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PELATIHAN PEMBELAJARAN BAHASA INGGRIS BERBASIS BLENDED LEARNING BAGI GURU-GURU TK DAN SD DI BANDAR LAMPUNG DI MASA PANDEMI COVID-2019 Patuan Raja; Flora Flora; Rafista Deviyanti; Khairun Nisa
Ruang Pengabdian : Jurnal Pengabdian Kepada Masyarakat Vol 2, No 1 (2022): RUANG PENGABDIAN
Publisher : Universitas Lampung

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AbstrakPandemi Covid-19 yang melanda seluruh dunia di tahun 2020 yang hingga saat ini masih berlangsung berdampak sangat kuat ke semua sektor, tidak terkecuali sektor pendidikan. Pembelajaran Online mau tidak mau menjadi salah satu alternatif yang harus dijalankan oleh pemangku kebijakan untuk terus dapat melanjutkan kegiatan belajar mengajar. Saat ini, dengan dimulainya pembelajaran tatap muka terbatas, maka guru tetap harus memanfaatkan teknologi untuk menggabungkan pembelajaran Online dan Offline yang juga lebih dikenal dengan Blended Learning. Pengabdian ini menggunakan metode pelatihan dan dilaksanakan secara Online dan Offline. Sasaran dari kegiatan ini adalah guru SD dan TK yang mengajar Bahasa Inggris di kota Bandar Lampung. Berdasarkan hasil dari kegiatan ini, lebih dari 85% peserta mampu mengaplikasikan Google Classroom dan juga Zoom Meeting. Selain itu, peserta juga mampu membuat materi pembelajaran Bahasa Inggris bagi anak-anak yang dapat diaplikasikan baik secara Online maupun Offline.Kata Kunci: bahasa inggris; blended learning; guru; SD; TK AbstractThe Covid-19 pandemic that hit the whole world in 2020, which is still occuring, has had a tremendous impact on all sectors, including the education sector. Online learning inevitably becomes one of the alternatives that must be carried out by policy makers to allow teaching and learning activities to continue. Currently, with the start of limited face-to-face learning, teachers still have to utilize technology to combine online and offline learning, which is also known as Blended Learning. This service uses training methods and is carried out online and offline. The target of this activity is elementary and kindergarten teachers who teach English in the city of Bandar Lampung. Based on the results of this activity, more than 85% of participants were able to apply to Google Classroom and also Zoom Meeting. In addition, participants are also able to create English learning materials for children that can be applied both online and offline.Keywords: blended learning; elementary school; english; kindergarten; teachersDOI: https://doi.org/10.23960/rp/v2i1.hal.1-9

Modified PPP Procedure in Teaching Conditional Sentences Through Whatsapp for Vocational School Students Umi Ma'rifah; Patuan Raja; Flora Flora
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol 14 No 1 (2022): Qalamuna - Jurnal Pendidikan, Sosial, dan Agama
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Program Pascasarjana IAI Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/qalamuna.v14i1.1462

The aims of the study are to find out whether there is a significant difference in students' achievement of conditional sentences between those who are taught using modified PPP procedure through WhatsApp and those who are taught using original PPP procedure in limited offline learning. The population was the students of SMKN 1 Metro. This study is quasi-experimental, and the sampling was taken in two classes. The experimental class was given the treatment using a modified PPP procedure through WhatsApp. In contrast, the control class was given the treatment using the original PPP procedure in limited offline learning. The findings showed a significant difference in students' achievement of conditional sentences between those two procedures, which is in line with the difference in students' perception of the learning process between those two classes. Modified one was more effective in improving students' achievement of conditional sentences, especially in pandemic Covid 19, where online learning is necessary. The conclusion is that the modification of the PPP procedure through WhatsApp is very effective to use even after the pandemic, because there are more opportunities for students to discuss using WhatsApp which makes them gain a deeper understanding and better achievement of the conditional sentence material.

The contribution of negotiation of meaning to language accuracy in an EFL setting through a focused task Flora Flora; Mahpul Mahpul; Muhammad Sukirlan
Studies in English Language and Education Vol 8, No 1 (2021)
Publisher : Universitas Syiah Kuala

Despite the extensive research on the negotiation of meaning (NoM) using unfocused tasks, to our knowledge no study portrays to what extent NoM contributes to learners’ language accuracy, grammar, and vocabulary, in particular, using a focused task. Therefore, this research set out to obtain in-depth information about the contribution of NoM to language accuracy when learners were assigned to engage in a focused task discussion. The participants, treated as three dyads based on their English proficiency, were taken purposely from one class of the sixth-semester students in the Department of English Education in the Faculty of Education at Universitas Lampung, Indonesia. They were paired based on their English abilities (high-high; high-low; low-low) and their intimates among the 24 students in the class. All their utterances produced during a fifteen-minute focused task discussion were recorded and analyzed following the theory of NoM and language accuracy. It was discovered that the learners were engaged in NoM during the focused task discussion, and it contributes to the students’ language accuracy. Therefore, to optimize the contribution of NoM to language accuracy, the topic to be discussed should be based on the learners’ output (focused task) since the interlocutor can offer assistance as part of the negotiation of meaning process. The suggestions for future research are also discussed.

The contribution of negotiation of meaning to language accuracy in an EFL setting through a focused task Flora Flora; Mahpul Mahpul; Muhammad Sukirlan
Studies in English Language and Education Vol 8, No 1 (2021)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v8i1.17667

Despite the extensive research on the negotiation of meaning (NoM) using unfocused tasks, to our knowledge no study portrays to what extent NoM contributes to learners’ language accuracy, grammar, and vocabulary, in particular, using a focused task. Therefore, this research set out to obtain in-depth information about the contribution of NoM to language accuracy when learners were assigned to engage in a focused task discussion. The participants, treated as three dyads based on their English proficiency, were taken purposely from one class of the sixth-semester students in the Department of English Education in the Faculty of Education at Universitas Lampung, Indonesia. They were paired based on their English abilities (high-high; high-low; low-low) and their intimates among the 24 students in the class. All their utterances produced during a fifteen-minute focused task discussion were recorded and analyzed following the theory of NoM and language accuracy. It was discovered that the learners were engaged in NoM during the focused task discussion, and it contributes to the students’ language accuracy. Therefore, to optimize the contribution of NoM to language accuracy, the topic to be discussed should be based on the learners’ output (focused task) since the interlocutor can offer assistance as part of the negotiation of meaning process. The suggestions for future research are also discussed.

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