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An Analysis of Students’ Perceptions in Implementation 2013 Curriculum on Senior High School English Language Teaching (ELT) in Bojonegoro Mohammad Fatoni; Moh. Zainuddin
Jurnal Pendidikan Edutama Vol 8, No 1 (2021): January 2021
Publisher : IKIP PGRI Bojonegoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30734/jpe.v8i1.1348

Abstract: This study aims to analyze students’ perception in implementation of the 2013 curriculum on senior high school English language teaching (ELT) in Bojonegoro in (1) How are the students’ perceptions of the 2013 curriculum in terms of the learning process senior high school English language teaching?(2) How are the students' perceptions on the 2013 curriculum in terms of learning support in senior high school English language teaching?. Results of the analysis of students' perceptions of the 2013 curriculum in English Language Learning and Teaching in terms of the learning process and learning support, they were answered with a questionnaire. The learning process shows the following results: knowledge-perception (81%), exploration (84%), consolidation of learning (81%), the formation of attitudes and behavior (84%), formative assessment (81%), and learning support as follows: teacher quality (97%), student quality (90%) facility quality (68%). It can be concluded that the students' perceptions about the 2013 curriculum were positive, with the percentage strongly agreeing or very suitable between 76% -100%. Keywords: 2013 Curriculum; Students’ Perceptions; English Language Teaching (ELT); Qualitative Research Abstrak: Penelitian ini bertujuan untuk menganalisis persepsi siswa dalam implementasi kurikulum 2013 pada pengajaran bahasa Inggris di sekolah menengah atas (ELT) di Bojonegoro dalam (1) Bagaimana persepsi siswa terhadap kurikulum 2013 ditinjau dari proses pembelajaran pada pembelajaran bahasa Inggris di SMA? (2) Bagaimana persepsi siswa terhadap kurikulum 2013 dalam hal dukungan pembelajaran pada pembelajaran bahasa Inggris di SMA ?. Hasil analisis persepsi siswa terhadap kurikulum 2013 dalam Pembelajaran dan Pengajaran Bahasa Inggris ditinjau dari proses pembelajaran dan penunjang pembelajaran dijawab dengan angket. Proses pembelajaran menunjukkan hasil sebagai berikut: pengetahuan-persepsi (81%), eksplorasi (84%), konsolidasi pembelajaran (81%), pembentukan sikap dan perilaku (84%), penilaian formatif (81%) dan dukungan pembelajaran sebagai berikut: kualitas guru (97%), kualitas siswa (90%) kualitas fasilitas (68%). Dapat disimpulkan bahwa persepsi siswa terhadap kurikulum 2013 adalah positif dengan persentase sangat setuju atau sangat sesuai antara 76% -100%. Kata Kunci: Kurikulum 2013; Persepsi Siswa; Pengajaran Bahasa Inggris (ELT); Penelitian kualitatif

MENINGKATKAN MINAT BELAJAR SISWA DENGAN PAKEM MENGGUNAKAN APLIKASI ENGLISH CHILDREN DALAM PENGENALAN BAHASA INGGRIS Moh Zainuddin; Mohammad Fatoni
Elementary School: Jurnal Pendidikan dan Pembelajaran ke-SD-an Vol. 8 No. 1 (2021): ELEMENTARY SCHOOL (Jurnal Pendidikan dan Pembelajaran Ke-SD-an)
Publisher : Universitas PGRI Yogyakarta

As educators in the era of globalization in welcoming the millennial era, it is very necessary to update learning methods equipped with learning media that are suitable for learning needs, in this case PAKEM learning uses the "English Children" application as a support in learning such as LCD projectors, English Learning applications, Kamusku, Team Viewer It is hoped that it can arouse students' interest in learning English so that they can improve their ability to describe English texts and increase the value of English in text descriptive material. This research is classified as a Classroom Action Research with planning stages (acting) with observation (observing) and reflection (reflecting) which are combined, in this study 3 cycles. The initial findings 1) Students are hyper active in class, 2) Students tend to think English is difficult and boring, 3) English is not an important subject, 4) English language proficiency is still far from average (far from KKM). In the first cycle of 29 students, none of the students could write descriptive text, after this activity was carried out in 3 cycles, Based on the results of tests and reflections from cycles 1, 2 and 3, Pakem learning using the "English Children" application can arouse student interest in learning so that students are able to describe objects seen in English either orally or in writing.Â

IMPLEMENTASI PEMBELAJARAN BAHASA INGGRIS MENGGUNAKAN MOBILE ASSISTED LANGUAGE LEARNING (MALL) DALAM MENYAMBUT KURIKULUM MERDEKA BELAJAR Moh Zainuddin
Jurnal Metaedukasi : Jurnal Ilmiah Pendidikan Vol 3, No 2 (2021): Metaedukasi
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/metaedukasi.v3i2.3796

Sesuai hasil data survey kelompok masyarakat Jawa Timur dengan responden pelajar Jawa Timur sebanyak 92,29 persen, hasil dari kegiatan tersebut hampir seluruh siswa menginginkan metode belajar daring yang lebih kreatif dan inovatif agar siwa mampu belajar dengan nyaman, dan yang terpenting siswa bisa belajar dengan tidak dirundung setres. Hal tersebut yang melandasi dilaksanakanya penelitian ini. Implementasi Penelitian Ini sejalan dengan upaya Indonesia menyongsong era industri 4.0, dimana semua aspek kehidupan tidak lepas dari sentuhan teknologi, mamapu mengikuti alur serta beradaptasi dan mengadopsi teknologi untuk kemajuan sektor pendidikan sangat diperlukan, minimal untuk tetap bisa bertahan eksis ditengah badai efek disruptif industry 4.0 yang sangat dahsyat dan massif. Penelitian ini tergolong penelitian Tindakan kelas dengan 2 siklus. Pada tahapan awal atau Entry Behavioris Tes, siswa yang mendapat nilai dengan standat baik, sangat baik dan sempurna masih 0%, dan setelah dilakuknya kegiatan siklus 1 dan siklus 2 dengan metode pembelajaran Bahasa inggris menggunakan Mall (mobile assisted language leraning), siswa-siswi mulai ada peningkatan nilai, yakni siswa yang berhasil mendapatkan nilai cukup ada 30 siswa, siswa yang berhasil mendapatkan nilai baik terdapat 25 siswa, sedangkan siswa yang memperoleh nilai sangat baik terdapat 30 siswa, dan siswa yang mendapatkan nilai sempurna terdapat 15 siswa. Hal ini menunjukkan bahwa dalam setiap sikulsnya nilai ulangan siswa – siswi mengalami peningkatan hampir 30%. Dapat disimpulkan bahwasanya melalui penelitian ini siswa-siswi mampu memahami dan memperoleh nilai yang baik dalam mata pelajaran Bahasa Ingris.

IMPLEMENTASI PEMBELAJARAN BAHASA INGGRIS MENGGUNAKAN MOBILE ASSISTED LANGUAGE LEARNING (MALL) DALAM MENYAMBUT KURIKULUM MERDEKA BELAJAR Zainuddin, Moh; Zumrudiana, Ainu
Jurnal Visi Ilmu Pendidikan Vol 16, No 1 (2024): Januari 2024
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jvip.v16i1.50272

AbstractAccording to the survey data of east java community groups with 92,29% of student respondents of east java, almost all students wanted creative and innovative online learning methods to make student study more comfortable, the basis of this research is the same as Indonesian efforts to receive industrial era 4.0. this research is classified as classroom action research with two-cycle. In the early stage of the entry behaviorist test, the student scored good, excellent, and perfect is 0%, and after the activities of cycle one and cycle two implemented, a student there was in grades good score. They got a pore score of 30 students, 25 students got a good score, 30 students got an excellent score, and 15 students got a perfect score. we can conclude, students have increased almost 30 % in every cycle. Keywords: Mobile-Assisted Language Learning (MALL), Kurikulum Merdeka Belajar, English Learning. AbstrakSesuai hasil data survey kelompok masyarakat Jawa Timur dengan responden pelajar Jawa Timur sebanyak 92,29 persen, hasil dari kegiatan tersebut hampir seluruh siswa menginginkan pembelajaran kreatif dan inovatif agar siwa mampu belajar dengan nyaman. Hal tersebut yang melandasi dilaksanakanya penelitian ini. Implementasi Penelitian Ini sejalan dengan upaya Indonesia menyongsong era industri 4.0, Penelitian ini tergolong penelitian Tindakan kelas dengan 2 siklus. Pada tahapan awal atau Entry Behavioris Tes, siswa yang mendapat nilai dengan standat baik, sangat baik dan sempurna masih 0%, dan setelah dilakuknya kegiatan siklus 1 dan siklus 2 dengan Mall (mobile assisted language leraning), siswa-siswi mulai ada peningkatan nilai, yakni siswa yang berhasil mendapatkan nilai cukup ada 30 siswa, siswa yang berhasil mendapatkan nilai baik terdapat 25 siswa, sedangkan siswa yang memperoleh nilai sangat baik terdapat 30 siswa, dan siswa yang mendapatkan nilai sempurna terdapat 15 siswa, dalam setiap sikulsnya nilai ulangan siswa – siswi mengalami peningkatan hampir 30%. Kata Kunci: Mobile-Assisted Language Learning (MALL), Kurikulum Merdeka Belajar, Pembelajaran Bahasa Inggris

Investigating Pre-Service English Teachers’ Experience in Implementing Tpack During Teaching Practice on Independent Curriculum Nur Inayati efendi; Lestari, Iin Widya; Zumrudiana, Ainu; Zainuddin, Moh
Eduvelop: Journal of English Education and Development Vol 8 No 1 (2024): Eduvelop: Journal of English Education and Development
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/eduvelop.v8i1.4078

This study intends to ascertain (1) How do pre-service English teachers conceptualize TPACK and its components, (2) What challenges do pre-service English teachers encounter in implementing TPACK during teaching practice on independent curriculum, (3) What strategies do pre-service English teachers employ to address these challenges. The research participants were students of English Education study programs from different universities who have practiced teaching English in the independent curriculum. The data for this study were collected through questionnaires and interviews. The result of this study revealed, (1) many ways to conceptualize TPACK in learning such as utilizing technology such as PowerPoint, Canva, Google Form, Quizizz, and others. And also conceptualize pedagogy knowledge to approach students such as checking student understanding through questions at the end of learning and evaluating the concept of learning content based on how well students understand and are interested in the material, (2) These challenges come from internal and external factor such as lack of time to approach students, less responsive students, participants must always innovate to create interesting learning concepts that require process and consistency, (3) respondents have alternatives to face challenges in implementing TPACK, such as making a second plan if there are problems related to technology, asking questions and making approaches outside of class hours and respondents tried to increase their knowledge about TPACK by frequently from the internet.

INDONESIAN NON-ENGLISH MAJOR STUDENTS’ VIEWS AND EXPERIENCES: DUOLINGO FOR LEARNING ENGLISH Zumrudiana, Ainu; Syafitri, Nurul Intan; Lestari, Iin Widya; Zainuddin, Moh
Journal of English Educational Study (JEES) Vol 7, No 2 (2024): November Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v7i2.4038

The research investigated non-English major students' views and perspectives on learning English through Duolingo. Qualitative methods were used, with 30 questionnaire items and 15 interview prompts to gather data on students' perception of using Duolingo to learn English, as well as the difficulties and obstacles they encountered. The participants were 41 undergraduate students in the sixth semester of the Early Childhood Education major at a university in Bojonegoro. This research focused on using Duolingo as a learning tool to enhance the teaching and learning process, considering the impact of technological advancements in education. The results showed that nearly 99% of participants viewed Duolingo as useful and functional. Challenges and obstacles in using the application for English learning were categorized into internal factors (mood, laziness, lack of knowledge, and time constraints) and external factors (network issues, smartphone usage, and application errors).Keywords: Duolingo application; learning English; English learning application; English learning media

EXPLORING GENERATION Z’S METHODS OF LEARNING ENGLISH PRONUNCIATION THROUGH TIKTOK Fadilah, Nur; Zainuddin, Moh.; Zumrudiana, Ainu; Lestari, Iin Widya
Journal of English Language and Culture Vol 15, No 2 (2025): Journal of English Language and Culture
Publisher : Universitas Bunda Mulia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30813/jelc.v15i2.6022

This research explores how Generation Z perceives learning English pronunciation using the social media platform TikTok. Generation Z is known for its familiarity with technology and social media, including TikTok, which is incredibly popular among them. The main objective of this research is to understand how Generation Z perceives and engages with TikTok as a tool for learning English pronunciation, as well as the challenges and opportunities they encounter. The participants in this study were 10th-grade students from SMKN 3 Bojonegoro who were studying PSPT 1 and 2. The research utilized a qualitative approach, combining questionnaire surveys and in-depth interviews to gather comprehensive data on the students' experiences with using TikTok videos to learn English pronunciation. The results revealed that TikTok is a preferred platform for students to practice English, with 58.6% of students feeling comfortable using TikTok for pronunciation practice. Additionally, 63.8% of students stated that TikTok boosted their self-confidence in practicing English pronunciation. The platform offers opportunities for students to practice English in a relaxed, flexible, and engaging manner, thereby increasing motivation. However, the study also identified some challenges and obstacles faced by students, such as being easily distracted by entertainment content, which can lead to a lack of focus, as well as a lack of direct feedback for error correction. In conclusion, this research suggests that TikTok can be an effective tool for Generation Z to learn English pronunciation, as long as engaging and collaborative content is utilized. It is hoped that these findings will contribute to the development of more modern and interactive language learning methods on digital platforms like TikTok.

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