Articles
<![CDATA[Technology for EFL Learners: TED Talks as Technology Resources in Learning English Voice and Accent ]]>
<![CDATA[Eka Nurhidayat]]>;
<![CDATA[Eva Fitriani Syarifah]]>
<![CDATA[ IJIE (Indonesian Journal of Informatics Education) Vol 3, No 1 (2019): IJIE (Indonesian Journal of Informatics Education) ]]>
Publisher : <![CDATA[Universitas Sebelas Maret ]]>
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DOI: 10.20961/ijie.v3i1.37601
<![CDATA[Problems that often arise in teaching English voice and Accent are limited material and references used. The integration of ICTs in EFL learning offers some tools to learn English voice and accent. One of them is TED Talks. TED Talks is a website and a downloaded application where the video is shared in which you can see a wide variety of English speakers in many parts of around the world speaking. This study aims to reveal students’ ability in analysing English Accents during the implementation of TED Talks video and the students’ response regarding the implementation of TED Talks video in learning voice and accents. In this action research, we propose a reflection on the incidence of TED talks on the teaching and learning of voice and accents. The instruments used to collect data were interviews, questionnaires, and teacher journals. The results of this study indicated that the students’ ability in analysing English voice and accents were improved. They enable to differentiate several of English accents. Moreover, they also have better understanding related to the message conveyed from the video they watched. Besides, the students gave positive responses to the implementation of TED Talks video. Most of them mentioned that TED Talks video helps them to comprehend English voice and accents better. Thus, TED talks prove to be a useful material for English teaching as a foreign language considering that they assemble many characteristics that catch students’ attention and get them related with the language spoken in actual contexts.]]>
<![CDATA[AN EVALUATION OF ENGLISH TEACHERS IN MANAGING ONLINE CLASSROOM ]]>
<![CDATA[Astri Wahyu Dini]]>;
<![CDATA[Raynesa Noor Emilia Sari]]>;
<![CDATA[Eva Fitriani Syarifah]]>
<![CDATA[ UICELL No 5 (2021): UICELL Conference Proceedings 2021 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. HAMKA ]]>
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<![CDATA[The spread of COVID-19 virus give significant impact to the world of education. To reduce the spread of the virus, the Ministry of Education and Culture in Indonesia adapt by keeping physical from each other and limiting activities outside by carrying out teaching and learning activities process with online classroom. Online classroom is course that conducted fully over the internet. This research aimed to know what are media used by the English teacher in teaching English using online classroom, and how the teacher managed the online classroom. This type of research was field research with qualitative approach. Data collection techniques in this study are interview and documentation. The result of the study shows that the teacher uses different media and management in online classroom environment. The media used by the teacher included Whatsapp, Google Classroom, Youtube, and Google Form. The teacher managing the online classroom by giving rules, discipline, keeping teacher-student relationship by giving short comment and emoticon, and motivating through giving motivational word and giving point to the student. Those media and management help the teachers in managing their online classroom. Keywords: English Teacher, Media in Online Classroom, Managing Online Classroom]]>
<![CDATA[PROMOTING STUDENTS’ SPEAKING SPONTANEOUS THROUGH ENGLISH SURVIVAL ACTIVITY: A CASE STUDY ON STUDENTS OF AGRICULTURE ]]>
<![CDATA[Eka Nurhidayat]]>;
<![CDATA[Eva Fitriani Syarifah]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol 13, No 2 (2022): August ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v13i2.12035
<![CDATA[English lecturers frequently worry about encouraging students to use English in spontaneous conversation, mainly English, for specified purposes. The study details classroom activities that encourage students to talk spontaneously in Agriculture. An early stage of group preparation is required to instil confidence in students to speak English freely in class. Students are responsible for identifying themes and laying the framework for class discussions. Cultivation, food production, and cattle business are suggested materials for various class activities. The teacher's role is to enlighten students about available resources, establish ground rules, and promote free expression. These events are intended to instil students’ confidence in English speaking.]]>
<![CDATA[Kerja Kelompok dalam Kegiatan Berbicara ]]>
<![CDATA[Rian Muhamad Apriandi]]>;
<![CDATA[Eva Fitriani Syarifah]]>;
<![CDATA[Afief Fakhruddin]]>
<![CDATA[ Journal of Language Education (JoLE) Vol 6 No 2 (2022): Journal of Language Education (JoLE) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris - Fakultas Keguruan dan Ilmu Pendidikan - Universitas Baturaja ]]>
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DOI: 10.54895/jole.v6i2.1556
<![CDATA[There are a lot of problems and difficulties that face by students in the speaking activities. Teacher need a learning technique to apply especially in speaking activities and teacher often use is the grouping technique thus the teacher assigns them a group to work with which students have their own perception towards group work in speaking activities. This study aimed to know how teacher implement group work in speaking activities and to find out students perception on group work in speking activities. This research is a case study research using a qualitative approach. The participants of this study were 26 tenth-grade students in one of the senior high schools in Majalengka. The results showed that teacher implemented group work in speaking activities and have five steps to implemented it, and the students perception on group work is that there are advantages doing group work in speaking activities, indicating that students have a positive perception on group work in speaking activities. Although there are perceptions of group work have many advantage, students also have the perceptions of group work in speaking activities have disadvantage. Students feel like there are a group member that doesn’t contribute much in the group especially in speaking activities. However students feel there are disadvantage on group work in speaking activities but it still cannot compare with the many advantage on the implementation of group work in speaking activities.]]>
<![CDATA[THE TYPES OF ICT IN EFL CLASSROOM: CONSTRUCTIVE COMMUNICATIVE AND COLLABORATIVE TOOLS OF URBAN VOCATIONAL HIGH SCHOOL IN MAJALENGKA ]]>
<![CDATA[Reza Octaviana Pratama]]>;
<![CDATA[Raynesa Noor Emiliasari]]>;
<![CDATA[Eva Fitriani Syarifah]]>
<![CDATA[ English Education and Applied Linguistics Journal (EEAL Journal) Vol 3, No 2 (2020): EEAL Journal ]]>
Publisher : <![CDATA[Institut Pendidikan Indonesia Garut ]]>
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DOI: 10.31980/eealjournal.v3i2.1836
<![CDATA[The types of ICT in education helped the education system to be better and directed. In 4.0 eras, English teachers are demanded to embrace technological change to be applied in the classroom during the teachinglearning process. In the preliminary study, the researcher found that the types of technology in EFL classroom posed its own tools that used by the teachers and the students in applying ICT itself. Thus, by this study aims to reveal the types of ICT implementation in urban vocational high schools. By using a qualitative case study design, the results of the study showed that types of ICTs’ tool changed the teaching-learning process more creative. The researcher observed the urban vocational high school, and then interviewed 1 English teacher, and 3 students which data presented in a tabular form. In this study, showed the types of ICT’s tool that has been implemented in urban vocational high school are constructive and collaborative tool. Eventually, the implementation types of ICT are expected to have a positive effect for the English teachers and also the students.]]>
<![CDATA[Pelatihan Bahasa Inggris bagi Resepsionis Hotel di Kabupaten Majalengka ]]>
<![CDATA[Rama Dwika Herdiawan]]>;
<![CDATA[Afief Fakhruddin]]>;
<![CDATA[Eva Fitriani Syarifah]]>
<![CDATA[ BERNAS: Jurnal Pengabdian Kepada Masyarakat Vol. 4 No. 3 (2023) ]]>
Publisher : <![CDATA[Universitas Majalengka ]]>
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DOI: 10.31949/jb.v4i3.5418
<![CDATA[Artikel pengabdian kepada masyarakat ini bertujuan untuk memberikan pelatihan bahasa Inggris kepada resepsionis hotel. Pelatihan ini dilakukan untuk meningkatkan kemampuan komunikasi dalam bahasa Inggris para resepsionis hotel, sehingga mereka dapat memberikan pelayanan yang lebih baik kepada tamu-tamu asing yang datang. Pelatihan ini diselenggarakan dalam beberapa tahap, yaitu tahap pendahuluan, pelaksanaan, dan evaluasi. Tahap pendahuluan meliputi penentuan materi pelatihan, penyusunan bahan ajar, dan pemilihan metode pembelajaran yang tepat. Tahap pelaksanaan dilakukan dengan cara memberikan pelatihan secara langsung kepada para resepsionis hotel. Materi pelatihan meliputi kosa kata dan ungkapan dalam situasi pelayanan di hotel, serta latihan berbicara dan mendengarkan dalam bahasa Inggris. Metode pembelajaran yang digunakan adalah pembelajaran interaktif yang mengutamakan praktik langsung dalam situasi yang mirip dengan situasi yang sebenarnya di hotel. Setelah pelatihan selesai dilaksanakan, dilakukan evaluasi untuk mengetahui tingkat keberhasilan pelatihan. Evaluasi dilakukan melalui tes tertulis dan wawancara langsung dengan para resepsionis hotel. Hasil evaluasi menunjukkan bahwa pelatihan bahasa Inggris bagi resepsionis hotel ini berhasil meningkatkan kemampuan komunikasi dalam bahasa Inggris mereka. Dalam kesimpulannya, pelatihan bahasa Inggris bagi resepsionis hotel ini dapat memberikan manfaat yang besar bagi para resepsionis hotel dan tamu-tamu asing yang datang. Diharapkan pelatihan ini dapat menjadi contoh bagi hotel-hotel lain untuk meningkatkan kualitas pelayanan dalam menyambut tamu-tamu asing di Indonesia]]>
<![CDATA[Sosialisasi Penggunaan Aplikasi DUOLINGO untuk Pembelajaran Bahasa Inggris Mandiri bagi Anggota Karang Taruna Desa Candrajaya ]]>
<![CDATA[Eva Fitriani Syarifah]]>;
<![CDATA[Eka Nurhidayat]]>;
<![CDATA[Afief Fakhruddin]]>
<![CDATA[ BERNAS: Jurnal Pengabdian Kepada Masyarakat Vol. 4 No. 3 (2023) ]]>
Publisher : <![CDATA[Universitas Majalengka ]]>
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DOI: 10.31949/jb.v4i3.5551
<![CDATA[Pendidikan bahasa Inggris memiliki peran penting dalam meningkatkan kemampuan berbahasa Inggris masyarakat, termasuk anggota Karang Taruna di Desa Candrajaya. Namun, terbatasnya akses terhadap pembelajaran formal sering menjadi hambatan bagi mereka untuk mengembangkan kemampuan berbahasa Inggris. Oleh karena itu, pengabdian ini bertujuan untuk menyelenggarakan sosialisasi penggunaan aplikasi Duolingo sebagai sarana pembelajaran Bahasa Inggris mandiri bagi anggota Karang Taruna Desa Candrajaya. Metode yang digunakan dalam pengabdian ini adalah pendekatan partisipatif, dimana para anggota Karang Taruna akan dilibatkan secara aktif dalam proses sosialisasi dan pemanfaatan aplikasi Duolingo. Pengabdian ini akan melibatkan 30 anggota Karang Taruna yang memiliki minat dan motivasi untuk belajar Bahasa Inggris. Mereka akan diberikan pelatihan penggunaan aplikasi Duolingo dan diarahkan untuk menggunakan aplikasi tersebut secara mandiri dalam pembelajaran Bahasa Inggris. Hasil dari pengabdian ini diharapkan dapat memberikan pemahaman kepada anggota Karang Taruna tentang potensi aplikasi Duolingo sebagai alat bantu pembelajaran Bahasa Inggris mandiri. Selain itu, diharapkan juga dapat meningkatkan motivasi dan minat belajar Bahasa Inggris serta memberikan kesempatan bagi mereka untuk mengembangkan kemampuan berbahasa Inggris secara mandiri tanpa tergantung pada pembelajaran formal. Melalui PKM ini, diharapkan anggota Karang Taruna Desa Candrajaya dapat merasakan manfaat dari penggunaan aplikasi Duolingo dalam meningkatkan kemampuan berbahasa Inggris mereka. Selain itu, pengabdian ini juga dapat memberikan inspirasi bagi masyarakat lainnya untuk memanfaatkan teknologi dalam pembelajaran Bahasa Inggris mandiri. Diharapkan hasil pengabdian ini dapat memberikan kontribusi positif dalam upaya peningkatan kemampuan berbahasa Inggris di tingkat komunitas lokal. Kata Kunci: Duolingo, Teknologi, Pembelajaran Bahasa Inggris]]>
<![CDATA[Project – Based Learning: Facilitating the Development of Students’ Critical Thinking in English Essay Writing ]]>
<![CDATA[Eva Fitriani Syarifah]]>;
<![CDATA[Afief Fakhruddin]]>;
<![CDATA[Eka Nurhidayat]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol 14, No 2 (2023): August ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v14i2.16137
<![CDATA[This study aimed to investigate how the project – based learning was implemented to facilitate the development of students’ critical thinking skills in English essay writing in higher education context. An exploratory case study research design was used in this study while the participants were one lecturer and 15 students. The data were gleaned from classroom observations, interview, and documents. The data analysis results that teaching English essay writing in which project- based learning was implemented covers three stages including preparation, implementation, and presentation. The other result from data analysis shows that the students can write essay cohesively and coherently in which this results indicates students’ critical thinking skills.  The results lead to the conclusion that all of the students had chance to be actively involved during the project and in teaching and learning prosess. It indicates that project – based learning apparently could facilitate the development of students’ critical thinking in English essay writing.]]>
<![CDATA[Teachers’ Strategy to Develop Higher Order Thinking Skills in Reading Class ]]>
<![CDATA[Yesi Elsa Fitriani]]>;
<![CDATA[Eva Fitriani Syarifah]]>;
<![CDATA[Raynesa Noor Emiliasari]]>
<![CDATA[ Journal of Language Intelligence and Culture Vol. 3 No. 2 (2021): Journal of Language Intelligence and Culture ]]>
Publisher : <![CDATA[Faculty of Tarbiyah and Teacher Training, IAIN Jember ]]>
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DOI: 10.35719/jlic.v3i2.59
<![CDATA[This research aims to find out the strategies used by the teachers and the inhibiting factors that can influence the development of HOTS in Reading Class. It applied qualitative approach with case study research design. The subject of the research were two English teachers of Senior High School. The techniques of collecting the data were used observation and interview. The data were analyzed using the qualitative method there are data reduction, data display, and drawing conclusions. The finding of the research shows that there were 5 types of teaching strategies, including informing learning objectives, divergent questions, group discussion, giving feedback and giving motivation. The most dominant strategy used by the teacher was divergent question. Meanwhile, the learning objective and group discussion was the least prominent, with only 3 data. Then, five inhibiting process such as time, pupil learning ability, pupil’s mastery, planning domain, and class environment can influence the development of HOTS.]]>
<![CDATA[TEACHERS’ BARRIERS ON THE IMPLEMENTATION OF ENGLISH ONLINE LEARNING DURING COVID-19 PANDEMIC ]]>
<![CDATA[Yoyoh Rohayati]]>;
<![CDATA[Eva Fitriani Syarifah]]>;
<![CDATA[Raynesa Noor Emiliasari]]>
<![CDATA[ ReALL - Research on Applied Linguistics and Literature Vol. 1 No. 1 (2022): ReAll - Research on Applied Linguistics and Literature ]]>
Publisher : <![CDATA[Fakultas Ilmu Budaya and LPPM Universitas Sebelas April ]]>
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<![CDATA[The COVID-19 pandemic has changed all activities in various fields, including education. Learning that has long been done conventionally, has now been done completely online. This presents various impacts in its implementation. The purpose of this study was to find out the barriers faced by English teachers during online teaching in the pandemic. This research was conducted in one senior high school in Majalengka Regency, with three English teachers as samples. The method used is qualitative research with a case study approach. The research instrument were observation and interviews. The results showed that there were various problems that barriers the online learning process. These barriers are caused by internal and external factors. Where internal factors are problems that come from within the teachers themselves such as (1) teachers have difficulty in building character, (2) lack of knowledge about ICT, (3) teaching styles such as methods and media that teachers use (4) difficulties in building good classrooms effective, which is caused by learning burnout and lack of interaction, and (5) lack of time. Then the obstacles contained in the external factors are the obstacles experienced by students which can become barriers for teachers in teaching online, including: (1) economic problems and (2) lack of support. It can be conclude that online learning still has various barriers in its implementation so that further research is needed to find a solution, then the learning can be carried out optimally.]]>
