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All Journal Language Literacy: Journal of Linguistics, Literature, and Language Teaching VISION LINGUISTIK : Jurnal Bahasa dan Sastra JURNAL MUTIARA PENDIDIKAN INDONESIA RESEARCH AND DEVELOPMENT JOURNAL OF EDUCATION (RDJE) JURNAL ILMIAH KOHESI English Teaching and Linguistics Journal (ETLiJ) Budapest International Research and Critics in Linguistics and Education Journal (Birle Journal) Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences Journal of English Language and Education Britain International for Linguistics, Arts and Education Journal (BIoLAE Journal) Jurnal Pemberdayaan Sosial dan Teknologi Masyarakat UPMI Proceeding Series Journal
Puji Hariati
Universitas Pembinaan Masyarakat Indonesia (UPMI), Indonesia
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Nursing Public Health Social Sciences Veterinary Other

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PENGARUH MODEL PEMBELAJARAN FLIPPED LEARNING (KELAS TERBALIK) DALAM MENINGKATKAN PEMAHAMAN MEMBACA TEKS BAHASA INGGRIS MAHASISWA PGSD DI TENGAH PANDEMI COVID-19 Puji Hariati; Nurul Husnah Harahap; Mery Silalahi
Jurnal Mutiara Pendidikan Indonesia Vol 6 No 2 (2021): Jurnal Mutiara Pendidikan Indonesia
Publisher : Fakultas Ilmu Pendidikan Universitas Sari Mutiara Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51544/mutiara pendidik.v6i2.2299

Abstract

Kemajuan teknologi telah membawa perubahan yang signifikan dalam pengajaran dan praktik pembelajaran bahasa asing di Indonesia, khususnya pada pembelajaran bahasa Inggris. Pengajaran atau penyampaian materi pelajaran yang seyogyanya dilakukan oleh dosen di dalam kelas kini dapat dilakukan di luar kelas oleh karena adanya teknologi. Teknologi sudah menjadi bagian yang penting dalam proses kegiatan belajar mengajar. Penggunaan teknologi dalam pengajaran dianggap efektif mempermudah dosen dalam menyampaikan materi pembelajaran dan juga mempermudah mahasiswa dalam memahami materi yang disampaikan. Lebih dari itu, teknologi juga mampu menciptakan peluang besar bagi setiap orang untuk mengembangkan diri melalui ilmu pengetahuan yang dapat diakses setiap saat, kapanpun dan dimanapun. Hal inilah yang menjadi alasan bagi para pendidik menciptakan model pembelajaran berbasis teknologi, terlebih dalam masa pandemi Covid-19. Pemanfaatan teknologi yang tepat dalam proses pembelajaran dirasa mampu meningkatkan kualitas ilmu yang dimiliki mahasiswa menjadi lebih baik. Teknologi telah mengubah wajah pendidikan, buktinya saat ini kegiatan belajar mengajar dilakukan secara online. Walau demikian, mahasiswa dalam proses pembelajarannya masih sangat membutuhkan dosen yang mengajar secara langsung di dalam kelas sebagai pemberi ilmu pengetahuan dan motivasi untuk mencapai hasil belajar yang maksimal. Menyadari kenyataan ini, maka para pendidik mencoba memanfaatkan teknologi dalam proses pembelajaran dengan tetap mempertahankan tatap muka antara dosen dan mahasiswa dalam pelaksanaan kegiatan belajar mengajar di dalam kelas melalui model pembelajaran flipped learning. Flipped learning merupakan sistem pembelajaran yang memanfaatkan teknologi berupa video dengan tetap mempertahankan tatap muka antara dosen dan mahasiswa di dalam kelas. Flipped learning juga dikenal dengan istilah kelas terbalik dikarenakan mahasiswa dituntut untuk lebih aktif melakukan penyelidikan di rumah terhadap permasalahan yang ditemukan dalam setiap materi pelajaran yang telah dipelajari sebelumnya. Mahasiswa juga diperkenankan untuk merekam video dosen yang sedang menyampaikan materi pelajaran, dan selanjutnya hasil rekaman video tersebut akan ditonton dirumah untuk diamati dan dianalisis sendiri. Dengan flipped learning mahasiswa diharapkan bisa lebih sering menerima paparan bahasa Inggris baik secara lisan maupun tulisan. Paparan bahasa Inggris secara lisan dapat dilihat dan didengarkan secara berulang-ulang lewat video yang direkam. Paparan secara lisan bahasa Inggris tersebut selanjutnya dapat dituliskan kembali menjadi teks tertulis, sehingga secara tidak langsung kompetensi mendengar (listening) dan menulis (writing) mahasiswa menjadi semakin terasah. Seluruh kegiatan melihat dan mendengar video serta menulis teks bahasa Inggris tersebut dilakukan di rumah. Hal ini dapat membuat mahasiswa menjadi lebih leluasa bereksperimen di rumah karena tidak perlu malu jika salah. Adapun hal-hal yang nantinya kurang dipahami oleh mahasiswa dari video tersebut, selanjutnya dapat disampaikan kepada dosen pada saat proses pembelajaran berlangsung. Dengan demikian, flipped learning diyakini sebagai model pembelajaran yang dapat meningkatkan pemahaman membaca mahasiswa terhadap teks bahasa Inggris.
IMPROVING LISTENING COMPREHENSION THROUGH STORYTELLING PUJI HARIATI
JURNAL ILMIAH KOHESI Vol 3 No 2 (2019): JURNAL ILMIAH KOHESI
Publisher : LP2MTBM MAKARIOZ

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (202.087 KB)

Abstract

This study was aimed to find out the improvement of the students’ listening comprehension ability through storytelling. The study was conducted by using Classroom Action Research. It was done through 1) planning, 2) action, 3) observation, and 4) reflection. The location of the research was SMA Negeri 11 Medan. To get the sample of the research, the researcher took one class, it was class XI IPA1. This research applied quantitative and qualitative data. Quantitative data were taken from the students' listening comprehension test. Qualitative data were taken from questionnaires sheet. Based on the listening comprehension test scores, students’ score keep improving in every test. In the Pre-test the mean score was 31, in the first cycle test the mean score was 54,33, and in the second cycle test the mean score was 92,66. The improvement also can be seen from the percentage of students’ listening comprehension; in Pre-test no one of the students got 75 point, so got 0%. In first cycle test 10% (3 students) got 75 points. It means there was an improvement about 10%. In the second cycle test 100% (30 students) got 75 points. The improvement was 90%. It proved by the ability of the students score to answer the questions of the test. It means that teaching by using storytelling can improve students’ achievement in listening comprehension. The storytelling made the students feel comfortable, have fun, and new experience, and enjoyable
Illocutionary Acts in Jack Ma’s Inspiring Speech in His Graduation at The University of Hongkong Puji Hariati; Anni Holila Pulungan; Rahmad Husein
Britain International of Linguistics Arts and Education (BIoLAE) Journal Vol 2 No 1 (2020): Britain International of Linguistics, Arts and Education - March
Publisher : Britain International for Academic Research (BIAR) Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/biolae.v2i1.209

Abstract

This study addresses types of illocutionary acts in Jack Ma’s inspiring speech in his graduation at the University of Hongkong. The meaning or the function of an utterance in speech-acts can merely be analyzed based on the acts of illocution made by the speaker. In other words, the hearer will be able to give any responses to the utterances made by the speaker if he or she understands the intention of speaker’s utterances. The research is categorized as descriptive qualitative based on Moleong’s theory (2014:82). It aimed to find the types of illocutionary act performed by Jack Ma’s speech in his graduation at the University of Hongkong, to describe the intended forces of each type of illocutionary act performed in that speech, and to find out the context supported interpretation of meaning in illocutionary acts. The findings indicates that there are 7 types of illocutionary acts such : 0 (0%) for declarative, 58 (62 %) for assertive, 11 (12 %) for expressive, 3 (3 %) for directive, 11 (12 %) for commissive, 4 (4 %) for assertive expressive and 7 (7 %) for assertive directive. It means that most of dominant of illocutionary acts is assertive. And context supported the interpreting of meaning performed illocutionary acts can be mentioned through the participants, the setting or social context of interaction, the topic, and the function. All these explanations guided the audience to catch the truly meaning of a speaker.
Improving Students’ Achievement in Writing Descriptive Paragraph through Teaching Prewriting Stages Puji Hariati
Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Vol 3, No 3 (2020): Budapest International Research and Critics in Linguistics and Education, August
Publisher : BIRCU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birle.v3i3.1172

Abstract

This study was aimed to find out whether or not Teaching Prewriting Stages can improve students’ ability in writing descriptive paragraphs, to describe the role of prewriting stages in helping the students to write descriptive paragraphs. This study was conducted by using Classroom Action Research. It was done through 1) planning, 2) action, 3) observation, and 4) reflection. The population and the sample was the ninth grade students of SMP Swasta BUDISATRYA at 2018/2019 academic year. This research applied quantitative and qualitative method. Quantitative data were taken from the students' writing descriptive paragraph test. Qualitative data were taken from observation, interview, and diary notes. The result of the research shows that there was some improvement of students’ ability in writing descriptive paragraphs through teaching prewriting stages. It can be proved from the students' score which improved from cycle 1 to cycle 2.  The improvement can be seen that in pre test the means score was 33.52. In the first cycle, meeting 1 the means score was 37.35, in meeting 2 was 42.64 and in meeting 3 was 52.64. In the second cycle, meeting 1 the means score was 64,41,  in meeting 2 was 80 and in meeting 3 was 91.17. The improvement also can be seen from the percentage of the students’ achievement in writing descriptive paragraph by using prewriting stage; in pre test, no one of the students got 75 points. In the first cycle, in meeting 1, and meeting 2, there was also no one student got 75 point,  but in meeting 3 there was 23,52% (8 students) got 75 points. It means there was an improvement about 23.52 % . In the second cycle, in meeting 1 there was 29.41% (10 students) got 75 points, it means that there was an improvement about 5.89%. In meeting 2 there was 79.41% (27 students) got 75 points, it means that there was an improvement about 50%.  In meeting 3 there was 100% (34 students) got up 75 points. It means that prewriting stages helped the students to write descriptive paragraphs through brainstorming, listing supporting point, making a simple outline to write event, place or object related to the topic. So, the students’ achievement in writing descriptive paragraph is significantly improved by applying prewriting stage.
Improving Students’ Vocabulary Mastery through Teaching Real Objects Puji Hariati
Budapest International Research and Critics in Linguistics and Education (BirLE) Journal Vol 3, No 2 (2020): Budapest International Research and Critics in Linguistics and Education, May
Publisher : BIRCU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birle.v3i2.905

Abstract

This study was aimed to find out the improvement of the students’ vocabulary mastery through teaching real object. This study was conducted by using Classroom Action Research. It was done through 1) planning, 2) action, 3) observation, and 4) reflection. The population of the research was the students of Amik Medicom. To get the sample, the researcher took one class, it was MI18B. This research applied quantitative and qualitative data. Quantitative method were taken from the students' test. Qualitative data were taken from observation, questionnaires sheet and diary notes. The research found out that there are some improvements of the students’ vocabulary mastery taught by applying real objects. It was proved from the students’ improvement in cycle 1 until cycle 2. The improvement can be seen that in pre test the means score was 34.66. In the first cycle,  meeting 1 the means score was 37,33, in meeting 2 was 47,66 and in meeting 3 was 53,5. In the second cycle, meeting 1 the means score was 68,83,  in meeting 2 was 80,33 and in meeting 3 was 91,66. The improvement also can be seen from the percentage of the students’ achievement in mastering vocabulary; in pre test, no one of the students got 75 points. In the first cycle, in meeting 1, and there no one student got 75 point,  in meeting 3 there was 16.7% (5 students) got 75 points. It means there was an improvement about 16.7 % . In the second cycle, in meeting 1 there was 20% (6 students) got 75 points, it means that there was an improvement about 3.3%. In meeting 2 there was 80% (24 students) got 75 points, it means that there was an improvement about 70%.  In meeting 3 there was 100% (30 students) got up 75 points, it means that there was an improvement about 30%. It means that all of the students got better result. They could master many new vocabulary items and composed them into good sentences. 
Improving Listening Comprehension Through Storytelling Puji Hariati; Habib Syukri Nasution
English Teaching and Linguistics Journal (ETLiJ) Vol 3, No 2 (2022): ETLIJ - English Teaching and Linguistics Journal
Publisher : English Teaching and Linguistics Journal (ETLiJ)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/etlij.v3i2.10535

Abstract

This study was aimed to find out the improvement of the students listening comprehension ability through storytelling. The study was conducted by using Classroom Action Research. It was done through 1) planning, 2) action, 3) observation, and 4) reflection. The location of the research was SMA Negeri 2 PANGURURAN. To get the sample of the research, the researcher took one class, it was class XI IPA1. This research applied quantitative and qualitative data. Quantitative data were taken from the students' listening comprehension test. Qualitative data were taken from questionnaires sheet. Based on the listening comprehension test scores, students score keep improving in every test. In the Pre-test the mean score was 31, in the first cycle test the mean score was 54,33, and in the second cycle test the mean score was 92,66. The improvement also can be seen from the percentage of students listening comprehension; in Pre-test no one of the students got 75 point, so got 0%. In first cycle test 10% (3 students) got 75 points. It means there was an improvement about 10%. In the second cycle test 100% (30 students) got 75 points. The improvement was 90%. It proved by the ability of the students score to answer the questions of the test. It means that teaching by using storytelling can improve students achievement in listening comprehension. The storytelling made the students feel comfortable, have fun, and new experience, and enjoyable.
Implementation of Digital Literacy toward Pandemic Situation Puji Hariati
Budapest International Research and Critics Institute-Journal (BIRCI-Journal) Vol 4, No 2 (2021): Budapest International Research and Critics Institute May
Publisher : Budapest International Research and Critics University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birci.v4i2.2001

Abstract

This paper aims to describe the level of students’ digital literacy in their study since pandemic situation. It is very important to know because it gives the answer of education’s challenging faced covid-19 situation for the students’ safe and comfortable. This research is survey research to describe the implementation of digital literacy through level of digital literacy as challenging pandemic situation. Data collection techniques using the instrument in the form of a questionnaire. The four concept was constructed referred to Bawden (2008) such as basic literacy skills (reading and writing), background information knowledge (intellectual level), skills in the field of ICT, and attitudes and perspectives. This needs to be known to identify how far digital literacy was important for the students in their studying since Covid- 19 situation.  This research involved 20 respondents who always use digital literacy in their study. The data was collected from the distribution of digital literacy questionnaire instruments for the  students, then the data was describing through percentage to know how the students’ level of digital legacy when there are teaching learning process. The findings indicate that respondents have a high level of digital literacy. In the aspect of basic digital literacy skills, all respondents were able to connect to the platform to take part in online learning, and were able to use worksheet technology to write assignment articles according to the provisions. In the aspect of background information knowledge, almost all respondents were able to find learning supplements in the form of reference articles and find their relevance based on the abstracts of the articles. In the main aspects of digital literacy, most respondents are able to cite the relevant sections to compile assignment articles, and are able to compare the contents of several reference articles. On the aspects of attitudes and perspectives of information users, all respondents are able to write citations and compile a bibliography for reference articles referred to.
Improving English Writing Skills Using Text-Based Learning Methods and Group Work Nurmayana, Nurmayana; Hariati, Puji; Siahaan, Desta Gloria
Journal of English Language and Education Vol 9, No 4 (2024)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v9i4.534

Abstract

Students are required to master several skills. One of the skills that students must master in English subjects is text writing skills. It's just that the fact is that not all students are able to write well because of the lack of training provided by lecturers. Therefore, this research aims to analyze the use of text-based learning methods and group work on writing skills in UPMI students. This research uses a classroom action research method which is carried out in two cycles. The subjects of this research were Management Students at the Indonesian Community Development University (UPMI), totaling 35 students. Data collection in research was carried out using test methods and questionnaire methods. The research results show that the use of text-based learning methods and group work can improve students' writing skills. The average value of descriptive text writing skills in cycle I was 70.43 with a success of 34.28%. There was an increase in cycle II with an average student score of 78.86 with success of 77.14%. Student responses in cycle I were 40.11 in the positive category, while in cycle II it increased to 43.74 in cycle II in the positive category. So, the results of this research indicate an increase in students' descriptive text writing skills after learning using text-based learning methods and group work.
ICT-BASED ENGLISH LEARNING INNOVATION TO FACE SOCIETY 5.0 ERA: ICT-BASED ENGLISH LEARNING INNOVATION TO FACE SOCIETY 5.0 ERA Hariati, Puji
UPMI Proceeding Series Vol. 1 No. 01 (2023): Ed.01
Publisher : LPPM UPMI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55751/ups.v1i01.12

Abstract

Tidak dapat dipungkiri bahwa sebagian besar siswa kita saat ini dapat menikmati teknologi baru baik di rumah maupun di sekolah. Untuk ini, sangat mungkin bagi mereka untuk memiliki TIK untuk pembelajaran. Tujuan dari metode ini adalah agar siswa memiliki dua keuntungan sekaligus, yaitu aspek kebahasaan dan isi. Untuk aspek linguistik, pertama, mereka akan mempelajari sound system bahasa Inggris melalui ejaan, kedua tata bahasa, dengan menggabungkan kata menjadi ucapan yang lebih panjang, dan terakhir pilihan kata atau kosa kata. Sedangkan untuk isi, TIK mengajarkan siswa belajar (dibantu oleh guru) ragam bahasa yang digunakan dalam mata pelajaran tertentu. Teknik mengajar dengan kapur dan bicara atau penjelasan sudah tidak populer lagi. Kemudian disarankan agar guru menggunakan internet dalam proses belajar mengajarnya dan juga wajib bagi siswa untuk belajar menggunakannya. Internet merupakan suatu keharusan, karena dapat digunakan (1) sebagai sumber ilmu pengetahuan (2) sebagai alat bantu belajar (instructional aid) (3) sebagai sarana belajar mengajar (4) sebagai standar kompetensi (5) sebagai perlengkapan administrasi (6) sebagai perlengkapan penunjang manajemen sekolah (7) sebagai prasarana pendidikan. Selain aspek-aspek yang tersebut, ada faktor tambahan yang perlu dipertimbangkan. Antara lain adalah (a) faktor lingkungan yang terdiri dari sekolah atau lembaga penyelenggara kegiatan (b) siswa yang belajar, usia, latar belakang sosial dan ekonomi, bahasa dan literasi IT, keragaman pembelajaran (c) guru, terdiri dari latar belakang guru, usia, gaya mengajar, pengalaman dan kepribadian (d) faktor teknologi yang terdiri dari komputer, perangkat lunak, jaringan internet dan aplikasi EducateNet lainnya di sekolah.
IMPROVING READING AND ENGLISH SPEAKING SKILLS THROUGH THE “SAY SOMETHING” STRATEGY Hariati, Puji; Supriyani, Epi
VISION Vol 19, No 2 (2023)
Publisher : UIN Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30829/vis.v19i2.2780

Abstract

All abilities in English cannot be separated from one another. Integrating one ability with another is necessary to avoid weakening one side of the ability. Based on several studies, the ability to read and speak English has a very large relationship in teaching and learning English. By reading, students can add vocabulary as a very important thing in speaking English. One of the most important things in the science of vocabulary is to make it easier to speak. Authentic reading texts can be explained directly in speaking to help students' abilities. Students can understand authentic reading texts in various ways. One way is to directly say something about what they have read.
Co-Authors Alwi Fahruzy Nasution Anni Holila Pulungan Arief Rahman Daulay, Dicky Edwar Derlini Epi Supriyani Siregar Gulyanto, Bambang Habib Syukri Nasution Imanuddin, Imanuddin Kurniati, Rizki Mery Silalahi Nurhalimah Nurhalimah Nurmayana Nurmayana, Nurmayana Nurul Husnah Harahap Purwarno, Purwarno Rahmad Husein Siahaan, Desta Gloria Supriyani, Epi