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All Journal Nusantara of Research : Jurnal Hasil-hasil penelitian Universitas Nusantara PGRI Kediri (e-journal) LINGUAL: Journal of Language and Culture Celt: A Journal of Culture, English Language Teaching & Literature English Teaching Journal : A Journal of English Literature, Language, and Education ENGLISH EDUCATION: JOURNAL OF ENGLISH TEACHING AND RESEARCH Jurnal Pengabdian Dharma Laksana Jurnal ABDINUS : Jurnal Pengabdian Nusantara Education and Linguistics Knowledge Journal (Edulink) Fonologi: Jurnal Ilmuan Bahasa dan Sastra Inggris Dedikasi: Jurnal Pengabdian Pendidikan dan Teknologi Masyarakat Journal of Humanities and Social Studies
Yunik Susanti
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Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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Journal : Journal of Humanities and Social Studies

 1 
ENGLISH TEACHERS’ INSIGHT OF WRITING TEACHING MODULE IN PHASE D AT “MERDEKA” CURRICULUM Yunik Susanti; Diani Nurhajati; Dewi Kencanawati; Rika Riwayatiningsih; Firda Anisa Sukmayani; Nike Aprilia
JOURNAL OF HUMANITIES AND SOCIAL STUDIES Vol. 1 No. 02 (2023): AUGUST 2023
Publisher : Media Inovasi Pendidikan dan Publikasi

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Abstract

The implementation of “Merdeka” curriculum continues to be carried out at all levels of education in Indonesia with the aim of improving teaching learning process. This policy certainly brings impacts and changes for teachers and stakeholders of Indonesian education. One of the changes is about planning the lesson. In this new curriculum, teachers need to have a lesson plan or teaching module to help direct the learning process to achieve learning outcomes that have been stated by the government. This case study aims to investigate teachers’ understanding toward the preparation of teaching module, especially English subject in phase D. Twenty-seven Junior High School English teachers in Kediri became the subjects of this study. The data were collected through a closed-ended questionnaire with five answer choice options submitted online through the Google Form application followed by a guided- interviews. The results showed that in general teachers had good understanding of Phase D English learning outcomes, components of teaching modules and their development, English learning approaches using the Genre Based Approach and its cycles and stages. However, some of teachers were uncertain about constructing of learning objectives, the selection of types and forms of assessment. It is recommended to the government and parties related to the development of teacher competencies in learning planning to provide training for the teachers about composing teaching objectives, form and types of assessment aspects so that teachers’ competence and teaching quality can be improved.    
DIFFERENTIATED TEACHING METHOD FROM THE STUDENTS ABILITY IN READING COMPREHENSION AT SMAN 4 KEDIRI Nila Nisaul Hasanah; Yunik Susanti; Diani Nurhajati
JOURNAL OF HUMANITIES AND SOCIAL STUDIES Vol. 1 No. 03 (2023): NOVEMBER 2023
Publisher : Media Inovasi Pendidikan dan Publikasi

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Abstract

The development of the times has provided changes in the world of education which are marked by changes in curriculum policies according to the needs of the times. In the 2022 the Ministry of Education and Culture issued a new curriculum called Merdeka Curriculum. One of the appropriate learning methods for Merdeka Curriculum is differentiated teaching method. Concern for students by paying attention to strengths and needs is the focus in differentiated teaching. The purpose of this research is to find out how the effect of differentiated teaching on students’ reading comprehension skills. In this study, researcher used a quantitative approach with research subjects in class X11 at SMAN 4 Kediri. The method used in this research is a one group pre-test post-test design. Researcher collected data through the scores of students’ pre-test post-test design. The results of the t test hypothesis test obtained t count > t table, namely 10,723 > 1,690, based on the hypothesis testing criteria then H0 is rejected. This shows that there is a significant effect of differentiated teaching on students’ reading comprehension. The researcher suggests to English teachers that using differentiated teaching through students’ abilities is more effective because this method is suitable for improving students’ reading comprehension skills.
Co-Authors Aji, Mahendra Puji Permana Dewi Kencanawati Diani Nurhajati Dwiki Ade Mulyantama Fabiola D Kurnia Firda Anisa Sukmayani Kenya Ariartha Khoiriyah Khoiriyah Mahendra Puji PA Nike Aprilia Nila Nisaul Hasanah Octavia Annike Putri Rika Riwayatiningsih Riwayatiningsih, Rika Sri Panca Setyawati Suharsono Suharsono Suhartono Suhartono Sulistyani - Sulistyani Sulistyani Suzana Meylita Rachmawati