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PENINGKATAN PENGUASAAN GRAMMAR DALAM MENULIS KALIMAT MELALUI TEKNIK MISTAKE BUSTER Sudjoko Singodiwongso; Susilawati Susilawati
KREDO : Jurnal Ilmiah Bahasa dan Sastra Vol 5, No 1 (2021): JURNAL KREDO VOLUME 5 NO 1 TAHUN 2021
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/kredo.v5i1.5318

Abstract

Menulis kalimat yang berterima dengan grammar yang benar seringkali menjadi masalah bagi mahasiswa. Membekali mahasiswa dengan pengetahuan yang cukup untuk menulis termasuk pengetahuan grammar merupakan hal yang sangat penting. Penelitian ini bertujuan untuk meningkatkan penguasaan grammar mahasiswa dalam menulis kalimat melalui teknik mistake buster. Penelitian ini menggunakan penelitian tindakan kelas. Penelitian dilakukan dalam dua siklus. Setiap siklus terdiri dari empat langkah yakni planning, acting, observing dan reflecting. Partisipan penelitian yang terlibat adalah satu kelas mahasiswa tingkat dua yang terdiri dari 30 orang. Observasi dan tes digunakan untuk mengumpulkan data  penelitian. Data divalidasi dengan teknik triangulasi. Hasil penelitian menemukan bahwa nilai grammar siswa mengalami kenaikan yang signifikan dari siklus I ke siklus II (dari 59,81 di siklus I menjadi 76,81 di siklus II). Selain itu, teknik ini membantu meningkatkan keterlibatan mahasiswa dalam pembelajaran. Maka bisa disimpulkan bahwa teknik mistake buster ini mampu meningkatkan penguasaan grammar dalam menulis kalimat dan keterlibatan mahasiswa dalam pembelajaran. Sekaitan dengan penemuan tersebut, maka teknik ini direkomendasikan untuk digunakan sebagai teknik alternatif dalam penyampaian materi grammar kepada mahasiswa. 
Promoting Students’ Critical Thinking in Writing Persuasive Text through Explicit Direct Instruction (Edi) Susilawati Susilawati; Audi Yundayani; Chairunnisa Chairunnisa
Journal of English Language Studies Vol 4, No 2 (2019): Available Online in September 2019
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jels.v4i2.5879

Abstract

Critical thinking is regarded as a critical issue to solve. Students should be equipped by critical thinking due to its pivotal position in developing students’ language competence. However, this issue remains unsolved for many obstacles occurring at classroom learning. Explicit Direct Instruction (EDI) is claimed as one of the methods contributing to successful critical thinking development. The present research aimed at portraying how EDI directed students to enhance their critical thinking and EDI implementation in writing persuasive essay. The present research employed qualitative approach with case study method. The subjects involved in this research were 20 of 3rd-year students of a private college in East Jakarta. The instruments used to collect the data were observation, interview, and document analysis. The findings of the research indicated that: 1) EDI assisted the students with the promotion of their critical thinking in the argument analysis by the reinforcement provided by re-teaching and CFU with T-APPLE concept, and 2) EDI was implemented based on the seven components of its lesson design and in conjunction with a variety of learning strategies. To these extents, EDI implementation in writing class has  specifically enlighten one of critical writing dimensions. Research on EDI effectiveness quantitatively is adjured.
INVESTIGATING THE EFFECT OF CANVA ON STUDENTS’ WRITING SKILLS Audi Yundayani; Susilawati Susilawati; Chairunnisa Chairunnisa
English Review: Journal of English Education Vol 7, No 2 (2019)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v7i2.1800

Abstract

A growing number of language teaching studies have started to consider the role of technology in teaching writing. Moreover, recent work in English as a Foreign Language (EFL) class has highlighted the importance of introducing visual media in an effort to help students improve their writing skills. The present study aims at investigating the effect of Canva on students’ writing skills. To this end, forty-four Indonesian EFL students were selected and assigned randomly to two writing classes, namely control and experimental groups. Before the treatment, both groups had a pre-test. During the sessions of instruction, both classes were taught by adopting Communicative Language Teaching (CLT) approach. However, in the experimental group, in order to help students to explore their writing ideas, they were asked to use Canva as media of writing. After the treatment, both groups had a post-test. Then, the number of writing errors made by students from both groups were compared using ANCOVA. The results showed that students in the experimental group had a significantly lower number of writing errors compared to the control group, which confirmed the positive effect of Canva in improving students’ writing skills.
PROGRAM TOWN4KIDS UNTUK MEMPERKAYA PENGUASAAN KOSAKATA SISWA Retno Dwigustini; Susilawati Susilawati
KREDO : Jurnal Ilmiah Bahasa dan Sastra Vol 4, No 2 (2021): JURNAL KREDO VOLUME 4 NO 2 TAHUN 2021
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/kredo.v4i2.5317

Abstract

Tujuan penelitian tindakan kelas ini adalah untuk menemukan apakah permainan dalam laboratorium multimedia town4kids (seperti as memory game, listen and unscramble game, name the picture, find the word, matching similar pictures) mampu meningkatkan penguasaan kosakata bahasa Inggris siswa.  Penelitian ini dilakukan di Sekolah Dasar Insan Madani Bekasi. 22 orang siswa terlibat dalam penelitian ini. Observasi dan pretest-posttest digunakan untuk pengumpulan data. Penelitian ini menggunakan dua jenis analisis data: kualitatif dan kuantitatif. Data kualiattif dikumpulkan menggunakan desain Kemmis and McTaggart dalam dua sikllus. Data kuantitatif dihitung dengan menggunakan uji t-test untuk non-independent sample. Haisl penelitian ini menunjukkan bahwa: 1) ada peningkatan yang signifikan dalam pemerolehan kosakata bahasa Inggris siwa; 2) permainan dalam laboratorium multimedia town4kids memberikan efek yang positif dan efektif terhadap penguasaan kosakata siswa; 3) penggunaan permainan di town4kids menciptakan pembelajaran yang menyenangkan dan aktif untuk siswa. Penelitian ini merekomendasikan guru untuk bisa meningkatkan kompetensi pedagogik, sementara untuk peneliti berikutnya, disarankan untuk mempersiapkan materi pembelajaran yang cukup dan waktu dalam pengelolaan kelas.  
Fostering Students’ Writing Skill by the Integration of Mall Application Retno Dwigustini; Novita Sari; Susilawati Susilawati; Baiatun Nisa
Journal of Languages and Language Teaching Vol 9, No 1 (2021)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v9i1.3264

Abstract

Writing has been one of the most significant skill to acquire by high school students. In fact, students still find it difficult due to weak mastery of writing components and limited practice as well as exposure and facility. On these ground, utilizing MALL in hybrid learning setting is assumed to enhance their writing skill. Employing qualitative approach with classroom action research design conducted in 3 cycles, 20 high school students were involved in this study. The data were obtained using observation, test and interview. The findings suggested that online writing application can help promoting students’ writing skill proven by the score increase from cycle 1 to 3 as well as their participation. The students either perceived the MALL application positively.
EFL STUDENTS ENGAGEMENT IN SOCIAL NETWORK SITE- BASED LEARNING Sri Yunita; Yustika Nur Fajriah; Susilawati Susilawati
Edulingua: Jurnal Linguistiks Terapan dan Pendidikan Bahasa Inggris Vol 8, No 2 (2021)
Publisher : Universitas Islam Nahdlatul Ulama Jepara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34001/edulingua.v8i2.2048

Abstract

Online learning is a choice to use in this current pedagogy. The most prominent power in online learning is the wide room for teachers to develop students engagement during the learning process. This study aims to figure out how students are engaged in online learning, to describe and examine in depth how they are engaging themselves in the online learning. This study employs a case study. The data were obtained from a collection of students chat and discussion in SNS. The data were obtained by observation, questionnaires and interviews. Observation data and questionnaires were analyzed by using Dixsons (2010, 2015) students engagement theory, which incorporates six engagement behaviors. As the analysis procedure, students chats and interview were analyzed inductively (Cresswell, 2012). The result shown that most of students were engaged in the online learning through the SNS application. Specifically, the engagement shown by the students to this simple application indicates that the impact of online learning on the students engagement is not determined by whether the platform used is high- or low.