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All Journal Jurnal English Education: Jurnal Tadris Bahasa Inggris Jurnal Celtic PREMISE: Journal of English Education and Applied Linguistics JINOP (Jurnal Inovasi Pembelajaran) International Journal of Community Service Learning PROJECT (Professional Journal of English Education) Pioneer: Journal of Language and Literature ASEAN Journal of Community Engagement Journal of Innovation in Educational and Cultural Research Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP Jurnal Perempuan & Anak International Journal of English Learning and Applied Linguistics (IJELAL)
Laela Hikmah Nurbatra
English Language Education Department, University Of Muhammadiyah Malang
Arts Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Public Health Social Sciences Other

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DIGITAL NATIVE’S VOICES ON ONLINE PLATFORM IN BLENDED LEARNING Masyhud Masyhud; Laela Hikmah Nurbatra
PROJECT (Professional Journal of English Education) Vol. 6 No. 6 (2023): VOLUME 6 NUMBER 6, NOVEMBER 2023
Publisher : IKIP Siliwangi

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Abstract

Teachers are required to provide digital learning environment which is fit with digital native learners. Moreover, Digital environment offer various online platforms which can be accessed by digital native learners. Therefore, the aim of this research is to investigate the digital native’s voices on online platforms in blended learning.   In regard with the concern, the current research applied a survey research which involves a hundred and fifty two students of English Language Education Department at one of Universities in East Java. In case of instrument, researchers used survey in form of online questionnaire with close-ended questions and rating scales to collect the data. Survey relies on closed-ended questions often use ratings scales. In addition, this research confirmed that the students they cannot decide their position on the function of blended learning along their learning process, 47,4% respondents answered “Maybe”. They also preferred to use Googleclassroom as their learning platform than other platforms. Moreover, Interaction between teacher and students is the main concern in blended learning with 69,6% respondents.
The Power of PBL and TPACK: Catalysts for Elevating Students' Writing Learning Outcomes Nurjanah, Lailatul; Nurbatra, Laela Hikmah
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 10, No 2 (2023)
Publisher : Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v10i2.8043

Abstract

The English writing learning process is crucial in English language education, but it often faces challenges such as limited resources and ineffective teaching methods. To address these issues, this study explores the use of Problem-Based Learning (PBL) integrated with Technological Pedagogical Content Knowledge (TPACK) in the context of English as a foreign language (EFL) learning, specifically in the writing course. The research aims to investigate how the integration of PBL and TPACK can enhance students' writing learning outcomes (assessing their content and clarity, structure of the writing, and language quality). The research follows a Classroom Action Research (CAR) design with a quantitative approach. The subjects consist of 10th-grade students from a public high school in Pasuruan Regency, with a total of 33 participants. Data collection instruments include pre and post writing tests and observation. Data analysis is conducted using Microsoft Excel, employing percentages. The findings demonstrate that the implementation of PBL integrated with TPACK leads to significant improvements in students' writing learning outcomes. In the pre-cycle, the pass percentage was only 39.39%, while in cycle I, it increased to 75.76%, and in cycle II, it reached 93.94%. This study contributes to the development of curricula and teaching methods for English writing. These findings have important implications for future writing instruction that can help improve students' writing learning outcomes. This study’s limitations are constraining the applicability of its findings to diverse educational environments and a relatively brief timeframe. Future research could explore cross-cultural variations, delve into extended research periods, and compare the effectiveness of PBL and TPACK with alternative teaching models in EFL education.
ENHANCING HETEROGENEOUS STUDENT'S MOTIVATION IN SPEAKING ENGLISH THROUGH STAD METHOD Rahman, Izza Amalia; Nurbatra, Laela Hikmah
Premise: Journal of English Education and Applied Linguistics Vol 12, No 3 (2023): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v12i3.8215

Abstract

This classroom action research aims to enhance heterogeneous students' motivation to speak English. Heterogeneity in motivation is the difference between cognitive abilities and beliefs, cognitive abilities, and risk preferences, as well as a person's interest in something. A problem found was that one of the best classrooms' students needed more motivation to speak English. It influenced their English lesson score, with the average being 76.6. Therefore, this CAR created a solution to solve this problem by using a method named STAD. The subjects of the research were 34 students of X-D SMAN 3 Malang. In collecting data, the researchers used questionnaires, observation, and tests. Cycle 1 resulted in no significant development of students’ motivation. Their average score was 80.77. By reflecting on the implementation of STAD in cycle 2, students' motivation increased significantly, affecting their score (average: 82.94). This score development happened because students' motivation also increased. Students know how to manage their group collaboration well and better than before to achieve the group’s goals, especially regarding students' cognitive abilities and beliefs. Students believed that with better collaboration, they could develop their cognitive ability by achieving good scores and problem-solving understanding in speaking English
E-Module Design Workshop as Professional Development Program for Pre-School Teachers Nurbatra, Laela Hikmah; Masyhud
International Journal of Community Service Learning Vol. 7 No. 2 (2023): May 2023
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ijcsl.v7i2.57681

Abstract

Early childhood education is a form of education that places the children at the centre of the learning process and is adapted to the child's developmental stage. To conduct an engaging and meaningful process in Early Childhood Education (PAUD), teachers are expected to improve their capacities in order to catch up with the technological development. The proposed community empowerment program would involve KB Taman Harapan which is located at Jl Raya Sumbersekar No 108 RT 01 RW 03 Krajan, Sumbersekar, Malang. Based on what was observed and what was stated in the interview with the principal, KB Taman Harapan is struggling with challenges. In the first place, they are having trouble dealing with the lack of professional development programs for the teachers. Second, the principal indicated that they are also dealing with some financial issues. Lastly, the principal also mentioned that they were having difficulty generating interesting resources for online instruction. The main agendas would be organized to solve the issues, namely providing training for e-module development program for teachers and providing a tryout session for the results of the e-module. In the process, there would be 4 stages of action: (1) Planning, (2) implementation, (3) Evaluation.
Challenges in International Service Learning Nurbatra, Laela Hikmah
English Education: Jurnal Tadris Bahasa Inggris Vol 11 No 1 (2018): English Education: Jurnal Tadris Bahasa Inggris
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ee-jtbi.v11i1.2675

Abstract

Benjamin Franklin said: “Tell me and I forget. Teach me and I remember. Involve me and I learn”. His statement emphasize the importance of involving students in their learning experience. International Service Learning, therefore, is regarded as a shift from traditional educational approach, which values the learning in a more meaningful way. With a real world experience, students in International Service Learning is argued to perform better, in their social, interpersonal, and intrapersonal skills (Cook-Sather, 2002; Larsen & Searle, 2017; Pratt & Danyluk, 2017, Carnicelli & Boluk, 2017 ). However, although international service learning has been conducted with adequate preparation, some issues are still identified (Darby, Ward-johnson, & Cobb, 2016; Larsen & Searle, 2017). In accordance to that, this paper highlights the challenges in the ISL program which administered by Faculty of Teacher Training and Education, University of Muhammadiyah Malang in qualitative method. In doing so, ten students involved in ISL program conducted in Thailand were selected as the research participants. In the results, the paper identify the challenges in three phase, namely pre-departure, during the implementation, and post-program. Furthermore, the paper provides the way to cope those challenges on each phase.
Learning Life Skills through English Materials: Integrating Life Skills in English Pedagogy Nurbatra, Laela Hikmah; Masyhud, Masyhud; Hartono, Hartono
ASEAN Journal of Community Engagement Vol. 6, No. 2
Publisher : UI Scholars Hub

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Abstract

John Dewey once said that “education is not an affair of ‘telling’ and being told, but an active and constructive process.” Accordingly, pedagogical processes should not simply be conducted by traditional lecturing, but rather, they should be constructive processes that gradually build the meaning-making process of the children through their active participation. Therefore, this paper aims to suggest materials that integrate English learning and LSE that are specifically designed for Indonesian children. As a follow-up project from the previous program, the current community service focuses on the implementation of life skills education (LSE) by integrating LSE with English learning in non-formal educational institutions in Malang, East Indonesia with Taman Bacaan Masyarakat (TBM) Wacan as a partner. In doing so, the community service program conducted three phases of activities: planning, implementation, and evaluation in collaboration with Taman Bacaan Masyarakat Wacan and student volunteers. As a result, the community service has mapped out fourteen English materials units, which were embedded into LSE. The units have four major themes, namely, self-awareness and self-esteem, inter- and intrapersonal skill, problem-solving, and time and conflict management. Each of the major themes was then explored, emphasized in units that focused on different purposes and tried to evaluate whether the material fit the children’s context or needed more adjustment. However, due to limited time and resources, only one unit of materials was tried out to identify its usability and its flexibility. Based on the findings, it is recommended that English learning materials can be integrated with LSE to not only improve the children’s performance in using the language but also their broader life skills in this competitive era.
Co-Authors Desty Meidina Andhini Hartono Hartono Hartono Hartono Jailani, Moh. Kholilurrahman Masyhud Masyhud Masyhud Masyhud Masyhud Masyhud Masyhud Masyhud Masyhud, Masyhud Meidina Andhini, Desty Moh. Kholilurrahman Jailani Nina Inayati Nurjanah, Lailatul Rahman, Izza Amalia Rahmawati Khadijah Maro Sri Hartiningsih