Articles
<![CDATA[Exploring The Relationship between Project-Based Learning and Collaborative Skills: EFL Learners’ Voices ]]>
<![CDATA[Santi Andriyani]]>;
<![CDATA[Syafiul Anam]]>
<![CDATA[ Al-Lisan: Jurnal Bahasa Vol 7 No 1 (2022): Al-Lisan: Jurnal Bahasa (e-Journal) ]]>
Publisher : <![CDATA[LP2M IAIN Sultan Amai Gorontalo ]]>
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DOI: 10.30603/al.v7i1.2413
<![CDATA[This research aims to measure EFL learners' perceived project-based learning and examine whether there is a correlation between project-based learning and EFL learners' collaborative skills. This research used a correlational study using Spearman Product Moment based on non-parametric data. The data were gathered using a closed-ended questionnaire. The sample consisted of 100 (17 male and 83 female) Indonesian University EFL learners recruited using convenience sampling. The findings indicated that more than 70% of learners' perceptions of project-based learning positively impact their collaborative skills. The benefits of project-based learning include enhancing learners' motivation, teamwork, communication, creativity, and problem-solving abilities. The next finding is a strong correlation between project-based learning, which significantly generated Sig. (p-value) = 0.000 < α = 0.05. Some previous studies reported that project-based learning positively correlates with collaborative skills.]]>
<![CDATA[Exploring The Relationship between Project-Based Learning and Collaborative Skills: EFL Learners’ Voices ]]>
<![CDATA[Santi Andriyani]]>;
<![CDATA[Syafiul Anam]]>
<![CDATA[ Al-Lisan: Jurnal Bahasa Vol 7 No 1 (2022): Al-Lisan: Jurnal Bahasa (e-Journal) ]]>
Publisher : <![CDATA[LP2M IAIN Sultan Amai Gorontalo ]]>
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DOI: 10.30603/al.v7i1.2413
<![CDATA[This research aims to measure EFL learners' perceived project-based learning and examine whether there is a correlation between project-based learning and EFL learners' collaborative skills. This research used a correlational study using Spearman Product Moment based on non-parametric data. The data were gathered using a closed-ended questionnaire. The sample consisted of 100 (17 male and 83 female) Indonesian University EFL learners recruited using convenience sampling. The findings indicated that more than 70% of learners' perceptions of project-based learning positively impact their collaborative skills. The benefits of project-based learning include enhancing learners' motivation, teamwork, communication, creativity, and problem-solving abilities. The next finding is a strong correlation between project-based learning, which significantly generated Sig. (p-value) = 0.000 < α = 0.05. Some previous studies reported that project-based learning positively correlates with collaborative skills.]]>
<![CDATA[THE EXPRESSIVE SPEECH ACT USED BY ANIES RASYID BASWEDAN AND RECEP TAYYIP ERDOGAN AS THE REACTION OF THE ATTACKS IN CHRISTCHURCH NEW ZEALAND ]]>
<![CDATA[Badrut Tamam]]>;
<![CDATA[Slamet Setiawan]]>;
<![CDATA[Syafiul Anam]]>
<![CDATA[ PRASASTI: Journal of Linguistics Vol 5, No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Sebelas Maret ]]>
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DOI: 10.20961/prasasti.v5i1.39424
<![CDATA[This study attempts to compare between Anies Rasyid Baswedan and Recep Tayyip Erdogan in terms of speech act as their reaction of the attacks in Christchurch New Zealand particularly: a) the kinds of expressive speech act used; b) the intended meaning of expressive speech act; and c) the personality differences between them seen the use of speech act. The qualitative method was used to fulfil the three objectives of the study. The data was collected from document that was taken from the utterances used by the two public figures. It was transcribed and then analysed descriptively. The results show that the speakers used three kinds of expressive speech acts, namely: condoling, deploring, and lamenting. Condoling is an expressive speech acts were mostly used to communicate by the speakers. The intended meaning of expressive speech act used by the speakers are determined by interpreting and determining what speakers means in the context. In addition, the personality characters of Anies Rasyid Baswedan are kind, clever, and soft, whereas, the personality characters of Recep Tayyip Erdogan are courageous, influential person, and clever.]]>
<![CDATA[LECTURERS' ATTITUDES TOWARDS ENGLISH VARIETY EXPOSURE IN INDONESIA ]]>
<![CDATA[Alfan Hariri]]>;
<![CDATA[Ahmad Munir]]>;
<![CDATA[Syafiul Anam]]>
<![CDATA[ Jurnal Education and Development Vol 7 No 2 (2019): Vol.7.No.2.2019 ]]>
Publisher : <![CDATA[Institut Pendidikan Tapanuli Selatan ]]>
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DOI: 10.37081/ed.v7i2.875
<![CDATA[This study was spawned from the lack of research of English varieties concept in Indonesia. In this study the lecturers’ attitude toward the English varieties is explored as well as their view about using the English varieties in the classroom. The study uses qualitative research design to seek the participant attitude toward the English varieties. The subjects of the study of this research are ten lecturers of three higher educations in Surabaya; two privates and one state university with ten lecturers in total. To collect the data, the prompt-production will be used to explore in depth lecturers’ attitude. One of the more significant findings to emerge from this study is that the differences between the international graduated lectures and national graduated lectures in term of their attitude toward the English varieties. Furthermore, this attitude also influences their perception about teaching the varieties in English language teaching (ELT) classroom.]]>
<![CDATA[SCDV (STUDENT-CREATED DIGITAL VIDEOS) dalam kelas dengan berbagai metode ]]>
<![CDATA[Intan Rachmatillah]]>;
<![CDATA[Ahmad Munir]]>;
<![CDATA[Syafiul Anam]]>
<![CDATA[ Jurnal Education and Development Vol 7 No 2 (2019): Vol.7.No.2.2019 ]]>
Publisher : <![CDATA[Institut Pendidikan Tapanuli Selatan ]]>
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DOI: 10.37081/ed.v7i2.878
<![CDATA[Penelitian ini bertujuan untuk mengetahui bagaimana penerapan SCDVs (video digital yang dibuat siswa) dalam Flipped classroom (kelas terbalik). Flipped classroom merupakan kegiatan belajar yang membalik kegiatan di kelas dan juga di rumah. Ini menjadi strategi yang baik dalam belajar menciptakan suasana yang berbeda dengan menggunakan teknologi terhadap aktivitas siswa. Dalam studi ini, peneliti mencoba untuk melibatkan SCDVs (video digital buatan siswa) sebagai proyek siswa yang diposting di Saluran YouTube di luar kelas dan dalam kegiatan kelas. Studi ini menggunakan desain penelitian kualitatif untuk mengetahui bagaimana penerapan media sosial "YouTube" sebagai jembatan SCDVs (video digital yang dibuat siswa) dan praktik pembelajaran baru di kelas terbalik. Subjek penelitian dalam penelitian ini adalah siswa kelas X sains 1 dan seorang guru SMA Negeri 1 Kedamean di wilayah Kabupaten Gresik. Untuk mengumpulkan data, observasi akan digunakan untuk mengeksplorasi secara mendalam tentang media sosial online dalam pembelajaran dalam tujuan pedagogik. Penelitian ini telah membuktikan bahwa pendidik tentu dapat menarik manfaat dari masalah yang sedang berlangsung di situs jejaring sosial karena dapat memberikan kontribusi positif bagi prestasi siswa dalam pembelajaran dan keterampilan bahasa.]]>
<![CDATA[LEARNING DIARY IMPLEMENTATION IN PROMOTING AUTONOMOUS LEARNING ON LISTENING SKILL THROUGH VIDEO-FORMATTED STORYTELLING ]]>
<![CDATA[Meyta Mayangsari]]>;
<![CDATA[Syafiul Anam]]>;
<![CDATA[Pratiwi Retnaningdyah]]>
<![CDATA[ Jurnal Education and Development Vol 9 No 3 (2021): Vol.9.No.3.2021 ]]>
Publisher : <![CDATA[Institut Pendidikan Tapanuli Selatan ]]>
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DOI: 10.37081/ed.v9i3.2677
<![CDATA[Di Indonesia, penelitian tentang keterampilan mendengarkan siswa, terutama dalam bahasa Inggris masih terbatas. Artikel ini bertujuan untuk mendokumentasikan penerapan learning diary dalam meningkatkan keterampilan mendengarkan bahasa Inggris siswa dalam mendukung pembelajaran mandiri mereka. Penelitian ini menggunakan desain penelitian kualitatif dimana data diperoleh dari wawancara semi-struktur yang disajikan dalam bentuk video learning diary yang diperoleh dari cerita pengalaman dua siswa yang dikirim melalui WhatsApp. Temuan penelitian ini menunjukkan bahwa ada beberapa tantangan yang dialami oleh siswa dalam menerapkan learning diary. Selain itu, dalam artikel ini juga dijabarkan bahwa ada beberapa strategi siswa dalam menerapkan learning diary untuk meningkatkan keterampilan mendengarkan siswa. Dalam hasil akhir dapat disimpulkan bahwa penerapan penggunaan learning diary memberikan kontribusi yang lebih positif terhadap peningkatan keterampilan mendengarkan bahasa Inggris siswa. Penerapan learning diary membantu siswa untuk memahami lebih banyak tentang materi, memberi mereka umpan baliksecara terus-menerus, dan mendorong pembelajaran mandiri mereka.]]>
<![CDATA[STUDENTS’ PERCEPTIONS OF THE IMPLEMENTATION OF KAHOOT! IN ENGLISH LANGUAGE TEACHING ]]>
<![CDATA[Laily Mahbubah]]>;
<![CDATA[Syafiul Anam]]>
<![CDATA[ Lingua Scientia Vol. 29 No. 1 (2022) ]]>
Publisher : <![CDATA[Undiksha Press ]]>
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DOI: 10.23887/ls.v29i1.35644
<![CDATA[A paradigm of integrating technology in education has been reaching increasing attention in past decades, one of which is by implementing gamification (the use of game-like features in non-game contexts) in English Language Teaching (ELT). This descriptive qualitative study explores how 23 secondary students in Indonesia perceived the strategy (Kahoot! application) in the classroom activities to support their learning activities which were divided into two: brainstorming and Kahoot! implementation as the main learning activity in the classroom. The data was derived from questionnaire and interview section. The finding shows that Kahoot! motivates and engages students in the learning process. It covers three dimensions of students’ engagement, namely: cognitive, emotional, and behavioral engagement. However, internet connection becomes a vital factor that has to be considered to create the success of Kahoot integration in teaching and learning activities. Keywords: Gamification, Kahoot!, English Language Teaching, students’ perception]]>
<![CDATA[PRODUK KESEHATAN DAN VITAMIN DALAM RANGKA PENCEGAHAN COVID-19 DI DESA BINAAN KKN DI KABUPATEN NGANJUK ]]>
<![CDATA[heryanto susilo]]>;
<![CDATA[widya nusantara]]>;
<![CDATA[Bambang Dibyo Wiryono]]>;
<![CDATA[windasari windasari]]>;
<![CDATA[syafiul anam]]>;
<![CDATA[abdul hafidz]]>
<![CDATA[ Transformasi dan Inovasi : Jurnal Pengabdian Masyarakat Vol 1 No 2 (2021): Vol. 1 No. 2 (2021): Volume 1, Nomor 2 Juli 2021 ]]>
Publisher : <![CDATA[Program Studi S1, S2, S3 Mananajemen Pendidikan Universitas Negeri Surabaya ]]>
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<![CDATA[Pandemi Covid-19 merupakan bentuk bahaya (hazard) yang memiliki potensi mengancam segala aspek kehidupan masyarakat, seperti sosial, ekonomi, kesehatan, dan psikologis. Oleh karena itu perlu dilakukan bantuan pemenuhan kebutuhan dasar dalam menjaga sosial ekonomi masyarakat agar tetap sehat, terjamin dan minimal terbantu untuk bisa bertahan hidup dalam menghadapi pandemic covid-19 yang melanda sampai ke pelosok desa. Kebutuhan dasar yang diperlukan oleh masyarakat tersebut dikemas dalam bentuk sembako yang akan di distribusikan terhadap masyarakat yang terdampak di desa binaan KKN kabupaten Nganjuk. Oleh karena itu dalam program ini dilakukan melalui pendekatan sosial ekonomi masyarakat. Melalui kegiatan ini dapat memberikan kontribusi dalam membantu permasalahan ekonomi yang dialami oleh warga sekaligus juga dapat membantu warga memenuhi kebutuhan akan makanan bergizi dan vitamin di masa pandemi covid-19.]]>
<![CDATA[MANAJEMEN PENDIDIKAN DI PONDOK PESANTREN ]]>
<![CDATA[Shelly Andari]]>;
<![CDATA[Muhammad Sholeh]]>;
<![CDATA[Syafiul Anam]]>;
<![CDATA[Supriyanto]]>;
<![CDATA[Windasari]]>
<![CDATA[ PUCUK REBUNG: JURNAL PENGABDIAN KEPADA MASYARAKAT Vol 2 No 1 (2022) ]]>
Publisher : <![CDATA[Jurusan Ilmu Pendidikan Fakultas Keguruan dan Ilmu Pendidikan Universitas Riau ]]>
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<![CDATA[Pondok Pesantren dengan keanekaragamannya termasuk lembaga atau organisasi pendidikan yang unik dari segi manajemen pendidikan. Baik itu dari sisi kepemimpinan, pengelolaan pendidikan yang menggunakan prinsip Islami, hingga kegiatan-kegiatan yang mendukung penyelenggaraan pendidikan di Pondok Pesantren memiliki kekhasan tersendiri. Pelatihan ini akan diberikan kepada seluruh pengelola Pondok Pesantren Tahfidzul Qur'an Fathul Huda Blitar. Pondok Pesantren ini menjadi mitra kegiatan PKM karena Pondok Pesantren Tahfidzul Qur'an Fathul Huda Blitar memiliki potensi yang baik dan mampu disaingkan dengan Pondok Pesantren lainnya, namun SDM yang dimiliki masih memiliki keterbatasan pengetahuan dan keterampilan dalam bidang keilmuan manajemen pendidikan.]]>
<![CDATA[Constructing a New Blended Learning Technique: Using English Discovery as Learning Management System for Test Format Familiarity ]]>
<![CDATA[Agil Abdur Rohim]]>;
<![CDATA[Oikurema Purwati]]>;
<![CDATA[Syafiul Anam]]>;
<![CDATA[Ahmad Munir]]>
<![CDATA[ ELITE JOURNAL Vol 5 No 2 (2023): ELITE JOURNAL: Journal of English Linguistics, Literature, and Education ]]>
Publisher : <![CDATA[ELITE Association Indonesia ]]>
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<![CDATA[ABSTRACTBlended learning offers numerous benefits to language learning and teaching. The benefits attract higher education institutions to implement the blended learning for advancing students’ learning outcome. The need to boost students’ learning outcome occurs simultaneously with the demand for higher education institutions to measure students’ English proficiency. Consequently, certain English proficiency test is required for students’ admission and students’ graduation. Thus, this paper aimed to offer new blended learning technique to boost students’ learning outcome and simultaneously to prepare students taking certain English proficiency tests. English Discoveries (ED) from Edusoft, as a tertiary from Educational Testing Service (ETS) was selected as learning management system (LMS) due to its vast topics and language skills coverage. Comprehensive materials and diverse practices from ED were used to be the resources for test formats familiarity. This study has shown that ED materials and practices were similar with TOEIC Listening and Reading sections and TOEFL ITP Listening, Structure and Written Expression, and Reading section. By learning in blended environment with ED, students were predicted to be more familiar with TOEIC and TOEFL ITP test formats. Being familiarized with the test formats should increase the possibility for students to have higher English proficiency score. Keywords: blended learning; test format familiarity]]>
