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All Journal ETERNAL: English Teaching Journal English Language and Literature International Conference (ELLiC) Proceedings Jurnal Pendidikan Edutama CONCEPT JURNAL PENDIDIKAN SAINS SOSIAL DAN AGAMA J-ABDIPAMAS (Jurnal Pengabdian Kepada Masyarakat) Prosiding Seminar Nasional Pascasarjana Konstanta: Jurnal Matematika dan Ilmu Pengetahuan Alam Bersatu: Jurnal Pendidikan Bhinneka Tunggal Ika NaCoLET
Ima Isnaini Taufiqur Rohmah
IKIP PGRI Bojonegoro
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Education Languange, Linguistic, Communication & Media Library & Information Science Materials Science & Nanotechnology Social Sciences Other

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PHILOSPHICAL FOUNDATION IN ENGLISH EDUCATION CURRICULUM RENEWAL BASED ON INDONESIAN QUALIFICATION FRAMEWORK (KKNI) Ima Isnaini Taufiqur Rohmah
Jurnal Pendidikan Edutama Vol 4, No 2 (2017): July
Publisher : IKIP PGRI Bojonegoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30734/jpe.v4i2.54

Abstract

Abstract: Philosphical Foundation in English Education Curriculum Renewal Based on Indonesian Qualification Framework (KKNI). Indonesian Qualification Framework (IQF) is a description of qualification levels for all Indonesian learning outcomes or certificate statements in Indonesian schooling from year 9 to higher education. The IQF holds a legal endorsement in the form of Presidential Decree no. 8/2012. This IQF will specify equivalencies between Indonesian and foreign qualifications, thus improving Indonesia’s international competitiveness and making the country more open to global trade. As a consequence, the structures of curriculum in all Indonesian educations should base on this document. English teacher Education needs English language teacher education with appropriate structures of curriculum relevant to the global world and 21st century learning. This article intends to describe the IQF, and the philosophical foundation structure of the EL Teacher education Curriculum in Indonesia.Keywords: Curriculum, Renewal, Indonesian Qualification Framework. and English Language Teacher EducationAbstract: Landasan Filosofis dalam Perbaruan Kurikulum Pendidikan Bahasa Inggris Berdasarkan Kerangka Kualifikasi Nasional Indonesia. Kerangka Kualifikasi nasional Indonesia (KKNI) adalh sebuah pejabaran level kualifikasi tujuan pembelajaran di Indonesia atau sebagai sebuah pernyataan tertulis sekolah di Indonseia dari mulai kelas 9 sampai denagn pendidikan tinggi. KKNI merupakan mempunyai aturan tegas yang termuat dalam Peraturan Presiden No. 8/2012. KKNI akan lebih memspesifikkan kesaamaan antara kualifikasi luar negeri dan kualifikasi pendidikan di Indonesia, untuk meningkatkan daya saing Indonesia dimata internasional dan membuat negara kita lebih terbuka dengan pasar bebas. Sebagai konsekuensinya, stuktur kurikulum di semua level pendidikan di Indonesia haru berdasarkan dokumen ini. Pendidikan Guru Bahasa Inggris membutuhkan kurikulum pendidikan guru Bahasa Inggris yang memiliki struktur kurikulum yang tepat dan relevan terhadap globalisasi dan pembelajaran pada abad 21. Artikel ini bertujuan untuk mendeskripsikan kurikulum Pendidikan Guru Bahasa Inggris dan landasan filosofis kurikulum pendidikan Guru Bahasa Inggris di Indonesia.Kata kunci: Kurikulum, Perubahan kurikulum, KKNI, Pendidikan Guru Bahasa inggris.
The Effect Of Implementing Content-Based Instruction For Young Learners. Ima Isnaini Taufiqur Rohmah
Jurnal Pendidikan Edutama Vol 2, No 2 (2015): July
Publisher : IKIP PGRI Bojonegoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30734/jpe.v2i2.21

Abstract

The integration of language and content instruction has become a new phenomenon in language education field. The aim of this research is to explore the implementation of Content-Based Instruction and the effect of implementing Content-Based Instruction for young learners. This research used a qualitative research method, in order to be able to observe and get detail information on how the students react and interact in any situation. This research was conducted on the fifth grade students. The data were taken through interview, observation, and analyze the documents. The Result of this study indicated that (1) the implementation of Content-Based Instruction in the fifth grade was well implemented, they used English language as instructional language but it does not supported by appropriate teaching documents. (2) Content Based Instruction automatically give a significance effect to the students’ speaking ability: students could answer the teacher’s questions; the use of mother tongue was reduced. It also improving class situation: the atmosphere in the whole class became alive, there were many chances for students to practice their speaking skill; students had great motivation, learning process became easy and fun for the students.Key words: Content-Based Instruction, Young Learners.
The Use of Teacher’s Observation for Assessing Students’ English Performance in CLIL Muktamir Muktamir; Ima Isnaini Taufiqur Rohmah
Jurnal Pendidikan Edutama Vol 9, No 1 (2022): January 2022
Publisher : IKIP PGRI Bojonegoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30734/jpe.v9i1.2408

Abstract

Abstract : Content and Language Integrated Learning (CLIL) is an educational approach that can be mutually beneficial for both content and language subjects. Many researchers had researched the field of CLIL implementation and assessment but specifically, researching teacher’s observation assessment in the CLIL classroom context in Indonesia is rarely investigated. The study was aimed to investigate the teaher’s observation assessment. This research was conducted through case study. The instruments to collect data were observation sheet, interview guide, and also documentation. The findings revealed that in conducting teacher’s observation assessment, the teacher was used some techniques: questioning, probing, and small group interactions. The research suggested that the teacher have to provide the students with information about the students can do with the language assessment to improve their awareness of the assessment in CLIL especially English performance assessment which integrated into content assessment and convey explicit assessment information to parents as well.Keyword: Assessment, CLIL, English performance, Teacher’s observation.Abstrak : CLIL adalah pendekatan pembelajaran yang memberi manfaat ganda, baik untuk pemahaman sebuah matapelajaran dan penguasaan Bahasa Inggris sebagai bahasa pengantarnya. Telah banyak peneliti melakukan penelitian dengan topik penerapan pembelajaran dan penilaian pada kelas CLIL, namun penelitian yang berfokus pada penilaian melalui observasi pada kelas CLIL di Indonesia belum pernah dilakukan. Penelitian ini bertujuan untuk menginvestigasi praktek penilaian kecakapan bahasa Inggris para siswa melalui obesrvasi. Penelitian ini dilaksanakan dengan mengadopsi metode studi kasus. Instrumen yang digunakan untuk pengumpulan data adalah, lembar observasi, pedoman wawancara, dan dokumentasi. Hasil penelitian ini menunjukkan bahwa dalam menilai kecakapan Bahasa Inggris siswa mellaui observasi, guru melaksanakannya melalui bertanya, investigasi (probing), dan interactive dalam kelompok-kelompok kecil. Penelitian ini menyarankan bahwa Para guru perlu membekali para siswa informasi tentang apa yang harus mereka persiapkan dalam penilaian kecakapan bahasa Inggris yang bertujuan untuk meningkatkan pemahaman para siswa tentang penilaian pada kelas CLIL khususnya penilaian kecakapan bahasa Inggris yang diintegrasikan pada penilaian matapelajaran serta menyampaikan secara terbuka informasi penilaian kepada orang tua siswa.Kata kunci: CLIL, kecakapan bahasa Inggris, observasi guru, penilaian.
Text-book Evaluation Entitled “Let’s Learn English” (K-13 English Text-Book) Ima Isnaini Taufiqur Rohmah
ETERNAL (English Teaching Journal) Vol 6, No 2 (2015): August
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v6i2.2368

Abstract

The main elements of teaching are included teachers, students, and textbooks. Many people argue that the students are the key success of the teaching. Thinking to against that many people belief, many studies pointed the view that textbooks are the key of learning. It based on the assumption that both teacher and students are depend on the book in learning process. Therefore, great care and attention to the quality of text-book itself has to be taken in selecting the most appropriate textbook that fit to some factors as teacher’s interests, teaching objectives and finally students’ needs as well. Textbook evaluation checklist by Daoud and Celce-Murcia (1979) is used in this study because it is most appropriate for evaluating this current textbook. In this current study, the researcher evaluated K-13 English text book used by XII grade students of MAN 1 Bojonegoro as instructional material in the teaching and learning. Some aspects to be evaluated based on Textbook evaluation checklist by Daoud and Celce-Murcia (1979) including subject matter, vocabulary and structures, exercises, illustration, and physical make-up. This study is important as it hope will find out the strength as well as the weaknesses areas of the course book. This current study has been developed in order to analyze an available specialized course book for the second grade students. The results of the current study have important implications both for language teachers and the improvement of the course book
The Feasibility and Effectiveness of Integrating Content Knowledge and English Competences for Assessing English Proficiency in CLIL Ima Isnaini Taufiqur Rohmah
ETERNAL (English Teaching Journal) Vol 10, No 1 (2019): February
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v10i1.3909

Abstract

Researching Content and Language Integrated learning (CLIL) is unique since the focus is not only in English as instructional language but we have to consider the content as another side of the coin. Both aspects must be balance. This study aimed exploring the integration of content knowledge and English competence in English proficiency assessment and also the effectiveness of the integration to measure students’ English proficiency. This study used Combined study (Creswell, 2012). The participants of this study were 3 primary schools under the name of International Class Program in East java Indonesia. The data were gathered through semi-structured interview, questionnaire and test, i.e. pre-and-post-test. The qualitative data were analyzed descriptively; and the quantitative data were analyzed by using paired sample t-test formula. The results revealed that integrating content knowledge and English competences in assessing English proficiency is feasible and applicable. Furthermore, it has been statistically proven that it is effective integrating content knowledge and English competences in assessing CLIL by indicated the raise of students’ English proficiency. This study implies that integrating both aspects in CLIL has great influence in students’ English assessment and this should be taken into account by the related parties.
FREQUENT LANGUAGE LEARNING STRATEGIES USED BY SUCCESSFUL LEARNERS Ima Isnaini Taufiqur Rohmah
Concept : Community Concern for English Pedagogy and Teaching Vol 3 No 2 (2017): July-December 2017
Publisher : Program Studi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Cirebon

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Abstract

The main factors that help determining students learn a foreign language is their strategies used in learning. This article aims to describe the most frequent learning strategies applied by students categorized as good learners that help them learn English effectively. This research is under qualitative case study which is conducted on three students from the first grade of Economic Education Study Program of IKIP PGRI Bojonegoro categorized as good learners of English. To get the detail of data in depth interviews, observation, questionnaires, and document analysis were used. The result of this study reveals that cognitive strategies and memory strategies were the strategies that often used by the student in learning English. These learning strategies employed the student gained best mark in each English test and could improve speaking skill. By applying those learning strategies, they always got good score in English lesson. Thus, in learning English as a foreign language, good language learning strategies are required. Key words: case study, learning strategies, successful learner
Analisis respon mahasiswa terhadap implementasi google classroom pada mata kuliah perencanaan pembelajaran Yuniarta Ita Purnama; Ima Isnaini Taufiqur Rohmah
Jurnal Pendidikan, Sains Sosial, dan Agama Vol. 8 No. 1 (2022): Jurnal Pendidikan, Sains Sosial, dan Agama
Publisher : STABN RADEN WIJAYA WONOGIRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (579.731 KB) | DOI: 10.53565/pssa.v8i1.384

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Abstrak Dalam Capaian Pembelajaran mata kuliah Perencanaan Pembelajaran, siswa diharapkan mampu membuat perencanaan pembelajaran dan mengevaluasinya dalam tahun pelajaran tertentu. Google Clasroom adalah salah satu platform pembelajaran dimasa pandemi covid-19 ini. Tujuan dari penelitian ini adalah untuk dapat mengetahui bagaimana tanggapan mahasiswa terhadap penggunaan google classroom dalam meningkatkan keterampilan pembuatan perencanaan. Penelitian ini merupakan penelitian deskriptif kualitatif. Penelitian ini dilaksanakan pada mahasiswa semester genap di IKIP PGRI Bojonegoro pada tahun akademik 2020/2021. Peneliti menggunakan total sample dalam teknik pengambilan sampel. 26 siswa menjadi Subjek dalam penelitian ini. Penelitian ini menggunakan kuisioner sebagai instrumen. Hasil dari penelitian ini, dapat dilihat setelah menganalisis data secara deskriptif, hasilnya menunjukkan bahwa semua siswa memiliki motivasi belajar yang tinggi dan terlibat aktif selama kegiatan belajar mengajar. Siswa lebih mudah mengekspresikan diri. Proses pembelajarannya tidak membosankan dan menarik. Mereka termotivasi untuk mendapatkan prestasi yang baik karena mereka merasa lebih percaya diri dalam mengekspresikan ide. Kata kunci: Google classroom, Respon Mahasiswa, Perencanaan Pembelajaran Abstract In the Learning Achievement of Lesson Plan Course, students are expected to be able to make learning plans and evaluate them in a particular school year. Google Clasroom is one of the learning platforms used during the Covid-19 pandemic. The purpose of this study is to find out how students respond in the use of google classroom in improving planning skills. This research is qualitative descriptive research. This research was carried out on even semester students at IKIP PGRI Bojonegoro in the academic year of 2020/2021. Researchers use total samples in sampling techniques. 26 students were subjected to the study. The study used questionnaires as instruments. The results of this study can be seen after analyzing the data descriptively. The results show that all students have high learning motivation and are actively involved during teaching and learning activities. Students are easier to express themselves. The learning process is interesting and not boring. They are motivated to get good achievements because they feel more confident in expressing ideas. Keywords: Google classroom, Students’ respond, Lesson Plan.
AN ANALYSIS OF INTERACTION PATTERNS IN THE ENGLISH WRITING CLASS Anggita Refida Prismutitomi; Ima Isnaini Taufiqur Rohmah; Moch. Fuadul Matin
English Language and Literature International Conference (ELLiC) Proceedings Vol 5 (2022): Innovative Practices in Language Teaching, Literature, Linguistics, and Translation
Publisher : Universitas Muhammadiyah Semarang

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

Abstract

Learning English in the classroom is closely related to how to build good interactions between the two main components, namely teachers and students. Success in the teaching and learning process is influenced by the interaction patterns of both in the classroom. This case study is aimed at determining the interaction patterns occurring in the process of English teaching-learning between the teacher and the eighth-graders at SMPN 1, Dander, Bojonegoro. The data obtained through classroom observation and interviews in two meetings of the writing class were then analyzed using the interactive model of Miles and Huberman. The findings revealed that the interaction patterns appearing in the grade 8 class consisted of group work, close-ended teacher questions, choral responses, teacher talk, student initiates teacher answers, and open-ended teacher questions. Furthermore, the results of interviews with teachers indicated that each student had different responses, and to make them active, the teacher must design the materials in an interesting and more intense way to interact continuously. The students were very enthusiastic about the way the teacher always involved students when delivering material, such as by asking questions and forming groups to solve problems. Accordingly, the interaction between teachers and students in English writing class went well and helped the students understand the material presented through the various interaction patterns they created. It is critical for English teachers to create more classroom interactions in order to encourage students to actively participate in learning activities.
Program Vinglish Melalui Flipbook Based E Module dan English Ecological Spot untuk Meningkatkan English Literacy Ima Isnaini Taufiqur Rohmah; M. Zainudin; Fitri Nurdianingsih
Jurnal Pendidikan Edutama Vol 9, No 2 (2022): July 2022
Publisher : IKIP PGRI Bojonegoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30734/jpe.v9i2.2546

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Abstract:  Vinglish (Village of English) is a partnership program design between lecturers and students of IKIP PGRI Bojonegoro with the Village Government that focuses on scientific research in rural community education in order to accelerate English Literacy of village human resources. The purpose of this research is to describe the implementation of VINGLISH with the help of Flip Book Based E-Module and English Ecological Spot to improve English Literacy of villagers. This research will apply a case study qualitative approach. The results showed that there was an increase of 27% in English literacy of villagers who were safe targeted at village children and village officials. This study recommends a more in-depth study of the effectiveness of the VINGLISH (Village of English) program which is viewed from villagers autonomous learning. Abstrak: inglish (Village of English) merupakan sebuah rancangan program kemitraan antara dosen dan mahasiswa IKIP PGRI Bojonegoro bersama Pemerintah Desa yang berfokus pada Riset keilmuan pendidikan masyarakat desa dalam rangka akselerasi English Literacy sumberdaya manusia desa. Tujuan dari penelitian ini adalah mendeskripsikan implementasi VINGLISH dengan bantuan Flip Book Based E-Module dan English Ecological Spot untuk meningkatkan English Literacy warga desa. Penelitian ini akan menerapkan pendekatan kualitatif studi kasus. Hasil penelitian menunjukkan bahwa terdapat keniakan sejumlah 27% English literacy warga desa yang aman disasarkan pada anak-anak desa dan perangat desa. Penelitianini merekomendsikan untuk kajian lebih mendalam tentang efektivitas program VINGLISH (Village of English) yang ditinjau autonomous learning 
Program “Desa Anak Negeri” untuk Akselerasi Recovery Literasi pada Masa Pandemi Dwi Sekar Sukma; Elsa Puspita Dewi; Yunita Khaerunika; Afnita Agil Syahdela; Desti Fitri Astuti; Anggita Cahyani Rahmat; M. Zainudin; Ima Isnaini Taufiqur Rohmah; Taufiq Hidayat
J-ABDIPAMAS (Jurnal Pengabdian Kepada Masyarakat) Vol 5, No 2 (2021): Oktober 2021
Publisher : IKIP PGRI Bojonegoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (435.86 KB) | DOI: 10.30734/j-abdipamas.v5i2.2166

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Selama masa pandemi Covid-19 Pemerintah Republik Indonesia mellaui Kementerian Pendidikan, Kebudayaan Riset dan Teknologi (Kemendikbud-Ristek) mencanangkan pembelajaran secara online (daring) untuk mengurangi dampak pandemic bagi para siswa disemua level. Progra ini memerlukan support secara teknologi. Selama pelaksanaannya, beberapa kendala dan permasalahan terjadi yang salah satunya adalah tidak tercapainya KI/KD dalam pembelajaran. Program Desa Anak Negeri bertjuan untuk menguatkan 6 literais dasar yang meliputi: bahasa, numerasi, sains, kewarganegaraan, budaya dan finansial. Program ini juga bertujuan untuk mengurangi ketergantungan anak –anak bermain game online melalui gawai. Sasaran program ini adalah anak – anak DEsa Sembung Kecamatan Kapas Kabupaten Bojonegoro. Program ini dilaksanakan melalui After School Program dan Weekend School Program berbantu modul. Hasil menunjukkanbahwa : 1) terdapat peningkatan yang siknifikan sekitar 60% penguasaan 6 literasi dasar anak – anak Desa Sembung melalui program ini; 2) Terdapat penurunan yang siknifikan sekitar 50% budaya ketergantuangan anak bermaik online game menggunakan gawai. Diharapkan terdapat keberlanjutan program ini dengan sasaran yang lebih luas di Bojonegoro.
Co-Authors Abdurrachman Faridi Afnita Agil Syahdela Ali Mujahidin Andri Andri Anggita Cahyani Rahmat Anggita Refida Prismutitomi Anna Nadhifatul Ilmiah Ariska Dwi Fatmasari ATIKA DYAH ANDRIASIWI ANDRIASIWI Ayu Fitrianingsih Bimantara Ardhi Kusuma Boedy Irhadtanto, Boedy Caca - Junaidi Day Ramadhani Amir Desti Fitri Astuti Desy Zahwa Almaghfiroh Dila Charisma Dwi Erna Novianti Dwi Sekar Sukma Eline Rozaliya Winarto Elsa Puspita Dewi Eni Nurhayati Fitri Aprianti Fitri Nur Hidayati Fitri Nurdianingsih Friska Putri Oktavianti Guruh Kemilo Rahari Ifa Khoiria Ningrum Ikariya Sugesti Lisa Inawati Inawati Lusiana Vernanda M. Zainudin Meiga Ratih Tirtanawati Meta Alifia Risty Moch. Fuadul Matin muhammad fathur rohman Muktamir Muktamir Mursid Saleh NAILY HUBBATUL KAROMAH Nina Irnisa Fauziyah Octha Ika Rahmawati REFASURYA RIDHO NURYANDHI Refi Ranto Rozak Rinsyana Sholekah Ririn Qomariyah Riva Guntur Laksono Rizky Alifia Annisa Sirniawati Maskud Siti Ermawati Sofie Abiyyati Sri Wuli Fitriati Taufiq Hidayat Vera Lutviya Wulan Suci Ramadani Yuniarta Ita Purnama Yunita Khaerunika