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All Journal ELT Forum: Journal of English Language Teaching AL-ISHLAH: Jurnal Pendidikan Linguistic, English Education and Art (LEEA) Journal Tunjuk Ajar: Jurnal Penelitian Ilmu Pendidikan Edumaspul: Jurnal Pendidikan BIORMATIKA : JURNAL ILMIAH FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN LINGUA : Jurnal Bahasa, Sastra, dan Pengajarannya Jurnal Scientia JOLLT Journal of Languages and Language Teaching Lumbung Inovasi: Journal of Community Service Journal of Research in Instructional AMMA : Jurnal Pengabdian Masyarakat
Susilawati Susilawati
Universitas Bina Sarana Informatika, Jakarta, Indonesia
Humanities Chemistry Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Nursing Social Sciences Other

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University Students’ Acceptance of Online Learning During the Pandemic in Indonesia Siti Yulidhar Harunasari; Retno Dwigustini; Nurhasanah Halim; Susilawati Susillawati
AL-ISHLAH: Jurnal Pendidikan Vol 13, No 1 (2021): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (607.927 KB) | DOI: 10.35445/alishlah.v13i1.491

Abstract

This research aimed to investigate students’ acceptance of online learning during the pandemic by describing factors that sustain their engagement. The importance of this research is that by portraying their engagement in online learning, there would be suggestions for selecting effective strategies. A descriptive method was taken as the research method. A closed-ended e-questionnaire distributed to 263 respondents was employed in collecting data and resulted in 75% response rates. The study concluded that more than 50% of students accepted that online learning was useful, but the technology was not easy to use. Their acceptance of online learning has influenced their engagement in the online learning environment and making them quite resourceful in responding to the practice of online learning during the pandemic. The most engaging factor in sustaining students’ engagement was peer collaboration. Therefore, teamwork, peer-teaching, and peer assessment were among the main activities to sustain online learning engagement. Also, the communities of practice (CoP) could be lecturers’ first choice to sustain students’ engagement in online learning to anticipate the loss of authenticity in the learning context and trade the inexistence of concrete class, supporting facilities, and peers. The CoP could also make the learning context authentic. By implementing the two strategies, effective constructivist online learning should be achieved.
PENGGUNAAN TEKNIK PICTURE-CUED UNTUK MENINGKATKAN KETERAMPILAN BERBICARA BAHASA INGGRIS Retno Dwigustini; Baiatun Nisa; Susilawati Susilawati; Uung Hodijah
Tunjuk Ajar: Jurnal Penelitian Ilmu Pendidikan Vol 4, No 2 (2021)
Publisher : Jurusan Ilmu Pendidikan, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jta.v4i2.108-117

Abstract

The research aimed at improving students’ speaking skill using picture-cued technique. Classroom action research with 3 cycles was employed.  The research subject consisted of 20 students of tenth grade. The technique of data collection consisted of observation, test and interview. The finding signified that the students’ speaking skill is improved. In cycle I, only 70% of students passed the passing grade. In cycle 2, 90% passed the grade and in cycle 3, 100% passed the grade. The significant of this research did not only explore about picture-cued technique but also identified students’ response of the application of picture-cued technique in English speaking learning. The result of the research showed students’ positive responses to the use of the technique. This further means that the implementation of picture-cued is successful in enhancing students’ speaking skill.
Bagaimana Merancah Kelas Berbicara Bahasa Inggris Anak-Anak? Retno Dwigustini; Arrizqi Ramadhan; Susilawati Susilawati; Nurhasanah Halim; Chelly Banuwaty Morrison
Linguistic, English Education and Art (LEEA) Journal Vol 5 No 2 (2022): Linguistic, English Education and Art (LEEA) Journal
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/leea.v5i2.3742

Abstract

The research objective is to portray how scaffolding strategy is applied in an English-speaking class of young learners. A qualitative approach with a case study design was employed in the present research. Interviews, observation, and document analysis were used to collect the data. The participants involved in this research consisted of an English teacher and 20 junior high school students. The results indicate that the English teacher applies micro-scaffolding strategies, which are realized in the following six activities: 1) stimulating students' participation and engagement; 2) providing explanations; 3) modelling; 4) repetition drills; 5) confirming students' understanding; and 6) giving feedback. Those activities, combined with role-play technique, have been proven to increase students' positive responses, especially concerning learning excitement, speaking skills element enhancement, and students' confidence. The findings signify that scaffolding is a good strategy for young learners' language skills. The present research strongly recommends exploring new scaffolding activities with the infusion of learning platforms both in full remote and hybrid learning as an endeavour to grant much more tremendous help and support for young learners' productive skills. Keywords: English speaking skills, Scaffolding, Teaching Strategy, Young Learners
Imagery in Song Lyrics of Taylor Swift Unpris Yastanti; Susilawati Susilawati
LINGUA : Jurnal Bahasa, Sastra, dan Pengajarannya Vol. 17 No. 2 (2020): September 2020
Publisher : Center of Language and Cultural Studies

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30957/lingua.v17i2.642

Abstract

The purposes of this research are to identify the kind of imagery in Taylor Swift song lyrics, how Taylor Swift describes imagery in her song lyrics, and dominant imagery in Taylor Swift song lyrics. This research limited to three songs in the “Reputation” album, those songs are Look What You Made Me Do, Delicate, Gorgeous. This research used a descriptive qualitative method to analyze the data. The results of this research indicate that (1) There are five kinds of imagery, they are visual imagery, auditory imagery, kinesthetic imagery, tactile imagery, and organic imagery in Taylor Swift song lyrics. There are nine visual imagery, one auditory imagery, three kinesthetic imagery, two tactile imagery, 19 organic imagery, and thus the writers found 34 imagery in three song lyrics of Taylor Swift. (2) Taylor Swift prefers to describe feelings, thought, and opinions into song lyrics, therefore the writers found a lot of organic imagery in the song lyrics. (3) There is 19 organic imagery in song lyrics, which is the dominant imagery in the song lyrics of Taylor Swift.
Peningkatan literasi digital remaja dalam masa PPKM level 4 Nurhasanah Halim; Susilawati Susilawati; Retno Dwigustini; Mochamad Wahyudi
Lumbung Inovasi: Jurnal Pengabdian kepada Masyarakat Vol. 7 No. 4 (2022): December
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/linov.v7i4.884

Abstract

Literasi digital saat ini menjadi topik yang tengah menghangat diperbincangkan. Sayangnya banyak lapisan masyarakat yang belum mendapat pencerahan mengenai literasi digital, khususnya mereka yang berada di bawah lembaga keagamaan yang bersifat non-formal. Tujuan pengabdian pada masyarakat ini adalah untuk memperkenalkan sekaligus meningkatkan pemahaman literasi digital kepada siswa TPA dan Majlis Ta’lim Faizul Haq, Ciputat, Tangerang, di masa PPKM (Pemberlakuan Pembatasan Kegiatan Masyarakat) level 4.  Metode penelitian yang digunakan adalah community-based research yang menekankan pada peningkatan atau perubahan positif mengenai literasi digital di masyarakat; dalam hal ini anggota majlis ta’lim dan TPA. Hasil penelitian ini menunjukkan adanya peningkatan literasi digital pada remaja anggota majlis taklim dan TPA di masa PPKM level 4. Selain itu, para remaja ini juga menunjukkan respon yang positif terhadap proses pengenalan literasi digital dalam bentuk pengabdian pada masyarakat ini. Karenanya, kegiatan pengenalan lebih lanjut mengenai literasi digital seyogyanya dilaksanakan secara berkesinambungan dalam rangka membekali remaja menghadapi era yang serba digital ini. Promoting Adolescent Digital Literacy in PPKM Level 4 Digital literacy is currently a trending topic of discussion. However, many levels of society have not received enlightenment regarding digital literacy, especially those who are under non-formal religious institutions. The purpose of this community service is to introduce and promote understanding of digital literacy to TPA and Majlis Ta'lim Faizul Haq students, Ciputat, Tangerang, during PPKM (Implementation of Restrictions on Social Activities) level 4. The research method employed is community-based research that emphasizes improvement or positive change. regarding digital literacy in society; in this case, the members of the ta'lim council and the TPA. The results of this study indicate that there is an increase in digital literacy among teenage members of the majlis taklim and TPA during PPKM level 4. In addition, these teenagers also show a positive response to the process of introducing digital literacy in the form of community service. Therefore, further introduction activities regarding digital literacy should be carried out continuously in order to equip teenagers to face this all-digital era.
Developing Students’ Awareness of Recount Text Patterns (The Practical Reflection of Using Burger-shaped Graphic Organizer) Nurhasanah Halim; Susilawati Susilawati; Arrizqi Ramadhan; Siti Yulidhar Harunasari; Retno Dwigustini; Fitri Fajar Ratri
Jurnal Scientia Vol. 11 No. 02 (2022): Education, Sosial science and Planning technique, November
Publisher : Sean Institute

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

Abstract

Writing in the context of EFL has been viewed as a challenging task, for students are required to compose their text structurally and accurately. The recent research aims at investigating how the burger-shaped graphic organizer (GO) assisted students in developing their awareness of recount text pattern, and how its teaching was reflected. The recent research employed action research. The participants consisted of 20 students in the second grade of junior high school. The data were collected using a test, interview, and observation. The data were then analyzed using the following steps: data reduction, display, and verification. The findings signified that, first, to develop students’ awareness of recount text patterns, the teacher can incorporate genre analysis and use the burger-shaped GO as the supplementary resource to assist students’ awareness of recount text pattern. Second, the students gave positive feedback on the use of the burger -shaped GO in their writing class, so that the teacher might consider using it in teaching another genre. Further studies is highly suggested for detailed investigation of how the burger-shaped GO might enhance students’ critical thinking
Integrating Content and Language to Teach ESP Online Writing with the Assistance of Google Docs Susilawati Susilawati
Journal of Languages and Language Teaching Vol 11, No 1 (2023)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i1.6617

Abstract

The integration of content knowledge and language should be applied while instructing writing in English for Specific Purposes (ESP) lessons. In an online lesson, additional vital support comes from a proper online writing tool. Therefore, the present study aims to portray how to teach writing in ESP classes using remote Content and Language Integrated Learning (CLIL) combined with Google Docs as an online writing tool. The study employed a qualitative case study. 18 students from the Office Administration major at a private Indonesian university in Central Jakarta were involved in the study. Observations and open-ended questionnaires were used to collect the data. The observations were structured based on the writing stage, while the open-ended questionnaires were arranged based on the Uses and Gratification Expectancy (UGE) constructs. The findings revealed that all CLIL elements are applied to teach ESP writing in a full online learning setting; all 4Cs (communication, culture, content, and cognition) are detected during the learning either before or during the writing via Google Docs. Pertaining to the use of Google Docs, based on the cognitive, affective, personal, and perceived e-learning (PeLE) constructs of the UGE, most students give positive views after using it in their writing classes. In short, CLIL and Google Docs make a good collaboration in teaching ESP writing. Recommendations for potential research are also discussed. 
Flipping ESP Classrooms in Hybrid Environment Sri Yunita -; Susilawati; Yustika Nur Fajriah
Biormatika : Jurnal ilmiah fakultas keguruan dan ilmu pendidikan Vol. 9 No. 1 (2023): Biormatika : Jurnal ilmiah fakultas keguruan dan ilmu pendidikan
Publisher : FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35569/biormatika.v9i1.1539

Abstract

The use of flipped learning in ESP (English for Specific Purposes) classes may have not been frequently portrayed. This recent study attempts to depict the implementation of a flipped learning model applied in an English for Management course. A single qualitative case study was applied. One lecturer of the English for Management course was involved in this study. The data were obtained using interviews and observations. The findings revealed that the flipped learning in the ESP class is realized in the following steps: 1) distributing materials and tasks to students, 2) providing guidance for students to discuss the materials and tasks, 3) assessing students with tests or quizzes, and 4) providing reinforcement for students in face-to-face meetings. The lecturer admitted that she encountered some challenges using flipped classrooms in ESP classes: the issues of bandwidth, students’ readiness, the lecturer's need for non-authentic materials, and the institution's policy on curriculum and facilities. Potential research in investigating ESP students’ perceptions of the use of flipped learning is strongly advised.
INTEGRATING VIDEO-VIEWING TECHNIQUES TO IMPROVE VOCATIONAL STUDENTS’ ORAL PERFORMANCE Nurhasanah Halim; Retno Dwigustini; Arrizqi Ramadhan; Susilawati Susilawati; Biyulaika Biyulaika
Jurnal Scientia Vol. 12 No. 02 (2023): Education, Sosial science and Planning technique, edition March-May 2023
Publisher : Sean Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58471/scientia.v12i02.1445

Abstract

Although vocational content has been incorporated into the curriculum, more is needed to cater to the needs of nursing students to view the fundamental act of communication when English is essential. The insufficiency might be catered by providing videos/ video clips available in such a global online video sharing and social media platform as Youtube or a library of free videos made by and for teachers and students everywhere as Nextvista.org. Exposing students to authentic language use through video's multimodal characteristics has made it a popular instructional medium. According to Krashen's Input Theory, students can learn best by comprehending messages or getting comprehensible information through authentic material like video clips. Involving fifteen students, this action research took the cyclical model of Kemmis and McTaggart to practice video-viewing techniques to improve their oral performance. Multiple methods of data collection (scoring rubric, collaborator's observation checklist, and semi-structured interview) were employed to portray the extent of oral performance improvement by practicing the techniques. The findings signified that the student's oral performance is enhanced by using the video-viewing technique, and they also feel optimistic about it. They were able to learn in a meaningful way because of the video's real-world setting. It is further advised that English teachers, particularly those who teach technical and vocational schools, employ such contextual techniques and media to give pupils a better learning experience.
Edukasi Tindakan Pencegahan Cyber-Bullying Dan Pengenalan Istilah Bahasa Inggris Yang Sering Digunakan Oleh Pelaku Nurhasanah Halim; Susilawati; Retno Dwigustini
AMMA : Jurnal Pengabdian Masyarakat Vol. 2 No. 7 : Agustus (2023): AMMA : Jurnal Pengabdian Masyarakat
Publisher : CV. Multi Kreasi Media

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

Abstract

Cyberbullying is a type of internet bullying that has become increasingly frequent among children and teenagers as technology has advanced. As a result, parents must be knowledgeable about cyberbullying in order to support their children and adolescents in interacting with the virtual world, especially if one day they experience cyberbullying. One effort that can be made is to provide education about cyberbullying and get to know the various terms related to it. This educational activity regarding cyberbullying is carried out through community service activities by lecturers from Bina Sarana Informatika University, to members of the Communication Forum of the Taklim Council at Jami' Al Muttaqin Mosque, Central Jakarta. The method used is Community-Based Participatory Research Design. This community service activity yielded great outcomes since the participants were able to identify the terminology used in cyberbullying. The participants also showed enthusiasm during the activity. As an implication of this research, it is expected that similar educational activities will be frequently organised by related parties in the community as a form of digital literacy for smarter and wiser use of technology.
Co-Authors Arrizqi Ramadhan Arrizqi Ramadhan Baiatun Nisa Binti Nur Fahmi Biyulaika Biyulaika Chelly Banuwaty Morrison Fitri Fajar Ratri Mochamad Wahyudi Nurhasanah Halim Retno Dwigustini Rina Riniawati Siti Yulidhar Harunasari Sri Yunita Sri Yunita Sri Yunita Unpris Yastanti Uung Hodijah Yustika Nur Fajriah Yustika Nur Fajriah Yustika Nur Fajriah