and questionnaire data collection techniques. The results of the research are: there is a significant correlation between X1, X2 and Y with a value of 11,942. Then Ha is accepted and it can be concluded that there is a simultaneous correlation between X1 and X2 with Y. Based on the results of the research is a correlation between reward and punishment for writing achievement. Then it is necessary to : (1) For teachers, this study is expected to provide knowledge to teachers that reward and punishment affects writing achievement, (2) For students, it is hoped that students can understand that the task of a student is to follow every series of education, (3) For future researchers, this research is expected to be a reference for further research.
The Effectiveness of E-Learning Madrasah in Teaching Reading toward Students' Reading Achievement in MTsN 2 Kota Kediri Erwin Hari Kurniawan; Angga Putra Pradana Eriantara
ELT-Lectura Vol. 8 No. 2 (2021): ELT-Lectura Studies and Perspective in English Language Teaching
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/elt-lectura.v8i2.7490

Abstract

The purpose of this research was to describe the effectiveness of using E-learning Madrasah in teaching reading. This research was conducted using a descriptive quantitative approach, precisely the experimental method and the technique was used in data collection was a posttest-only control design. This research conducted to find out is there any significant different in student’s reading achievement between the experimental class and the control class. This research was conducted on 7th grade students of MTsN 2 Kota Kediri. The researcher used two classes, namely class 7I as an experimental class with a total of 35 students, and class 7J as a control class with a total of 36 students. The instrument that used was posttest and the data were analyzed by T-Test. The result of this research indicates that the student's English reading achievements in the experimental class has the mean score 80,00 which is categorized as GOOD based on the categorization table, the student's English reading achievements in the control class has the mean score 69,17 which is categorized as GOOD based on the categorization table, and the result of T-Test show that t = 3,740, df = N-2 (71-2 = 69), Sig.(2-tailed) = 0,000, and 95% confidence interval ranging from 16,612 to 5,054. The Sig.(2-tailed) is lower than 5% (0.000< 0.05), it can be concluded that there is significant difference between the experimental class and the control class.
The Implementation of the Graphic Organizer Technique in Teaching Storytelling to Improve Students' Speaking Ability Nuhla Fauziyyatun Nabilah; Erwin Hari Kurniawan; Wildan Isna Ashyar
EDUCATION AND LINGUISTICS KNOWLEDGE JOURNAL Vol 4 No 2 (2022): Education and Linguistics Knowledge Journal (Edulink)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Islam Kadiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32503/edulink.v4i2.2952

Abstract

The graphic organizer is a technique that uses by organizing structural knowledge in the form of diagrams, maps, or charts. Some previous studies have proved the effectiveness of using graphic organizers in teaching writing. However, this research used a graphic organizer to improve students' speaking ability through storytelling. Therefore, the goal of this study is: (1) to know the students' speaking ability before participating in learning activities using graphic organizers, (2) to know the students' speaking ability after participating in learning activities using graphic organizers, and (3) knowing the effect of graphic organizers technique in storytelling to improve student's English speaking ability. By using the pre-experimental method one class pre and post-test, the researcher collected the data by conducting tests before and after giving treatment graphic organizer. After collecting the data and computing the number by using SPSS 23 version, the result showed that: (1) The students' speaking score in storytelling from the pre-test is categorized as low and fair. The highest score is 68 with a mean of score 52.64. (2) The students' speaking score in storytelling from the post-test is good. The highest score is 86 with a mean of score 79.80. (3) There is an effect of graphic organizers on students' speaking ability in storytelling. Through the result above, it was suggested that graphic organizers must be applied in Mr. Language Education Center to help improve students' speaking abilities in a basic class. The students were also able to try making graphic organizers before the speaking test to ease them in understanding the content. Moreover, the next researcher able to use this research as a reference to conduct similar research in the future.
TEACHING METHOD AND ITS IMPACT ON ENGLISH ACADEMIC PERFORMANCE THROUGH LEARNING INTEREST AS A MODERATOR VARIABLE AMONG THE STUDENTS OF MTSN 2 KOTA KEDIRI Erwin Hari Kurniawan
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 12, No 1 (2023): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v12i1.9111

Abstract

This research aims at analyzing a significant effect of the following variables: 1) Teaching method on English academic performance; 2) Learning interest on English academic performance; 3) Teaching method on learning interest; and 4) Teaching method on English academic performance through learning interest as a moderator variable. To prove those questions, this research adopts quantitative approach with survey method. The samples are 207 students who are taken through simple random sampling calculated using Slovin formula. The data is analyzed through path analysis. It is used regression test including simple and multiple linear regressions. The result of this research indicates: 1) Teaching method has a significant effect on English academic; 2) Learning interest has a significant effect on English academic performance; 3) Teaching method has a significant effect on learning interest; and 4) Teaching method has an indirect impact on English academic performance through learning interest as a moderator variable about 18,3%. Meanwhile the direct effect is 3,4%. The result shows that the indirect effect is greater than direct effect in which the effect of teaching method on English academic performance is considered as the direct effect and the effect of teaching method on English academic performance through learning interest as a moderator variable is considered as the indirect impact. It is recommended to the teachers to evaluate their teaching abilities that foster students’ learning interest then academic performance automatically increases.
USER EXPERIENCE OF LMS UNISKA AS AN E-LEARNING PLATFORM WITH THE TAM METHOD Agustyas, Ricky Dwi; Kurniawan, Erwin Hari; Sulistyanto, Irwan
Jurnal Pendidikan Bahasa Inggris Proficiency Vol 6 No 2 (2024): PROFICIENCY
Publisher : Faculty of Teacher Training and Education, English Department, UNISKA, Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32503/proficiency.v6i2.5354

Abstract

This study examines the user experience of the UNISKA LMS platform, implemented for blended learning at Kadiri Islamic University, utilizing the Technology Acceptance Model (TAM). The descriptive qualitative research, conducted with students and lecturers from the Department of English, collected data through observation, interviews, and documentation. Results show that the platform's perceived ease of use and usefulness significantly impact its acceptance. Users generally found the LMS beneficial for organizing study materials and enhancing engagement through multimedia integration. However, initial challenges included unfamiliarity with the system and technical issues like page maintenance problems and manual quiz input. Despite these issues, the platform facilitated a smooth transition from traditional to online learning environments, underscoring its potential to support modern educational practices. Improvements in system stability and feature simplicity are recommended to enhance user satisfaction and effectiveness. The findings contribute to understanding the practical application of LMS platforms in higher education, aligning with global trends in e-learning and ICT-based education models.
THE IMPLEMENTATION OF GOOGLE CLASSROOM TO TEACH ENGLISH AT SMPN 2 NGRONGGOT IN PANDEMIC ERA COVID19 Safitri, Handayani Eki; Kurniawan, Erwin Hari
Jurnal Pendidikan Bahasa Inggris Proficiency Vol 3 No 2 (2021): PROFICIENCY
Publisher : Faculty of Teacher Training and Education, English Department, UNISKA, Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32503/proficiency.v3i2.1919

Abstract

The purpose of this study is to know how is the implementation of Google Classroom to teach English at SMPN 2 Ngronggot in pandemic era COVID 19 . Doing learning by using Google Classroom there are many advantages and disadvantages for all of the user excatly IX students at SMPN 2 Ngronggot.This study focused on four aspect. Teacher preparation, implementation of teaching, evaluation and the last students response. The reseacher use four instruments are interview, observation, documentation and students response. For preparation the teacher use lesson plan when she teach the students, for implementation the teacher also use English when she explain the material and sometimes the teacher use Indonesian because not all of the students understand what the teacher said to them, for evaluation the teacher give conclussion for material which them and sometimes the teacher give them homework and they must sumbit in Google Classroom and for the last students response some students still difficulty to use Google Classroom because they think this is new learning.The result of this research is implementation by using Goggle Classroom can be the first method to teach online learning at SMPN 2 Ngronggot and this research also reccomended for, first the students as the students should have motivation although there are many obstacless using Google Classroom one of it is limit in access internet, the handphone is broke or did not have mobile phone but the student must try to join with their friend in order to all of the material can be known, for the teacher should give another ways in order the all of students can follow the material and for next the readers teaching by using Google Classroom can be motivate to others.
THE USE OF GOOGLE TRANSLATE TO SUPPORT SPEAKING ACHIEVEMENT IN BASIC LEVEL OF Z-GENERATION INTERNATIONAL FOUNDATION Afandi, Ahmad Rofat; Kurniawan, Erwin Hari; Amroni, Agus
Jurnal Pendidikan Bahasa Inggris Proficiency Vol 5 No 1 (2023): PROFICIENCY
Publisher : Faculty of Teacher Training and Education, English Department, UNISKA, Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32503/proficiency.v5i1.3287

Abstract

Speaking allows people to communicate with one another. Speaking skills are more difficult for new English students to learn than other English skills. A tutor uses Google Translate to support basic speaking in the Pre-speaking class. This motivates students and teachers to use the app to search for vocabulary as they express ideas. The results showed that using Google Translate to support speaking achievement in basic level of Z-Generation International Foundation students had a positive effect. This is a qualitative descriptive study. The researcher collected data through interviews, observations, and documentation on period 10th June 2022. This study shows that using Google Translate to support speaking skills increases students' interest in regularly practicing their speaking skills. For teachers, this method can produce positive results in teaching and learning. This can be seen in the fact that students are motivated and interested in speaking in class or outside of class on a regular basis.
THE IMPLEMENTATION OF TEACHING LISTENING TOEFL AT TEST ENGLISH SCHOOL Hayati, Faizatul; Kurniawan, Erwin Hari
Jurnal Pendidikan Bahasa Inggris Proficiency Vol 4 No 1 (2022): PROFICIENCY
Publisher : Faculty of Teacher Training and Education, English Department, UNISKA, Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32503/proficiency.v4i1.2245

Abstract

TOEFL test is requirement that must be done by some university, especially for English education department. From that situation, choose the right school to learn listening TOEFL. TEST English School is one of School or Course that focuses on the TOEFL preparation. This research conducted to describe the implementation of the TOEFL listening teachers at TEST English school in teaching TOEFL listening TOEFL. Descriptive qualitative method is used by this research. The data sources are the teachers of listening TOEFL, the director and 50 % students that learn listening TOEFL. Data collection technique in this research are interview, observation and documentation and three instrument there are interview guides, observation checklist and documentation. The data analysis technique in this research are reduction, data display and drawing conclusion. The result of this research are: 1) the teacher preparation in teaching listening TOEFL are syllabus, lesson plan and media, such as laptop, WhatsApp audio listening, projector, speaker, songs and Cambridge online dictionary, 2) the teachers do warming up before teaching, check the students’ homework, teaching by using clear explanation, good interaction with the students, solve the students’ problem, give the tips in doing the test and increase the students’ listening and give motivation to the students. 3) The evaluation done in every morning by doing test or scoring and done discuss the students’ problem in learning or doing the test in every Friday.
Co-Authors Abdullah Ahmad Albayyan, Ali Afandi, Ahmad Rofat Agustyas, Ricky Dwi Amroni, Agus Ananda, Dheta Angga Prasongko Angga Putra Pradana Eriantara Basori, Indrianto Setyo Dzu Al Mirroh Ellena, Gaida Viska Fitria Rizki Rahmadani Hayati, Faizatul Irwan Sulistyanto Isna Asyhar, Wildan Jannah, Ukhti Raudhatul Khamid, Tujadhi Kiddin, M. Syaichul Muchyidin Krisna Adi Prayoga Lestari, Pritantina Yuni Lestari, Pritantina Yuni Lia Tazkia Qulbi M. Syaichul Muchyidin M. Syaichul Muchyidin Muchyidin, M Syaichul Muchyidin, M. Syaichul Muhammad Dandy Dwi Pramuditia Ghyfari Muhammad Saifuddin Mulyani R, Esthi Nagata Zamzami Ninik Farikha Nugraha, Nanda Adhnan Arif Nuhla Fauziyyatun Nabilah Nur Aida Laila Fitriana Nur Kamilatur Nurliasari, Lusiana Prayoga, Krisna Adi Putri, Kristanti Yuntoro Ranggia Dyas Pitaloka Rika Wulandari Safitri, Handayani Eki Sarbanun Tuanany Setyawan, Wawan Herry Sri Wulandari Tuanany, Sarbanun Wildan Isna Ashyar Wildan Isna Asyhar Wildan Isna Asyhar