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All Journal Jurnal Humaniora English Language and Literature International Conference (ELLiC) Proceedings Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika PROJECT (Professional Journal of English Education) J-ABDIPAMAS (Jurnal Pengabdian Kepada Masyarakat)
Oktha Ika Rahmawati
IKIP PGRI Bojonegoro
Arts Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences

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 1 
Running Dictation as an Effective Technique on the Teaching Writing Skill Nurdianingsih, Fitri; Rahmawati, Oktha Ika
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 : Universitas Muhammadiyah Semarang

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Abstract

Writing is an activity to tell our ideas and thought about something in written form. Writing becomes an important skill to be mastered by the students to face the global era. It conveys that writing is used in every aspect of life, particularly for interacting and communicating with other people. Writing can be the most difficult thing to do because sometimes it is difficult to decide the words or even to produce a paragraph. One of the techniques that can be used in teaching writing is running dictation. Running dictation is a technique of dictation method that can be used for teaching writing cooperatively. It is a fun technique that can be adapted in a number of ways and it is fairly easy to prepare, explain, set up, and adaptable. Using running dictation to teach writing can avoid boredom for students because the technique help the students to brainstorm, elaborate paragraph and finish final paragraph. The objective of this study is to know whether or not the implementation of running dictation technique could be an effective technique in teaching writing skill. The method used in this study was an experimental research. The data collecting technique by using writing test to measure the students’ achievement. The data analysis technique by using t-test formula. This study compared between pre and post treatment which is using running dictation technique. The implementation of running dictation technique can improve students’ writing, memorizing, communicating cooperatively with their group and of course it can improve students’ creativity during teaching and learning process. Besides that, running dictation technique motivates the students to encourage the students to improve their writing skill. Finally, this technique gives good contribution and had a positive effects in improving the students’ writing skill achievement.
RUNNING DICTATION TO IMPROVE EFL STUDENTS’ WRITING Fitri Nurdianingsih; Oktha Ika Rahmawati
Jurnal Humaniora Vol 6 No 1 (2018): Jurnal Humaniora
Publisher : LPPM Press STKIP PGRI Pacitan

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Abstract

This article refers to a classroom action research by implementing running dictation in teaching writing. Running dictation is fairly easy to prepare, explain, set up, and adaptable. Dictation activities also promote the conscious learning of structures. The subject of the study was the fourth semester of English department students in one private university in Bojonegoro. Running dictation was implemented in three cycles. The result shows that the implementation of running dictation in teaching writing can help students in their writing.
Strategies For Teaching Reading In Efl Classroom Ratna Nidya Primasari; Chyntia Heru Woro Prastiwi; Oktha Ika Rahmawati
English Language and Literature International Conference (ELLiC) Proceedings Vol 5 (2022): Innovative Practices in Language Teaching, Literature, Linguistics, and Translation
Publisher : Universitas Muhammadiyah Semarang

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Abstract

Reading for junior high school students becomes a fundamental skill because they will use it for further studies at senior high school and university levels. Teaching reading requires various good strategies to arouse students’ motivation and optimize learning outcomes. This descriptive qualitative study investigated strategies used by two English teachers in grades seven and eight at SMPN 2 Bojonegoro, specifically in teaching descriptive and recount texts. The data derived from four reading class meetings were analyzed using an observation checklist and interviews. The results of the study demonstrated that there were 3 strategies used by the teachers, namely RCRR (Read Cover, Remember, Retell), CSR (Collaborative Strategic Reading), and translation. The first two strategies were often applied in grade eight as they were sequential and good for active learners. Meanwhile, translation became the appropriate strategy for grade seven as they had limited vocabulary and were still passive learners. By using numerous reading strategies, it is expected that the students can more easily understand the reading texts. Reading strategies provide students with the tools needed to become aware of their thinking, gain confidence in their ability to think and analyze texts, encounter barriers to comprehending text, and most importantly, make thinking visible and audible.
USING MIND MAPPING TECHNIQUE TO IMPROVE THE STUDENTS’ READING COMPREHENSION OF RECOUNT TEXT Niken Athifah Alya Fitri; Chyntia Heru Woro Prastiwi; Oktha Ika Rahmawati
English Language and Literature International Conference (ELLiC) Proceedings Vol 5 (2022): Innovative Practices in Language Teaching, Literature, Linguistics, and Translation
Publisher : Universitas Muhammadiyah Semarang

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Abstract

Reading is a vital skill for junior high school students as it is tested in the national assessment. Unfortunately, they often experience comprehension difficulties such as confusion about the meaning of words or sentences, inability to connect ideas in a passage, omission of or glossing over details, difficulty distinguishing significant information from minor details, and lack of concentration during reading. This classroom action research aims to improve reading comprehension by using mind-mapping techniques on the eighth graders of SMPIT Insan Permata, Bojonegoro. Field notes, observation checklists, interviews, questionnaires, and reading tests were used to collect data. The results of the field note showed that the mind mapping technique was 96.7% employed properly in the classroom based on the teaching plan. Furthermore, the result of the interview demonstrated that the mind mapping technique could solve their reading problems and help them understand a text. The results of the observation checklist also indicated that all students were actively involved and gave positive responses during the implementation of the mind mapping technique. Meanwhile, results from pre-and post-questionnaires revealed that previously uninterested students became more active, enthusiastic, and motivated in comprehending a text. The results from the preliminary test and the tests of cycles 1 and 2 indicated that the students’ average scores kept improving from 53.18, 76.36, and 95.45. In addition, the total number of students passing the minimum score of 75 also kept increasing, subsequently by 2, 7, and 11 students in the preliminary test, test 1, and test 2. In conclusion, the mind mapping technique was successful in improving the students’ reading comprehension of recount text.
Developing online module uses online application Oktha Ika Rahmawati; Fitri Nurdianingsih; Andri Andri
English Language and Literature International Conference (ELLiC) Proceedings Vol 5 (2022): Innovative Practices in Language Teaching, Literature, Linguistics, and Translation
Publisher : Universitas Muhammadiyah Semarang

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Abstract

This study aims to develop online digital module by using Heyzine online application. The method used was simple ADDIE model of RnD. The object of this study was grammar and the subject was the second semester of english department students in IKIP PGRI Bojonegoro. The module prototype made based on the result of RPS analysis and then it was uploaded to the application. The result showed that the module was eligible to be used in the class with the value are 83%  for the media effect, 83.3% for instruction, and 60% for design from the experts. Meanwhile from the students are 86,7% for media effect, 80% for instruction, and 86,7 % for design.   
Running Dictation as an Effective Technique on the Teaching Writing Skill Fitri Nurdianingsih; Oktha Ika Rahmawati
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 : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1176.984 KB)

Abstract

Writing is an activity to tell our ideas and thought about something in written form. Writing becomes an important skill to be mastered by the students to face the global era. It conveys that writing is used in every aspect of life, particularly for interacting and communicating with other people. Writing can be the most difficult thing to do because sometimes it is difficult to decide the words or even to produce a paragraph. One of the techniques that can be used in teaching writing is running dictation. Running dictation is a technique of dictation method that can be used for teaching writing cooperatively. It is a fun technique that can be adapted in a number of ways and it is fairly easy to prepare, explain, set up, and adaptable. Using running dictation to teach writing can avoid boredom for students because the technique help the students to brainstorm, elaborate paragraph and finish final paragraph. The objective of this study is to know whether or not the implementation of running dictation technique could be an effective technique in teaching writing skill. The method used in this study was an experimental research. The data collecting technique by using writing test to measure the students’ achievement. The data analysis technique by using t-test formula. This study compared between pre and post treatment which is using running dictation technique. The implementation of running dictation technique can improve students’ writing, memorizing, communicating cooperatively with their group and of course it can improve students’ creativity during teaching and learning process. Besides that, running dictation technique motivates the students to encourage the students to improve their writing skill. Finally, this technique gives good contribution and had a positive effects in improving the students’ writing skill achievement.
The influence of mathematics anxiety and emotional quotient on English language education students’ statistics learning outcomes Dian Ratna Puspananda; Oktha Ika Rahmawati
Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika Vol 6 No 2 (2020): Jurnal Math Educator Nusantara
Publisher : Program Studi Pendidikan Matematika, Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jmen.v6i2.14836

Abstract

The internal factors (characteristics) of students are assumed to have an impact on the learning process. Internal factors of students include motivation, creativity, intelligence, emotional intelligence, anxiety, etc. Most English language education students still worry about statistics course, which contains numbers and different calculation process types. However, the ‘statistics’ course is a compulsory subject that students must study, particularly at IKIP PGRI Bojonegoro, which is very useful to complete final and daily assignments. Statistics is a part of mathematics that studies how to access, analyze, and interpret data. Most English language education students find numbers-related topics difficult. Anxiety in subjects related to numbers is assumed to affect students' psychological state, especially emotional states, which is an important factor that leads to achievement. This study aimed to determine the effect of mathematics anxiety and emotional quotient on English language education students' statistics learning outcomes at IKIP PGRI Bojonegoro. The subjects in this study were the third-year students of English language education in 2019/2020. The technique of data analysis used was the Multiple Regression Analysis. The data were obtained from questionnaires and documentation. The results showed that mathematical anxiety and emotional quotient affect English Language Education students' statistics learning outcomes at IKIP PGRI Bojonegoro. This is evidenced by the value of Fcount = 69,992 higher than Ftable = 1,607. Mathematical anxiety and emotional quotient affect the statistics learning outcomes by 74.9% (strong category). Faktor internal (karakteristik) mahasiswa diduga dapat mempengaruhi proses pembelajaran yang dilakukan. Ada banyak faktor internal (karakteristik) mahasiswa diantaranya motivasi, kreatifitas, kecerdasan spiritual, kecerdasan emosi, kecemasan, dan lain-lain. Sebagian besar mahasiswa prodi pendidikan bahasa inggris masih merasa cemas dengan mata kuliah statistika yang banyak mengandung angka dan berbagai macam proses penghitungan. Padahal statistika wajib dipelajari oleh setiap mahasiswa khususnya di IKIP PGRI Bojonegoro karena merupakan mata kuliah wajib yang sangat bermanfaat dalam penyelesaian penulisan tugas akhir maupun kehidupan sehari-hari. Statistika merupakan bagian dari ilmu matematika yang mempelajari tentang cara memperoleh, menganalisis, dan menginterpretasikan data. Mahasiswa menganggap mata kuliah yang berhubungan dengan angka selalu sulit. Perasaan cemas pada mata kuliah yang berhubungan dengan angka tersebut diduga dapat memengaruhi kondisi psikis mahasiswa khususnya ranah emosi, padahal emosi merupakan faktor penting yang dapat mempengaruhi prestasi seseorang. Dari penjelasan tersebut tujuan dari penelitian ini adalah untuk mengetahui pengaruh mathematic anxiety dan emotional quotient terhadap hasil belajar statistika mahasiswa Pendidikan Bahasa Inggris IKIP PGRI Bojonegoro. Subjek pada penelitian ini adalah mahasiswa tingkat III tahun akademik 2019/2020. Teknik analisis data menggunakan Analisis Regresi Ganda. Data diperoleh melalui kuesioner dan dokumentasi. Hasil penelitian menunjukkan mathematic anxiety dan emotional quotient memengaruhi hasil belajar statistika mahasiswa Pendidikan Bahasa Inggris IKIP PGRI BOJONEGORO. Hal ini dibuktikan dengan nilai Fhitung = 69,992 lebih besar daripada Ftabel=1,607. Mathematic Anxiety dan emotional quotient memengaruhi hasil belajar statsitika mahasiswa pendidikan bahasa inggris sebesar 74,9%. Pengaruh mathematic anxiety dan emotional quotient sebesar 74,9% masuk dalam kategori kuat.
PEMBERDAYAAN BUDAYA LITERASI MENULIS PUISI PADA PESERTA DIDIK SMK NEGERI 1 KANOR BOJONEGORO Chyntia Heru Woro Prastiwi; Meiga Ratih Tirtanawati; Yuniarta Ita Purnama; Oktha Ika Rahmawati
J-ABDIPAMAS (Jurnal Pengabdian Kepada Masyarakat) Vol 1, No 1 (2017): Oktober
Publisher : IKIP PGRI Bojonegoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (146.592 KB) | DOI: 10.30734/j-abdipamas.v1i1.121

Abstract

This article is resulted from the activity of Community Service Program located at State Vocational High School 1, Kanor, Bojonegoro. The low student’s ability in English and the lack of achievement in poem indicated the need of empowerment in writing poem at this school. This article aimed at describing the empowerment process of literary culture of writing poem in Indonesian and English to the graders XI and XII. Indonesia poem took the themes of TKR (Teknik Kendaraan Ringan or Simple Vehicle Technique), Multimedia, Pemasaran (Marketing), and TPHP (Teknik Pengolahan Hasil Pertanian or Agricultural Products Processing Technique). Meanwhile, English poem took free theme but was limited to the six types of poems namely acrostic, cinquain, haiku, tanka, diamante, and calligram. Indonesian poem on expertise program of Vocational High School was intended for deepening students’ understanding on their study fields, while English poem was aimed at improving students’ abilities in English. The results of this Community Service Program reported that there were 34 out of 94 students’ poems fulfilling the criteria of good poem and deserved to be published. Although the poem feasibility only reached 36.2%, this percentage could be categorized as quite good first achievement for the students.Keywords: Vocational High School, Poetry literacy, English, Indonesian.ABSTRAKArtikel ini merupakan hasil dari kegiatan Pengabdian kepada Masyarakat (PKM) yang bertempat di SMK Negeri 1 Kanor, Bojonegoro.  Rendahnya kemampuan Bahasa Inggris serta belum adanya prestasi dibidang seni puisi pada peserta didik SMK Negeri I Kanor, Bojonegoro mengindikasikan perlunya pemberdayaan menulis puisi pada sekolah ini. Artikel ini bertujuan menggambarkan bagaimana memberdayakan budaya literasi menulis puisi berbahasa Indonesia dan berbahasa Inggris pada peserta didik kelas XI and XII. Puisi berbahasa Indonesia mengambil 4 tema yaitu TKR (Teknik Kendaraan Ringan), Multimedia, Pemasaran, dan TPHP (Teknik Pengolahan Hasil Pertanian), sedangkan puisi berbahasa Inggris mengambil tema bebas tapi bentuk puisi terbatas pada 6 jenis yaitu acrostic, cinquain, haiku, tanka, diamante, dan calligram. Puisi berbahasa Indonesia bertema program keahlian SMK bertujuan untuk memperdalam pemahaman mereka tentang materi jurusan masing-masing, sedangkan puisi berbahasa Inggris bertujuan meningkatkan kemampuan Bahasa Inggris peserta didik sekaligus memperkenalkan bentuk-bentuk puisi berbahasa Inggris. Hasil kegiatan PKM ini menunjukkan bahwa terdapat 34 puisi dari total 94 puisi peserta didik yang terpilih dan memenuhi kriteria bagus dan layak terbit. Meskipun kelayakan puisi hanya mencapai 36,2%, persentase ini merupakan pencapaian pertama peserta didik yang cukup bagus.Kata kunci: SMK, Literasi puisi, Bahasa Inggris, Bahasa Indonesia.
Hubungan antara Tingkat Kreativitas Verbal Siswa dengan Kemampuan Menulis M. Ali Ghufron; Fitri Nurdianingsih; Ayu Fitrianingsih; Oktha Ika Rahmawati; Moh. Fuadul Matin; Ima Isnaini T R; Ima Isnaini T.R.
J-ABDIPAMAS (Jurnal Pengabdian Kepada Masyarakat) Vol 3, No 1 (2019): April 2019
Publisher : IKIP PGRI Bojonegoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (224.117 KB) | DOI: 10.30734/j-abdipamas.v3i1.489

Abstract

ABSTRACTThere are four aspects in language; listening, speaking, reading, and writing skill. Those aspect is an unity and connected each other. Writing skill is the competence to express someone’s ideas, thought in written form. The purpose of this activity was to enhance student’s verbal creativity through writing. The participants were the fifth grade studetns of SDN Tegalkodo Sukosewu. Keywords:verbal creativity, writing skill ABSTRAKKeterampilan berbahasa digolongkan menjadi empat aspek, yaitu: keterampilan menyimak, keterampilan berbicara, keterampilan membaca dan keterampilan menulis. Keempat keterampilan berbahasa merupakan satu kesatuan yang saling berkaitan dan menunjangsatu dengan yang lain. Keterampilan menulis adalah keterampilan untuk mengekspresikan pendapat, pikiran/gagasan dalam bentuk tulisan yang baik dan benar. Tujuan dari kegiatan PKM ini adalah untuk meningkatkan kreativitas verbal siswa sekolah dasar mealui kegiatan mengarang dan untuk mengetahui faktor-faktor apa sajakah yang mempengaruhi tingkat kreativitas verbal individu. Partisipan dari kegiatan ini adalah siswa kelas V SDN Tegalkodo Kecamatan Sukosewu Kabupaten Bojonegoro. Kata Kunci: kreativitas verbal, keterampilan menulis
ONLINE DIGITAL FLIPBOOK MODULE: AN ALTERNATIVE TEACHING MATERIAL IN THE 21st CENTURY Oktha Ika Rahmawati; Fitri Nurdianingsih; Andri Andri
PROJECT (Professional Journal of English Education) Vol 6, No 2 (2023): VOLUME 6 NUMBER 2, MARCH 2023
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/project.v6i2.p338-344

Abstract

Online module can be one of the solutions as teaching material in this modern era. This study is descriptive qualitative study. It aims to explain the implementation of online module and students’ responses toward it. The module was developed using online application heyzine.com and the material was about sentence structure.  The students were asked to read it and give responses about it. Digital Flipbook module can be implemented successfully in learning process and the students in conclusion can give positive responses toward the implementation of it in the classroom. Keywords:  Digital Flipbook; Module; Teaching Material  
Co-Authors Andri Andri Andri Andri Ayu Fitrianingsih Chyntia Heru Woro Prastiwi Dian Ratna Puspananda Fitri Nurdianingsih Ima Isnaini T R Ima Isnaini T.R. M. Ali Ghufron Meiga Ratih Tirtanawati Moh. Fuadul Matin Niken Athifah Alya Fitri Ratna Nidya Primasari Yuniarta Ita Purnama