Articles
<![CDATA[THE EFFECTIVENESS OF LEARNING MODEL BASED DIGITAL STORYTELLING TO IMPROVE STUDENTS' EMOTIONAL INTELLIGENCE ]]>
<![CDATA[Sulistianingsih, Endang]]>
<![CDATA[ Jurnal Penelitian Pendidikan Vol 34, No 2 (2017): Oktober 2017 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/jpp.v34i2.7252
<![CDATA[This study was an experimental research with true experimental design. which aimed at describing the effectiveness of digital storytelling on students’ emotional intelligence. The object of this research was students of third and fourth elementary school. This research conducted in three elementary schools in Tegal regency. The collecting data technique was observation and questionnaire. Hypothesis testing used was t-test. The research instruments were tested by validity and reliability test. It is concluded that digital storytelling is effective as a learning model to improve students’ emotional intelligence. ]]>
<![CDATA[The Effect of Probing – Prompting Technique on Reading Achievement ]]>
<![CDATA[Rizqi Nadia Putri]]>;
<![CDATA[Taufiqulloh Taufiqulloh]]>;
<![CDATA[Endang Sulistianingsih]]>
<![CDATA[ Metathesis: Journal of English Language, Literature, and Teaching Vol 4, No 1 (2020): METATHESIS: JOURNAL OF ENGLISH LANGUAGE, LITERATURE, AND TEACHING ]]>
Publisher : <![CDATA[English Education Study Program, Faculty of Education and Teachers Training, Tidar Univer ]]>
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DOI: 10.31002/metathesis.v4i1.1699
<![CDATA[The fact that most of the students in Junior High School are lack of vocabulary, lazy in reading a long text and low motivation in reading textbooks can be solved by choosing an appropriate method in teaching reading. The aimed of this research was to find out whether the probing-prompting technique was effective for the students' reading achievement. The word “Probing” means research and explore, meanwhile “prompting” means push and guide. In probing-prompting, students are required to answer the question by their own words or sentences. Two groups design was applied, and the participants were eighth students of Junior High School in Tegal. We used reading testing in collecting the data, pre and post-test were conducted. And the data analysis calculated using SPSS program. Based on data analysis using an independent sample t-test, it was revealed that the t-test was higher than t-table (4.332>1.672). We state a conclusion; the use of probing prompting technique is effective because students who taught using probing-prompting technique perform better achievement on reading. ]]>
<![CDATA[The Effect of Interactive Board Games (IBG) on Vocabulary Achievement ]]>
<![CDATA[Endang Sulistianingsih]]>;
<![CDATA[Rizka Febriani]]>;
<![CDATA[Jcs Pradjarto]]>
<![CDATA[ Langkawi: Journal of The Association for Arabic and English Vol 5, No 2 (2019) ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Kendari ]]>
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DOI: 10.31332/lkw.v5i2.1458
<![CDATA[Vocabulary Achievement is an element of learning the language which may assist students in understanding the language through basic English skills. Interactive Board Games are board games that use multimedia system (PowerPoint) teaching technique. This is often one of the traditional games that may be played by group activity and paired with a blackboard to focus on visual media activity. To find out the effect of using Interactive Board Games on students’ vocabulary achievement, we used the quantitative approach by assigning experimental research. There were two groups that we used in this research. Group one as experimental group and other as a control group. We used Total Pscycal Response (TPR) method for both groups, but we often gave Interactive Board Games to the experimental group in the learning process. There were eight meetings that we conducted into the experimental group with treatment using Interactive Board Games. We calculated the data from the test given when students learning English used Interactive Board Games. Before the test gave to the sample, the writer gave the test to students who have the same ability but not sample to know regarding validity and reliable of the test. Based on the t-test, we found that the t-ratio was higher than the t-table. The result indicated that there was a significant difference between the students who were taught using Interactive Board Games and the students who were not taught using Interactive Board Games.]]>
<![CDATA[Analysis of Student Attitudes to Develop a Self-Assessment Model of Genre-Based Writing Class ]]>
<![CDATA[Taufiqulloh Taufiqulloh]]>;
<![CDATA[Yuvita Yuvita]]>;
<![CDATA[Endang Sulistianingsih]]>
<![CDATA[ Lingua Cultura Vol. 12 No. 3 (2018): Lingua Cultura Vol. 12 No. 3 ]]>
Publisher : <![CDATA[Bina Nusantara University ]]>
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DOI: 10.21512/lc.v12i3.4064
<![CDATA[This research aimed to develop learners’ autonomy in English as Foreign Language (EFL) writing class, in particular, it was applying self-assessment. It enabled learners to raise their awareness in learning and to improve the goal orientation. The research also helped teachers to reduce their burdens of assessment and entailed a long-term effect on the learner’s autonomy. The objective of this research was to figure out student attitudes in developing a self-assessment model of genre-based writing class. Quantitative and qualitative analysis were utilized to draw the findings of this research. It was conducted at the English Education Department, Faculty of Teacher Training, Pancasakti University in the even semester of the academic year 2016/2017. The data were collected from a questionnaire, classroom observation, and focus group discussions. The results of this research present students’ problems, perceptions, and needs toward the teaching and learning process of genre-based writing classes attended as preliminary research to develop a self-assessment model of EFL writing.]]>
<![CDATA[Developing Students’ Participation in a Mixed-levels Reading Class via Cooperative Integrated Reading and Composition (CIRC) ]]>
<![CDATA[Endang Sulistianingsih]]>
<![CDATA[ Vision: Journal for Language and Foreign Language Learning Vol 7, No 1 (2018) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Walisongo Semarang ]]>
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DOI: 10.21580/vjv7i12200
<![CDATA[Students, especially at the higher level need to bean efficient reader to comprehend somereading materials from varied sources associated with their studies. Teaching reading becomes not easy sincethe teacher has to face the problems on how to teach reading in a mixed-levelsreading class? How can all students become motivated more active in reading class? How to promote cooperation among students with divergent competency and motivation? To address such questions, this paper demonstrates how reading skill, participation, and cooperation can be developed through CIRC. The research was a case study where quantitative and qualitative were mixed. The participants of this research were students of communication studies at the Social and Political Science Faculty in higher education. Eighteen students participated in this research. The participant was took using saturation sampling. The data was collected through observation to determine students’ participation and reading comprehension test to measure the student’s reading comprehension level.CIRCwas used as teaching instruction during the intervention. Through this method, learning reading can increase good interrelationship, individual and group responsibility, interpersonal and small group skills. Therefore, a presence of cooperation is established, comprehension can be developed, and passive students become active while active students become active. This research is useful for EFL teacher who teaches in a big class where his/her studentshave different levels of reading proficiency.]]>
<![CDATA[The Effect of Photovoice on Speaking Skills at the Secondary School Level ]]>
<![CDATA[Rifqi Aziz Hidayat]]>;
<![CDATA[Rofiudin Rofiudin]]>;
<![CDATA[Endang Sulistianingsih]]>
<![CDATA[ Vision: Journal for Language and Foreign Language Learning Vol 8, No 2 (2019) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Walisongo Semarang ]]>
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DOI: 10.21580/vjv8i24075
<![CDATA[The students need to be fluent in speaking to express their ideas and what they think in their minds also to communicate with others. As a matter of fact, speaking using Bahasa is not a big deal for students since it is their mother tongue, but as they have to speak in English, it becomes a big problem. They can’t imagine what they want to speak, they are afraid and unconfident if they try to speak English. Therefore the teacher should provide the students' motivation to speak up and use the appropriate method in teaching speaking. Photovoice is a suitable method using a camera for supporting the process of teaching-learning. The purpose of the study is to identify the effect of using Photovoice on speaking skills at the secondary school level. We used a speaking test to complete and process the data. The participants of the study were the students at the secondary level. The outcome of the study revealed that the students who taught using Photovoice had better skills in speaking English than the students who were not taught using Photovoice. Through this method, the students become interested and active during the study. They seemed to enjoy and excited about an exhibition or presentation.]]>
<![CDATA[Multimedia Learning: An Activity Based Computer to Develop Reading Comprehension ]]>
<![CDATA[Endang Sulistianingsih]]>;
<![CDATA[Fajar Prihatin]]>;
<![CDATA[Sri Mulyati]]>
<![CDATA[ Lingual: Journal of Language and Culture Vol 6 No 2 (2018): Lingual: Journal of Language and Culture ]]>
Publisher : <![CDATA[English Department, Faculty of Humanities, Udayana University ]]>
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DOI: 10.24843/LJLC.2018.v06.i02.p01
<![CDATA[Abstract The aimed of the study was to find out the effectively of multimedia learning as an activity based computer to develop reading comprehension. The students’ comprehension development is crucial to help students to be success in following development of science and technology, since most of the scientific works are released in English. This research used experimental design with pre-test and posttest one design. There were 47 students as a participants. The pre-test was done to test the sample similarity and the initial level of student’s reading comprehension. The movies given during the intervention session. Then the evaluation and post-test were done to find out the student’s reading comprehension development. Hypothesis was tested using t-test. The result indicated that multimedia learning as an activity based computer was effective to develop student’s reading comprehension. Keywords: Multimedia, Computer, Reading Comprehension, CALL, EFL learner]]>
<![CDATA[INOVASI PRODUK BATIK SEBAGAI UPAYA MEWUJUDKAN MASYARAKAT YANG SEHAT DAN SEJAHTERA DI MASA PANDEMI COVID19 DI KELURAHAN BANDUNG TEGAL SELATAN ]]>
<![CDATA[Maulida Dwi Kartikasari]]>;
<![CDATA[Dien Noviany Rahmatika]]>;
<![CDATA[Sumarno Sumarno]]>;
<![CDATA[Makmur Sujarwo]]>;
<![CDATA[Sri Murdiati]]>;
<![CDATA[Endang Sulistyaningsih]]>;
<![CDATA[Ahmad Farihi]]>
<![CDATA[ BUDIMAS : JURNAL PENGABDIAN MASYARAKAT Vol 3, No 2 (2021): BUDIMAS : VOL. 03 NO. 02, 2021 ]]>
Publisher : <![CDATA[LPPM ITB AAS Indonesia Surakarta ]]>
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DOI: 10.29040/budimas.v3i2.2097
<![CDATA[Tujuan dari pengabdian kepada masyarakat ini adalah untuk memberikan pendampingan mengenai pentingnya inovasi produk batik tegalan dan edukasi bahaya covid19 pada masyarakat Kelurahan Bandung khususnya pengrajin batik tegalan. Pada masa pandemic saat ini diperlukan adanya inovasi produk batik tegalan agar pengrajin batik tegalan mampun bertahan. Selain itu, perlu pula adanya edukasi mengenai bahaya covid19 melalui pemasangan banner di titik kerumunan, serta pemasangan alat pencuci tangan injak. Adanya program pengabdian kepada masyarakat ini diharapkan masyarakah kelurahan Bandung khususnya pengrajin batik mampu bertahan di masa pandemic saat ini serta kesadaran menjaga pola hidup bersih sehat dapat lebih meningkat lagi. Kata kunci: Batik Tegalan, inovasi, covid19, alat pencuci tangan]]>
<![CDATA[PKM PENINGKATAN KECERDASAN EMOSI DAN KEMAMPUAN BERBAHASA INGGRIS MELALUI KEGIATAN MENDONGENG PADA SISWA SEKOLAH DASAR DI KOTA TEGAL ]]>
<![CDATA[Endang Sulistianingsih]]>;
<![CDATA[Sanday Jamaludin]]>;
<![CDATA[Sumartono Sumartono]]>;
<![CDATA[Deddy Prihadi]]>
<![CDATA[ J-Dinamika : Jurnal Pengabdian Masyarakat Vol 3 No 2 (2018): Desember ]]>
Publisher : <![CDATA[Politeknik Negeri Jember ]]>
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DOI: 10.25047/j-dinamika.v3i2.1040
<![CDATA[Kegiatan Program Kemitraan Masyarakat (PKM) ini bertujuan untuk meningkatkan kecerdasan emosi anak sekaligus kemampuan berbahasa Inggris. Hal ini dilakukan melalui pelaksanaan kegiatan mendongeng dan dongeng tersebut disampaikan dalam bahasa Inggris. Penyampaian dongeng dalam bahasa Inggris adalah atas permintaan mitra, mengingat dalam kurikulum 2013 tidak ada mata pelajaran bahasa Inggris. Padahal bahasa Inggris sangat dibutuhkan dalam era globalisasi. Orang tua murid khususnya sekolah-sekolah swasta sangat menghendaki agar mata pelajaran bahasa Inggris tetap diberikan kepada anak-anak mereka meskipun hanya melalui ekstra kurikuler atau jam tambahan di sekolah. Target yang ingin dicapai adalah adanya peningkatan kecerdasan emosi anak dan kemampuan berbahasa Inggris pada siswa Sekolah Dasar. Mitra PKM yaitu SDIT Usamah dan SD Ihsaniyah Gajahmada. Serta pelatihan yang diberikan kepada guru-guru untuk meningkatkan kompetensi digital literacy nya. Dalam hal ini guru diharapkan dapat meningkatkan kualitas mengajarnya. Dari sebelum pelatihan kebanyakan para guru hanya memanfaatkan papan tulis dan spidol untuk mengajar, dengan adanya pelatihan ini guru diharapkan mampu membuat media pengajaran menarik yang berbasis digital.  Target yang sudah dicapai adalah adanya kegiatan mendongeng menggunakan dongeng digital yang berbahasa Inggris. Serta pelatihan membuat media pembelajaran berbasis digital yang diikuti oleh sekitar 60 guru yang berasal dari SDIT Usamah dan SD Ihsaniyah Gajahmada. Hasil yang sudah dicapai adalah adanya peningkatan kecerdasan emosi anak dan kemampuan berbahasa Inggris siswa pada sekolah mitra dan para guru berhasil membuat video pembelajaran.]]>
<![CDATA[THE EFFECT OF ANAGRAM GAMES ON SECONDARY LEVEL STUDENTS’ READING ACHIEVEMENT ]]>
<![CDATA[Endang Sulistianingsih]]>;
<![CDATA[Rizki Dwi Juliani]]>;
<![CDATA[Toto Pradjarto]]>
<![CDATA[ JOALL (Journal of Applied Linguistics and Literature) Vol 5, No 1: February 2020 ]]>
Publisher : <![CDATA[Universitas Bengkulu ]]>
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DOI: 10.33369/joall.v5i1.8763
<![CDATA[The study employed a quantitative approach with Two-Group Design. The population consisted of six classes. We took a sample of two classes, VII-C as the experimental group and VII-D as the control group. Samples were determined using cluster sampling techniques. Based on the writer’s observation, some teachers in Junior High School Tegal still used the conventional technique in teaching especially in teaching reading, in fact, reading is very difficult to teach in Junior High School because a lack of vocabulary made the students’ motivation declined in reading. The result of the study revealed the use of Anagram was effective in teaching and learning reading. It happened since in Anagram implementation the students as the participants and the teacher as the facilitator. This situation was suited to the curriculum 2013 in which it concerned students oriented. Besides the students had fun and enjoyed reading because they teach each other, it easy to known students’ lack and need by Anagram Games, students trained to dare to ask and give their opinion especially in leaning reading which has many words and paragraphs. This method is easier, useful and flexible for the teacher to apply because of no need for a lot of time, media, realia and place. So, this study gives recommendations for teachers and students to implement this method.]]>
