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The Implementation of Flash Games in Teaching Writing Descriptive Text to The Seventh Grade of Smp Muhammadiyah 10 Surabaya Miftahul Huda; Gusti Nur Hafifah; Armeria Wijaya
Tell : Teaching of English Language and Literature Journal Vol 4 No 2 (2016): September
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

Writing is one of skill which is being basic skill in English learning. Writing is very important to be learned because it is being a compulsory in teaching English which the students have to be well mastered. There are many kinds of genres insert the teaching writing. One of them is writing descriptive. The teacher used flash game as media in teaching learning process in order to it could be motivated the students who lack motivations and minimize boredom faced. The purpose of the study was to know the implementation of teaching writing descriptive text by using flash game and the studentsâ€™ responses toward teaching writing descriptive text using by using flash game to seventh grade of SMP Muhammadiyah 10 Surabaya. The researcher designs his research a descriptive qualitative research. The subject of this study is seventh grade of SMP Muhammadiyah 10 Surabaya. To collect the data in this study, the researcher used four points to collect the data. They were the observation checklist, field notes, interview the teacher, and questionnaire as the technique. The implementation of flash game in teaching writing descriptive text was very effective to teaching writing descriptive text because it could be motivated and helped the students during teaching learning process. Students were not only being motivated and helped but also being participated actively during teaching learning process in the class. The result of studentsâ€™ questionnaire was very good because most of students like very much with the implementation of flash game in teaching writing descriptive text. The researcher classified the questions into four factors. They were the first factor was about the studentsâ€™ opinion about the material, it consisted into four questions. The second factor was about the studentsâ€™ opinion about the teacherâ€™s role during teaching writing descriptive text by using flash game, it consisted into two questions. The third factor was about the studentsâ€™ opinion about the flash game, it consisted into three questions. The fourth factor was about the studentsâ€™ opinion about general evaluation, it consisted into one question. That was way, the implementation of flash game in teaching writing descriptive text to seventh grade of SMP Muhammadiyah 10 Surabaya was very successful because it can reach the aim of teaching writing descriptive text in the class and also it makes the students being participate actively during teaching learning process.

The Creative Techniques in Teaching Vocabulary at Sabilussalam Kindergarten Surabaya Wijayanti -; Amrin Batubara; Gusti Nur Hafifah
Tell : Teaching of English Language and Literature Journal Vol 2 No 1 (2014): April
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

This research is conducted to find out the creative techniques, the implementation, and the advantages of the implementation of the creative techniques in teaching vocabulary at Sabilussalam kindergarten where pupils level B and 1 teacher are as subject. While, the objects of the research is all information related to the creative techniques in teaching vocabulary at Sabilussalam kindergarten.This research usesdescriptive qualitative method and the data collection techniques are classroom observations, documentation and interview. For analyzing the data, the researcher uses interactive model which is adapted from Miles and Hubberman (19984:6). The finding showedthat there are four creative techniques in teaching vocabulary at Sabilussalam kindergarten. Those were, Sing song, Drilling, Role play, and Game techniques. Besides, the researcher found theteaching techniques were implemented creatively in different ways. Firstly, the drilling technique was implemented by using gestures, and hip hop style.Â Secondly, the singing song technique was implemented by using gestures, repetitions, hip-hop and sound of clap the table. Thirdly, the role play was implemented by usingthe performing robotâ€™s actions, super hero and play Doraâ€™s adventure. Finally, the Game technique was implemented by using whispers, gestures, robotâ€™s movements and guess. Additionally, all of implementations of the creative techniques in teaching vocabulary at Sabilussalam have some advantages. They are to develop childrenâ€™s knowledge, skills, understanding and attitudes. The techniques can develop their knowledge because it can help them to improve their vocabulary in meaning and understanding. Besides, they can develop their skill because these techniques not only help them to improve their vocabulary but also explored in their skill especially the listening and the speaking skill which werethe basic skill had been mastered for young learner. Additionally, the techniques can develop childrenâ€™s understanding and attitude because they were not only know and memorized vocabulary which had been taught but also they can understand the meaning word and explored their idea, expression in their daily activity.

The Implementation of Discovery Learning to Teach Speaking at the First Grade Students at SMP Institut Indonesia Irmayanti Mufida; Gusti Nur Hafifah; Linda Mayasari
Tell : Teaching of English Language and Literature Journal Vol 3 No 2 (2015): September
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

The result of this study show that the English teacher synchronized the steps of scientific approach in Curriculum 2013 with the applications of Discovery Learning in his lesson plan. The steps are observing through stimulation, questioning through problem statement, experimenting through collecting data, associating through processing data, communicating through verification and generalization. They make them, the students become more active in oral activities and all of activities can make the students do not feel bored. This study also attempts to know about the studentâ€™s responses after the implementation of Discovery Learning. It can be concluded that the students more understand easily toward the materials which were taught, especially in their speaking skill because Discovery Learning has given positive impact for the students. Finally the researcher suggested that the teachers should always give the motivation and provide the other materials using the creative techniques so that the learning process can more effective and meaningful. It means that the students will never forget their experiences and the teacherâ€™s explanations within a long period.

THE EFFECTIVENESS OF USING ANIMATED VIDEO TO INCREASE THE STUDENTSâ€™ ABILITY IN WRITING NARRATIVE TEXT Risa Sulfarida Arini; Gusti Nur Hafifah
Tell : Teaching of English Language and Literature Journal Vol 5 No 1 (2017): April
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

Writing skill is considered to be more complex and difficult to learn. Studentsâ€™s skill in writing is still low. Thestudents get difficult to develop their ideas because based on the research, most of the students do not have anyvocabularies to write and they cannot develop the contents of the story. So, it is very important to help them inincreasing their ability in writing. The objective of this research is to find out wheter using animated video asmedium in writing narrative text is effective or not. This research is conducted at SMPN 1 Tarik Sidoarjo.Theresearcher used experimental design. The sample of this research was the eighth grade students with totalnumber was 68 students. The subject were VIII-C as the experimental class and VIII-D as the control classwhich each class consist of 34 students. It was gotten by random sampling. The data collection used test (try out,pre-test, and post test) as instrument to measure the the output of the students. From the data output that wasaccounted by using T-Test (Î±= 5%), the result of data analysis is tcount = 5.424 and ttable = 2.032, so tcount > ttable, itmeans that H0 is rejected and H1 is accepted. From this research, it can be concluded that there is significantdifference between the students who are taught by using animated video and those who are not taught by usinganimated video.

A Correlation between Studentâ€™s Mastery of Past Tense and Their Achievement in Writing Narrative Text Ahmad Zainuddin; Gusti Nurhafifah; Armeria Wijaya
Tell : Teaching of English Language and Literature Journal Vol 4 No 2 (2016): September
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

This research purposed to search and find out the correlations between studentsâ€™ mastery of past tense and their achievement in writing narrative text. The method in this research used a purposive sampling technique with total sample 30 students.Â In this research, the data are obtained using two kinds of test namely Grammar and writing test. Meanwhile, the data were analyzed using Product Moment Pearson. The outlays of this research, the average score of past tense is 69,33and writing score is 77,33. Thus, the final result in this research when the formula correlation is applied, the score is 0,797 or substantial. It means that the r value is higher than r table; studentsâ€™ master past tense influence to writing narrative text. It can be concluded that there is a positive correlation between studentsâ€™ mastery of past tense and their achievement in writing narrative text

The Effectiveness of Comic Strips in Increasing Students Speaking Ability in the Second Year of Junior High School Niâ€™matul Lailiyah; Gusti Nur Hafifah; Armeria Wijaya
Tell : Teaching of English Language and Literature Journal Vol 3 No 2 (2015): September
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

As far as the researcherâ€™s knowledge, the analysis of â€œThe Effectiveness of Comic Strips in increasing studentâ€™s speaking abilityâ€ is still difficult to find, the researcher formulates the statement of the research that is comic strips give the significant effect in increasing studentâ€™s speaking ability. The objective of research is to find out whether comic strips method can give the significant effect in increasing studentsâ€™ speaking ability or not. This research uses experimental design, the subject are VIIIth A as experimental group and VIIIth B as controlled group at MTs. Hidayatus Salam, Lowayu. The data collection uses test (pre-test and post-test) as instrument to measure the result of students. After giving the test, the researcher counts the data (percentage of the results which have the significant score) and analyses based on Criteria scoring by oral proficiency scoring categories by Brown. After giving the test of both classes, both of them have an increasing speaking ability. Based on the percentage of both classes, in post-test shows that with comic strips the experimental class has more significant effect than control class, the mean score of experimental class is 74.7 and 58.03 for control class. The experimental class has significant effect especially in the term of fluency, vocabulary, comprehensibility and performance.

The Application of multiple Intelligences Approach in an EFL Classroom Gusti Nur Hafifah
Didaktis: Jurnal Pendidikan dan Ilmu Pengetahuan Vol 15, No 1 (2015)
Publisher : Universitas Muhammadiyah Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/didaktis.v15i1.39

Multiple Intelligences Approach is one of the teaching Methods that was adapted from the psychological theory by Howard Gardner, who found and developed MI as the new Paradigm in Intelligence. Multiple Intelligences Strategy giveteachers the chance to discover, value and enhance the talents of all learners through eight different intelligences that they have. This study attempts to observe the Multiple Intelligences teaching Strategy being used by an English Teacher in an EFL Classroom. To what extent the Teacher applied the eight Multiple Intelligences Teaching Strategies in the English Teaching Learning Process. The MI Teaching Strategies are;Linguistic Strategy, Logical/ Mathematical Strategy, Visual/Spatial Strategy, Bodily/Kinesthetic Strategy, Musical Strategy, Interpersonal Strategy, Intra-personal Strategy, and Naturalist Strategy.Since this study was descriptive qualitative study, the researcher described and evaluated the existing phenomena during the observation and also the result of the interview. In this case, the subject of the study wasthe English Teacher in SMP Muhamadiyah 9, which published its school as a Multiple Intelligences Based School. The observation was done in nine meetings of English Subject, involving 2 different classes. Furthermore, the instrument used was the researcher herself as the observer of the study and interviewer.The result showed that the MI Teaching Strategy was not applied optimally in the classroom. Teacher applied some seven from the Eight Intelligences Strategies being observed, such as Linguistic Strategy, Logical/ Mathematical Strategy, Visual/Spatial Strategy, Bodily/Kinesthetic Strategy, Interpersonal Strategy, Intrapersonal Strategy, and Naturalist Strategy. The Musical Intelligence Strategy was not found on the observation since teacher’s voice was the only source of music and there wasn’t any use of sounds music or rhythm during the teaching. And the Linguistic Intelligence Strategy was the most dominated strategy as language was the main subject of the lesson. It can be concluded that MI Strategies depend very much on the teacher ability in creating creative and innovative ideas in developing teaching techniques that suitable to the variety of intelligence that the students have. Key Words: Multiple Intelligences; Linguistic, Linguistic, Logical/ Mathematical, Visual/Spatial, Bodily/Kinesthetic, Musical, Interpersonal, Intrapersonal, and Naturalist Intelligences, Teaching Strategies.

Teachers Perspectives of ICT Integration in English Language Teaching: A Review of Literature Gusti Nur Hafifah
JEES (Journal of English Educators Society) Vol 5 No 1 (2020): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v5i1.205

This paper reviews some research articles on the teachers perspective of ICT implementation in education, particularly in English language teaching. It explores the research result based on three scopes; Teachers perspective of ICT in education in general, Teachers perspective of ICT specifically in English language Teaching in Global Context, and The teachers perspectives of ICT in ELT in Indonesian settings. The analysis is based on the research methodology; including the design, subject and instrument used in the research, also the findings and suggestions resulted in the research. Finally, this paper proposes further study on the related topic area on teachers’ cognition of ICT in ELT. HIGHLIGHTS: Teachers have positive perspectives on the use of ICT for education and ELT. There are limited studies on teachers perspectives in higher education level. Teachers perspective on ICT might be contributing factors to teachers professional development.

Technology use in secondary level of English language teaching: A Literature Review Roghibatul Luthfiyyah; Gusti Nur Hafifah; Francisca Maria Ivone; Sintha Tresnadewi
JEES (Journal of English Educators Society) Vol 6 No 1 (2021): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v6i1.1020

Technology has been widely used in the education field, especially for teaching language. Many teachers and students believe in the advantages of technology to enhance language learning. There have been many studies investigating the use of technology in secondary language classrooms. Some studies approve that technology can be applied to increase students' language competence. This paper comprehensively analysed the use of technology for English language teaching in the secondary level based on empirical studies. It reviews 57 articles from reputable journals and publishers. The existing literature shows that studying and reviewing the use of technology in ELT leads to a deeper understanding of its potential benefits. Many technology tools have been utilized to support the teaching of English skills. Kinds of learning activities that require technological tools and applications, such as presentation, discussion, assessment are also discussed. Additionally, problems and solutions encountered in the implementation of technology in secondary ELT levels are scrutinized in this study. HIGHLIGTS: Scholars need to set the content and pedagogy first before the technology to obtain meaningful and contextual experiments and discussion in academic circumstances. The finding unveils a fact that technology use in the ELT context contributes more to students' learning strategies, such as learning motivation, engagement, collaborative work, rather than the improvement of students' learning outcomes. This finding can be a rationale to rectify the common logical fallacy encountered among studies that claimed that technology can improve particular language skill.

THE USE OF AUTHENTIC MATERIAL IN TEACHING READING DESCRIPTIVE TEXT: REVIEW OF LITERATURE Fitri Puspita Sari; Gusti Nur Hafifah; Linda Mayasari
Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 8, No 2 (2020)
Publisher : Lembaga Penelitian (The Institute of Research) Universitas Swadaya Gunung Jati

Process of learning needs development time by time. Following situation of teaching, it is important for educator to find materials which is understandable and enjoyable. One of materials that effective to be used is authentic material. The authentic materials are not designed for language learning, it is able to use as a tool to teach students and give them real experience in the classroom. Moreover, this paper aims to review research about authentic materials that is used in teaching and learning reading, especially (descriptive text). In order to get the goal, this paper reviews some researches from experts relating to the use of authentic materials in learning to read descriptive text. The author used around 40 articles which discussed about teaching English skills especially reading, authentic material and descriptive text. The author collected the data by surfing the international and national journal to be reviewed. The result shows that most of the studies recommend the educators use authentic materials to be applied in the classroom.

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