Garuda - Garba Rujukan Digital

Studentsâ€™ Perceptions on the Use of Story Maps in Reading Comprehension Oktaviana, Vira; Aminin, Zainul
JET ADI BUANA Vol 6 No 02 (2021): Volume 6 Number 02 October 2021
Publisher : English Education Department, Faculty of Teacher Training and Education, Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/jet.v6.n02.2021.3871

In the classroom, students need to have good reading comprehension. Without that, they will not have critical skills for studying academic material. However, many students in Indonesia still have difficulty understanding the text. Using an appropriate strategy can help them understand the text. Story maps can be used can be used for students to help them in understanding the text. This research aims to know studentsâ€™ perceptions on the use of story maps in reading comprehension, the advantages and the difficulties of using story maps for studentsâ€™ reading comprehension in class. This research was conducted to the students of tenth grade at one senior high school in Lamongan. The instruments in this study were a questionnaire and interview. The research design of this study used a qualitative research design. The technique to analyze the data were data reduction, data display, and conclusion drawing. The results show that story maps can help the students in understanding the text. Most students felt that they have an improvement in reading comprehension because they felt easy and fast to understand the text. Story maps also help the students understand the structure of the text and it was also an interesting activity. Besides that, the students also faced difficulties when using story maps such as difficult making the story maps, still donâ€™t understand the concept of story maps and difficult to understand the content of the text so they also have difficulty in making story maps.

TEACHERS’ PERCEPTIONS ON THE IMPLEMENTATION OF FLIPPED CLASSROOM MODEL IN LEARNING WRITING Anggrita Nurfaiziyah; Zainul Aminin
PROJECT (Professional Journal of English Education) Vol 4, No 5 (2021): VOLUME 4 NUMBER 5, SEPTEMBER 2021
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/project.v4i5.p884-892

The flipped classroom is a relatively recent method of the teaching-learning process. Based on the current pandemic of COVID-19, a flipped classroom is one of the suitable learning models to use. It aims to improve student engagement and performance by bringing technology to the teaching-learning process outside of the classroom. However, the flipped classroom model is not widely used in Indonesia. This study discusses instructors' perspectives on using the flipped classroom concept in teaching writing. The subjects of this study were six Senior High School English teachers that used the flipped classroom to teach writing for the twelfth grade of Senior High School. The data were collected by using an open questionnaire and unstructured interview. The researchers provide the data by using a descriptive qualitative approach. This research shows that the flipped classroom is one of the modern learning models with several benefits and facilitates the teacher and the students in the teaching-learning process. The teachers can use the material they have prepared (in videos, PowerPoint, or modules) to teach several classes while the students have an opportunity to be more independent and active in learning because of their high curiosity. Keywords: Flipped Classroom, Writing, Teachers’ Perceptions

STUDENTS' PERCEPTIONS ON THEIR READINESS TO STUDY ONLINE: A CASE STUDY OF ONE UNIVERSITY IN SURABAYA Zainul Aminin; Ayunita Leliana
PROJECT (Professional Journal of English Education) Vol 4, No 2 (2021): VOLUME 4 NUMBER 2, MARCH 2021
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/project.v4i2.p303-310

The purpose of this study was to explore students' activities and perceptions in carrying out online lectures through the WhatsApp Group application, Google Classroom, and Zoom and finding effective ways to study during the COVID-19 outbreak. This study was expected to identify the readiness of students to follow online lectures and find effective ways to study as well as being the basis for higher education institutions to establish policies for implementing online lectures. The researcher used a qualitative study. The participants were the 33 EFL students of the English Department both male and female who joined the Essential Writing Class. The researcher used convenience sampling which invited subjects to participate. The instruments used in this research were a questionnaire and a semi-structured interview. Data analysis used was thematic coding. The results show that most students were ready to study online. They only focused on the material. However, they did not pay attention to the way they learned; that was online learning. There are three aspects involved to make the class more effective; they are the lecturer, the students, and the media. These three aspects must work together to create effective online courses. Keywords: perception, readiness, online

Studentsâ€™ Perceptions on the Use of Story Maps in Reading Comprehension Vira Oktaviana; Zainul Aminin
JET ADI BUANA Vol 6 No 02 (2021): Volume 6 Number 02 October 2021
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/jet.v6.n02.2021.3871

In the classroom, students need to have good reading comprehension. Without that, they will not have critical skills for studying academic material. However, many students in Indonesia still have difficulty understanding the text. Using an appropriate strategy can help them understand the text. Story maps can be used can be used for students to help them in understanding the text. This research aims to know studentsâ€™ perceptions on the use of story maps in reading comprehension, the advantages and the difficulties of using story maps for studentsâ€™ reading comprehension in class. This research was conducted to the students of tenth grade at one senior high school in Lamongan. The instruments in this study were a questionnaire and interview. The research design of this study used a qualitative research design. The technique to analyze the data were data reduction, data display, and conclusion drawing. The results show that story maps can help the students in understanding the text. Most students felt that they have an improvement in reading comprehension because they felt easy and fast to understand the text. Story maps also help the students understand the structure of the text and it was also an interesting activity. Besides that, the students also faced difficulties when using story maps such as difficult making the story maps, still donâ€™t understand the concept of story maps and difficult to understand the content of the text so they also have difficulty in making story maps.

EFL TEACHERS’ PERCEPTIONS OF IMPLEMENTING PRE-READING ACTIVITIES IN ONLINE READING CLASSES Dinda Ayu Octavia Putri; Zainul Aminin
PROJECT (Professional Journal of English Education) Vol 5, No 4 (2022): VOLUME 5 NUMBER 4, JULY 2022
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/project.v5i4.p860-871

This research aimed to find out the teachers’ perceptions, including the kinds of pre-reading activities commonly used, the advantages of pre-reading activities, and the difficulties faced by the teachers in implementing pre-reading activities in online reading classes. This study used a descriptive qualitative method. Furthermore, open-ended questions and semi-structured interview guides were used as research instruments. The participant of this study were 8 English teachers with teaching experience ranging from 10 to 15 years from different senior high schools in Lamongan. This study revealed that the teachers commonly used online pre-reading activities: previewing, predicting, questioning, writing the reader’s experience, recognizing the text structure, reading the introduction and conclusion, semantic maps, and vocabulary familiarization. The teachers believed that it positively impacts both teachers and students in online reading classes, specifically to support the students in comprehending a text and encourage students’ enthusiasm in online reading classes. Moreover, these activities helped the teacher in delivering the primary materials. Besides, the teachers should evaluate the time management in implementing pre-reading activities in online reading classes. Keywords: Teachers’ Perceptions, Pre-Reading Activity, Online Reading Class

IDENTIFIKASI KESULITAN MAHASISWA FAKULTAS BAHASA DAN SENI UNIVERSITAS NEGERI SURABAYA DALAM PENYELESAIAN STUDINYA Amira Agustin Kocimaheni; Zainul Aminin; Ajeng Dianing Kartika
Paramasastra : Jurnal Ilmiah Bahasa Sastra dan Pembelajarannya Vol. 7 No. 2 (2020): Vol.7 No.2 Bulan September 2020
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/paramasastra.v7n2.p139

The study completion in undergraduate program (S1) requires the completion of thesis writing for students. The flow of thesis preparation at the Faculty of Languages and Arts (FBS), Universitas Negeri Surabaya (Unesa), has followed the Thesis Writing Guidebook issued by FBS Unesa. In the manual, the requirements and procedures for writing a thesis are clearly written. But even so, there are still many students who have not been able to complete their thesis writing on time, which hinders the completion of their studies. Therefore, it is necessary to identify students' difficulties in completing their studies, especially at the thesis writing stage. From the results of the distribution of research instruments in the form of questionnaires, it was concluded that there were five categories of difficulties faced by students, namely: 1) Difficulties in submitting / selecting research titles, 2) Difficulties in the consultation process, 3) Difficulties in data collection and processing, 4) Difficulties in the examination process, and 5) Difficulty in the revision process.

Exploring Students’ Engagement toward Indirect Corrective Feedback in Writing a Report Text Septiara Dwi Yudhia; Zainul Aminin
Jurnal Bahasa Inggris Vol 5 No 2 (2022): INPRESS
Publisher : LPPM Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24905/efj.v5i2.123

Indirect corrective feedback is the type of feedback that requires the students to understand the teacher’s signs, and they should understand the feedback independently. This study aims to determine the process of students’ three aspects of engagement involve affective, behavior, and cognitive engagement. It is significant to discover the engagement of students concerning indirect corrective feedback to explore how the teacher and students’ relationship happened. Specifically, this study mainly focused on one class of vocational high school students in multimedia class grade X. Writing a report text was the activity occurring in the study. Furthermore, this study used qualitative research to explore the students’ process in a writing activity. This study had two instruments documentation of students’ drafts and semi-structured interview. The study found that students were affectively, behaviorally, and cognitively engaged in the teacher’s indirect corrective feedback. Although, a few students had different perspectives related to the implemented feedback.

Public Speaking: Several Essential Challenges Zainul Aminin; Kusumarasdyati Kusumarasdyati; Nur Fauzia; Abdur Rosyid
UICELL No 6 (2022): UICELL Conference Proceedings 2022
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

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

Oral communication in front of an audience is known as public speaking, a combination of speaking skills and the art of speaking. Speaking in front of an audience involves more than just getting your point out; it also involves considering how well it will be received and accepted into the hearts of the audience. Learning public speaking has its own challenges. The purpose of this study is to identify the challenges faced by students in learning public speaking. It is a descriptive qualitative study with 13 participants from an English Language Education Study Program in Surabaya. Purposive sampling was used to obtain the participants. Two instruments are needed to collect data in this study: a questionnaire and an interview. The results of the study show that the challenges faced by students, in general, include two things, namely internal and external challenges. Internal challenges include psychological conditions, language competence (vocabulary mastery, fluency, and pronunciation), and topical knowledge, while external challenges are performance conditions and learning environment. Keyword: public speaking, challenges

PENGGUNAAN ROLE PLAY PADA PENGUASAAN PASSIVE VOICE DI SALAH SATU SMA NEGERI DI SURABAYA Yoga Kusumawardhana; Zainul Aminin
Jurnal Education and Development Vol 12 No 1 (2024): Vol 12 No 1 Januari 2024
Publisher : Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/ed.v12i1.5378

Passive voice becomes highly crucial in preparing students to understand scientific texts and situations. Otherwise, students struggled with detecting and executing passive speech patterns. Students were obliged to use role play in mastering passive voice in order to promote their competency through implementation. Students' knowledge backgrounds were used to master passive voice through role play. Meanwhile, the researcher focused solely on typical passive voice patterns, such as simple present, present perfect, and simple past, according to scientific article in curriculum 2013. These tenses were also regularly presented in books/learning exercises that students and teachers have used in their classroom learning process. This study intended to find the significant difference in the use of role play in passive voice mastery to eleventh-grade students who have learned English in experience of arranging active voice sentences at Senior High School. This research utilized qualitative research with the design of quasi-experimental research to control and experiment groups. The researcher applied independent sample t-test to analyze data in overall effectiveness od the use of role play in passive voice mastery and paired test to find each group’s progress and find significant differences between pre-test and post-test in every group. As the result, this study provided no significant difference in passive voice mastery for students taught with role play and without role play. As suggestion, role play may not be a good approach to acknowledge students who consider English as foreign language to learn passive voice. However, it can be a good choice to resemble the conventional approach with role play to commense new learning environment.

Title

Found 9 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 9 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 9 Documents
Search