Articles
<![CDATA[HUMANISTIC APPROACH IN ACTION:EFL WRITING CLASS ]]>
<![CDATA[Soviyah Soviyah]]>
<![CDATA[ TEFLIN Journal: A publication on the teaching and learning of English Vol 18, No 2 (2007) ]]>
Publisher : <![CDATA[TEFLIN ]]>
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<![CDATA[After finishing secondary education level, one can hardly expect that he will be able to perform well in English. One cause is that it is assumed that English learning process emphasizes more on the students cognitive rather than on their psychical needs as human beings. Teachers tend to ignore whatââ¬â¢s the so called education from the neck up. Based on the writerââ¬â¢s personal experience during her schooling phase, this paper, therefore tries to offer English teachers the humanistic approach applied in an EFL writing class. This approach is worth considering since its main principle is bringing the learning process towards a more affective situation by combining the subject matter to be learned with the feelings, emotions, experiences, and lives of the students. In this paper, the discussion of what humanistic approach is and why it is worth considering especially in a writing class are elaborated in details. In addition, a model of a classroom application will also be given.]]>
<![CDATA[Lesson Study: What Do Pre-Service Teachers Tell? ]]>
<![CDATA[Soviyah, Soviyah]]>
<![CDATA[ Ahmad Dahlan Journal of English Studies Vol 5, No 1 (2018): March ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.26555/adjes.v5i1.8917
<![CDATA[Education topics and talks on pre-service teacher training program and Lesson Study have individually been discussed and appeared in many journals among disciplines. However, the empirical studies on the issue about the connection between them and how they can relate and benefit one another are limited and rarely done. This study aims at investigating pre-service English teachersâ perspectives towards Lesson Study, particularly in terms of their knowledge, experience, and plan for it. This study involved seventeen pre-service teachers (PST) in a teacher education faculty in Indonesia who participated as the research subject. Empirical data were collected through interview and Focus Group Discussion (FGD). Data analysis used a descriptive qualitative method. Results of the study showed that: (1) In terms of knowledge about Lesson Study, all PSTs have good knowledge about Lesson Study. In addition, they also show positive response towards Lesson Study, (2) In terms of experience with Lesson Study, most of the PSTs have had experiences with Lesson Study activities. The experiences mostly occurred when they were being directly involved in Lesson Study activities as students, (3) In terms of the plan to do Lesson Study, the majority of the PSTs are planning to take and do Lesson Study in the future, especially when they become real teachers at schools. ]]>
<![CDATA[PEMBERDAYAAN MASYARAKAT DESA BANARAN, GALUR DALAM PROGRAM PEMANFAATAN DAN PENGOLAHAN HASIL PERTANIAN ]]>
<![CDATA[Soviyah, Soviyah]]>
<![CDATA[ Jurnal Pemberdayaan: Publikasi Hasil Pengabdian Kepada Masyarakat Vol 1, No 1 (2017) ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan, Yogyakarta ]]>
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DOI: 10.12928/jp.v1i1.296
<![CDATA[Masyarakat di Desa Banaran mayoritas merupakan petani. Dari kegiatan pertanian yang dilakukan banyak limbah hasil pertanian yang dibuang dan tidak diolah serta hasil pertanian yang dijual dalam bentuk bahan mentah. Melihat banyaknya hasil pertanian yang belum diolah secara maksimal, maka program KKN Reguler UAD difokuskan pada pemanfataan dan pengolahan hasil pertanian. Program ini bertujuan memberdayakan masyarakat di tiga pedukuhan untuk memanfaatkan dan mengolah hasil pertanian. Metode pelaksanaan program KKN dilakukandengan melakukan penyuluhan dan pelatihan dengan praktik langsung kepada masyarakat. Dampak dari kegiatan ini menambah ilmu dan pengetahuan masyarakat dalam hal pemanfaatan dan pengolahan hasil pertanian, diantaranya seperti: 1) Pengolahan limbah sayuran dan kulit buah, 2) Pengolahan Jerami 3) Pengolahan Nata de Leri.]]>
<![CDATA[PEMBERDAYAAN MASYARAKAT KAUMAN YOGYAKARTA DALAM PROGRAM PENDIDIKAN KARAKTER DAN BUDI PEKERTI ANAK ]]>
<![CDATA[Soviyah, Soviyah]]>;
<![CDATA[Nomita, Like Diana]]>;
<![CDATA[Anggriyani, Mita]]>;
<![CDATA[Prastiwi, Norida Jati]]>
<![CDATA[ Jurnal Pemberdayaan: Publikasi Hasil Pengabdian Kepada Masyarakat Vol 2, No 2 (2018) ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan, Yogyakarta ]]>
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DOI: 10.12928/jp.v2i2.477
<![CDATA[Masyarakat di Kauman Yogyakarta memiliki potensi sumber daya manusia golongan usia anak anak yang cukup besar. Hal ini karena golongan usia ini akan memegang estafet regenerasi dan memajukan bangsa di masa depan. Dengan potensi yang cukup besar tersebut sayangnya belum diolah dengan efektif. Program KKN Alternatif 61 Universitas Ahmad Dahlan bertujuan untuk memberdayakan dan mengedukasi masyarakat Kauman dalam hal kegiatan pendidikan karakter dan budi pekerti anak agar masyarakat Kauman memiliki wawasan dan pengetahuan bagaimana cara menanamkan karakter dan budi pekerti pada anak sehingga mereka tumbuh menjadi anak yang berkarakter dan berkepribadian positif. Program pemberdayaan melalui KKN ini dilakukan dengan metode pendidikan dan praktik. Hasil dan dampak setelah pelaksanaan program adalah masyarakat terutama anak-anak mengikuti seluruh rangkaian program KKN yang dilaksankaan mahasiswa KKN Alternatif 61 dengan antusias dan semangat. Kegiatan yang dilakukan antara lain pengenalan permainan tradisional, pembacaan cerita rakyat, pelatihan bahasa inggris, dan pelatihan gerak dan lagu. Sementara masyarakat juga memberikan respon yang positif terhadap kegiatan KKN yang dilaksanakan. yang dilaksanakan. ]]>
<![CDATA[PROGRAM PEMBERDAYAAN MASYARAKAT DALAM PEMANFAATAN SAMPAH DALAM RANGKA MENUJU BANTUL BERSIH SAMPAH 2019 ]]>
<![CDATA[Soviyah, Soviyah]]>;
<![CDATA[Lamondjong, Amrullah]]>;
<![CDATA[Kuswandari, Risa Arum]]>;
<![CDATA[Marisa, Marisa]]>
<![CDATA[ Jurnal Pemberdayaan: Publikasi Hasil Pengabdian Kepada Masyarakat Vol 2, No 3 (2018) ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan, Yogyakarta ]]>
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DOI: 10.12928/jp.v2i3.478
<![CDATA[Salah satu permasalahan yang ada dimasyarakat Desa Caturharjo, Kecamatan Pandak, Kabupaten Bantul, Yogyakarta adalah banyaknya sampah disekitar lingkungan warga. Sampah sampah ini berupa sampah organik maupun nonorganic. Dengan kuantitas sampah yang cukup banyak menjadikan adanya penumpukan sampah dilingkungan sekitar warga. Program KKN Reguler Periode 65 UAD kali ini difokuskan pada pemberdayaan masyarakat dalam pemanfaatan sampah. Program ini bertujuan memberdayakan masyarakat Desa Caturharjo, Pandak Bantul dalam program pemanfaatan sampah sehingga sampah yang ada di lingkungan warga bisa diubah menjadi barang yang lebih menguntungkan dan tentu saja mengurangi volume sampah itu sendiri. Metode pelaksanaan program KKN regular 65 ini meliputi: pendidikan masyarakat, difusi teknologi dan praktek langsung. Dampak dari kegiatan KKN ini adalah: 1) tercipta kesadaran masyarakat tentang pentingnya PHBS, 2) peningkatan pengetahuan masyarakat dalam mengolah sampah organik dan nonorganik, 3) masyarakat terampil membuat karya kreatif dari plastic, stik es krim dan botol plastik bekas. ]]>
<![CDATA[PEMBERDAYAAN MASYARAKAT PANGGUNGHARJO, SEWON, BANTUL DALAM MENINGKATKAN KEMAMPUAN LITERASI ]]>
<![CDATA[Soviyah, Soviyah]]>
<![CDATA[ Jurnal Pemberdayaan: Publikasi Hasil Pengabdian Kepada Masyarakat Vol 1, No 2 (2017) ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan, Yogyakarta ]]>
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DOI: 10.12928/jp.v1i2.338
<![CDATA[Permasalahan yang ada di masyarakat Panggungharjo yaitu kurangnya minat baca masyarakat, kurangnya pengetahuan masyarakat mengenai peran penting teknologi, kurangnya kemampuan keterampilan membaca puisi anak-anak, dan kurangnya kesadaran masyarakat tentang pentingnya pola asuh anak. Maka program KKN UAD difokuskan pada kemampuan literasi meliputi: pelatihan parenting, pelatihan Microsoft office, pendirian taman baca dan lomba festival anak soleh. Dampak dari kegiatan yang dilaksanakan yaitu: 1) masyarakat mengetahui tata cara pola asuh anak yang benar, 2) peningkatan kemampuan keterampilan anak menggunakan teknologi dalam hal ini yaitu mengoperasikan Microsoft office, 3) masyarakat gemar membaca setelah adanya fasilitas taman bacaan, 4) meningkanya kepercayaan diri masyarakat.]]>
<![CDATA[PENDEKATAN ACTIVE AND FUN FILLED BASED PADA PEMBELAJARAN BAHASA INGGRIS UNTUK ANAK Sebuah Program Pemberdayaan bagi Guru Bahasa Inggris Sekolah Dasar di Yogyakarta ]]>
<![CDATA[Soviyah, Soviyah]]>;
<![CDATA[Priadi, Arum]]>;
<![CDATA[Hidayati, Ratri Nur]]>
<![CDATA[ Jurnal Pemberdayaan: Publikasi Hasil Pengabdian Kepada Masyarakat Vol 2, No 3 (2018) ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan, Yogyakarta ]]>
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DOI: 10.12928/jp.v2i3.474
<![CDATA[Metode pembelajaran Bahasa Inggris yang aktif dan menyenangkan (fun and active learning) adalah metode pembelajaran yang menerapkan strategi-strategi pembelajaran Bahasa Inggris untuk anak yang menyenangkan dan mampu membuat anak aktif belajar berkomunikasi.Hal ini karena bersifat ramah anak dan kegiatannya berbasis komunikasi yang intens antara guru dan siswa.Dengan pertimbangan tersebut maka diperlukan adanya pelatihan metode pembelajaran Bahasa Inggris aktif dan menyenangkan (fun and active learning) bagi guru Bahasa Inggris di SD Muhammadiyah di Kota yogyakarta.Pengabdian ini melibatkan mitra 30 Sekolah Dasar Muhammadiyah sekota Yogyakarta.Keseluruhan sekolah ini memiliki potensi yang cukup besar yaitu jumlah peserta didik kurang lebih (325 siswa per sekolah) dan masing-masing memiliki guru Bahasa Inggris sendiri.Program pengabdian dilaksanakan dalam tiga tahapan, yaitu tahap prakegiatan, pelaksanaan, dan pendampingan.Pelaksanaan program pengabdian berlangsung dari Bulan April – Mei 2018. Dengan adanya program pengabdian ini guru memiliki daya kreativitas untuk menyelenggarakan pembelajaran yang menarik, pengetahuan dan kemampuan mengaplikasikan metode pembelajaran yang aktif dan menyenangkan (fun and active learning) di kelas, yang pada akhirnya membuat siswa merasa senang belajar Bahasa inggris dan mampu mengembangkan kemampuan komunikasinya sejak dini. ]]>
<![CDATA[Old but Gold: The Use of Picture Cues to Teach Writing (An Experimental Research) ]]>
<![CDATA[Soviyah, Soviyah]]>;
<![CDATA[Purwaningtias, Yunia]]>
<![CDATA[ English Language Teaching Educational Journal Vol 1, No 1 (2018) ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/eltej.v1i1.265
<![CDATA[Pictures use in an educational setting fits the idiom: old but gold. There have been plenty of studies revealing how good the use of pictures in the classrooms is. Pictures have been long known to have the ability to help motivate, demonstrate, and instruct the students during a learning process. This study is a sort of complement to the phenomenon as it focuses on researching the use of pictures in a classroom. Specifically, it aims at finding out the effectiveness of the use of picture cues in teaching writing.The study belongs to experimental research involving two groups of experiment and control. The eighth-grade students of a private junior high school in Central Java Indonesia are chosen as the subject of the research during 2017/2018 academic year. Employing a sample population technique, the study involves a total number of 56 students who are equally divided into 28 students as the experimental group and 28 students as the control group. The experimental group is taught using picture cues while the control group is taught without picture cues. Pre-test and post-test are used as techniques to collect the data. As for the data analysis technique, it’s done quantitatively applying both descriptive and inferential statistics.The result of the research shows that there is a significant difference in the students’ writing ability between those taught using picture cues and those who are not. This can be seen from the difference in the mean score between them. The result of the pre-test shows that at the beginning, both experimental and control groups have slightly different ability in writing with the mean scores 51.32 and 47.86 respectively. Meanwhile, the result of the post-test indicates an obvious difference between them in which the experimental group gains 65.75 as its mean score and the control group gets 59.14. Furthermore, the application of Independent t-test calculation results in a score of 0.000, which is lower than 0.05. This means that the use of picture cues is effective. Based on these results, it can be concluded that the use of picture cues is effective to teach writing to students.]]>
<![CDATA[INSTAGRAM USE TO ENHANCE ABILITY IN WRITING DESCRIPTIVE TEXTS ]]>
<![CDATA[Soviyah Soviyah]]>;
<![CDATA[Diana Rahayu Etikaningsih]]>
<![CDATA[ Indonesian EFL Journal Vol 4, No 2 (2018) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/ieflj.v4i2.1373
<![CDATA[Technology is changing the world we live in. It affects the way people see, think, and learn their environment and communicate with others. In the educational field, there have been previous studies revealing the positive attitudes toward the use of mobile devices and applications. However, the empirical studies of the practice of how to use a specific mobile device and application effectively are done in a limited scale. Taking the experimental research method, this study investigated the effectiveness of the use of Instagram application on the students’ performance in writing descriptive texts. The main research question was centred around whether there was significant difference in the ability of writing descriptive text between students who were taught using Instagram and those who aren’t. Involving random sampling technique, this study involved 50 students of a private high school in Yogyakarta as the research sample. The empirical data were collected through pre and post tests. The data were analyzed quantitatively applying t-test computation and descriptive analysis. Results of the study indicate that there is significant difference in students writing score between those taught using Instagram and those who aren’t. In conclusion, teaching students writing by using Instagram pictures are more effective than teaching without using Instagram pictures. In other words, the use of Instagram is effective in teaching writing descriptive texts.  Keywords: technology; Instagram; experimental research; writing descriptive text.]]>
<![CDATA[THE EFFECTIVENESS OF COMIC STRIPS USE TOWARDS READING SKILL OF THE SEVENTH GRADE STUDENTS OF SMP N 9 YOGYAKARTA IN THE ACADEMIC YEAR 2016/2017 ]]>
<![CDATA[Arifiana Tri Wulandari]]>;
<![CDATA[Soviyah Soviyah]]>
<![CDATA[ UAD TEFL International Conference Proceedings of the 4th UAD TEFL International Conference ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/utic.v1.148.2017
<![CDATA[Teaching method is one of the aspects that must be given attention in a teaching learning process. The use of media becomes important strategy to get success in teaching learning process especially in teaching reading. The use of comic strips in teaching reading is expected to increase the students’ achievement in reading. The aim of this research is to find out the effectiveness of comic strips in reading skill for students at the seventh grade of SMP N 9 Yogyakarta.This research is an experimental research. This research was conducted in the SMP N 9 Yogyakarta on 5th May until 19th May, 2017. The population of this research was the seventh grade students, and the samples of this research were 7B as the control class and 7C as the experimental class. The analysis technique used was quantitative. The instrument used in this research was pretest and posttest. The researcher used SPSS to analyze and calculate the data and to test the hypothesis. The result of the calculation is to > ttable, it means that the Null Hypothesis (Ho) is rejected and the Alternative Hypothesis (Ha) is accepted. The mean of the pretest was 52.80, and the mean of the posttest was 75.45. Based on the result of this research, it showed that the use of comic strips in teaching reading was effective.]]>
