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FOSTERING LANGUAGE LEARNER AUTONOMY: INDONESIAN EFL LECTURERS VOICES Endang Darsih
English Review: Journal of English Education Vol 7, No 1 (2018)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v7i1.1495

Abstract

Studies reported that education in Indonesia has not been promoting learner autonomy as the main goal of the learning process. In fact, it could be one of the solutions to improve the quality of Indonesian students and a key goal for tertiary English learning. This explorative study was conducted to find out lecturer’s beliefs about learner autonomy and the activities done by the lecturers to foster learner autonomy. Seventeen lecturers from English Education Study Program were voluntarily investigated and interviewed. Questionnaires about Teachers' Beliefs about Learner Autonomy compiled by Borg and Al-Busaidi (2012) were also employed in this study. The study revealed that majority of students were assessed to be not autonomous yet and there were various efforts and activities done by the lecturers to improve learner autonomy, such as providing a project based assignment, recommending a specific web and English mobile applications to assist their learning, keep motivating the students, fostering reading habit, involving students to select materials, and applying various teaching methodology.Keywords: learner autonomy; teacher’s beliefs; fostering learner autonomy; EFL; tertiary education.
MOBILE ASSISTED LANGUAGE LEARNING: EFL LEARNERS’ PERCEPTIONS TOWARD THE USE OF MOBILE APPLICATIONS IN LEARNING ENGLISH Endang Darsih; Nida Amalia Asikin
English Review: Journal of English Education Vol 8, No 2 (2020)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v8i2.2999

Abstract

Although extensive research has been carried out on the positive effect of Mobile Assisted Language Learning (MALL) for students’ learning, there have been few studies concerning on university students’ perceptions toward the use of MALL in learning English. The study was undertaken to examine university students’ perceptions toward MALL specifically the use of mobile application in learning English. The participants of this study were ninety six students (68 females and 28 males). Data collection instruments used in this study were questionnaire and semi-structured interview. It reported that all participants apply MALL by downloading and using English mobile applications to help their learning. Six mobile applications which are often used by all participants were Kamusku, Google Translate, Elsa Speak, Youtube, Zoom and Google Meet. The results of the questionnaires also showed that their perceptions toward the use of MALL was that MALL, in this case the English mobile application was considered to be useful and helped their learning, besides it was overall easy to use.
INDONESIAN EFL TEACHERS’ PERCEPTION ON THE IMPLEMENTATION OF 2013 ENGLISH CURRICULUM Endang Darsih
English Review: Journal of English Education Vol 2, No 2 (2014)
Publisher : University of Kuningan

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Abstract

Abstract: Since 2014-2015 academic year, the Ministry of Education and Culture of Republic of Indonesia finally decided to implement the 2013 Curriculum. Restoring character education and improving students’ creative thinking are the main reasons of the new curriculum development. This study employed teachers’ understanding and perception on the implementation of 2013 English Curriculum and identified problems encountered by the teachers in implementing the 2013 English curriculum. Through qualitative design, the study was conducted at one of vocational high schools in Kuningan, West Java. This study reveals that the teacher’s understanding toward 2013 curriculum is quite close to the basic principles of the curriculum and most of  teachers claim that the new curriculum cannot be easily implemented at the moment since they find several problems in implementing 2013 English curriculum. They got difficulties in applying new learning revolution, developing assessment rubrics and the shortage of English duration at school will not ensure to improve students’ competence. It also recommended that the teachers should put more efforts on applying the 2013 curriculum in the teaching and learning process by joining any training, workshop and improve their creativity and adapt to the advance of knowledge and technology.Keywords: 2013 English Curriculum, teachers’ understanding, teachers’ perception
LEARNER-CENTERED TEACHING: WHAT MAKES IT EFFECTIVE Endang Darsih
Indonesian EFL Journal Vol 4, No 1 (2018)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v4i1.796

Abstract

Learner-centered teaching is a teaching approach that is increasingly being encouraged in education. In Indonesia, learner-centered teaching has been an obligation for teachers to be implemented since the government decided to try out the new designed curriculum, the 2013 curriculum. However, it is not always effective since teachers are lack of creativity, lack of responsibility and knowledge. Therefore, this study was sought to find out teacher’s efforts and their roles in implementing learner-centered teaching effectively. The study involving two English teachers revealed that several efforts done by teachers in learner-centered teaching are; 1) let the students do the hard messy work of learning because they are not passive recipients of knowledge, 2) give autonomy and responsibility to students for material they learn and their own learning in general, 3) use highly engaging core content that meets the needs of the students, 4) give feedback to help students to improve, and 4) utilize multiple teaching techniques appropriate for student learning goals. Several roles of teachers in learner-centered teaching are as guides, facilitator and coaches. Teachers also play important roles in creating an environment that fosters students’ learning, accommodates different learning styles, and motivates students to accept responsibility for learning.Keywords: Learner-centered teaching, teaching approach, teachers’ efforts roles
PKM Karang Taruna Nusa Persada Desa Kalimanggiswetan dalam Mendirikan Taman Baca Endang Darsih; Agie Hanggara; Nida Amalia Asikin
Empowerment : Jurnal Pengabdian Masyarakat Vol 5, No 03 (2022): Empowerment
Publisher : Program Studi Ilmu Hukum Fakultas Hukum Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/empowerment.v5i03.6664

Abstract

The problem behind this community service is related to the low interest in reading for school-age children and inactive Nusa Persada youth organization in Kalimanggiswetan village. Therefore, the solution offered to solve this problem is by establishing a Taman Baca directly and coaching youth groups in managing the Taman Baca. This Taman Baca was established in Pahing hamlet, precisely at the Village Hall, Kalimanggiswetan. Pahing Hamlet was chosen as Taman Baca location due to a relatively high population of children. In addition, Pahing Hamlet, which is also the Karang Taruna basecamp, has a very strategic location and is easy to reach by the children of the Kalimanggiswetan village. Several series of activities in this service include outreach to community members and schools, exposure and counseling about the importance of Taman Baca by several lecturers, coordination with the Village Government and Youth Organizations in preparing a place for Taman Baca, providing reading materials, equipment and supplies for Taman Baca, carrying out teaching and assistance activities for children that focus on improving literacy both cultural and digital literacy. Regarding the evaluation, the Village Head is also involved to encourage the success of the establishment of Taman Baca and to monitor the success of the program and monitor the sustainability of this Taman Baca.
Analysis of students’ inhibitions in speaking skill Disa Afifah; Nani Ronsani Thamrin; Endang Darsih
Indonesian Journal of Learning and Instruction Vol 3, No 2 (2020)
Publisher : Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ijli.v3i2.3679

Abstract

This paper discusses the phenomenon of students’ inhibitions in speaking skill in Senior High School 2 Kuningan and the solutions. The data which were collected from observation, and interview were analyzed qualitatively. The research participants were 35 students of XI IPS 3 of Senior High School 2 Kuningan. It was found that 5 of 35 students (14.29%) had high score of inhibitions signs ( 60%). As a result, it was found that students’ inhibitions in speaking skill were influenced by internal (low cognitive aspects, and psychological aspects) and external factors (teacher’s role in speaking classroom, classroom atmosphere, and English as foreign language). In order to reduce the inhibitions, the teacher should speak more slowly, create a friendly atmosphere, improve speaking practices, and give appropriate feedback, while the students can explore vocabulary, and ask to a friend whose speaking is better. It is suggested for further researchers to investigate other inhibitions of students speaking skill and the solutions or conduct similar research with different framework.
"Ngobrol dengan Bule" Sebagai Upaya Peningkatan Kosakata Bahasa Inggris di Taman Baca Desa Kalimanggiswetan Endang Darsih
Pekodimas : Jurnal Pengabdian Kepada Masyarakat Vol 3, No 1 (2023): Pekodimas: Jurnal Pengabdian kepada Masyarakat
Publisher : Universitas Pamulang

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Abstract

Kegiatan pengabdian kepada masyarakat yang dilakukan di Taman Baca Nusa Persada desa Kalimanggiswetan ini berfokus pada peningkatan motivasi anak-anak dalam belajar Bahasa Inggris sehingga diharapkan dapat memberikan dampak pada peningkatan kosakata bahasa Inggris mereka. Hal ini dilatar belakangi oleh rendahnya motivasi anak-anak usia sekolah dari jenjang Sekolah Dasar sampai Sekolah Menengah Atas yang masih menganggap mata pelajaran Bahasa Inggris adalah mata pelajaran yang sulit. Beberapa alasan diperoleh dari siswa-siswi secara acak diantaranya adalah metode pembelajaran Bahasa Inggris yang masih berfokus pada guru, berfokus pada teksbook dan tata bahasa, kurangnya variasi metode, strategi dan teknik pembelajaran bahasa Inggris yang mampu meningkatkan motivasi mereka belajar Bahasa Inggris, serta minimnya praktek penggunaan bahasa Inggris secara langsung. Oleh karena itu, tidak heran jika banyak sekali siswa-siswi pada jenjang SD, SMP dan SMA masih kewalahan dalam memahami bahasa Inggris apalagi ketika diminta berbicara Bahasa Inggris, padahal salah satu keterampilan yang sangat diperlukan pada abad 21 ini adalah komunikasi, dan komunikasi berbahasa Inggris akan sangat bermanfaat bagi siswa-siswi untuk mempersiapkan masa depan yang lebih cerah lagi. Berdasarkan permasalahan ini, solusi yang ditawarkan adalah dengan mengundang seorang bule Eropa tepatnya bule Serbia yang juga seorang youtuber populer  yang bagus bahasa Inggris dan bahasa Indonesianya. Hal ini diharapkan dapat menumbuhkan motivasi belajar Bahasa Inggris serta memberikan pengalaman belajar yang berbeda dengan apa yang dialami di sekolah. Dengan bertempat di taman baca Nusa Persada, Desa Kalimanggiswetan dan mengangkat tema ‘Ngobrol dengan Bule’, kegiatan pengabdian ini menawarkan beberapa kegiatan kreatif terkait pembelajaran bahasa Inggris serta peningkatan wawasan kebudayaan terkait negara bule tersebut.
EXPLORING THE INTEGRATION OF TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) IN ONLINE TEACHING AMONG EFL LECTURERS Endang Darsih; Vina Agustiana; Wulan Rahmatunisa
English Review: Journal of English Education Vol 11, No 2 (2023)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v11i2.7570

Abstract

This study is conducted based on the consideration of the importance of technology literacy for lecturers in online teaching. The purpose of this study was to find out the TPACK (Technological Pedagogical Content Knowledge) overview of English lecturers in online teaching. In particular, this study analyzed the level of TPACK along with the TPACK forming components of 3 English lecturers. This research applied a mixed method by implementing a concurrent embedded design. This study was conducted at Kuningan University by involving 3 lecturers who teach General English subject in Faculty of Teacher Training and Education, Kuningan University. Since TPACK is knowledge that integrates three basic knowledge; content knowledge (CK), pedagogical knowledge (PK) and technological knowledge (TK), so in collecting data, there are 3 instruments that were used, namely self-report questionnaires, performance assessments and observations. With regard to the TPACK level of English language education lecturers, the results of the analysis show that all of the English lecturers are described as adequate and high in most of the domains concerned in this study such as CK, PCK, TCK, TPK, and TPACK. However, they describe themselves as high in two domains; Technological Knowledge (TK), and Pedagogical Knowledge (PK). This is in line with the results of lesson plans analysis and observation of lecturers’ real teaching which refers to a high level of technology integration.
EFL Learners’ Comprehension of Extensive Reading Based on Higher Order Thinking Skills. Trisha Fitri Pramaysella; Nani Ronsani Thamrin; Endang Darsih
Journey: Journal of English Language and Pedagogy Vol 6 No 2 (2023): Journey: Journal of English Language and Pedagogy
Publisher : IKIP Budi Utomo Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v6i2.3187

Abstract

This study, conducted at a private university in Kuningan, West Java, aimed to understand the comprehension of learners based on Higher Order Thinking Skills (HOTS) in Extensive Reading classes as well as to identify the reasons why some students find it challenging to understand reading based on HOTS in these classes. The three steps of the HOTS definition by Anderson and Krathwohl (2001) were analysis (C4), evaluation (C5), and creation (C6). The research is descriptive-qualitative, and the methods for gathering data include interviewing and observation. Second-semester students at a private university in Kuningan, West Java, served as the study's subjects. The observation's findings showed that the majority of second-semester students were capable of analyzing the information (Analyzing, C4), evaluating the text's main ideas (Evaluating, C5), and coming up with new ideas to use in other situations (Creating, C6), whether outside of the classroom or on other occasions. Moreover, based on the results of interviews with 10 students in the classroom, there were 5 main factors that affect the students’ reading comprehension based on HOTS which were: lack of vocabulary, lack of focus, lack of time, not having basic knowledge and not interesting in reading.
ADAPTING ENGLISH INSTRUCTION: AN ANALYSIS OF NON-EFL STUDENTS’ LEARNING NEEDS Vina Agustiana; Wulan Rahmatunisa; Endang Darsih
Indonesian EFL Journal Vol 9, No 2 (2023)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v9i2.8726

Abstract

This study aimed to conduct a need analysis to examine the non-EFL students’ needs of English subject in university. This needs analysis covers English in general and in particular needed by the students. A quantitative research method was followed in the present study. Data was collected by using questionnaires. The items in the questionnaires addressed various issues; in other words, the emphasis was determining students’ lacks, wants and necessity on English subject. All new non-EFL undergraduate students at Kuningan University in academic year 2021/2022 involved in this study. They are from five different faculties; Faculty of Economy, Faculty of Teacher Training and Education, Faculty of Computer, Faculty of Law and Faculty of Forestry. Based on the results of questionnaires filled out by 421 students, it is known that, first, in relation to students’ lack on English subject, this study focuses on the competence of language skills and students' difficulties in mastering the four English skills. Most students assessed their English language skills competence at moderate level. Listening and speaking skills are assessed as the first priority followed by writing and reading skills. However, the research findings also show that speaking skills seem to be the most difficult skills for them apart from weak grammar and low vocabulary mastery. Second, related to the students’ wants on English subject, the preferred language skills are reading followed by speaking, listening and writing. Third, related to necessity on English subject, learning activities that students need to function effectively is to combine English and Indonesian as a medium in delivering material. Most students also think that learning English is better in large groups under the supervision of lecturers. Furthermore, feedback, revision, and reflection are very important aspects for developing the ability to self-regulate learning. Therefore, students prefer to be corrected immediately by the lecturer when they make mistakes. To achieve learning effectiveness, students also expect the integration of a variety of activities and the development of learning materials.