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All Journal Journal of English Language Teaching and Literature Jurnal Abdi: Media Pengabdian Kepada Masyarakat J-REaLL Jurnal Pendidikan Progresif Jurnal Abdi Masyarakat Ndrumi : Jurnal Ilmu Pendidikan dan Humaniora
Ririn Pusparini
Universitas Negeri Surabaya
Agriculture, Biological Sciences & Forestry Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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Pelatihan penggunaan media pembelajaran online bagi guru smp surabaya Ririn Pusparini; Nur Fauzia; Arik Susanti; Anis Trisusana; Diana Budi Darma; Fithriyah Inda Nur Abida; Sueb
Jurnal Abdi Masyarakat Vol. 2 No. 1 (2022): Februari
Publisher : Institut Pariwisata dan Bisnis Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (588.94 KB) | DOI: 10.22334/jam.v2i1.21

Abstract

Organisasi Kesehatan Dunia (WHO) telah menetapkan Corona Virus Disease 2019 menjadi Pandemi Internasional. Negara Indonesia sendiri dalam keppres no nomor 11 tahun 2020 menetapkan Kedaruratan Kesehatan Masyarakat Corana VirusDisease 2019 (COVID-l9) di lndonesia yang wajib dilakukan upaya penanggulangan sesuai dengan ketemtuan peraturan perundang-undangan. Dalam rangka membantu pemerintah menanggulangi COVID 19 ini. Salah satu bentuk bantuan Unesa adalah melalui penyelenggaraan Pengabdian Kepada Masyarakat Penugasan COVID 19 yang berfokus pada penanganan covid 19, seperti mengembangkan pembelajaran online pada sekolah. Oleh karena itu, kegiatan Pengabdian Kepada Masyarakat ini bertujuan untuk membantu MGMP Bahasa Inggris terutama di Kota Surabaya dengan cara meningkatkan pengajaran dengan adanya workshop media online sehingga diharapkan mampu mendukung himbauan pemerintah untuk melakukan social dan physical distancing agar penyebaran Covid 19 bisa dikendalikan. Pendekatan yang digunakan dalam penyelesaikan masalah adalah pendekatan task-based dan model learn and practice. Peserta pelatihan adalah guru SMP dari beberapa sekolah di Surabaya yangtelah ditunjuk oleh pembina dan ketua MGMP Surabaya. Dalam hal ini, guru akan mendapatkan materi yang langsung akan diikuti dengan workshop desain penyusunan pembelajaran kolaborasi dengan memanfaatkan aplikasi digital. Pelatihan media online dimana guru-guru mempraktikkan secara langsung penggunaan media pembelajaran dengan beberapa aplikasinya mampu menumbuhkan kolaborasi siswa dan ketertarikan terhadap mata pelajaran Bahasa Inggris selama proses pembelajaran berlangsung secara daring. Melalui media online guru dapat memonitor pembelajaran, melakukan assessment, dan melakukan transfer ilmu sehingga proses belajar mengajar tetap dapat berjalan secara maksimal.
A reflective study on Indonesian English teacher's expectation from teacher forum for professional development Sueb Sueb; Ririn Pusparini; Anis Trisusana; Esti Kurniasih; Nur Chakim
Journal of Research on English and Language Learning (J-REaLL) Vol. 1 No. 1 (2020): Journal of Research on English and Language Learning (J-REaLL)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/j-reall.v1i1.6116

Abstract

Teacher professional development is an ongoing process. Standing on the frontline in implementing educational policies, teachers are encouraged to actualize both theoretically, policies, and practices. One way to improve the professionalism of a teacher is reflection through an academic forum so as to enrich the inquiry obtained in order to improve individual professionalism. This is an ongoing research involving English teachers in East Java members of the ELT Best Practices academic forum. The goal is to elaborate two basic things, namely the motivation of teachers in their involvement in academic forums and how academic forums can help them in conducting self-reflection in order to increase professionalism. Almost all teachers say that increasing professionalism as an English teacher is the main motivation. In detail, several aspects that are the focus of improvement are language skills, teaching techniques, the renewal of language teaching theories, and increasing networking among English teacher professions. With diverse backgrounds ranging from English teachers in middle and high school (or similar), the academic forum is considered important to help the teachers upgrade their knowledge and professionalism.
PROMOTING THE JUNIOR HIGH SCHOOL STUDENTS’ VOCABULARY KNOWLEDGE THROUGH SEMANTIC MAPPING STRATEGY IN WRITING SKILL Katarina Alviani Mbaki; Ririn Pusparini
Journal of English Language Teaching and Literature (JELTL) Vol 6 No 2 (2023): Journal of English Language Teaching and Literature (JELTL)
Publisher : FKIP, Universitas Banten Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47080/jeltl.v6i2.2792

Abstract

The study investigated how teacher encouraged junior high school student’s vocabulary knowledge by using semantic maps on writing skills and examined what vocabulary knowledge could be promoted by semantic mapping through students' report text writing. This study used a qualitative method, with the research participants being 35 students of SMPN 28 Surabaya consisting of 17 boys and 18 girls. The instruments used in this study were field notes and students’ report text writing. Field note was used to find out how the teacher implemented semantic mapping to encourage students' vocabulary knowledge in writing skill. At the same time, Student writing was used to answer how students' vocabulary knowledge is in the report text and what vocabulary knowledge was promoted by semantic mapping. The outcome of this study showed that the teacher implemented semantic mapping through several stages, such as introducing brainstorming, categorizing, personalizing, and writing. Furthermore, semantic mapping engaged students' attention to always focus on the learning process, assisted them to prepare ideas and information before writing a report text, explored and connected their vocabulary knowledge to the topic. In addition, based on the results of student report text analysis, which was done in groups, semantic mapping helped them to encourage vocabulary knowledge, classified vocabulary according to its categories and facilitated students to use vocabulary according to the context in the report text. Semantic mapping encouraged three students' vocabulary knowledge: word recognition, word grouping, and word context. By having good vocabulary knowledge, students could produce appropriate report text writing.
STUDENTS’ PERCEPTION TOWARDS THE ROLE OF ICE BREAKING ACTIVITIES IN LEARNING ENGLISH AT SENIOR HIGH SCHOOL Naila Al Ghifarah; Ririn Pusparini
Journal of English Language Teaching and Literature (JELTL) Vol 6 No 2 (2023): Journal of English Language Teaching and Literature (JELTL)
Publisher : FKIP, Universitas Banten Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47080/jeltl.v6i2.2793

Abstract

One of many factors that can influence students' feelings while learning English is a teacher's method or style of instruction that is not precise or monotonous. A fun and attractive learning environment can help students focus better and become more motivated to learn. Applying learning strategies suitable to students' conditions is one solution for increasing students'' motivation. For instance, the "ice-breaking" activity. Moreover, this research uses a qualitative approach to achieve the purposes of the research. The participants of this study were 30 students in a particular Islamic senior high school in Sidoarjo. This study used questionnaire, interview, and observation as research instruments. The study's findings indicate that students have a positive perception towards the role of ice breaking activities in learning English at senior high school. Ice-breaking is an effective strategy for increasing student motivation. Moreover, it has the potential to encourage students to learn. So that the classroom atmosphere becomes enjoyable and students' understanding of the subject matter improves.
Pendampingan Model Paikem Gembrot Dalam Pengembangan Materi Bahasa Inggris Di Igra Gresik Henny Dwi Iswati; Fahri Fahri; Yuri Lolita; Ririn Pusparini; Esti Kurniasih; Oikurema Purwati
Jurnal ABDI: Media Pengabdian Kepada Masyarakat Vol. 9 No. 1 (2023): JURNAL ABDI : Media Pengabdian Kepada masyarakat
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/abdi.v9i1.24874

Abstract

Pendidikan Bahasa Inggris memegang peranan yang sangat penting dalam kurikulum pendidikan di IGRA Gresik. Namun, selama proses pengajaran dan pembelajaran yang telah berlangsung, terdapat tantangan-tantangan yang dihadapi oleh para guru TK. Beberapa di antara mereka masih menghadapi kesulitan dalam menciptakan pengalaman belajar yang melibatkan siswa secara aktif, inovatif, kreatif, efektif, dan menyenangkan. Selain itu, ada kebutuhan yang perlu diatasi untuk meningkatkan kualitas pembelajaran Bahasa Inggris di dalam kelas. Oleh karena itu, pendampingan pengembangan materi pengenalan Bahasa Inggris di IGRA Gresik diperlukan. Pendampingan ini bertujuan untuk mendorong penggunaan model pembelajaran aktif, inovatif, kreatif, efektif, dan menyenangkan serta gembira dan berbobot (Paikem Gembrot). Melalui pelatihan workshop tatap muka, fasilitator melakukan pendampingan dalam mengembangkan materi pengenalan bahasa Inggris berbasis Paikem Gembrot. Pada akhir pelatihan, guru-guru mempresentasikan dan mendemonstrasikan hasil pengembangan materi yang telah mereka buat. Pendampingan ini diharapkan dapat memberikan dorongan kepada guru untuk menggunakan model pembelajaran Paikem Gembrot ini. Dengan demikian, kualitas pembelajaran bahasa Inggris di IGRA Gresik dapat ditingkatkan, sementara semangat belajar siswa pun akan meningkat. Kata kunci: Model Paikem Gembrot, Guru TK, Materi Bahasa Inggris dasar
MENUMBUHKAN KREATIVITAS MAHASISWA MELALUI INTEGRASI TEKNOLOGI DALAM TASK BASED LANGUAGE TEACHING UNTUK MAHASISWA PENDIDIKAN BAHASA INGGRIS Arik Susanti; Anis Trisusana; Ririn Pusparini; Esti Kurniasih
Ndrumi : Jurnal Ilmu Pendidikan dan Humaniora Vol 5 No 1 (2022): Ndrumi : Jurnal Ilmu Pendidikan dan Humaniora
Publisher : LPPM Universitas Nias Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57094/ndrumi.v5i1.515

Abstract

Student creativity is needed in 21st century learning. When students have creative thinking skills, they can create new things that are innovative or creative. For this reason, this study aims to foster creative thinking skills for English students by using the Task-Based Language Teaching (TBLT)method that is integrated with technology in online learning and describes the results of student creativity. This study is a class study with participants are students majoring in English Education which amounts to 29. The research instrument is an observation and test sheet. Hasil research shows that the TBLT stage has been carried out well in learning by lecturers and students. This can be seen in the activities ofmahasiswa when they are able to develop English teaching materials, which starts from choosing KD and making a good GPA. In addition, analyze predetermined books and eventually they can create the development of the selected material using wakelet.com, as well as presenting synchronously (through zoom sessions and asynchronously (via wakalet). In addition, the results of the paired sample t-test analysis showed that the T-value was 0.000 and there was a significant increase in student creativity in the application of TBLT integrated with technology in the learning of Developing EFL Materials courses. It is concluded that to foster student creativity, methods are needed that can make the learning process more comfortable and interesting for students.
Classroom Language: Preparing the Pre-Service Teachers for Successful Classroom Interactions Ririn Pusparini; Esti Kurniasih
Jurnal Pendidikan Progresif Vol 13, No 2 (2023): Jurnal Pendidikan Progresif
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Lampung

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

Abstract

Abstract: Classroom Language: Preparing the Pre-Service Teachers for Successful Classroom Interactions. Objective: This study aims to investigate how pre-service teachers (PSTs) employ classroom language for Opening, Running, and Closing the Lesson in the classroom. Methods: A qualitative method was applied where the data were gathered through questionnaire sheets and an observation checklist. Thirty students in the second year of the English Education Study Program in Surabaya, Indonesia, participated in this study. Findings: The findings reveal that PSTs have applied classroom languages appropriately and successfully for eight components of basic teaching skills. Nevertheless, three components that do not vary are the language expressions attributed to opening the lesson for checking attendance, varying stimuli for setting and cleaning up teaching media, and organizing the small group discussion. Conclusion: The findings can be valuable input for the teacher of an education program to be more concerned with the teacher candidates language variations to prepare them for successful classroom interactions.Keywords: classroom language, pre-service teachers, classroom interactionsAbstrak: Bahasa Kelas: Mempersiapkan Calon Guru untuk Keberhasilan Interaksi Kelas. Tujuan: Penelitian ini bertujuan untuk menginvestigasi bagaimana mahasiswa calon guru menerapkan bahasa kelas (classroom language) untuk membuka, melaksanakan, dan menutup pembelajaran dalam kelas. Metode: Metode kualitatif diterapkan dimana data dikumpulkan melalui lembar kuesioner dan observasi kelas. Tiga puluh siswa di tahun kedua dari program studi pendidikan bahasa Inggris di Surabaya, Indonesia, berpartisipasi dalam penelitian ini. Temuan: Hasil penelitian menunjukkan bahwa partisipan telah menerapkan bahasa kelas dengan tepat dan sukses untuk enam komponen dari ketrampilan dasar mengajar. Namun, tiga komponen yang terkait ungkapan bahasa yang tidak partisipan variasikan meliputi membuka pelajaran untuk memeriksa kehadiran, mengatur dan membersihkan media pengajaran, dan mengorganisasikan diskusi kelompok kecil. Kesimpulan: Temuan ini dapat menjadi masukan yang berharga bagi program pendidikan guru untuk lebih memperhatikan variasi bahasa yang calon guru gunakan dalam menyiapkan mereka untuk kesuksesan berinteraksi dengan peserta didik di kelas.Kata kunci: bahasa kelas, calon guru, interaksi kelas.DOI: http://dx.doi.org/10.23960/jpp.v13.i2.202304
Co-Authors Anis Trisusana Arik Susanti Diana Budi Darma Esti Kurniasih Fahri Fahri Fithriyah Inda Nur Abida Henny Dwi Iswati Katarina Alviani Mbaki Naila Al Ghifarah Nur Chakim Nur Fauzia Oikurema Purwati Sueb Sueb Sueb Yuri Lolita