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All Journal Script Journal: Journal of Linguistic and English Teaching Loa : Jurnal Ketatabahasaan dan Kesusastraan
Samsu Armadi
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Humanities Languange, Linguistic, Communication & Media

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Problems of the Online-Based Curriculum of Language Learning in Higher Education in the post-Pandemic Samsu Armadi
Script Journal: Journal of Linguistics and English Teaching Vol. 7 No. 01 (2022): April
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/sj.v7i01.1081

Abstract

Background: Universities must design post-pandemic online learning strategies and pay attention to the characteristics of students and lecturers in their learning. The learning process in higher education is also expected not only to hone students' abilities academically or vocationally but also to be able to produce students who have digital skills. Methodology: The method used in this study is the Confirmatory Factor Analysis method with 135 respondents and analyzed using the Structural Equation Model using Lisrel. Findings: The research findings illustrate that all the independent factors studied to determine the success of learning Indonesian. Conclusion: This research recommends that stakeholders are expected to evaluate the obstacles or obstacles faced so that all online learning activities innovate by producing better learning applications. For further research, it is advisable to use a mixed-method approach to triangulate the results using quantitative and qualitative methods and use a wider sample so that the results can be more generalized. Originality: This study examines post-pandemic language learning, as opposed to online language learning mentioned in earlier research. This research focuses mostly on significant topics such internet network, infrastructure, and lecturer quality.
IMPROVING WRITING ABILITY THROUGH COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) Srikandini Narulita; Samsu Armadi
LOA: Jurnal Ketatabahasaan dan Kesusastraan Vol 18, No 1 (2023): LOA
Publisher : Kantor Bahasa Kalimantan Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26499/loa.v18i1.6022

Abstract

AbstractThe study is aimed at improving the students’ writing ability in writing using Group Discussion and Cooperative Integrated Reading and Composition (CIRC) models of Cooperative Learning Strategy. The study employs Collaborative Classroom Action Research design. The subjects of the study are 5 students of fourth semester of the English Department of Kutai Kartanegara University in 2021-2022. The result of this study shows that Cooperative Learning strategy with Group Discussion and Cooperative Integrated Reading and Composition (CIRC) models is effective in improving the students’ writing ability. In the pretest, the average score of the students’ writing achievement was 4.15 on a 1.00 to 6.00 scale. Five students obtained a ‘poor’ level. After Cooperative Learning strategy was implemented, the average score of the class in Cycle 1 increased slightly to 4.65. In Cycle 2, the average score of the class increased to 5.04, and all subjects achieved the criteria of success.   Keywords: writing ability, cooperative learning, strategy Abstrak Penelitian ini bertujuan untuk meningkatkan kemampuan menulis mahasiswa dalam menulis Bahasa Inggris dengan menggunakan model strategi pembelajaran Cooperatif Group Discussion dan Cooperative Integrated Reading and Composition. Peneliti menggunakan desain Penelitian Tindakan Kelas Kolaboratif dan subjek penelitian adalah 5 mahasiswa semester 4 Prodi pendidikan Bahasa Inggris Universitas Kutai Kartanegara tahun ajaran 2021-2022. Hasil penelitian ini menunjukkan bahwa strategi Cooperative Learning dengan model Group Discussion dan Cooperative Integrated Reading and Composition (CIRC) efektif dalam meningkatkan kemampuan menulis siswa. Pretest sebelum penerapan strategi ini, nilai rata-rata prestasi menulis siswa adalah 4,15 pada skala 1,00 sampai 6,00. Lima siswa memperoleh tingkat 'buruk'. Setelah penerapan strategi Cooperative Learning, nilai rata-rata kelas pada Siklus 1 meningkat tipis menjadi 4,65. Hanya 2 mahasiswa yang tidak mencapai kriteria keberhasilan. Siklus 2 nilai rata-rata kelas meningkat menjadi 5,04 dan semua subjek mencapai kriteria keberhasilan. Mahasiswa terlibat aktif dan sangat termotivasi untuk mengikuti kelas menulis dengan sistem ini. Kata-kata kunci: kemampuan menulis, pembelajaran kooperatif, strategi 
Co-Authors Srikandini Narulita