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All Journal Edulitics (Education, Literature, and Linguistics) Journal Language-Edu Edulitics (Education, Literature, and Linguistics) Journal Media Didaktika
Anita Dwi Hapsari
Universitas Islam Darul 'Ulum Lamongan
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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EXPLORING EXTENSIVE READING COMPREHENSION CLASS THROUGH PROJECT BASED-LEARNING Anita Dwi Hapsari; Irmayani Irmayani
Edulitics (Education, Literature, and Linguistics) Journal Vol 1 No 1 (2016): June, 2016
Publisher : English Language Teaching Department (Prodi Pendidikan Bahasa Inggris)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1199.672 KB)

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Abstract: The development of information in digital era has shifted thestudents’ attitude and interest in reading novel. There are some courses thatdemand the skill of extensively reading particularly in English LanguageTeaching Department. In this paper, the writers highlight an alternativeapproach which can be done by the teacher to stimulate and enhance students’understanding about novel through a project-based learning. The literaryreview used in this paper are focusing the intrinsic elements of a novel which iswell-known as a part of literary work especially in prose that is character, plot,setting and conflict. The first step that must be taken is choosing the novel toread as a basic of project-based learning. Then the writers focus on intrinsicelements within. The writers simply discuss about four intrinsic elements of thestory. They are character, setting, plot and conflict. After the writers havediscussed one by one of intrinsic elements theory of the novel, the writers put inthe result of the study which is hoped suitable with the level or academiccompetence. So it seems like reading a novel with various language practices.The result of this idea, although there is no survey yet to measure how effectivethis product is, that this learning approach need to be applicated to enhance thestudents’ understand about literary. Practically, language competence can beexplored by the writer to be more creative in making useful learning productwhich can be used for learning English when the writer is graduated fromEnglish Department. Keywords: reading, novel, project-based learning
METACOGNITIVE STRATEGY TRAINING IN THE TEACHING OF READING COMPREHENSION: IS IT EFFECTIVE IN EFL CLASSROOM? ANITA DWI HAPSARI
Language-Edu Vol 9, No 1 (2020): Volum 9 Number 1
Publisher : Graduate Program, University of Islam Malang

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Reading can be described as a communicating and active process, and a meaning-construction actions. This study purposes at examining the effectiveness of metacognitive strategy training in teaching reading comprehension of English Language Education Department student of UNISDA Lamongan in 2018/2019 academic year. This present study elaborates Experimental Research as its research design, particularly Randomized Matched Subjects Pre-Test Post-Test Design. Metacognitive strategy training that is implemented in this study consist of planning, monitoring, and evaluation strategy. In term of reading comprehension performance, the researcher focuses on reading comprehension on English Proficiency Test (EPT/TOEFL® like). Based on the outcome of the calculation of Paired Sample T-test, the mean difference of Experimental group and Control group was 3.9. Meanwhile, the output of Paired Sample Correlations show the large correlation between samples, where can see numeral both correlations are 0.848 and numeral of significance was 0.000 with t value is 2.960. Then, the Significance (2-tailed) 0.008 was lower than 0.05. It means that the difference among students’ score who are taught by metacognitive strategies and students’ score who are taught by conventional learning was significant. In brief, metacognitive strategies instruction is one of possible teaching strategy which is significantly be able to be applied to develop the students’ reading comprehension.
EXPLORING COLLEGE STUDENTS’ POTENCIES AND NEEDS IN EFL TRANSLATION CLASS Hapsari, Anita Dwi; Irmayani, Irmayani
MEDIA DIDAKTIKA Vol 10 No 1 (2024): Mei 2024
Publisher : Program Pascasarjana Universitas Islam Darul `Ulum Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/didaktika.v10i1.6767

Abstract

In order to give the lecturer with the necessary information to construct effective teaching practices for preparation, in-class activities, and evaluation, the capacities and requirements of students performing translation work should be determined as early as possible. With regard to the students’ interest, expectations, knowledge, abilities, and experience, among other factors, this preliminary study sought to determine the students’ capacities and requirements. The preliminary research participants were third-semester students enrolled in the English Language Education department of a university in Lamongan Regency, who planned to enroll in translation courses during the next three semesters. Through the use of both closed- and open-ended survey questions, the descriptive approach was used in this study. Based on a few theories of teaching and learning translation, such as those proposed by Duff (1994), Gile (1995), Tisgam (2009), Clavijo & Marin (2013), and Wang (2014), the data were examined. The data analysis’s elaborations primarily addressed the students’ capacities and requirements to acquire thorough and understandable explanations of the indicated components. Following data analysis, recommendations were made for how to create a teaching design that included instructional strategies, materials, kinds of practices, and evaluation.
Students’ Perception toward Using Canva in EFL Business Correspondence Class Hapsari, Anita Dwi
Edulitics (Education, Literature, and Linguistics) Journal Vol 8 No 2 (2023): December, 2023
Publisher : Prodi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Islam Darul Ulum Lamongan*

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/edulitics.v8i2.5268

Abstract

Integration of ICT into ELT is something inevitable in this information era. This had been started years ago with the emergence of CALL. Now, with the ubiquity of mobile devices, MALL has started to emerge. This research analyzed the students’ perception of using Canva in Business Correspondence class. The researcher formulated the research problem as: How is the student’s perception toward using Canva in EFL Business Correspondence class? This could lead to other English lecturers realizing how useful* Canva is for Business Correspondence class. Additionally, it helps to evaluate the teaching and learning process to improve it going forward by seeing the viewpoints of the students. This study was a content analysis of qualitative research. Ten statements representing students’ opinions about using Canva served as the study’s instrument in the Business Correspondence class. The indicators are divided into three, they are usefulness, ease, and suitability of Canva for Business Correspondence class. The findings indicated that while 8,75% of students were neutral, 91,25% of all students agreed and strongly agreed that Canva is helpful for Business Correspondence classes. At that point, 95% of the students who agreed or strongly agreed that the Business Correspondence class would be easier for them overall received that score. In the Business Correspondence class, 91,67% of students responded positively about its applicability, with only 8,33% somewhat agreeing. In light of this, it can be said that Canva is a useful visual design tool that may be used in Business Correspondence classes. The study’s findings ought to shed light on the pedagogical implications of utilizing Canva in language teaching as well as the possible advantages of doing so from the student’s perception.
Co-Authors Irmayani Irmayani Irmayani Irmayani