Articles
<![CDATA[Pelatihan Desain Penelitian Tindakan Kelas bagi Guru MGMP Bahasa Inggris SMA Kabupaten Barito Kuala ]]>
<![CDATA[Yansyah Yansyah]]>;
<![CDATA[Hafizhatu Nadia]]>;
<![CDATA[Tenny Murtiningsih]]>
<![CDATA[ Dedication : Jurnal Pengabdian Masyarakat Vol 4 No 1 (2020): Maret 2020 ]]>
Publisher : <![CDATA[LPPM IKIP Jember ]]>
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DOI: 10.31537/dedication.v4i1.291
<![CDATA[Penelitian tindakan kelas (PTK) merupakan salah satu cara meningkatkan kualitas pembelajaran sekaligus profesionalitas guru. Namun, banyak guru yang masih bingung mengenai bagaimana memulai, membuat, dan melaporkan hasil PTK mereka. Artikel ini membahas tentang pengabdian masyarakat (PKM) yang dilaksanakan oleh dosen prodi pendidikan Bahasa Inggris Universitas Banjarmasin dalam membantu para guru MGMP Bahasa Inggris. PKM berbentuk pelatihan yang dilaksanakan selama satu hari dan ditindaklanjuti melalui bimbingan hingga artikel penelitian berhasil diterbitkan. Materi yang diberikan terkait tahapan-tahapan PTK, analisis artikel PTK, dan akses jurnal bereputasi sebagai sumber referensi. Metode pelatihan berupa ceramah, diskusi kelompok, dan praktik. Berdasarkan hasil wawancara dengan peserta dan observasi selama pelatihan, mereka merasa bahwa kegiatan ini sangat bermanfaat dalam meningkatkan pengetahuan dan keterampilan dalam meneliti. Sebagian peserta, bahkan, telah memiliki konsep tentang apa yang akan mereka teliti.]]>
<![CDATA[Designing an online work-related language skill for nursing students: A developmental research ]]>
<![CDATA[Hafizhatu Nadia]]>;
<![CDATA[Yansyah Yansyah]]>;
<![CDATA[Dina Rafidiyah]]>
<![CDATA[ JEES (Journal of English Educators Society) Vol 6 No 1 (2021): April ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
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DOI: 10.21070/jees.v6i1.1112
<![CDATA[Technology brings opportunities to extend the learning environment outside the classroom. An online course can be an extracurricular activity which allows the students to learn English for their career preparation. This article reports a developmental research for designing an online learning module for nursing students to pursue their career abroad. One English teacher and 40 nursing students from a private university participated in this research. Interview and questionnaire were employed to collect the data regarding the students’ need, usability, and the implementation of the product during the field try out. Two experts were also invited to evaluate the quality of the product’s content and instructional technology. The result of this developmental study is an online course and a workbook to accompany the students learning. The findings reveal that online learning has an opportunity to help students to shape their work-related language skills at home. The challenges for the implementation of this course are also discussed.]]>
<![CDATA[Developing Skill-Based Materials for Helping D3 Nursing Students Go International ]]>
<![CDATA[Yansyah Yansyah]]>;
<![CDATA[Dina Rafidiyah]]>;
<![CDATA[Hafizhatu Nadia]]>
<![CDATA[ JEES (Journal of English Educators Society) Vol 4 No 1 (2019): April ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
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DOI: 10.21070/jees.v4i1.1673
<![CDATA[There are a lot of opportunities for nurses to pursue their career or to continue their study abroad. However, many of them are afraid of taking this chance for many reasons, including the lack of English skills. This study aims to bridge the gap between the English language materials that does not suit the needs and demands of D3 Nursing to go international. The research method used is Research and Development adapting from Borg & Gall. The process of material development is based on the development phase of the Skill-Based Approach by Hutchinson & Water. The subjects of the study were 15 D3 nursing students from University of Muhammadiyah Banjarmasin. Mixed method was employed as the data analysis technique. The result of this study is six units materials accompanied with syllabus and lesson plans. The materials were good according to the experts’ validation and it significantly affected the students’ work-related language skills.]]>
<![CDATA[PELATIHAN PEMBUATAN RPP MENGGUNAKAN METODE 4 C’S BAGI GURU-GURU MGMP BAHASA INGGRIS KALIMANTAN SELATAN ]]>
<![CDATA[Hafizhatu Nadia]]>;
<![CDATA[Yansyah Yansyah]]>;
<![CDATA[Tenny Murtiningsih]]>
<![CDATA[ Jurnal Pemberdayaan: Publikasi Hasil Pengabdian Kepada Masyarakat Vol. 4 No. 3 (2020) ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan, Yogyakarta ]]>
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DOI: 10.12928/jp.v4i3.2308
<![CDATA[Pada saat ini, peserta didik diharapkan untuk memiliki keterampilan sosial dan personal abad 21, yaitu kreatifitas, kolaborasi, berpikir kritis, dan komunikatif karena keterampilan kognitif saja tidak cukup untuk menghadapi tantangan yang akan mereka temukan di masa depan. Hal ini kemudian menjadi tantangan bagi para guru untuk bisa mengintegrasikan keempat komponen tersebut dalam pembelajaran dalam kelas. Pertimbangan ini menjadi latar belakang pelatihan pembuatan Rencana Pelaksanaan Pembelajaran (RPP) yang diperuntukkan untuk guru-guru MGMP di Kalimantan Selatan. Pelatihan ini berupa workshop satu hari dimana para guru belajar mengenai konsep 4 C’S dan di akhir sesi pelatihan mereka diminta untuk berkolaborasi membuat RPP. Pada kegiatan kolaborasi ini guru-guru berdiskusi tentang suatu topik, menentukan langkah-langkah pembelajaran, sekaligus memikirkan dibagian mana mereka menyisipkan 4 C. RPP ditulis pada sebuah kertas karton besar yang kemudian akan didisplay dan dipresentasikan. Pada akhir kegiatan, peserta diminta untuk merefleksi apa yang telah mereka pelajari dan mengisi angket yang berisi persepsi dan evaluasi terhadap program pengabdian masyarakat ini. Peserta kegiatan merasa senang dan mendapatkan manfaat berupa praktik langsung pembuatan RPP serta berkolaborasi dengan rekan MGMP dari berbagai wilayah di Kalimantan Selatan.]]>
<![CDATA[Training and Introduction to Communicative Learning Techniques and Teaching Media for English Transmigration Village Tutors, Karang Indah Village, Mandastana, Barito Kuala ]]>
<![CDATA[Dina Rafidiyah]]>;
<![CDATA[Hafizhatu Nadia]]>
<![CDATA[ Comment: an International Journal of Community Development Vol 1 No 1 (2018) ]]>
Publisher : <![CDATA[Perkumpulan Peneliti Ilmu Lingkungan - Green Visioneers ]]>
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<![CDATA[Speaking as means to communicate is still hard to master for many learners in non-native countries. This fact makes the teaching of speaking for English teachers become a challenging task too. That was the problem in English Transmigration Village, Mandastana, Barito Kuala Regency. Therefore, the lecturers from English Department, University of Muhammadiyah Banjarmasin conducted a training on communicative language learning techniques and teaching media, so the tutors can use it for their future classes. The training was in five sessions, full of practices. The tutors enjoyed the training and planned to use their knowledge based on their needs.]]>
<![CDATA[Workshop on Interactive Teaching for Young Learners ]]>
<![CDATA[Hafizhatu Nadia]]>;
<![CDATA[Dina Rafidiyah]]>;
<![CDATA[Yansyah Yansyah]]>
<![CDATA[ Comment: an International Journal of Community Development Vol 1 No 2 (2019) ]]>
Publisher : <![CDATA[Perkumpulan Peneliti Ilmu Lingkungan - Green Visioneers ]]>
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<![CDATA[Introducing young learners to learn a foreign language need extra efforts. It is due to the unique characteristics of young learners which require the teacher to live up the classroom’s atmosphere to engage them during the lesson. The present article elaborates the interactive instructional strategies can be used by teachers for teaching them. Thirty-eight students in the “Sentosa” orphanage and five caregivers joined the workshop to experience the practice of interactive teaching. The interactive teaching worked out three games, including I See Something, Spelling Bee, and Board Race. Questionnaire was given after the workshop and observation was also conducted so the students’ responses toward the strategies can be recorded. The result indicated that most of the young learners love to learn through those games. The interaction among them were also intense so it fostered the process of acquiring the new vocabulary. The teachers also commented that this strategy was fun and interesting.]]>
<![CDATA[English Teachers’ Perception and Use of Technology During the COVID-19 Pandemic ]]>
<![CDATA[Hafizhatu Nadia]]>;
<![CDATA[Yansyah Yansyah]]>;
<![CDATA[Ahmad Kailani]]>;
<![CDATA[Dina Rafidiyah]]>
<![CDATA[ IJECA (International Journal of Education and Curriculum Application) Vol 4, No 3 (2021): December ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Mataram ]]>
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DOI: 10.31764/ijeca.v4i3.4906
<![CDATA[The inclusion of information and communication technology is a requirement in today’s education. During the COVID-19 outbreak, this necessity becomes more significant since we need to move from face-to-face to online classrooms. This article aims to explore English teachers’ perception and use of technology during the COVID-19 pandemic. Twenty-two English teachers in South Kalimantan voluntarily joined this research. Questionnaire and interview are two main instruments to collect the data. The questionnaire explored their perceptions on how technology helped them in improving the learning quality during remote teaching. Then, the interview is intended to deepen the data regarding the information given by the participants. The findings reveal that most English teacher's had positive attitudes toward the use of technology to improve the quality of learning. In addition, the condition of COVID-19 made them learn to use various digital tools to teach English. Some challenges and recommendations are discussed.]]>
<![CDATA[THE EFFECTIVENESS OF USING KAHOOT! TO TEACH NARRATIVE TEXT: A REFLECTIVE ANALYSIS IN INDONESIA ]]>
<![CDATA[Dina Rafidiyah]]>;
<![CDATA[Hafizhatu Nadia]]>;
<![CDATA[Ceria Hermina]]>;
<![CDATA[Azaria Nur Azizah]]>;
<![CDATA[Muhammad Julian Adhitama]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 11, No 2 (2022): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/exposure.v11i2.9243
<![CDATA[Being taught reading is vital to fulfilling students' needs for academic success. To reach that requirement, teachers should teach reading comprehension in an entertaining way through technology. Kahoot! is one of the online applications used for teaching English with positive responses from students. This research project was done in one public high school in Banjarmasin, Indonesia. One hundred five students divided into six classes participated as study subjects. The research used a mixed-method approach, first analyzing quantitative data from a survey and qualitative data to give better insight into teacher and students' perceptions of their narratives. A framework for a lesson has been presented in this study, where it can be modified and implemented in lessons. The said framework used Kahoot! in teaching narrative text and was favored by the teacher. Both from the reflection of the teacher and students, Kahoot! gave students an enjoyable way to learn the narrative text, as well as giving more chances for them to decrease their anxiety and increase their motivation to learn English. Although the teacher found many obstacles to implementing Kahoot! in his teaching practice, at the end of the day, he considered his students active and excited to learn narrative text and plans to use Kahoot! for his future classes. The implication of this study was to encourage teachers to reflect on their students' feelings and level of engagement. Future studies can focus on the use of Kahoot! for another type of text or even for other skills.]]>
<![CDATA[Exploring EFL Students’ Experience in Developing Daily Lesson Plan for Teaching English for Toddler ]]>
<![CDATA[Noor Aida Aflahah]]>;
<![CDATA[Hafizhatu Nadia]]>
<![CDATA[ ELLITE Vol 7, No 2 (2022): ELLITE: November ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Jember ]]>
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DOI: 10.32528/ellite.v7i2.8659
<![CDATA[Planning English for Toddler lesson is a sophisticated process faced by English as Foreign Language (EFL) students. The lesson plan should be available before implementation to increase the effective teaching process. By having a different lesson plan template to a regular lesson plan, this study explores EFL student experience in developing daily lesson plans for teaching English to toddlers. A narrative approach was employed in this study. The subjects of this study were 6th semester EFL students who took English for Toddler course. Drawing on semi-structured interview data, we found that students face several challenges in developing daily lesson plans for teaching English to toddlers. Participants experienced challenges in preparing content in a lesson plan, learning media, model, teaching method, and assessment. This study emphasizes the importance of training of developing a lesson plan for teaching English for toddler. Further studies will facilitate EFL students' skills to develop a lesson plan for teaching English for Toddler.]]>
<![CDATA[INCREASING STUDENTS’ VOCABULARY USING JUMBLED SENTENCES: ACTION STUDY RESEARCH ]]>
<![CDATA[Melisa Octaviana]]>;
<![CDATA[Hafizhatu Nadia]]>;
<![CDATA[Tenny Murtiningsih]]>
<![CDATA[ Intensive Journal Vol 6, No 1 (2023): April ]]>
Publisher : <![CDATA[Universitas Islam Kalimantan Muhammad Arsyad Al Banjari ]]>
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DOI: 10.31602/intensive.v6i1.9606
<![CDATA[This study aims to increase students' English vocabulary by using Jumbled Sentences in a small classroom. The subjects of this study were composed of seven students. This study used Classroom Action Research (CAR) as the method and was conducted by collaboration between teacher and researcher. The data were gathered through observation, interviews, field notes, and tests. The result of the study showed there was an improvement in student abilities. Student scores have increased significantly. In the first cycle post-test, only one out of seven students got good grades, with the Kriteria Ketuntasan Minimum (KKM) of English lessons being (75). Meanwhile, the student's scores in the second cycle post-test showed that seven of seven students scored above 75. In addition, there was a positive response from the English teacher and students about this study. In conclusion, jumbled sentences could increase students' abilities, especially in their vocabulary]]>
