Articles
<![CDATA[PROMOTING NATIONALISM IN TEACHING ENGLISH TO PRIMARY SCHOOL STUDENT ]]>
<![CDATA[Anjarwati, Rosi]]>
<![CDATA[ Educate Vol 4, No 2 (2015) ]]>
Publisher : <![CDATA[Educate ]]>
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<![CDATA[Primary School in Indonesia is considered to be a basic formal education which has some specific objectives. It is believed that nationalism should be introduced in these ages to build a person with good nationalism character. Anxiety about young generation’s national character causes consideration of removing English subject from Primary school curriculum while today’s demand of English competency is very high. Many people worry about the influence of western culture that can omit students’ national character if it is taught from Primary School level. In fact, the importance of teaching English at early age is clearly needed to create qualified Indonesian human resources in the future. This article aims to propose idea which can give solution to maintain nationalism through teaching English at primary school by giving some alternative models of teaching method and suggested materials. Key words: Nationalism, Primary School, teaching English Sekolah Dasar di Indonesia adalah pendidikan dasar formal yang memiliki beberapa tujuan tertentu. Banyak pendapat meyakini bahwa nasionalisme seharusnya diperkenalkan pada masa masa ini untuk membentuk insan berkarakter nasional yang baik. Kekhawatiran terhadap karakter nasional generasi muda menjadi pertimbangan dihapusnya mata pelajaran Bahasa Inggris di kurikulum Sekolah Dasar, disisi lain kebutuhan untuk memiliki kompetensi berbahasa Inggris sangatlah tinggi. Banyak orang khawatir terhadap pengaruh budaya barat yang dapat mengilangkan karakter nasional siswa jika Bahasa Inggris diajarkan mulai tingkat Sekolah Dasar. Kenyataanya, pentingnya pengajaran Bahasa Inggris sejak dini sangat diperlukan untuk menciptakan sumber daya manusia yang berkualitas di masa yang akan datang. Artikel ini bertujuan untuk mencetuskan ide yang dapat menjadi solusi mempertahankan nilai nilai nasionalisme melalui pengajaran Bahasa Inggris di Sekolah Dasar dengan memberi beberapa contoh metode pembelajaranalternatif beserta materinya. Kata Kunci: Nasionalisme, Sekolah Dasar, pengajaran Bahasa Inggris]]>
<![CDATA[Student learning engagement in the online class ]]>
<![CDATA[Rosi Anjarwati]]>;
<![CDATA[Lailatus Sa'adah]]>
<![CDATA[ EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol 6, No 2 (2021): December, 2021 ]]>
Publisher : <![CDATA[Universitas Merdeka Malang ]]>
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DOI: 10.26905/enjourme.v6i2.6128
<![CDATA[Learning online in the pandemic era raises a challenge for educators (lecturer). The challenge comes from the effectiveness of online media used and the good atmosphere built in the interactions between lecturers and students. It is due to several factors that may contribute to learning success; one of them is student engagement. This research aimed to explore student engagement in Paragraph Writing online class, involving behavioral, emotional, and cognitive engagement. The participants involved in this study are second-semester students of the English Department at a private college in Jombang. Using a case study, the researchers used observation and questionnaire to obtain the data. Based on the analysis, the results revealed that students tend to be actively engaged in behavioral and cognitive engagement. Furthermore, students’ perception toward their engagement in the dimension of behavior, emotion, and cognition gained positive results. DOI: 10.26905/enjourme.v6i2.6128]]>
<![CDATA[Active learning using learning management system to improve students' competence in argumentative writing ]]>
<![CDATA[Wardani Dwi Wihastyanang]]>;
<![CDATA[Daning Hentasmaka]]>;
<![CDATA[Rosi Anjarwati]]>
<![CDATA[ Journal on English as a Foreign Language Vol 4, No 1 (2014): March ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia ]]>
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DOI: 10.23971/jefl.v4i1.69
<![CDATA[Nowadays the educational paradigm has changed from passive learning into active learning where learners are actively involved in teaching and learning process. Internet, as one of the information and communication products, is believed to be able to facilitate an active and interactive teaching and learning process. One of the examples is the use of Learning Management System (LMS). LMS is viewed appropriate to be applied in teaching English especially the writing skill in which learners need more time and more exercises to improve their skills. The limited time of classroom meeting makes the need impossible to be fulfilled. By using LMS, the teaching and learning process can not only depend on the classroom meeting but also can be done outside the classroom anytime and anywhere. In this quasi-experimental research the researchers were eager to know the effectiveness of active learning by using LMS to improve students’ writing skill, especially in argumentative writing. The data was analyzed with ANCOVA using SPSS version 20. The result shows that the value of F-value is 5.505 and the significant value is .021 which is less than .05, and the F-value is higher than F-table (3.94). It means that the alternative hypothesis (Ha) is accepted. Thus, it can be concluded that teaching writing by using LMS is more effective than conventional classroom meeting. ]]>
<![CDATA[EFL TEACHERS’ AND LEARNERS’ PERSPECTIVE ON TEACHERS’ ONLINE WRITTEN FEEDBACK ]]>
<![CDATA[Lailatus - Sa'adah]]>;
<![CDATA[Rosi - Anjarwati]]>
<![CDATA[ JEELL (Journal of English Education, Linguistics and Literature) English Department of STKIP PGRI Jombang Vol 8, No 1 (2021) ]]>
Publisher : <![CDATA[STKIP PGRI Jombang ]]>
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DOI: 10.32682/jeell.v8i1.1970
<![CDATA[Feedback plays an important role in EFL classroom for both learners and teachers. Many theoreticians and practitioners in the field of education paid attention to the used of feedback in learning. The aim of this study is to know how EFL teacher provide written feedback in response to the learners’ work and how the learners’ perspective toward the teachers’ written feedback during pandemic through online learning. To obtain the data for this study, a mixed method research design is used since it needs both qualitative and quantitative data. Some instruments is used to collect the data of this study are the students’ graded compositions to identify the nature of the feedback provided and a close-ended questionnaire was given to the participant EFL students in order to gain insight into their opinions and attitudes to their teacher’s feedback. The result reveals that the teachers provided many indirect feedbacks for their students that mostly focused on the content of their writing and sometimes on their grammar, vocabulary, and spelling. Most of the students have possitive impression and feeling as they interested and satisfied with the teachers’ feedback.]]>
<![CDATA[Concept Mapping Strategy through Hybrid Flexible Course: Its Significance toward Student Achievement ]]>
<![CDATA[K Kiswati]]>;
<![CDATA[Rosi Anjarwati]]>
<![CDATA[ English Learning Innovation (englie) Vol. 3 No. 1 (2022): February ]]>
Publisher : <![CDATA[Masters in English Education, The Directory of Postgraduate Program,Universitas Muhammadiyah Malang ]]>
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DOI: 10.22219/englie.v3i1.19797
<![CDATA[The pandemic era pushed teachers to switch their teaching methods into online learning. The concept mapping strategy was one of the most effective teaching strategies for teaching English in face-o face mode . Is the concept mapping strategy still effective in online learning mode? This study utilized a quantitative approach to compare the use of concept mapping strategy and conventional strategy. Both classes did the instruction through hybrid flexible course. To obtain the data, test and observation were used. ANCOVA was performed to analyze the data to get the specific data concern to the effect of the strategy to the student grade. The findings showed that in the hybrid flexible course, concept mapping strategy did not impact the students’ achievement, but from the observation, it did impact the students’ motivation and activity during the instruction. It can be concluded that there is no significant difference of using concept mapping strategy and conventional strategy through hybrid flexible course]]>
<![CDATA[High Order Thinking Skill in Pre-Service Teachers’ Lesson Plan ]]>
<![CDATA[Lailatus Sa'adah]]>;
<![CDATA[Rosi Anjarwati]]>
<![CDATA[ International Journal of Education, Language, and Religion Vol 4, No 1 (2022): May ]]>
Publisher : <![CDATA[Universitas Teuku Umar ]]>
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DOI: 10.35308/ijelr.v4i1.5457
<![CDATA[The preparation and implementation of the Lesson Plan is a reflection of the preparation and process of learning activities. The success of the preparation and implementation of lesson plans will greatly affect student learning outcomes. With the change in the curriculum and its approach that leads to High Order Thinking Skills, the preparation and implementation of lesson plans need to be investigated more deeply so that the quality of lesson plans can meet the expectations of learning objectives in particular and national education goals in general. This study intends to find out more clearly about the quality of the preparation and implementation of lesson plans for students who have taken Lesson Plan and Micro Teaching courses. In addition, this study will also analyze the approach used by students in the preparation and implementation of their lesson plans. Using qualitative methods, this research is content analysis because the purpose of this study is to determine the quality of the preparation of student lesson plans. The results indicate that some students’ Lesson Plan has applied HOTS-based with good quality of completeness aspect.]]>
<![CDATA[THE EFFECT OF COMBINING GOOGLE CLASSROOM AND WHATSAPP ON STUDENT ENGAGEMENT IN ENGLISH CLASS ]]>
<![CDATA[Rosi Anjarwati]]>;
<![CDATA[Lailatus Sa'adah]]>
<![CDATA[ E-LINK JOURNAL Vol 9, No 2 (2022): E-LINK JOURNAL ]]>
Publisher : <![CDATA[Universitas Islam Lamongan ]]>
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DOI: 10.30736/ej.v9i2.666
<![CDATA[Information and Communication Technology (ICT) has developed rapidly so that people should adjust themselves to the development. In education field, the use of technology is very needed in today era. The condition of the world due to the Pandemic of COVID-19 in the past two years forced teacher and students to have long-distance learning virtually with the help of ICT. This current study tries to explore the effect of using Google Classroom combining with WhatsApp in teaching English at SMK Tamansiswa Mojoagung on three dimensions of student engagement. This study is quasi-experimental with post-test only design since the purpose of the study is to examine whether there is a significant effect of combining Google Classroom and WhatsApp on student engagement. The research instrument used is questionnaire to get the data about student engagement in three dimensions: behavioral, cognitive, and emotional engagement based on their self-assessment. Analyzing by using SPSS software, the results reveal that there is a significant difference of student behavioral engagement between students in two groups of different media used. On the other hand, it is found that there is no significant difference of cognitive and emotional engagement.]]>
<![CDATA[PELATIHAN PENULISAN ESAI PADA SISWA ANGGOTA JURNALISTIK DAN LITERASI MAN 5 JOMBANG ]]>
<![CDATA[Lailatus Sa'adah]]>;
<![CDATA[Rosi Anjarwati]]>
<![CDATA[ Jurnal Abadimas Adi Buana Vol 6 No 02 (2023): Jurnal Abadimas Adi Buana ]]>
Publisher : <![CDATA[LPPM Universitas PGRI Adi Buana Surabaya ]]>
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DOI: 10.36456/abadimas.v6.i02.a6359
<![CDATA[Menulis esai merupakan kegiatan yang memerlukan ketrampilan kompleks, sehingga tidak banyak siswa memiliki ketertarikan untuk menulis esai. Meskipun kenyataannya siswa dituntut untuk dapat menulis gagasan agar dapat mengerjakan berbagai tugas menulis di sekolah, namun waktu dan kesempatan mengembangkan ketrampilan menulis esai tidak banyak. Tujuan Pengabdian kepada Masyarakat (PkM) ini adalah memberikan wawasan dan ketrampilan menulis esai melalui pelatihan dan pendampingan penulisan esai pada siswa seluruh anggota ektrakurikuler jurnalistik dan literasi MAN 5 Jombang. Setelah diberikan pelatihan, siswa akan melakukan praktek secara terbimbing dan dilakukan pendampingan sampai tercapainya tujuan. Kegiatan diikuti oleh 16 siswa dan didampingi oleh guru pembina ekstrakurikuler jurnalistik dan literasi. Seluruh peserta mampu menyerap materi pengetahuan tentang menulis esai, namun dalam kegiatan praktik menulis esai, masih ditemukan beberapa kendala. Pendampingan dilakukan selama satu bulan dengan memonitor kemajuan melalui pembelajaran jarak jauh serta membantu mencarikan solusi apabila ditemukan kendala. Kendala yang muncul diantaranya adalah tentang bagaimana menulis thesis statement, menetukan posisi secara konsisten apakah berada pada posisi setuju atau tidak. Para peserta juga mengalami kesulitan bagaimana mengembangkan paragrap isi terutama pada penulisan sanggahan atau rebattle. Dengan penjelasan dan bimbingan dalam proses pendampingan, masalah tersebut dapat teratasi dengan baik. Dapat disimpulkan bahwa dengan adanya kegiatan pelatihan penulisan essai, siswa anggota jurnalistik dan literasi MAN 5 Jombang dapat menghasilkan tulisan esai yang lebih baik. ]]>
<![CDATA[A CORRELATION STUDY ON STUDENTS’ ABILITY IN LITERAL READING AND PARAGRAPH WRITING ]]>
<![CDATA[Findy Mia Ameilia]]>;
<![CDATA[Daning Hentasmaka]]>;
<![CDATA[Rosi Anjarwati]]>;
<![CDATA[Ima Chusnul Chotimah]]>
<![CDATA[ JEELL (Journal of English Education, Linguistics and Literature) English Departement of STKIP PGRI Jombang Vol 9, No 2 (2023) ]]>
Publisher : <![CDATA[STKIP PGRI Jombang ]]>
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DOI: 10.32682/jeell.v9i2.2867
<![CDATA[This research investigated the correlation between adult EFL students’ literal reading and paragraph writing. Since adult EFL learners in tertiary education learn about literal reading and paragraph writing in more detail, a more specific investigation on the literal and paragraph writing of adult EFL students has not been conducted. The researcher uses a quantitative approach with a correlational design. This research followed by twenty-nine respondents from the second semester student in the English Department of STKIP PGRI Jombang. The participant was taken by using a purposive sampling technique. In the data were taken by using reading and writing tests which were developed by the lecturers. The data collected were then analysed by using non-parametric Spearman’s rho with the help of SPSS version 22. The results of the data analysis showed the value of Sig (2-tailed) .037. and the value of correlational coefficient was .388. Those values indicated a significant positive yet low correlation between adult EFL students’ literal reading and paragraph writing. ]]>
<![CDATA[PELATIHAN DAN PENDAMPINGAN PENYUSUNAN BUKU AJAR PADA KELOMPOK KERJA GURU RA KECAMATAN TEMBELANG ]]>
<![CDATA[Rosi Anjarwati]]>;
<![CDATA[Lailatus Sa'adah]]>
<![CDATA[ Jurnal Abadimas Adi Buana Vol 7 No 02 (2024): Jurnal Abadimas Adi Buana ]]>
Publisher : <![CDATA[LPPM Universitas PGRI Adi Buana Surabaya ]]>
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DOI: 10.36456/abadimas.v7.i02.a7829
<![CDATA[Menulis buku ajar merupakan ketrampilan yang seharusnya dimiliki oleh guru untuk meningkatkan profesionalitasnya. Buku ajar guru dapat diterbitkan dan dipasarkan dalam berbagai format. Meskipun demikian, tak banyak guru yang tertarik untuk menulis buku ajar. Beberapa faktor yang menjadi penghambat motivasi guru dalam menulis buku ajar antara lain kurangnya pemahaman guru tentang teknik penulisan buku, kurangnya ide, dan kurangnya waktu luang. Untuk mengatasi hal tersebut diperlukan pelatihan teknik penyusunan buku ajar. Pelatihan dan pendampingan menulis ini akan diberikan oleh orang-orang yang memiliki pengalaman membuat buku teks. Program pelatihan menulis buku ajar terdiri dari beberapa kegiatan, antara lain kiat-kiat agar termotivasi menulis buku ajar, menulis kalimat dalam narasi buku, dan mencari media gambar sebagai media yang digunakan dalam buku. Tujuan PKM ini adalah memberikan wawasan dan ketrampilan menulis buku ajar melalui pelatihan dan pendampingan penulisan buku ajar pada Kelompok Kerja Guru (KKG) Raudhatul Athfal Kecamatan Tembelang. Hal ini dilakukan agar 1) memberi bekal KKG RA dengan pengetahuan tentang menulis buku ajar; 2) meningkatkan ketrampilan menulis buku ajar. Setelah diberikan pelatihan, KKG RA akan melakukan praktek secara terbimbing dan dilakukan pendampingan sampai tercapainya tujuan. Luaran yang dicapai dalam program ini adalah dihasilkannya sebuah buku ajar oleh KKG RA Kecamatan Tembelang]]>
