Articles
<![CDATA[Writing Factual Report: A Potential Way To Enhance Studentâs Critical Thinking Ability ]]>
<![CDATA[Anwar, Khoirul]]>;
<![CDATA[Iramawaty, Lathifah]]>
<![CDATA[ JINoP (Jurnal Inovasi Pembelajaran) Vol 1, No 2 (2015): November 2015 ]]>
Publisher : <![CDATA[Lecturer at the Faculty of Education, University of Muhammadiyah Malang ]]>
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DOI: 10.22219/jinop.v1i2.2568
<![CDATA[ABSTRAKTerdapat banyak perubahan yang terlihat jelas diantara penggunaan KTSP dan kurikulum 2013 dimana kurikulum 2013 dirancang dengan lengkap untuk menghasilkan kompetensi siswa yang memiliki kemampuan berpikir kritis. Karena hal ini adalah tantangan bagi para guru, artikel ini bermaksud untuk mendiskusikan dan menganalisis bagaimana menulis laporan faktual dapat meningkatkan kemampuan berpikir kritis para siswa. Pentingnya kemampuan berpikir kritis dan strategi yang digunakan untuk meningkatka kemampuan berpikir kritis siswa juga manjadi salah satu bahasan artikel ini. Tujuan penulisan artikel ini lebih lanjut untuk memberikan deskripsi jelas terhadap kemampuan berpikir kritis dan prosedur yang disarankan untuk menggunakan metode menuliskan laporan faktual pada pengajaran Bahasa Inggris sebagai bahasa asing. Lebih lanjut, menggunakan metode menuliskan laporan faktual secara jelas dapat menmbantu meningkatkan kemampuan berpikir kritis siswa yang merupakan tujuan paling utama dalam pengajaran Bahasa Inggris sebagai bahasa asing pada masa ini. Kata kunci: Laporan Faktual, Berpikir Kritis Kemampuan. ABSTRACTThere are a lot of changes which are quite prominent between KTSP and 2013 curriculum in which the latest one was highlydesigned for producing studentsâ competencies to have critical thinking ability. Since this is challenging for teachers, this article is to discuss and analyze about how writing factual report enhances studentsâ critical thinking. The importance of critical thinking and strategies used to increase students ability to think critically is also discussed. The aim of this article is further to give aclear description of critical thinking and the suggested procedures of using writing factual report in EFL teaching. Furthermore, using writing factual report can definitely help enhance studentsâ critical thinking which is extremely as the most important goal in EFL teaching nowadays. Keywords: Factual Report, Critical Thinking Ability]]>
<![CDATA[A Study of Social Learning for 8th – grade Students on Studying English at SMP Muhammadiyah 12 GKB ]]>
<![CDATA[Qurniawan, Erik Okta]]>;
<![CDATA[Anwar, Khoirul]]>;
<![CDATA[Asmana, Candra Hadi]]>
<![CDATA[ Jetlal Vol 4 No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Gresik ]]>
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DOI: 10.30587/jetlal.v4i1.2302
<![CDATA[Social learning is an essential learning as a part of activities to change the behavior through public action. This study investigates a study of social learning for 8th grade on studying English at SMP Muhammadiyah 12 GKB. To guide students learning, the teacher serves the activity through modelling so that teacher must have known the students’ need before going to the class. It includes observational learning for the students in which affected their attention process, retention process, motor reproduction process, and also reinforcement process. It adopted theory of bandura toward social learning. The subject research is 32 students at 8th grade, it uses descriptive qualitative research during the observation and interview. The result of study described the transcript of conversation that involved in the classroom activity. Therefore this study aims to show social learning for 8th grade students on studying English at SMP Muhammadiyah 12 GKB]]>
<![CDATA[The Perception of Using Technology Canva Application as a Media for English Teacher Creating Media Virtual Teaching and English Learning in Loei Thailand ]]>
<![CDATA[elsa, elsa]]>;
<![CDATA[Anwar, Khoirul]]>
<![CDATA[ Jetlal Vol 5 No 1 (2021) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Gresik ]]>
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DOI: 10.30587/jetlal.v5i1.2253
<![CDATA[Online Learning requires teachers to think creatively and innovatively to attract students. Learning media becomes the main factor in helping teachers make it happen. This study aims to find out the perception of English teachers in the use of canva application as a virtual learning media creation in Loei Thailand.This research applies mixed method design that starts with collecting quantitative data. After analyzing quantitative data, qualitative data is then collected and analyzed. 20 teachers were asked to fill out a questionnaire to find out their perspective on the use of Canva. This research has proven that canva application can be used to create learning media. The result in this research was the function and benefit of canva divided into two, namely as sumplemen and subtitusi. The supplement function of canva is (1) Canva fasilitated teacher to make learning media, (2) Canva Application Improve online teaching process. The substitution function of canva is (1) Canva Application Improves learning media effectively, (2) Learning media of Canva is easy to distribute to students (3) Canva application can help the technology requirement. That is, the function of Canva obtained in this study.]]>
<![CDATA[THE EFFECT OF THINK PAIR ON STUDENTS’S WRITING SKILL THROUGH PADLET FOR TENTH GRADE AT SMA MUHAMMADIYAH IX BRONDONG ]]>
<![CDATA[Muslimah, Mujahidatul]]>;
<![CDATA[Anwar, Khoirul]]>;
<![CDATA[Asmara, Candra Hadi]]>
<![CDATA[ Jetlal Vol 4 No 2 (2020) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Gresik ]]>
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DOI: 10.30587/jetlal.v4i2.2276
<![CDATA[Good writing is important aspect in teaching writing subject. But, the researcher find on the students some problems that they faced in their writing which are in generating the ideas, orginizing and vocabulary. Besides, the teacher also has problems in applying the appropriate strategy and media in teaching writing. Based on the previous studies, Think Pair Share strategy gave the positive effect for the students. This study was to examine the significant effect of Think Pair Share on Student’s Writing Skill through Padlet for Xth Grade at SMA Muhammadiyah 9 Brondong. And the researcher uses quasi Experimental design. The researcher choose Tenth grade at SMA Muhammadiyah 9 Brondong which totally consisted of 56 students. The researcher used cluster sampling because the school has been detemined the classification of the students. It was included 28 students of X IPA 1 as the Experimental Group and 28 students of X IPA 2 as the Control Group. The data was gathered by utilizing tests; pre-test and post-test about composing illustrative content. In the wake of getting the information, the specialist broke down the information utilizing SPSS 16.0 and utilized Independent Sample T-test. The examination finding indicated that there was a noteworthy contrast between test bunch that were educated by utilizing Think Pair Share through Padlet and control bunch that were instructed by utilizing Think Pair Share through Pictures.. It was Therefore, the researcher suggest to the English teacher for implementing of Think Pair Share strategy through Padlet as an altenative strategy in English teaching learning process and hopes to use Think Pair Share strategy through Padlet in other skills and levels to make different with the previous study.proven by the result of sig.(2tailed) is .000. The sig. (2tailed) is lower than 0.05 (0.00 < 0.05) so, null hypothesis (H0) can be rejected. The researcher concluded that Think Pair Share Strategy gave positive effect on student’s writing skill. The students were motivated and independent in learning writing especially in eneratig the ideas, organizing the ideas, and vocabulary. This research contributes by forming new think pair share steps which are associated with the use of technology that can help students much better in discussing in a learning that is the padlet.]]>
<![CDATA[THE EFFECT OF ROLE PLAY FOR ENGLISH STUDENTS SPEAKING IN JUNIOR HIGH SCHOOL OF SMP MUHAMMADIYAH 11 SUKODADI ]]>
<![CDATA[Aini, Firda Fadhila]]>;
<![CDATA[Anwar, Khoirul]]>;
<![CDATA[Asmara, Candra Hadi]]>
<![CDATA[ Jetlal Vol 4 No 2 (2020) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Gresik ]]>
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DOI: 10.30587/jetlal.v4i2.2275
<![CDATA[Role play is a method of acting out particular ways of behaving or pretending to be other people who deal with new situations. Role play is very important in teaching speaking because it gives students an opportunity to practice communicating in different social contexts and in different social roles. The purpose of this study is to find out the significant effect on students fluency in speaking skills taught by using Role Play for students in Junior High School. The researcher used an experimental design in which there are two classes; one of the experiment group and the control group that each has 20 students. The data is collected through quantitative methods. The quantitative data is obtained from the result of the pre-test and post-test students speaking skills. Before implement Role Play, students had to take pre-test to identify their speaking ability. One group practice a dialogue in pair use Role Play strategy about greeting, leave taking, thanking and apologizing expressions. Other group was asked to practice a dialogue used drilling strategy. Both groups were tested for their oral production and competence. After the presentation, the post-test was used to find out whether there was a significant effect using Role Play in speaking ability. The implementation of Role Play and Drilling showed that students who are though used Role Play in teaching speaking can improve their speaking skill especially in fluency.]]>
<![CDATA[Pendampingan analisis kebutuhan pengembangan PTK dan materi pembelajaran Bahasa Inggris di MTS Negeri Metatu ]]>
<![CDATA[Anwar, Khoirul]]>
<![CDATA[ Community Empowerment Forthcoming issue ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Magelang ]]>
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DOI: 10.31603/ce.5216
<![CDATA[Pengabdian ini bertujuan untuk membantu guru Bahasa Inggris dalam melakukan analisis kebutuhan PTK dan pengembangan materi ajar Bahasa Inggris di tingkat sekolah menengah pertama. Penelitian PTK ini tidak hanya memberikan manfaat fungsional buat para guru dalam mencapai peningkatan karier kepangkatan, akan tetapi juga memberikan wadah buat guru untuk meningkatkan kualitas pembelajaran di kelas. Oleh karena itu, kegiatan pengabdian dilaksanakan melalui pendampingan dan pelatihan kepada guru Bahasa Inggris dalam merancang, melaksanakan, dan menulis laporan PTK, sekaligus juga penguatan dalam merancang materi pembelajaran yang memadai. Setelah pendampingan selama 2 bulan, maka hasil kegiatan menunjukkan peningkatan penguasaan guru dalam melakukan PTK dan mengembangkan materi sebesar 100%. Hal senada juga disampaikan oleh siswa yang memberikan persepsi positif dan baik (73%) dan sikap keberterimaan sangat baik (27%) terhadap dampak dari kualitas guru setelah mendapatkan pendampingan.]]>
<![CDATA[Writing Factual Report: A Potential Way To Enhance Student’s Critical Thinking Ability ]]>
<![CDATA[Khoirul Anwar]]>;
<![CDATA[Lathifah Iramawaty]]>
<![CDATA[ JINoP (Jurnal Inovasi Pembelajaran) Vol. 1 No. 2 (2015): November 2015 ]]>
Publisher : <![CDATA[University of Muhammadiyah Malang ]]>
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DOI: 10.22219/jinop.v1i2.2568
<![CDATA[ABSTRAKTerdapat banyak perubahan yang terlihat jelas diantara penggunaan KTSP dan kurikulum 2013 dimana kurikulum 2013 dirancang dengan lengkap untuk menghasilkan kompetensi siswa yang memiliki kemampuan berpikir kritis. Karena hal ini adalah tantangan bagi para guru, artikel ini bermaksud untuk mendiskusikan dan menganalisis bagaimana menulis laporan faktual dapat meningkatkan kemampuan berpikir kritis para siswa. Pentingnya kemampuan berpikir kritis dan strategi yang digunakan untuk meningkatka kemampuan berpikir kritis siswa juga manjadi salah satu bahasan artikel ini. Tujuan penulisan artikel ini lebih lanjut untuk memberikan deskripsi jelas terhadap kemampuan berpikir kritis dan prosedur yang disarankan untuk menggunakan metode menuliskan laporan faktual pada pengajaran Bahasa Inggris sebagai bahasa asing. Lebih lanjut, menggunakan metode menuliskan laporan faktual secara jelas dapat menmbantu meningkatkan kemampuan berpikir kritis siswa yang merupakan tujuan paling utama dalam pengajaran Bahasa Inggris sebagai bahasa asing pada masa ini. Kata kunci: Laporan Faktual, Berpikir Kritis Kemampuan. ABSTRACTThere are a lot of changes which are quite prominent between KTSP and 2013 curriculum in which the latest one was highlydesigned for producing students’ competencies to have critical thinking ability. Since this is challenging for teachers, this article is to discuss and analyze about how writing factual report enhances students’ critical thinking. The importance of critical thinking and strategies used to increase students' ability to think critically is also discussed. The aim of this article is further to give aclear description of critical thinking and the suggested procedures of using writing factual report in EFL teaching. Furthermore, using writing factual report can definitely help enhance students’ critical thinking which is extremely as the most important goal in EFL teaching nowadays. Keywords: Factual Report, Critical Thinking Ability]]>
<![CDATA[E-LEARNING IMPLEMENTATION IN RURAL AREA: THAILAND PRIMARY SCHOOL EFL PERCEPTION ]]>
<![CDATA[Adinda Tasya Aulia Octaviani Prayudi Daulay]]>;
<![CDATA[Khoirul Anwar]]>
<![CDATA[ JEELL (Journal of English Education, Linguistics and Literature) English Department of STKIP PGRI Jombang Vol 8, No 2 (2022) ]]>
Publisher : <![CDATA[STKIP PGRI Jombang ]]>
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DOI: 10.32682/jeell.v8i2.2207
<![CDATA[This study aimed to find primary school EFL perception in Loei on E-learning during the Covid-19 outbreak. This study is using descriptive quantitative design using questionnaire as the instrument and involving 125 primary school EFL from 6 different districts in Loei, Thailand. To find valid answer, Gutmann scale has been applied in this study consisting of 4 aspects namely interactivity, independency, accessibility and enrichment. The results show that the mean score is 8.34 (min score: 3 & max score: 12) and the standard deviation is 2.152. Thus, it can be said that EFL perceptions in Loei, Thailand primary school on E-learning implementation is fairly good. The findings of this study are to assist English teachers making it possible to design more effective E-learning implementation during the outbreak mainly for EFL in rural areas.]]>
<![CDATA[DEVELOPING TASK BASED LANGUAGE TEACHING USING CALL (COMPUTER ASSISTED LANGUAGE LEARNING FOR SEVEN GRADERS AT JUNIOR HIGH SHOOL LEVEL IN INDONESIA ]]>
<![CDATA[Khoirul Anwar]]>
<![CDATA[ Proceedings of ISELT FBS Universitas Negeri Padang Vol 3 (2015): Proceedings of 3nd International Seminar on English Language Teaching (ISELT) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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<![CDATA[The dominant complexities of English teaching at junior high schools in lndonesia are about failing on the design of teaching instruction (especially on learning materials and teaching methods) which still cannot optimally reflect on students' needs (in particular of horv to acquire knowledge and select the most effective learning models). This research is to develop learning materials with the complete teaching instructions based on task activities by using CALL at seventh graders of junior high school in Indonesia. In order to entirely develop comprehensive materials, the flrst step is to do need analysis especially identifying task based learning model which fulfils students' expectation. creates, and develops pre task and task cycle (consisting of task. planning. and reporting) into CALL integration of learning modul. The results of the students' need shorv that they like to have appropriate materials for their level, related to real life, variety of media and sources of learning chiefly incorporated to computer which optimizes interactive, contextual, and authentic materials. Therefore the design of its prototype consists of three main steps; pre-task activities are for observing and questioning stage which are implemented by giving English comics rvith thematic situations, main task activities are by exploring, and associating stage which are done by presenting real life situations on videos, songs, and stories which elaborate exercises, role play, and discussion sections, and post task activity, is for communicating stage in that it is to provide more follow-up activities in wider contexts. The evaluation of the final product is done bv validating the materials by means of a group discussion of English teachers.]]>
<![CDATA[THE USE OF TIKTOK APPLICATION: THE IMPACT ON STUDENTS’ VOCABULARY AND ATTITUDE ]]>
<![CDATA[Yossi Rahmawati]]>;
<![CDATA[Khoirul Anwar]]>
<![CDATA[ PROJECT (Professional Journal of English Education) Vol 5, No 3 (2022): VOLUME 5 NUMBER 3, MAY 2022 ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/project.v5i3.p610-621
<![CDATA[TikTok has become one of the most popular social media platforms for sharing short videos. Many relevant studies have suggested that social media integrated with short videos can help increase their mastery of English. Therefore, this study aims to know whether the TikTok application can improve students’ vocabulary and investigate their attitude towards learning English through the TikTok application. The researcher employed quantitative approaches in this study, including a one-group pretest-posttest design and a semi-structured interview as a measuring instrument. The subject of this study was sixth-grade students of Phanang-Phakerng School Thailand. The result showed that the improvement percentage was 95%, which means that the TikTok application effectively affects students’ learning outcomes in mastering vocabulary. Based on the interview results, the participants showed positive attitudes toward learning English through the TikTok application. Therefore, this result of this study could give an alternative strategy to the teacher to teach vocabulary by using the TikTok application in the classroom due to the students' positive attitudes. Keywords: TikTok, Vocabulary, Students’ Attitude ]]>
