Article Per Year (5 Year)
p-Index From 2020 - 2025
1.745
P-Index
This Author published in this journals
All Journal International Journal of Education English Review: Journal of English Education Journal on English as a Foreign Language (JEFL) UICELL Conference Proceeding Globish: An English-Indonesian Journal for English, Education, and Culture Journal of English Education Studies CCIT (Creative Communication and Innovative Technology) Journal SENSITEK PROJECT (Professional Journal of English Education) SALEE: Study of Applied Linguistics and English Education Jurnal Pengabdian kepada Masyarakat Universal Raharja Community (URNITY Journal)
Suharti, Dwi Sloria
Universitas Muhammadiyah Tangerang
Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Physics Public Health Social Sciences Other

Published : 16 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 16 Documents
Search

 1   2 
Prewriting Activities in Teaching EFL Writing Dwi Sloria Suharti; Nurbaiti Eka Permanasari; Ihsana El Khuluqo
UICELL No 2 (2018): UICELL Conference Proceedings 2018
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (821.334 KB)

Abstract

In this paper, the researchers would like to propose a teaching EFL writing course: News Story, which the researchers have used in an EFL classroom context. This effort is different from others in some occasions. Firstly, in the stages of developing ideas of a news story: a biography news, the researchers encourage students to seek for related information for their composition through pre writing activities such as, the activity of research that is by interviewing: preparing some questions and asking those questions to the (intended person) source. Secondly, at the phase of drafting, the researchers ask students to work cooperatively, to construct the main ideas and supporting ideas this activity ends with the results which are sentences then paragraphs. Furthermore, before the researchers provide a writing task: writing a biography news, students are given transitional words to make their composition coherently. Lastly, they upload their composition in their blog. In short, in the proposed teaching EFL writing: a biography news story, by interviewing, students can understand how to organize the writing material according to the necessities of the writing task; writing biography News. To sum up, prewriting activities; through interviewing can assist EFL students to generate the ideas which can inspire and aid them realize both what they want to write and how to write it on their writing task: A Biography News.
PERAN BLOG DALAM MEMOTIVASI SISWA UNTUK MENINGKATKAN KEMAMPUAN MENULIS BAHASA INGGRIS Syaadiah Arifin; Hamzah Puadi Ilyas; Dwi Sloria Suharti
J-ABDI: Jurnal Pengabdian kepada Masyarakat Vol. 1 No. 8: Januari 2022
Publisher : Bajang Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53625/jabdi.v1i8.968

Abstract

Pada saat ini teknologi meningkat dengan pesat dalam bidang pendidikan. Pengintegrasian teknologi dalam pengajaran dan pembelajaran tidak dapat dihindari lagi. Begitu juga pengajaran dan pembelajaran bahasa Inggris sangat diuntungkan dengan integrasi teknologi ini. Pada saat banyak media yang tersedia untuk digunakan belajar bahasa Inggris seperti: Podcast, Youtube, Instagram, dan blog. Blog sendiri merupakan media yang baik dalam meningkatkan kemampuan berbahasa Inggris siswa dalam skil menulis. Tujuan mengadakan Pengmas ini adalah untuk mengeksplorasi penggunaan blog dalam memotivasi siswa untuk meningkatkan kemampuan menulis bahasa Inggris. Pengmas berlangsung di salahsatu SMA Muhammadiyah yang berlokasi di Jakarta. Peserta yang terlibat ada tiga-puluh siswa kelas XI dan seorang guru. Instrument berupa bahan pengajaran berbentuk ppt, latihan grammar, interview, dan observasi. Pelatihan berlangsung selama tujuh jam selama dua hari. Media lain yang digunakan adalah Whatsapp untuk berdiskusi dan menerangkan tata bahasadan juga tanya jawab mengenai tenses. Hasil yang diperoleh dapat terlihat siswa mulai tertarik menulis paragraph sederhana dan berhati hati dalam menggunakan tata bahasa yang benar. Berdasarkan hasil wawancara siswa merasa lebih nyaman menulis di blog karena waktu yang fleksibel sehingga mereka dapat menulis dengan santai dan dapat bertanya kepada teman, melihat kamus atau melihat catatan ketika mendapat kesulitan
Portraying EFL teacher's questioning strategies and practices: the case of a vocational school in Indonesia Nurti Rahayu; Dwi Sloria Suharti
Journal on English as a Foreign Language Vol 13, No 2 (2023): Issued in September 2023
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v13i2.6280

Abstract

Although many studies have explored teacher questioning strategies (TQS) in EFL classrooms, only some studies have been conducted in EFL online classes in a vocational high school context. This study aims to shed the EFL online classroom practices regarding using first language and teacher's questioning strategy. To this end, a qualitative case study was conducted at one public vocational school in Karawang, West Java, Indonesia. Data were collected through Zoom recordings for four sessions and classroom observation. Additionally, follow-up interviews were conducted after the classes. The data were analysed with thematic analysis. The findings revealed bilingual classrooms with teachers adopting the first language to build rapport, ice-breaking, and grammar explanation. The teachers also adopted various TQS: rephrasing, repetition, simplification, and decomposition. The findings confirm the roles of teachers' questioning strategies to improve students' engagement. This engagement contributes to students' understanding, resulting in enhanced learning effectiveness. Therefore, teachers need to strengthen their awareness of their questioning abilities to optimise the teaching and learning experience in the classroom.
SOSIALISASI TEKNOLOGI AUGMENTED REALITY DALAM MENINGKATKAN HASIL BELAJAR SISWA PADA LINGKUP PENGAJARAN YANG TERINTEGRASI Diah Aryani; Dwi Sloria Suharti; Noviandi Noviandi; Hani Dewi Ariessanti
Universal Raharja Community (URNITY Journal) Vol 4 No 1 (2024): URNITY (Universal Raharja Community)
Publisher : UNIVERSITAS RAHARJA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33050/urnity.v4i1.3047

Abstract

Because of its emphasis on superimposing virtual information on top of real environments, augmented reality (AR) technology in education has emerged as a cutting-edge and promising field in both research and practice. This sets learning in a different context from traditional learning and opens up a whole new creative realm for learning.. The gap between teaching methods and the technological environment is increasing as a result of students' disinterest and low motivation when using traditional teaching approaches as well as teachers' reluctance to implement learning with technology. The lack of knowledge and ability of teachers at SDN Larangan 5, Tangerang City in the use and use of integrated technology in classroom teaching is still limited, especially for Augmented Reality (AR) technology, so boredom and lack of variety in the disclosure of their teaching materials often occur, which has an impact on learning outcomes. which is not optimal. This community service activity aims to achieve knowledge transfer by socializing learning content by utilizing Augmented Reality (AR) technology using a smartphone or tablet which will later be used to see and observe objects from the markers that have been provided. This activity uses the Community-Based Participatory Action Research (CBPAR) method with three core stages of the CBPAR action cycle, namely: planning, implementation and evaluation. And the results of the analysis of this activity state that there has been an increase in knowledge and interest regarding the use of technology, especially Augmented Reality (AR) technology which is included in learning activities with analysis results of 50%. Keywords: Augmented Reality, Community Based Participatory Action Research (CBPAR), learning content
Critical Perspectives on Global Englishes in Asia: Language Policy, Curriculum, Pedagogy and Assessment: edited By Fan Fang, Handoyo Puji Widodo, Multilingual Matters, 2019, 224 pp., ISBN 978-1-788-92409-2 Yanda, Fikri; Suharti, Dwi Sloria
SALEE: Study of Applied Linguistics and English Education Vol. 4 No. 1 (2023)
Publisher : STAIN Sultan Abdurrahman Kepulauan Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35961/salee.v4i1.631

Abstract

A NEEDS ANALYSIS OF TECHNOLOGY-INTEGRATED BASIC ENGLISH GRAMMAR COURSE IN THE INDONESIAN CONTEXT Suharti, Dwi Sloria; Musthafa, Bachrudin; Yusuf, Fazri Nur
International Journal of Education Vol 15, No 1 (2022): February 2022
Publisher : Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v15i1.50391

Abstract

Needs analysis is essential for developing a curriculum and teaching materials. Integration of technology in courses provides a supportive environment for learners across a wide range of courses. However, the needs analysis on the technology-integrated Basic English Grammar course learning is insufficient. This report aims to determine students' needs for studying Basic English Grammar courses through technology integration. For this purpose, the researchers used a descriptive qualitative design by distributing questionnaires. Twenty-four students completed the questionnaire, and the researchers recruited several students for interviews. The results of this study reveal students' expectations for technology-integrated assignments, such as submitting writing caption chores to Instagram, with a 48 per cent success rate. The technology-integrated Basic English Grammar course learning presences depict the most commonly used technologies such as YouTube, Instagram, the Quiz app, Google Classroom, Webbing, and e-Books. The researchers identified the lack of internet connection and an overabundance of information that perplexes students—this suggests the necessity to provide training to cope with the technological challenges of learning Basic English Grammar. The study proposes a teaching-learning situation in the Basic English Grammar course with technology integration as learning activities materials in the syllabus so that the teachers as the curriculum makers can develop the curriculum according to the needs of students. This report highlights that lecturers and universities perform periodic assessments of their students' needs as a basis for developing a curriculum with these reflective needs. In addition, the pedagogical implications for technology-integrated tools in the Basic English Grammar course are discussed.
Co-Authors Adela, Cahya Arjulayana Arjulayana Ary Budi Warsito Ary Budi Warsito Bachrudin Musthafa Diah Aryani Eka Ugi Sutikno Eka Ugi Sutikno Emi Taufanawati Fazri Nur Yusuf Fikriasih Wigati Hamzah Puadi Ilyas Hani Dewi Aries Santi Hani Dewi Ariessanti Hanim, Imtihan - Ignatius Joko Dewanto Ihsana El Khuluqo Mayra Armiantyara Noviandi Noviandi Nurbaiti Eka Permanasari Nurti Rahayu Nurti Rahayu Permanasari, Nurbaiti Eka Rumawan, Maya Tri Safitri, Alvio Arisia Suhendar, Asep Syaadiah Arifin Yanda, Fikri