Article Per Year (5 Year)
p-Index From 2019 - 2024
0.92
P-Index
This Author published in this journals
All Journal Journal of Education and Learning (EduLearn) English Review: Journal of English Education Dinamika Jurnal Pendidikan Dasar LEKSIKA Journal of English Language Teaching and Linguistics Jurnal Pengabdian Masyarakat Bestari (JPMB) Journal of Language, Literature, and Arts (JoLLA) Surakarta English and Literature Journal
Faisal Faisal
Universitas Muhammadiyah Purwokerto
Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

Published : 8 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 8 Documents
Search

 1 
IMPROVING STUDENTS’ COMPETENCE IN WRITING DESCRIPTIVE TEXTS THROUGH “FRESH” TECHNIQUE Faisal Aulia; Yasinta Wulandari
English Review: Journal of English Education Vol 2, No 1 (2013)
Publisher : University of Kuningan

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

Abstract

Abstract: This research was aimed to know whether “FRESH” technique can improve students’ competence in writing descriptive texts. This research was conducted in one of the junior high schools in Banyumas in academic year 2012/2013. The method of this research is Classroom Action Research (CAR). The research participants were the students of VIII E class consisting of 28 students. The treatment was carried out in two cycles of four actions, from November 9th, 2012 to December 1st, 2012. The quantitative data (tests) were evaluated by using Burhan Nurgiyantoro’s Writing Evaluation Criteria which consisted of evaluation in content, organization, vocabulary, language, and mechanics. Based on the data analysis, it could be described that the students’ competence in writing descriptive texts improved. It could be seen from the improvement of students’ score in pre-test and post test. The improvement of students’ score was 23.607%. This meant that “FRESH” technique improved the students’ competence in writing descriptive text in the eighth grade students of in academic year 2012/2013.Keywords: descriptive text, FRESH Technique, Classroom Action Research, writing competence
The Effectiveness of FRESH Technique to Teach Descriptive Paragraph Faisal Faisal; Krisna Suwandita
Journal of Education and Learning (EduLearn) Vol 7, No 4: November 2013
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (210.346 KB) | DOI: 10.11591/edulearn.v7i4.199

Abstract

This study was aimed at knowing the effectiveness of FRESH technique in teaching descriptive paragraph. The method of this study was quasi experimental method. This study was conducted at one of the state madrasah aliyah in academic year 2012/2013. The total sample of this study was 78 respondents divided into two groups: the control class with no treatment and the experimental class with FRESH technique. The data collection technique used essay tests for pre-test and post-test. The evaluation covered content, organization, vocabulary, style, and mechanic. After data analyses, the students in the experimental class had better achievement than those in the control class. The result of t-test computation was 1.968, with t-table value = 1.664 at the significant level α = 0.05. The t-test result was higher than the value of t-table (1.968 more than 1.664). It meant that the hypothesis was accepted or FRESH technique was effective in teaching descriptive paragraph to the students of that school in academic year 2012/2013.
THE IMPACT OF TEAM-BASED LEARNING IN THE TEACHING CAMPUS PROGRAM ON STUDENT SELF-EFFICACY AND TEACHER PROFESSIONALISM Tono Suwartono; Feisal Aziez; Lutfi Istikharoh; Miftahul Furqon; Shelia Anjarani; Saefurrohman Saefurrohman; Santhy Hawanti; Faisal Faisal
Dinamika Jurnal Ilmiah Pendidikan Dasar Vol 14, No 1 (2022): Dinamika Jurnal Ilmiah Pendidikan Dasar
Publisher : Universitas Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/dinamika.v14i1.12978

Abstract

This study aims to investigate the impact of team-based learning practice in the Teaching Campus program on the participating students' self-efficacy and the school mentor teachers' professionalism. A mixed methods approach was employed in this research. A total of 44 students (comprising 22 students who participated in the Teaching Campus program and 22 students who did not take the program) and seven teachers in partner schools were involved in the study. A questionnaire survey to assess students self-efficacy was administered. Interviews with teachers were also conducted to evaluate how much the program affected their professionalism during the activity. The responses obtained from questionnaires were analyzed using the inferential statistical tool of T-test, whereas the qualitative data elicited from interviews were analyzed using a thematic procedure. The ex-post facto design comparing self-efficacy of the two groups has shown that there is a significant difference, where the students who took part in the Teaching Campus program are  superior over those who did not. In addition, the teachers who co-worked with the students in their schools have stated that they benefited from the scheme. These results have strong implications for the 'Freedom to Learn - Freedom Campus' policy in current Indonesia's higher education system, more specifically the 'Teaching Campus' program, which includes team-based learning as an essential component. Betterment in its implementation is encouraged to make, according to results of this study.
FRIEND TO DEVELOP AN ARGUMENTATIVE ESSAY Faisal Faisal
Leksika: Jurnal Bahasa, Sastra dan Pengajarannya Vol 7, No 1 (2013)
Publisher : University of Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/lks.v7i1.1048

Abstract

Writing is a process that helps the students develop their ideas and logical thinking. Principally, to write means to try to produce a written message. Because of these facts, it is necessary for teachers and students to master it well as writing plays a very important role in many processes including teaching and learning proc-esses. However, in the real teaching and learning process, junior high students who have been accustomed to LKS (Student Worksheet) consider writing a boring activity. They have to just fill in the blanks, answer the ques-tions, and rearrange jumbled paragraphs in spite of writing their own ideas based on certain topics. This be-comes the drawbacks for them to get actively involved in writing activities. To overcome that, FRIEND standing for Fact, Reason, Point, Elaboration and Decision is considered help-ful to improve learners’ ability to develop an argumentative essay. FRIEND helps learners to write well-developed and properly organized essay since it provides systematic ways to do so. Besides, FRIEND actually gives learners an easy way to think, express, and organize their ideas into a good argumentative essay. . Keywords: FRIEND, argumentative essay
Mnemonic Device ‘FRIED’ for the English Teachers of SMP/MTs Muhammadiyah in Banyumas to Teach Recount Paragraphs Faisal; Bambang Suroso
Jurnal Pengabdian Masyarakat Bestari Vol. 1 No. 9 (2022): Desember 2022
Publisher : PT FORMOSA CENDEKIA GLOBAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55927/jpmb.v1i9.2101

Abstract

This community service activity aims to introduce to SMP/MTs Muhammadiyah English teachers in Banyumas Regency a mnemonic device ‘FRIED’ to teach recount paragraphs. It had three primary sessions: a review of recount paragraphs, an explanation of ‘FRIED’ in teaching writing, and peer-teaching practices to utilize the device to write recount paragraphs. The participants deemed that ‘FRIED’ was able to teach the paragraphs and help their students to construct, organize, and develop their recount paragraphs cohesively and coherently. Furthermore, most of them considered that ‘FRIED’ was a suitable device to help their students to improve their oral competency, particularly, in recount genres. They perceived that ‘FRIED’ offers a systematic, appropriate, and creative way to construct, develop and organize the recount paragraph.
English Songs in Vocabulary Learning:Higher-Education Students’ Perceived Views: Higher-Education Students’ Perceived Views Faisal Faisal; Nadiya Nur Putri
Surakarta English and Literature Journal Vol 6 No 1 (2023): Volume 6 Number 1 February 2023
Publisher : Faculty of Language and Literature, University of Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (399.994 KB) | DOI: 10.52429/selju.v6i1.119

Abstract

This survey study investigated students' perceptions of using English songs towards their vocabulary learning. It involved 59 sixth-semester English Language Education Study Program students at a private university in Central Java. Data were collected from a closed questionnaire distributed to the research participants via a Google Form. The quantitatively analyzed questionnaire data demonstrated that the average percentage of the three perceptions indicators – perceived object, sensory organs or receptors, and attention – was 86%, included in the ‘Strongly Agree’ criterion based on the interval measurement. The results mean that the students perceived that English songs could help them learn, acquire, and retain new vocabulary. The results showed that students deemed that English songs could attract their interest in learning vocabulary. Using English songs helped them remember the forms, meanings, and uses of newly acquired vocabulary. The students considered listening to English songs a practical and fun learning method for learning, developing, and retaining vocabulary. Therefore, the results of this study can be used as a consideration for lecturers to use English songs to help students boost their interest and motivation to learn vocabulary; consequently, they can use vocabulary suitably.
Utilizing Grammarly in an Academic Writing Process: Higher-Education Students’ Perceived Views Faisal Faisal; Primita Arif Carabella
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 8(1), April 2023
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v8i1.1006

Abstract

This small-scale study looks into the English-Language-Education-Program (ELE) students’ perceived views on using Grammarly as an automatic grammar checker in an academic writing process. It adopted a questionnaire instrument Novianti (2020) employed in her study. The interval scale average of 73.3% indicated that most students positively perceived using Grammarly in the academic writing process. They deemed that this application could help them revise their errors in the academic writing process, improve their academic writing, and boost their confidence in academic writing. On the other hand, some students negatively perceived using Grammarly in their academic writing process due to the nature of feedback this application offers. Furthermore, this study considered that factors that might have affected both views were associated with Grammarly’s handy and practical use and non-contextual and irrelevant feedback. This study is a small-scale one, primarily investigating students’ perceptions of the use of Grammarly application in an academic writing process. Future research can expand such dimensions as students’ attitudes in using this application or the impacts of Grammarly on students’ writing anxiety. Moreover, it can investigate students’ perceptions of the use of the application in an academic writing process by employing different instruments and indicators of perception.
Students’ Grammatical Errors in Writing Descriptive Texts Elfa Novelia; Faisal Faisal
JoLLA: Journal of Language, Literature, and Arts Vol. 3 No. 7 (2023)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um064v3i72023p1022-1031

Abstract

The primary objective of this study was to investigate and describe the various types of grammatical errors observed in written descriptive texts of seventh-grade students. A quantitative research design was employed, aligned with the recommended research project design proposed by Creswell and Plano Clark (2011). The data collection process involved analyzing students' written descriptive texts. A total of 82 errors were identified and categorized according to their frequency, namely omission, misformation, addition, and misordering. The study argued that the nature of the formative assessment and the national examination, with an emphasis on grammatical dimensions, were significant factors influencing these errors. These findings provide valuable insights into comprehending specific grammatical error patterns, thus facilitating the development of targeted instructional strategies to address these issues effectively. Keywords: descriptive texts; formative assessment; grammatical errors Kesalahan Tata Bahasa Siswa dalam Menulis Teks Deskriptif Penelitian ini bertujuan untuk menyelidiki dan menggambarkan jenis-jenis kesalahan gramatikal yang ditemukan dalam teks deskriptif tulisan siswa kelas tujuh. Penelitian ini menggunakan desain penelitian kuantitatif sesuai dengan desain proyek penelitian yang direkomendasikan oleh Creswell dan Plano Clark (2011). Data dikumpulkan menggunakan dokumen - teks deskriptif tulisan siswa. Ditemukan 82 kesalahan yang diklasifikasikan berdasarkan urutan kesalahan paling sering hingga paling jarang terjadi, yaitu penghilangan, pembentukan salah, penambahan, dan pengurutan yang salah. Penelitian ini berargumen bahwa faktor yang diyakini mempengaruhi kesalahan tersebut adalah sifat penilaian formatif dan ujian nasional, dengan penekanan pada dimensi gramatikal. Temuan ini memberikan wawasan berharga dalam memahami pola kesalahan gramatikal tertentu, sehingga memudahkan pengembangan strategi pembelajaran yang tepat untuk mengatasi masalah tersebut dengan efektif. Kata kunci, teks deskriptif, asesmen formatif, kesalahan tata bahasa,
Co-Authors Bambang Suroso Elfa Novelia Feisal Aziez Krisna Suwandita Lutfi Istikharoh Miftahul Furqon Nadiya Nur Putri Primita Arif Carabella Saefurrohman Saefurrohman Santhy Hawanti Shelia Anjarani Tono Suwartono Yasinta Wulandari