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All Journal Lingua Cultura English Review: Journal of English Education Language Literacy: Journal of Linguistics, Literature, and Language Teaching Edulitics (Education, Literature, and Linguistics) Journal Social, Humanities, and Educational Studies (SHEs): Conference Series INTERACTION: Jurnal Pendidikan Bahasa IJECA (International Journal of Education and Curriculum Application) REKA ELKOMIKA: Jurnal Pengabdian kepada Masyarakat JOLLT Journal of Languages and Language Teaching Lingua Indonesian Journal of English Teaching Media Didaktika Wahana Pedagogika: Jurnal Ilmiah Pendidikan dan Pembelajaran EDUCATIONAL: Jurnal Inovasi Pendidikan dan Pengajaran
Syifa Khuriyatuz Zahro
Universitas Islam Darul 'Ulum Lamongan
Arts Humanities Computer Science & IT Control & Systems Engineering Education Electrical & Electronics Engineering Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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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

Abstract

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

Abstract

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.
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

Abstract

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.
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

Abstract

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.
The Development of Educational Youtube Videos-Based Instructional Material for Speaking for Beginner Course Zahro, Syifa' Khuriyatuz; Tasaufy, Farid Shiddiq
IJET (Indonesian Journal of English Teaching) Vol. 8 No. 2 (2019): December
Publisher : Department of English Language Education, UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/ijet2.2019.8.2.48-57

Abstract

An analysis of the students’ needs demonstrated that there is no primary instructional material of speaking for beginner utilized in the classroom. In addition, both lecturers and students preferred the utilization of an authentic audio-visual material like YouTube videos rather than a traditional material taken from textbook to accelerate their speaking proficiency. The current study sought to develop educational YouTube videos-based instructional material of speaking for beginner course through Borg & Gall model that cover three main stages out of ten stages; preliminary research, model development, and model validation. Fifty-nine students who attended speaking for beginner course of three universities in Lamongan; Darul Ulum Islamic University, Billfath University, and the Islamic University of Lamongan participated in the try-out stage. Three kinds of Instruments are questionnaire and interview guidance that were adapted from Djahida, while validation checklist was adopted from Beaudin and Balasubramanian, Shetty & Sathyanarayana. The instrucional material developed in this study is so-titled ‘Speaking for Beginner: A way to speak like natives’. The acceptability revealed in the students’ evaluation at the try-out demonstrates that, the material was generally good and acceptable for the students and the lecturers. Such results bring about the conclusion that ‘Speaking for Beginner: A way to speak like natives’ is suitable and applicable to the speaking for beginner classroom.
ENHANCING STUDENTS’ CONFIDENCE THROUGH ENGLISH SELF-INTRODUCTION AT SDN 2 SUKODADI Devi, Chintya; Zahro, Syifa Khuriyatuz; Irmayani, Irmayani
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 5 No. 3 (2025)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v5i3.6686

Abstract

This study aims to examine how English self-introduction activities can enhance speaking confidence among elementary students in an EFL context. Conducted at SDN 2 Sukodadi, the research involved 22 fifth-grade students through a qualitative descriptive design. Data collection was carried out using classroom observation, semi-structured interviews, and student reflection journals. The intervention consisted of structured English self-introduction tasks carried out over a period of four weeks. The findings showed significant improvements in students’ willingness to speak, reduced speaking anxiety, and increased self-perceived confidence. Many students who were previously hesitant became more active and voluntarily participated in speaking sessions. Reflection journals also revealed increased motivation and pride, with students expressing a greater sense of achievement. The results further indicate that repetitive, low-stakes speaking tasks using familiar content can create a safe emotional environment, enabling students to express themselves more freely. This study also demonstrates that practical and simple speaking exercises, when delivered consistently, can have a meaningful impact on students’ affective development and oral language performance. Overall, the research suggests that self-introduction activities are not only effective in improving students’ speaking skills but also accessible and adaptable for various educational contexts, especially in low-resource classrooms. Teachers are encouraged to adopt these activities as a core component of their speaking instruction. ABSTRAKPenelitian ini bertujuan untuk mengkaji bagaimana kegiatan perkenalan diri dalam bahasa Inggris dapat meningkatkan kepercayaan diri berbicara siswa sekolah dasar dalam konteks EFL. Penelitian dilaksanakan di SDN 2 Sukodadi dengan melibatkan 22 siswa kelas lima melalui pendekatan deskriptif kualitatif. Pengumpulan data dilakukan melalui observasi kelas, wawancara semi-terstruktur, dan jurnal refleksi siswa. Intervensi terdiri dari kegiatan perkenalan diri berbahasa Inggris yang terstruktur dan dilaksanakan selama empat minggu. Hasil penelitian menunjukkan adanya peningkatan yang signifikan dalam keberanian siswa untuk berbicara, penurunan kecemasan saat berbicara, serta peningkatan kepercayaan diri yang mereka rasakan. Banyak siswa yang sebelumnya pasif menjadi lebih aktif dan berani berpartisipasi secara sukarela. Jurnal refleksi siswa menunjukkan peningkatan motivasi dan rasa bangga, di mana siswa mengungkapkan pencapaian diri setelah berhasil berbicara dalam bahasa Inggris. Hasil ini menunjukkan bahwa tugas berbicara yang sederhana, berulang, dan menggunakan topik yang familiar mampu menciptakan lingkungan emosional yang aman bagi siswa untuk mengekspresikan diri. Penelitian ini juga menunjukkan bahwa latihan berbicara yang praktis dan konsisten dapat memberikan dampak nyata terhadap perkembangan afektif dan performa lisan siswa. Secara keseluruhan, kegiatan perkenalan diri dinilai efektif, mudah diterapkan, dan dapat disesuaikan dengan berbagai kondisi pembelajaran, terutama di sekolah yang memiliki keterbatasan sumber daya. Guru disarankan untuk mengadopsi kegiatan ini sebagai bagian inti dalam pembelajaran berbicara.
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

Abstract

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.
Pembelajaran Menulis Teks Berita Menggunakan Media Educaplay Amalia, Ghaitsa Shofa Putri; Ulfah, Anisa; Zahro, Syifa Khuriyatuz
Social, Humanities, and Educational Studies (SHES): Conference Series Vol 8, No 3 (2025): Social, Humanities, and Educational Studies (SHEs): Conference Series
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/shes.v8i3.107325

Abstract

Learning to write news texts is an important part of developing language skills for grade VII students. However, in practice, many students have difficulty in composing news texts in a coherent, factual, and correct manner. This study aims to describe the planning, implementation, and learning outcomes of writing news texts using Educaplay media, an interactive digital platform designed to increase student participation and interest in learning. This study uses a qualitative descriptive method with data collection techniques through observation, interviews, documentation, and analysis of students' written work. The teaching module is analyzed to determine the use of digital media in the learning process, while students' writing results are evaluated based on news text assessment guidelines that include structure, language, and clarity of information. The subjects in this study were 22 grade VII students of MTs Tanwiriyah Kalisari in the even semester of the 2024/2025 academic year. The results showed that the use of Educaplay media significantly increased students' enthusiasm, creativity, and ability to write news texts. The average student score reached 80, which is included in the very good category. In conclusion, Educaplay media is effective for use in learning to write news texts and is recommended as an interesting and relevant innovation in Indonesian language learning with current developments.Pembelajaran menulis teks berita merupakan bagian penting dalam pengembangan keterampilan berbahasa siswa kelas VII. Namun, dalam praktiknya, banyak siswa mengalami kesulitan dalam menyusun teks berita secara runtut, faktual, dan sesuai dengan struktur yang benar. Penelitian ini bertujuan untuk mendeskripsikan perencanaan, pelaksanaan, dan hasil pembelajaran menulis teks berita dengan menggunakan media Educaplay, sebuah platform digital interaktif yang dirancang untuk meningkatkan partisipasi dan minat belajar siswa. Penelitian ini menggunakan metode deskriptif kualitatif dengan teknik pengumpulan data melalui observasi, wawancara, dokumentasi, dan analisis hasil karya tulis siswa. Modul ajar dianalisis untuk mengetahui pemanfaatan media digital dalam proses pembelajaran, sedangkan hasil tulisan siswa dievaluasi berdasarkan pedoman penilaian teks berita yang mencakup struktur, kebahasaan, dan kejelasan informasi. Subjek dalam penelitian ini adalah 22 siswa kelas VII MTs Tanwiriyah Kalisari pada semester genap tahun ajaran 2024/2025. Hasil penelitian menunjukkan bahwa penggunaan media Educaplay secara signifikan meningkatkan antusiasme, kreativitas, dan kemampuan siswa dalam menulis teks berita. Rata-rata nilai siswa mencapai 80, yang tergolong dalam kategori sangat baik. Kesimpulannya, media Educaplay efektif digunakan dalam pembelajaran menulis teks berita dan direkomendasikan sebagai inovasi pembelajaran Bahasa Indonesia yang menarik dan relevan dengan perkembangan zaman.
Co-Authors Agung Novianto Amalia, Ghaitsa Shofa Putri Ameliana, Ameliana Anindya Pradipta Hutami Anisa Ulfah, Anisa Daniar - Sofeny, Daniar - Devi, Chintya Emy Damayanti Fariq Shiddiq Tasaufy Ilmiatul Khoiriyah Irmayani Irmayani Lailatul Fatmawati Muawanah, Imroatul Muhammad Hafidh Nashrullah Rahmawati, Annis Santung, Ericha Estefania Tasaufy, Farid Shiddiq Vionisa, Evatul