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All Journal AKSIOLOGIYA : Jurnal Pengabdian Kepada Masyarakat SAGA: Journal of English Language Teaching and Applied Linguistics Journal of English Language Teaching and Learning (JETLE) Journal of English Language Teaching and Cultural Studies Kode : Jurnal Bahasa BERBAKTI: Jurnal Pengabdian Kepada Masyarakat Metathesis: Journal of English Language, Literature, and Teaching
Paulina Besty Fortinasari
Universitas Tidar
Arts Humanities Dentistry Education Languange, Linguistic, Communication & Media Social Sciences Other

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Pembiasaan Berpikir Kritis Menggunakan Teknik Storytelling untuk Menangkal Tindakan Bullying Rini Estiyowati Ikaningrum; Lilia Indriani; Paulina Besty Fortinasari; Liana Shinta Dewi; Winasti Rahma Diani
Kode : Jurnal Bahasa Vol 9, No 3 (2020): KODE
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (352.442 KB) | DOI: 10.24114/kjb.v9i3.19968

Abstract

Salah satu dampak perkembangan teknologi di kalangan siswa adalah maraknya tindakan bullying atau perundungan. Siswa seringkali kurang siap menghadapai dampak dari tindakan bullying yang bisa terjadi di dalam atau di luar sekolah. Bullying yang terjadi pada siswa mempunyai dampak yang buruk untuk perkembangan anak baik untuk pelaku dan korban bullying. Penelitian ini bertujuan untuk membiasakan siswa berpikir kritis untuk menangkal tindakan bullying melalui penggunaan storytelling. Peneliti menggunakan metode kualitatif untuk menguak fakta tentang maraknya bullying di kalangan siswa khususnya di tingkat Sekolah Dasar melalui observasi dan survey di 3 Sekolah Dasar di Wilayah Kabupaten Magelang. Hasil penelitian ini menunjukkan bahwa perlu dilakukan pembiasaan berpikir kritis sejak dini agar siswa mendapat pengetahuan untuk mengantisipasi bullying di dalam atau di luar lingkungan sekolah. Dengan demikian, siswa sekolah dasar diharapkan lebih bijak menanggapi berbagai informasi serta tidak takut menghadapi tindakan bullying. Kata kunci : bullying, berpikir kritis, storytelling
Whatsapp for Mathematics Education Students’ Activeness in Learning English for Mathematics: A Case Study Susanti Malasari; Paulina Besty Fortinasari
SAGA: Journal of English Language Teaching and Applied Linguistics Vol 4 No 1 (2023): February 2023
Publisher : English Language Education Department, Universitas Kristen Duta Wacana (UKDW), Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21460/saga.2023.41.138

Abstract

During the implementation of online learning in the new normal era, lecturers conducted the teaching and learning process by utilizing recent technology that could maximize the quality of the teaching and learning process. WhatsApp is one of the tools that is used as a teaching and learning medium in this new normal era. This is a case study that is aimed to explain whether the use of the WhatsApp application gave some effects on Mathematics Education students’ activeness in learning English for Mathematics. The participants of this research were the 4th semester Mathematics Education students’ who were studying English for Mathematics. The data from this study were obtained from observation and Focus Group Discussion. The findings revealed that the use of WhatsApp as an online learning medium affects students’ activeness in learning English for Mathematics in terms of speaking practice, students’ involvement, and students’ confidence.
The Challenges of EFL Learners in Higher Education to Participate the Online Presentations Dian Wahyu Saputri; Paulina Besty Fortinasari
Journal of English Language Teaching and Cultural Studies Vol 5, No 2 (2022): September 2022
Publisher : English Education Department, Postgraduate, Universitas Sultan Ageng Tirtayasa, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.48181/jelts.v5i2.15727

Abstract

Not only presenters but also participants can affect the process of online classroom presentations, including the discussion in question-and-answer sessions. Sometimes, several EFL learners who participate in online classroom presentations do not actively join the discussion by asking the presenters questions, suggestions, or objections. Various reasons may affect the issues, including the challenges the participants face. Therefore, this study aims to determine the challenges of EFL learners as participants during online classroom presentations. The participants were 23 sixth-semester students from English Department, Universitas Tidar. The researchers used descriptive qualitative methods and questionnaires as instruments to collect and analyze the data. The researchers found that 61% of the respondents often and sometimes joined the discussion, and 39,1% of the respondents rarely joined the discussion. The researchers conclude that many students actively join the discussion in question-and-answer sessions, but the number of students who did not actively join the discussion is relatively high. The reasons are the challenges faced by the EFL learners related to the low confidence, anxiety, and noise from the presenters and the participants during online classroom presentations. Based on the data, the students prefer using the chat box to the microphone to join the discussion.
Pelatihan Pembuatan Animasi Sebagai Alternatif Proyek Penguatan Profil Pelajar Pancasila Di Tingkat Sekolah Dasar Susanti Malasari; Paulina Besty Fortinasari
BERBAKTI : Jurnal Pengabdian Kepada Masyarakat Vol 1 No 2 (2023): BERBAKTI: Jurnal Pengabdian Kepada Masyarakat | September 2023
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30822/berbakti.v1i2.2557

Abstract

The implementation of the Pancasila values in students’ character is a challenge for teachers, due to the limited knowledge of technology and learning strategies. Animation can be used by teachers to facilitate students in creating their project-based learning which can help them to be students who internalize Pancasila values. In addition, animation is a place for teachers to explore and be creative in utilizing technology. This article discusses a training of creating animation for elementary school teachers and their perception towards the use of animation as a media of project-based learning. The stages of the training were observation, socialization, mentoring, and evaluation. The four stages were done in order to conduct the animation training activities for elementary school teachers. This training received a positive response from the participants which was marked by the participants' excitement and enthusiasm when creating animation projects. The results of this training will be used as learning media and as an alternative of students’ project-based work which is based on the demands of this modern era that is appropriate with students’ interests, students’ ways of learning, and students’ learning products.
Teachers’ Competence Among the Student Teachers: An Analysis of Self-Reflective Feedback in Microteaching Class Paulina Besty Fortinasari; Carolus Prima Ferri Karma; Dwi Winarsih
Metathesis: Journal of English Language, Literature, and Teaching Vol. 7 No. 1 (2023): Metathesis: Journal of English Language, Literature, and Teaching
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/metathesis.v7i1.386

Abstract

No one denies that currently teaching becomes more challenging. One of the ways to produce competent and qualified English teacher is by conducting microteaching class. Microteaching class is one of the prerequisites courses before the student teachers take the real teaching practice done in senior or junior high schools. This paper focuses on the self-reflective feedback done by the student teachers in microteaching class and how the student teachers respond to the application of self-reflective feedback in Microteaching Class. The data gathered from online reflection form, online questionnaire and interview showed that self-reflective feedback is helpful for the student teachers in assessing and analyzing their teaching performances. The student teachers also gave positive responses on the use of self-reflective feedback in the Reflective Microteaching Class. In addition, the student teachers need guidance from the lecturer in doing self-reflective feedback and therefore, their understanding and competencies in teaching are more developed.
Komik Digital dalam Mengenalkan Karakter Kebangsaan di Tingkat Sekolah Dasar Paulina Besty Fortinasari; Susanti Malasari
Aksiologiya: Jurnal Pengabdian Kepada Masyarakat Vol 7 No 4 (2023): November
Publisher : Universitas Muhammadiyah Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/aks.v7i4.15026

Abstract

Pengajaran nilai-nilai karakter kebangsaan di sekolah dasar semakin menantang. Guru tidak  bisa memantau secara langsung pembangunan karakter murid-muridnya karena sebagian besar aktivitas pembelajaran masih dilaksanakan secara daring atau dengan tatap muka terbatas. Komik digital merupakan salah satu media literasi modern yang menarik dan efisien untuk digunakan oleh guru dalam memperkenalkan nilai-nilai karakter kebangsaan. Artikel ini memaparkan pelaksanaan pelatihan pembuatan komik digital yang diikuti oleh 19 guru sekolah dasar. Kegiatan ini terbagi dalam empat tahapan, yakni observasi, sosialisasi, pendampingan dan evaluasi. Selama pelatihan, para peserta menunjukkan respon yang positif dan sangat antusias dari awal hingga akhir. Hasil pelatihan ini menunjukkan bahwa para guru dapat membuat komik digital yang dapat diimplementasikan untuk memperkenalkan, mengajarkan dan menanamkan nilai-nilai karakteristik kepada siswa sekolah dasar. Selain itu, para guru juga menemukan strategi-strategi pengajaran karakter kebangsaan di dalam maupun di luar pembelajaran, yang telah disesuaikan dengan karakteristik siswa sekolah dasar dan kondisi kegiatan pembelajaran selama pandemi berlangsung.
Identifying and addressing challenges in teaching English at SDN Mangunsari Nuno Heydie Ibrahim; Fauziah Diah Nuratika; Paulina Besty Fortinasari
Journal of English Language Teaching and Learning (JETLE) Vol 5, No 2 (2024): Journal of English Language Teaching and Learning (JETLE)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jetle.v5i2.25469

Abstract

English language teaching in primary schools provides an important basis for students’ language development. The development of English language skills in elementary school students is important. The primary goal of this study was to explore the challenges that teachers face when teaching English at SDN Mangunsari. The qualitative method was used in this study to identify and classify the specifics of challenges in teaching English. The researchers gather the data through a observation to identify and address challenges faced by teachers when teaching English at SDN Mangunsari. The collected data will be analyzed using the descriptive analysis method. The difficulties in teaching English at SDN Mangunsari include curriculum transitions, gaps generated by students of different ages within the same grade, and inconsistency caused by a lack of alignment between teaching and assessment. To overcome the challenges found at SDN Mangunsari when teaching English, transition English classes, cooperative learning, and consistent English teaching in all grades must be implemented. These strategies attempt to create a suitable learning environment and to make the English language topic more accessible at SDN Mangunsari.
Co-Authors Carolus Prima Ferri Karma Dian Wahyu Saputri Dwi Winarsih Fauziah Diah Nuratika Liana Shinta Dewi Lilia Indriani Malasari, Susanti - Nuno Heydie Ibrahim Rini Estiyowati Ikaningrum Winasti Rahma Diani