Garuda - Garba Rujukan Digital

Accelerating Children's Literacy Competence at Kalen Village through Assistance of Literacy-Based Activities Syifa Khuriyatuz Zahro; M Hafidh Nashrullah; Agung Novianto; Anindya Pradipta Hutami; Ilmiatul Khoiriyah
REKA ELKOMIKA: Jurnal Pengabdian kepada Masyarakat Vol 3, No 3 (2022): REKA ELKOMIKA
Publisher : Institut Teknologi Nasional, Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26760/rekaelkomika.v3i3.160-168

Indonesian children’s literacy competencies are still a problem. To accelerate the development of the competence, the community service team of Unisda implemented assistance to exemplify copious literacy-based activities both in school and in the community at Kalen village where the problem of the inappropriateness of literacy-based practices, and the unavailability of a literacy support environment were found. The program was targeted to children of elementary school age of Kalen Village, Lamongan, East Java, Indonesia. Several planned programs were accomplished through three phases; preparation that included identifying community problems and deciding on offered solutions, implementation that covers the execution of the planned programs in twelve weeks, and evaluation. To evaluate the activities, an analysis of observation, interview, and a survey was conducted qualitatively. The result indicated that three major programs were evidenced to accelerate children's literacy competence. The success of the program, therefore, was urgently suggested to be a continuous program to be arranged by the village government.

AN ALTERNATIVE DIGITAL FEEDBACK THROUGH SCREENCAST: BLENDED LEARNING PRACTICES ON ACADEMIC WRITING Syifa Khuriyatuz Zahro
English Review: Journal of English Education Vol 11 No 1 (2023)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v11i1.6886

Aiming at elucidating screencast use as alternative digital feedback in the academic writing class throughout blended learning, screencast was investigated in classroom action research with three cycles. The results discovered that screencast feedback was successfully implemented and evidenced to enhance students' writing skills. The success was proved by the higher number of students who passed the passing score as competent writers. Given screencast feedback, students found it was helpful, clear, and easy. Also, they felt an increased teacher-student interpersonal relation, improved teacher praise, and a conversation-like atmosphere during screencast feedback with an additional teacher’s visual presence. Several teachers’ reflections from each cycle were also discussed further. In short, screencast was implemented successfully in academic writing courses and was able to enhance students’ scientific article writing.

Between English and Mandarin: A Contrastive Study of Interrogative Sentences among Indonesian Textbooks Emy Damayanti; Syifa Khuriyatuz Zahro
Edulitics (Education, Literature, and Linguistics) Journal Vol 7 No 1 (2022): June, 2022
Publisher : Prodi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Islam Darul Ulum Lamongan*

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/edulitics.v7i1.3129

Indonesian students in senior high school in the language program found it difficult to make both English interrogative sentences and Mandarin interrogative sentences. To assist the English and Mandarin teachers in overcoming the problem, a contrastive study of both English and Mandarin interrogative sentences needs to be investigated. Hence, this article purposes to reveal the similarities and differences between English and Mandarin interrogative sentences found in Indonesian textbooks used by teachers. Qualitative descriptive research was used by describing both similarities and differences. The result generates several similarities and differences in interrogative sentences between English and Mandarin. Both languages are similar because they both have five kinds of interrogative sentences which have the same meaning and required similar answers. Among five types of interrogative sentences in English or Mandarin, some of them use several predicates and object simultaneously in one question. The use of the auxiliary verb in English and Mandarine's interrogative sentence is dissimilar. In English interrogative sentences, auxiliary verbs are used accord with the tenses used, while in Mandarin they are not. Besides, auxiliary verbs in English interrogative sentences must precede the subject, but in Mandarin, they are at the end of the sentence.

Analysis of Gender Representation in "My Next Words": Unpacking First Grade Elementary School Students' Book Vionisa, Evatul; Zahro, Syifa Khuriyatuz
INTERACTION: Jurnal Pendidikan Bahasa Vol 11 No 1 (2024): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Universitas Pendidikan Muhammadiyah (UNIMUDA) Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/jurnalpendidikanbahasa.v11i1.5774

This study addresses the pervasive issue of gender representation in educational materials, focusing on the elementary school context. The research problem centers on assessing how gender is portrayed in the textbook titled "My Next Words for Elementary School," designed for 1st-grade students. The purpose of the research is to provide a comprehensive analysis of the textbook's content, examining categories such as omission, firstness, occupational visibility, nouns, masculine generic construction, and adjectives, within the framework proposed by Porreca (1984). The methodology employed is a content analysis with a descriptive qualitative design. The study meticulously examines the 13 chapters of the textbook, analyzing both textual and illustrative elements. The findings reveal a balanced gender representation in text and illustrations, fostering an inclusive learning environment. The arrangement of sentences demonstrates an equitable introduction of male and female characters, promoting a sense of equality. The textbook breaks away from traditional gender norms by incorporating diverse occupational roles, ensuring both male and female characters engage in various professions. Nouns related to gender are thoughtfully selected to avoid reinforcing stereotypes, and masculine generic construction is balanced. Adjectives are distributed fairly between male and female characters. In the findings, the study emphasizes the contribution of the analyzed textbook in promoting gender inclusivity and avoiding stereotypes in elementary education. This research has implications for curriculum development and instructional material design, advocating for more inclusive and gender-sensitive educational resources in elementary schools.

Digitalisasi Pemberian Feedback pada Karya Tulis Siswa melalui Video Screencast sebagai Upaya Meningkatkan Keterampilan Menulis Bahasa Inggris Santung, Ericha Estefania; Zahro, Syifa Khuriyatuz
WAHANA PEDAGOGIKA: Jurnal Ilmiah Pendidikan dan Pembelajaran Vol 5 No 02 (2023): WAHANA PEDAGOGIKA: Jurnal Ilmiah Pendidikan dan Pembelajaran
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Unisda Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/wp.v5i02.5866

Salah satu kesulitan pengajaran menulis bahasa Inggris yang dialami oleh guru adalah pemberian feedback yang tepat sehingga siswa beranggapan bahwa mereka kurang dapat memahami feedback yang diberikan oleh guru. Penelitian ini bertujuan untuk mendeskripsikan implementasi video Screencast dalam pemberian feedback dalam upaya memberikan feedback digital yang lebih detail agar siswa memahami apa yang harus direvisi sehingga meningkatkan kualitas karya tulis siswa. Penelitian ini adalah penelitian tindakan kelas (PTK) yang melibatkan 30 siswa kelas X Desain Komunikasi Visual (DKV) SMK Wachid Hasjim Maduran dengan tiga siklus. Siklus pertama adalah pemberian feedback menggunakan fitur komentar di Microsoft Word, siklus kedua menggunakan video screencast tangkapan layar komentar tulis ditambah dengan komentar lisan berupa audio, sedangkan siklus ketiga menambah visual guru dalam pemberian feedback video sreencast. Hasil dari penelitian menunjukkan bahwa sebanyak 63% siswa merasakan feedback video Screencast memberikan dampak positif terhadap pembelajaran menulis berdasarkan keterbantuan, kejelasan, dan kemudahannya setelah mereka menonton video feedback dalam merevisi.

Between English and Mandarin: A Contrastive Study of Interrogative Sentences among Indonesian Textbooks Damayanti, Emy; Zahro, Syifa Khuriyatuz
Edulitics (Education, Literature, and Linguistics) Journal Vol 7 No 1 (2022): June, 2022
Publisher : Prodi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Islam Darul Ulum Lamongan*

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/edulitics.v7i1.3129

Indonesian students in senior high school in the language program found it difficult to make both English interrogative sentences and Mandarin interrogative sentences. To assist the English and Mandarin teachers in overcoming the problem, a contrastive study of both English and Mandarin interrogative sentences needs to be investigated. Hence, this article purposes to reveal the similarities and differences between English and Mandarin interrogative sentences found in Indonesian textbooks used by teachers. Qualitative descriptive research was used by describing both similarities and differences. The result generates several similarities and differences in interrogative sentences between English and Mandarin. Both languages are similar because they both have five kinds of interrogative sentences which have the same meaning and required similar answers. Among five types of interrogative sentences in English or Mandarin, some of them use several predicates and object simultaneously in one question. The use of the auxiliary verb in English and Mandarine's interrogative sentence is dissimilar. In English interrogative sentences, auxiliary verbs are used accord with the tenses used, while in Mandarin they are not. Besides, auxiliary verbs in English interrogative sentences must precede the subject, but in Mandarin, they are at the end of the sentence.

PROBLEMS IN USING GOOGLE CLASSROOM FACED BY EIGHT-GRADE STUDENTS OF MTS RAUDLATUL MUTA’ALLIMIN TEGALREJO Muawanah, Imroatul; Irmayani, Irmayani; Zahro, Syifa' Khuriyatuz
MEDIA DIDAKTIKA Vol 10 No 1 (2024): Mei 2024
Publisher : Program Pascasarjana Universitas Islam Darul `Ulum Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/didaktika.v10i1.6662

The era of the industrial revolution 5.0 increasingly developing technology, the learning process is directed to make good use of technology. so schools use online learning alternatives with various applications for students. one of them is using google classroom. This study discusses the student problems in using google classroom faced by eight-grade students of MTS Raudlatul Muta’allimin. This study aimed to describe the problems in using google classroom and to explain the strategies that face the problems of using google classroom. The participant of the research was VIII-A at MTS Raudlatul Muta’llimin. The research is descriptive qualitative and the research data were collected by two instrument research namely, questionnaire and interview. The finding of the study is there are several problems faced by students. The problem is divided into 2 factors, internal factors, and external factors. The problem in internal factors is during learning using google classroom, students are happy without being interested and motivated by learning google classroom and the student’s problem is difficulty on understand the material. The strategies of the problems in using google classroom delivered by the principial, the teachers and the students.

Exploring Students' Perceptions of 'Speakia' App for Speaking Lessons Irmayani, Irmayani; Rahmawati, Annis; Zahro, Syifa Khuriyatuz
Edulitics (Education, Literature, and Linguistics) Journal Vol 9 No 2 (2024): December, 2024
Publisher : Prodi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Islam Darul Ulum Lamongan*

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/edulitics.v9i2.8213

This study aims to explore students’ perceptions of "Speakia" as a medium for enhancing English speaking skills. A descriptive qualitative research design was employed to analyze the responses collected through a structured questionnaire combined with qualitative interviews and a literature review from related studies. The instrument comprised 15 questions using a 5-point Likert Scale, accompanied by an open-ended section for additional comments. The questions addressed students’ positive impressions of Speakia, specific benefits, levels of motivation and comfort, encountered difficulties, and suggestions for improvement. A purposive sampling technique was utilized to thoughtfully select participants who could provide valuable insights related to the research objectives. The study involved 29 participants (13 males and 16 females) from an Islamic primary school in Lamongan, Indonesia. Findings indicated that the majority of students responded positively to the use of Speakia, reporting increased confidence and comfort in speaking English. However, less than 10% of the participants experienced difficulties, particularly in comprehending the audio pronunciations provided by Speakia, largely due to unfamiliarity with native speaker accents. The study concludes that the selection of appropriate learning media plays a critical role in enhancing the quality of language learning, influencing student engagement, and ultimately, the effectiveness of instructional delivery. Speakia is positively received as an online learning medium, demonstrating its efficacy in fostering both student engagement and proficiency in English language acquisition. The findings offer valuable data-driven insights for educators, policymakers, and developers, enabling them to refine or expand the use of such technological tools

Exploring Students' Perceptions of 'Speakia' App for Speaking Lessons Irmayani, Irmayani; Rahmawati, Annis; Zahro, Syifa Khuriyatuz
Edulitics (Education, Literature, and Linguistics) Journal Vol 9 No 2 (2024): December, 2024
Publisher : Prodi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Islam Darul Ulum Lamongan*

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/edulitics.v9i2.8213

This study aims to explore students’ perceptions of "Speakia" as a medium for enhancing English speaking skills. A descriptive qualitative research design was employed to analyze the responses collected through a structured questionnaire combined with qualitative interviews and a literature review from related studies. The instrument comprised 15 questions using a 5-point Likert Scale, accompanied by an open-ended section for additional comments. The questions addressed students’ positive impressions of Speakia, specific benefits, levels of motivation and comfort, encountered difficulties, and suggestions for improvement. A purposive sampling technique was utilized to thoughtfully select participants who could provide valuable insights related to the research objectives. The study involved 29 participants (13 males and 16 females) from an Islamic primary school in Lamongan, Indonesia. Findings indicated that the majority of students responded positively to the use of Speakia, reporting increased confidence and comfort in speaking English. However, less than 10% of the participants experienced difficulties, particularly in comprehending the audio pronunciations provided by Speakia, largely due to unfamiliarity with native speaker accents. The study concludes that the selection of appropriate learning media plays a critical role in enhancing the quality of language learning, influencing student engagement, and ultimately, the effectiveness of instructional delivery. Speakia is positively received as an online learning medium, demonstrating its efficacy in fostering both student engagement and proficiency in English language acquisition. The findings offer valuable data-driven insights for educators, policymakers, and developers, enabling them to refine or expand the use of such technological tools

Assessing the Alignment of "English for Change" Textbook within the Merdeka Curriculum Framework Ameliana, Ameliana; Zahro, Syifa' Khuriyatuz
Journal of Languages and Language Teaching Vol. 13 No. 4 (2025): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i4.15433

With the introduction of the Merdeka Curriculum in the Indonesian educational system, new instructional materials were developed to support its implementation, including textbooks designed to align with the Curriculum's emphasis on global standards such as the Common European Framework for Reference for Languages (CEFR). Merdeka Curriculum-based textbooks require systematic evaluation to determine their alignment with both the Merdeka curriculum goals and CEFR proficiency levels. While existing studies do not focus on skill-specific material alignment with CEFR in English textbooks, this study fills a key gap by analyzing to what extent “Bahasa Inggris: English for Change” aligns with Merdeka Curriculum and the CEFR framework. This research aims to investigate the skill-specific alignment of the “Bahasa Inggris: English for Change” textbook for grade XI with the Merdeka Curriculum within the CEFR B1 framework. Using a descriptive qualitative content analysis approach and the adapted Tanto rubric, the textbook was evaluated across four language skills: listening, speaking, reading, and writing. The results indicate a high level of alignment, with overall 80% of the materials strongly conforming to CEFR B1 descriptors, and 20% showing moderate alignment with particular skills, such as reading, listening, and speaking. These results demonstrated that most of the specific-skill material in the textbook highly aligns with CEFR B1. This offers valuable insight for curriculum developers, textbook authors, and teachers by highlighting the alignment of textbook materials with both CEFR B1 and Merdeka Curriculum standards.

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