Articles
<![CDATA[AUTHENTIC ASSESSMENT IN EFL TEACHING AND LEARNING ]]>
<![CDATA[Rama Dwika Herdiawan]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol 9, No 1 (2018): February ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v9i1.2406
<![CDATA[The assessment has been regarded as the crucial element in instructional process which involeved the teacher and students ini it. In addition, it requires a number of aspects which are concerned on authenticity of how students do the task performatively. Therefore, authentic assessment is necessarily selected in order to reach the goal or objectives of teaching and learning process which focused on real-world tasks. The five dimensional framework proposed by Gulikers et.al (2004) need to be employed inside the implementation of authentic assessment which covers at least: tasks, physical context, social context, result or form, and criteria. The framework represents how the students are assesses authentically as well performatively in order that there are innovative product and also perfomance created by the students particularly. Beacuse authenticity is crucially needed to model of assessment recently and it also represents the authentic outcomes that are totally obtained in the teaching and learning process. Authentic assessment is a new assessment paradigm which contributesto significant alternative towards the existence of traditional assessment practices which are still used by most of the teachers in any levels. Regarding the paradigm, assessment is a process which supports as well as improve students’ learning (focuses on enhancing their cognitive skills) instead of only assessing the teaching and learning process.]]>
<![CDATA[AN ATTITUDINAL SYSTEM ANALYSIS OF TEACHER’S TALK IN EFL CLASSROOM INTERACTION ]]>
<![CDATA[Evi Septiani Rahayu]]>;
<![CDATA[Rama Dwika Herdiawan]]>;
<![CDATA[Eva Fitriani Syarifah]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol 11, No 2 (2020): August ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v11i2.7558
<![CDATA[This present study is intended to analyze the dominant type of attitudinal system that expressed by the teacher. This study utilized qualitative method with Critical Discourse Analysis (CDA) as research design. As for research sampling, this study involved an English teacher and one science class of eleventh grade students in one of secondary school in Majalengka. In order to collect the data, the researcher utilized the instrument of observation. Then, this data were analyzed by using Appraisal Theory that proposed by Martin and Rose (2007). As for the results, this research found that the dominant type of attitudinal system that expressed by the teacher is Affect category. It indicated that both the teacher frequently expressed his opinion, feeling and emotion through their talk. Furthermore, these talks mostly expressed in positive way. It indicated that the teacher always tried to build a positive atmosphere by saying positive talks in order to stimulate the students to become active in the classroom. Therefore, it can be said that it is very important for the teachers to pay more attention in managing their talk since it can affect students’ interaction in the classroom.]]>
<![CDATA[SOSIALISASI PEMBELAJARAN BAHASA INGGRIS BERBASIS MULTILITERACIES PADA SANTRI PONDOK RAUDLATUL MUBTADI’IN CISAMBENG ]]>
<![CDATA[Rama Dwika Herdiawan]]>;
<![CDATA[Agus Rofi’i]]>;
<![CDATA[Eka Nurhidayat]]>;
<![CDATA[Afief Fakhruddin]]>
<![CDATA[ BERNAS: Jurnal Pengabdian Kepada Masyarakat Vol 2 No 4 (2021) ]]>
Publisher : <![CDATA[Universitas Majalengka ]]>
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DOI: 10.31949/jb.v2i4.1580
<![CDATA[Pembejaran abad ke 21 harus memliki konsep multiliteracies yang mencakup pemahaman informasi bersifat komprehensif dan factual. Dalam kegiatan sosialisasi ini, ada keteribatan para santri dari jenjang sekolah dasar, menengah, dan perguruan tinggi di lingkungan Pondok Pesantren Raudlatul Mubtadi’in yang diberikan pemaparan terkait penggunaan platform dan media pembelajaran dalam matapelajaran bahasa Inggris. Hasil kegiatan sosialisasi ini adalah para santri nampak sangat bersemangat dalam mengikuti pengerjaan soal-soal bahasa Inggris secara dalam jaringan dengan menggunakan laptop atau ponsel-ponsel yang dimiliki oleh santri. Dan juga para santri mampu mengoperasikan atau menggunakan media ataupun platform pembejaran dalam jarring secara baik dan komprehensif. Sebagai contoh santri dapat membedakan berita factual dan berita Hoax yang mana itu mengindikasikan bahwa santri dapat memahami informasi dengan bijak dan sesuai fakta. Konsep multiliterasi dapat diimplementasikan dalam bentuk pengintegrasian peran digital teknologi dengan materi yang terkait dan berkontribusi pada peningkatan wawasan baru dalam pemanafaatan sosial media dalam melaksanakan pembelajaran bahasa Inggris atau bisa dikatakan mahasiswa diarahkan menjadi pribadi yang multiliterate yang mana mahasiswa mampu menciptakan lingkungan belajar yang bernuansa multiliterasi pada abad ke 21 ini.]]>
<![CDATA[PENYULUHAN TENTANG BAHAYA PERGAULAN BEBAS DAN BIJAK BERMEDIA SOSIAL ]]>
<![CDATA[Agus Rofii]]>;
<![CDATA[Rama Dwika Herdiawan]]>;
<![CDATA[Eka Nurhidayat]]>;
<![CDATA[Afief Fakhrudin]]>;
<![CDATA[Dadang Sudirno]]>;
<![CDATA[Dede Salim Nahdi]]>
<![CDATA[ BERNAS: Jurnal Pengabdian Kepada Masyarakat Vol 2 No 4 (2021) ]]>
Publisher : <![CDATA[Universitas Majalengka ]]>
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DOI: 10.31949/jb.v2i4.1588
<![CDATA[Salah satu masalah sosial saat ini adalah masalah pergaulan bebas dan bijak bermedsos yang terjadi pada kalangan remaja. Ada dua dampak yang ditimbulkan dari perilaku pergaulan bebas dan bijak bermedos di kalangan remaja yaitu kenakalan remaja dan penggunaan media sosial. Seperti kita ketahui bahwa banyak dampak buruk dari kenakalan remaja dan cenderung bersifat negatif seperti halnya, pergaulan bebas yang menimbulkan seks bebas dapat berakibat fatal bagi kesehatan. Seks bebas dapat terjadi karena pengaruh dari lingkungan dan salah pilihnya seseorang terhadap lingkungan tempatnya bergaul. Selain itu juga penggunaan media sosial yang harus kita lakukan adalah bagaiamana cara menggunakan media sosaial secara bijak. Tujuan kegiatan pengabdian masyarakat adalah meningkatkan pengetahuan dengan memberikan penyuluhan tentang bahaya pergaulan bebas dan bijak media sosial di kalangan remaja, dan diharapkan terjadinya perubahan pengetahuan dan perilaku terhadap bahaya pergaulan bebas dan bijak media sosial di kalangan remaja. Kegiatan ini dilaksanakan dua kali yaitu pertama dengan memberikan penyuluhan tentang bahaya pergaulan bebas di kalangan remaja, kedua dengan cara bijak menggunakan media sosial dalam kehiduan sehari-hari, agar terbentengi hal-hal yang negatif. Hasil dari pengabdian ini menunjukkan bahwa ada peningkatan pengetahuan dan respon yang positif bagi para remaja.]]>
<![CDATA[KAMPUNG LITERASI DALAM UPAYA MENINGKATKAN MINAT BACA DI TAMAN BACA MASYARAKAT (TBM) NURUL HUDA SINDANGHAJI PALASAH MAJALENGKA ]]>
<![CDATA[Agus Rofii]]>;
<![CDATA[Rama Dwika Herdiawan]]>;
<![CDATA[Eka Nurhidayat]]>;
<![CDATA[Dede Salim Nahdi]]>
<![CDATA[ BERNAS: Jurnal Pengabdian Kepada Masyarakat Vol. 3 No. 2 (2022) ]]>
Publisher : <![CDATA[Universitas Majalengka ]]>
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DOI: 10.31949/jb.v3i2.1635
<![CDATA[Desa Sindanghaji terletak di kabupaten Majalengka dengan kualitas sumber daya manusia yang masih menjadi perhatian kepada Masyarakat yang berupaya untuk meningkatkan motivasi pendidikan melalui membaca. Kampung Literasi merupakan kawasan kampung yang digunakan untuk mewujudkan masyarakat yang memiliki pengetahuan dan pemahaman yang luas. Kegiatan pengembangan Kampung Literasi di Desa Sindanghaji Kabupaten Majalengka melakukan serangkaian sosialisasi dan pengembangan 6 literasi dasar bagi masyarakat umum dengan mengambangkan pusat belajar dan taman baca masyarakat. Upaya penting yang dilakukan sebagai langkah awal untuk membangun Kampung Literasi di Desa Sindanghaji secara fisik adalah membangun pojok baca disetiap dusun untuk mendekatkan bahan bacaan kepada masyarakat. Tulisan ini akan menggambarkan tentang usaha yang dilakukan dalam membangun Kampung Literasi tersebut. Dalam kegiatan ini, masyarakat diberikan sosialisasi tentang Kampung Literasi dalam meningkatkan minat baca masyarakat di Taman Baca Masyarakat Nurul Huda Desa Sindanghaji Kecamatan Palasah Majalengka. Metode pelaksanaan program ini menggunakan pendekatan diskusi dan pelatihan secara luring dengan memperhatikan protokol kesehatan. Dengan program ini, diharapkan dengan kegiatan ini kampung literasi memiliki motivasi berpendidikan tinggi dan memiliki akses kepada buku dan sumber pengetahuan lainnya untuk mewujudkan masyarakat yang memiliki minat dan budaya baca.]]>
<![CDATA[INSTRUCTIONAL DESIGN MODELS: SHIFTING THEORETICAL PARADIGMS ]]>
<![CDATA[Rama Dwika Herdiawan]]>
<![CDATA[ Journal of English Language Learning Vol 5, No 1 (2021) ]]>
Publisher : <![CDATA[Universitas Majalengka ]]>
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DOI: 10.31949/jell.v5i1.3156
<![CDATA[Abstract. Instructional design models have been shifted throughout the years by different scholars because they need to be developed or modified to gain the effectiveness of instructional process. Concerning with the shifts of the related theories, the scholars fomulated a number of patterns in creating the theories in which the aim of this theoretical study is to provide an appropriate understanding in relation to how to utilize instructional design models. Instruction is regarded as both teaching and learning which have connection with the building of knowledge and skills. Even though there are a lot of instructional design models, a few major distinctions are found in some conditions, e.g. instructional design models present conceptual paradigms in terms of visualizing, performing, and controlling processes for embodying high-standardized teaching and learning artifacts. The exact choice of instructional design models helps us to match the right process with the existing situation. Therefore, instructional design models require a valuable source to match the proper creative process to the proper design situation and also an effective rationale for conducting instructional design research. Keywords: Instrcutional design models, theoretical paradigms]]>
<![CDATA["WHY I CAN'T SPEAK UP? ": STUDENTS' ANXIETY IN PUBLIC SPEAKING ]]>
<![CDATA[Ayuning Tiyas]]>;
<![CDATA[Yayah Nurhidayah]]>;
<![CDATA[Rama Dwika Herdiawan]]>
<![CDATA[ Journal of English Language Learning Vol 3, No 1 (2019) ]]>
Publisher : <![CDATA[Universitas Majalengka ]]>
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DOI: 10.31949/jell.v3i1.1619
<![CDATA[Abstract- Public speaking is a way to talks with individual or group listener with sharing ideas and influencing them either direct or via electronic communication to achieve a specific goal. The aims of this research are to explain what the factors influencing students’ anxiety in public speaking and explain how the students anticipate their anxiety in public speaking. This research used qualitative method. The instruments of this research are observation and interview. The results of this research are the students feel fear of making mistakes, fear of embarrassed, fear of being laughed, always thinking and self-conscious. In addition, assuming all audiences are friends, try to be confident, pray so that they are calm, change the mind set of "I can” continue to try and not become a burden are the way to anticipates their anxiety when public speaking.Keyywords: Anxiety, Speaking, Public Speaking]]>
<![CDATA[Communicative Compentences in EFL Learning ]]>
<![CDATA[Rama Dwika Herdiawan]]>
<![CDATA[ Journal of English Language Learning Vol 2, No 1 (2018) ]]>
Publisher : <![CDATA[Universitas Majalengka ]]>
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DOI: 10.31949/jell.v2i1.2235
<![CDATA[Abstract: In terms of communication, it requires a number of competences that develop the cognitive as well as metacognitive skills. This deals with the communicative competences which lead to the effectiveness of not only having communication but also acquiring the knowedge inside it. Thus, this study is concerned with how the communicative competences (Celce Murcia, 2007) influence the students’ cognitive and metacognitive skills in terms of learning English. The findings reveal that they way they communicate should reflect the socio-cultural norms of the target language (English) and they also have different background in terms of learning English as well as knowledge in understanding how to communicate using English politely. In addition, the students closely engage with how to construct the written or spoken text. In this case, they need to have the relevant schemata in terms of selecting, sequencing, and also arranging the words, phrases, clauses, sentences, and also utterances in order to create unified information to convey in the context of communication. In brief, communicative competences reflect a number of cources in order to educate learners to be leading and professional.Keywords: communicative competences, EFL Learning ]]>
<![CDATA[THE EXISTING ROLES OF LITERACY TEACHERS IN THE ERA OF MULTILITERACIES: A SOCIOCULTURAL PERSPECTIVES ]]>
<![CDATA[Rama Dwika Herdiawan]]>
<![CDATA[ Journal of English Language Learning Vol 5, No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Majalengka ]]>
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DOI: 10.31949/jell.v5i2.3355
<![CDATA[Abstract. Literacy is defined traditonally as ‘the ability to read and write’ and it is also regarded as the ability to understand every single iinformation in different contexts or fields. Nevertheless, the new literacy approach in the point of view of the post-structuralism covers the representation of texts in context, different values, meanings and the principles of multiliteracies. Traditional and modern concepts of literacy have correlation with a number of sociocultural activities which occurs in the in the society as well as the classroom which represents a social space. This study focuses on explaining the term literacy and multiliteracies in the postmodern world and also the existing roles of literacy teachers for the practical activities in Indonesian literacy classrooms. Keywords: Literacy Teachers, Multiliteracies, Sociocultural Perspectives]]>
<![CDATA[The Contributive Roles of Bilingualism in English Language Teaching ]]>
<![CDATA[Rama Dwika Herdiawan]]>
<![CDATA[ Journal of English Language Learning Vol 1, No 1 (2017) ]]>
Publisher : <![CDATA[Universitas Majalengka ]]>
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DOI: 10.31949/jell.v1i1.874
<![CDATA[AbstractThis study is aimed to explore what the contributions of bilingualism to the English language teaching are as well as how the teachers employed it in their instructional processes. This also deals with how the students were engaged in the process. This study employed qualitative research which focused on using interpretative design involving the classroom observation and also semi-structured interview. The result of the study revealed that the roles of bilingualism were considered to be a prominent tools which fostered the students’ communicative competence as well as the way the teachers taught the material. In conclusion, the implementation of bilingualism has significant roles in terms of teaching and learning the target language (L2) at junior high school level.Keywords: Bilingualism, English Language Teaching, Communicative Competence]]>
