Buku ini memberikan gambaran mengenai tindak tutur dalam pemberian umpan balik lisan pada penulisan skripsi yang diperuntukan bagi dosen dan mahasiswa ketika sedang melakukan proses bimbingan skripsi secara tatap muka. Sebagai salah satu mata kuliah yang harus diselesaikan oleh setiap mahasiswa program studi Pendidikan Bahasa Inggris Strata 1 adalah mata kuliah Skripsi. Mata kuliah ini memiliki bobot 6 satuan kredit semester (SKS). Dalam penyusunan skripsi ini, mahasiswa mendapat bimbingan tidak di dalam kelas secara klasikal. Proses bimbingan terjadi secara fleksibel dalam arti sesuai dengan kesepakatan antara pembimbing dan mahasiswa bimbingannya terkait waktu dan tempatnya. Dalam proses komunikasi lisan antara dosen pembimbing dan mahasiswa pada pemberian umpan balik, dan dalam hal ini tidak terjadi di dalam suatu demensi yang terpisah dari ruang sosial, melainkan dalam suatu konteks atau situasi serta kondisi tertentu. Umpan balik formatif ini sangat penting untuk meningkatkan pengetahuan, keterampilan, dan pemahaman, dan juga merupakan faktor penting dalam memotivasi mahasiswa supaya penyusunan skripsi dapat selesai dalam waktu satu semester. Buku ini disusun dalam rangka memberi panduan tindak tutur dalam umpan balik lisan pada penyusunan skripsi.
Penelitian ini mengangkat isu utama yang dihadapi pemelajar bahasa Inggris di Indonesia (EFL Learners) yaitu terkait pembelajaran grammar (tata bahasa) bahasa Inggris yang selalu menjadi momok atau permasalahan bagi
kesuksesan penguasaan bahasa Inggris pemelajar. Tujuan diadakannya penelitian ini adalah untuk dapat mengungkap persepsi (perception) dari pemelajar bahasa Inggris di Indonesia tentang grammar, seperti mengapa grammar sulit untuk dikuasai pemelajar, apa saja yang menjadi kendala pemelajar dalam mengusai grammar, dan bentuk pembelajaran grammar seperti apa yang ideal bagi pemelajar. Untuk tercapainya tujuan penelitian yang sudah direncanakan, maka metode penelitian ini adalah kualitatif dengan menggunakan instrumen kuesioner tertutup dan kuesioner terbuka. Adapun jumlah partisipan yang terlibat dalam
penelitian ini berkisar antara 500 pemelajar bahasa Inggris di Indonesia dari level Sekolah Menengah Pertama, Sekolah Menengah Atas, dan Perguruan Tinggi. Hasil kuesioner mengungkap temuan nyata bahwa siswa memandang grammar sulit untuk dikuasai dengan kendala yang dihadapi antara lain materi grammar yang sangat banyak dan menyulitkan (khususnya Tenses), kurang jelasnya pengajaran (explanation) oleh guru, metode atau media yang tidak variatif dipakai guru saat mengajar dikelas, dan buku-buku bahasa Inggris yang tidak cukup jelas
(explicit) dalam hal isi materi maupun instruksi tentang grammar. Pemelajar memberikan respon bervariasi terkait bentuk ideal pembelajaran grammar bahasa Inggris, seperti pemelajar menyukai metode atau media yang tidak konvensional, mereka menyukai belajar grup dan diskusi, namun respon pemelajar Indonesia dominan tertarik belajar grammar bahasa Inggris dengan media berbasis teknologi
komputer/online/aplikasi ataupun melalui mobile phone.
Kata kunci: EFL Learners, Perception, Grammar
The study aims to investigate the motivational strategies used by English teachers in teaching EFL in secondary Islamic schools in Tangerang and analysed it based on four motivational aspects as proposed by Zoltan Dornyei (2001). The focus question of the study was the way of motivational strategies used by English teachers in teaching EFL in secondary Islamic schools in Tangerang. The sub-focus questions of the study were the frequency of motivational strategies used by English teachers in teaching EFL in secondary Islamic schools in Tangerang and the implementation of motivational strategies that the English teachers used in teaching EFL in secondary Islamic schools in Tangerang. To answer the questions, the study employed a qualitative approach that applied a case study design through questionnaire, semi-structured interview and observation to collect the data. The participants of this study were twenty-five English teachers. Six English teachers were selected for individual interviews and classroom observations based on the resulted of the questionnaire which had been filled in by twenty-five English teachers. Those six interviewees were selected according to the result of the questionnaire. Two were from good category, other two interviewees were selected as the moderate, while the other two were from poor category.
Keywords: motivation, motivational strategies, teaching strategy
BAP, Nilai, Kehadiran
This study presents a reflection of Learning Management System (Moodle) used for teaching EFL students’ English grammar at one private university in Jakarta. The aim is to reveal the quality of LMS Moodle creation by asking the EFL students (as users) about the technical aspects of the LMS Moodle such as its features and appearance, its system quality, its usability, its satisfaction, and its potential impact of English grammar competence. Besides, this study tries to evaluate the LMS Moodle content creation in context of how strength the materials are and the variety of assignments/tests developed in the LMS Moodle from the experts’ judgement point of view (as evaluator). So, methodologically, this research applied quantitative approaches by giving closed-ended instrument to 70 students about the Learning Management System (Moodle) they used during online class. Then, the Learning Management System (Moodle) that has been created for teaching and learning English grammar was objectively assessed by 2 experts based on the prepared rubrics. The findings showed that majority students viewed positively towards the LMS Moodle that they had used in learning English grammar. Also, the results of 2 experts revealed that from total 27 scoring indicators in the rubric, the LMS Moodle was given by 206 average score of 270 maximum score. It means, the LMS Moodle creation for teaching EFL students’ English grammar was considered to be satisfactory or in moderate category.
This study presents a reflection of Learning Management System (Moodle) used for teaching EFL students’ English grammar at one private university in Jakarta. The aim is to reveal the quality of LMS Moodle creation by asking the EFL students (as users) about the technical aspects of the LMS Moodle such as its features and appearance, its system quality, its usability, its satisfaction, and its potential impact of English grammar competence. Besides, this study tries to evaluate the LMS Moodle content creation in context of how strength the materials are and the variety of assignments/tests developed in the LMS Moodle from the experts’ judgement point of view (as evaluator). So, methodologically, this research applied quantitative approaches by giving closed-ended instrument to 70 students about the Learning Management System (Moodle) they used during online class. Then, the Learning Management System (Moodle) that has been created for teaching and learning English grammar was objectively assessed by 2 experts based on the prepared rubrics. The findings showed that majority students viewed positively towards the LMS Moodle that they had used in learning English grammar. Also, the results of 2 experts revealed that from total 27 scoring indicators in the rubric, the LMS Moodle was given by 206 average score of 270 maximum score. It means, the LMS Moodle creation for teaching EFL students’ English grammar was considered to be satisfactory or in moderate category.
This study investigates the English grammar learning strategy used by high, middle, and low achievers’ students in Indonesia. The aim is to reveal which types of strategies that high, middle, and low achievers’ students applied most while learning English grammar and to check whether or not there is a difference in grammar learning strategy used by high, middle, and low achievers’ students. A lot of researchers have concentrated their interest on the grammar learning strategy area, including in Indonesia; however, little or no research has been conducted to examine the grammar learning strategy among high, middle, and low achievers' students. Furthermore, the grammar learning strategy instruments used by other Indonesian researchers are highly diverse. This study is focused on finding the strategies that high, middle, and low achievers’ students used through Pawlak’s Grammar Learning Strategy Inventory or GLSI (2018) with 100 participants (high vs middle vs low achievers’ students) involved. The results showed that there are significant differences of grammar learning strategies used by low, middle and high achievers' students. Social strategies are the most commonly used grammar learning strategies by low and middle achievers’ students in Indonesia, while metacognitive strategies are the most frequently used by high achievers’ students.
Dokumen SK MENGAJAR, PRESENSI, BAP, & DAFTAR NILAI Mata Kuliah BAHASA INGGRIS 1C di Prodi Bimbingan Konseling FKIP UHAMKA pada semester gasal tahun akademik 2022/2023.
Dokumen SK MENGAJAR, PRESENSI, BAP, & DAFTAR NILAI Mata Kuliah PENDIDIKAN BAHASA INGGRIS 1A di Prodi Pendidikan Matematika FKIP UHAMKA pada semester gasal tahun akademik 2022/2023.
Dokumen SK MENGAJAR, PRESENSI, BAP, & DAFTAR NILAI Mata Kuliah ICT IN TEFL 5C di Prodi Pendidikan Bahasa Inggris FKIP UHAMKA pada semester gasal tahun akademik 2022/2023.
This study attempts to know whether is the influence rendering of English Language Learning of 5-6 years children at Sekolah HighSope Indonesia, South Jakarta. This research using quantitative methods. The study is done in Sekolah HighScope Indonesia, South Jakarta. This research population respondents, sample used were 63 respondents of five - six-year-old children. Sampling techniques used is saturated sample with quantitative using the survey by causal techniques. Distribution of data is normal and linear based on the linier normality and test it, continued from the analysis variant (ANOVA). There is a correlation between the HighScope Curriculum variable and the English Language Learning variable because of the significance level above 0.05, which is 0.312, it means Ha accepted and Ho is rejected. In other words, there is an influence between the HighScope curriculum which can formulate English Language learning of 5-6 years children at HighScope Indonesia, Kuningan, South Jakarta. Based on the determinant coefficient with the formula KP = r2 x100% = 0,3122 x 100% = 9,7 %, means that the HighScope Curriculum variable contributes 9,7 % to English Language Learning of 5-6 years old children.
This study presents Indonesia English as Foreign Language (EFL) learners’ perception of English learning grammar in response of ‘stigma’appeared among learners where grammar is considered as a difficult but crucial sub-skill to master. The goals of this research are specifically to figure out whether and how grammar is seen as its disreputable status as well as to explore their competence or motivation, what obstacles that learners experience while studying it, and which learning models that learners prefer to apply in their grammar learning. To achieve that aims, this study involves 500 respondents from three different levels of education; lower secondary school learners, upper secondary school learners, and university learners across country using online closes-ended and open-ended questionnaires. The data then was analyzed on the corridor of quantitative and qualitative approaches. The result of this study showed that Indonesia EFL learners truly viewed grammar as difficult but essential to learn and master. Learners had also stated that teachers’ factors and English school textbook became dominant obstacle in comprehending grammar. Last, learners were likely to choose variative models of learning, particularly technology in learning grammar.
This research investigates the application of scanning strategy in teaching ninth-grade EFL students’ reading comprehension of narrative text. The aim is to know whether the use of scanning strategy gives tremendous effect to the ninth-grade students’ reading comprehension of narrative text or not. The researchers proposed scanning because it is potential and powerful strategy to lift students’ better narrative text reading understanding. To prove that, the quantitative method is used in this study by conducting quasi-experimental design which involved two classes of ninth-grade students at one private secondary school in Bekasi. The experimented class was around 34 students as well as the controlled class which was around 34 students. The researchers used pre-test and post-test reading narrative text instruments within 20 questions that were asked by the WH-question pattern to collect the data. After the data have been collected, the researchers fulfilled the standard pre-requisite analysis of Normality and Homogeneity before the hypothesis statistic test. At the end, the hypothesis statistic findings showed that tobserved was known by score 6.905 while ttable was obtained 1.996 in the level of 5% significance. Because of tobserved was higher than ttable, it can be concluded that the application of scanning strategy is effective in teaching the ninth grade students’ reading comprehension of narrative text at one private secondary school in Bekasi.
This study investigated students' perception of PowerPoint software used as learning media in the classroom. The aim of this study to get empirical data or evidence on whether the students' perception of Microsoft PowerPoint they used for studying English, especially EFL students in the classroom. Thus, in this research, the participants involved 900 EFL students in two different layers of the school; junior and senior high schools by applying close-ended and open-ended questionnaires to gather the data. The data was analyzed through quantitative (close-ended questionnaire) and qualitative (open-ended questionnaires) method. The result of the close-ended questionnaire showed that if learning English using Ms. PPT can increase students’ activeness, work up students’ motivation, and improve students’ English competence. In the meantime, the open-ended questionnaire also provided the same findings that more students agreed or said yes (positive side) of learning using MS. PowerPoint. Therefore, it can be concluded that students' perceptions of Ms. PowerPoint were good and exciting. Also, the students felt learning English by using Ms. PowerPoint provided more help, especially in the context of raising activeness, motivation, and English competence in EFL classroom.
Studies examining teachers’ perceptions of the application of blended learning abound in literature, however, few have explored if the teachers’ perception differed in reference to their gender and teaching level. In the current study, English as a foreign language (EFL) teachers’ perceptions of Indonesian blended learning practices from the perspective of their gender and teaching levels were examined. A total of 247 EFL teachers across teaching levels, i.e. lower secondary school, upper secondary school, university, informal education and other levels were surveyed. Statistical analyses using Rasch Model and ANOVA were performed to analyse the quantitative data. The findings showed that teachers’ perceptions about blended learning were positive but were not statistically significantly different between male and female teachers. Regarding teaching levels, teachers’ perceptions about skill and experience and their motivation to exercise blended learning were significantly different (Fskill and experience= 5.373, p < .05; Fmotivation= 2.555, p < .05), whereas the interaction and communication as well as the effectiveness and flexibility domains were not. More specifically, university teachers’ perceptions regarding skill and experience statistically differed from those teaching in upper secondary school (M = 2.48, p < .05) and informal education (M = 2.48, p < .05). Insufficient training and supports on blended learning were the primary challenges that constrained teachers from designing and managing the blended learning activities, consequently preventing them from addressing technical issues that emerged during blended learning practices
This study investigates students' view of Learning Management System (LMS) used in their online English learning class around March to June 2020 as the consequence of Covid-19 pandemic outbreak occurred in Indonesia. As we know, the pandemic of covid-19 has forced students to learn from home by using LMS provided for them by their teachers or schools, such as Google Classroom, Schoology, Edmodo, Moodle, or any other platforms. Hence, this study is aimed to figure out whether or not the students viewed LMS as positive or negative to support and facilitate their online English learning during Covid-19 pandemic. There are 5 main aspects to ask in this research which are; 1) features and display, 2) system quality, 3) students’ perceived usefulness (likeness, motivation, activeness), 4) satisfaction, and 5) English competence. To achieve such goal, the online close-ended questionnaire was used and given to 428 students from three different levels of education (junior high school, senior high school, and university students) in Jakarta, Bogor, Depok, Tangerang, and Bekasi area who experienced in learning English with those LMS mentioned before. After the data was successfully gathered from the instrument, the researcher analyzed it quantitatively and interpreted it as one. The finding revealed that majority students selected strongly agree (SA) and agree (A) options on questionnaire which meant they viewed positively on LMS they used. In terms of Features and Display, most students viewed that their LMS had provided them with good or attractive (57.94 or X ̅ = 5.40) and easy to use (59.80 or X ̅ = 8.54) menu provided. Next, in terms of System Quality, most students viewed that their LMS works really well; good and stable (55.00 or X ̅ = 5.28). Then, in context of Perceived Usefulness, students viewed their English learning were effective and efficient, such as easy to access and understand materials or quickly to do task submission and quiz completion (57.10 or X ̅ = 8.03). Also, they liked learning English using LMS; it was fun, and they became active and motivated (57.20 or X ̅ = 11.14). Last, in terms of satisfaction, most students viewed that they got new experience. They wanted to study more with LMS, and they strongly recommended the use of LMS in English learning process (56.37 or X ̅ = 11.30). However, in the aspect of English competence, the majority of students selected on Neutral (N) option (49.00 or X ̅ = 5.00) that can be caused from several reasons or factors needed to be analyzed more in future.
This research studied the English pre-service teachers' knowledge of linguistics in one of private universities in Indonesia. Using open and close-ended questions, this research attempted to figure out the capacity of the English pre-service teachers in dealing with linguistics theory or understanding that is essential for them in giving full description or portrayal of English linguistics for teaching pupils at school. This research involved 100 respondents with 2 main focuses on micro-linguistics studies: the morphology theory & understanding and the phonology theory & understanding. The result showed that English pre-service teachers had limit or paucity of linguistics understanding that can support them with better explanation and knowledge for teaching their future pupils.
This small-scale research investigated the English pre-service teachers’ perception of the use of Just-in-Time Teaching method (2 times trial) as the potential way to stimulate English Pre-Service Teachers’ learning Engagement; in this context their activeness and motivation when learning the materials about English Language Teaching (ELT) theory and Instructional Media. Just-in-Time Teaching (JiTT) method is a method that was pioneered for the first time by Novak, Gavrin, Patterson, and Christian (1990) using feedback loop system between the use of web based technology (online) outside the classroom and teaching in the inside classroom. This research took 35 respondents of English pre-service teachers using the close-ended questionnaire (quantitative) and added with open-ended questionnaire (qualitative). The question of this research is: Does Just-in-Time Teaching or JiTT Method stimulate English Pre-Service Teachers’ ELT and Instructional Media learning engagement, particularly their activeness and motivation? The result showed there were positive experiences from English pre-service teachers in the 2 times trial of the use JiTT method. They felt more active, and got a lot motivation after they learned some materials of English Language Teaching theory and Instructional Media using this method. The English Pre Service Teachers’ perception towards JiTT method may open the opportunity to apply this method continuously that can support them with better concept of theory and practice of ELT and instructional media context for teaching their students in future.
Keputusan Rektor No. 133/A.01.01/2021 Tentang Pengangkatan Sekertaris Program Studi Pendidikan Bahasa Inggris Fakultas Keguruan dan Ilmu Pendidikan UHAMKA
Penelitian ini berbentuk studi refleksi terhadap Learning Management System (Moodle) yang telah digunakan dalam konteks pengajaran dan pembelajaran grammar bahasa Inggris mahasiswa semester sebelumnya (riset sebelumnya). Tujuannya adalah untuk dapat mengungkap lebih dalam dan menyeluruh sisi evaluasi teknis seperti 1) fitur dan tampilan, 2) kualitas sistem, 3) kebergunaan bagi mahasiswa (likeness, motivation, activeness), 4) kepuasan, dan 5) potensi penguatan kompetensi bahasa inggris (grammar) serta sisi evaluasi konten seperti 1) kekuatan materi dan 2) variasi tugas/tes yang dibuat atau dikembangkan di Learning Management System (Moodle) bahasa Inggris dari sudut pandang pembelajar. Selain itu, penelitian ini juga berupaya mengungkap sejauh mana kualitas Learning Management System (Moodle) yang dibuat atau dikembangkan melalui penilaian independen atau dari sudut pandang pakar yang kompeten dibidangnya. Maka, secara metodologis, penelitian ini menggabungkan unsur atau pendekatan kuantitatif melalui pemberian instrumen kuesioner tertutup kepada 70 pembelajar tentang Learning Management System (Moodle) yang mereka gunakan. Kemudian, Learning Management System (Moodle) yang telah dibuat untuk pengajaran dan pembelajaran grammar bahasa Inggris ini akan dinilai secara objektif sisi teknis dan konten oleh 1 pakar atau ahli melalui bentuk penilaian LMS berdasarkan rubrik yang telah disiapkan. Data penelitian ini turut dipotret melalui teknik dokumentasi penggunaan LMS yang dapat mendukung analisa dan kevalidan hasil penelitian. Diharapkan, penelitian ini dapat mengungkap secara rinci dan detail terkait Learning Management System (Moodle) yang dibuat sehingga kedepan dapat dilakukan pengayaan, pengembangan, atau bahkan pembuatan inovasi LMS sisi teknis maupun konten materi LMS yang bermanfaat bagi keilmuan grammar bahasa Inggris pengajar dan pembelajar di Indonesia.
Penelitian ini mencoba mengungkap dampak penggunaan salah satu jenis Learning Management System yaitu Moodle yang dipandang mampu membantu pemelajar atau mahasiswa dalam menguasai konsep pembelajaran grammar bahasa Inggris khususnya dimasa pandemi ini. Seperti kita ketahui, pengajaran dan pembelajaran grammar bahasa Inggris yang biasanya dilakukan dengan sistem klasik atau face-to-face learning, sekarang berubah menjadi sistem daring atau online dengan perangkat yang digunakan salah satunya adalah Learning Management System berbasis Moodle. Oleh karena itu, penelitian ini fokus mempertanyakan; Apakah platform Learning Management System (Moodle) yang digunakan oleh pengajar efektif dan signifikan dalam meningkatkan kemampuan grammar bahasa Inggris pemelajar atau mahasiswa? Untuk dapat menjawab pertanyaan penelitian tersebut, penelitian ini berorientasi pada jenis kuantitatif melalui penerapan desain pre eksperimen berskala kecil. Alasannya, untuk memudahkan pengajar dan pemelajar melakukan proses pembelajaran seperti di kelas sesungguhnya secara komprehensif tanpa khawatir akan batasan ruang dan waktu dan penelitian ekseprimen dapat dilakukan dengan terkendali. Maka, peneliti memilih secara purposive 1 kelas A sebagai kelas eksperimen yang berisikan 32 mahasiswa. Dari hasil uji-t diperoleh angka sebesar 7.20 untuk t-hitung atau t-observasi sementara untuk t-tabel sebsear 1.70 (7.20 > 1.70). Maka dapat disimpulkan bahwa penggunaan Learning Management System (Moodle) efektif dalam meningkatkan kemampuan grammar bahasa Inggris mahasiswa. Peneliti menyakini bahwa penggunaan LMS Moodle secara daring dimasa pandemi ini tidak kalah baiknya dengan model pembelajaran langsung atau face-to-face learning yang biasa dilakukan mahasiswa.
Penelitian ini mengangkat isu utama yang dihadapi pemelajar bahasa Inggris di Indonesia (EFL Learners) yaitu terkait pembelajaran grammar (tata bahasa) bahasa Inggris yang selalu menjadi momok atau permasalahan bagi kesuksesan penguasaan bahasa Inggris pemelajar. Tujuan diadakannya penelitian ini adalah untuk dapat mengungkap persepsi (perception) dari pemelajar bahasa Inggris di Indonesia tentang grammar, seperti mengapa grammar sulit untuk dikuasai pemelajar, apa saja yang menjadi kendala pemelajar dalam mengusai grammar, dan bentuk pembelajaran grammar seperti apa yang ideal bagi pemelajar. Untuk tercapainya tujuan penelitian yang sudah direncanakan, maka metode penelitian ini adalah kualitatif dengan menggunakan instrumen kuesioner tertutup dan kuesioner terbuka. Adapun jumlah partisipan yang terlibat dalam penelitian ini berkisar antara 500 pemelajar bahasa Inggris di Indonesia dari level Sekolah Menengah Pertama, Sekolah Menengah Atas, dan Perguruan Tinggi. Hasil kuesioner mengungkap temuan nyata bahwa siswa memandang grammar sulit untuk dikuasai dengan kendala yang dihadapi antara lain materi grammar yang sangat banyak dan menyulitkan (khususnya Tenses), kurang jelasnya pengajaran (explanation) oleh guru, metode atau media yang tidak variatif dipakai guru saat mengajar dikelas, dan buku-buku bahasa Inggris yang tidak cukup jelas (explicit) dalam hal isi materi maupun instruksi tentang grammar. Pemelajar memberikan respon bervariasi terkait bentuk ideal pembelajaran grammar bahasa Inggris, seperti pemelajar menyukai metode atau media yang tidak konvensional, mereka menyukai belajar grup dan diskusi, namun respon pemelajar Indonesia dominan tertarik belajar grammar bahasa Inggris dengan media berbasis teknologi komputer/online/aplikasi ataupun melalui mobile phone.
Metacognitive strategies are expected as ‘higher order executive skills’ which enable college students to approach learning systematically and effectively by using the elements of planning, monitoring and evaluating. This study is conducted to investigate whether or not metacognitive strategies can affect the development of structural knowledge of students. To reflect how the students use these strategies, learning diary can lead the learners to strategy use. Twenty-one participants of third semester students were involved. Nine of them were selected to be probed intensively for their metacognitive habits in learning If Clauses. Then, they were divided into three groups according to the level of students’ progress and their mid test score. The first group was assumed as novice learners, the second group was categorized as medium level students and the last group was presumed as expert learners. This study revealed that expert learners were better diarist in documenting what they did when learning. The medium level students also indicated that their capability in realizing the use of their cognition was up and down. They were good at evaluating their shortcoming and monitoring some progress, but they were poor at planning and modifying strategies. Meanwhile, the novice learners less reflected how they learned on their documentation. It could be illustrated that they did not have any motivation to plan their learning, evaluate and monitor their learning.
SK DEKAN FKIP UHAMKA NO. 2301/A.01.01/2021 TENTANG DEWAN EDITOR DAN REVIEWER ELLTER-J: ENGLISH LINGUISTICS AND LANGUAGE TEACHING RESEARCH
This research reports the application of Learning Management System (Moodle) for teaching students’ English Grammar at short period of time around June to July 2020 in one private university at Jakarta due to the Coronavirus pandemic outburst arisen in Indonesia. We all know that the pandemic of covid-19 has forced students to learn from home in which the application of Learning Management System (LMS) such as Moodle becomes very popular and optimal. Thus, this research is concentrated to check whether or not the LMS Moodle positively provide better English learning situation (specifically grammar) for students. To cover the answer, this research was applied quantitative method with simply pre-experiment design which involved 1 experiment class who studied General English. The class consisted of 32 students, and the instruments were Pre and Post Test of Grammar Tenses. The treatment was given for 6 meeting. The result showed that the t-test were 1.70 for t-table while t-observed was 7.20. Since to > tt (7.20 >1.70), it can be concluded that the use of Learning Management System (Moodle) was truly effective to be utilized for teaching students’ English grammar.
This study investigated students' perception of PowerPoint software used as learning media in the classroom. The aim of this study to get empirical data or evidence on whether the students' perception of Microsoft PowerPoint they used for studying English, especially EFL students in the classroom. Thus, in this research, the participants involved 900 EFL students in two different layers of the school; junior and senior high schools by applying close-ended and open-ended questionnaires to gather the data. The data was analyzed through quantitative (close-ended questionnaire) and qualitative (open-ended questionnaires) method. The result of the close-ended questionnaire showed that if learning English using Ms. PPT can increase students’ activeness, work up students’ motivation, and improve students’ English competence. In the meantime, the open-ended questionnaire also provided the same findings that more students agreed or said yes (positive side) of learning using MS. PowerPoint. Therefore, it can be concluded that students' perceptions of Ms. PowerPoint were good and exciting. Also, the students felt learning English by using Ms. PowerPoint provided more help, especially in the context of raising activeness, motivation, and English competence in EFL classroom.
Pengabdian masyarakat ini bertujuan untuk meningkatkan hardskill (language skill dan teaching skill) guru mata pelajaran bahasa Inggris di SD Muhammadiyah 11. Pengabdian ini melibatkan dosen-dosen dan mahasiswa Program Studi Pendidikan Bahasa Inggris FKIP UHAMKA sebagai instruktur dan asisten instruktur. Pengabdian ini merupakan rangkaian yang terdiri dari 3 kegiatan, yaitu: (1) Pelatihan Guru; (2) Monitoring Kelas; dan (3) Kursus Bahasa Inggris untuk Guru. Pelatihan guru dilaksanakan selama satu hari; monitoring kelas dilaksanakan sebanyak 10x; dan kursus bahasa Inggris dilaksanakan sebanyak 9x. Untuk mengukur tingkat ketercapaian target, digunakan instrumen berikut ini: (1) pre-test, (2) post test, (3) rubrik monitoring kelas, dan (4) angket. Adapun hasil dari pembinaan ini adalah: (1) 100% peserta mengalami peningkatan pengetahuan tentang ungkapan-ungkapan classroom language; (2) nilai post-test peserta mengalami peningkatan sebesar 26.64% dari nilai pre-test; (3) seluruh peserta mengalami peningkatan pengalaman mengajar bahasa Inggris; (4) 66% peserta mengalami peningkatan kompetensi akademis dan pedagogis sebagai guru bahasa Inggris; (5) ditemukan bahwa kendala terbesar yang dialami oleh guru-guru (terutama guru senior) dalam berbahasa Inggris adalah pronunciation (pelafalan); (6) guru mata pelajaran bahasa Inggris cenderung memperlihatkan penurunan kualitas mengajar di kelas (berdasarkan grafik perkembangan monitoring kelas), namun secara keseluruhan nilai monitoring kelas guru naik sebesar 0.36%; (7) berdasarkan hasil angket, kegiatan pelatihan ini menambah pengetahuan dan pengalaman mengajar bahasa Inggris, meningkatkan kinerja, meningkatkan kompetensi akademis dan pedagogis, serta menjawab permasalahan sehari-hari yang dihadapi peserta di kelas. Untuk itulah seluruh peserta sepakat bahwa kegiatan pelatihan seperti ini perlu terus diadakan.
Judul Ciptaan:Exploring Indonesian EFL Learners’ Perception of English Learning Grammar
Jenis Ciptaan: Karya Tulis
This paper report on a preliminary study of English as a foreing language (EFL) teachers’ perception of blended learning practices. In the study, a total of 247 EFL teachers across education levels were surveyed. Findings of the study revealed that teachers’ perceptions on their skill and experience (F= 1.640, Sig.= 0.201) and motivation (F= 0.002, Sig.= 0.969) of blended learning was not predisposed by their gender. Their perceptions of interaction and communication (F= 1.483, Sig.= 0.224) to use blended learning also was not affected by gender. The gender also does not affect their perceptions toward the effectiveness and flexibility indicator (F= 0.966, Sig.= 0.327) that blended learning offers.
Pronunciation is often viewed as difficult English sub-skill for EFL students in Indonesia. Many of students did not know how to respond the problem of pronunciation they have in class. Moreover, many teachers or lecturers also did not support the students’ pronunciation teaching and learning with a proper media. This situation happened in second semester students of English Department, FKIP UHAMKA Jakarta 2018/2019 Academic Year. In fact, there are plenty of technology applications that can support or assist them to practice pronunciation by their own. One of it is Text aloud Software. Thus, in this small-scale study, the researchers aim to reveal the use of Text Aloud Software as one of technology application that can help English as Foreign Language (EFL) students to mastery English pronunciation in the classroom. This study applies quantitative method with the use of quasi-experimental design and also added by close-ended questioners. The question of this research is; does Text Aloud Software help EFL students to master English pronunciation? To be able to answer the research question, this study involved 20 respondents who were selected purposively. The results showed that both data of pre-test and post-test in control class and experiment class was normally distributed and homogeny. The statistical test or t test also showed that t observed (to = 1.68) was smaller than t table (tt = 2.02) which was 1.68 < 2.02. It can be concluded that Ho is rejected and Hi is accepted. Therefore, Text-Aloud Software is effective in helping students to master pronunciation.
The study investigated features of mobile phone that EFL students potentially use as one as explores their perception toward mobile phone features. Located in one private university in Jakarta (English major and non-English major), this research focused to answer two main questions; 1) what are the features of mobile phone that EFL students’ mostly use to support their English learning? and 2) what are EFL students’ perceptions towards the use of mobile phones features in English learning context? To be able to answer the questions, the quantitative survey method was used by involving 200 students as respondents using Google form questionnaire online. After the data was collected, the researcher calculated and analyzed using IBM SPSS 24 to find mean and percentage. The result of questionnaire showed that students truly use mobile phone features for learning English with the most features that they used were MP3 Players for listening to English music. Next features used by students were Internet Browser, Educational Application, Video Recorder-Application, Game, Camera-Social Media Application, SMS, E-mail, Audio Recorder, and the last is Video Recorder. Meanwhile, from perception questionnaire, the students clearly stated that they enjoyed learning English by using mobile phone features. They strengthened mobile phone features can help them in self-learning than traditional learning.
Abstract
Writing is a challenging activity that comprises a complex cognitive process, as well as various strategies. Furthermore, minimal research has been performed on using writing strategies among High School students in the EFL context, specifically in Indonesia. Although the applications of effective strategies have been evidenced to be helpful, many students are not aware of using them to alleviate their writing quality. Therefore, this study aims at investigating English L2 strategies when writing recount texts using three skilled English students. This is a qualitative research that utilized purposive sampling and the instruments employed were Think-Aloud Protocols (TAPs), observation, retrospective, and semi-structured interviews. Following the analysis and interpretation of the data obtained from these instruments, the acquired results demonstrated that they used similar writing strategies. However, the occurrences from this use differed from one individual to another as some were unaware that the writing process was recursive and not linear. Therefore, this study implies that students need to be encouraged to apply different strategies to develop their writing, and teachers also, were required to explicitly teach these strategies as it will lead students to use them effectively. Training on the use of writing strategies is needed for Indonesian students to support and help them write efficiently in English.
Keywords: Writing Strategies, Skilled High School Students, Think-Aloud Protocols (TAPs)
For vocational high school graduates to be accepted in business and industry, increasing the ability to use international languages, one of which is English is one of the main goals. Thus, the purpose of this community service is to train the students in understanding presentations appropriately. While the particular objectives are: 1) Improve the knowledge of strategies of writing and presentations in English well; 2) Enrich English vocabulary; 3) Improve writing and speaking skill; 4) Increase self-confidence, and 5) Prepare them to become professional graduates in terms of mastering English. There are thirty students of 12th grade of SMKN 56 North Jakarta participating in this training. The training was conducted within 12 hours, which was divided into three sessions for two days. At each meeting, students were monitored and practiced under
the trainers’ guidance. The trainers also showed two examples of good presentations on YouTube. The training techniques are the lecture, discussion, brainstorming, and demonstration / direct practice that train students to understand every step by step in presentation and writing. The results show that students’ self confidence developed, and vocabulary mastery, writing, and presentation skills increased as well. Out of 30 students, 5 participants delivered a presentation without reading the text. Although the results were not significant, the students had active participation in the discussion and practiced in groups and gave the speech in public. The evaluation result was 38.79 with a 1-4 scale with an excellent category. It is concluded that this training is highly needed and useful for vocational students.
Keywords: communication skill, vocational high school, public speaking.
The study focuses on learners’ motivation to learn English as L2/foreign language. For data collection, questionnaire was distributed to 82 respondents of STIBA IEC Jakarta via whatsApp and face book messenger. In addition, interviews were also conducted to find out the detail information about the role of teacher and inspirational/motivational teacher. For data analysis, the step of sorting, classifying, coding, and presenting the data and drawing conclusion was adopted. This is a research based article, which has aimed to elaborate the learners’ English learning motivation whether it is instrumentally, integratively or personally motivated and the most dominance type of motivation as well as the important role of teacher in motivating students. It is somewhat surprising that there are six categories found in the research, namely personal motivation (PS), integrative motivation (IT), instrumental motivation (IS), the combination of PS & IT, PS & IS, and IT & IS. The findings have revealed that 1) instrumental motivation is the most dominant type as the first rank, which includes to get a better living, better jobs and position; PS & IS as second rank, IT & IS as the third rank, PS & IT as the fourth rank, personal motivation as the fifth rank and integrative motivation as the last rank; 2) teacher who is resourceful, skillful, competent and has good personality plays a imperative role in motivating and inspiring students. To sum up, regardless of personal, integrative or instrumental motivation, teacher as a role model also determines learner’s success in learning L2.
Keywords: motivation, L2/foreign language learning, instrumental, integrative, personal motivation
The author wrote this module as a guideline for students on what to learn from this course. The theories were given and discussed together in the classroom. Subsequently, the students performed their presentation following what had been discussed before. At each meeting, students presented the selected topic, at least once.
Currently, all learning and teaching activities are held online because of the Coronavirus pandemic. During this pandemic, students present their chosen topic through zoom meeting. When doing the midterm test, the lecturer contacted each student to do their presentation via video call.
After the midterm test, the students will perform some presentations with various issues. However, this time students will present the topic longer within the stipulated time frame and they have to choose materials from the National or International Accredited Journals or book sections. Students have to be able to organize their time well. Students should select the issues related to Teaching and Learning, Teaching Methods, and Teaching English Skills such as Listening, Reading, Writing, and Speaking.
Hopefully, after practicing their presentation extensively, students can overcome their problems such as, nervousness, anxiety, and in confidence. Giving a presentation is not an easy activity as it needs practice, English knowledge, experience, and motivation.
The module was written for conversational practice for first semester students of Faculty of Social and Political Sciences (FISIP) Uhamka. In the first semester, students have to take a General English course. However, the course focuses more on communication skills and writing simple paragraphs. Grammar points are explained separately using a deductive approach, but students get enough practice by doing varied activities. The grammar will then be integrated into speaking, writing, and reading short articles.
There is no grammar explanation in this module. The explanation is given separately; for example, after discussing Simple Present Tense, students will make conversations in Unit 1. Students also have to write a simple paragraph about daily activities as a student. The same procedure is applied when discussing prepositions. Students will do activities in Unit 2, giving directions. Moreover, they also have to write a paragraph using the appropriate prepositions. After discussing adjectives, students do adequate exercises related to adjectives, such as how to describe a person's appearance and personality traits in unit 4. They also write a paragraph about people's physical appearance and personality traits close to them, such as parents, friends, and favorite celebrities.
It is expected that the existence of this conversation training module can make students eager to use English actively.
This study investigates the writing strategies and the predominantly strategies used by
four Indonesian graduate students when writing in L2 (English). They were divided into
2 groups, skilled and less skilled writers, to examine what strategies they applied when
writing. The main instrument of this study is Think Aloud Protocols (TAPs). The analysis
of data collected discovered some findings: (1) both skilled and less skilled writers used
varied strategies. However, the frequency of using each strategy was different. Skilled
writers used each strategy in high frequency. On the other hand, less skilled writers only
used each strategy in low frequency, while skilled writers understand the recursive nature
of writing. (2) Skilled writers used reading and rereading strategies in high frequency for
several purposes: revising and editing the text, developing ideas, and getting new ideas,
while less skilled writers rarely used those strategies. They wrote whatever ideas came
into their mind, and reread the text once in a while. These findings suggest that effective
writing strategies should be introduced explicitly when student writers have already
mastered the foundation of writing. Unfortunately, they are seldom guided on the use of
writing strategies in the process of their writing. In fact, effective writing strategies and
the frequency of using each strategy could help them become good writers and influence
the quality of their writing. Based on these findings some suggestions are discussed.
Keywords: L2 writing strategies, Think aloud Protocols (TAPs), skilled and less skilled
writers
Abstract
Writing is a challenging activity that comprises a complex cognitive process, as well as various strategies. Furthermore, minimal research has been performed on using writing strategies among High School students in the EFL context, specifically in Indonesia. Although the applications of effective strategies have been evidenced to be helpful, many students are not aware of using them to alleviate their writing quality. Therefore, this study aims at investigating English L2 strategies when writing recount texts using three skilled English students. This is a qualitative research that utilized purposive sampling and the instruments employed were Think-Aloud Protocols (TAPs), observation, retrospective, and semi-structured interviews. Following the analysis and interpretation of the data obtained from these instruments, the acquired results demonstrated that they used similar writing strategies. However, the occurrences from this use differed from one individual to another as some were unaware that the writing process was recursive and not linear. Therefore, this study implies that students need to be encouraged to apply different strategies to develop their writing, and teachers also, were required to explicitly teach these strategies as it will lead students to use them effectively. Training on the use of writing strategies is needed for Indonesian students to support and help them write efficiently in English.
Keywords: Writing Strategies, Skilled High School Students, Think-Aloud Protocols (TAP
Developing students' critical thinking and reading comprehension is crucial, particularly for those in colleges, because they need to read numerous scientific journals and textbooks written in English. Therefore, students need to employ critical reading strategies to raise their critical thinking skills for a successful academic life. However, current studies have shown a lack of critical thinking strategies among Indonesian students, thereby leading to various academic problems, particularly the inability to comprehend English. Therefore, this research aims to explore critical reading's role to support students' critical thinking and reading comprehension skills when reading a text. This is a qualitative research with the purposive random technique used to obtain data from seven (7) EFL non–English major undergraduate students in their 2nd semester through three (3) short argumentative texts, a semi-structured interview, and students' answers in written forms. The results showed that students developed their critical thinking skills and improved their reading comprehension in varying degrees by exposure to numerous tasks.
Keywords: Critical Reading, Critical Thinking, Reading Comprehension
Several studies have been conducted to investigate the writing strategies used by skilled and less-skilled English writers, particularly in the EFL context but only a few have attempted to observe the strategies employed by skillful/proficient English students, predominantly in the Indonesian context. Therefore, the interest of this research was to discover the types of writing strategies applied by three skillful English students while writing in English (L2) and evaluate their substantial effects. The participants were three graduate students majoring in English Education. Moreover, the data obtained from Think-Aloud Protocols, semi-structured interviews, and written drafts were analyzed and evaluated and the results showed the writing process of the students varied. On the whole, the disparities presented a more understanding of students' writing process. It was also discovered that the three students applied similar strategies but the major inconsistency was in the manner with each was implemented.
Keywords: Writing strategies; proficient students; argumentative writ
This research aims to determine the ability of journal entries and assigned writing to foster students’ critical thinking. A total of six components, namely, interpretation, analysis, evaluation, inference, explanation, and self-regulation, were used to carry out this study. Data were obtained from a total of twelve (12) students majoring in English Education from one of the universities in Jakarta by using semi-structured interview and text-analysis. Journal entries submitted by the students as a course prerequisite were evaluated and analyzed by two raters. The result showed that many students lack important critical thinking skills required for a successful study, and to acquire good employment after graduating from college. In addition, the use of journal entries and assigned writing has the ability to promote the critical thinking level to varying degrees.
Keywords: Critical thinking, journal entries, assigned writing
Several studies have been conducted to investigate the writing strategies used by skilled and less-skilled English writers, particularly in the EFL context but only a few have attempted to observe the strategies employed by skillful/proficient English students, predominantly in the Indonesian context. Therefore, the interest of this research was to discover the types of writing strategies applied by three skillful English students while writing in English (L2) and evaluate their substantial effects. The participants were three graduate students majoring in English Education. Moreover, the data obtained from Think-Aloud Protocols, semi-structured interviews, and written drafts were analyzed and evaluated and the results showed the writing process of the students varied. On the whole, the disparities presented a more understanding of students' writing process. It was also discovered that the three students applied similar strategies but the major inconsistency was in the manner with each was implemented.
Keywords: Writing strategies; proficient students; argumentative writing
This study aims to analyze the similarities, differences, and transferability of students' writing strategies in L1 (Indonesian) and L2 (English). Data were obtained from four participants majoring in English Education, two males and two females, which were categorized into skilled and less-skilled writers. The data were collected for four months using various methods, namely think-aloud protocols (TAPs), retrospective and semi-structured interviews, observations, and written drafts. The result showed that students employed similar personal strategies while writing in Indonesian (L1) and English (L2). This means that they transferred L1 strategies to L2 with some variances and similarities. The skilled writers viewed writing as a cyclical process of planning, writing, reading/rereading, rehearsing, and revising their texts. Meanwhile, less-skilled writers tended to employ linear and less recursive strategies. Furthermore, subsequent studies need to be conducted using these research findings and suggestions.
Keywords: Writing Strategies, Similarities, Differences, Transferability
The interest to do this research is to investigate the impact of technology transformation on the lecturer's performance. The terms technical performance in this research are divided into five (5) indicators: engaging and empowering learning, and teaching with technology, leadership, accommodation (syllabus and lesson scheme), and infrastructure provided by the campus. The findings indicate that many lecturers have a lack of knowledge in technology transformation. However, all lecturers must have it for the teaching and learning process in the 21st-century. The research methods used were descriptive analysis, observations, quantitative and semi-structured qualitative research, and the questionnaires done using Google Form. There were sixty-four (64) respondents in this research. The result shows that the use of technology proves its significant impact on the lecturer's performance.
Keywords: Technology Transformation; The Impact of Lecturers' Performance; Learning Process
The writer compiled this module to help students how to read Academic Reading. There are some tips and strategies that can help students understand the content of the reading. Reading strategies are adapted from “ Longman Preparation for TOEFL Test “and other supporting books for practice answering questions. It is expected that by using adequate reading strategies and exercises, students become eager to read academic writing. Before the midterms students are taught reading strategies as well as intensive exercises. The exercises are taken from online reading books such as the "Reading Comprehension Questions" 3rd Edition.
After the mid term test, students will be provided with reading materials related to their major. The materials were taken from differen sources.
This study aims to investigate the Indonesian EFL (English as a Foreign Language)
teachers‟ conceptions of critical thinking. 59 teachers coming from three different
provinces (Jakarta, Banten, West Java) in Indonesia participated in this study by answering
open-ended questionnaire. The questionnaire asked two questions. The first question asked
whether the participant recognised the term „critical thinking.‟ The second question asked
how the participant conceptualised critical thinking. The study found that only one teacher
who never heard the term critical thinking. With regard to the conceptions of critical, there
were some emerging themes such as analysis, evaluation, criticism, creativity, problem
solving, reflection, curiosity, and even Bloom‟s taxonomy. Findings of this study are
similar to the critical thinking conceptions proposed by Western academics.
This article documents an English as a foreign language (EFL) classroom writing activity to promote students’ creativity. This writing activity had two main objectives: to provide students with writing activities that would promote their practical use of written English language as a means of communication, and to facilitate their creativity in engaging with and solving problems in their social community. A real-world pedagogic writing task was developed to achieve these two objectives. The activity was carried out in a junior secondary school extra-curricular activity with sixteen students from Years 7 and 8. Students’ perceptions of the writing activity were positive, and their awareness of social issues in the community had improved after participating in the activity.