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Increasing the Students’ Writing Skill through Mind Mapping Technique Khoiriyah Khoiriyah
Nusantara of Research : Jurnal Hasil-hasil Penelitian Universitas Nusantara PGRI Kediri Vol 1 No 2 (2014)
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (104.087 KB)


This study is classroom action research implementing the use of mind mapping technique to improve the students’writing skill. The aim of this study is to identify whether mind mapping technique can improve students’ writing skill and describe the classroom situation when mind mapping is used in teaching and learning process of writing skill.The data were collected from 44 students of the first year students of English department at Nusantara PGRI Kediri University. The data compiled from the observation sheets on the lecturer’s and students’ performance done by the collaborator, field note made by the lecturer,questionnaire on the students and mainly the students’ achievement at the cycle test proved the mind mapping technique to be effective in improving the students’ writing skill. This study has been done into two cycles. The result of the study shows that the students’ mean score improved from the first cycle (70.95) to the second cycle (76.68). And out of 65.91% of the subjects got the target scores 75 in cycle I and it had been reached by 84.08% of the students in cycle II. In short, it can be concluded that in the last cycle, students had really made significant progress. The analyses resulted in the findings that mind mapping technique could improve the students’writing skill Key Words: Writing Skill, Mind Mapping.
Nusantara of Research : Jurnal Hasil-hasil Penelitian Universitas Nusantara PGRI Kediri Vol 2 No 1 (2015)
Publisher : Universitas Nusantara PGRI Kediri

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Communication is interaction between one person and others through verbal and nonverbal communication. Being able to communicate effectively is the optimal goal of all language learners; therefore, despite difficulties they face and restrictions they have while expressing themselves, they rely on employing diverse communication strategies (CSs). This case study was set to describe the types of communication strategies applied by high level of EFL students in extensive speaking class and to identify types of communication strategies are frequently used by high level of EFL students in extensive speaking class. Third grade of English department at Nusantara PGRI Kediri University students of EFL were assigned to participate in the present study. The participants' speaking performances were analyzed qualitatively using Dornyei's (1995) taxonomy of CSs. The results of the study revealed that the context of communication plays a significant role in the use of communication strategies. The high level students applied seven communication strategies out of the twelve types of communication strategies such as: message abandonment, topic avoidance, use of non-linguistic signal, literal translation, code switching, appeal for help, and stalling for time gaining. The most frequently used were time gaining and non-linguistic signal strategies.
Exploring Interactive Multimedia In Literal Reading Class Khoiriyah Khoiriyah; Sulistiyani Sulistiyani; Agung Wicaksono; Mahendra Puji Permana Aji
BRIGHT : A Journal of English Language Teaching, Linguistics and Literature Vol 4, No 2 (2021)
Publisher : STKIP PGRI Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29100/bright.v4i2.2109


The aim of this study was to investigate the impact of interactive multimedia to students’ reading comprehension at Literal Reading class. All participants were conveniently selected from the first year students of English Language Education Department at  Nusantara PGRI Kediri University. Thirthy participants were assigned as a sample. Quantitative method and experimental approach with One-Group Pretest-Post design were applied in this present study. Data collection through pre-test and post- test. Pre-test was administered before treatment, while post-test was administered after treatment. After gaining the data, t- test was analyzed using SPSS 23. The analyzes resulted in the finding that there was a significant difference score in pre- test and post-test. The mean score of post-test was better than pre-test. Thus, it can be said that interactive multimedia can impact the students’ reading comprehension of the first year of English Language Education Department at Nusantara PGRI Kediri University.
Pelatihan Platform Pembelajaran Edmodo pada Guru-guru SMK PGRI 3 Kediri Diani Nurhajati; Dewi Kencanawati; Agung Wicaksono; Khoiriyah Khoiriyah; Luhung Badarudin; Maria Gabriela Nawang Putri
Jurnal ABDINUS : Jurnal Pengabdian Nusantara Vol 6 No 2 (2022): Volume 6 Nomor 2 Tahun 2022
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/ja.v6i2.17106


Due to the Covid-19 Pandemic, teachers are required to carry out online learning. They may utilize technology in implementing the learning. They can choose one of interesting and interactive learning media in order to motivate their students and to promote learning. Based on the preliminary study in SMK PGRI 3 Kediri, it was found out that many teachers had not utilized the available learning platform. They only applied the application they were familiar to support their online learning, such as WhatsApp, Google Class, and Google Meet. Realizing the facts, the community service team carried out a training for the teachers to use interactive platform as media for learning, called Edmodo. The objectives the program were to train the teachers to use Edmodo platform for interactive learning, that included how to make new Edmodo accounts, how to make use the available facilities in Edmodo, and to train the school administrator to manage the program. The training was carried out in one month using in-and-on basis. The results of the training were that all teachers have already had Edmodo accounts and their account are connected with Edmodo group, which could be monitored by the school administrator.
Meningkatkan Keterampilan Komunikasi Guru Bahasa Inggris di Kediri melalui Pelatihan Public Speaking Rika Riwayatiningsih; Agung Wicaksono; Khoiriyah Khoiriyah; Sulistyani Sulistyani; Mahendra Puji P A
Kontribusi: Jurnal Penelitian dan Pengabdian Kepada Masyarakat Vol. 1 No. 2 (2021): Mei 2021
Publisher : Cipta Media Harmoni

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (523.987 KB) | DOI: 10.53624/kontribusi.v1i2.27


Tidak dapat dipungkiri bahwa pada era yang mengedepankan teknologi informasi dalam berinteraksi saat ini komunikasi yang efektif memegang peranan penting dalam mencapai tujuan yang dikehendaki. Namun, tidak semua orang termasuk guru dapat melakukan suatu komunikasi sehingga informasi dapat tersampaikan dengan baik kepada pihak lain. Seorang guru memiliki tugas dan peran sebagai motivator, mediator, dan fasilitator, serta transfer pengetahuan kepada peserta didik tentu dituntut memiliki keterampilan komunikasi, termasuk public speaking yang baik agar segala informasi dapat diterima dengan baik pula oleh peserta didik. Guna memberikan pemahaman dan keterampilan yang memadai maka diperlukan pelatihan public speaking bagi guru. Tujuan pelatihan ini adalah  meningkatkan literasi public speaking dan meningkatkan keterampilan public speaking bagi guru. Sasaran pelatihan adalah guru-guru bahasa Inggris pada jenjang pendidikan SMP dan SMA di Kediri. Metode pelatihan yang diberikan berupa tutorial, simulasi, dan evaluasi. Meskipun kegiatan pelatihan public speaking ini dilakukan secara daring akibat adanya kebijakan social distancing dalam upaya mencegah dan mengurangi penyebaran Covid-19, namun tidak menyurutkan antusiasme peserta untuk mengikutinya. Sebanyak 25 peserta yang terdiri dari guru-guru Bahasa Inggris di Kediri telah mengikuti kegiatan ini dengan penuh semangat dan suka cita mulai dari awal hingga akhir pelatihan.
Collaborative Strategic Reading (CSR) and Its Influence on Students’ Reading Comprehension Sulistyani Sulistyani; Khoiriyah Khoiriyah; Agung Wicaksono; Mahendra Puji Permana Aji
Journal of English Education and Teaching Vol. 6 No. 3 (2022): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.6.3.367-378


Reading is one of skills of language that must be mastered by students. However, students often face the difficulties to comprehend a text. They have problem to get information from a reading text such as identifying social function, identifying main idea, finding explicit and implied information, finding references, finding synonym and antonym because the students have limited vocabulary. Using pre-experimental quantitative design, namely one group pre- and post-test design, this study was intended to investigate the effect of CSR to the students’ reading comprehension. This research used cluster sampling technique consisting of 35 students. The data value was analyzed using Paired Sample T-test of SPSS Statistic version 23. The data analysis showed that the average score of students’ pre-test was 63.14 while the post-test score was 84.57. The t-test computation collected by comparing the results of pre-test and post-test showed the mean score 21.429 and standard deviation 11.086. The result was t-score -11.435 with the significant (2-tailed) value is lower than 0.05. In conclusion CSR (Collaborative Strategic Reading) has significant influence on students’ reading comprehension.  
Utilizing Google Classroom to Promote Students’ English Language Skills: A systematic Review Suci Ramadhani; Sulistiyani Sulistiyani; Khoiriyah Khoiriyah
BRIGHT : A Journal of English Language Teaching, Linguistics and Literature Vol 6, No 1 (2023)
Publisher : STKIP PGRI Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29100/bright.v6i1.3863


This research is based on the analysis results of observations and experiences of the researcher, in which in 21st century learning both teachers and students must have good technology skills. This can be implemented through learning using a platform that can support students in improving their English skills. The aims of this research are to answer (1) How is the implementation of Google Classroom to teach English? (2) How could Google Classroom promote students' English language skills? This study uses a qualitative approach with a systematic review method. Ten out of twenty research articles were selected using an internet search based on inclusion-exclusion criteria. To analyze the data, this research used thematic analysis as a technique of analyzing data. The result showed that (1) Google Classroom helped students with various features that can facilitate students in the English learning process. (2) The success of Google Classroom can be seen from the improvement of students' English skills. Further, Google Classroom was useful, easy to use, and enjoyable tool for students to improve their English skills. Thus, Google Classroom platform significantly helps improve the students’ quality of English learning.
Upaya Meningkatkan Kesadaran dan Keterampilan Menyusun Dokumen Ajuan Hak Cipta bagi Guru-Guru Agus Muji Santoso; Slamet Hariyadi; Bea Hana Siswati; Ericka Darmawan; Astri Rino Oktivasari; Rizhal Hendi Ristanto; Sulistiono Sulistiono; Budhi Utami; Dwi Ari Budiretnani; Tutut Indah Sulistiyowati; Ida Rahmawati; Elysabet Herawati; Poppy Rahmatika Primandiri; Khoiriyah Khoiriyah; Sujarwoko Sujarwoko; Wahid Ibnu Zaman; Heru Budiono; Wiji Arianti; Dila Elpin Setiani
Archive: Jurnal Pengabdian Kepada Masyarakat Vol. 2 No. 2 (2023): Juni 2023
Publisher : Asosiasi Pengelola Publikasi Ilmiah Perguruan Tinggi PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55506/arch.v2i2.73


Implementasi kurikulum merdeka telah memacu kreativitas guru untuk mengembangkan perangkat ajar sesuai dengan prinsip pembelajaran terdeferensiasi. Namun, kesadaran guru terhadap perlindungan kekayaan intelektual masih rendah. Oleh karena itu, program pemberdayaan guru SMA dirancang dengan menggunakan metode ODSIMED. Tujuan program untuk meningkatkan pemahaman dan keterampilan guru dalam menyusun ajuan hak cipta. Program dilaksanakan selama tiga bulan berbasis hands on. Tes awal dan akhir diberikan secara elektronik untuk mendapatkan data pemahaman tentang hak cipta. Data keterampilan penyusunan ajuan hak cipta diperoleh dari hasil skoring penugasan. Program ini dinilai baik oleh mitra dengan indeks mutu layanan sangat baik (3,56). Ada peningkatan yang sangat baik pada pemahaman dan keterampilan guru dalam menyusun dokumen ajuan hak cipta.