Articles
<![CDATA[English Standar Kompetensi, Kompetensi Dasar, & Ujian Nasional of SMA in Revised Bloom`s Taxonomy ]]>
<![CDATA[Hakim, Putri Kamalia]]>
<![CDATA[ Script Journal: Journal of Linguistic and English Teaching Vol 2, No 2 (2017): October ]]>
Publisher : <![CDATA[Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (744.702 KB)
|
DOI: 10.24903/sj.v2i2.133
<![CDATA[Abstract: This study was conducted to investigate the coverage of Revised Bloomâs taxonomy in the English Standar Kompetensi (SK), Kompetensi Dasar (KD) and the English test items of Ujian Nasional for SMA. Content analysis method was chosen as the research design for this study. The writer analyzed the data by categorizing the verbs and the nouns of the data in relation to the categories and dimension of Revised Bloomâs Taxonomy. The results of this study revealed that 53% of SKs and KDs cover Understand category and the rest cover Analyze category. All of the SKs and KDs cover conceptual knowledge and other knowledge dimensions are not covered. Moreover, the coverage of Revised Bloomâs Taxonomy in English test items of Ujian Nasional for SMA is not aligned with the coverage of Revised Bloomâs Taxonomy in English SK and KD. The SKs and KDs only cover Remember, Understand, Apply and Analyze categories while the test items were associated with Remember, Understand, Apply, Analyze, and Evaluate categories. More than 90% of English test items of Ujian Nasional for SMA only covered low order of cognitive categories (Remember, Understand, and Apply). Most of the test items covered factual knowledge and the rest of them covered conceptual knowledge and none of them covered procedural and metacognitive knowledge. ]]>
<![CDATA[A Washback Study on Portfolio Assessment ]]>
<![CDATA[Kamalia Hakim, Putri]]>;
<![CDATA[Srisudarso, Mansyur]]>
<![CDATA[ ELT in Focus Vol. 3 No. 1 (2020): ELT in Focus ]]>
Publisher : <![CDATA[ENGLISH EDUCATION DEPARTMENT - UNIVERSITAS SINGAPERBANGSA KARAWANG ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35706/eltinfc.v3i1.3693
<![CDATA[The latest developments in the field of learning English as a foreign language have encouraged language teachers to use more authentic and realistic assessments. This situation makes portfolios as alternative assessments increasingly popular. As the popularity of the portfolio grows, questions among assessment developers have also arisen. They question whether the portfolio really is a proper assessment. In this study, the researcher investigated the wash-back effect of portfolio-based assessment. She observed the instructional process in a translation and a writing class to see how the two types of portfolios were used. This qualitative analysis study also studies by triangulating the data with the support of data from interviews and questionnaires. Researcher then classified the opinions and reflections of students and lecturers obtained from the interview and questionnaire responses. The findings suggest the use of a portfolio is indeed appropriate for use in writing and translating subjects. Portfolio-based assessments generate positive washback effect on the learning process.]]>
<![CDATA[Vocational Students’ Perception About The Usefulness Of Vocabulary Learning Strategy In Learning VocabularY ]]>
<![CDATA[Avianti, Muin]]>;
<![CDATA[Hakim, Putri Kamalia]]>
<![CDATA[ Jurnal Pendidikan Tambusai Vol. 5 No. 2 (2021): 2021 ]]>
Publisher : <![CDATA[LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (487.839 KB)
<![CDATA[Penelitian ini mengkaji tentang proses pembelajaran kosakata di SMK dengan penggunaan strategi pembelajaran kosakata. Berdasarkan pengalaman peneliti dalam mengajar di sekolah menengah kejuruan, peneliti tertarik untuk mengetahui bagaimana implementasi yang diterapkan dalam proses pembelajaran kosakata di sekolah tersebut. Peneliti tertarik pada bagaimana mereka dapat mempelajari sejumlah besar kata dan memasukkannya ke dalam memori jangka panjang mereka. Berdasarkan permasalahan tersebut peneliti melihat bahwa mereka membutuhkan strategi yang cocok bagi mereka untuk belajar kosa kata. Selain itu, siswa harus mengetahui dan terbiasa tentang strategi pembelajaran kosakata yang akan membantu mereka dalam proses belajar kosakata mereka. Maka tujuan dari penelitian ini adalah untuk melihat bagaimana persepsi siswa dalam mempelajari kosakata dengan penggunaan strategi pembelajaran kosakata. Penelitian ini melakukan metodologi kualitatif, metode kualitatif dibagi menjadi beberapa desain. Penelitian ini menggunakan deskriptif kualitatif untuk menggambarkan hasil penelitian ini. Ada 56 siswa yang telah diamati dan 5 siswa yang menjadi peserta dalam proses wawancara. Penelitian ini menemukan bahwa SMK sudah menerapkan proses pembelajaran kosakata seperti menerjemahkan kata atau teks. Guru tidak menentukan strategi mana yang harus digunakan oleh siswa, sehingga siswa memiliki cara yang bebas untuk menyelesaikan tugas mereka. Selain itu, mereka menyelesaikan tugas mereka dengan strategi campuran, mereka tidak hanya menggunakan satu strategi tetapi mereka memilih 2-3 strategi dalam menyelesaikan tugas mereka]]>
<![CDATA[Students’ Perception Of Animation Video For Listening Of Recount Text ]]>
<![CDATA[Rohmah, Neng Siti]]>;
<![CDATA[Hakim, Putri Kamalia]]>
<![CDATA[ Jurnal Pendidikan Tambusai Vol. 5 No. 2 (2021): 2021 ]]>
Publisher : <![CDATA[LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (342.562 KB)
<![CDATA[Tujuan penelitian ini adalah untuk mengetahui dan menggambarkan persepsi siswa menggunakan video animasi dalam mengajar mendengarkan teks penghitungan ulang pada kelas delapan dari MTs Al-Ahliyah karmenjelaskan. Menurut Tomlinson (1984), mendengarkan adalah kesanggupan bahasa inggris yang memmodelkan bahasa bagi para siswa untuk memahami bunyi, intonasi, pelafalan, variasi dialek, dan sebagainya. Keterampilan ini membantu orang untuk dengan mudah bertukar pesan, memungkinkan mereka untuk terhubung. Penelitian ini menggunakan penelitian kualitatif dengan pendekatan studi kasus. Penelitian ini juga menyelidiki persepsi siswa mengenai mengajar mendengarkan teks penghitungan ulang dengan menggunakan video animasi. Data dikumpulkan melalui pengamatan, wawancara, dan dokumentasi. Kemudian peneliti menganalisis data oleh Matthew B. Miles dan A. Michael Huberman. Ada tiga langkah: pengurangan data, tampilan data dan menggambar kesimpulan dan verifikasi. Jadi, dapat disimpulkan bahwa menggunakan video animasi untuk mendengarkan teks penghitungan ulang mendapat respon positif dari para siswa dan juga para siswa dapat menerapkan dalam studi mereka.]]>
<![CDATA[The influence of e-portfolio toward the process and the quality of students' translation ]]>
<![CDATA[Maya Rahmawati]]>;
<![CDATA[Putri Kamalia Hakim]]>
<![CDATA[ Journal on English as a Foreign Language Vol 8, No 2 (2018): Issued in September 2018 ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (885.742 KB)
|
DOI: 10.23971/jefl.v8i2.751
<![CDATA[This study is aimed at gaining an understanding of the influence of e-portfolio on the process and quality of translation (acceptability, accuracy, and readability) of students and how e-portfolio affects the process and quality of student translations. The method used in this research is sequential explanatory design. The subjects of this study are the third-year students of English Education Department at Universitas Singaperbangsa Karawang (UNSIKA) Indonesia who took translation practice course. The quantitative data are taken from the pre-test and post-test results. The qualitative data are gained from questionnaire and interview. After analysis, it is found that e-portfolio influenced the students’ translation ability where the value is Sig. = 0.001 < α = 0.05. It was discovered that 82% students achieved higher score in acceptability. Meanwhile, 62% students achieved higher score in accuracy, and only 56% students achieved higher score in readability. In terms of translation process, e-portfolio helps students track their progress, give and receive feedback from various participants, as well as have virtual room to sort their works which are easily accessible.]]>
<![CDATA[Students’ Speaking Experience toward the Use of Role Play Technique in Online-Mediated Learning ]]>
<![CDATA[Mutiara Wulandewi]]>;
<![CDATA[Kusrin Kusrin]]>;
<![CDATA[Putri Kamalia Hakim]]>
<![CDATA[ INTERACTION: Jurnal Pendidikan Bahasa Vol 8 No 2 (2021): INTERACTION: Jurnal Pendidikan Bahasa ]]>
Publisher : <![CDATA[Universitas Pendidikan Muhammadiyah (UNIMUDA) Sorong ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (852.65 KB)
|
DOI: 10.36232/jurnalpendidikanbahasa.v8i2.1331
<![CDATA[The researcher aimed to find out students’ speaking experience toward role-play techniques in online learning. The researcher used a descriptive case study to describe and interpret students' attitudes toward speaking online learning. The data collections were interview through Whatsapp and questionnaires on Google form. The researcher observed 5 students for the Interview and 34 eleventh grade students for the Questionnaire. The results showed that the participant's experience toward the implementation of role-play technique in online speaking class was good and positive. The most of participants claimed that they had an interesting experience. However, this research still had several obstacles such as limited internet access, lack of participants' language skills, and limited feedback from the researcher.]]>
<![CDATA[Students Perception towards Scaffolding Model in Reading of Junior High School ]]>
<![CDATA[Muhilah Hasanah]]>;
<![CDATA[Putri Kamalia Hakim]]>
<![CDATA[ INTERACTION: Jurnal Pendidikan Bahasa Vol 8 No 2 (2021): INTERACTION: Jurnal Pendidikan Bahasa ]]>
Publisher : <![CDATA[Universitas Pendidikan Muhammadiyah (UNIMUDA) Sorong ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (542.993 KB)
|
DOI: 10.36232/jurnalpendidikanbahasa.v8i2.1492
<![CDATA[The purpose of this study was to determine students' perceptions of the scaffolding model in reading at Mts Al-Ajhariyyah. Based on the theory of Vygotsky Scaffolding is a structured learning support technique that is carried out at an early stage to encourage students to learn independently. Qualitative descriptive research methodology. Data collection techniques are observation and interviews. The research subjects were 3 8th grade students at Mts Al-Ajhariyyah. Data adapted from Benedict's Thesis (2016) and Sarkol's Thesis (2016). Data analysis used thematic analysis based on Braun and Clarke (2006). The result of student perception shows that students are motivated in learning English. Discussion of the scaffolding model in reading students can be independent and active in understanding reading. Students' reactions to the Scaffolding Model in learning show that it is very influential in learning English to foster student interest in learning English. The conclusion is that using the scaffolding model is easier and more effective for students to understand English learning in exploring English skills, especially reading. The researcher's suggestion is that the use of the scaffolding model for learning English is more effective in the classroom, and helps teachers to determine learning objectives during the teaching and learning process]]>
<![CDATA[Language Functions Analysis in Seventh Grade Student English Textbook ]]>
<![CDATA[Zildjian Afa]]>;
<![CDATA[Mansyur Srisudarso]]>;
<![CDATA[Putri Kamalia Hakim]]>
<![CDATA[ INTERACTION: Jurnal Pendidikan Bahasa Vol 9 No 1 (2022): INTERACTION: Jurnal Pendidikan Bahasa ]]>
Publisher : <![CDATA[Universitas Pendidikan Muhammadiyah (UNIMUDA) Sorong ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (163.216 KB)
|
DOI: 10.36232/jurnalpendidikanbahasa.v9i1.1765
<![CDATA[This paper is an attempt to analyze the use of language functions of the conversation text found in When English Rings a Bell textbook. To achieve this purpose, the conversation texts in the textbook are carefully analyze through Halliday’s (1975) language function model. The results reveal that the conversation texts in the textbook is lacking some of the language functions. In regard with this, some implications were proposed.]]>
<![CDATA[A Washback Study on Portfolio Assessment ]]>
<![CDATA[Putri Kamalia Hakim]]>;
<![CDATA[Mansyur Srisudarso]]>
<![CDATA[ ELT in Focus Vol. 3 No. 1 (2020): ELT in Focus ]]>
Publisher : <![CDATA[ENGLISH EDUCATION DEPARTMENT - UNIVERSITAS SINGAPERBANGSA KARAWANG ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35706/eltinfc.v3i1.3693
<![CDATA[The latest developments in the field of learning English as a foreign language have encouraged language teachers to use more authentic and realistic assessments. This situation makes portfolios as alternative assessments increasingly popular. As the popularity of the portfolio grows, questions among assessment developers have also arisen. They question whether the portfolio really is a proper assessment. In this study, the researcher investigated the wash-back effect of portfolio-based assessment. She observed the instructional process in a translation and a writing class to see how the two types of portfolios were used. This qualitative analysis study also studies by triangulating the data with the support of data from interviews and questionnaires. Researcher then classified the opinions and reflections of students and lecturers obtained from the interview and questionnaire responses. The findings suggest the use of a portfolio is indeed appropriate for use in writing and translating subjects. Portfolio-based assessments generate positive washback effect on the learning process.]]>
<![CDATA[COLLEGE STUDENTS’ CHALLENGES OF ONLINE LEARNING THROUGH ZOOM APPLICATION DURING COVID-19 PANDEMIC ]]>
<![CDATA[Ervina Rahmatul Annisa]]>;
<![CDATA[Fauzi Miftakh Miftakh]]>;
<![CDATA[Putri Kamalia Hakim Kamalia Hakim]]>
<![CDATA[ Linguistik : Jurnal Bahasa dan Sastra Vol 6, No 2 (2021): Linguistik : Jurnal Bahasa dan Sastra ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Tapanuli Selatan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.31604/linguistik.v6i2.253-260
<![CDATA[Covid-19 has been labeled a pandemic by the World Health Organization as a current hazard to humanity. This epidemic has successfully caused the global shutdown of a variety of activities in this world, including educational activities. Resulting in massive crisis-response migration of institutions to online learning as the educational platform was discussed. The present interview study reports on two college students' challenges of online learning through the Zoom Application. Semi-structured interviewing was designed to elucidate the students’ voices of online learning challenges during the COVID-19 pandemic. The data garnered from online interviewing were transcribed and interpreted using thematic content analysis.]]>
