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WRITING AN INTERNATIONAL JOURNAL ARTICLE BY INDONESIAN COLLEGE TEACHERS: WHAT TO WORRY ABOUT Wigati, Fikri Asih; Iman, Candra Hayatul
Jurnal Bahasa Inggris Vol 1 No 2 (2018)
Publisher : LPPM Universitas Pancasakti Tegal

This study addresses the question of the respondents ?problems in writing a research article. The participants in this study were six teachers who enrolled in the journal writing class in a university in Karawang. Three of them are ready with submission, but three others are not. The data were collected by way of two techniques: analysis of the article portfolio and interviews. The data were later codified and triangulated in order to reveal the participants? technical problems based on the research article elements and participants? psychological interference. The findings show that the respondents still had problems in achieving the communicative purposes of the journal article elements. In general their problems were in giving justifications. Their writing also tend to be failed to spot the justification of their choice of the research methodology. They still missed to fill the gap with the previous researches, missed the mark to give interpretation on the results and discussion section, and do not offer recommendation in the conclusion. Likewise, the participants also have some of psychological interference in composing and submitting their article.

Writing an International Journal Article by Indonesian College Teachers: What to Worry About Wigati, Fikri Asih; Iman, Candra Hayatul
Jurnal Bahasa Inggris Vol 1 No 2 (2018)
Publisher : LPPM Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24905/efj.v1i2.40

This study addresses the question of the respondents ‘problems in writing a research article. The participants in this study were six teachers who enrolled in the journal writing class in a university in Karawang. Three of them are ready with submission, but three others are not. The data were collected by way of two techniques: analysis of the article portfolio and interviews. The data were later codified and triangulated in order to reveal the participants’ technical problems based on the research article elements and participants’ psychological interference. The findings show that the respondents still had problems in achieving the communicative purposes of the journal article elements. In general their problems were in giving justifications. Their writing also tend to be failed to spot the justification of their choice of the research methodology. They still missed to fill the gap with the previous researches, missed the mark to give interpretation on the results and discussion section, and do not offer recommendation in the conclusion. Likewise, the participants also have some of psychological interference in composing and submitting their article.

Developing An Instructional Design for Writing A Product Knowledge by Fusing Multimodality Approach and Industry Practitioner Teaching Practice Wigati, Fikri Asih
Journal of Educational Sciences Vol 8. No. 3. July 2024
Publisher : FKIP-Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.8.3.p.513-522

There is a research aim in this study: create an instructional design by incorporating the Teaching Practitioner program and the Multimodality approach which focus on one learning outcome: composing a product knowledge of manufacturing industry. An instructional design was developed utilizing the Dick and Carey Model, involving some developments steps. The instructional design developed for this study combined elements of the Teaching Practitioner and the Multimodality approach with the English lecturer and the practitioner playing significant roles in each phase; and the implemented instructional design was able to enhance students' writing proficiency as demonstrated by the writing results. Based on the favorable results observed in this study regarding the implementation of the instructional design, the researcher proposes that ESP courses can adopt the identical instructional design.

Writing an International Journal Article by Indonesian College Teachers: What to Worry About Wigati, Fikri Asih; Iman, Candra Hayatul
Jurnal Bahasa Inggris Vol 1 No 2 (2018)
Publisher : LPPM Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24905/efj.v1i2.40

This study addresses the question of the respondents ‘problems in writing a research article. The participants in this study were six teachers who enrolled in the journal writing class in a university in Karawang. Three of them are ready with submission, but three others are not. The data were collected by way of two techniques: analysis of the article portfolio and interviews. The data were later codified and triangulated in order to reveal the participants’ technical problems based on the research article elements and participants’ psychological interference. The findings show that the respondents still had problems in achieving the communicative purposes of the journal article elements. In general their problems were in giving justifications. Their writing also tend to be failed to spot the justification of their choice of the research methodology. They still missed to fill the gap with the previous researches, missed the mark to give interpretation on the results and discussion section, and do not offer recommendation in the conclusion. Likewise, the participants also have some of psychological interference in composing and submitting their article.

Exploring Students Engagement in Learning Vocabulary through The Use of Total Physical Response (TPR) Method Pitaloka, Dewi Ayu Dyah; Wigati, Fikri Asih; Suryaman, Maman
Journal of Educational Sciences Vol. 9 No. 2 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.2.p.718-728

The study aims to explore student involvement in vocabulary learning through the Total Physical Response (TPR) method. The TPR method combines physical movement with language learning processes, which are believed to improve student memory and understanding. This research uses a qualitative approach to the design of case studies. The study collected data through observations, interviews, and pre- and post-test vocabulary tests. The results showed that students showed positive engagement, both behavioral, emotional, and cognitive. Significant improvements in vocabulary skills also increased, as seen from the average student vocabulary test score after the application of the TPR method, from 38.55 on the pretest to 81.11 on the posttest. Observations and interviews revealed that students were more active and involved in the learning process, showing a higher interest and positive response to TPR methods. In addition, physical movements associated with vocabulary learning help students memorize and understand vocabulary better.

Exploring Student Challenges in Learning Writing Descriptive Text : A Case Study Vocational School in Bekasi Trastiawan, Rizky Ardianto; Wigati, Fikri Asih; Srisudarso, Mansyur
Journal of Educational Sciences Vol. 9 No. 1 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.1.p.43-57

Writing is a fundamental language skill that plays a crucial role in academic and professional success. Descriptive writing, in particular, requires students to vividly portray ideas, experiences, or concepts using words. The purpose of this study is to provide educators and policy makers with valuable insights into targeted interventions to help students overcome barriers and achieve proficiency with writing descriptive. The use of a purposive sampling method ensures targeted selection of participants, taking into account factors such as program specialization. This is achieved by ensuring comprehensive representation of the student population, through a strategic selection of participants who will offer a variety of insights. n conclusion, The teacher uses the "picture to picture" method, where students are asked to observe the picture and its description. Some students who feel confused by the picture to picture method, students find it more difficult to observe and express the characteristics of quiet people, lack of confidence in writing descriptions, limited mastery of English vocabulary and grammar. This causes students to lack confidence in writing descriptions using grammatically correct English.

Enhancing Junior High School Teachers ‘Capacity in Educational Problem-Solving: An Evaluation of a Design-Based Research Workshop Wigati, Fikri Asih
Journal of Educational Sciences Vol. 9 No. 1 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.1.p.366-376

This study evaluates the effectiveness of a Design-Based Research (DBR) workshop in enhancing junior high school teachers' capacity to address educational problems. A four-day workshop was attended by 20 teachers from 5 junior high schools in a sample city. Mixed methods were used to analyze workshop outcomes, including pre-post surveys, analysis of mini DBR proposals, semi-structured interviews, and longitudinal follow-ups. Results show significant improvement in teachers' understanding and skills related to DBR. The workshop produced 15 mini DBR proposals ready for implementation. Key challenges included time constraints for data analysis, variation in participants' initial understanding, and concerns about institutional support. A three-month follow-up revealed that 60% participants had initiated DBR projects in their schools. This study highlights the potential of DBR workshops in enhancing research-based practices in schools and recommends strategies for sustainable implementation. The follow-up survey revealed that 60% of participants had initiated DBR projects in their schools within three months of the workshop. The analysis of the DBR implementation revealed several critical factors that contributed to successful outcomes, as well as certain barriers that posed challenges to the implementation process.

Developing An Instructional Design for Writing A Product Knowledge by Fusing Multimodality Approach and Industry Practitioner Teaching Practice Wigati, Fikri Asih
Journal of Educational Sciences Vol. 8 No. 3 (2024): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.8.3.p.513-522

There is a research aim in this study: create an instructional design by incorporating the Teaching Practitioner program and the Multimodality approach which focus on one learning outcome: composing a product knowledge of manufacturing industry. An instructional design was developed utilizing the Dick and Carey Model, involving some developments steps. The instructional design developed for this study combined elements of the Teaching Practitioner and the Multimodality approach with the English lecturer and the practitioner playing significant roles in each phase; and the implemented instructional design was able to enhance students' writing proficiency as demonstrated by the writing results. Based on the favorable results observed in this study regarding the implementation of the instructional design, the researcher proposes that ESP courses can adopt the identical instructional design.

Penulisan Butir Soal Mata Pelajaran Bahasa Inggris dengan Memanfaatkan Generative Artificial Intelligence (GenAI): Pelatihan Peningkatan Kompetensi Guru pada MGMP Bahasa Inggris Kecamatan Cipayung Jakarta Timur Dafitri, Fela; Hakim, Putri Kamalia; Wigati, Fikri Asih; Pujiawati, Nia; Rahmawati, Maya
IHSAN : JURNAL PENGABDIAN MASYARAKAT Vol 7, No 1 (2025): Ihsan: Jurnal Pengabdian Masyarakat (April)
Publisher : University of Muhammadiyah Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/ihsan.v7i1.24073

Penilaian pembelajaran merupakan aspek penting dalam menjamin kualitas proses dan hasil belajar siswa. Salah satu bentuk penilaian yang umum digunakan adalah tes tertulis dalam bentuk butir soal. Namun, banyak guru mengalami kesulitan dalam menulis soal yang sesuai dengan kaidah evaluasi. Seiring perkembangan teknologi, Generative Artificial Intelligence (GenAI) hadir sebagai solusi inovatif dalam mendukung penulisan butir soal. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan kompetensi guru Bahasa Inggris yang tergabung dalam MGMP Cipayung, Jakarta Timur, dalam menulis butir soal berdasarkan teori evaluasi dan pemanfaatan GenAI. Kegiatan dilakukan dalam tiga tahap: perencanaan, pelaksanaan pendampingan, dan evaluasi. Materi pelatihan mencakup teori penulisan soal serta praktik penggunaan ChatGPT dan DeepSeek. Hasil kegiatan menunjukkan peningkatan pemahaman peserta terhadap konsep penulisan soal dan kemampuan mereka dalam menggunakan GenAI secara efektif. Kegiatan ini memberikan kontribusi nyata dalam mendukung transformasi digital pendidikan, khususnya dalam pengembangan asesmen yang autentik, adaptif, dan bermakna.

MENGEKSPLORASI INTERVENSI GURU UNTUK MENDUKUNG SISWA DALAM MEMBACA PEMAHAMAN MELALUI STRATEGI PETUNJUK KONTEKS Hasanah, Jamilah; Wigati, Fikri Asih; Sumarta, Sumarta
Journal Mathematics Education Sigma [JMES] Vol 6, No 2 (2025): JOURNAL MATHEMATICS EDUCATION SIGMA
Publisher : Journal Mathematics Education Sigma [JMES]

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/jmes.v6i2.26128

Penelitian ini bertujuan untuk mengeksplorasi intervensi guru dalam mendukung pemahaman membaca siswa melalui Strategi Petunjuk Konteks (Context Clues Strategy/CCS) di SMK Negeri 1 Rengasdengklok, Karawang. Penelitian ini menggunakan metode studi kasus kualitatif, dengan data yang dikumpulkan melalui daftar observasi dan wawancara semi-terstruktur. Analisis data dilakukan dengan menggunakan metode analisis tematik Braun dan Clarke. Hasil penelitian menunjukkan bahwa intervensi guru dalam pengajaran membaca menggunakan CCS mencakup beberapa strategi, seperti pengajaran langsung dan pemodelan, perancah, pembelajaran kolaboratif, dan pemantauan berkelanjutan. Penerapan CCS membantu siswa mengidentifikasi kata-kata yang tidak dikenal dan menyimpulkan maknanya, yang secara signifikan meningkatkan pemahaman mereka. Strategi scaffolding memberikan langkah-langkah terstruktur untuk membantu siswa dalam menggunakan CCS, sementara pembelajaran kolaboratif mendorong pertukaran ide di antara para siswa. Pemantauan yang terus menerus oleh guru memastikan dukungan dan umpan balik yang tepat waktu untuk meningkatkan proses pembelajaran. Kesimpulannya, intervensi guru yang terstruktur dengan CCS secara efektif meningkatkan pemahaman membaca siswa dan kemandirian mereka dalam menerapkan strategi ini. Studi ini menyoroti pentingnya pendekatan yang berkelanjutan dan adaptif terhadap pengajaran di sekolah kejuruan, di mana siswa membutuhkan teknik pembelajaran yang lebih praktis.

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