Articles
<![CDATA[MEDIA UNTUK PEMBELAJARAN KOSA KATA BAHASA INGGRIS DI SEKOLAH DASAR ]]>
<![CDATA[., Farikah]]>
<![CDATA[ Majalah Transformatika Vol . 20 No. 9 Mei 2010 ]]>
Publisher : <![CDATA[Majalah Transformatika ]]>
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<![CDATA[English  is the  first  foreign  language  that  is  taught  in Elementary School in Indonesia. As a foreign language, English vocabulary is very important. Teaching vocabulary in Elementary Schools needs various media that make the students active. Key words: Various Media, Vocabulary.]]>
<![CDATA[THE IMPLEMENTATION OF THEMATIC PROGRESSION PATTERNS WITH COOPERATIVE LEARNING MODEL (TP-CL) IN IMPROVING WRITING SKILLS ]]>
<![CDATA[-, Farikah]]>
<![CDATA[ Language Circle: Journal of Language and Literature Vol 7, No 1 (2012): October 2012 ]]>
Publisher : <![CDATA[Faculty of Languages ââ¬â¹Ã¢â¬â¹and Arts, State University of Semarang ]]>
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<![CDATA[This article examines the effect of Thematic Progression Patterns with Cooperative Learning Method (TP-CL) on the improvement of the studentsââ¬â¢ writing skills and the teaching- learning activities of writing courses. This classroom action research was conducted in the English Department of Magelang Tidar University in the academic year of 2011/2012. The subjects were fourth semester students who took the course of Writing III. To analyze the results of writing tests and the effectiveness of the teaching and learning activities Brownââ¬â¢ and Baileyââ¬â¢s theory (1984) was used. The results show that the implementation of Thematic Progression Patterns with Cooperative Learning Method (TP-CL) improves the writing skills of the students. In addition, the application of this model can create effective teaching-learning activities. The results suggest that lecturers teaching writing courses should introduce Thematic Progression Patterns to the students in order that they can write paragraphs coherently and organize various themes neatly in order that they can write the paragraph artistically.]]>
<![CDATA[BALESARI CULTURE AND LANGUAGE (BCL) SEBAGAI KATALISATOR DESA WANA WISATA BALESARI ]]>
<![CDATA[Faradisa, Farikah]]>;
<![CDATA[Katrini, Yulia Esti]]>;
<![CDATA[Baihaqi, Imam]]>
<![CDATA[ Dimas: Jurnal Pemikiran Agama untuk Pemberdayaan Vol 17, No 2 (2017) ]]>
Publisher : <![CDATA[LP2M of Institute for Research and Community Services - UIN Walisongo ]]>
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DOI: 10.21580/dms.2017.172.2001
<![CDATA[Wana Wisata of Balesari village has huge potential to be developed into a national and even international tourist village. Balesari village is also categorized as a virgin, and it still has many local wisdoms that can be a special attraction for domestic visitors and also foreign tourists if the community of Balesari can manage it properly and maximally.. The focus of the contribution of Tidar University to the community is to serve the community to support the development of rural areas, one of them is Wana Wisata of Balesari Village. The development of villages is focused on Balesari Culture and Language activities that is cultural and linguistic conservation that manifests in awareness of activities, training, and cultural and linguistic assistance to become a tourist icon in Balesari village. In addition gradually over a period of 3 years, Balesari Culture and Language programs will also conserve the culture and language based on local wisdom in the village of Balesari gradually as a catalyst that will participate in improving the development of Balesari Wana Tourism Village. Desa Wana Wisata Balesari memiliki potensi yang sangat besar untuk dapat dikembangkan menjadi sebuah desa wisata bertaraf nasional bahkan internasional. Desa Balesari juga dikategorikan masih perawan, masih terdapat banyak kearifan lokal yang dapat menjadi daya tarik tersendiri bagi para pengunjung domestik apalagi wisatawan asing apabila masyarakat dapat mengelolanya dengan baik, maksimal, dan profesional. Fokus kontribusi Universitas Tidar kepada masyarakat adalah melakukan pengabdian kepada masyarakat untuk mendukung pembangunan wilayah perdesaan salah satunya adalah Desa Wana Wisata Balesari. Pembangunan desa tersebut difokuskan dalam kegiatan Balesari Culture and Language yaitu konservasi budaya dan bahasa yang mewujud dalam kegiatan penyadaran, pelatihan, dan pendampingan budaya dan bahasa agar menjadi ikon wisata di desa Balesari. Selain itu secara bertahap dalam jangka waktu 3 tahun, program Balesari Culture and Language juga akan melakukan konservasi budaya dan bahasa berbasis kearifan lokal yang terdapat di desa Balesari secara bertahap sebagai katalisator yang akan ikut mempercapat laju perkembangan Desa Wana Wisata Balesari.]]>
<![CDATA[Carl Ransom Rogersâ Theory in Paragraph Writing Class ]]>
<![CDATA[Farikah, Farikah]]>;
<![CDATA[Yuwono, A.]]>
<![CDATA[ English Language and Literature International Conference (ELLiC) Proceedings Vol 2 (2018): 2nd ELLiC Proceedings: Education 4.0: Trends and Future Perspectives in English Educa ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Semarang ]]>
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<![CDATA[This paper aims at describing the model of teaching paragraph writing based on Carl Ransom Rogersâ theory. Carl Ransom Rogers is one of the leading figures of humanist learning theory. Based on this theory, the learning process is to help learners to be able to achieve their self-realization in accordance with the basic skills and uniqueness of the learners. The significance of the learner (significant learning) is very influential on the learning process. It occurs when learning is felt relevant to the needs and goals of the students. Related to the enactment of the President of the Republic of Indonesia number 87 of 2017 on September 6, 2017 on Strengthening Character Education (Penguatan Pendidikan Karakter), abbreviated as PPK, it is necessary to develop the models of teaching and learning of paragraph writing that can integrate the skills of writing and character education. It proved that implementing models of teaching paragraph writing through Question and Answer, Humanistic, Creative Problem Solving, Demonstration, Discussion, and Grouping Model supports the establishment of communication and personal relationships between persons and individuals, groups within the school community. It means that through those models, the learners can acquire the knowledge of writing and character education as well.]]>
<![CDATA[Developing Paragraph Writing Material using Skill and Entrepreneurship-based Learning Model ]]>
<![CDATA[Farikah, Farikah]]>
<![CDATA[ English Language and Literature International Conference (ELLiC) Proceedings Vol 1 (2017): 1st ELLiC Proceedings: `Innovation, Trends, and Challenges in English Language Learni ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Semarang ]]>
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<![CDATA[This study aims to know the teaching materials applied by the lecturers of paragraph writing class, the qualities of the materials, and to what extent the students need paragraph writing materials that are based on skill and entrepreneurship. This research and development approach was intended to develop paragraph writing material using skill and entrepreneurship-based Learning Model. The subject of this research was the fourth semester students of English Department, Tidar University. This research was conducted in three phases. The first was the exploration phase which consists of evaluating the existing of paragraph writing materials. The second was the prototype development phase where the prototype model was developed. The last was testing phase. The results of the research indicated that the paragraph writing material using skill and entrepreneurship-based learning model was needed. It is in accordance with Tidar University vision as entrepreneurship-based university. These findings recommended that skill and entrepreneurship-based learning model could be adopted for developing paragraph writing material.]]>
<![CDATA[THE IMPLEMENTATION OF THEMATIC PROGRESSION PATTERNS WITH COOPERATIVE LEARNING MODEL (TP-CL) IN IMPROVING WRITING SKILLS ]]>
<![CDATA[-, Farikah]]>
<![CDATA[ Language Circle: Journal of Language and Literature Vol 7, No 1 (2012): October 2012 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/lc.v7i1.2428
<![CDATA[This article examines the effect of Thematic Progression Patterns with Cooperative Learning Method (TP-CL) on the improvement of the students’ writing skills and the teaching- learning activities of writing courses. This classroom action research was conducted in the English Department of Magelang Tidar University in the academic year of 2011/2012. The subjects were fourth semester students who took the course of Writing III. To analyze the results of writing tests and the effectiveness of the teaching and learning activities Brown’ and Bailey’s theory (1984) was used. The results show that the implementation of Thematic Progression Patterns with Cooperative Learning Method (TP-CL) improves the writing skills of the students. In addition, the application of this model can create effective teaching-learning activities. The results suggest that lecturers teaching writing courses should introduce Thematic Progression Patterns to the students in order that they can write paragraphs coherently and organize various themes neatly in order that they can write the paragraph artistically.]]>
<![CDATA[Developing the Students’ Character through Literacy Activities in A Child-Friendly School Model ]]>
<![CDATA[Farikah, Farikah]]>
<![CDATA[ Dinamika Ilmu: Jurnal Pendidikan DINAMIKA ILMU VOL 19 NO 2, DECEMBER 2019 ]]>
Publisher : <![CDATA[IAIN Samarinda ]]>
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DOI: 10.21093/di.v19i2.1540
<![CDATA[This case studyaimed at investigating the implementation of literacy activities in developing the students’ character of SD Negeri Secang 1 as one of child-friendly school models in Magelang Regency developed by Lund University, Sweden. This study described the practical guidance on literacy activities of child-friendly schools in developing the students’ character through the literacy programs. Since it was a case study, the writer only focused on one school and the result could not be used to generalize to child friendly schools in Indonesia. Interview and observation were used in collecting the data of this study. The interview was used to gain information on how literacy activities were normally conducted at SD Negeri Secang 1 as a friendly school model and observation was used to see the real implementation of Literacy activities in developing the students’ character. Based on the data analysis, it revealed that through literacy activitiesof a 15-minute reading activity, the students were able to develop their characters. By reading different topics, they could build their knowledge and values based on the topics they read.]]>
<![CDATA[BALESARI CULTURE AND LANGUAGE (BCL) SEBAGAI KATALISATOR DESA WANA WISATA BALESARI ]]>
<![CDATA[Farikah Faradisa]]>;
<![CDATA[Yulia Esti Katrini]]>;
<![CDATA[Imam Baihaqi]]>
<![CDATA[ Dimas: Jurnal Pemikiran Agama untuk Pemberdayaan Vol 17, No 2 (2017) ]]>
Publisher : <![CDATA[LP2M of Institute for Research and Community Services - UIN Walisongo ]]>
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DOI: 10.21580/dms.2017.172.2001
<![CDATA[Wana Wisata of Balesari village has huge potential to be developed into a national and even international tourist village. Balesari village is also categorized as a virgin, and it still has many local wisdoms that can be a special attraction for domestic visitors and also foreign tourists if the community of Balesari can manage it properly and maximally.. The focus of the contribution of Tidar University to the community is to serve the community to support the development of rural areas, one of them is Wana Wisata of Balesari Village. The development of villages is focused on Balesari Culture and Language activities that is cultural and linguistic conservation that manifests in awareness of activities, training, and cultural and linguistic assistance to become a tourist icon in Balesari village. In addition gradually over a period of 3 years, Balesari Culture and Language programs will also conserve the culture and language based on local wisdom in the village of Balesari gradually as a catalyst that will participate in improving the development of Balesari Wana Tourism Village. Desa Wana Wisata Balesari memiliki potensi yang sangat besar untuk dapat dikembangkan menjadi sebuah desa wisata bertaraf nasional bahkan internasional. Desa Balesari juga dikategorikan masih perawan, masih terdapat banyak kearifan lokal yang dapat menjadi daya tarik tersendiri bagi para pengunjung domestik apalagi wisatawan asing apabila masyarakat dapat mengelolanya dengan baik, maksimal, dan profesional. Fokus kontribusi Universitas Tidar kepada masyarakat adalah melakukan pengabdian kepada masyarakat untuk mendukung pembangunan wilayah perdesaan salah satunya adalah Desa Wana Wisata Balesari. Pembangunan desa tersebut difokuskan dalam kegiatan Balesari Culture and Language yaitu konservasi budaya dan bahasa yang mewujud dalam kegiatan penyadaran, pelatihan, dan pendampingan budaya dan bahasa agar menjadi ikon wisata di desa Balesari. Selain itu secara bertahap dalam jangka waktu 3 tahun, program Balesari Culture and Language juga akan melakukan konservasi budaya dan bahasa berbasis kearifan lokal yang terdapat di desa Balesari secara bertahap sebagai katalisator yang akan ikut mempercapat laju perkembangan Desa Wana Wisata Balesari.]]>
<![CDATA[NILAI NILAI KEARIFAN LOKAL SEBAGAI PEMBENTUK KARAKTER MASYARAKAT ]]>
<![CDATA[Sukron Mazid]]>;
<![CDATA[Danang Prasetyo]]>;
<![CDATA[Farikah Farikah]]>
<![CDATA[ Jurnal Pendidikan Karakter Vol. 11, No. 2 (2020) ]]>
Publisher : <![CDATA[LPPM Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/jpk.v10i2.34099
<![CDATA[Penelitian ini bertujuan untuk mengetahui kandungan nilai-nilai kearifan lokal yang hidup di masyarakat sehingga mampu menjadi pedoman hidup dalam membentuk karakter masyarakat setempat. Tulisan in merupakan penelitian deskriptif kualitatif. Penelitian dilaksanakan di Magelang Raya yang terdiri dari Kota Magelang dan Kabupaten Magelang dari Bulan Mei sampai dengan Bulan Agustus 2020. Subjek penelitian ditentukan dengan cara purposive, yakni tokoh-tokoh yang peham tentang kondisi masyarakat dan lingkungan Magelang. Hasil penelitian ini menemukan adanya nilai-nilai kearifan lokal yang mampu membentuk karakter masyarakat Magelang Raya. Kearifan lokal tersebut terdiri dari: (1) unsur sosial masyarakat dengan adanya pondok atau masyarakat pesantren sehingga memberikan corak masyarakat yang religius dan patuh terhadap pemimpinnya, akademi militer yang mampu memberikan teladan karakter yang tanggung jawab, disiplin, patriotik, semangat kebangsaan; (2) unsur keberadaan situs sejarah Candi Borobudur yang membentuk masyarakat memiliki karakter toleransi untuk tetap menjaga keharmonisan dalam keberagaman; (3) unsur budaya atau kesenian musik Gejog Lesung yang sarat akan pesan moral untuk bersama dalam keberagaman dan berbeda dalam kebersamaan; (4) unsur alam dengan adanya Gunung Tidar yang memiliki banyak prasasti dengan tulisan Aksara Jawa yang mengandung falsafah hidup sarat akan pesan moral untuk membentuk karakter jujur, bertanggung jawab, rendah hati, saling tolong menolong, dan menghindari kekerasan dalam setiap penyelesaian masalah dalam kehidupan.]]>
<![CDATA[Developing Material for Teaching Paragraph Writing Using Technological Pedagogical and Content Knowledge (TPACK) ]]>
<![CDATA[Farikah Farikah]]>
<![CDATA[ IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 9, No 2 (2021): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Litera ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
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DOI: 10.24256/ideas.v9i2.1609
<![CDATA[This design based research was aimed to to develop materials for teaching paragraph writing using TPACK approach. The students of English Department of Tidar University (Untidar) were involved as the subject of the reserach. This research was conducted in four phases. They were analysis of practical problems, development of solutions, iterative cycles of testing and refinement of solution, and reflection to produce design and principles. The results of the research indicated that technological pedagogical and content knowledge approach material was needed for teaching paragraph writing. These findings recommended this TPACK approach-based material could be adopted as materials for teaching paragraph writing.]]>
