Garuda - Garba Rujukan Digital

THE INFLUENCE OF KAMPUS MENGAJAR MBKM PROGRAM TO ENHANCING STUDENTS' SOCIAL COMPETENCE Kusumo Hadi Santoso; Dyah Kurniawati
Pro-ELLitera Vol. 1 No. 2 (2024): Pro-ELLitera Journal
Publisher : Universitas PGRI Ronggolawe Tuban

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.2024/prora.v2i1.1068

In Society 5.0, Indonesia adapts education for critical thinking and innovation. Learning emphasizes life skills and collaboration for skilled human resources. Global competencies like communication and critical thinking are crucial. Social comppetence are vital for succes. Approaches like music therapy and democratic classrooms contribute, while MBKM, aligned with independent learning, enhances social competence through collaborative Teaching Campus activities.This quantitative study at Unirow examines the impact of Teaching Campus activities within the Merdeka Learning Campus program on students'' social competence that consist of 10 students were divided into two groups. A specially designed social competence scale assessed communication, collaboration, problem-solving, and patriotism. Descriptive statistics and t-test analysis compared social competence differences between participating and non-participating students.The study examines the impact of the Teaching Campus program on students'' social competence, comparing participants and non-participants. Demographic data reveals diversity in the participating group. The analysis indicates a significant positive influence on social competence, emphasizing the program''s role in fostering communication, collaboration, and problem-solving skills. Teacher-student relationships and family patterns are also highlighted as crucial factors in social competence development.The study affirms the significant impact of the Campus Teaching program on students'' social competence, crucial for Society 5.0 and academic success. The findings provide a valuable basis for future research and policy initiatives. Caution is advised in generalizing the results beyond the specific context of English Language Education at Universitas PGRI Ronggolawe Tuban.

A Correlational Analysis of Student Achievement in Socioeconomic Disparities Kusumo Hadi Santoso
Pro-ELLitera Vol. 2 No. 1 (2024): Pro-ELLitera Journal
Publisher : Universitas PGRI Ronggolawe Tuban

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.2024/prora.v2i2.1315

This study investigates the correlation between socioeconomic status (SES) and student academic achievement in Bektiharjo Village, Indonesia, comprising both urban and rural settings. Utilizing a quantitative survey design, data were gathered from 50 junior high school students, examining key SES indicators such as parental education and family income. The results reveal a statistically significant relationship between SES and academic performance, with higher parental education levels and family income positively influencing student outcomes. This study underscores the critical impact of socioeconomic disparities on educational attainment and highlights the need for targeted interventions to promote educational equity. The findings contribute to the theoretical understanding of social and cultural capital in education and offer practical implications for policymakers and educators to develop inclusive strategies that address these disparities, fostering a more just and equitable education system.

Developing English Material Using Wordwall Application for Enhancing Fourth Grade Students’ Reading Skill Ella Aprilia Tiana; Kusumo Hadi Santoso; Samid Saripi
Pro-ELLitera Vol. 2 No. 2 (2025): Pro-ELLitera Journal
Publisher : Universitas PGRI Ronggolawe Tuban

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.2024/prora.v2i2.1641

The main objective of this research was to develop English material using Wordwall application for enhancing fourth grade students’ reading skill based on ADDIE (Analysis, Design, Development, Implementation and Evaluation) model. This research was conducted at UPT SDN 30 Gresik, which is located at Jl. DR. Wahidin Sudiro Husodo Gg. 24 Blok Manggis 1 No.5, Randuboyo, Randuagung, Gresik, East Java. This research was used research and development design. The researcher only used 2 phases, they are analysis and design phases. The result of analysis phase was the students were struggling to understand the reading text, they did not know much about unfamiliar vocabulary and felt bored when learning in the classroom. Therefore, the researcher decided to develop English material using Wordwall application. In the design phases, the researcher focused on choosing the material, designing assessments for topics and selecting course formats. It can be concluded that the developing of English material using Wordwall application can be an alternative to improve students’ reading skills. As a result, students and teachers also got benefit from this application.

ANALYZING THE KEY ELEMENTS OF HIGH-QUALITY ABSTRACTS: A COMPREHENSIVE ACADEMIC DISCOURSE STUDY OF ENGLISH EDUCATION Santoso, Kusumo Hadi; Arifani, Yudhi; Maruf, Nirwanto
English Review: Journal of English Education Vol. 12 No. 3 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v12i3.10696

This study aims to explore the Rhetorical moves and use of Metadiscourse in student abstracts from the English Education program at Universitas PGRI Ronggolawe, Tuban. The sample consists of 17 abstracts submitted by English Education students from the 2023 batch of the program. This Research uses mixed methods for the methodology, the quantitative analysis focused on frequency counts, descriptive statistics, and correlation analyses, while the qualitative analysis explored the functional roles of these elements in enhancing clarity, coherence, and reader engagement. The qualitative analysis revealed that students who used more transitions and frame markers produced more coherent and structured abstracts. Students who used a variety of interactive and interactional markers, such as transitions, frame markers, and self-mentions to balance confidence with caution and engage the reader, were more likely to produce more coherent, clear, and engaging abstracts than those who did not. The findings suggest that students would benefit from explicit instruction on the role of Metadiscourse in academic writing, particularly in how to use hedges, boosters, and self-mentions to balance confidence with caution.

Gestures in Language Instruction: Bridging The Gap for Effective Correction and Learning Maruf, Nirwanto; Husain, Dahlia; Mujayanah, Sri; Aprilia Tiana, Ella; Hadi Santoso, Kusumo
Al-Lisan: Jurnal Bahasa Vol 9 No 2 (2024): Al-Lisan: Jurnal Bahasa (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/al.v9i2.5174

This study investigates the impact of integrating innovative gestures into language instruction at Universitas Muhammadiyah Gresik (UMG) and Universitas Muhammadiyah Gorontalo (UMGO). The primary objective was to assess how various types of gestures, including interactive digital boards, emotional expression, dynamic movement sequences, gamified approaches, and multimodal feedback gestures, influence student engagement, comprehension, and retention. Through observational data and semi-structured interviews with language lecturers, the study provides comprehensive insights into the efficacy of gesture-based teaching methods. The results reveal that the use of gestures significantly enhances the visibility and impact of corrective feedback, making linguistic errors more noticeable and facilitating better understanding and retention compared to traditional verbal feedback methods. Observational data indicate that students are more actively involved in discussions and activities when gestures are used, leading to a more dynamic and interactive classroom environment. This increased engagement highlights the potential of gestures to improve comprehension and cognitive processing in language learning. Semi-structured interviews with lecturers further emphasize the perceived benefits of gestures, such as enhanced engagement, improved comprehension, and better retention of language skills. However, challenges including technological limitations, the need for professional development, and time constraints were also identified. To address these challenges, educators recommended strategies like gradual implementation of gestures, soliciting student feedback, and combining gestures with other multimedia resources. In conclusion, this study demonstrates that integrating gestures into language instruction can significantly enhance learning outcomes by making lessons more engaging and effective. Future research should focus on long-term impacts and the development of training programs to support educators in adopting gesture-based teaching methods.

Gestures in Language Instruction: Bridging The Gap for Effective Correction and Learning Maruf, Nirwanto; Husain, Dahlia; Mujayanah, Sri; Aprilia Tiana, Ella; Hadi Santoso, Kusumo
Al-Lisan: Jurnal Bahasa Vol 9 No 2 (2024): Al-Lisan: Jurnal Bahasa (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/al.v9i2.5174

This study investigates the impact of integrating innovative gestures into language instruction at Universitas Muhammadiyah Gresik (UMG) and Universitas Muhammadiyah Gorontalo (UMGO). The primary objective was to assess how various types of gestures, including interactive digital boards, emotional expression, dynamic movement sequences, gamified approaches, and multimodal feedback gestures, influence student engagement, comprehension, and retention. Through observational data and semi-structured interviews with language lecturers, the study provides comprehensive insights into the efficacy of gesture-based teaching methods. The results reveal that the use of gestures significantly enhances the visibility and impact of corrective feedback, making linguistic errors more noticeable and facilitating better understanding and retention compared to traditional verbal feedback methods. Observational data indicate that students are more actively involved in discussions and activities when gestures are used, leading to a more dynamic and interactive classroom environment. This increased engagement highlights the potential of gestures to improve comprehension and cognitive processing in language learning. Semi-structured interviews with lecturers further emphasize the perceived benefits of gestures, such as enhanced engagement, improved comprehension, and better retention of language skills. However, challenges including technological limitations, the need for professional development, and time constraints were also identified. To address these challenges, educators recommended strategies like gradual implementation of gestures, soliciting student feedback, and combining gestures with other multimedia resources. In conclusion, this study demonstrates that integrating gestures into language instruction can significantly enhance learning outcomes by making lessons more engaging and effective. Future research should focus on long-term impacts and the development of training programs to support educators in adopting gesture-based teaching methods.

Pemanfaatan ChatGPT Advanced Voice Mode untuk Meningkatkan Keterampilan Berbicara-Mendengarkan dalam Pembelajaran Bahasa di Pendidikan Tinggi: Sebuah Studi Metode Campuran Hadi Santoso, Kusumo; Al Faruq, M. Saunan; Kurniawati, Karisma; Sabar; Prasidya Hidayati, Salila; Mee Mee Aung, Yoon
Improvement: Jurnal Ilmiah untuk Peningkatan Mutu Manajemen Pendidikan Vol. 12 No. 2 (2025): Improvement: Jurnal Ilmiah Untuk Peningkatan Mutu Manajemen Pendidikan
Publisher : Program Studi Manajemen Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/improvement.v12i2.62614

The growth of sophisticated conversational artificial intelligence (AI) technology has had a large impact on higher education, but there is limited empirical research into its effectiveness for developing oral-aural skills. Although AI for language learning has previously focused on text-based skills, the development of powerful voice interaction technology opens up new opportunities for pedagogy. This paper fills this gap by examining the effect of ChatGPT’s Advanced Voice Mode on the oral proficiency development of EFL learners at a university level. Following a mixed methods explanatory sequential model design, this study quantitatively determined the improvements in learners' oral proficiency over an intervention period of 8 weeks. The next phase was qualitative, where we elicited learners' perspectives and experiences though semi-structured interviews. Quantitative findings indicate that fluency and lexical resource significantly improved, but pronunciation was found not to improve significantly. This discrepancy was promoted through qualitative data, focusing on three main themes: the AI's potential for low-anxiety rehearsal spaces, learners' annoyance with the tool's lack of nuanced feedback about accent phenomena and the difficulty associated with its real-time corrective function. The experimental results indicate that ChatGPT’s voice mode is a powerful tool to help develop learners’ confidence and fluency in conversation, but is best used as an adjunctive instrument with other means of pedagogical support. It cannot take the place of the subtle, phonetic and pragmatic model that teacher- led instruction provides. These results inform a proposed underpinning "Blended Dialogic Model" to incorporate conversational AI in language curriculum, focusing on technology-mediated practice and expert human tutorial working synergistically.

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