Articles
<![CDATA[Peer review in writing activities: outcomes and perceptions of EFL students ]]>
<![CDATA[Theresia Adventris Ndohna Ruru]]>;
<![CDATA[Teguh Sulistyo]]>
<![CDATA[ Journal of Research on English and Language Learning (J-REaLL) Vol 1, No 2 (2020): Journal of Research on English and Language Learning (J-REaLL) ]]>
Publisher : <![CDATA[Universitas Islam Malang ]]>
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DOI: 10.33474/j-reall.v1i2.6845
<![CDATA[This study aims at investigating the effect of peer review on students’ writing ability and the students’ perceptions toward the use of peer review technique in writing class. This is an experimental research by involving 62 EFL students of eighth graders of a Junior High School in Malang, Indonesia. The data were obtained by conducting a writing (pre-test an post-test) and giving questionnaire. The data were analyzed by using quantitative descriptive statistics. The qualitative data expressed descriptively about students perceptions toward using peer review technique in writing acitvity. The findings shows that the students in experimental group who were taught by using peer review technique got better achievement in writing ability than the students in control group who were taught by using self-assessment strategy. The use of peer review technique in writing class makes the class less anxious and more enjoyable. The students are enthusiastic so that the class become more student-centered. The students are able to interact each other in giving comments and suggestions to reduce mistakes in terms of global and local issues to make better subsequent of writing product. In addition, the result of questionnaire shows that the students have positive attitudes toward the use peer review technique in writing class.]]>
<![CDATA[PELATIHAN PEMBUATAN MEDIA PEMBELAJARAN BAHASA PADA GURU-GURU SD DAN TK KECAMATAN SUKUN MALANG ]]>
<![CDATA[Dwi Fita Heriyawati]]>;
<![CDATA[Teguh Sulistyo]]>
<![CDATA[ Jurnal Pemberdayaan Masyarakat Vol 1 No 1 (2016): November ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian kepada Masyarakat (LPPM) ]]>
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DOI: 10.21067/jpm.v1i1.1423
<![CDATA[Terkait dengan dilaksanakannya kurikulum 2013 baik di tingkat pendidikan dasar sampai dengan pendidikan tinggi, maka tim pengabdi melaksanakan pengabdian pada masyarakat yangbertujuan untuk memabantu para guru-guru khususnya di SDK Berita Hidup dan Guru-gurutaman kanak-kanak di gugus 11 kecamatan Sukun kota Malang untuk membuat mediapembelajaran yang kreatif dan inovatif yang akan membantu para guru-guru untuk mengajarakanketrampilan berbahasa untuk anak-anak usia dini. Pelatihan ini dilaksanakan selama 4 minggudengan melibatkan semua guru-guru dari SDK Berita Hidup dan guru taman Kanak-Kanak digugus 11 kecamatan Sukun Kota Malang. Tim pengabdi memberikan pelatihan pembuatanmedia pembelajaran ini dengan memberikan prosedur pembuatan media pembelajaarn dan tatacara penggunaannya. Para peserta pelatihan membuat “home made book” dan media “Kokoru”,diterapkan dalam proses pembelajaran di dalam kelas. Pelaksanaan kegiatan pengabdian padamasyarakat ini diharapkan dapat membantu para guru untuk meningkatkan kemampuan danmemudahkan para guru dalam pembelajaran bahasa yang aktif, kreatif, dan menyenangkan.Kata Kunci:Media Pengajaran, kurikulum 2013, guru TK dan SD]]>
<![CDATA[PELATIHAN “PEMBELAJARAN BERBASIS ICT” BAGI GURU-GURU TAMAN KANAK – KANAK DAN RAUDHATUL ATHFAL KECAMATAN BANTUR ]]>
<![CDATA[Irene Trisisca]]>;
<![CDATA[Teguh Sulistyo]]>
<![CDATA[ Jurnal Pemberdayaan Masyarakat Vol 2 No 2 (2017): November ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian kepada Masyarakat (LPPM) ]]>
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DOI: 10.21067/jpm.v2i2.2054
<![CDATA[Masih terbatasnya kemampuan guru-guru Taman Kanak-kanak dan Raudhatul Athfal untuk menggunakan teknologi sebagai alat berkomunikasi dan sebagai sumber informasi dalam pembelajaran menjadikan pengajaran mereka kurang bervariasi dan terkesan monoton. Pengabdian pada masyarakat ini dilaksanakan untuk meningkatkan ketrampilan para guru Taman Kanak Kanak dan Raudhatul Athfal kecamatan Bantur, Kabupaten Malang berkenaan dengan penggunaan Komputer dan internet dalam mengembangkan kegiatan pembelajaran. Dalam pelaksanaannya, pengabdian ini dilakukan dalam dua tahap yaitu Tahap pemberian materi mengenai ICT, dan Tahap Praktik Pengaplikasian komputer dan internet. Pada akhir dari kegiatan Pengabdian kepada masyarakat ini peserta sudah dapat menunjukkan hasil pengaplikasian penggunaan komputer dan internet sebagai sarana komunikasi dan penunjang pembelajaran mereka secara mandiri. Disimpulkan bahwa para guru secara mandiri dapat mengaplikasikan ICT dengan rincian 40% memiliki nilai tinggi, 40% memiliki nilai sedang, dan 20% memiliki nilai rendah.]]>
<![CDATA[CALL-Mediated task-based language teaching: A speaking project with online audience in Indonesia ]]>
<![CDATA[Oktavia Widiastuti]]>;
<![CDATA[Fransisca Maria Ivone]]>;
<![CDATA[Teguh Sulistyo]]>;
<![CDATA[Didik Hartono]]>;
<![CDATA[Emy Sudarwati]]>;
<![CDATA[Santi Prastiyowati]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 12, No 1 (2022): Vol. 12, No. 1, May 2022 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v12i1.46427
<![CDATA[Tasks and technology are reciprocally related since the integration of technology can benefit task-based language teaching (TBLT) implementation. This study investigates students’ speaking performance, learning experiences, and perceptions in a speaking course specially designed with video recording activities involving online audiences based on the principles of TBLT. Thirty-eight undergraduate students majoring in English and enrolled in the speaking class served as the respondents. The data were collected through speaking tests, Likert scale questionnaires, and interviews. The findings indicated that the students developed their speaking performance after experiencing speaking class through a computer-assisted language learning (CALL)-mediated TBLT with video recording activities. They were also able to find their strengths and weaknesses by watching their own video recordings on YouTube. The findings also showed that the students had positive learning experiences and perceptions of video recording activities with online audiences on YouTube. Nevertheless, a further investigation of the online interactions toward the use of tasks and digital learning platforms with online audiences is highly advised.]]>
<![CDATA[Study of The Implementation of Merdeka Belajar-Kampus Merdeka Program: The Prevalence of Motives and Perceptions of Competitive Readiness in The Business and The Industrial World ]]>
<![CDATA[Teguh Sulistyo]]>;
<![CDATA[Ayu Liskinasih]]>;
<![CDATA[Maria Purnawati]]>
<![CDATA[ Jurnal Inspirasi Pendidikan Vol 12 No 1 (2022): Januari 2022 ]]>
Publisher : <![CDATA[Universitas Kanjuruhan Malang ]]>
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DOI: 10.21067/jip.v12i1.6412
<![CDATA[Merdeka Belajar Kampus Merdeka (MBKM) is a relatively new program, so there are still many obstacles in the process of preparation, implementation, and evaluation. This study aims to see students' motives and perceptions of the implementation of the MBKM program they have carried out in preparation for facing competition in the business / industrial world (DUDI). This research applies quantitative methods with exploratory designs. The respondents in the study were 62 students of the English Literature Study Program at PGRI Kanjuruhan University malang semesters 1, 3, 5, and 7 who were selected using stratification sampling techniques. This study indicates that students get many benefits from MBKM regardless of the obstacles and concerns they face. The MBKM program brings students closer to the business and industrial world because they can directly experience work life. Students have confidence that they can compete in business and industry after they graduate, so they think that MBKM benefits soft skills and hard skills according to their respective passions.]]>
<![CDATA[Scaffolding students' interaction with texts using QAR strategy ]]>
<![CDATA[Teguh Sulistyo]]>
<![CDATA[ Journal on English as a Foreign Language Vol 2, No 1 (2012): Issued in March 2012 ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia ]]>
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DOI: 10.23971/jefl.v2i1.47
<![CDATA[The teaching of reading as a foreign language (EFL reading) in Indonesia aims at enabling students to read and comprehend texts and other materials written in English. Due to the importance and lack of reading skills of students, this study was conducted to overcome the students’ difficulties in reading comprehension and encourage students to actively participate in the teaching-learning process through Question-Answer Relationship (QAR) strategy. The findings of the research, taken at Kanjuruhan University of Malang, showed that QAR strategy was worthy to improve the students’ reading skills, especially critical and scanning skills, and activate students to participate in the teaching-learning process of reading. ]]>
<![CDATA[Encouraging students to write a paragraph by using semantic mapping strategy ]]>
<![CDATA[Teguh Sulistyo]]>;
<![CDATA[M.G. Sri Ningsih]]>
<![CDATA[ Journal on English as a Foreign Language Vol 3, No 1 (2013): Issued in March 2013 ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia ]]>
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DOI: 10.23971/jefl.v3i1.61
<![CDATA[Of four English language skills, writing is considered the most difficult skill which must be mastered by Indonesian students since it is a very complex process that drives students to explore their thoughts, experiences, schemata, and ideas. Due to the problems faced by the students of Kanjuruhan University in creating ideas related to the topic and construct the ideas into a good unity of a paragraph, this study was conducted to facilitate the students to compose a descriptive paragraph. The findings of the research, taken at Kanjuruhan University of Malang, proved that Semantic Mapping strategy was valuable to increase the students’ writing skills. ]]>
<![CDATA[Pelatihan Pembuatan Interactive Media bagi Guru Sekolah Dasar Negeri Sawahan Kecamatan Turen Kabupaten Malang ]]>
<![CDATA[Teguh Sulistyo]]>;
<![CDATA[Nara Sari]]>;
<![CDATA[Agus Sholeh]]>
<![CDATA[ Jurnal Pemberdayaan Masyarakat Vol 7 No 2 (2022): November ]]>
Publisher : <![CDATA[Direktorat Penelitian dan Pengabdian kepada Masyarakat (DPPM) ]]>
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DOI: 10.21067/jpm.v7i2.6047
<![CDATA[The online teaching-learning process mainly means the absence of physical interaction between teachers and students. In this context, the existence of the Web. 2.0-based technologies is expected to bridge the distance between teacher-student and student-student communication. Somehow, it will be a big problem if the teachers do not administer online learning well and appropriately. The facts show that online learning still faces some obstacles, such as the quality of the Internet connection and teacher-student and student-student interaction, including the media applied in the teaching-learning process. Thus, the present community service that involved 30 teachers of elementary schools aims at empowering the teachers with the ability to create interactive media. This activity covers briefing, lecture, demonstration, and workshop on interactive media, such as PowerPoint Presentation (PPT) with voice, Kahoot, and Padlet. The results demonstrate that teachers believe that interactive online learning is not as complicated as they thought and applied in the classrooms.]]>
<![CDATA[Peer review in writing activities: outcomes and perceptions of EFL students ]]>
<![CDATA[Theresia Adventris Ndohna Ruru]]>;
<![CDATA[Teguh Sulistyo]]>
<![CDATA[ Journal of Research on English and Language Learning (J-REaLL) Vol. 1 No. 2 (2020): Journal of Research on English and Language Learning (J-REaLL) ]]>
Publisher : <![CDATA[Universitas Islam Malang ]]>
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DOI: 10.33474/j-reall.v1i2.6845
<![CDATA[This study aims at investigating the effect of peer review on students' writing ability and the students' perceptions toward the use of peer review technique in writing class. This is an experimental research by involving 62 EFL students of eighth graders of a Junior High School in Malang, Indonesia. The data were obtained by conducting a writing (pre-test an post-test) and giving questionnaire. The data were analyzed by using quantitative descriptive statistics. The qualitative data expressed descriptively about students perceptions toward using peer review technique in writing acitvity. The findings shows that the students in experimental group who were taught by using peer review technique got better achievement in writing ability than the students in control group who were taught by using self-assessment strategy. The use of peer review technique in writing class makes the class less anxious and more enjoyable. The students are enthusiastic so that the class become more student-centered. The students are able to interact each other in giving comments and suggestions to reduce mistakes in terms of global and local issues to make better subsequent of writing product. In addition, the result of questionnaire shows that the students have positive attitudes toward the use peer review technique in writing class.]]>
<![CDATA[Written corrective feedback across different levels of EFL students’ academic writing proficiency: Outcomes and implications ]]>
<![CDATA[Suhartawan Budianto]]>;
<![CDATA[Teguh Sulistyo]]>;
<![CDATA[Oktavia Widiastuti]]>;
<![CDATA[Dwi Fita Heriyawati]]>;
<![CDATA[Saiful Marhaban]]>
<![CDATA[ Studies in English Language and Education Vol 7, No 2 (2020) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v7i2.16569
<![CDATA[This current research aimed at finding out the impact of different feedback modes, that is indirect corrective feedback and direct corrective feedback, on the writing proficiency of EFL students at the university level. Direct and indirect corrective feedbacks were provided by covering global and local aspects of writing together. This study reported on a 14-week study with 63 students majoring in the English Education Department of an outstanding university in Surabaya, Indonesia. The pre-test was given to 35 students that belonged to a high proficiency level group, whereas 28 students belonged to the low proficiency level. The proficiency level was used to examine whether the corrective feedback was effective for certain levels of learners’ proficiency. An experimental design was run to examine whether there was a noteworthy different impact of direct corrective feedback (DCF) and indirect corrective feedback (ICF) on descriptive essays produced by EFL students. Two groups of participants, DCF group and ICF group, wrote eight topics in which each was treated using different feedback. The results revealed that the DCF is more powerful than ICF and contributes significantly to improve students’ EFL writing, regardless of the students’ level of proficiency (high or low). The outcomes of DCF and ICF in the EFL writing process that do not depend on proficiency level indicates that the use of DCF and ICF is not influenced by proficiency level. In other words, direct corrective feedback is advantageous for both low and high proficiency learners in EFL writing process.]]>
