Bahasa-Inggris-BS-KLS-XI

["Activity 2 Work in groups of four. Complete the mind map with the appropriate information. Mind Map Digital Dress Code Non Digital Poster Presenter Clear Presentation Target Good Language Fluency Option\t2 Poster Competence Option\t1 Picture 5.45 Mind map on a good presentation Modeling of Text Activity 3 Watch a video on good and bad presentations. Before that, look at the following questions. Scan the following QR\t Code\t or\t visit\t the\t link\t to\t watch\t the\t video:\t https:\/\/ www.youtube.com\/watch?v=V8eLdbKXGzk 1. What did Ranjit\tdo\tin\this\tirst\tpresentation? 2. What were his friends\u2019 reactions? 3. What were the suggestions from his friends? 4. How was Ranjit\u2019s performance in his second presentation? 224 Bahasa Inggris: English for Change untuk SMA\/MA Kelas XI","Now, increase your comprehension by reading the following text about the Dos and Don\u2019ts in delivering a presentation. Table 5.3 Dos and Don\u2019ts in Delivering a Presentation No. Dos Don\u2019ts 1 Give handouts to your Do not carry a lot of items when audience. you want to present 2 Dress formal and be Do not wear informal clothes professionals 3 Prepare small notes to Do not read from the screen keep your presentation on the track 4 Have a good energy and Do not stand with your back to smile to your audience the audience 5 Use clear text and Do not present a paragraph. diagrams for slides Keep\tslides\tshort\tand\tclear 6 Keep\tyour\tphone\tsilent Do not answer your phone 7 Use various intonation, Do not speak with monotone speak naturally voice 8 Be aware of body language Do not fold your arms 9 Keep\teye\tcontact\twith\tyour\t Do not read directly from your audience notes Source: Husain Shafei Activity 4 Work in pairs. Complete the following passage with the information given in the table. This is to measure your understanding on how to give a good presentation. Good\t presentation\t needs\t lots\t of\t preparation.\t The\t irst\t thing\t to\t do\t is\t to\t prepare\t your\t materials\t for\t the\t presentation\t but\t ________.\t Make\t Unit 5 Personal Money Management 225","sure\t that\t all\t important\t points\t are\t presented\t in\t ________.\t Next\t is\t your\t physical\t appearance.\t Remember\t to\t ________\t to\t impress\t the\t audience.\t While\tpresenting,\t_______\tfor\texample\t________\tand\t_______. What Have You Learned So Far? \tWork\tindividually.\tAfter\tthat,\tdo\tPair\tCompare.\tWhat are your strengths and weaknesses that you have in giving a presentation? Table 5.4 Strengths and Weaknesses Strengths Weaknesses A Mid-Lesson Relection Now that you have learned good versus bad presentation, think of what you can do to improve your presentation skills. Consider the following points: ability in creating posters and personal skills in public speaking. 226","Joint Construction of Text Activity 5 Work in groups of six. Design a poster digitally or non digitally about how students manage their money. Activity 6 Do Gallery Walk to present your group\u2019s poster from activity 5. Take turns to compare your group\u2019s ideas with others. Your teacher will guide you to do the activity. Independent Construction of Text Activity 7 Work individually. Design a poster, digital or non digital, on how you are going to manage your money in the future. Activity 8 Present your poster in front of the class. Remember and follow the concepts and guidelines of giving a good presentation that you have learned so far. Linking Related Texts Activity 9 Work individually. Find a video or an article on giving a good presentation. Find a video or an article on creating posters. 227","After\twatching\tthe\tvideos\tand\treading\tthe\tarticles,\twhat\tshould\tyou\tdo\t if you are to create a poster and give a presentation? An End-of-Unit Relection Based on your understanding on the information in this unit, what captured your attention in learning: 1. Financial Literacy 2. Superlative Comparisons 3.\t\t Synthesizing\tand\tevaluating 4. Writing 5. Presenting 228 Bahasa Inggris: English for Change untuk SMA\/MA Kelas XI","Prosedur Cooperative Learning (CL) The Procedures of CL Techniques Used in the Lessons Think-Pair-Share 1. Students think to themselves on a topic provided by the teacher. 2. They pair up with another student to discuss it. 3. They then share their thoughts with the class. Source: Kagan 1989, 13 RallyRobin 1. Students sit in pairs. 2. Teacher poses a problem to which there are multiple possible responses or solutions, and provides think time. 3. Students take turns stating responses or solutions. Sumber: Kagan and Kagan 2009, 6.31 RoundRobin 1. Students sit in teams. 2. Teacher poses a problem to which there are multiple possible responses or solutions, and provides think time. 3. Students take turns stating responses or solutions. Source: Kagan and Kagan 2009, 6.31 Inside-Outside Circle Setup: The teacher prepares questions, or provides a question card for each student. 1. Students\tform\tpairs.\tOne\tstudent\tfrom\teach\tpair\tmoves\tfrom\tone\t large circle in the class facing outward. 229","2. Remaining\tstudents\tind\tand\tface\ttheir\tpartners\t(class\tnow\tstands\t in two concentric circles). 3. Inside-circle students ask a question from their question card; outside students answer. Inside-circle students praise or coach. (Alternative:\t The\t teacher\t asks\t a\t question\t and\t indicates\t inside\t or\t outside students to answer to their partner.) 4. Partners\tswitch\troles:\tOutside\tcircle\tstudents\task,\tlisten,\tthen\tpraise\t or coach. 5. Partners trade question cards. 6.\t Inside-circle students rotate clockwise to a new partner. (The teacher\tmay\tcall\trotation\tnumbers:\t\u201cRotate\tThree\tAhead.\u201d\tThe\tclass\t may do a \u201cchoral count\u201d as they rotate.) Source: Kagan and Kagan 2009, 6.27 Team Jigsaw 1. Each team becomes an expert on a topic. 2. Individuals from that team each teach another team. 3.\t After\tteaching,\texperts\treturn\tto\ttheir\tseats. 4. The process is repeated so that each expert topic is covered. Source: Kagan and Kagan 2009, 17.3 Jot Thoughts Setup: Students each have multiple sets of paper (e.g., pre-cut sticky notes, cut-up bond paper). 1. Teacher names a topic, sets a time limit, and provides think time. 2. Students write and announce as many ideas as they can in the allotted time, one idea per slip of paper. 3. Each slip of paper is placed in the center of the table, students attempt to \u201ccover the table\u201d (no slips are to overlap). Source: Kagan and Kagan 2009, 6.28 230","Numbered-Heads-Together 1. Students work in groups. 2. Each student in the group is assigned one number (e.g., one, two, three, or four). 3. Teacher poses a problem and gives think time. 4. Students privately write their answers. 5. Students stand up and \u201cput their heads together,\u201d showing answers, discussing, and teaching each other. 6.\t Students\t sit\t down\t when\t everyone\t knows\t the\t answer\t or\t has\t something to share. 7.\t Teacher\tcalls\ta\tnumber.\t 8.\t Students\twith\tthat\tnumber\tanswer.\t Source: Kagan and Kagan 2009, 6.28 One Stray 1.\t \t One\t teammate\t \u201cstrays\u201d\t from\t her\t team\t to\t a\t new\t team\t to\t share\t or\t gather information. 2. Variation: Students return to their original (home) teams to share what they learned when they strayed. Source: Kagan and Kagan 2009, 6.28 Talking Chips 1. Each student receives one \u201ctalking chip.\u201d The chips can be any kind of game token, or a pen, pencil, eraser, slip of paper, or any other tangible item. It is preferable if each student has a unique color for his\/her\tchips.\t 2. The students are given an open-ended discussion topic such as, Where in the world would you most want to live and why? In order to speak, a teammate must place his or her chip in the center of the team table. It is his or her turn to speak. 3. Teammates cannot interrupt and must practice respectful listening. 4. When\the\tor\tshe\tis\tinished,\tanother\tstudent\tplaces\this\tor\ther\tchip\tin\t the center of the team table and is free to add to the discussion. 231","5. When a student uses his or her \u201ctalking chip\u201d, he or she cannot speak until all teammates have added to the discussion and placed their chip in the center of the table. 6.\t When everyone has had a chance to speak, each student collects her or his chips and continues with the discussion, using \u201ctalking chips\u201d or starting again with a new topic. Source: Kagan 2022, 3 Give-One, Get-One Setup:\tgive\tstudents\ta\tsheet\tof\tpaper\twith\ttwo\tcolumns\t\u2013\tGive-One\tand\t Get-One 1. Students\tindividually\tbrainstorm\tto\till\tup\ttheir\tGive-One\tcolumn.\t When done, students stand. 2. Students\t mix\t and\t ind\t others.\t They\t Give-One\t idea\/application\t to\t their\tpartner\tand\tGet-One\tin\treturn.\tStudents\twrite\ttheir\tpartner\u2019s\t idea\/application\tin\tthe\tGet-One\tcolumn.\t 3. Students\tmove\ton\tto\tind\tnew\tpartners.\t Source: Kagan Quick Reference Guide n.d. Jigsaw Reading 1. Tell the students the topic that they will be reading about and encourage them to make predictions about what they will read. 2. Pre-teaches critical vocabulary that the students will need before they begin to read the text. 3. Divide the students into different groups, one for each section of the text. 4. Explain that each group will be responsible for reading one section of the text and answering the reading comprehension questions that pertain to their assigned section. 5. Give the students time to work in their groups to read and discuss their section of the text, and answer the reading comprehension questions. 6.\t When all of the groups have completed the questions, divide the class into new groups. There is one student from each of the original 232","groups in the newly formed groups. Each group represents the entire version of the reading text. 7.\t Each member of the group shares the answers to the section of the comprehension questions that their original group was responsible for. Students should not read the text out loud; instead they discuss the questions and answers. 8.\t At\tthe\tend\tof\tthe\tactivity,\tall\tof\tthe\tstudents\twill\thave\tlearned\tthe\t answers to all of the comprehension questions from the other students in their group. Source: Minnesota Literacy Skill Pairs Compare 1. Teacher provides a question that has multiple possible responses and provides think time. 2. RallyTable: Shoulder partners Rallytable answers. They \u2018keep it a secret\u2019 from the other pair. 3. Teacher calls time. 4. Pairs Compare: Pairs pair to RoundRobin their answers. For each answer, the face partner in the other pair adds their answer to that pair\u2019s list, or checks it off if they already had it. 5. Team\tChallenge:\tAs\ta\tteam,\tstudents\tgenerate\tnew\tanswers,\ttaking\t turns within pairs recording answers on their pair lists. Source: Kagan Quick Reference Guide n.d. Three-Step-Interview 1. One\t student\t is\t interviewed\t by\t another\t student\t within\t the\t given\t time. 2. Roles are reversed and the interview is conducted again, in which the same questions or questions of similar nature are asked. 3. The learning team comprises two pairs wherein the students after conducting the interview share the key insights with each other. Source: Surbhi 2021 233","Number Group Presentation 1. One\tperson\tin\teach\tgroup\tis\tchosen\tas\tthe\tpresenter\tof\tthe\tproject.\t 2. All\tother\tstudents\tnumber\toff\tby\tthe\tnumber\tof\tproject\tgroups\tin\t the\tclass\t(6\tgroups,\t7\tgroups,\tetc.)\t 3. All\t1\u2019s\tgo\tto\tgroup\/project\t1,\tall\t2\u2019s\tgo\tto\tgroup\/project\t2,\tetc.\t 4. Presenters present their project to the students visiting their group. 5. Teacher calls \u2018time\u2019 and student rotates to the next group. 6.\t When done, students return to their group and discuss what they saw and heard Source: Kagan Quick Reference Guide n.d. Mix-Pair-Share 1. Students mix around room 2. Teacher\tcalls\t\u201cFreeze\u201d,\t\u201cPair\u201d,\tor\tstops\tmusic,\tstudents\tpair\tup\twith\t the\t person\t closest\t to\t them\t and\t do\t a\t high\t ive.\t Those\t that\t haven\u2019t\t found a partner raise their hand. 3. Teacher\tasks\ta\tquestion\t\/\tgives\ta\tproblem\t\/\tgives\tvocabulary\tword\t\/\t etc. and gives think time 4. Students share with their partner using timed-pair-share (open- ended), rally robin (brainstorm), rally coach (solving a problem) Source: Kagan Quick Reference Guide n.d. Simultaneous Round Table This structure can be used for group writing or brainstorming. 1. Students pass around a paper and everyone writes on it (each student has the same amount of writing time). 2. Student number 1 will write and pass to number 2, and so on. 3. The teacher could also have each student write on a piece of paper and keep passing the papers around the group until everyone gets every paper. Source: Kyle and Sarah n.d. 234","Glossary account (n) : an arrangement with a bank to keep your addicted (adj) money there and to adjective (n) advocate (v) : unable to stop taking drugs, or doing something as a habit amount (n) average (n) : a word that describe a noun or pronoun awareness (adj) advertise something beneits (n) comparative (n) : to publicly support an idea, development, or compost (n) way of doing something allow you to take it conservation (n) out when you need to construction (n) : number, degree, or quality anything or anyone core audience (n) else of the same type. crucial (adj) : enough or satisfactory for a particular purpose : knowing that something exist, or having knowledge or experience of a particular thing : a helpful or good effect, or something intended to help between a person and a computer : the form of an adjective or adverb that expresses a difference in : decaying plant material that is added to soil to improve its quality : the protection of plants and animals, natural areas, and interesting and important structures and buildings, especially from the damaging effect of humans activity : the activity of putting the different parts of something together in : the type of people who are most likely to buy a particular product : extremely important or necessary 235","deforestation (n) : the cutting down of trees in a large area, or the destruction of forests by people delegates (n) : a person chosen or elected by a group to speak, vote, etc. deposit (v) : to leave something somewhere digital (adj) : using or relating to computers and the internet distraction (n) : something that prevents someone from giving their attention to entry (n) : a single written item in a list or collection of records fanbase (n) : the fans of a singer, group, team, etc. considered as a group igure (n)\t :\t a\tparticular\ttype\tof\tigure\tis\ta\tperson\twith\tthat\t characteristic inancial (adj) : relating to money or how money is managed inancial literacy (n) : the ability to understand basic principles of business\tand\tinance\t fund (n) : an amount of money saved, collected or provided for particular garbage (n) : waste material or unwanted things that you throw away greenhouse (n) : a building of a roof and side made of glass, used for growing plants that need warmth and protection. harsh (adj) : unpleasant, unkind, cruel, or more severe than is necessary high-risk (adj) : Involving a greater than usual amount of risk identity (n) : who a person is, or the qualities of a person or group that make them different from others idyllic (adj) : an idyllic place or experience is extremely pleasant, beautiful, or impactful (adj) : having a powerful effect on a situation or person 236","implicit (adj) : suggested but not communicated directly inference (n) : a guess that you make or an opinion that you infographic (n) form based on the information that you have : a picture or diagram or a group of pictures or initial (adj) interface (n) diagram showing : of or at the beginning landill (n) : a connection between two pieces of electronic lethargic (adj) equipment, or : the process of getting rid of large amounts of literacy (n) rubbish by burying it. literacy (n) : having little energy; feeling unwilling and maintaining (v) unable to do anything : knowledge of a particular subject, or a management (n)\t mend (v)\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t particular type of knowledge merit (n) : the ability to read and write; knowledge of mind map (n) particular subject, or : to continue to have; to keep in existence, or not mound (n) municipal (adj) allow to become less negativity (n) nutrients (n) :\tthe\tcontrol\tand\torganization\tof\tsomething :\tto\tind\tsolution\tto\ta\tproblem organized (adj) : the advantages something has compared to something else : a type of diagram with lines and circles for organizing\tinformation\t : a large pile of earth, stones, etc. like a small hill : of or belonging to a town or city : an attitude that is not hopeful or enthusiastic : any substance that plants or animals need in order to live and grow or a place where rubbish is buried. : arranged according to a particular system particular type of knowledge, peaceful, person 237","phrase (n) being described has more of the particular quality than poster(n) presentation (n) : a group of words that is part of, rather than the procedure (n)\t whole of, a pin to a wall or board, usually for proper (adj) decoration or to prudent (adj) public igure (n) : a large printed picture, photograph, or notice that you stick or pursue (v) : a talk giving information about something. recipient (n) recycling (n) :\t a\tset\tof\tactions\tthat\tis\tthe\toicial\tor\taccepted\t way of doing regularly (adv) : real, satisfactory, suitable, or correct sight (n) social media (n) : careful and avoiding risk sole (adj) : a famous person who is often written about in\t newspapers\t and\t magazines\t or\t is\t often\t on\t television or the radio purpose : If you pursue a plan, activity, or situation, you try to do it or achieve it, usually over a long period of time : a person who receives something : the process of collecting and changing old paper, glass, or plastics, etc. so that it can be used again. : at repeated times, with equal or similar amounts of time between one time and the next sentence : the ability to see so it is easier to use or remember. : forms of media that allow people to communicate and share information using the internet or mobile phones : being one and only, single something, something else 238","stress (n) : the way that a word or syllable is pronounced with greater force than other words in the substances (a) same sentence or other syllables in the same superlative (n) word surroundings (n) sustainable (adj) : material with particular physical characteristics syllable (n) : the form of an adjective or adverb that synthesis (n) expresses that a thing or talkative (adj) : the place where someone or something is and trait (n) the things that are in it trash (n) vehemently (adv) : able to continue over a period of time vital (adj) waste (n) : a single unit of speech, either a whole word waste (n) or one of the parts into which a word can be separated, usually containing a vowel work ethic (n) zero waste (n) : the act of combining different ideas or things to make a whole that is new and different from the items considered separately : talking a lot : a particular characteristic that can produce a particular type of behavior : waste material or things that are no longer wanted or needed. : in a strong and emotional way : necessary for the success or continued existence of something; extremely important : an unnecessary or wrong use of money, substances, time, energy, abilities, etc : unwanted matter or material of any type, especially what is left after useful substances or parts have been remove watch a particular TV program, etc. : the belief that work is morally good : a situation in which no waste material is produced 239","References A.,\t Johns.\t Genre in the Classroom: Multiple Perspectives. Mahwah: Lawrence\tErlbaum\tAssociates,\t2002. American\t Debate\t League,\t Inc.\t \u201c\u2018What\t Is\t Debate?,\u2019\u201d\t 2021.\t https:\/\/www. americandebateleague.org\/what-is-debate.html#\/. Artofsmart.\t\u201c10\tWays\tto\tSave\tMoney\tin\tHigh\tSchool.\u201d\tAccessed\tJune\t19,\t 2022.\thttps:\/\/artofsmart.com.au\/study\/save-money-in-high-sc\thool\/. Ayunda,\t Maudy.\t \u201cMy\t Two\t Years\t at\t Stanford\t Taught\t Me\t Many\t Things.\t Accounting,\t Finance\t -\t You\t Name\t It.\t But\t I\t Also\t Learned\t to\t Shift\u2026.\u201d\t Accessed\t March\t 9,\t 2022.\t https:\/\/twitter.com\/maudyayunda\/ status\/1501497480629796865. Bank\t of\t America.\t \u201cBank\t of\t America:\t How\t to\t Set\t a\t Budget\t and\t Stick\t to\t It.\u201d\t Youtube\t video,\t 2016.\t https:\/\/www.youtube.com\/ watch?v=pZDxU74V924. 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EnglishClub.\t \u201cThe\t Presentation.\u201d\t Accessed\t July\t 23,\t 2022.\t https:\/\/www. englishclub.com\/speaking\/presentation.htm\t%0A. Fernando,\tJason.\t\u201cFinancial\tLiteracy,\u201d\t2022.\thttps:\/\/www.investopedia. com\/terms\/f\/inancial-literacy.asp. Fimela.\t \u201cCara\t Tasya\t Kamila\t Ajak\t Generasi\t Muda\t Peduli\t Lingkungan\t Dan\t Air\t Bersih\t Sejak\t Dini,\u201d\t 2021.\t https:\/\/www.imela.com\/lifestyle\/ read\/4646693\/cara-tasya-kamila-ajak-generasi-muda-peduli- lingkungan-dan-air-bersih-sejak-dini. Good\t Morning\t America.\t \u201cThe\t Healthy\t Debate\t between\t Cooked\t Vegetables\tand\tRaw\tVegetables\t|\tGMA,\u201d\t2019.\thttps:\/\/www.youtube. com\/watch?v=dNKlqljNESA. Grammarly.\t \u201cSimple\t Past,\u201d\t 2020.\t https:\/\/www.grammarly.com\/blog\/ simple-past\/. 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Filmed in Indonesia.\u201d TEDx Indonesia, 2022.\t https:\/\/www.youtube.com\/watch?v=qXQtrvHqUAY\t \/\t Dwi_ Sasetyaningtyas_Revolusi_Kemasan_Belanja_Online_yang_Ramah_ Lingkungan. Schmidt, Devon. \u201cGreenPrints: Belai, Indonesian Environmental Activist,\u201d\t2020.\thttps:\/\/healthinharmony.org\/2020\/10\/09\/greenprints- belai-indonesian-environmental-activist\/. Shafei,\t Husain.\t \u201cPresentation\t Good\/Bad\t Examples.\u201d\t Youtube\t Video,\t 2012.\thttps:\/\/www.youtube.com\/watch?v=S5c1susCPAE. Shrives,\tand\tCraig.\t\u201cThe\tDegrees\tof\tComparison.\u201d\tAccessed\tJune\t6,\t2022.\t https:\/\/www.grammar-monster.com\/glossary\/degree.htm. 245","Sketchbubble.\t \u201cPresentation\t Traditional\t Banking.\u201d\t Accessed\t June\t 19,\t 2022.\t https:\/\/www.sketchbubble.com\/en\/presentation-traditional- banking.html. 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The\tColumbus\tDispatch.\t\u201cExperts\tDefend\tNew\tHeart\tAttack\tPrevention\t Advice,\u201d\t 2013.\t https:\/\/www.dispatch.com\/story\/lifestyle\/health- itness\/2013\/11\/18\/experts-defend-new-heart-attack\/23636023007\/. Think\t Conscious.\t \u201c6\t Inspirational\t Indonesian\t Environmentalists.\u201d\t 2021.\t https:\/\/thinkconscious.id\/en\/6-inspirational-indonesian- environmentalists\/ Troitskiy\t Video.\t \u201cGarbage\t in\t the\t Ocean,\u201d\t 2020.\t https:\/\/www.youtube. com\/watch?v=0k_QRX4u_8U. VoA\t Learning\t English.\t \u201cForming\t Questions,\t Part\t 1:\t Subject\t Question,\u201d\t 2018.\t https:\/\/learningenglish.voanews.com\/a\/forming-questions- part-1-subject-questions\/4550920.html. Wall\t Street\t English.\t \u201cHow\t To\t Learn\t Regular\t And\t Irregular\t English\t Verbs,\u201d\t 2018.\t https:\/\/www.wallstreetenglish.com\/blog\/regular-and- irregular-english-verbs. wasteremoval.\t\u201c\u201cThere\tAre\t5\tTypes\tof\tWaste,\tDo\tYou\tKnow\tThem\tAll?,\u201d\t 2016.\t https:\/\/4waste.com.au\/rubbish-removal\/5-types-waste%0A- know. 246","Waters,\t and\t Shonna.\t \u201cWant\t to\t Give\t a\t Killer\t Presentation?\t 8\t Tips\t to\t Make\tIt\tSuccess,\u201d\t2022.\thttps:\/\/www.betterup.com\/blog\/how-to-give- a-good-presentation. Wikipedia.\t \u201cMelati\t and\t Isabel\t Wijsen,\u201d\t 2022.\t https:\/\/en.wikipedia.org\/ wiki\/Melati_and_Isabel_Wijsen. \u2014\u2014\u2014.\t\u201cXiye\tBastida.,\u201d\t2022.\thttps:\/\/en.wikipedia.org\/wiki\/Xiye_Bastida. Wikipedia.\t\u201cSalsabila\tKhairunnisa,\u201d\t2022.\thttps:\/\/en.wikipedia.org\/wiki\/ Salsabila_Khairunnisa. You\t Know?,\t Do.\t \u201cDo\t You\t Know:\t How\t to\t Withdraw\t Money\t From\t ATM\t Machine\t Properly?\u201d\t Youtube\t Video,\t 2017.\t https:\/\/www.youtube. com\/watch?v=YpD1tJK9vIA&t=22s. \u2014\u2014\u2014.\t\u201cHow\tto\tDeposit\tMoney\tin\tATM\/CDM\tMachine.\u201d\tYoutube\tVideo,\t 2019.\thttps:\/\/www.youtube.com\/watch?v=gkgaMtZwNnI. Photo Credits Ayunda,\tM.\t(@maudyayunda).\t2022.\t\u201cI\u2019ve\tgraduated!\tTwo\tyears\treally\t lew\t by.\t Words\t can\u2019t\t describe\t how\t much\t I\u2019ve\t learned\t from\t this\t experience,\t especially\t as\t it.\u201d\t Instagram,\t June\t 9,\t 2021.\t https:\/\/www. instagram.com\/p\/CP4bneggNFc\/?hl=en Azzahra,\tAeshnina.\t(@aeshnina).\t\\\"Plastic\tRecycling\tCenter.\\\"\tInstagram,\t 2021.\thttps:\/\/www.instagram.com\/p\/CV7Xh8HLX-m\/ Grant,\tA.\t(@AdamMGrant).\t2022.\t\u201cThe\tmost\tmeaningful\tway\tto\tsucceed\t is\t to\t help\t others.\u201d\t Instagram,\t October\t 24,\t 2022.\t https:\/\/www. instagram.com\/p\/CVakvi-LGE3\/ Henri,\t J.\t S.\t (@setiyantohendri).\t 2022.\t \u201caku\t selalu\t melihat\t diriku\t mengungguli orang lain. lalu aku capek.\u201d Instagram, December 29, 2021.\thttps:\/\/www.instagram.com\/p\/CYDYiXzFV56\/ Irwandi,\tJ.\t(@joshirwandi).\t2022.\t\u201cI\tam\thumbled\tto\tbe\tincluded\tin\tthe\t 2021\t Gen.T\t @generationt_asia\t list\t \u201cLeader\t of\t Tomorrow\u201d\t through\t my\tphotojournalistic\twork.\u201d\tInstagram,\tSeptember\t13,\t2021.\thttps:\/\/ www.instagram.com\/p\/CTwpo_Up5Z-\/ M.\t Akrom\t Sukarya. 2015.\t \\\"Ingin\t Sejukkan\t Situbondo,\t Tasya\t Kamila\t Ikut\t Tanam\t Pohon\t Trembesi.\\\"\t KapanLagi,\t https:\/\/www.kapanlagi. 247","com\/foto\/berita-foto\/indonesia\/39409tasya_kamila-20150827-022- akrom.html Mansyur,\tA.\t(@aanmansyur).\t2022.\t\t\u201csetelah\tduduk\tdi\tdepan\tkomputer\t seharian dan cuma dapat satu paragraf yang buruk. writing is painful\u2014\u201d\t Instagram,\t October\t 17,\t 2018.\t https:\/\/www.instagram. com\/p\/BpCJtrVAdYo\/ Mardiasih,\t K.\t (@kalis.mardiasih).\t 2022.\t \u201cHERAN\t masih\t banyak\t ajaaaa yang melegalkan perkawinan usia anak dengan alasan menghindari\tzina.\tSolusi\tdari\tmenghindari\tzina\tbukan\tperkawinan\t usia\tdini.\u201d\tInstagram,\tJune\t23,\t2022.\thttps:\/\/www.instagram.com\/p\/ CfIIRz3vMgH\/ Paola,\t M.\t (@the_cottage_fairy).\t 2022.\t \u201cIs\t there\t snow\t where\t you\t live?\t I\t deinitely\t love\t spring\t most,\t but\t winter\t does\t feel\t quite\t magical.\t I\t always\t think.\u201d\t Instagram,\t December\t 18,\t 2021.\t https:\/\/www. instagram.com\/p\/CXm4R0AL_jz\/ Pejuang\t Iklim.\t \\\"Salsabila:\t Mogok\t sekolah\t demi\t hutan\\\".\t 2021.\t https:\/\/ www.pejuangiklim.id\/salsabila-mogok-sekolah-demi-hutan\/ Polii,\tG.\t(@greyspolii).\t2022.\t\u201cKalau\tada\tyang\tbertanya\tapa\tuntungnya\t jadi\t Chair\t of\t Athlete\t Commision?\t Jujur\t saya\t masih\t bingung\t jawabnya apa - tapi yang pasti [Photograph].\u201d Instagram, May 11, 2022.\thttps:\/\/www.instagram.com\/p\/CdaHOT5vR2u\/ Sagala, Clara E. B. Kenalan dengan Melati dan Isabel Wijsen Pendiri Gerakan Bye Bye Plastic Bag.\t 2021.\t Photograph.\t Highend,\t https:\/\/ highend-magazine.okezone.com\/read\/kenalan-dengan-melati-dan- isabel-wijsen-pendiri-gerakan-bye-bye-plastic-bag-2jvw27 Swietenia Puspa Lestari. Screenshotted from https:\/\/www.instagram. com\/p\/BJb32PshCFS\/?hl=en\t(@swieteniapuspa,\tAugust\t23,\t2016) Thunberg,\t G.\t (@gretathunberg).\t 2022.\t \u201c#InternationalWomensDay\t is\t not for celebrating. It is for protesting against and raising awareness about\tthe\tfact\tthat\tpeople\tare\tstill.\u201d\tInstagram,\tMarch\t9,\t2022.\thttps:\/\/ www.instagram.com\/p\/Ca2i3QZsIc9\/ Zulikar,\t F.\t Farwiza Farhan Sang \u201cPenjaga\u201d Hutan Leuser Raih Penghargaan dari UCLA. 2021.\t Photograph.\t DetikEdu,\t https:\/\/ www.detik.com\/edu\/edutainment\/d-5822199\/farwiza-farhan-sang- penjaga-hutan-leuser-raih-penghargaan-dari-ucla 248","Index A deposit\t\t77,\t78,\t112,\t184,\t207,\t237 diabetes\t\t117,\t120,\t135 account\t \t 31,\t 37,\t 77,\t 78,\t 188,\t 201,\t digital\t\txiv,\txxii,\t1,\t7,\t11,\t18,\t30,\t40,\t 211,\t212,\t236 44,\t 94,\t 95,\t 136,\t 179,\t 182,\t 227,\t account\tnumber\t\t188 237,\t255 activist\t \t 9,\t 31,\t 152,\t 153,\t 154,\t 156,\t digital\tage\t\t18,\t30 digital literacies xiv, xviii, 1, 2, 157,\t160,\t173,\t247 254 air 152, 153, 243 digital\tplatforms\t\t18 Algorithm\t\t19 digital\tspaces\t\t7 ATM\tmachine\t\t205,\t206,\t207 digital\ttechnologies\t\t7,\t11,\t40,\t44 ATM\tPIN\t\t205 domestic\twaste\t\txix,\t73 B bank\taccount\t\t201 E becoming\t\t7,\t8,\t11,\t20,\t44,\t112,\t210 blogging 19, 242 entries\t\t17,\t21 budget\t\t184,\t209,\t241 environment xiv, xix, xxi, 31, 45, C 61,\t93,\t139,\t142,\t143,\t144,\t145,\t 152,\t 154,\t 155,\t 156,\t 158,\t 159,\t common fruits 125 160,\t 163,\t 164,\t 171,\t 172,\t 173,\t con 132, 133 176,\t179 construction\t\t18,\t71,\t236 environmental\tawareness\t\t61 content creator 19 environmental\tigures\t\t173 F D fanbase\t\t14,\t237 debate 132, 133, 134, 135, 241 inancial\t literacy\t \t xiv,\t 181,\t 196,\t debit\tcard\t\t184 199,\t200,\t217,\t223 249","ive\tsenses\t\t46,\t48,\t51,\t53,\t55,\t245 inluencer\t\t18,\t105 information and communication followers\t\t21,\t30,\t33,\t34,\t35,\t36,\t38,\t 43 technology\t(ICT)\t\t7 interaction\t\txviii,\t3,\t33,\t34,\t35,\t36,\t food\t \t 49,\t 52,\t 65,\t 99,\t 100,\t 102,\t 103,\t 111,\t 113,\t 115,\t 119,\t 128,\t 129,\t 255 134,\t 135,\t 157,\t 189,\t 194,\t 212,\t internet\t banking\t \t 201,\t 202,\t 216,\t 219 217 forest\t\t157,\t172 fruits 34, 122, 124, 125 J G jogging 112, 114, 242 junk\tfood\t\t126,\t134,\t246,\t247 garbage\t \t 54,\t 59,\t 66,\t 76,\t 77,\t 78,\t 83,\t 143,\t158,\t237 L H land\t\t197 liquid waste 51 hazardous\twaste\t\t65 littering\t\t87 local fruits 124 healthy\t food\t \t 100,\t 102,\t 103,\t 113,\t 115, 119, 129 N healthy\t life\t \t xiv,\t xx,\t 97,\t 98,\t 112,\t media\t\txviii,\t2,\t6,\t7,\t8,\t9,\t11,\t13,\t14,\t 138 15,\t16,\t17,\t18,\t20,\t21,\t22,\t23,\t24,\t 27,\t28,\t29,\t30,\t31,\t33,\t34,\t35,\t36,\t how\t\txvi,\t 4,\t 6,\t 7,\t 8,\t 11,\t 12,\t 13,\t 18,\t 37,\t38,\t39,\t40,\t42,\t43,\t44,\t63,\t85,\t 22,\t26,\t38,\t40,\t42,\t44,\t71,\t73,\t77,\t 110,\t193,\t239,\t242,\t243 79,\t 91,\t 95,\t 104,\t 115,\t 116,\t 119,\t 124,\t 128,\t 132,\t 136,\t 140,\t 143,\t money management xiv, xxii, 147,\t 153,\t 158,\t 161,\t 163,\t 167,\t 181,\t182,\t183,\t217,\t246 176,\t 178,\t 184,\t 189,\t 202,\t 206,\t 207,\t 210,\t 217,\t 218,\t 219,\t 220,\t money\ttransfer\t\t188 225,\t227,\t237,\t245,\t248 IN identity\t\t18,\t43,\t157,\t201,\t237,\t254,\t narratives\t\t18 255,\t263 250","OS obesity 119 saving\t\t183,\t184,\t187,\t193,\t194,\t218,\t online\t \t 7,\t 8,\t 11,\t 12,\t 13,\t 14,\t 17,\t 18,\t 220 25,\t30,\t36,\t41,\t42,\t187,\t188,\t189,\t scene\t\t47,\t49,\t50 191,\t 193,\t 194,\t 195,\t 197,\t 201,\t search\t\t17,\t19,\t30,\t188 209,\t215,\t221,\t222 shipping\taddress\t\t188 organic\twaste\t\t65,\t77 shopping\t\t197 sight\t\t48,\t49,\t51,\t239,\t245 P smell\t\t48,\t50,\t51,\t54 pawn\tshop\t\t71,\t72 social\tmedia\t\txviii,\t2,\t6,\t7,\t8,\t9,\t11,\t paying\titems\t\t188 13,\t14,\t15,\t16,\t17,\t18,\t20,\t21,\t22,\t payment\tmethod\t\t188 23,\t24,\t27,\t28,\t29,\t30,\t31,\t33,\t34,\t piggy\tbank\t\t184 35,\t36,\t37,\t38,\t39,\t40,\t42,\t43,\t44,\t 63,\t85,\t110,\t193,\t239 plastic\twaste\t\t65,\t70 software\t\t7 platforms\t\t6,\t18,\t23,\t38 solid\trubbish\t\t65 pollution\t\t165,\t166,\t243 solid\twaste\t\t76,\t77,\t81 posts\t\txviii,\t2,\t16,\t21,\t22,\t23,\t24,\t27,\t sound\t\t39,\t48,\t50,\t51,\t147,\t191 30,\t34,\t39,\t40 presence\t\t33,\t36 spaces\t\t7,\t8,\t11,\t18,\t27,\t29,\t36 pro 132, 133 sport\t\t105,\t109,\t112,\t114,\t121 professional\tidentities\t\t18 surrounding 94, 153 public\tigure\t\t14,\t23,\t239 T R taste\t\t48,\t49,\t51,\t103,\t195 touch\t\t48,\t49,\t50,\t51,\t54 recyclable\trubbish\t\t65 transaction\t\t188,\t208,\t215,\t217 recycle\t\t73 trash\t\t53,\t55,\t57,\t58,\t71,\t72,\t240,\t245 river\t\t143,\t158,\t192,\t194 rubbish\t \t 62,\t 65,\t 66,\t 169,\t 170,\t 238,\t 248 U unorganized\twaste\t\t47 251","V 126,\t 140,\t 144,\t 146,\t 147,\t 148,\t 149,\t 150,\t 192,\t 198,\t 199,\t 201,\t virtual\taccount\t\t188,\t252 203,\t 206,\t 209,\t 224,\t 226,\t 241,\t 242, 244 W where\t \t 14,\t 19,\t 26,\t 32,\t 46,\t 49,\t 52,\t 77,\t119,\t147,\t155,\t201,\t208,\t238,\t waste\t\txix,\t46,\t47,\t51,\t52,\t56,\t59,\t61,\t 240 62,\t63,\t64,\t65,\t66,\t69,\t70,\t73,\t74,\t where\t\t48,\t60,\t68,\t93,\t147,\t162 75,\t76,\t77,\t78,\t81,\t87,\t142,\t143,\t who\t\t34,\t35,\t162,\t193,\t195,\t203 144,\t 154,\t 158,\t 159,\t 237,\t 240,\t WH\tquestions\t\t162,\t163 246,\t248 why\t \t xiv,\t 8,\t 10,\t 11,\t 15,\t 28,\t 35,\t 53,\t 78,\t 85,\t 86,\t 88,\t 108,\t 114,\t 116,\t waste\tbank\t\t80 147,\t 161,\t 162,\t 181,\t 183,\t 184,\t waste\tmanagement\t\t63,\t64,\t76,\t77,\t 202,\t206,\t219,\t220 81 Z water\t\t64,\t81,\t153,\t218 what\t \t xiv,\t 3,\t 6,\t 15,\t 16,\t 17,\t 19,\t 21,\t zero\twaste\t\t59,\t240 27,\t28,\t29,\t39,\t42,\t44,\t45,\t47,\t48,\t 49,\t53,\t54,\t72,\t77,\t78,\t79,\t80,\t83,\t 84,\t 88,\t 91,\t 102,\t 103,\t 106,\t 108,\t 109,\t 111,\t 120,\t 122,\t 123,\t 124,\t 252","Proil Pelaku Perbukuan Proil Penulis 1 Nama Lengkap : Puji Astuti, S.Pd., M.Pd., Ph.D. Email\t :\t [email protected] Instansi : Universitas Negeri Semarang (UNNES) Alamat\tInstansi\t :\tFBS\tUNNES,\tKampus\tSekaran,\t Gunungpati, Semarang, Jawa Tengah Bidang\tKeahlian\t :\t Active\tLearning\tin\tTEFL,\tIdentity\tConstruction\tin\t Teacher Education, Digital Literacies Riwayat Pekerjaan\/Profesi (10 Tahun Terakhir) 1.\t Dosen\tProdi\tPendidikan\tBahasa\tInggris\tFBS\tUNNES\t(2008-sekarang) 2.\t Ketua\tTim\tPenguatan\tPublikasi\tFBS\tUNNES\t(2021-sekarang) 3.\t Anggota\tSenat\tFBS\tUNNES\t(2020) 4.\t Konsultan\tBahasa\t\tdi\tDepartment\tof\tLinguistics,\tUniversity\tof\t Rochester,\tNew\tYork\t(2015-2016)\t Riwayat Pendidikan dan Tahun Belajar 1.\t S3\t\u2013\tPh.D.\tin\tEducation\t(with\tspeciication\tin\tTeaching,\tCurriculum,\t and Change), Warner School of Education and Human Development, University\tof\tRochester,\tNew\tYork\t(2016)\t 2. S2 \u2013 Magister Pendidikan Bahasa Inggris, Sekolah Pascasarjana UPI (2007) 3.\t S1\t\u2013\tSarjana\tPendidikan\tBahasa\tInggris,\tFBS\tUNNES\t(2001) Judul Buku dan Tahun Terbit (10 Tahun Terakhir) 1. The Crisscrossing of agency, ainity, and identity: Potret good teaching dalam\tpendidikan\tbahasa\tInggris.\tSemarang:\tLPPM\tUNNES\t(2020).\t 253","2. Untuk pesta saja, mereka harus berpikir. Sebuah bab dalam buku Pengembara penjaga lentera: Kisah studi dosen UNNES di lima benua. Semarang:\tUNNES\t(2017). Judul Penelitian dan Tahun Terbit (10 Tahun Terakhir) 1. \u201cShe taught me words\u201d: The availability of vocabulary help in EFL classrooms during cooperative learning\u2019s peer interaction. Diterbitkan\tpada\ttahun\t2021\tdi\tjurnal\tPASAA:\tA Journal of Language Teaching and Learning, 61,\t253-283,\tsebagai\tpenulis\tpertama. 2. Calling for a global turn to inform digital literacies education. Diterbitkan\t pada\t tahun\t 2021\t di\t Journal of Adolescent & Adult Literacy, 64(4),\t371-377,\tsebagai\tpenulis\tkedua. 3.\t \u201cThey\t had\t peer\t preference\u201d:\t A\t Portrait\t of\t tensions\t in\t cooperative\t learning implementation in EFL classrooms. Diterbitkan pada tahun 2020\t di\t The Journal of Asia TEFL, 17(2),\t 446-462,\t sebagai\t penulis\t pertama. 4. Individual accountability in cooperative learning in EFL classrooms: More opportunities for peer interaction. Diterbitkan pada tahun 2018\tdi\tThe Journal of Asia TEFL, 15(1),\t1-16,\tsebagai\tpenulis\tpertama. 5. Making EFL instruction more CLT-oriented through individual accountability in cooperative learning. Diterbitkan pada tahun 2017\tdi\tTEFLIN Journal, 28(2),\t236-259,\tsebagai\tpenulis\tpertama. 6.\t Individual\t accountability\t in\t cooperative\t learning:\t More\t opportunities to produce spoken English. Diterbitkan pada tahun 2017\t di\t Indonesian Journal of Applied Linguistics,\t 7(1),\t 215-229,\t sebagai penulis pertama. 7.\t Practitioner\t of\t cooperative\t learning\t as\t part\t of\t novice\t teachers\u2019\t professional identity.\t Diterbitkan\t pada\t tahun\t 2016\t di\t TEFLIN Journal, 27(2), 132-152, sebagai penulis tunggal. 254","2 Nama Lengkap : Dr. Aria Septi Anggaira, M.Pd. Email\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t:\t [email protected] Instansi\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t:\t IAIN\tMetro Alamat\tInstansi\t :\tJl.\tKi\tHajar\tDewantara\t15A\tIring\t Mulyo,\tMetro-Timur,\tKota\tMetro Bidang\tKeahlian\t :\t Curriculum\tDevelopment,\tBahasa\tIndonesia\t bagi\tPenutur\tAsing\t(BIPA) Riwayat Pekerjaan\/Profesi (10 Tahun Terakhir) 1.\t Dosen\tTadris\tBahasa\tInggris\tdan\tPascasarjana\tIAIN\tMetro\t\t(2018\t s.d. sekarang) 2.\t Pengajar\tBIPA\tKementerian\tPendidikan,\tKebudayaan,\tRiset,\tdan\t Teknologi\t(2018\ts.d.\tsekarang) Riwayat Pendidikan dan Tahun Belajar 1. S3 Pendidikan Bahasa, Universitas Negeri Jakarta 2.\t S2\t Linguistik\t Terapan\t (Konsentrasi\t Pendidikan\t Bahasa\t Inggris),\t Universitas Negeri Yogyakarta 3. S1 Pendidikan Bahasa Inggris, Universitas Lampung Judul Buku dan Tahun Terbit (10 Tahun Terakhir) 1.\t Teaching\tMedia\t101:\tIntegrasi\tDasar\tPengajaran\tMedia\tPembelajaran\t (2022). 2.\t English\tErudition:\tEnglish\tfor\tMadrasah\tAliyah\tGrade\tX\t(2021). 3.\t Dasar-Dasar\tFilsafat\tIlmu:\tReleksi\tPemikiran\tbagi\tIlmu\tPengetahuan\t (2021). Judul Penelitian dan Tahun Terbit (10 Tahun Terakhir) 1. Students\u2019 Need on Interactive English Teaching Materials Based on Digital\tLiteracy\tof\tMillennial\tMuslims\t(2022). 2. Songs for Teaching Vocabulary: English learning Media for Preschoolers\t(2022). 3.\t Students\u2019\t Perception\t towards\t Online-Digital\t Media\t in\t English\t Learning\tduring\tCovid-19\tPandemic\t(2021). 4.\t Language\t Learner\t Autonomy:\t Students\u2019\t and\t Teachers\u2019\t Relection\t (2020). 255","3 Nama Lengkap : Atti Herawati Email\t :\t [email protected] Instansi : Universitas Pakuan Alamat\tInstansi\t :\tJalan\tPakuan\tno.1\tCiheuleut,\tBogor Bidang\tKeahlian\t :\t Pendidikan\tBahasa\tInggris Riwayat Pekerjaan\/Profesi (10 Tahun Terakhir) 1.\t Dosen\ttetap\tdi\tUniversitas\tPakuan\t(1998-sekarang)\t Riwayat Pendidikan dan Tahun Belajar 1.\t S1\t\u2013\tIKIP\tBandung\t(1987-1992) 2.\t S2\t\u2013\tUPI\tBandung\t(2003-2007) 3.\t S3\t\u2013\tUnika\tAtma\tJaya,\tJakarta\t(2018-sekarang) Judul Buku dan Tahun Terbit (10 Tahun Terakhir) 1.\t Research\ton\tELT\t(2021) Judul Penelitian dan Tahun Terbit (10 Tahun Terakhir) 1.\t Students\u2019\tDiiculties\tin\tUsing\tStatistic\tFormula\tto\tAnalyze\tResearch\t Data\t(2018) 2.\t The\t Use\t of\t Chart\t on\t Students\u2019\t Ability\t to\t Write\t Explanation\t Text\t (2020) 3.\t Content\tAnalysis\tof\tEnglish\tTextbook\tfor\t11th\tGrade\ton\tHOTS\tCriteria\t (2021) 4.\t Extensive\tReading\tfrom\tStudents\u2019\tPerspective\t(2021) 256","4 Nama Lengkap : Yeyet Nurhayati, S.Pd., M.Pd. Email\t :\t [email protected]. belajar.id Instansi\t :\t SMAN\t1\tParung\tBogor Alamat\tInstansi\t :\tJl.\tWaru\tJaya\tNo.\t17\tKec.\tParung\t Kabupaten\tBogor\tProvinsi\tJawa\tBarat Bidang\tKeahlian\t :\t Bahasa\tInggris Riwayat Pekerjaan\/Profesi (10 Tahun Terakhir) 1.\t Guru\tbahasa\tInggris\tSMAN\t1\tParung\t(2018\u2013sekarang) 2.\t Guru\tbahasa\tInggris\tSMAN\t1\tGunungsindur\t(2008\u20132018) Riwayat Pendidikan dan Tahun Belajar 1. S2 Program Studi Penelitian dan Evaluasi Pendidikan (PEP) Universitas\tNegeri\tJakarta\t(2013\u20132015 2. S1 Jurusan Pendidikan Bahasa Inggris Universitas Negeri Jakarta (1995\u20132002) Judul Buku dan Tahun Terbit (10 Tahun Terakhir) 1. \u201cSebuah Titik Balik\u201d dalam antologi Guru Limited Edition. Pustaka Literasi:\t(2021). 2. \u201cStrategi I See, I Think, I Wonder\t untuk\t Menjadi\t Pembaca\t Aktif\u201d\t dalam\tantologi\tKelas\tKreatif:\t(2021). 3. \u201cMengaktivasi Siswa dengan kegiatan Two Stay, Two Stray\u201d dalam antologi\tKelas\tKreatif:\t(2021) Judul Penelitian dan Tahun Terbit (10 Tahun Terakhir) 1. The Effect of Beliefs about Learning English, Self Regulation, and Self\t Esteem\t toward\t High\t School\t Students\u2019\t writing\t Achievement.\t Diterbitkan\tpada\ttahun\t2019\tdi\tWahana Journal of Action Research, 1(1), sebagai penulis pertama. 257","5 Nama Lengkap : Dadan, M.Pd. Email\t :\t [email protected] Instansi : Bandung Independent School Alamat\tInstansi\t :\tJl.\tSurya\tSumantri,\tNo.\t61\tBandung Bidang\tKeahlian\t :\t Creative\tTeaching,\tEFL,\tBIPA Riwayat Pekerjaan\/Profesi (10 Tahun Terakhir) 1.\t Bandung\tIndependent\tSchool,\tPengajar\tBIPA,\t2006\ts.d.\tsekarang 2.\t Kelas\tKreatif\tIndonesia,\tFounder,\t2008\ts.d.\tsekarang Riwayat Pendidikan dan Tahun Belajar 1.\t Universitas\tPendidikan\tIndonesia.\tS2\tAdministrasi\tPendidikan,\t2011. 2. Universitas Pendidikan Indonesia. S1 Pendidikan Bahasa Inggris, 2003. Judul Buku dan Tahun Terbit (10 Tahun Terakhir) 1.\t \u201cStrategi\t Apersepsi\t dalam\t Meningkatkan\t Motivasi\t Belajar\t Siswa\u201d\t dalam antologi Kelas Inspiratif!\t(2018). 2. \u201cTingkatkan Motivasi Siswa melalui Game Day\u201d dalam antologi Education Development Project 2008-2018: Kelas Kreatif\t(2019). 3.\t \u201cTulisan\tKreatif\tdengan\tCanva\u201d,\t\u201cGoogle\tHangouts\tuntuk\tPermainan\t Kosakata\u201d,\t \u201cKegiatan\t Menulis\t dengan\t Instagram\u201d\t dalam\t antologi\t Kelas Digital: Technology Enhanced Language Learning\t(2019). 4.\t Antologi\t105 Digital Tools for Interactive Learning\t(2020). 5.\t Antologi\t30 Digital Tools for Assessment\t(2020). 6.\t \u201cTugas\t Presentasi\t Lisan\t (Vocaroo)\u201d\t dalam\t antologi\t Kelas Kreatif dengan Smartphone!\t(2020). Judul Penelitian dan Tahun Terbit (10 Tahun Terakhir) 1.\t \u201cSurviving\tERT:\tHow\tan\tOnline\tProfessional\tLearning\tCommunity\t Empowered Teachers During the Covid-19 School Lockdown in Indonesia\u201d dalam buku Emergency Remote Teaching and Beyond: Voices from World Language Teachers and Researchers, Springer (2021). 258","6 Nama Lengkap : Dayang Suriani, M.Pd., M.M.Pd. Email\t :\t [email protected]\t Instansi\t :\t SMA\tNEGERI\t1\tBALIKPAPAN Alamat\tInstansi\t :\tJL.\tKapten\tPiere\tTendean\t (Gunung\tPasir)\tNo.\t63,\tBalikpapan Bidang\tKeahlian\t\t:\tBahasa\tInggris,\tPublic Speaking, Creative Teaching, Menulis Riwayat Pekerjaan\/Profesi (10 Tahun Terakhir) 1.\t PNS\tGuru\tSMAN\t1\tBalikpapan,\t1998-sekarang\t 2.\t Global\tTeacher\tPrize\tAmbassador\tUK,\t2017-sekarang 3.\t Founder\tof\tDayang\tEducation\tCenter\tdan\tKomunitas\tGuru\tHebat\t Kaltim\t 4.\t Owner\tof\tRumah\tBaca\tAbiyyu,\tBalikpapan 5.\t Dosen\tUniversitas\tTerbuka,\tProvinsi\tKaltim\t2017-sekarang Riwayat Pendidikan dan Tahun Belajar 1.\t Universitas\tMulawarman,\tFKIP\tBahasa\tInggris\t1992-1996\t(S1) 2.\t Universitas\t Mulawarman,\t Magister\t Manajemen\t Pendidikan\t 2008- 2010\t(S2) 3. Universitas Mulawarman, Magister Pendidikan Bahasa Inggris 2010-2012\t(S2) Judul Buku dan Tahun Terbit (10 Tahun Terakhir) 1.\t Sebuah\tOase\tDalam\tPembelajaran,\tLiberty\tPress,\t2012 2.\t Novel\tAnak\tCinta\tTiada\tBatas,\t2012, 3. Senang Mengajar Senang (SMS with SBT), Deepublish, Yogyakarta 2013 Judul Penelitian dan Tahun Terbit (10 Tahun Terakhir) 1.\t \u201c7\tMAN\tSHOW\u201d\tin\tImproving\tGrammar\tUnderstanding\tin\tSMAN\t1\t Balikpapan,\t2014. 2.\t AJEL\t(Active,\tJoyful,\tEffective\tLearning)\t\tin\tEnglish\tLearning\tProcess,\t 2014 3.\t Peer\tFeedback\tTechnique\tIn\tImproving\tWriting\tAbility,\t2020. 259","Proil Penelaah 1 Nama Lengkap : Eva Tuckyta Sari Sujatna Email\t :\t [email protected] Instansi : Universitas Padjadjaran Alamat\tInstansi\t :\tJl.\tRaya\tBandung\tSumedang\tkm\t21\t Jatinangor,\tSumedang,\t45363,\t Indonesia Bidang\tKeahlian\t :\t Linguistik Riwayat Pekerjaan\/Profesi (10 Tahun Terakhir) Staf Pengajar Departemen Linguistik, Fakultas Ilmu Budaya, Universitas Padjadjaran Riwayat Pendidikan dan Tahun Belajar 2007\tProgram\tDoktor\tIlmu\tSastra\t(Pengutamaan\tLinguistik)\tUniversitas\t Padjadjaran Judul Buku dan Tahun Terbit (10 Tahun Terakhir) 1.\t 2021\t Understanding Discourse Systems 2.\t 2021\t Bahasa\tPariwisata\tdan\tModalitas 3.\t 2020\t Morfologi\tBahasa\tInggris:\tPengantar 4.\t 2020\t Organisasi\tTema\tTeks\tPromosi\tPariwisata 5.\t 2019\t Understanding Cohesion Judul Penelitian dan Tahun Terbit (10 Tahun Terakhir) 1.\t 2022\t Multimodal\t Portrayal\t of\t Joko\t Widodo\t on\t Tempo's\t Cover\t Story:\tA\tMultimodal\tCritical\tDiscourse\tAnalysis https:\/\/journals.yu.edu.jo\/jjmll\/Issues\/vol14no32022\/2.html 2.\t 2022\t \u2018This\tnovel\tis\tnot\ttotally\tfull\tof\ttears...\u2019:\tGraduation\tResources\t as\t appraisal\t Strategies\t in\t EFL\t Students\u2019\t Fiction\t Book\t Review\t Oral\t Presentation \t https:\/\/www.sciedupress.com\/journal\/index.php\/wjel\/article\/ view\/22347 260","2 Nama Lengkap : Lulu Laela Amalia Email\t :\[email protected] Instansi : Universitas Pendidikan Indonesia Alamat\tInstansi\t :\tJl.\tDr.\tSetiabudhi\tNo.\t229,\tBandung, \t \t\tJawa\tBarat,\tIndonesia,\t40154 Bidang\tKeahlian\t:\tPendidikan\tBahasa\tInggris Riwayat Pekerjaan\/Profesi (10 Tahun Terakhir): 1.\t Kepala\t Laboratorium\t Bahasa\t dan\t Microteaching\t FPBS\t UPI,\t tahun\t 2020\t\u2013\t2024. 2.\t Penelaah\tbuku\tkelas\tXI\tdi\tPuskurbuk,\ttahun\t2022. 3.\t\t Penyadur\tbuku\tkelas\tVII\tdan\tX\tPuskurbuk,\ttahun\t2021. 4. Wakil koordinator PPG Prodi Pendidikan Bahasa Inggris, tahun 2021\t\u2013\tsekarang. 5.\t Tim\tPenerjemah\tkurikulum\tprodi\tdi\tlingkungan\tUPI,\ttahun\t2021. 6.\t Instruktur\tBahasa\tInggris\tdalam\tkegiatan\tPPG\tdalam\tJabatan\tyang\t diselenggarakan\toleh\tUPI,\ttahun\t2021\tsekarang.\t 7.\t Narasumber\t dalam\t kegiatan\t Joint\t Collaboration\t of\t ILLOCOS,\t Philippine\tand\tUPI\tin\t\t\t\t\u2018READ\tAND\tSPELL\tPHASE\tII:\tESL\tTraining\tin\t the\tNew\tNormal\u2019,\tbulan\tMaret\ts.d.\tApril\t\t2021.\t\t 8.\t Pengajar\t di\t Prodi\t Pendidikan\t Bahasa\t Inggris,\t Departemen\t Pendidikan Bahasa Inggris FPBS Universitas Pendidikan Indonesia, tahun\t2008\t\u2013\tsekarang. Riwayat Pendidikan dan Tahun Belajar: 1.\t S-1:\t Universitas\t Padjadjaran\t (UNPAD),\t Bandung\t (1998)\t Bahasa\t Inggris 2.\t S-2:\tUniversitas\tPendidikan\tIndonesia\t(UPI),\tBandung,\t(2007)\t Pendidikan Bahasa Inggris 3.\t S-3:\tUniversitas\tNegeri\tMalang\t(UM)\t Malang,\t (2019),\t Pendidikan\t Bahasa Inggris 261","Judul Buku dan Tahun Terbit (10 Tahun Terakhir): 1. Tidak ada Judul Penelitian dan Tahun Terbit (10 Tahun Terakhir): Penelitian 1.\t 2020,\tBuilding\tteachers\u2019\tprofessionalism\tthrough\tRelective\tPractice:\t a life-long learning context in the contemporary world. 2.\t 2019,\t A\t narrative\t inquiry\t on\t relective\t practice\t by\t EFL\t teacher\t educators. 3.\t 2019,\t Relective\t practice\t and\t self-identity as parts of professional development:\tA\tsurvey\tin\tan\tEFL\ttertiary\tlevel. 4.\t 2019,\tNarrating\tnarrative\tinquiry\tstudies. Artikel\tIlmiah 1.\t\t Amalia,\t L.L.\t (in\t press).\t Evaluating\t teaching\t performance:\t EFL\t Teacher\teducators\u2019\trelective\tpractice. 2.\t\t Amalia,\tL.L,\tWidiati,\tU.,\tBasthomi,\tY,\tCahyono,\tB\tY.\t(2020).\tRelective\t practice on lesson planning among EFL teacher educators 262","Proil Ilustrator Nama\tLengkap\t :\tAria\tNindita Email\t :\[email protected] Bidang\tKeahlian\t:\tIlustrasi\tdan\tDesain Riwayat Pekerjaan\/Profesi (10 Tahun Terakhir) 1.\t Freelance\tIlustrator\t(2015\t-\tsekarang) 2.\t Kontraktor\tDesain\tInterior\t(2018) 3.\t Kelompok\tKompas\tGramedia\t(1999\t-\t2014) Riwayat Pendidikan dan Tahun Belajar 1.\t Akademi\tDesain\tVisi\tYogyakarta\t(1996) 2.\t SMAN\t61\tJakarta\tTimur\t(1995) Judul Buku dan Tahun Terbit (10 Tahun Terakhir) 1.\t Buku\t Pendidikan\t Agama\t Islam,\t SLB,\t Kelas\t 4,\t 7,\t dan\t 8,\t Kemenag\t (2022) 2.\t The\tPawn\tWho\tWants\tTo\tBe\tQueen,\tNursery\tand\tChildren\tRatings\t LTD,\tGreat\tBritain\t(2022) 3.\t Modul\tNumerasi\tdan\tLiterasi\tKelas\t1\tKemdikbud\t(2020) 4.\t Cerita\tFiqih\tUntuk\tAnak\tSaleh,\tBIP-QIBLA\t(2018) 5.\t Dongeng\tPutri,\tGPU-M&C\t(2018) 6.\t Dongeng\tAjaib,\tMizan-Noura\t(2017) 263","Proil Editor Nama\tLengkap\t\t :\tKristine\tAnn\tM.\tCapa Email\t :\t [email protected] Instansi : Mentari Intercultural School Alamat\tInstansi\t :\tJl.\tPerigi\tBaru\tNo.\t7A,\tParigi\tBaru,\t Kec.\tPd.\tAren,\tKota\tTangerang\t Selatan, Banten Bidang\tKeahlian\t:\tEnglish\tTeacher\t Riwayat Pekerjaan\/Profesi (10 Tahun Terakhir) 1. Stamford School Bandung 2. Mentari Intercultural School Riwayat Pendidikan dan Tahun Belajar 1.\t St.\tTheresa\u2019s\tCollege\t1998\u20132002 2.\t St.\tTheresa\u2019s\tCollege\t2002\u20132003 Judul Buku dan Tahun Terbit (10 Tahun Terakhir) 1. - 264","Proil Desainer Nama\tLengkap\t :\tImee\tAmiatun Email\t :\t\[email protected] Bidang\tKeahlian\t:\t\tLayout\/Setting Riwayat Pekerjaan\/Profesi (10 Tahun Terakhir): 1.\t Freelance\tlayout\t(2018\ts\/d\tsekarang) 2.\t Layouter\tPT\tSarana\tPanca\tKarya\tNusa\t(2004-2009,\t2015) 3.\t Layouter\tPT\tGraindo\tMedia\tPratama\t(2017,\t2019) Riwayat Pendidikan dan Tahun Belajar 1.\t Manajemen\tInformatika\t-\tD3\t\u201cSTMIK\tAMIKBANDUNG\u201d\t(2000) Judul Buku yang Pernah Dilayout dan Tahun Terbit (10 Tahun Terakhir) 1.\t Buku\t Siswa\t Bahasa\t Inggris:\t Work\t in\t Progress\t Kelas\t X,\t Pusbuk\t BSKAP\tKemdikbudristek\t(2022) 2.\t Buku\t Panduan\t Guru\t Matematika\t Kelas\t XII,\t Pusbuk\t BSKAP\t Kemdikbudristek\t(2021) 3.\t Buku\tSiswa\tdan\tBuku\tGuru\tKimia\tKelas\tXII\t(lisensi),\tPusbuk\tBSKAP\t Kemdikbudristek\t(2021) 4.\t Buku\t Panduan\t Guru\t Matematika\t Kelas\t IV,\t Pusbuk\t BSKAP\t Kemdikbudristek\t(2020) 5.\t Kumpulan\tSoal\tdan\tPembahasan\tUN\tFisika\tSMA,\tPT\tBhuana\tIlmu\t Populer\t(2021) 6.\t Mengenal\t Manfaat\t Sukun,\t Manggis,\t dan\t Sirsak,\t PT\t Bhuana\t Ilmu\t Populer\t(2021) 7.\t Buku\tTeks\tBahasa\tArab\tKelas\tI-IV\tSD,\tPT\tGraindo\tMedia\tPratama\t (2019) 8.\t Buku\tTeks\tIPS\tKelas\tVII\t&\tIX,\tAs-Syifa\tLearning\tCenter\t(2019) 9.\t Ringkasan\tMateri\tdan\tLatihan\tSoal\tMatematika\tKelas\tIX\tSMP\/MTs,\t Bhuana\tIlmu\tPopuler\t(2019) 265","REC Audio Recording Link Scan\t the\t following\t QR\t Code\t or\t visit\t the\t link to download the audio recording: https:\/\/static.buku.kemdikbud.go.id\/ content\/media\/rar\/BIng_11.zip 266"]