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All Journal Nusantara of Research : Jurnal Hasil-hasil penelitian Universitas Nusantara PGRI Kediri (e-journal) Journal of Development Research EDUCATIO : Journal of Education ENGLISH EDUCATION: JOURNAL OF ENGLISH TEACHING AND RESEARCH JURNAL KOULUTUS Jurnal ABDINUS : Jurnal Pengabdian Nusantara Journal On Teacher Education (Jote) Education and Linguistics Knowledge Journal (Edulink) Dedikasi: Jurnal Pengabdian Pendidikan dan Teknologi Masyarakat Journal of Humanities and Social Studies Jurnal Pengabdian Masyarakat Nusantara
Diani Nurhajati
Universitas Nusantara PGRI Kediri
Religion Agriculture, Biological Sciences & Forestry Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Economics, Econometrics & Finance Education Electrical & Electronics Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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Journal : Journal of Development Research

 1 
Corrective Feedback to Improve Students Writing Ability LINA MARIANA; Diani Nurhajati
Journal of Development Research Vol. 1 No. 2 (2017): Volume 1 Number 2, November 2017
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Nahdlatul Ulama Blitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (754.435 KB) | DOI: 10.28926/jdr.v1i2.24

Abstract

This article refers to a Lesson Study research implementing Corrective Feedback to enhance the students writing ability. The research aims to identify: (1) kinds and types of corrective feedback given by the lecturer to improve the students writing ability and (2) the process of giving corrective feedback in Creative Writing classroom. It was conducted to 37 second year students in the odd semester of 2016/2017 academic year of a University of Nusantara PGRI in Kediri, East Java. Questionaire, interview and tests were given before and after the implementation of corrective feedback activities and it had two cycles, consisting of three main stages, they are Plan, Do and See stage. The instruments used were questionnaire and interviews were given to the students before and after the implementation. The result showed that corrective feedback activities improved students writing ability. The students were interested in creative writing class as they paid good attention and felt fun when they were involved in making creative paragraphs consisting of a short story to be presented in front of the class and expressed their ideas upon the stories given. Their worries of making mistakes were decreased since the lecturer gave oral corrective feedback directly when they made mistakes in deciding the intrinsic elements of making short story and also when the lecturer made some notes upon their works as written corrective feedback discussing about the aspects of writing such as grammatical structure of sentences, vocabulary, ideas, organization and also mechanic. After having some beneficial notes to be revised the students will absolutely get the points about what the mistakes and weaknesses they made that not to be done again for the next project.
A Teaching Strategies to Enhance Students’ Creativity in English Profession Subject during the Covid-19 Pandemic Diani Nurhajati
Journal of Development Research Vol. 5 No. 2 (2021): Volume 5, Number 2, November 2021
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Nahdlatul Ulama Blitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28926/jdr.v5i2.155

Abstract

During the Covid-19 pandemic, the learning process must be carried on from home. In fact, all of the university graduates should be equipped with a number skills needed to face the Industrial Revolution 4.0. Therefore, lecturers are expected to find the solution to train the skills, including creativity. One of the solutions is selecting the right teaching strategy. This research was carried out to answer the questions: “What are the teaching strategies employed by the lecturer English Profession to promote creativity?” and “How do the strategies enhance the students’ creativity?” This descriptive qualitative study took 60 students as the subjects. They were the students who took English Profession Subject at the Elementary School Education, University of Nusantara PGRI Kediri. The techniques of collecting data were observation checklist and questionnaire. The findings of the research show that the lecturer employed Project Based Learning in which the students were assigned to create some projects, namely video, game manual, and English book for elementary school students.
Teaching Vocabulary through Total Physical Response to Elementary Students Deni Setiawan; Diani Nurhajati; Sulistyani Sulistyani
Journal of Development Research Vol. 6 No. 2 (2022): Volume 6, Number 2, November 2022
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat Universitas Nahdlatul Ulama Blitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28926/jdr.v6i2.231

Abstract

Vocabulary is an important language component to be learned by English language learners. It should be taught since early age, especially to elementary students. Teaching English vocabulary, especially to elementary students, required effective and interesting method that suits with children’s learning characteristics. Children understand something through what they see, listen, and do. Therefore, English teachers should select the suitable method that is child-friendly. One of the ways to teach vocabulary is through Total Physical Response (TPR) method. This study was descriptive qualitative research to describe teaching material, teacher’s roles and teaching stage in the implementation of TPR to teach vocabulary to elementary students The subject of this study was the English teacher who taught the elementary students. The data were obtained from observation during the teaching and learning process, interview to the subjects and document analysis. The findings revealed that the teaching material used by the teacher was correlated and suited with the students’ daily life. The teacher has several roles, namely as a planner, a director, a model, and an assessor. The stages of teaching vocabulary were pre-teaching, whilst-teaching and post-teaching. The teacher used varied classroom activities such as singing, listen and do, game and dialog. In the end, the teacher conducted a test to measure the students’ comprehension.
Co-Authors AGUNG WICAKSONO Alfianti Azizah Anis Yona Tyas Wilupi Deni Setiawan Dewi Kencanawati Djaelani Susanto Erwin Putera Permana Firda Anisa Sukmayani Hamzah Gunawan Khoiriyah - Lilis Diah Wulandari Lina - Mariana LINA MARIANA Luhung Badarudin Maria Gabriela Nawang Putri Melani Wahyu Diana Nike Aprilia Nila Nisaul Hasanah Octavia Annike Putri Ridwan Yasin Setiawan Rika Riwayatiningsih Riwayatiningsih, Rika Sri Aliami Sri Panca Setyawati Sulistyani - Yunik Susanti