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All Journal Jurnal Studi Pemerintahan E-Journal of Linguistics Erudio: Journal of Educational Innovation English Review: Journal of English Education KEMBARA Journal on English as a Foreign Language (JEFL) JEES (Journal of English Educators Society) Aksara VELES Voices of English Language Education Society Journal of English Language Teaching Innovations and Materials (Jeltim) Journal of Community Service and Empowerment Jurnal Pendidikan Progresif

Fardini Sabilah

Universitas Muhammadiyah Malang

Author-ID : 630196

Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Public Health Social Sciences Other

Published : 16 Documents Claim Missing Document

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CULTURAL MEANINGFULNESS ON INTERCULTURAL PERSPECTIVE OF ENGLISH LEARNING MATERIALS FOR ELEMENTARY SCHOOL Sabilaha, Fardini; Beratha, Ni Luh Sujtiati; Budiarsa, I Made; Yadnya, Ida Bagus Putra
Aksara Vol 30, No 1 (2018): Aksara, Edisi Juni 2018
Publisher : Balai Bahasa Bali

This current paper brings into discussion cultural meaningfulness on intercultural perspective of English learning materials for elementary school. Students might be perceived to master English, but there has been no guarantee that they can properly make use of their acquired language skills upon direct interaction with native speakers of the target language. This is reasonable as English instruction in elementary school is projecting grammatical aspects, not touching cultural aspects of the target language yet. In fact, those cultural aspects are playing pivotal roles in achieving interactional comprehension between speakers and interlocutors. In regards to cultural studies, foreign language students are to be apt to target languageâs cultures. Departing for the mentioned concerns, English is to be taught by incorporating cultural aspects of native speakers, and thus intercultural perspective. This current paper pinpoints the development of intercultural perspective in English learning materials for elementary school students aging from 6-12 years old. Cultural meaningfulness on intercultural perspective is set to be the target that encapsulates various topics for teaching English in elemenatry school. The so called perspective not merely comprises social skills, but training sensitivity and comprehension on values, point of view, proper way of life and thinking as well. A number of materials containing intercultural perspective and cultural meaningfulness are described in this paper. Those materials are presented within six intercultural topics in the forms of culture-related vocabularies, expressions, and meanings.

Teacher professional education coaching to produce high quality lesson plan Sabilah, Fardini; Abidasari, Erlyna; Husamah, H.
Journal of Community Service and Empowerment Vol. 2 No. 1 (2021): April
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jcse.v2i1.15905

The Teacher Professional Education program (Program Profesi Guru/PPG) equips the teachersâ€™ lifelong teaching skills and improves pedagogical knowledge to lead a successful profession as a teacher. However, the real condition in the SMPN 4 Malang suggested the opposite results, portraying the struggle of some PPG graduates in understanding the K-13 based curriculum, its planning the lesson plan and implementation in their class. This article aims to describe the community service activities teacher professional education coaching to produce high quality lesson plan. The Community Service team reaches out their hands to answer their needs by constructing a coaching and mentoring program in three phases, initiation, implementation and evaluation. Initiation process was done through seminar and focused group discussion, whereas the implementation focused on assisting the revised lesson plan and evaluating the document with the constructed evaluation instrument, then lastly evaluation was done in the microteaching and reflection stage. The results shows that the teachers were already aware of the process standards and content standards of lessons plan, in facts there were still some components that in practice didnâ€™t written properly. Besides, there were also some parts of the lesson plan contents which didnâ€™t match each other. To sum up, after this project, it is highly expected that the PPG graduatesâ€™ teachers in SMPN 4 Malang have less difficulties in understanding the government education regulation, in order to plan a more attractive and productive lesson as well as generate self-evaluation tool for further analysis or study. Â It is suggested to teachers to upgrade their lesson plan by implementingÂ STEAM approach, 4Cs skills and using innovative teaching methods, besides the teachers still need good knowledge and practice in implementing sorts of online teaching platforms.

CULTURAL MEANINGFULNESS ON INTERCULTURAL PERSPECTIVE OF ENGLISH LEARNING MATERIALS FOR ELEMENTARY SCHOOL Fardini Sabilah; Ni Luh Sujtiati Beratha; I Made Budiarsa; Ida Bagus Putra Yadnya
Aksara Vol 30, No 1 (2018): Aksara, Edisi Juni 2018
Publisher : Balai Bahasa Provinsi Bali

This current paper brings into discussion cultural meaningfulness on intercultural perspective of English learning materials for elementary school. Students might be perceived to master English, but there has been no guarantee that they can properly make use of their acquired language skills upon direct interaction with native speakers of the target language. This is reasonable as English instruction in elementary school is projecting grammatical aspects, not touching cultural aspects of the target language yet. In fact, those cultural aspects are playing pivotal roles in achieving interactional comprehension between speakers and interlocutors. In regards to cultural studies, foreign language students are to be apt to target language’s cultures. Departing for the mentioned concerns, English is to be taught by incorporating cultural aspects of native speakers, and thus intercultural perspective. This current paper pinpoints the development of intercultural perspective in English learning materials for elementary school students aging from 6-12 years old. Cultural meaningfulness on intercultural perspective is set to be the target that encapsulates various topics for teaching English in elemenatry school. The so called perspective not merely comprises social skills, but training sensitivity and comprehension on values, point of view, proper way of life and thinking as well. A number of materials containing intercultural perspective and cultural meaningfulness are described in this paper. Those materials are presented within six intercultural topics in the forms of culture-related vocabularies, expressions, and meanings.

PUBLIC POLICY ANALYSIS ON EDUCATION BUDGET ALLOCATION: CASE STUDY IN THIRTY-EIGHT REGENCIES/MUNICIPALITIES IN EAST JAVA, INDONESIA Fardini Sabilah; Suparto suparto; Salahudin Salahudin
Jurnal Studi Pemerintahan Vol 13, No 1 (2022): February 2022
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/jgp.v13i1.12529

The objective of the current study is to map regency and Municipality government budget allocations in East Java Province, Indonesia. The study uses quantitative and qualitative approaches. The quantitative approach is related to the use of numerical data on the percentage of education budget allocations. The qualitative approach is related to the use of interview data obtained from the head of the regency/Municipality Education Office in East Java Province. The study reveals that there are 5 (five) education budget allocation clusters in East Java, namely cluster A with the highest percentage of education budget allocation, covering Jember Regency and Nganjuk Regency, whereas Clusters B, C, D, and E are regencies/Municipalities with the medium, smallest, and lowest percentage of education budget allocations. Since there are only two regencies/Municipalities categorized into cluster A, it indicates that the 20% target allocation of the national education budget policy is still far from expectations, which might be caused by the planning problems, technical implementation guidelines, allocations, and different interests and perceptions among stakeholders. The limitation of this study is the use of limited qualitative data; therefore, it is expected that further research could use richer qualitative data, such as using interviews with the Regional House of Representative (DPRD) politicians, political parties, education actors, and regional principals.

Integrasi Materi Otentik dalam Kegiatan Ekstra Kurikuler Bahasa Inggris SD Rina Wahyu Setyaningrum; Fardini Sabilah
Erudio Journal of Educational Innovation Vol 3, No 1 (2015): ERUDIO (JOURNAL OF EDUCATIONAL INNOVATION)
Publisher : Universitas Brawijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (142.286 KB)

The newest 2013 Curriculum in Indonesia puts English as an extracurricular activity. It is an irony regarding the long process of elevating English as a foreign language accepted worldwide. As now English is an extra- curricular activity, there is no standard to achieve. That aforementioned fact requires that English practitioners seek for solutions. One of the proposed solutions is by involving non-English teachers from all grades in Primary School in managing English extracurricular activities by integrating authentic materials. The steps, drawn from the qualitative data collecting technique, incorporated the forms of training all teachers at primary schools, writing a guideline in conducting extra-curricular activities by integrating authentic materials, constructing the guideline advisory processes, and presenting the guideline in the form of lesson plans. The results of this current study propose insightful description on how English extra-curricular activities are supposed to be properly and well conducted.Keywords: Curriculum 2013, authentic materials, English, Primary Schools

The needs of English for entrepreneurship students in the university level: The entrepreneurial role models’ prespective Lailatul Rifah Rifah; Mardhatillah Shanti; Fardini Sabilah
KEMBARA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya Vol. 7 No. 2 (2021): Oktober
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/kembara.v7i2.18187

The role of strategy was retained by universities to shape the quality of human resources to face the problems and challenges in the 21st century which linked to master both hard skills and soft skills. The main reason for analyzing the needs of entrepreneur from the role models to face industrial revolution era was the evolution of the need for college students graduate to be able to survive and compete with others. This research focused on the practitioner’s perspective on English mastery as one of the important parts of soft skills that should be mastered by the entrepreneurship students. Observation and in-depth-interview with five subject research used in this study in the qualitative method. Yin method used to analyze the data which included compiling, disassembling, reassembling, interpreting, and concluding the data until the saturation was achieved. This study reported that the ability to master English as a business language such as product description, presentation, negotiation, conversation, and emailing are very important to the entrepreneurship students. From studying the entrepreneurial role models, it is believed to represent sources of real inspiration and motivation to become successful entrepreneurs in the future.

Designing the Intercultural Teaching Using “Dialogic Reading” Strategies for the English Students at Primary Schools Fardini Sabilah; Sutjiati Beratha; Made Budiarsa; Ida Bagus Putra Yadnya
e-Journal of Linguistics Vol 12 No 1 (2018): eJL-January
Publisher : Doctoral Studies Program of Linguistics of Udayana University Postgraduate Program

English in primary schools has been declared as an extra-curricular activity regulated by the 2013 Curriculum, otherwise it is no longer as a local content subject as stated in past curriculum. Due to this reason, English as an extra-curricular activity should not strictly followed teacher teaching guideline which has been written before by the local National education, however the teacher should concern more on creative teaching and learning process. On the other hand teachers at primary schools are to be ready to implement the suggested Curriculum and be well equipped with the skills to design the instructional materials and activities relevant to the Curriculum. This current research aimed at designing Dialogic Reading guideline to teach Intercultural in the teaching of English in primary schools based on 2013 Curriculum. Intercultural instruction related to sensitivity to culture, intercultural communication skills, personal and group attitudes towards other cultures, as well as knowledge of other cultures whereas in primary schools this instruction introducing cultural aspects and values of both languages, L1 and L2 cultures. Meanwhile, Dialogic Reading is further elaborated into some communicative instructional activities through reading, in which students are to perform a dialogue upon reading. The subjects of this research was SDN Bunulrejo 2 Malang with two teachers as the models of teaching. This current research was conducted by means of Research and Development (R & D) design, employing the stages as follows: observation, planning and drafting Dialogic Reading instruction strategies and guideline, trying out at schools, evaluation, FGD, expert validation, and finalizing the draft of Dialogic Reading guideline. After following those several stages, this R & D resulted Dialogic Reading Intercultural Instructional Strategies and for upper grades (4-6) students of Primary Schools. It is expected that those instructional strategies could be utilized by primary school teachers in wider scope and increase the students competence in English research.

Augmenting English public speaking skill through peer evaluation: a case study in Toastmaster International Club Lailatul Rifah; Fardini Sabilah
Journal on English as a Foreign Language Vol 12, No 1 (2022): Issued in March 2022
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v12i1.3113

Having peers to give public speaking feedback is always feasible to measure the learners’ performance. However, learners are unwilling to share their feedback in the evaluation due to hesitance. This research investigates the kind of peer evaluation elements that the Toastmaster evaluator used to evaluate the speakers and how the they interpret the evaluation given by their peers. An in-depth interview was used to analyze about the elements of peer evaluation and the speakers’ feedback towards peer evaluation. Snowballing technique was chosen to select the research subjects. Three research subjects, as the members of Toastmaster International (TMI) in Malang and Surabaya, Indonesia claimed that the elements of evaluation used in TMI increased the ability of public speaking. The assessment aspects were divided into three factors: the script, seen, and spoken. Meanwhile, other crucial evaluation elements in public speaking include the grammatical aspect and proper words instead of filler words. This research found that the TMI speakers felt very satisfied with the implementation of peer evaluation due to its effect on increasing confidence during performing public speaking. It can be implied that peer evaluation element can effectively be used to measure oral communication skills from peer’s point of view in TMI.

WHY DO THEMES MATTER? THE TEACHERS’ VOICES ABOUT THEMATIC UNITS FOR TEACHING ENGLISH TO YOUNG LEARNERS Ivana Nabilah Qoriroh Mujahidah; Fardini Sabilah; Rina Wahyu Setyaningrum
English Review: Journal of English Education Vol 10, No 2 (2022)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v10i2.6237

Teaching English to Young Learners (TEYL) in Indonesia has been an intriguing field that there never been ending studies about it. As a locally-tailored school subject that can be local content or elective subject without curriculum guideline, English for Young Learners (EYL) program is carried out in various ways by the primary schools in Indonesia. This present study aims to discover the essential role of implementing thematic model in TEYL. This paper discusses a phenomenological investigation of five EYL teachers who employ thematic units for teaching the pupils in different cities of Indonesia. Graduated from English education department, all participants have been teaching young learners English more than five years and planning their teaching based on their students’ needs by utilizing themes. Using semi-structured interview questions, the teachers were guided to explain their experience in valuing the themes for teaching English thematically, how to incorporating themes into TEYL, and challenges in implementing EYL thematic units. The data were analyzed thematically to get the emerging themes which correspond to this research topic. The results revealed that teaching English thematically is critical for young learners as their English learning scaffolding to achieve language skills and ability to communicate in particular discourse. All participants agreed that their students enjoyed the EYL thematic activities for gaining new knowledge using English despites challenges faced by the teachers in preparing the lessons.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v12i1.3113

Having peers to give public speaking feedback is always feasible to measure the learnersâ€™ performance. However, learners are unwilling to share their feedback in the evaluation due to hesitance. This research investigates the kind of peer evaluation elements that the Toastmaster evaluator used to evaluate the speakers and how the they interpret the evaluation given by their peers. An in-depth interview was used to analyze about the elements of peer evaluation and the speakersâ€™ feedback towards peer evaluation. Snowballing technique was chosen to select the research subjects. Three research subjects, as the members of Toastmaster International (TMI) in Malang and Surabaya, Indonesia claimed that the elements of evaluation used in TMI increased the ability of public speaking. The assessment aspects were divided into three factors: the script, seen, and spoken. Meanwhile, other crucial evaluation elements in public speaking include the grammatical aspect and proper words instead of filler words. This research found that the TMI speakers felt very satisfied with the implementation of peer evaluation due to its effect on increasing confidence during performing public speaking. It can be implied that peer evaluation element can effectively be used to measure oral communication skills from peerâ€™s point of view in TMI.

Co-Authors Ahmad Riyan Anis Nurul Hidayah Nafa Asep Nurjaman Chintia Budi Amelia Declarieta Berlianty Erlyna Abidasari Fajar Tri Mahardika Husamah Husamah Ida Bagus Putra Yadnya Iman Yutisanto Ivana Nabilah Qoriroh Mujahidah Ivana Nabilah Qoriroh Mujahidah Lailatul Abidah Lailatul Rifah Lailatul Rifah Rifah Laksono Trisnantoro Mardhatillah Shanti Mifta Libby Askangela Miftha Yuliana Mohammad Kholilurrahman Jailani Nana Parama Sari Ni Luh Sutjiati Beratha Noor Aina Herliana Nunuk Nur Qomariyah Rina Wahyu Setyaningrum Roisatul Badriyah Roykhanah Ryan Permadi Teladan Salahudin Salahudin Sri Hartiningsih Suparto suparto Wuri Anggraini Yayi Suryo Prabandari

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