Articles
<![CDATA[PENERAPAN SELF DIRECTED E-LEARNING PADA KETERAMPILAN MENYIMAK ]]>
<![CDATA[Vega, Nofvia De]]>;
<![CDATA[Arifin, Arifin]]>
<![CDATA[ Masyarakat Telematika Dan Informasi : Jurnal Penelitian Teknologi Informasi dan Komunikasi Vol 7, No 2 (2016): Masyarakat Telematika Dan Informasi : Jurnal Penelitian Teknologi Informasi dan ]]>
Publisher : <![CDATA[Kementerian Komunikasi dan Informatika R.I. ]]>
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<![CDATA[Self directed e-learning yaitu e-learning yang dirancang untuk memungkinkan pemelajar belajar secara mandiri, dengan tujuan untuk menyampaikan pembelajaran bagi para pemelajar mandiri. Penelitian ini dilakukan pada penerapan menggunakan Self directed e-learning dan tatap muka langsung didalam kelas, penelitian ini juga dilakukan selama satu semester pada 67 mahasiswa dengan menggunakan topik yang sama namun dengan metode pembelajaran yang berbeda. Penelitian ini melakukan hasil tanggapan mahasiswa terhadap kedua metode pembelajaran yang dilakukan. Hasil penelitian menunjukkan bahwa pembelajaran menggunakan Self directed e-learning dapat meningkatkan keterampilan menyimak mahasiswa. Tahapan dalam penerapan metode ini dimulai dari persiapan bahan pembelajaran serta akun proses pembelajaran, pada tahap proses belajar, mahasiswa dapat melakukan pembelajaran mandiri dimanapun dan kapanpun serta langsung medapatkan hasil belajar yang telah dilakukan, dan evaluasi sebagai tahap monitoring dari instruktur kepada pembelajar sebagai tindak lanjut dari kegiatan pembelajaran yang dilakukan.]]>
<![CDATA[TEAMS GAMES TOURNAMENT (TGT) DENGAN PERMAINAN ULAR TANGGA UNTUK MENINGKATKAN PRESTASI BAHASA INGGRIS SISWA DALAM PENERAPAN KURIKULUM 2013 ]]>
<![CDATA[Vega, Nofvia De]]>;
<![CDATA[Arifin, Arifin]]>;
<![CDATA[Anggriani, Dwi]]>
<![CDATA[ Edukasia : Jurnal Pendidikan Vol 5, No 2 (2018) ]]>
Publisher : <![CDATA[Edukasia : Jurnal Pendidikan ]]>
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DOI: 10.35334/edu.v5i2.1006
<![CDATA[Penelitian ini bertujuan untuk meningkatkan hasil belajar siswa dengan menerapkan model TGT dan permainan ular tangga. Penelitian ini terdiri dari 2 siklus, siklus I dengan pembelajaran model TGT dan siklus II pembelajaran TGT dengan permainan Ular Tangga. Alat pengumpulan data adalah observasi, tes, dan catatan lapangan. Teknik data diolah dengan deskriptif kuantitatif. Hasil penelitian menunjukkan bahwa (1) rencana pelaksanaan pembelajaran bahasa Inggris menggunaan model TGT dan permainan Ular Tangga, (2) terdapat peningkatan hasil belajar sebesar 31.25%, dan (3) terjadi peningkatan pelaksanaan pembelajaran dari 77.5 % menjadi 85%. Dari hasil tersebut, dapat disimpulkan bahwa penerapan TGT dan dan permainan ular tangga dapat meningkatkan hasil belaajr siswa pada mata pelajaran bahasa Inggris.]]>
<![CDATA[THE IMPLEMENTATION OF INTERACTIVE LEARNING MEDIA USING MACROMEDIA FLASH FOR PRIMARY EDUCATION IN TARAKAN ]]>
<![CDATA[Vega, Nofvia De]]>;
<![CDATA[Rafiqa, Syarifa]]>
<![CDATA[ Borneo Journal of English Language Education Vol 1, No 1 (2019): Borneo Journal of English Language Education ]]>
Publisher : <![CDATA[Borneo Journal of English Language Education ]]>
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DOI: 10.35334/bonjour election.v1i1.823
<![CDATA[The objectives of this research are to describe the implementation of interactive learning media using macromedia flash and to describe the teachers? and students? responds of this interactive learning media using macromedia flash for primary education in Tarakan. The instrument of this research was the researcher herself. The approach used in this study is essentially qualitative with complementary quantitative data. The qualitative research used to see the procedure of the real fact implementing of interactive learning media using macromedia flash for primary education in Tarakan. The supportive quantitative analysis was employ to measure the highest score of teachers? and students? responses in the questionnaire. The data were analyzed by using non-parametric statistics. Meanwhile, qualitative analysis is used to describe the data in words or in making interpretations on the findings based on interview by the teacher and classroom observation checklist. The result showed that media was appropriate to make students? interest in learning English, the media and topics were also related to syllabus such as numbers, alphabet, colors, things, and parts of body. Based on teachers? responses of questionnaire, there are 5 (100%) teachers respectively confirmed option A that they assumed that media is very important and can help them in teaching and learning process especially in English subject. Meanwhile, based on students? responses of questionnaire showed that the highest percentage was 21 (72,44%) students respectively confirmed option A that media can be helped in understanding English language.]]>
<![CDATA[MENINGKATKAN SKOR TOEFL LISTENING MAHASISWA MELALUI GROUP INVESTIGATION BAGI MAHASISWA SEMESTER EMPAT JURUSAN PENDIDIKAN BAHASA INGGRIS UNIVERSITAS BORNEO TARAKAN ]]>
<![CDATA[Vega, Nofvia De]]>
<![CDATA[ Jurnal Borneo Humaniora Vol 1, No 2 (2018) ]]>
Publisher : <![CDATA[LPPM Universitas Borneo Tarakan ]]>
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DOI: 10.35334/borneo_humaniora.v1i2.868
<![CDATA[Penelitian ini bertujuan untuk meningkatkan skor TOEFL pada bagian Listening melalui Group Investigation bagi mahasiswa jurusan Pendidikan Bahasa Inggris Universitas Borneo Tarakan. Subyek pada penelitian ini adalah mahasiswa semester empat (IV). Untuk mengetahui perbedaan hasil pretest dan posttest sebelum diberi perlakuan, data dianalisis menggunakan desain pre-experiment one group pretest-posttest. Dari hasil penelitian ini disimpulkan bahwa pengajaran TOEFL Listening Test menggunakan model pembelajaran Group Investigation memberikan hasil yang baik dengan meningkatnya nilai TOEFL pada pretest sebesar 37,68 dan posttest sebesar 45,16. Berdasarkan uji hipotesis menunjukkan adanya peningkatan yang signifikan 0,000 lebih kecil dari taraf signifikansi 0,05 (0,000 < 0,05).]]>
<![CDATA[TEAMS GAMES TOURNAMENT (TGT) DENGAN PERMAINAN ULAR TANGGA UNTUK MENINGKATKAN PRESTASI BAHASA INGGRIS SISWA DALAM PENERAPAN KURIKULUM 2013 ]]>
<![CDATA[Nofvia De Vega]]>;
<![CDATA[Arifin Arifin]]>;
<![CDATA[Dwi Anggriani]]>
<![CDATA[ Edukasia : Jurnal Pendidikan Vol 5, No 2 (2018) ]]>
Publisher : <![CDATA[Edukasia : Jurnal Pendidikan ]]>
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DOI: 10.35334/edu.v5i2.1006
<![CDATA[Penelitian ini bertujuan untuk meningkatkan hasil belajar siswa dengan menerapkan model TGT dan permainan ular tangga. Penelitian ini terdiri dari 2 siklus, siklus I dengan pembelajaran model TGT dan siklus II pembelajaran TGT dengan permainan Ular Tangga. Alat pengumpulan data adalah observasi, tes, dan catatan lapangan. Teknik data diolah dengan deskriptif kuantitatif. Hasil penelitian menunjukkan bahwa (1) rencana pelaksanaan pembelajaran bahasa Inggris menggunaan model TGT dan permainan Ular Tangga, (2) terdapat peningkatan hasil belajar sebesar 31.25%, dan (3) terjadi peningkatan pelaksanaan pembelajaran dari 77.5 % menjadi 85%. Dari hasil tersebut, dapat disimpulkan bahwa penerapan TGT dan dan permainan ular tangga dapat meningkatkan hasil belaajr siswa pada mata pelajaran bahasa Inggris.]]>
<![CDATA[THE IMPLEMENTATION OF INTERACTIVE LEARNING MEDIA USING MACROMEDIA FLASH FOR PRIMARY EDUCATION IN TARAKAN ]]>
<![CDATA[Nofvia De Vega]]>;
<![CDATA[Syarifa Rafiqa]]>
<![CDATA[ Borneo Journal of English Language Education Vol 1, No 1 (2019): Borneo Journal of English Language Education ]]>
Publisher : <![CDATA[Universitas Borneo Tarakan ]]>
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DOI: 10.35334/bonjour election.v1i1.823
<![CDATA[The objectives of this research are to describe the implementation of interactive learning media using macromedia flash and to describe the teachers’ and students’ responds of this interactive learning media using macromedia flash for primary education in Tarakan. The instrument of this research was the researcher herself. The approach used in this study is essentially qualitative with complementary quantitative data. The qualitative research used to see the procedure of the real fact implementing of interactive learning media using macromedia flash for primary education in Tarakan. The supportive quantitative analysis was employ to measure the highest score of teachers’ and students’ responses in the questionnaire. The data were analyzed by using non-parametric statistics. Meanwhile, qualitative analysis is used to describe the data in words or in making interpretations on the findings based on interview by the teacher and classroom observation checklist. The result showed that media was appropriate to make students’ interest in learning English, the media and topics were also related to syllabus such as numbers, alphabet, colors, things, and parts of body. Based on teachers’ responses of questionnaire, there are 5 (100%) teachers respectively confirmed option A that they assumed that media is very important and can help them in teaching and learning process especially in English subject. Meanwhile, based on students’ responses of questionnaire showed that the highest percentage was 21 (72,44%) students respectively confirmed option A that media can be helped in understanding English language.]]>
<![CDATA[EXPLORING EFL STUDENTS’ PERCEPTION ON CLOUDX ONLINE LEARNING MEDIA OF ELEVENTH GRADE AT SMK NEGERI 1 TANJUNG SELOR ]]>
<![CDATA[Nurul Idayanti]]>;
<![CDATA[Nofvia De Vega]]>;
<![CDATA[Pangkuh Ajisoko]]>
<![CDATA[ Borneo Journal of English Language Education Vol 3, No 1 (2021): August ]]>
Publisher : <![CDATA[Universitas Borneo Tarakan ]]>
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DOI: 10.35334/bjele.v3i1.2360
<![CDATA[This study aims to describe the perception of EFL students towards the onlinelearning media CloudX class XI at SMK Negeri 1 Tanjung Selor. This study uses aquantitative descriptive approach. Samples were taken as many as 70 respondentsfrom class XI SMK Negeri 1 Tanjung Selor. Data collection techniques are usingquestionnaires and interview guidelines. The results of the questionnaire wereanalyzed using descriptive statistical analysis and interview results as supportinginformation. The results of this study indicate that EFL students provide perceptionsof CloudX online learning media from the positive and negative sides. On thepositive side, students are helped to take distance learning at home through virtualmeetings using the CloudX application. In addition, there are several features suchas audio, video, chat rooms, and share screens to support students and teachers indiscussing and communicating in the online learning process. Therefore, studentscan easily understand the learning topic because the teacher can share and explainthe material at the same time. Furthermore, the CloudX app also provides a positiveexperience with students. For example, students can know how to use technology (egCloudX). However, EFL students also gave negative perceptions of online learningthrough CloudX. Based on the results of the study, sometimes online learningthrough CloudX is not effective because there are several obstacles such as studentsnot having a good internet connection and not all students having adequate facilities(such as smartphones or laptops) as supporting devices to attend virtual meetingsthrough CloudX. On the other hand, most students prefer to share and discuss ideaswith peers and colleagues, responding to online discussions in traditional face-tofaceclassesasinnormalsituationsbeforedistanceeducationwasimplemented.]]>
<![CDATA[Self-Esteem and Self-Efficacy of Students' Attending Online Courses Through MBKM Program ]]>
<![CDATA[Sahril Nur]]>;
<![CDATA[Nofvia De Vega]]>;
<![CDATA[Anugrah Puspita Ayu Muhammad]]>
<![CDATA[ Journal of Educational Science and Technology (EST) Volume 8 Number 1 April 2022 ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/est.v8i1.30922
<![CDATA[This study aims to analyze the students’ self-esteem and self-efficacy attending online courses of an MBKM exchange program. It was organized by three participating universities using SPADA DIKTI. Quantitatively, the study employed an online questionnaire to collect the data from 80 participating students (N=80). The statistical analysis, which included multiple regression analysis, was performed using SPSS 26. The findings indicate that the variables self-esteem and self-efficacy have a significant and beneficial effect on students enrolled in concurrent online courses. Statistically, the study used an F test and a T-test to identify the considerable impact of the measured variables. The results show that both variables have a substantial and beneficial impact on students enrolled in concurrent online courses. The students’ self-esteem excels academically, primarily through the online teaching and learning system. Meanwhile, the students with mastery experience subcomponents accepted new challenges and succeeded in doing them. Based on hypothesis testing, there is a significant effect between self-esteem and self-efficacy on students who attended online courses, which amounted to 48.9%. Yet, self-esteem and self-efficacy regression coefficients also positively affect online lectures.]]>
<![CDATA[PENINGKATAN KOMPETENSI GURU DALAM MENGGUNAKAN PLATFORM PEMBELAJARAN DIGITAL MELALUI PELATIHAN ONLINE TEKNOLOGI PENDIDIKAN ]]>
<![CDATA[Woro Kusmaryani]]>;
<![CDATA[Nofvia De Vega]]>;
<![CDATA[Fitriawati Fitriawati]]>;
<![CDATA[Romlah Ulfaika]]>
<![CDATA[ JURNAL PENGABDIAN KEPADA MASYARAKAT Vol 28, No 1 (2022): JANUARI-MARET ]]>
Publisher : <![CDATA[Universitas Negeri Medan ]]>
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DOI: 10.24114/jpkm.v28i1.26589
<![CDATA[Pembelajaran secara daring dianggap menjadi solusi kegiatan belajar mengajar tetap jalan di tengah pandemi corona. Meski telah disepakati, cara ini menuai kontroversi. Kesiapan guru dituntut untuk dapat mengajar dengan kemampuan dalam menggunakan teknologi pembelajaran yang efektif dan efisien, sementara fakta di lapangan masih banyak guru-guru yang belum mahir dalam menggunakan teknologi pembelajaran, terutama guru-guru yang ada di kabupaten- kabupaten provinsi Kalimantan Utara. Program Kemitraan bagi Masyarakat (PKM) yang akan dilaksanan adalah dalam bentuk memberikan pelatihan online yang difokuskan untuk memperkenalkan Teknologi Pembelajaran yang dapat digunakan oleh guru-guru Sekolah Menengah Atas (SMA) sederajat di Kabupaten Bulungan, Kabupaten Malinau, Kabupaten Nunukan, dan Kabupaten Tana Tidung. Pelatihan online ini diharapkan dapat membantu guru-guru dalam hal mendesain pembelajaran E-learning, menggunakan Websites dan Mobile Aplikasi yang menunjang dalam penyampaian materi ajar, membantu siswa menjadi siswa yang independen dengan kemampuan eksplorasi mandiri, menggunakan aplikasi yang sesuai untuk mengevaluasi hasil belajar siswa dalam bentuk penugasan, kuis, dan ujian online.]]>
<![CDATA[The ongoing convergence of blended learning classroom in new normal: Teachers’ and students’ perspectives in higher education ]]>
<![CDATA[Ramli Ramli]]>;
<![CDATA[Farid Helmi Setyawan]]>;
<![CDATA[Ridwan Ridwan]]>;
<![CDATA[Nofvia De Vega]]>;
<![CDATA[Romlah Ulfaika]]>
<![CDATA[ EduLite: Journal of English Education, Literature and Culture Vol 7, No 1 (2022): February 2022 ]]>
Publisher : <![CDATA[Universitas Islam Sultan Agung ]]>
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DOI: 10.30659/e.7.1.1-15
<![CDATA[Since Covid-19 was declared a pandemic, educational technology has become trended by playing E-learning. Teachers and students are forced to transform from traditional classes into E-classrooms. However, full e-learning did not give students a massive impact yet, and lately, they have become less motivated since it provided no real communication (Mese & Sevilen 2021). Integrating face-to-face learning (direct interaction) and technology-based learning (digital communication) becomes promising (Garrison &Vaughan, 2008; Rianto, 2020). This study explored the perspectives of 3 pre-service teachers and 27 students towards the blended learning (BL) practices in the EFL context. The setting was the English education department, Universitas Borneo Tarakan. The data were collected using online interviews to gain in-depth information. The findings uncovered that the teachers and students gave positive perspectives to apply this model to the new normal. In addition, BL could reshape the teachers' roles by applying multiple technology use in the teaching and learning process. BL was also able to broaden students' learning experience and provide them with a technology-based world. This study highlighted some implications, including the need for pre-service teachers' professional development that ultimately will help teachers assist students in succeeding in blended learning.]]>
