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The Implementation of Mind Mapping Strategy to Teach Writing in IELTS Preparation Class Pratiwi, Damar Isti; Faridi, Abdurrachman; Hartono, Rudi
Lembaran Ilmu Kependidikan Vol 45, No 1 (2016): Lembaran Ilmu Kependidikan: April 2016
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar

This study is aimed to investigate the implementation of mind mapping strategy to teach writing in IELTS preparation class. It was a descriptive qualitative study on 20 students of IELTS preparation classes. Those students were divided into 6 classes based on their level after taking IELTS placement test. There were 3 teachers who taught 2 classes each. The data were collected by using classroom observations, studentsâ questionnaire, teachersâ interview, and document analysis. The present study revealed four results. First, mind mapping strategy was implemented by grouping the visual data to find out main trends, large increase or decrease, consistent direction and the relationship between modes and percentages in task 1; whereas in task 2, it was implemented by building studentsâ critical thinking to list main ideas which later on give supporting details for each main idea. Second, the students enjoyed teaching learning process through mind mapping strategy which resulted in passing guarantee program of having score improvement minimum 1 point, improved their analysis of data, enlarged their knowledge in academic writing topic, built their critical thinking and managed time well. Third, the problems during the implementation of those two strategies were teachersâ schedule, studentsâ activities at school before joining IELTS preparation class, time management, repetition ideas and phrases, laziness and boredom, and also illegible hand writing. Fourth, the solutions were: managing teachersâ and studentsâ schedule well, doing the test in time as instructions, reading many articles related with IELTS writing to broaden studentsâ knowledge, giving free writing, and practicing more.

THE IMPLEMENTATION OF MIND MAPPING STRATEGY TO TEACH WRITING IN IELTS PREPARATION CLASS Pratiwi, Damar Isti; Hartono, Rudi
English Education Journal Vol 6 No 1 (2016)
Publisher : English Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar

This study is aimed to investigate the implementation of mind mapping strategy to teach writing in IELTS preparation class. It was a descriptive qualitative study on 20 students of IELTS preparation classes. Those students were divided into 6 classes based on their level after taking IELTS placement test. There were 3 teachers who taught 2 classes each. The data were collected by using classroom observations, studentsâ questionnaire, teachersâ interview, and document analysis. The present study revealed four results. First, mind mapping strategy was implemented by grouping the visual data to find out main trends, large increase or decrease, consistent direction and the relationship between modes and percentages in task 1; whereas in task 2, it was implemented by building studentsâ critical thinking to list main ideas which later on give supporting details for each main idea. Second, the students enjoyed teaching learning process through mind mapping strategy which resulted in passing guarantee program of having score improvement minimum 1 point, improved their analysis of data, enlarged their knowledge in academic writing topic, built their critical thinking and managed time well. Third, the problems during the implementation of those two strategies were teachersâ schedule, studentsâ activities at school before joining IELTS preparation class, time management, repetition ideas and phrases, laziness and boredom, and also illegible hand writing. Fourth, the solutions were: managing teachersâ and studentsâ schedule well, doing the test in time as instructions, reading many articles related with IELTS writing to broaden studentsâ knowledge, giving free writing, and practicing more..

The Implementation of Mind Mapping Strategy to Teach Writing in IELTS Preparation Class Pratiwi, Damar Isti; Faridi, Abdurrachman; Hartono, Rudi
Lembaran Ilmu Kependidikan Vol 45, No 1 (2016): April 2016
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lik.v45i1.7640

This study is aimed to investigate the implementation of mind mapping strategy to teach writing in IELTS preparation class. It was a descriptive qualitative study on 20 students of IELTS preparation classes. Those students were divided into 6 classes based on their level after taking IELTS placement test. There were 3 teachers who taught 2 classes each. The data were collected by using classroom observations, studentsâ€™ questionnaire, teachersâ€™ interview, and document analysis. The present study revealed four results. First, mind mapping strategy was implemented by grouping the visual data to find out main trends, large increase or decrease, consistent direction and the relationship between modes and percentages in task 1; whereas in task 2, it was implemented by building studentsâ€™ critical thinking to list main ideas which later on give supporting details for each main idea. Second, the students enjoyed teaching learning process through mind mapping strategy which resulted in passing guarantee program of having score improvement minimum 1 point, improved their analysis of data, enlarged their knowledge in academic writing topic, built their critical thinking and managed time well. Third, the problems during the implementation of those two strategies were teachersâ€™ schedule, studentsâ€™ activities at school before joining IELTS preparation class, time management, repetition ideas and phrases, laziness and boredom, and also illegible hand writing. Fourth, the solutions were: managing teachersâ€™ and studentsâ€™ schedule well, doing the test in time as instructions, reading many articles related with IELTS writing to broaden studentsâ€™ knowledge, giving free writing, and practicing more.

THE IMPLEMENTATION OF MIND MAPPING STRATEGY TO TEACH WRITING IN IELTS PREPARATION CLASS Pratiwi, Damar Isti; Hartono, Rudi
English Education Journal Vol 6 No 1 (2016)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar

This study is aimed to investigate the implementation of mind mapping strategy to teach writing in IELTS preparation class. It was a descriptive qualitative study on 20 students of IELTS preparation classes. Those students were divided into 6 classes based on their level after taking IELTS placement test. There were 3 teachers who taught 2 classes each. The data were collected by using classroom observations, studentsâ€™ questionnaire, teachersâ€™ interview, and document analysis. The present study revealed four results. First, mind mapping strategy was implemented by grouping the visual data to find out main trends, large increase or decrease, consistent direction and the relationship between modes and percentages in task 1; whereas in task 2, it was implemented by building studentsâ€™ critical thinking to list main ideas which later on give supporting details for each main idea. Second, the students enjoyed teaching learning process through mind mapping strategy which resulted in passing guarantee program of having score improvement minimum 1 point, improved their analysis of data, enlarged their knowledge in academic writing topic, built their critical thinking and managed time well. Third, the problems during the implementation of those two strategies were teachersâ€™ schedule, studentsâ€™ activities at school before joining IELTS preparation class, time management, repetition ideas and phrases, laziness and boredom, and also illegible hand writing. Fourth, the solutions were: managing teachersâ€™ and studentsâ€™ schedule well, doing the test in time as instructions, reading many articles related with IELTS writing to broaden studentsâ€™ knowledge, giving free writing, and practicing more..

Wisata Edukasi Perkeretaapian di Politeknik Perkeretaapian Indonesia Madiun Arifianto, Teguh; Pratiwi, Damar Isti; Feryando, Dara Aulia; Kurniawan, Muhammad Adib; Riyanta, Wawan
JPMPPI (Jurnal Pengabdian Masyarakat) Vol 1 No 1 (2021): April 2021
Publisher : Politeknik Perkeretaapian Indonesia Madiun

Politeknik Perkeretaapian Indonesia Madiun yang berlokasi di Jl. Tirta Raya Kec. Manguharjo Madiun Jawa Timur adalah tempat menyelenggarakan pendidikan vokasi dan diklat perkeretaapian. Selain itu, Politeknik Perkeretaapian Indonesia Madiun juga sebagai tempat penelitian dan pengabdian kepada masyarakat. Wisata edukasi perkeretaapian merupakan salah satu bentuk pengabdian kepada masyarakat Kegiatan wisata edukasi ini bertujuan untuk memberikan edukasi kepada peserta siswa TK (Tingkat Kanak-Kanak) maupun RA (Raudhatul Athfal) tentang perkeretaapian. Kegiatan dimulai dengan berkumpul di lapangan untuk mendengarkan arahan dan informasi dari panitia dan guru, edukasi tata cara pembelian tiket kereta api, melihat simulasi pengoperasian kereta api di laboratorium simulator, dan melihat sejarah perkembangan kereta api. Hasil dari kegiatan pengabdian masyarakat ini diharapkan peserta siswa TK dan RA dapat mengikuti dan memahami edukasi pada perkeretaapian dalam bentuk wisata di Politeknik Perkeretaapian Indonesia Madiun.

PERAN VIDEO BLOG SEBAGAI MEDIA PEMBELAJARAN DALAM MENINGKATKAN HASIL BELAJAR BAHASA INGGRIS Agyztia Premana; Ubaedillah Ubaedillah; Damar Isti Pratiwi
Jurnal Teknologi Pendidikan (JTP) Vol 14, No 2 (2021): Oktober - Jurnal Teknologi Pendidikan
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jtp.v14i2.24113

Abstrak:Video blog adalah satu video berisi mengenai opini, cerita atau kegiatan harian yangbiasanya dibuat tertulis pada blog, bahkan video blog pada awalnya menjadi sarana untukmengekspresikan diri dan pendapat kepada publik. Namun, lama-kelamaan, hasil yangada akhirnya, beberapa Vlogger mengekspresikan dirinya terlalu ‘bebas’ dan cenderungsecara ‘negatif’ sehingga muncul tren seperti penggunaan kata kasar atau makian dalamvideo dan tren gaya hidup berbudaya barat yang bebas. Maraknya Video blog di media sosialmenjadi tontonan rutin para anak muda.Kata Kunci: media pembelajaran, video blog, bahasa inggris. Abstract: A video blog is a video that includes thoughts, stories, or everyday events that are usually published on a blog; video blogs, too, started as a way for people to express themselves and their opinions to the public. However, as a result of this, some Vloggers become too 'free' and 'negative,' resulting in phenomena like the use of harsh words or curses in videos and the trend of a free Western cultured lifestyle. For young people, the emergence of video blogs on social media has become a daily viewing experience. Keywords: learning media, video blog, english language.

Multiple E-Learning technologies on practicing TOEFL structure and written expression Damar Isti Pratiwi; Dadang Sanjaya Atmaja; Henry Widya Prasetya
JEES (Journal of English Educators Society) Vol 6 No 1 (2021): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v6i1.1194

The present study investigates how to implement multiple e-learning technologies on practicing TOEFL PBT Section 2, Structure and Written Expression, and its effectiveness. It is a case study at Indonesian Railway Polytechnic. The participants were 48 students of the Railway Mechanical Technology program observed during eight online TOEFL practising classes. The data were collected using observation note to describe the implementation of e-learning technologies, comparing each score to determine the effectiveness of the technologies and a questionnaire to identify students’ feedback. The findings identified how to implement multiple e-learning technologies on practicing TOEFL PBT Section 2 in which effective to increase students’ TOEFL score; those technologies were regarded as interesting media on practicing TOEFL structure and written expression and received more positive feedbacks than the drawback from the students of Railway Mechanical Technology program. These imply that implementing multiple e-learning technologies on practicing TOEFL structure and written expression enhances students’ learning outcomes. HIGHLIGHTS: Multiple e-learning technologies enhance students’ learning outcomes in TOEFL PBT Section 2, structure and written expression. Quizizz, Kahoot!, Socrative, and Google Forms are interesting media on practicing TOEFL Structure and Written Expression. The fourth e-learning technologies receive more positive feedbacks than the drawback from the students in on practicing TOEFL PBT section 2.

Utilization of Information Technology during the Covid-19 pandemic: Student's Perception of Online Lectures Ubaedillah Ubaedillah; Damar Isti Pratiwi
EDUKATIF : JURNAL ILMU PENDIDIKAN Vol 3, No 2 (2021): April Pages 250-630
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/edukatif.v3i2.320

The Covid-19 pandemic has a significant impact on higher education in Indonesia, including Muhadi Setiabudi University. Implementing the physical distancing policy then becomes the basis for implementing online lectures by utilizing information technology. This research was conducted to determine students' perceptions of using information technology in online learning at Muhadi Setiabudi University during the Covid-19 pandemic. The sample used in this study were all students of the University of Muhadi Setiabudi second semester and fourth semester of the Primary School Teacher Education Study Program, totalling 145 students. Which then uses Semi-structured Interviews as an instrument in the form of interviews with 20 students. The most widely used media in online lectures at Muhadi Setiabudi University are Google Classroom and WhatsApp group because this application is effortless to use. However, based on the survey results, it turns out that the implementation of online lectures has triggered Indonesian education's digital transformation. Various discourses, endorsing policies, and socialization regarding education in era 4.0 had previously failed. Covid-19, on the other hand, has had a significant effect on the digital transformation of education towards the generation of education 4.0.

Analisis Tata Kelola Perguruan Tinggi Vokasi dan Indeks Kepuasan Siswa pada Politeknik Perkeretaapian Indonesia Madiun Damar Isti Pratiwi; Septiana Widi Astuti; Armyta Puspitasari; Ainun Fikria
EDUKATIF : JURNAL ILMU PENDIDIKAN Vol 3, No 6 (2021): December Pages 3500-5500
Publisher : Universitas Pahlawan Tuanku Tambusai

Pengembangan sumber daya manusia yang utuh dapat dilakukan secara dinamis dan berkelanjutan melalui perguruan tinggi vokasi yang menekankan kompetensi dan keahlian praktikal yang dapat diterima di dunia kerja. Untuk itu diperlukan tata kelola perguruan tinggi vokasi yang efektif dan efisien sehingga dapat menghasilkan lulusan yang profesional, berkualitas dan memiliki daya saing di tingkat lokal dan global. Metode yang digunakan dalam penelitian ini adalah studi kasus dengan analisis kualitatif dan kuantitatif. Hasil analisis kualitatif menunjukkan bahwa serangkain standard yang telah ditetapkan Pemerintah melalui Badan Akreditasi Nasional Perguruan Tinggi perlu dipenuhi dengan menerapkan langkah-langkah manajemen strategi untuk meningkatkan kualitas pendidikan. Perubahan yang dinamis dan fleksibel harus terus menerus dilakukan untuk menjawab tantangan perubahan dunia dengan adanya kemajuan teknologi, revolusi industri 4.0. dan learning 5.0. Pada analisis kuantitatif, indeks kepuasaan siswa menunjukkan kecenderungan positif terhadap tata kelola Perguruan Tinggi yang meningkat. Implikasi dari peningkatan layanan pendidikan dan kompetensi lulusan diharapkan dapat memenuhi kebutuhan stakeholders dan mendukung perekonomian Indonesia

An Exploratory Study of English Teachers: The Use of Social Media for Teaching English on Distance Learning Ubaedillah Ubaedillah; Damar Isti Pratiwi; S. Thoriqul Huda; Dwi Agung Kurniawan
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 5, No 2 (2021): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v5i2.753

This study was conducted to determine how English teachers used social media to teach English. An exploratory study was used in this study to look into a detailed and in-depth analysis of the use of social media in English language learning by Cirebon junior high school teachers. This study used purposive sampling from 43 English teachers at Cirebon junior high schools. Ten teachers (five male and five female) have been chosen. In about 20 to 30 minutes, each participant was asked the questions. The researcher recorded all of the conversations during the interview session as part of the data collection process. Whatsapp, Facebook, Instagram, Tiktok, and YouTube are the most popular social media platforms with strong categorized. Whatsapp has a higher presentation value than other social media types. There were five themes identified as a result of the interview session of the teacher's perceptions of social media used on distance Learning; 1) Kinds of social media, 2) Activities, 3) Motivation, 4) Improving students English language skills, and 5) Effectiveness.

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