Articles
<![CDATA[Integration or Segregation? (Teachers’ Perception on the Use of Whole Language Method) ]]>
<![CDATA[Istiqlaliah Nurul Hidayati]]>;
<![CDATA[Deddy Sofyan]]>
<![CDATA[ Journal of English Language Studies Vol 3, No 2 (2018): Available online in September 2018 ]]>
Publisher : <![CDATA[English Department - University of Sultan Ageng Tirtayasa ]]>
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DOI: 10.30870/jels.v3i2.3576
<![CDATA[The research is aimed at finding out the perception of English Education Study Program lecturers on the teaching and assessment of language skills whether they need to be taught in segregation or integration. The respondents of the research were 68 lecturers of English Education Study programs united at APSPBI, an association of English Education Study Program. The research employed descriptive method with the instruments of online questionnaires, interview, and documentation. The online questionnaires consisted of six questions and they were spread out through social media. The interview was conducted to five lecturers of different universities and the documents analyzed were books on speaking, reading, listening and writing skills used at the universities where the respondents teach. The result shows that 80% of the respondents still teach the English skills separately. However, 64% from the total number agree that the skill should be taught in integration. 50% of books used by the lecturers are integrated. Even though mostly the lecturers agree to the skills integration, in fact some of them still find themselves focusing on one skill to be emphasized in one meeting. Mostly the lecturers prefer the assessment to be conducted in integration yet most of the books still separate the assessment based on the skills.]]>
<![CDATA[Meaningful and Memorable Learning: Integrating TPR and Youtube Videos to teach Vocabulary ]]>
<![CDATA[Istiqlaliah Nurul Hidayati]]>
<![CDATA[ International Journal of Quantitative Research and Modeling Vol 1, No 2 (2020) ]]>
Publisher : <![CDATA[Research Collaboration Community (RCC) ]]>
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DOI: 10.46336/ijqrm.v1i2.37
<![CDATA[The teaching of vocabulary is very essential in teaching a particular language. In Indonesia, English is taught from kindergarten up to higher educations. Unfortunately not all of the teachers in those levels especially in kindergartens and primary schools major in English or at least have good English proficiency. That is why English Language Education Study Program, the Faculty of Teacher Trainings and Educational Sciences, Pakuan University always conducts community service to provide trainings to teachers from any part of the city. The first thing done before the community service was doing need analysis. In 2019, the result of the need analysis was the teaching of vocabulary which is fun and meaningful. 28 teachers were involved in this research. They were divided into two groups to conduct experiment. From the experiment, it is proven that the training given to the teachers increase their understanding about TPR and the teaching of vocabulary. The teachers were also given questionnaire to find out their perception on the use of TPR and YouTube and from the questionnaire the teachers think that their knowledge on the teaching using TPR increased their knowledge and they can find benefits in using TPR and YouTube in the classroom namely: the use of TPR itself can help them accommodate students’ different learning styles, teach vocabulary in context so that it is more meaningful, and the teaching learning situation becomes more fun. ]]>
<![CDATA[INTEGRATING THE TEACHING OF CULTURE BASED READING AND ESSAY WRITING TO BUILD STUDENTS CULTURAL AWARENESS ]]>
<![CDATA[Deddy Sofyan]]>;
<![CDATA[Istiqlaliah Nurul Hidayati]]>;
<![CDATA[Asih Wahyuni]]>
<![CDATA[ Pedagonal : Jurnal Ilmiah Pendidikan Vol 1, No 1 (2017): Pedagonal : Jurnal Ilmiah Pendidikan ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan ]]>
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DOI: 10.55215/pedagonal.v1i1.222
<![CDATA[The title of the research is integrating the teaching of culture based reading and essay writing to build students cultural awareness. Two main aims were conveyed in the research. First, it was aimed at supporting students to write an essay based on what they had read (to give them background knowledge and to build their reading habit) and the second was building students cultural awareness and helping them realize that their nation actually has fabulous local wisdoms. By realizing that the nation has deeply meaningful local wisdoms, they will love and protect the nation with their body and soul. The researchers integrated this teaching of local wisdoms by asking the students to firstly read a cultural based text and discussed what they understand about the text with their friends. The text contained a description about different cultures in several countries. The titles of the texts were for example: Maintaining Eye Contact in Some Cultures, Innocent Gestures that Mean Rude Abroad, The Ethics of Gift Giving all over the World, etc. After being read, the text was then discussed in the classroom. The students gave their opinion as well as their experience related to the topic. The last activity was writing an essay with the same topic yet the culture being discussed in the writing had to be about the students own culture. The method that was employed in the research was mixed method. The qualitative data was gained from classroom observation and the portfolio of students writings while the quantitative data was gained from questionnaires distributed to the students. The results were first the students found out how to write an essay and second, they realized that their culture has high values to be appreciated. Thus the love to the nation was well established.Key Words: Reading-Writing Integration, Cultural Awareness, Essay Writing.]]>
<![CDATA[Assimilating Critical Discourse Analysis and Debating Technique to Familiarize Students with the Use of HOTS in the Classroom ]]>
<![CDATA[Istiqlaliah Nurul Hidayati]]>;
<![CDATA[Abdul Rosyid]]>;
<![CDATA[Entis Sutisna]]>
<![CDATA[ Pedagonal : Jurnal Ilmiah Pendidikan Vol 5, No 2 (2021): Pedagonal : Jurnal Ilmiah Pendidikan ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan ]]>
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DOI: 10.55215/pedagonal.v5i2.4009
<![CDATA[Higher Order Thinking Skills (HOTS) are not only criteria of making test items for students, they also have to be implemented in daily basis especially in the teaching and learning process. Students can use the skills when they are familiar with them. In order to make the students familiar with the use of HOTS in the classroom, the researcher assimilates critical discourse analysis (CDA) and debating technique to foster the students’ ability in using their HOT skills. The use of the skills is seen from the activities of analyzing, evaluating, and creating that are done through the implementation of CDA and debate technique. Technology is also used here since the students have to enrich their knowledge on the motion debated by searching some relevant issues online. The sample of the research is 32 students of the fourth semester who are studying speaking skill in the English Education Study Program of Pakuan University. The research shows that the assimilation of CDA and debate technique can make the students familiar with the use of higher order thinking skills which are analyzing, evaluating, and creating. This paper suggests that teachers should use the assimilation to foster students’ use of HOTS.]]>
<![CDATA[TWOFER: USING CDA IN THE CLASSROOM FOR ENHANCING STUDENTS LANGUAGE SKILLS AND CRITICAL THINKING ]]>
<![CDATA[Istiqlaliah Nurul Hidayati]]>
<![CDATA[ Bahtera: Jurnal Pendidikan Bahasa dan Sastra Vol 18 No 1 (2019): Bahtera: Jurnal Pendidikan Bahasa dan Sastra, Volume 18 Nomor 1 Januari 2019 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Program Pascasarjana Universitas Negeri Jakarta ]]>
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DOI: 10.21009/BAHTERA.181.04
<![CDATA[ABSTRACT Nowadays, through technology, information spreads very rapidly. When something happens in one place, in a second it can be known by other people in other faraway places. Unfortunately the information is not always true. Many irresponsible people create misleading information and spread it massively which is known as hoax. This misleading information can provoke many bad effects even sometimes it is dangerous. The hoax can contain hatred, false health information, untrue disaster warning, and so on. This phenomena cannot be ignored. There have been many victims. To protect people from hoax can be done by training their critical thinking ability. One of the ways to make people able to think critically is through the implementation of critical discourse analysis (CDA). This research is aimed at building students’ critical thinking and also improving their English skills through the use of CDA. The method employed in this study was action research which was also completed by a focused group discussion. The research result shows that the students could improve their English skills and became more critical in writing a response to a text given by the lecturer by analyzing the text using the principles of CDA, not merely relying on their own opinion. Keywords: Critical Discourse Analysis; Critical Thinking Ability; English Language Skills]]>
<![CDATA[Improving Teachers' Ability to Integrate TPACK in Their Lessons through Hands-on Activities: A Lesson Study Based Research ]]>
<![CDATA[Istiqlaliah Nurul Hidayati]]>;
<![CDATA[Mursidah Rahmah]]>;
<![CDATA[Gusnadi Gusnadi]]>
<![CDATA[ Journal of Learning Improvement and Lesson Study Vol 2 No 1 (2022): JLILS (June Edition) ]]>
Publisher : <![CDATA[Pusat Pengembangan Pembelajaran ]]>
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DOI: 10.24036/jlils.v2i1.14
<![CDATA[Pedagogy and Content Knowledge (TPACK) which is a unification between the use of technology, knowledge in the field of pedagogy and knowledge related to lesson content is currently being intensified by the government to be practiced in schools. Teachers are required to develop one more skill in their profession, namely the skill of using technology-based learning media that is in accordance with pedagogical principles and is also relevant to the lesson content. Due to the importance of integrating TPACK into learning, material on TPACK currently has its own portion in the Teacher Professional Education Program (PPG) curriculum. But what are the techniques for teaching TPACK so that teachers' skills in integrating TPACK into learning can improve? In this study, the researcher who is also the supervisor of learning practices in the PPG program directs students to prepare for learning practices using the Lesson Study. The TPACK teaching is carried out using the hands-on at the preparation stage (plan). After planning (plan), students who are selected to become model teachers will practice teaching as is done by all students, but the model teacher learning videos will be observed by other students and other students will provide input and observations during the reflection phase (see) . After three cycles of learning practice were carried out, students showed significant improvements both in learning tools and in learning practices.]]>
<![CDATA[TODDLER ENGLISH CLUB: Pembelajaran Bahasa Inggris Anak Usia Dini di Kampung Sindang Sari, Bogor ]]>
<![CDATA[Istiqlaliah Nurul Hidayati]]>;
<![CDATA[Aqh Mazia Al-Islami]]>;
<![CDATA[Siti Meri Andiani]]>;
<![CDATA[Yasinta Listiani]]>;
<![CDATA[Irfan Maulana]]>
<![CDATA[ DEVOSI Vol 3 No 2 (2022): Devosi Jurnal Pengabdian Masyarakat ]]>
Publisher : <![CDATA[LPPM Universitas Islam 45 Bekasi ]]>
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DOI: 10.33558/devosi.v3i2.4586
<![CDATA[Toddler English Club is a community service program carried out in the context of the academic community's concern for the development of early childhood intelligence. In Education, Early Childhood is a child who is in a golden age with a level of potential development. Ability in language encourages children to be more adaptive, more intellectually, linguistically, socially, and academically. Sindang Sari Village, which is located in Bojongrangkas Village, Ciampea District, Bogor Regency, is the location for the Pakuan University Real Work Lecture. he partner in this service is PAUD Kania which has provided special support in the implementation of the Toddler English Club program with training methods for its students. The Toddler English Club training is carried out very dynamically, this is evidenced by the activeness and responsiveness of the students, this is due to the excavation and disclosure of information from PAUD Facilitator Teachers as well as their involvement in this training..]]>
<![CDATA[STUDENTS’ PERCEPTION OF THE USE OF TED TALK VIDEOS IN PUBLIC SPEAKING CLASSS ]]>
<![CDATA[Istiqlaliah Nurul Hidayati]]>;
<![CDATA[Shafira Cahyani]]>
<![CDATA[ Makna: Jurnal Kajian Komunikasi, Bahasa, dan Budaya Vol 11 No 2 (2022): MAKNA: Jurnal Kajian Komunikasi, Bahasa dan Budaya ]]>
Publisher : <![CDATA[Fakultas Komunikasi, Sastra, dan Bahasa ]]>
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DOI: 10.33558/makna.v11i2.4587
<![CDATA[TED Talk videos contain speakers discussing the latest thinking about education, learning, innovation, etc. The videos are made as learning media in a public speaking class. This research investigates students’ perceptions of the use of TED Talks video in public speaking class. There were tirty five students contributing as participants of this research. To gain the research data, the researcher used three research instruments: questionnaire, students and lecturer interviews. According to the data analysis, it was found that both the students and lecturer in public speaking have similar perceptions of the use of TED Talk videos. It can be inferred that the use of TED Talk videos can enhance the students’ speaking performance and give new information to them. It is recommended that EFL classes can use TED Talk videos as authentic learning media.]]>
<![CDATA[Meningkatkan Kemampuan Mahasiswa dalam Mengidentifikasi Diphthong melalui Teknik Pengajaran Drim Berbasis Lesson Study ]]>
<![CDATA[Deddy Sofyan]]>;
<![CDATA[Mursidah Rahmah]]>;
<![CDATA[Istiqlaliah Nurul Hidayati]]>;
<![CDATA[Abdul Rosyid]]>
<![CDATA[ Pedagogia: Jurnal Ilmiah Pendidikan Vol 8, No 2 (2016): Pedagogia: Jurnal Ilmiah Pendidikan ]]>
Publisher : <![CDATA[FKIP UNIVERSITAS PAKUAN ]]>
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DOI: 10.55215/pedagogia.v8i2.4916
<![CDATA[English Phonology is one of the subjects that is considered difficult to learn. Students assume that it is difficult since they have to memorize theories related to English pronunciation. To solve this problem, a team of lecturers agreed to apply a learning model called “DRIM” (dictating, reading, identifying, and modeling). The research was conducted within four cycles through Lesson Study program. The learning model consists of: 1) dictating, students listen to and write the sentences recited by the lecturer; 2) Reading, the students are given a text containing words with diphthongs. Those steps are done before the lecturer explains the material on diphthongs to diagnose students’ ability to recognize diphthongs; 3) Identifying, the students are asked to identify the given text and find words containing diphthongs After the students have understood the diphthongs and known how to pronounce them, the last step is 4) modeling. In modeling step, the students are asked to recite some words containing diphthongs and have other students repeat. By applying the model, the advantages that can be taken are as follows: a) giving more exercises and more various activities, b) improving listening skill, and c) growing students’ self- confidence to give examples to their other classmates.]]>
<![CDATA[IMPROVING MENTALLY RETARDED STUDENTS’ ABILITY TO WRITE A WORD THROUGH VISUAL, AUDITORY, KINESTHETIC, AND TACTILE (VAKT) METHOD ]]>
<![CDATA[Q Kamilan]]>;
<![CDATA[Istiqlaliah Nurul Hidayati]]>;
<![CDATA[Lestari Sukartiningsih]]>
<![CDATA[ Pedagogia: Jurnal Ilmiah Pendidikan Vol 9, No 1 (2017): Pedagogia: Jurnal Ilmiah Pendidikan ]]>
Publisher : <![CDATA[FKIP UNIVERSITAS PAKUAN ]]>
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DOI: 10.55215/pedagogia.v9i1.6686
<![CDATA[In this research, VAKT method is chosen to improve the mentally retarded students’ ability to write a word. The subjects of this research are the eighth grade students of SMPLB-C Sejahtera Bogor consisting of four students. The data were collected from October 12th until October 29th, 2015. The method of this research is Classroom Action Research (CAR) which consists of two cycle processes and each cycle consists of three treatments. In the pre-test all of students (100%) belong to poor criteria. After the treatments, the result of the first cycle showed there were two out of four students (50%) got 74 and belong to good criteria. Two other (50%) students got 40 and 54. They still belong to poor criteria. In the second cycle the result showed that one student (25%) got 100 and belongs to excellent criteria; two students (50%) got 80 and 87. They belong to very good criteria. One student (25%) got 74 and belongs to good criteria. The result indicates that VAKT method can improve mentally retarded students’ ability to write a word.]]>
