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All Journal Scholaria: Jurnal Pendidikan dan Kebudayaan POLYGLOT Satya Widya JOHME: Journal of Holistic Mathematics Education UICELL Conference Proceeding Prosiding Konferensi Nasional PKM-CSR Aptekmas : Jurnal Pengabdian Kepada Masyarakat

Atalya Agustin, Atalya

Universitas Pelita Harapan

Author-ID : 2163589

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THE ANALYSIS OF ENGLISH LANGUAGE EDUCATION STUDENTSâ TEACHING SKILLS DURING MICROTEACHING: PRODUCT-PROCESS APPROACH IN TEACHING GRAMMAR Agustin, Atalya
Scholaria: Jurnal Pendidikan dan Kebudayaan Vol 7, No 3 (2017)
Publisher : Program Studi Pendidikan Guru Sekolah Dasar, Universitas Kristen Satya Wacana

Teaching grammar within the context of Second Language Acquisition (SLA) needs both product and process approaches. Microteaching is one of the techniques to prepare students teachers to improve their skills in this area. One of the microteaching lessons in English Language Education Department, Teachers College Universitas Pelita Harapan, is called Planning, Strategy, Assessment, and Learning (PSAL) Grammar. In this class, students are exposed with the nature, principles, and strategy of teaching and learning grammar. Students are planning lessons related to teaching grammar in various grades as well as developing teaching and learning material and instrument for language assessment. Students then put them into practice in the classroom individually. Discussion on the students âperformances will be conducted after the microteaching session. This research aims to analyze studentsâ skills in teaching grammar in microteaching class as well as the discussing the strength and challenges arise. The type of the research is a qualitative case study research. The data collection techniques being used are observation, reflective journal, and Focus Group Discussion (FGD). Moreover, the technique of analyzing the data was Miles and Huberman concept of data reduction, data presentation, and conclusion drawing. The results of this research will be presented in a descriptive-narrative manner by describing and discussing studentsâ skills in teaching grammar.Â

The Analysis of English Language Education Students’ Teaching Skills During Microteaching: Product-Process Approach in Teaching Grammar Atalya Agustin
Scholaria: Jurnal Pendidikan dan Kebudayaan Vol 7 No 3 (2017)
Publisher : Program Studi Pendidikan Guru Sekolah Dasar, Universitas Kristen Satya Wacana

Teaching grammar within the context of Second Language Acquisition (SLA) needs both product and process approaches. Microteaching is one of the techniques to prepare students teachers to improve their skills in this area. One of the microteaching lessons in English Language Education Department, Teachers College Universitas Pelita Harapan, is called Planning, Strategy, Assessment, and Learning (PSAL) Grammar. In this class, students are exposed with the nature, principles, and strategy of teaching and learning grammar. Students are planning lessons related to teaching grammar in various grades as well as developing teaching and learning material and instrument for language assessment. Students then put them into practice in the classroom individually. Discussion on the students ‘performances will be conducted after the microteaching session. This research aims to analyze students’ skills in teaching grammar in microteaching class as well as the discussing the strength and challenges arise. The type of the research is a qualitative case study research. The data collection techniques being used are observation, reflective journal, and Focus Group Discussion (FGD). Moreover, the technique of analyzing the data was Miles and Huberman concept of data reduction, data presentation, and conclusion drawing. The results of this research will be presented in a descriptive-narrative manner by describing and discussing students’ skills in teaching grammar.

Reflective Journal as a Self-Directed and Sustainable Professional Development Tool for Pre-Service Teachers: A Case Study in English Language Education Study Program Atalya Agustin
Scholaria: Jurnal Pendidikan dan Kebudayaan Vol 9 No 2 (2019)
Publisher : Program Studi Pendidikan Guru Sekolah Dasar, Universitas Kristen Satya Wacana

Teaching practice is one among many programs in teachers training which focuses on having a professional preparation for work. In this program, student-teachers are asked to improve their skills through teaching actual students and engaging with school environment. Moreover, they are also building their own knowledge based on the improved teaching and learning process. It is crucial for them as pre-service teachers to encounter such experience. This meaningful theory and experience-based insights are possible to obtain if the student-teachers possess the commitment of self-reflection. There is likely a big chance that this action will be perpetual because of this personal initiative. This study aims to analyze the use of reflective journal as pre-service teachers’ professional development tool, their attitude towards reflective journal, as well as the strength and challenges arise related to the use of reflective journal during their teaching practice. The type of the research is a qualitative case study research. The data collection techniques being used are questionnaire and Focus Group Discussion (FGD). Moreover, the technique of analyzing the data was Miles and Huberman concept of data reduction, data presentation, and conclusion drawing. The results of this research will be presented in a descriptive-narrative manner by describing and discussing the data of the research.

The Factors Influencing Grade VIII Students’ Verbal Participation In English Class Stakisia Puteri Pradestina; Atalya Agustin
Scholaria: Jurnal Pendidikan dan Kebudayaan Vol 10 No 3 (2020)
Publisher : Program Studi Pendidikan Guru Sekolah Dasar, Universitas Kristen Satya Wacana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24246/j.js.2020.v10.i3.p244-250

This study was held to identify the factors behind students’ lack of verbal participation in English class. This research was a qualitative case study research, with 26 students of grade VIII at one private school in Jakarta as the subject of research. The instrument used was questionnaire which analyzed using thematic-analysis method. The results showed there are five factors influencing students’ lack of verbal participation. It started from teacher’s personality that makes the students having lack of self-efficacy in English lesson, lack of self-confidence in speaking English, lack of preparation before the English class begins, and the fear of making mistakes and being laughed at by others. This study also suggested some teaching strategies that could be used by the teachers to improve students’ verbal participation in English class or to overcome the factors behind students’ lack of verbal participation, such as Inquiry-Based Learning (IBL), Contextual Teaching Learning (CTL), and Cooperative Learning (CL).

PENGEMBANGAN MULTIMEDIA PEMBELAJARAN INTERAKTIF DENGAN MACROMEDIA AUTHORWARE 7.0 PADA MATAKULIAH KONSEP DASAR IPA Adi Winanto; Mawardi Mawardi; Atalya Agustin
Satya Widya Vol 28 No 1 (2012)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Kristen Satya Wacana

Salah satu topik dalam materi dari mata kuliah Konsep Dasar IPA adalah tata surya. Salah satu kendala yang dihadapi yaitu penyajian tata surya hanya berupa gambar statis 2 dimensi. Penelitian pengembangan ini bertujuan untuk: 1) Mengembangkan multimedia pembelajaran interaktif dengan MacromediaAuthorware 7.0 pada matakuliah Konsep Dasar IPA - Pokok Bahasan Tata Surya; 2) mengetahui hasil pembelajarannya, dan 3) menguji kelayakannya. Prosedur pengembangan dalam penelitian mengadaptasi model pengembangan menurut Dick & Carey dan juga Nana Syaodih Sukmadinata (2007:184-185).Prosedur yang diadaptasi tersebut meliputi tiga tahap, yaitu: (1) tahap studi pendahuluan, (2) tahap penyusunan draft produk dan (3) tahap pengembangan dan evaluasi. Hasil yang diperoleh Multimedia interaktif dengan Macromedia Authorware 7.0 pada matakuliah Konsep Dasar IPA - Pokok Bahasan Tata Surya dapat dikembangkan dengan menyajikan animasi tentang tata surya dengan dilengkapi dengan data-data pendukung mengenai anggota tata surya tersebut. Hasil tes dari pembelajaran dengan menggunakan multimedia interaktif ini menunjukkan hasil yang baik. Hasil post tes rata-rata adalah 82.7 sedangkan hasil pre tes adalah 50.3. Multimedia interaktif ini layak untuk digunakan dalam pembelajaran. Rata-rata skor pada one to one evaluation adalah 4.2; pada small group evaluation adalah 4.1 dan pada field trial evaluation adalah 4.2.

PENERAPAN PEER TUTORING UNTUK MENINGKATKAN PEMAHAMAN KONSEP JUMLAH DAN SELISIH SUDUT [THE IMPLEMENTATION OF PEER TUTORING TO IMPROVE CONCEPTUAL UNDERSTANDING OF SUM AND DIFFERENCE ANGLES] Jacob S Seleky; Romualdus Ripa; Atalya Agustin
Polyglot Vol 17, No 2 (2021): JULY
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar

Conceptual understanding is a student's ability to understand a concept that has been studied. Based on observation of daily test results, it is known that some students do not understand the concept of the sum and difference angle trigonometry formulas. This is demonstrated by achieving the standard of success of the number of students who achieved the Minimum Standard of Achievement set by the school of 75. To improve the situation, researchers implemented the Peer Tutoring method, which aims to improve the understanding of the concept of the sum and difference angle trigonometry formulas and find out how the application of Peer Tutoring can improve the conceptual understanding of the student. This research uses the Class Action Research (CAR) method based on Kemmis & McTaggart spiral model. This research was conducted in grade XI MIPA 2 SMA YZ in Semarang with 23 students. Instruments used for data collection are daily tests, observation sheets, checklists of mentor teachers and other teachers, mentor teacher interviews, and research reflection journals. The data obtained is calculated using descriptive statistics and analyzed qualitatively descriptively. Based on the analysis results, it can be concluded that the implementation of Peer Tutoring could improve student's conceptual understanding of the sum and difference. The increase was seen from the number of students who achieved the Minimum Standard of Achievement in the first cycle, which was 60.87% and in the second cycle was 78.26%. Therefore, the achievement has exceeded the standard of success is used, which was 75% of the number of students who reach the Minimum Standard of Achievement.BAHASA INDONESIA ABSTRACT: Pemahaman konsep adalah kemampuan siswa untuk memahami suatu konsep yang telah dipelajari. Berdasarkan observasi hasil tes harian, diketahui bahwa sebagian siswa belum memahami konsep rumus jumlah dan selisih sudut trigonometri. Hal tersebut ditunjukkan dengan belum tercapainya standar keberhasilan jumlah siswa yang mencapai Kriteria Ketuntasan Minimum (KKM) yang ditetapkan sekolah sebesar 75. Untuk memperbaiki keadaan tersebut, peneliti menerapkan metode Peer Tutoring, yang bertujuan selain untuk memperbaiki dan meningkatkan pemahaman konsep rumus jumlah dan selisih sudut trigonometri, juga untuk mengetahui bagaimana penerapan Peer Tutoring dapat meningkatkan pemahaman konsep siswa. Penelitian ini menggunakan metode Penelitian Tindakan Kelas (PTK) berdasarkan model spiral Kemmis & McTaggart. Penelitian ini dilakukan pada kelas XI MIPA 2 SMA YZ di Semarang dengan jumlah siswa sebanyak 23 orang. Instrumen yang digunakan untuk pengumpulan data adalah tes harian, lembar observasi guru mentor dan guru lain, wawancara guru mentor, dan jurnal refleksi peneliti. Data yang diperoleh dikalkulasi menggunakan statistik deskriptif dan dianalisis secara kualitatif deskriptif. Berdasarkan hasil penelitian dapat disimpulkan bahwa penerapan Peer Tutoring dapat meningkatkan pemahaman konsep rumus jumlah dan selisih sudut trigonometri pada siswa kelas XI MIPA 2 SMA YZ di Semarang. Peningkatan tersebut terlihat dari jumlah siswa yang mencapai Kriteria Ketuntasan Minimum (KKM) pada siklus pertama mencapai 60,87%, meningkat pada siklus kedua menjadi 78,26%. Pencapain tersebut telah melebihi standar keberhasilan yang digunakan yaitu 75% dari jumlah siswa yang mencapai KKM.

THE IMPLEMENTATION OF STUDENT PORTFOLIOS TO IMPROVE GRADE 9 STUDENTS’ POSITIVE ATTITUDES TOWARD ASSESSMENTS AT AN INTERNATIONAL SCHOOL IN BOGOR Maria Yashinta Putri Kumalasari; Atalya Agustin; Dylmoon Hidayat
JOHME: Journal of Holistic Mathematics Education Vol 4, No 1 (2020): DECEMBER
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/johme.v4i1.1614

As an integral part of learning, assessments play important roles in determining the effectiveness of students’ learning. However, in a grade 9 extended mathematics class at an International located in Bogor, it was found that the students showed negative behaviors during the test and learning processes as a manifestation of their attitudes toward assessments. Therefore, the Classroom Action Research modelled by Robert Pelton was conducted to improve students’ positive attitudes toward both formative assessment and summative assessment. As a result, by implementing the student portfolios in sixteen meetings, the students’ positive attitudes toward assessments were developing. This improvement was influenced by the involvement of cognitive, affective, and behavioral responses while the students were developing the student portfolios in this CAR scope and sequence.

CRITICAL AND CREATIVE THINKING FOR YOUNG LEARNERS: ASKING QUESTIONS AND GIVING ANSWERS IN ONLINE LEARNING CONTEXT Atalya Agustin
UICELL No 5 (2021): UICELL Conference Proceedings 2021
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

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Critical and creative thinking are significant competences for 21st century skills. Young learners should be prepared to develop these skills at school to prepare them for life. Classroom, on-site or virtually, should be a situated environment to support critical and creative thinking development. Teacher and students should approach every problem or case using both competences (Birgili, 2015). To be able to create such an environment, teacher should be insightful on how to intentionally ignite both competences and develop them aligned with students' levels. One of the ways to do this is by asking questions to students. The questions being delivered in the classroom are not simple questions. They are deep and insightful questions. To be able to create such questions, teacher needs to possess questioning skill which could trigger critical and creative thinking in young learners. Moreover, teacher needs to be more concerned on how these skills are being developed in the context of online learning for young learners. This research aims to expose the descriptive accounts of teaching and learning process in online learning setting which is related to critical and creative thinking. This research will be a case study which uses observation and interview as data collection techniques. Keywords: Critical-Creative Thinking, Questioning. Young Learners

WEBINAR DAN WORKSHOP “MEANINGFUL LANGUAGE LEARNING IN DISTANCE LEARNING” PADA PENGAJAR BAHASA INGGRIS Michael Recard Recard; Atalya Agustin; Neng Priyanti; Meicky Shoreamanis Panggabean; Komilie Situmorang
Prosiding Konferensi Nasional Pengabdian Kepada Masyarakat dan Corporate Social Responsibility (PKM-CSR) Vol 4 (2021): Peran Perguruan Tinggi dan Dunia Usaha dalam Mewujudkan Pemulihan dan Resiliensi Masya
Publisher : Asosiasi Sinergi Pengabdi dan Pemberdaya Indonesia (ASPPI)

Webinar dan workshop ini merupakan kelanjutan dari seminar dan workshop yang telah dilakukan pada 5 Oktober 2019 lalu. Sama seperti pada proposal sebelumnya, kegiatan ini dilaksanakan karena kebutuhan akan pengenalan dan pengintegrasian Teknologi Informasi dan Komunikasi (TIK) di dalam kelas dan di luar kelas bagi guru-guru Bahasa Inggris Sekolah Menengah Atas di wilayah Tangerang Kota, Provinsi Banten. Kebutuhan akan pengenalan dan pengintegrasian ini didasari oleh kenyataan bahwa zaman yang sudah berubah ke era Revolusi Industri 4.0 di mana semua ranah kehidupan berubah dari sistem lama ke sistem berbasis teknologi. Hal ini terlihat dari maraknya aplikasi-aplikasi yang berbasis teknologi. Oleh karena itu, guru dituntut untuk dapat mengintegrasikan teknologi di dalam proses pengajarannya mereka. Pengintegrasian seperti ini akan menciptakan pengajaran yang interaktif, efektif dan menarik.tebal.

PELATIHAN GURU MENGENAI LITERASI DAN ASESMEN KEMAMPUAN LITERASI Meicky Shoreamanis Panggabean; Atalya Agustin
Aptekmas Jurnal Pengabdian pada Masyarakat Vol 5 No 4 (2022): APTEKMAS Volume 5 Nomor 4 2022
Publisher : Politeknik Negeri Sriwijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36257/apts.v5i4.4861

Abstract The world of education changes as the impact of Industrial Revolution 4.0. All parties experience rapid changes and transformations in the fields of information, technology, and communication. After learning is carried out remotely due to the pandemic, teachers have different needs that should be accommodated. This decision to meet their needs have to be made because blended learning will take place due to the increasingly developing technology and the new normal faced by the world of education. Professional Development Program is a great way to help teachers improve these skills on an ongoing basis which has an impact on teachers and education in general. The proposed program aims to provide training to teachers in literacy and assessment according to the current educational context. Keywords: industrial revolution; teacher skills; literacy; assessment

Co-Authors Adi Winanto Dylmoon Hidayat Jacob Stevy Seleky Maria Yashinta Putri Kumalasari Mawardi Michael Recard Recard Panggabean, Meicky Shoreamanis Priyanti, Neng Romualdus Ripa SITUMORANG, KOMILIE Stakisia Puteri Pradestina

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