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All Journal E-Dimas: Jurnal Pengabdian kepada Masyarakat Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra BASIS (BAHASA DAN SASTRA INGGRIS) Journal of Teaching and Learning in Elementary Education JEES: Journal of English Educational Study Journal of English Language and Pedagogy Jurnal Ilmiah Wahana Pendidikan Studies in English Language and Education Community: Jurnal Pengabdian Pada Masyarakat ELite Journal: International Journal of Education, Language and Literature

Sari, Dina Merris Maya

STKIP PGRI Sidoarjo

Author-ID : 741270

Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Articles

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An Error Analysis on Student’s Translation Text Dina Merris Maya Sari
Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra Vol 3, No 2 (2019): ERALINGUA
Publisher : Makassar State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eralingua.v3i2.8658

The ability to translate is a language skill that have to be mastered. A foreign language learner must have the ability to translate both verbally and written. This study aims to describe the level of students’ error in translating text. The qualitative research approach is used to describe the level of students’ error in translating text. The technique of data collection is done in two ways, namely observation and written documents. Data processing includes the activities of identifying and categorizing data, exposuring and interpretating of problems and drawing conclusions. The stage of writing report includes writing report activities and presenting the results. The results show that students make errors in terms of vocabulary, use of prepositions, and incomplete sentences. Error analysis can also be implemented in teaching translation through five stages, namely test, correction, discussion, revision, and evaluation.

Critical thinking as learning and innovation skill in the 21st century Dina Merris Maya Sari; Aulia Kusuma Wardhani
Journal of English Language and Pedagogy Vol 3 No 2 (2020)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v3i2.8778

The essential element of encouraging national competitiveness in the revolutionary industry 4.0 is to prepare a more innovative learning system and to enhance the competence of graduates with 21st-century skills (Learning and Innovations Skills). There are 4Cs (Critical thinking, Creativity, Collaboration, and Communication) that can be implemented. Critical thinking is about problem-solving skills. The aim of this research is to determine the correlation of critical reading skills with critical thinking skills on 28 EFL students. The technique used to analyze the data is the correlation analysis using r Product Moment formula. The results showed a positive correlation between critical reading skills and critical thinking skills. Thus, it can be concluded that there is a correlation between critical reading strategy with critical thinking skills. To make this research better, the researcher suggests the next researcher to conduct such research by using experimental research which provides a strategy to improve studentsâ€™ critical thinking.

Pemberdayaan Tenaga Kerja Budidaya Rumput Laut (Gracilaria s.p) Melalui Pendidikan Non Formal Dina Merris Maya Sari; Agung Kurniawan
E-Dimas: Jurnal Pengabdian kepada Masyarakat Vol 12, No 1 (2021): E-DIMAS
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/e-dimas.v12i1.6372

Tujuan penulisan artikel ini adalah peningkatan professionalitas bagi buruh budidaya rumput laut melalui upaya edukasi yang berupa pendidikan non-formal yang berisi kegiatan pendampingan. Pada kegiatan ini ada 27 buruh yang terdiri dari laki-laki dan perempuan. Metode pelaksanaan yang digunakan yaitu metode yang terdapat dalam classroom action research. Pada metode ini dibagi menjadi dua siklus, siklus pertama terdiri dari tahap persiapan, tahap pelaksanaan, dan tahap refleksi. Pada tahap persiapan merupakan tahap observasi lokasi yang dijadikan sebagai tempat untuk sarana edukasi berupa pendampingan sekaligus tempat literasi bagi para buruh tambak rumput laut. Pada tahap kedua yaitu tahap pelaksanaan kegiatan yang berisi pendampingan sekaligus memberikan motivasi kepada para buruh dalam pengolahan rumput laut mentah menjadi produk olahan rumput laut yang beraneka ragam. Jika pada siklus pertama ditemukan hambatan, maka akan dilaksanakan siklus kedua yang berisi tahap pelaksanaan dan refleksi. Pada tahap monitoring di siklus kedua, masyarakat terlihat sangat antusias mempraktekkan langsung pembuatan produk baru berbahan rumput laut. Harapan kedepannya, mereka tidak hanya menjadi buruh kasar, tetapi berkembang menjadi buruh yang terampil.

CONTEXTUAL REDEFINITION : A TEACHING STRATEGY FOR ENHANCING BEGINNER LEVEL OF READING ACHIEVEMENT Dina Merris Maya Sari
Journal of English Educational Study (JEES) Vol 3, No 2 (2020): November Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v3i2.720

Reading is the most important skill for both English as a Second Language (ESL) and English as a Foreign Language (EFL) learners especially in academic context, because the students need to comprehend and deal with al reading aspects and diffculties. Departing from those needs, so it takes a strategy in teaching reading, especially basic reading. Contextual Redefinition is a strategyof teaching that helps students learn the significance of context clues in understanding the meaning of a word or concept. This research design is classroom action research. This study purposes to determine the extent to which the Contextual Redefinition strategy can improve students' vocabulary mastery and to find out factors of increasing students' vocabulary mastery. The subjects of this study were 26 English Education students of first semester. The research instruments were vocabulary tests, observation checklists and field notes, and questionnaire. Based on the results of the vocabulary test, there was an increase in students' vocabulary mastery from 30.77% at the beginning of the data to 42.30% in cycle 1 and 65.38% in cycle 2. The factors that increased students' vocabulary mastery were educator factors (class management) and students' factors (interests, enthusiasm, participation, and attention).

Students' Attitude in Reading Classroom Ayu Windyawati Puspita Wardani; Dina Merris Maya Sari
Jurnal Ilmiah Wahana Pendidikan Vol 6 No 4 (2020): JURNAL ILMIAH WAHANA PENDIDIKAN
Publisher : Peneliti.net

This study focuses on the attitude of students of class 2019A STKIP PGRI Sidoarjo EnglishEducation Study Program in reading classroom. The purposes of the study were to find outthe ability of student’sclass 2019A STKIP PGRI Sidoarjo English Education Study Programand the attitude of student’s class 2019A STKIP PGRI Sidoarjo English Education StudyProgram. The method applied was quantitative, where the questioners and scoring rubicwere used as the instrument data collection methods. The questioners cons isted of 15 yes -no questions in a student’s response to ability and attitude in reading classroom with GoggleForm . The result of the test showed that the majority of the students of class 2019A STKIPPGRI Sidoarjo English Education Study Program 74.8% show the positive response towardreading class, and only 25.2% get a negative response. Then got data based on scoring rubicwas carried out by assessing and correcting the reading final exam results of nine studentsof class 2019A. The result findings presentation of respondent data based on readingcomprehension according to Brown (2003:215).

Teaching Essay Writing to the ELT Students’ Siti Frastiwi; Dina Merris Maya Sari
Jurnal Ilmiah Wahana Pendidikan Vol 6 No 4 (2020): JURNAL ILMIAH WAHANA PENDIDIKAN
Publisher : Peneliti.net

Essay writing ELT students’ is considered as one of the most important academic courses in asupposed program help develop students’ skill. The research subjects were 11 students of class2019 A STKIP PGRI Sidoarjo English Education study program. The instrument used was aquestionnaire and scoring rubric. The technique for data analysis is qualitative. In analyzingessay writing data with a questionnaire and scoring rubric are as follows. Taking the dataquestionnaire was conducted using 15 questionnaires in a student's response to learning essaywriting with Google Form with answers to yes and no. respondents who answered yes as much84,23% and than respondents who answered no as much 21,22%. Then got data based on scoringrubric was carried out by assessing and correcting the essay writing results of 11 students of class2019 A. The result were assessed using a scoring rubric consisted of 5 aspects, namely format,mechanics, content, organization, grammar and sentence structure. From the description above,the average value was 87.3. This study presents a research report on teaching essay writing to theELT students. The aim is to find out students ability in essay writing and students responses inessay writing classroom.

Students’ Difficulties of Essay Writing on Virtual Learning Muhammad Farras Rasyad; Dina Merris Maya Sari
Jurnal Ilmiah Wahana Pendidikan Vol 6 No 4 (2020): JURNAL ILMIAH WAHANA PENDIDIKAN
Publisher : Peneliti.net

Essay writing with virtual learning on students’ is considered as one of the most important academic courses in a supposed program help develop students’ ability. The research subjects were 10 students’ of class 2019 A STKIP PGRI Sidoarjo English Education study program. The instrument used was a questionnaire and observation checklist. The technique for data analysis is qualitative. In analyzing essay writing data with a questionnaire and observation checklist are as follows. Taking the data questionnaire was directed using 15 questionnaires in a students’ response to learning essay writing with virtual learning with Google Form with answers to yes or no. respondents who answered yes as much 76% and then respondents who answered no as much 24%. Then got data based on observations checklist was carried out by assessing and correcting the essay writing results of 1 students’ of class 2019 A. Observe the activities carried out by lecturers and students’ virtual learning activities the results of all activities being carried out well and the class being very active even with virtual learning classes. The aim is to find out students’ difficult in essay writing with virtual learning and students’ implementation essay writing n virtual learning.

Menggunakan Strategi Outline pada Penulisan Esai Bagi Siswa ELT Siti Fatimah Al Islamiah; Dina Merris Maya Sari
BASIS (Bahasa dan Sastra Inggris) Vol 8 No 1 (2021): JURNAL BASIS UPB
Publisher : Universitas Putera Batam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33884/basisupb.v8i1.3688

This research discusses the outlining strategy that applied in the ELT students’ essay writing class 2019 A English Education Program STKIP PGRI Sidoarjo which amounted to 10 students. The instruments used in this study were checklist observation and questionnaires. The data technique used is qualitative data, where the data will be described. The first research instrument, the researcher used a checklist observation form for implementation assessment by observing the class writing essays and participating in learning activities from beginning to end whose data was described in a table with a tick, the results showed that many activities were carried out by students in the classroom to improve their abilities in writing essays through an outlining strategy. The next instrument is a questionnaire for response assessment, the researcher asks for data from ELT students via a google form containing 15 yes or no questions. The results of the questionnaire showed that 90% of students answered yes, and 10% of students answered no. The results showed that the implementation and response of students were very positive and good during the learning activities to write essays using the outlining strategies of ELT students.

Teachers' Perceptions Using Narrative for Teaching English for Young Learners Rani Evita Sari; Dina Merris Maya Sari
JOURNAL OF TEACHING AND LEARNING IN ELEMENTARY EDUCATION (JTLEE) Vol 5, No 1 (2022)
Publisher : Program Studi Pendidikan Guru Sekolah Dasar, FKIP, Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/jtlee.v5i1.7891

This article examines the use of narrative as a learning method in English classes for young learners. This study used descriptive qualitative method. It examines the teacher's perspective in using narrative in lesson plans. Interviews were conducted with both novice and experienced teachers in teaching young learners about their preferences and experiences when using narrative-based learning. Research results show that teachers assume narrative-based lessons are very time-consuming so it is not easy to use narratives in learning, so narratives also have a positive impact on the theoretical part could be seen on students and for teaching, 5 out of 7 teachers think coursebooks are not enough for narrative-based learning so they use other sources such as internet and storybooks.

Project-based-learning on critical reading course to enhance critical thinking skills Dina Merris Maya Sari; Yudy Prasetyo
Studies in English Language and Education Vol 8, No 2 (2021)
Publisher : Universitas Syiah Kuala

In some cases, EFL (English as a Foreign Language) students may be lack critical thinking in reading, particularly in Indonesia. The purposes of this study were to investigate the implementation of Project-Based-Learning (PjBL) on critical reading to enhance critical thinking skills and describe the students’ responses on the implementation of PjBL in critical reading to enhance critical thinking skills. This research employed a mixed-method approach. The subjects of this research were 26 EFL students at STKIP PGRI Sidoarjo, Indonesia. The data were obtained by using observation, interviews, and questionnaires. Data analysis techniques included data reduction, data presentation, and data conclusion. This study produced several results. Firstly, the implementation of PjBL on critical reading course to enhance critical thinking skills consisted of three stages: 1) planning, 2) implementing, and 3) evaluating. Secondly, based on the interviews, 88.89% of the students were motivated in working on the assignments by using the PjBL model, and 54% of them were excellent. Thirdly, based on the questionnaire, most students (73%) chose “strongly agree” with critical thinking skills. It is hoped that the findings of this research can give information about students’ critical thinking and give an appropriate learning model to enhance the students’ critical thinking.

Co-Authors Agung Kurniawan Aulia Kusuma Wardhani Ayu Windyawati Puspita Wardani Muhammad Dicky Riza Muhammad Farras Rasyad Rani Evita Sari Siti Fatimah Al Islamiah Siti Frastiwi Yudy Prasetyo Yudy Prasetyo

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