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<![CDATA[ENGLISH LISTENING BLENDED LEARNING: THE IMPLEMENTATION OF BLENDED LEARNING IN TEACHING LISTENING TO UNIVERSITY STUDENTS ]]>
<![CDATA[Aji, Mahendra Puji Permana]]>
<![CDATA[ Kajian Linguistik dan Sastra Vol 2, No 1 (2017) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/kls.v2i1.5349
<![CDATA[As one of the English skills, listening needs more than one instance in hearing because it is not only hearing but also understanding and interpreting the meaning of the conversation. Therefore, to make the students interested and easy to understand in listening, the lecturer applied blended learning. The primary focus of this research is to observe the implementation of blended learning in teaching listening. This is a qualitative research of which the subject is the students in one class. There are 28 students, 9 males and 19 females. The data were collected by interviewing the listening lecturer, observing the activities in the classroom and giving the questionnaire to the students. The result of the research showed that the implementation of blended learning in teaching listening at university was able to improve the studentsâ listening skill. In summary, this study demonstrated that the use of blended learning in teaching listening offered ways for lecturers to be more effective in the teaching and learning process and brought positive outcomes for the students. Keywords: Blended learning, listening, teaching ]]>
<![CDATA[EDMODO IN THE CLASS: THE USE OF ONLINE LEARNING IN THE CLASS SEEN FROM STUDENTS' VOICE ]]>
<![CDATA[Mahendra Puji Permana Aji]]>;
<![CDATA[Suhartono Suhartono]]>
<![CDATA[ UAD TEFL International Conference Proceedings of the 4th UAD TEFL International Conference ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/utic.v1.186.2017
<![CDATA[Online learning has been main concern in today’s teaching learning process since the rising use of internet. It offers many variant activities and it becomes new alternative way to communicate among teacher and students. Recently students and teachers are expected to have decent knowledge in digital learning as one way to facilitate their learning process. One form of digital learning is using Edmodo in the class. The e-learning model using edmodo was developed to support teaching and learning process in University of Nusantara PGRI Kediri. This media offers an authentic material that can be accessed anytime and anywhere. This model also gives the external links to get the other resources in the World Wide Web. The external links given is related to a discussion topic or material, and it is to improve the students' knowledge and skill in teaching and learning. Because this media is a e-learning model, the students enjoy when they browse and take a look into the material provided. Some of researchers have done the research on it, yet these studies mostly focus on the teachers’ perception towards its application in their classes. This study is a bit different as it is concentrated on students’ perceptions or voice towards Edmodo application in the class. The aim of this study is to explore students’ perception or students’ voice on online learning particularly Edmodo application in class.]]>
<![CDATA[ENGLISH LISTENING BLENDED LEARNING: THE IMPLEMENTATION OF BLENDED LEARNING IN TEACHING LISTENING TO UNIVERSITY STUDENTS ]]>
<![CDATA[Mahendra Puji Permana Aji]]>
<![CDATA[ Kajian Linguistik dan Sastra Vol 2, No 1 (2017) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
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Full PDF (275.605 KB)
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DOI: 10.23917/kls.v2i1.5349
<![CDATA[As one of the English skills, listening needs more than one instance in hearing because it is not only hearing but also understanding and interpreting the meaning of the conversation. Therefore, to make the students interested and easy to understand in listening, the lecturer applied blended learning. The primary focus of this research is to observe the implementation of blended learning in teaching listening. This is a qualitative research of which the subject is the students in one class. There are 28 students, 9 males and 19 females. The data were collected by interviewing the listening lecturer, observing the activities in the classroom and giving the questionnaire to the students. The result of the research showed that the implementation of blended learning in teaching listening at university was able to improve the students’ listening skill. In summary, this study demonstrated that the use of blended learning in teaching listening offered ways for lecturers to be more effective in the teaching and learning process and brought positive outcomes for the students. Keywords: Blended learning, listening, teaching ]]>
<![CDATA[Exploring Interactive Multimedia In Literal Reading Class ]]>
<![CDATA[Khoiriyah Khoiriyah]]>;
<![CDATA[Sulistiyani Sulistiyani]]>;
<![CDATA[Agung Wicaksono]]>;
<![CDATA[Mahendra Puji Permana Aji]]>
<![CDATA[ BRIGHT : A Journal of English Language Teaching, Linguistics and Literature Vol 4, No 2 (2021) ]]>
Publisher : <![CDATA[STKIP PGRI Tulungagung ]]>
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DOI: 10.29100/bright.v4i2.2109
<![CDATA[The aim of this study was to investigate the impact of interactive multimedia to students’ reading comprehension at Literal Reading class. All participants were conveniently selected from the first year students of English Language Education Department at Nusantara PGRI Kediri University. Thirthy participants were assigned as a sample. Quantitative method and experimental approach with One-Group Pretest-Post design were applied in this present study. Data collection through pre-test and post- test. Pre-test was administered before treatment, while post-test was administered after treatment. After gaining the data, t- test was analyzed using SPSS 23. The analyzes resulted in the finding that there was a significant difference score in pre- test and post-test. The mean score of post-test was better than pre-test. Thus, it can be said that interactive multimedia can impact the students’ reading comprehension of the first year of English Language Education Department at Nusantara PGRI Kediri University.]]>
<![CDATA[Collaborative Strategic Reading (CSR) and Its Influence on Students’ Reading Comprehension ]]>
<![CDATA[Sulistyani Sulistyani]]>;
<![CDATA[Khoiriyah Khoiriyah]]>;
<![CDATA[Agung Wicaksono]]>;
<![CDATA[Mahendra Puji Permana Aji]]>
<![CDATA[ Journal of English Education and Teaching Vol. 6 No. 3 (2022): Journal of English Education and Teaching ]]>
Publisher : <![CDATA[UNIB Press ]]>
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DOI: 10.33369/jeet.6.3.367-378
<![CDATA[Reading is one of skills of language that must be mastered by students. However, students often face the difficulties to comprehend a text. They have problem to get information from a reading text such as identifying social function, identifying main idea, finding explicit and implied information, finding references, finding synonym and antonym because the students have limited vocabulary. Using pre-experimental quantitative design, namely one group pre- and post-test design, this study was intended to investigate the effect of CSR to the students’ reading comprehension. This research used cluster sampling technique consisting of 35 students. The data value was analyzed using Paired Sample T-test of SPSS Statistic version 23. The data analysis showed that the average score of students’ pre-test was 63.14 while the post-test score was 84.57. The t-test computation collected by comparing the results of pre-test and post-test showed the mean score 21.429 and standard deviation 11.086. The result was t-score -11.435 with the significant (2-tailed) value is lower than 0.05. In conclusion CSR (Collaborative Strategic Reading) has significant influence on students’ reading comprehension. ]]>
<![CDATA[The Impact of Collaborative Strategic Reading (CSR) on the Students’ Reading Comprehension ]]>
<![CDATA[Aminah Erita Purnadesia]]>;
<![CDATA[Mahendra Puji Permana Aji]]>;
<![CDATA[Khoiriyah Khoiriyah]]>
<![CDATA[ Proceedings Series on Social Sciences & Humanities Vol. 13 (2023): Proceedings of International Student Conference on Education (ISCE) 2023 ]]>
Publisher : <![CDATA[UM Purwokerto Press ]]>
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DOI: 10.30595/pssh.v13i.881
<![CDATA[The researcher found some problems of students in reading comprehension. The classroom was also quite crowded, boisterously, and students bored. The aims of this research are to know whether there is any significant effect of using Collaborative Strategic Reading (CSR) on the student reading comprehension. To explained the impact of using Collaborative Strategic Reading (CSR), the researcher used pre-experimental research and quantitative approach with one group pretest and posttest. This research was conducted at SMAN 6 Kediri. The subject of this research is first grade students and the sample consist of 36 students. The result of this research showed that t-score is higher than t-table in the level significant of 0,000. The mean score of pretest is 57,77 and the mean of posttest is 87,77. The result of this research shows that there is any significant effect of using Collaborative Strategic Reading (CSR), it is proven by the different score between pretest and posttest. This strategy helps the students to solve their problem in reading comprehension. The students are able to understand the text easily and enjoy learning.]]>
<![CDATA[The Application of Higher Order Thinking Skills in Teaching Reading at SMAN 7 Kediri ]]>
<![CDATA[Cynthia Untsa Libasa]]>;
<![CDATA[Khoiriyah Khoiriyah]]>;
<![CDATA[Mahendra Puji Permana Aji]]>
<![CDATA[ Proceedings Series on Social Sciences & Humanities Vol. 13 (2023): Proceedings of International Student Conference on Education (ISCE) 2023 ]]>
Publisher : <![CDATA[UM Purwokerto Press ]]>
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DOI: 10.30595/pssh.v13i.887
<![CDATA[The teacher must refresh his understanding of incorporating HOTS into their teaching reading methods. When teaching reading in the classroom, the teacher always has challenges with the teaching process to students. The teacher has been working under very difficult situations with the student, limited teaching materials, and unanticipated student attendance. The purpose of this research are to describe the application of HOTS, identify the challenges faced by the teacher, and how does the teacher solve the challenges in the application of HOTS in teaching reading at SMAN 7 Kediri. In this research, the writer used the qualitative research design to collect data. The research was done in a day using observation by taking video and interview. The findings of this research are as follows: (1) the application of HOTS in teaching reading by starting from involvement of students in thinking or questioning with the teacher after the reading process. Then talk and share ideas with friends in a group discussion before writing. (2) the challenges faced by the teacher are limited vocabulary, time, materials, and lack of motivation by the student (3) the teacher should explore various resources such as textbooks, online platforms, or libraries. The writer suggests that the teacher should study about different method and other ways that can solve the problem in teaching reading. For that reason, it can be useful for every teacher after reading explanations about the application of HOTS and ways to solve the problem while teaching reading in the class.]]>
<![CDATA[Promoting brainstorming technique in teaching writing ]]>
<![CDATA[Fandini, Pramesti Wahyu]]>;
<![CDATA[Khoiriyah, Khoiriyah]]>;
<![CDATA[Aji, Mahendra Puji Permana]]>
<![CDATA[ The Proceedings of English Language Teaching, Literature, and Translation (ELTLT) Vol. 12 (2023) ]]>
Publisher : <![CDATA[The Proceedings of English Language Teaching, Literature, and Translation (ELTLT) ]]>
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<![CDATA[Writing is one of skills to express ideas, feelings, and thoughts in the form of words to create sentences by paying attention to several punctuation. Brainstorming technique plays a significant part not only in the writing process of idea generation but also in fostering students' creativity, especially in producing descriptive texts. The purpose of this study is to determine the effect of brainstorming techniques on the students’ writing skill of the tenth grade at SMA Negeri 7 Kediri. The method used in this study was quantitative method with pre-experimental design by using pretest and post-test. The population of this study was the tenth grade students of SMA Negeri 7 Kediri and the sample was taken from class X- ECP 2 consisting of 32 students. The technique of collecting data used was pretest, treatment, post-test and it will be analyzed by using t-test through SPSS version 23. The results of this present study showed that Brainstorming technique had significant impact on the students’ writing skill of the tenth grade at SMAN 7 Kediri. It can be seen that pretest was higher than post-test with the mean value of pretest was 61.47 and the mean value of post-test was 83.06. The standard deviation of pretest was 13.320 while standard deviation of post-test was 6.101. Finally, this research will be useful in the teaching writing. The research can be useful to the teachers, students and the readers.]]>
<![CDATA[EXPLORING CRITICAL THINKING ACTIVITIES IN LISTENING COMPREHENSION EXERCISES ]]>
<![CDATA[Sulistyani, Sulistyani]]>;
<![CDATA[Khoiriyah, Khoiriyah]]>;
<![CDATA[Wicaksono, Agung]]>;
<![CDATA[Aji, Mahendra Puji Permana]]>;
<![CDATA[Sardanto, Rino]]>
<![CDATA[ Premise: Journal of English Education and Applied Linguistics Vol 12, No 2 (2023): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Metro ]]>
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DOI: 10.24127/pj.v12i2.7506
<![CDATA[This study identifies the critical thinking activities employed in listening comprehension exercises and the way the activities facilitate students' listening comprehension. The study employs content analysis to explore integrating critical thinking activities in listening comprehension exercises. The study involves the listening exercise source, namely a textbook entitled Real Listening and Speakingoye Three by Miles Craven. The result of the study shows that critical thinking activities include identifying the situation and the factors that may influence it, locating the basis for the research that is presented to understand the big picture, learning how to avoid personal biases, and "evaluate information objectively," using the knowledge to make logical inferences, and figuring out what information is the most important and relevant to the situation. Meanwhile, developing the practice of curiosity asking open-ended questions and following up on the answers is not found. The listening skills facilitated by these activities include finding general information, identifying the communicative purpose, finding specific information, and making a conclusion. This study significantly models English teachers to design listening comprehension exercises that promote students' listening comprehension and critical thinking skills.]]>
<![CDATA[PROBLEM BASED LEARNING TO IMPROVE STUDENTS WRITING ABILITY ]]>
<![CDATA[Jenny Ika Misela]]>;
<![CDATA[Mahendra Puji Permana Aji]]>
<![CDATA[ Pedagogic Research-Applied Literacy Journal Vol. 2 No. 1 (2025): Volume 2 Number 1 January 2025 ]]>
Publisher : <![CDATA[Suluh Adiluhung Publisher (SAPub) ]]>
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DOI: 10.70574/04eetb59
<![CDATA[This study is aimed at implementing PBL to improve the students’ writing ability. It was conducted by using classroom action research which has two cycles. Each cycle has 4 steps including planning, acting, observing, and reflecting. The instrument used in this research was qualitative and quantitative instrument. Qualitative instruments that she used is observation check list and field notes. The quantitative data was gotten from the students’ score of posttests from cycle 1 and cycle 2. The questionnaire was used in this research as a preliminary study. The subject of the research was the students of tenth grade SMA Wahidiyah Kediri which consist of 29 students. Based on writing test scores, in the pre-liminary study, there were only 4 % of the students who passed the minimum standard score. After that, the score of the students who passed the test in cycle 1 was 13% and 78% of the students passed the test in cycle 2. Based on the observation sheet and field notes, it was found that the learning process of writing runs well. The students could follow the step of PBL orderly begin from (1) clarifying and agreeing on terms and concepts that are unclear¸ (2) formulating the problem, (3) analyzing the problem, (4) formulating hypothesis, (5) collecting data, (6) evaluating the hypothesis, (7) formulating the recommendation of problem solving. The result of the research shows that PBL method can improve the students writing ability and it is supported by using pictures and outline.]]>
