Articles
<![CDATA[Teacher’s Belief on Teaching Philosophy as Teachers Professionalism Platform ]]>
<![CDATA[Muhammad Reza Pahlevi]]>;
<![CDATA[Kusrin kusrin]]>;
<![CDATA[Acep Bahrum Kamil]]>
<![CDATA[ Ahmad Dahlan Journal of English Studies Vol 7, No 1 (2020): March ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.26555/adjes.v7i1.14196
<![CDATA[This study aims at presenting the teacher's belief on teaching philosophy as a teacher professionalism platform. It explores how the teacher perceives teaching philosophy as a teacher professionalism platform and in what ways teaching philosophy assists the teacher to refine his teaching. The research design of this study is basic interpretative study. It is used to identify the extent to which teaching philosophy is understood and practiced by teachers. There are general pattern findings of this study. The first finding is English teachers' perceived teaching philosophy builds reflective teachers. The second findings refers to reflected activity that copes with the teacher in refining suitable ways in facilitating students to learn. Teaching philosophy potentially assists teachers in teaching by providing various activities. Thus, it supports the teacher to be a professional English teacher.]]>
<![CDATA[ENGAGING PRE SERVICE TEACHERS IN MULTIMODAL READING WITH LEARNING LOGS: AN ACTION CLASSROOM-BASED RESEARCH ]]>
<![CDATA[Elih Sutisna Yanto]]>;
<![CDATA[Kusrin Kusrin]]>
<![CDATA[ Jurnal Penelitian Humaniora Vol 21, No 1: Februari 2020 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/humaniora.v21i1.8592
<![CDATA[Students’ reading comprehension on disciplinary texts commonly involves the interaction between the cognitive aspect and the text itself, but little is known how it is carried out through multimodal reading. To fill this practical void, this article reports the findings of classroom action research of the pre-service teachers learning disciplinary vocabularies through different modes of meaning, the socially and culturally shaped resources or semiotic structure for making meaning: video viewing and graphic organizers. This study proposes that multimodal reading has the potential to promote the role of student teachers as designers and navigators in reading English disciplinary texts. Pedagogically, this multimodal engagement not only creates interactive content learning but also it encourages the students to become autonomous language learners. In addition to multimodal reading activities, the students were motivated not only to learn about language but also to learn through language. Moreover, multimodality reading tasks can scaffold comprehension and production of the academic language of the students. Finally, students who are engaged in cognitive work in content areas (e.g., statistics for second language research) have the motivation to learn a language that supports their learning. Multimodality reading tasks can support students ‘communication, increasing students’ academic writing and students’ academic vocabulary development as well.]]>
<![CDATA[EFL STUDENTS’ EXPERIENCES OF WILLINGNESS TO COMMUNICATE IN EXTRAMURAL DIGITAL CONTEXT ]]>
<![CDATA[Halyasmina Amira]]>;
<![CDATA[Kusrin Kusrin]]>;
<![CDATA[Yousef Bani Ahmad]]>
<![CDATA[ EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 10, No 2 (2021): Exposure ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Makassar ]]>
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DOI: 10.26618/exposure.v10i2.5660
<![CDATA[This study investigate the positive relationship between extramural digital activities and EFL students’ willingness to communicate. Extramural digital context is learning English outside the classroom without teachers’ involvement. It encourages EFL students to feel more comfortable in L2 willingness to communicate. Furthermore, this research investigated students’ experiences and factors that may influence EFL students’ willingness to communicate towards extramural digital context using qualitative research, specifically case study as the research design. The researcher collected the data from six EFL students from several universities in Indonesia with four female and two male using semi-structured interview and questionnaires. The interviews data were analyzed by using thematic analysis and using descriptive statistics analysis for the questionnaires. The findings showed that the convenience of extramural digital context and students’ self-confidence indicate as the factors that influence students’ willingness to communicate using English. Additionally, based on students’ experiences of using extramural digital context, listening to music is considered as the most frequently used by students. This research contribute to gain deep understanding about L2 willingness to communicate and extramural digital context. In pedagogical insight, this research help English teacher to facilitate EFL students in extramural digital context to increase students’ willingness to communicate.]]>
<![CDATA[Students’ Speaking Experience toward the Use of Role Play Technique in Online-Mediated Learning ]]>
<![CDATA[Mutiara Wulandewi]]>;
<![CDATA[Kusrin Kusrin]]>;
<![CDATA[Putri Kamalia Hakim]]>
<![CDATA[ INTERACTION: Jurnal Pendidikan Bahasa Vol 8 No 2 (2021): INTERACTION: Jurnal Pendidikan Bahasa ]]>
Publisher : <![CDATA[Universitas Pendidikan Muhammadiyah (UNIMUDA) Sorong ]]>
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DOI: 10.36232/jurnalpendidikanbahasa.v8i2.1331
<![CDATA[The researcher aimed to find out students’ speaking experience toward role-play techniques in online learning. The researcher used a descriptive case study to describe and interpret students' attitudes toward speaking online learning. The data collections were interview through Whatsapp and questionnaires on Google form. The researcher observed 5 students for the Interview and 34 eleventh grade students for the Questionnaire. The results showed that the participant's experience toward the implementation of role-play technique in online speaking class was good and positive. The most of participants claimed that they had an interesting experience. However, this research still had several obstacles such as limited internet access, lack of participants' language skills, and limited feedback from the researcher.]]>
<![CDATA[PROGRAM KELUARGA HARAPAN DALAM UPAYA PENGENTASAN KEMISKINAN DI KECAMATAN CIBUAYA KABUPATEN KARAWANG ]]>
<![CDATA[Rosi Rahayu]]>;
<![CDATA[Kusrin Kusrin]]>;
<![CDATA[Hanny Purnamasari]]>
<![CDATA[ Dinamika : Jurnal Ilmiah Ilmu Administrasi Negara Vol 8, No 1 (2021): Dinamika ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
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DOI: 10.25157/dinamika.v8i1.5018
<![CDATA[Efektivitas Program Keluarga Harapan dalam Upaya Pengentasan Kemiskinan di Kecamatan Cibuaya Kabupaten Karawang dilatar belakangi dengan belum tepat sasaran khususnya diKecamatan Cibuaya yaitu karena proses pembaruan data yang belum maksimal dimana data DTKS tidak pernah diupdate sehingga masih banyak masyarakat miskin yang tidak mendapatkan bantuan PKH dan ketidaktepat sasaran program karena dalam proses pendataan masih menggunakan data lama maka dari itu harus lebih ditingkatkan lagi terkait Efektivitas Program Keluarga Harapan dalam Upaya Pengentasan Kemiskinan diKecamatan Cibuaya Kabupaten Karawang. Analisa hasil penelitian Efektivitas Program Keluaraga Harapan dalam Upaya Pengentasan Kemiskinan di Kecamatan Cibuaya Kabupaten Karawang dilakukan dengan wawancara dan observasi lapangan dengan menggunakan teori menurut Budiani dengan 4 indikator yaitu, Ketepatan sasaran program, Sosialisasi program, Tujuan program,Pemantauan program.Penelitian ini menggunakan penelitian deskriptif dengan pendekatan kualitatif, tujuannya untuk mengetahui apakah program yang dibuat pemerintah berjalan efektif atau tidak. Dari hasil pembahasan dapat disimpulkan bahwa Efektivitas Program Keluarga Harapan dalam Upaya Pengentasan Kemiskinan di Kecamatan Cibuaya Kabupaten Karawang yang dikaji melalui empat faktor menunjukan Ketepatan sasaran program, Sosialisasi program, durasa masih belim maksimal dalam pelaksanaannya karena masih banyak masyarakat yang tidak mampu dan sudah memenuhi syarat tiddak mendapatkan bantuan, selanjutnya Tujuan program dan Pemantauan program masih belum maksimal dalam pelaksanaannya. ]]>
<![CDATA[REPRESENTATION OF MORAL VALUES IN ONE ELT TEXTBOOK FOR SENIOR HIGH SCHOOL STUDENTS: CRITICAL DISCOURSE ANALYSIS ]]>
<![CDATA[Dwi Widjaya Sukma]]>;
<![CDATA[Elih Sutisna Yanto]]>;
<![CDATA[Kusrin Kusrin]]>
<![CDATA[ PROJECT (Professional Journal of English Education) Vol 4, No 6 (2021): VOLUME 4 NUMBER 6, NOVEMBER 2021 ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/project.v4i6.p1037-1049
<![CDATA[This study aims to investigate the depiction of moral values embedded in one ELT textbook specifically for XII grade senior high school endorsed by Indonesian Ministry of Educational and Culture. The authors use Critical Discourse Analysis (CDA) studies enlightened by Halliday’s (1978) Systemic Functional Linguistics (SFL) as data analysis. Since moral/character building becomes one of the priority programs prioritized by President Joko Widodo (Kemdikbud, 2017). Therefore, ELT textbooks must be in accordance with the program implied in the curricula. This critical discourse analysis focuses on analyzing visual objects and written texts adopting Kress and van Leuween’s (2006) visual grammar theory and Martin and white’s (2005) language appraisal theory to elaborate the moral values embedded with distinct genres in the textbook. The result shows that both visual and written texts with many genres in the textbook portraying a multitude of moral values. Thus, the implication of this study suggests both teachers and students should be able to acquire the necessary skills for critical thinking in reading and critical analysis of language sensitivity in order to understand the values. In addition, the analytical framework and the result of the research can be applied by the teachers and writers for explicit instruction, evaluation, and critical study of moral values in English language teaching. Keywords: Critical Discourse Analysis; Moral Value; ELT Textbooks; Indonesian Moral Education]]>
<![CDATA[Analisis Semiotika Makna Seksi dalam Iklan Shopee Versi Blackpink ]]>
<![CDATA[Dara Novita Andisya Tanjung]]>;
<![CDATA[Mayasari Mayasari]]>;
<![CDATA[Yanti Tayo]]>;
<![CDATA[Kusrin Kusrin]]>
<![CDATA[ Journalism, Public Relation and Media Communication Studies Journal (JPRMEDCOM) Vol 1 No 1 (2019): JPRMEDCOM ]]>
Publisher : <![CDATA[Journalism, Public Relation and Media Communication Studies Journal (JPRMEDCOM) ]]>
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DOI: 10.35706/jprmedcom.v1i1.3061
<![CDATA[Penelitian ini membahas mengenai semiotika makna seksi dalam iklan shopee versi blackpink. Iklan merupakan salah satu jalan untuk mempromosikan sesuatu, seperti iklan shopee yang menggunakan blackpink sebagai modelnya, untuk menarik perhatian khalayak luas. Penelitian ini juga berfokus pada iklan shopee versi blackpink yang diambil dari youtube. Penelitian ini menggunakan teknik semiotika Roland Barthes untuk menganalisis makna denotasi, konotasi, dan mitos yang ada dalam iklan. Iklan shopee versi blackpink ini lebih memperlihatkan cara berpakaian blackpink yang terbilang seksi dan terbuka, juga memberi tahu para khalayak bahwa tren berpakaian yang dikenakan blackpink adalah tren modern karena banyaknya anak muda yang mengikuti nya, dan iklan shopee versi blackpink dibangun dengan membuat prespektif bahwa wanita seksi dan menggunakan pakaian terbuka bisa lebih menarik perhatian banyak orang, jadi shopee menjadikan blackpink sebagai model iklan karena untuk menarik lagi banyak minat pelanggan agar lebih memilih shopee sebagai aplikasi berbelanja onlineKata kunci : Iklan Shopee, Semiotika Roland Barthes, Blackpink, Seksi]]>
<![CDATA[The Project-Based Learning Approach to Learning Correlational Research for EFL Pre-Service Teachers ]]>
<![CDATA[Kusrin Kusrin]]>;
<![CDATA[Elih Sutisna Yanto]]>;
<![CDATA[Dyah Anungrat Herzamzam]]>
<![CDATA[ EDUKATIF : JURNAL ILMU PENDIDIKAN Vol 3, No 5 (2021): October Pages 1880-3500 ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/edukatif.v3i5.824
<![CDATA[Penelitian ini menggali perspektif mahasiswa perguruan tinggi Indonesia terhadap penelitian korelasi pembelajaran melalui pendekatan Project Based Learning (PBL). Melibatkan 30 mahasiswa semester lima Jurusan Pendidikan Bahasa Inggris yang mengikuti mata kuliah penelitian korelasi selama satu semester, Hal ini dilaksanakan sebelum mahasiswa menulis proposal penelitian. Metode penelitian menggunakan studi kasus. Berdasarkan data yang dikumpulkan dari angket siswa setelah mereka terlibat dalam proyek selama menyelesaikan tugas penelitian korelasi. Hasil penelitian menunjukkan bahwa PBL adalah pendekatan yang baik dan efektif untuk memberdayakan siswa menyelesaikan proyek untuk memberi energi kepada mereka, membangun kerja tim yang kohesif, menyusun prosedur kerja, berdiskusi dan bertukar pendapat, dan menyusun data yang dikumpulkan menjadi proyek yang siap pakai melaporkan penelitian korelasional untuk presentasi di depan audiens sesudahnya. Semoga hasil penelitian ini dapat menginspirasi guru untuk mengembangkan PBL sebagai pendekatan alternatif dalam pembelajaran dengan mata pelajaran yang berbeda untuk membawa siswanya menjadi pembelajar yang mandiri]]>
<![CDATA[E-PORTFOLIO BASED LEARNING: STUDENT RESPONSE IN LEARNING SPEAKING: STUDENT RESPONSE IN LEARNING SPEAKING ]]>
<![CDATA[Dedin Aliyudin]]>;
<![CDATA[Kusrin Kusrin]]>;
<![CDATA[Yousef Bani Ahmad]]>
<![CDATA[ JUDIKA (JURNAL PENDIDIKAN UNSIKA) Vol 9 No 1 (2021): JUDIKA (JURNAL PENDIDIKAN UNSIKA) ]]>
Publisher : <![CDATA[Universitas Singaperbangsa Karawang ]]>
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<![CDATA[The present study aimed to investigate the response of E-portfolio on EFL students’ speaking classroom. This study conducted to examines whether e-portfolio has good effect on improving student speaking skill. This study conducted at one of the junior high school in Bandung in the academic year 2019/2020. Seven students participated in this study. The type of this study was qualitative research and its design was a case study. The data obtained through observation, interview, and documentation. The findings of the research showed that E-portfolio has a positive response from the students. It was proven by the result of the data that the students helped by using E-portfolio as a speaking learning media. In addition, the result of this study indicates that E-portfolio is an interesting learning media to help students on their listening skills.]]>
<![CDATA[POLA KOMUNIKASI INTERPERSONAL ORANG TUA DAN ANAK DALAM MENINGKATKAN MOTIVASI BELAJAR PADA SAAT PANDEMI COVID-19 ]]>
<![CDATA[Nisrina Annisati Rahmi]]>;
<![CDATA[Kusrin Kusrin]]>;
<![CDATA[Eka Yusup]]>
<![CDATA[ NUSANTARA : Jurnal Ilmu Pengetahuan Sosial Vol 8, No 7 (2021): NUSANTARA : Jurnal Ilmu Pengetahuan Sosial ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Tapanuli Selatan ]]>
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DOI: 10.31604/jips.v8i7.2021.1965-1972
<![CDATA[Penelitian ini bertujuan untuk mengetahui pola komunikasi interpersonal orang tua dan anak dalam meningkatkan motivasi belajar anak pada saat pandemic covid-19. Dan untuk mengetahui hambatan komunikasi orang tua dan anak dalam meningkatkan motivasi belajar pada saat pandemic covid-19. Penelitian ini menggunakan metodologi penelitian analisis deskriptif kualitatif. Teknik pengumpulan data yang digunakan oleh peneliti terdiri dari observasi, wawancara dan dokumentasi. Informan yang dipilih menggunakan teknik purposive sampling yaitu teknik pengambilan sampel sumber data dengan pertimbangan tertentu. Berdasarkan dari pembahasan hasil penelitian, maka dapat dikemukakan bahwa Pola komunikasi interpersonal orang tua dan anak terhadap motivasi belajar pada saat pandemic covid-19 ditunjukan dengan pola komunikasi demokratis. Kelima informan yang telah diteliti oleh peneliti menggunakan pola komunikasi demokratis. Pola komunikasi demokratis yaitu pada umumnya ditandai dengan adanya sikap saling terbuka antara orang tua dan anak. Mereka membuat semacam aturan – aturan yang disepakati bersama guna mencapai tujuan tertentu. Orang tua yang memiliki sikap demokratis ini yaitu orangtua yang mencoba menghargai kemampuan anak secara langsung. Hambatan komunikasi antara orang tua dan anak karena kurang nya pengetahuan cara berkomunikasi yang baik sehingga anak tidak mau mendengarkan perkataan orang tua. faktor lingkungan menjadi pemicu hambatan komunikasi orang tua dengan anak akibatnya anak tidak focus dan tidak mau untuk belajar. Pengaruh gadget juga menjadi pemicu hambatan komunikasi jika anak tidak di awasi dan di arahkan dengan baik.]]>
