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All Journal Jurnal Abdi: Media Pengabdian Kepada Masyarakat J-REaLL Jurnal Pendidikan Progresif Ndrumi : Jurnal Ilmu Pendidikan dan Humaniora
Esti Kurniasih
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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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.
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 Fahri Fahri Henny Dwi Iswati Nur Chakim Oikurema Purwati Ririn Pusparini Sueb Sueb Yuri Lolita