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ABSTRAK nbsp nbsp Puspitarini Dwi. 2022. Analisis Isi dengan Pendekatan Systematic Literature Review tentang Sumber Belajar Pendidikan Karakter Moral dan Etika di Pesantren Indonesia. Disertasi Program Studi Teknologi Pembelajaran Fakultas Ilmu Pendidikan Universitas Negeri Malang. Pembimbing (1) Prof. Dr. I Nyoman Sudana Degeng M.Pd. (2) Dr. Henry Praherdhiono S.S. M.Pd. (3) Dra. Nunung Suryati M.Ed. Ph.D. nbsp nbsp Kata kunci Analisis isi sumber belajar pendidikan moral karakter tinjauan literatur sistematis pesantren. nbsp Dunia pendidikan di Indonesia masih diwarnai dengan berbagai tindakan destruktif yaitu kenakalan pelajar kekerasan tindakan asusila narkoba bullying tipisnya solidaritas dan adab kesopanan dan lainnya. Upaya untuk lebih menanamkan nilai-nilai karakter moral pada generasi muda tetap menjadi agenda berkelanjutan prioritas utama sektor pendidikan termasuk di pesantren. Penelitian ini bertujuan untuk melakukan tinjauan secara sistematis pada penelitian terdahulu terkait sumber belajar pendidikan karakter moral dan etika di pesantren yang bermanfaat sebagai rangkuman komprehensif untuk bahan evaluasi nbsp dasar teori (referensi) dan mengetahui tema yang sudah dan belum banyak diteliti sehingga menjadi pijakan para future researcher untuk menggali ide penelitian selanjutnya. Berkenaan dengan tujuan tersebut research question yang dibahas adalah (1) bagaimana pesan (message) pendidikan karakter moral dan etika di pesantren (2) bagaimana performa kyai pengasuh dan karakteristik santri (people) dalam pendidikan karakter moral dan etika di pesantren (3) bagaimana penggunaan muatan nilai-nilai (materials) dalam pendidikan karakter moral dan etika di pesantren (4) bagaimana penggunaan alat (device) dalam menanamkan pendidikan moral karakter dan etika di pesantren (5) bagaimana penggunaan teknik (metode) sebagai strategi penyampaian pembelajaran karakter moral dan etika di pesantren (6) bagaimana peran latar (setting) pesantren dalam pendidikan karakter

SUMMARY nbsp Sudarwati Emy. 2022. Implementing Critical Global Literacy (CGL) Framework in Academic nbsp Course to Improve Students rsquo Critical Global Literacy Competence Perception and Engagement. Advisors (1) Prof. Dra Utami Widiati M.A. Ph.D. (2) Nunung Suryati M.A. Ph.D. (3) Dr. Niamika El Khoiri M.Ed nbsp Keywords Critical Global Literacy Critical Global Literacy Framework Academic Reading Classroom Action Research perception engagement nbsp nbsp nbsp nbsp nbsp nbsp Having Critical Global Literacy (CGL) competence has become increasingly important in this global and interconnected world especially for foreign language learners because this competence provides a critical understanding of national and international issues so that students will have broad thoughts and insights. However a preliminary study on the Academic Reading (AR) course shows that students still have an inadequate level of CGL competence. Therefore the CGL Framework was chosen as one of the strategies considered appropriate to overcome these problems. The application of the CGL framework is expected to measure nbsp nbsp CGL competence of English Literature students in the AR class which is indicated by the positive attitude and active involvement they show during the learning process. The novelty of the research lies in the absence of similar research that discusses how the CGL framework nbsp nbsp can be used to overcome problems regarding inadequate CGL competence of students in the AR class. Thus this study focuses on investigating the implementation of the CGL framework in AR class student perception about CGL implementation and student engagement during the implementation of CGL framework. nbsp nbsp nbsp nbsp nbsp nbsp This study employed Classroom Action Research (CAR) conducted in three cycles during one semester (16 meetings) which was intended to make improvement in the teaching and learning of Academic Reading using CGL framework since action research is a form of research inten

Listening is an essential ability for students to learn. Despite its importance students at SMP Negeri 2 Durenan still struggle with their listening skills. To solve this problem Listening Teams Strategy is used in teaching as a strategy to improve the student rsquo s listening skills. The design of this study is classroom action research. This research focused on class VIII D which consisted of 28 students. The research data were obtained from observation sheets field notes interviews one preliminary test and two post-tests. The research s findings show that using the Listening Team Strategy improves students listening skills during the teaching process and test results. The result of the evaluation conducted at the end of cycle 1 was 35.71 % with 10 students fulfilled the minimum score of 75. With these results the first cycle was deemed unsuccessful. The researcher fixes listening learning activities by providing scaffolding worksheets to help students to reach the minimum score in the second cycle. As a result 20 students achieved a minimum score of 75 with a percentage of 71.42 in cycle II. Therefore cycle II was defined successfully. It can be concluded that the Listening Team Strategy can be used to improve the listening skills of Grade VIII students.

This research aims to determine whether there is a significant difference in descriptive text writing scores between students taught by utilization of clustering techniques and students taught without the utilization of clustering techniques. The quantitative research method was applied with comparative parametric analysis. In this research the population was VIII graders at SMP Katolik Santo Stanislaus 2 Surabaya in the academic year 2022/2023. The sample in this research consisted of 29 students from class VIII-B and used Non-Probability Sampling as the sampling technique with the class divided into experimental group and nbsp control group. The instrument employed was an open-ended essay written test and the data was collected in the form of pre-test and post-test results were analyzed using the Independent Samples t-test assisted by the SPSS version 25.0 for Mac. According to the data analysis results the mean value of the post-test of the experimental group was (83.33) which was higher than the mean value of the control group which was (67.5) indicating that the experimental group scored better than the control group. The independent Samples t-test findings revealed a sig. (2-tailed) of 0.000

ABSTRAK nbsp Kiswati. 2023. Pengaruh Pembelajaran Modified Flipped Classroom dan Self Regulated Learning terhadap Kemampuan Membaca dan Menulis Bahasa Inggris Pebelajar. Disertasi Program Studi Doktor Teknologi Pembelajaran nbsp Fakultas Ilmu Pendidikan. Universitas Negeri Malang. Pembimbing (I) Prof. Dr. Punaji Setyosari M.Ed. M.Pd. (II) Dr. Dedi Kuswandi M.Pd. (III) Dra. Nunung Suryanti M.Ed. Ph.D. nbsp nbsp Kata kunci modified flipped classroom self regulated learning pemahaman membaca kemampuan menulis nbsp nbsp nbsp Modified flipped classroom terbukti mampu meningkatkan motivasi dan hasil belajar pebelajar di mata pelajaran bahasa Inggris tingkat menengah atas. Terkait dengan perubahan waktu belajar di kelas dan banyaknya pebelajar yang mengikuti kegiatan di luar kelas seperti aktif di organisasi pebelajar mengikuti lomba-lomba atau kegiatan sekolah lainnya yang menjadikan mereka tidak bisa aktif hadir di kelas maka modified flipped classroom membantu pebelajar untuk tetap bisa mendapatkan haknya dalam menerima materi pengajaran. Hal ini disebabkan materi pengajaran diberikan di kelas online yang tidak berbatas ruang dan waktu.Selain menggunakan model pembelajaran yang tepat faktor afektif yang juga ikut berpengaruh pada hasil belajar Bahasa Inggris juga harus dipertimbangkan. Latar belakang usia gender motivasi dan juga self regulated learning merupakan faktor afektif yang mempengaruhi keberhasilan seseorang dalam memperoleh bahasa kedua. Untuk itulah peneliti kemudian mempertimbangkan self regulated learning sebagai variabel moderator pada penelitian ini. Penelitian ini bertujuan untuk mengidentifikasi pengaruh model pembelajaran modified flipped classroom dan self regulated learning terhadap pemahaman membaca dan kemampuan menulis Bahasa Inggris pebelajar. Disertasi ini merupakan penelitian semu menggunakan pre test post test control group design. Partisipan penelitian melibatkan sebanyak 89 pebelajar kelas XI Madrasah Aliyah. Mereka dipilah menjadi 2 yai

Teachers have important roles in successful class instruction. They should have professional agencies to adjust their capacities because the era will keep changing. Teachers who successfully manifest their professional agency will promote educational reforms and school development. The study on teacher agency has elicited a fair amount of attention from many researchers around the world. However there is still a lack of study on teacher agency in the Indonesian context. Therefore the study is aimed to explore how Madrasah EFL teachers enact their agency in the development of professional identities. This research is a narrative study that involves eight EFL teachers from Madrasah around Indonesia. The data were taken from teachers rsquo stories on their struggles from the ups and downs of being Madrasah EFL teachers in the form of written and spoken. The written stories were collected by using narrative frames and the spoken narratives were obtained through in-depth interviews. The data were analyzed by using the theory proposed by Priestley et al. (2015) and elaborated into three themes the introductory period beyond the shell the journey to be professional teachers and never stop learning. The result shows that the dynamic change encountered by Madrasah EFL teachers can be categorized into three dimensions. The first dimension is the iterational dimension which refers to the struggle of Madrasah EFL teachers in shaping their agency during their initial careers. Teachers from common Madrasah have much autonomy to enact their agency compared to EFL teachers from Madrasahs with superior programs. The second is the practical evaluative dimension which explores the struggles of Madrasah EFL teachers in developing their professional identities by showing some indicators of agentic behavior that is self-efficacy professional commitment task orientation work motivation and future perspective. In addition a sense of autonomy in developing their professional expertise le

In the world of education learning is a continuous process that makes every teacher evolves. Accordingly EFL teachers should continuously develop their professionalism. One of the options is through reflective teaching. Further this study answers what concepts EFL teachers have about reflective teaching and to what extent these concepts are practiced. Three instruments were used in this study using a case study design with the convergent approach. nbsp There were 50 Indonesian EFL teachers filled out the questionnaire about the concept of reflective teaching. Then the data were analyzed using the descriptive statistic in Microsoft Excel. Supporting the questionnaire result four participants took the semi-structured interview. Next in order the observation checklist was used to analyze the practice of reflective teaching. The data were then presented descriptively. The result indicated that the participants have a positive conception of reflective teaching but are not optimally practiced. The practice of reflective teaching participants is on the surface or descriptive level of reflective teaching.

Character education plays a vital role in young learners rsquo education process. Students do not just need to improve academic skills but also build good characters. This is in line with the need analysis results that reveal that it is important to integrate character education aspects in teaching English since students can learn the English language and the moral value at the same time. However English teachers found difficulties in teaching character education aspects due to the time constraints and lack of materials and media. Moreover the need analysis also reveals the limited availability of English storybooks in school libraries and bookstores. Departing from the needs mentioned above the current study aims to develop prototyped character-building storybooks as supplementary reading materials for young learners especially for fourth graders in the bilingual school. The stories are related to particular character-building aspects including hard work creativity and honesty. The product used the Research and Development (R amp D) according to Borg and Gall (2003) which focused on developing and validating any educational products or other media in teaching and learning activities. There were seven steps in developing character-building storybooks namely (1) research and collecting information or need analysis (2) planning (3) development of the product (4) theoretical validation (5) empirical validation (6) revision (7) evaluation. The result of the validation for content and illustration as well as the result of the try-out presented several strengths and weaknesses of the storybooks. The first strength was that the text type topics and stories plot were suitable and understandable for the fourth graders. The second strength was that illustrations stimulated and promoted children rsquo s interest in books. The illustrations also helped students understand the content of the story. The last strength was that the storybooks were completed with ten questions re

This study is aimed to investigate the use of podcasts to enhance listening ability of eleventh grade students of SMAN 1 Bolo. The research design used in this study is Classroom Action Research (CAR). The CAR phases were adopted from Kemmis and McTaggart (1988) consisted of planning implementing observing and reflecting. The participants of this study were 30 of eleven graders of MIPA 1 of 2021/2022 academic year. nbsp This study was held directly in SMAN 1 Bolo in four meetings. The researcher collected the data from listening tests nbsp observation sheet and interview guide. Listening tests were held in preliminary test and in the final meeting. The finding showed that there was an improvement in students rsquo score. The criterion of success was based on the school minimum score. The score average in the final test was 85.3 and it achieved the criteria of success. Using podcasts helped students to enhance their listening ability since it was accessible and applicable to be used inside and outside the classroom.

SUMMARY Nirwanto Rahmadi 2021.The Competency of the Students in Writing an Effective Argumentative Essay. Doctoral Dissertation English Language Education Post Graduate Program Faculty of Letters Universitas Negeri Malang. Advisors (I) Prof.Dr. Nur Mukminatien M.Pd (II) Nunung Suryati M.Ed Ph.D and (III) Anik Nunuk Wulyani Ph.D Key Words Argumentative essay elements counterargument refutation evidence Argumentation plays an essential role in both academic (Hirvela 2017) and non-academic contexts (Liu amp Stapleton 2014). In the academic context students are often asked to express their argumentation in various forms of academic writing. One of the forms of academic writing which equips the students to gain argumentation skill is argumentative essay writing. This essay enables students to learn to argue in the sense that they are taught the elements of an argumentative essay and ways of using them. Argumentation skill may become the important foundation for the students in entering further academic writing contexts such as papers proposals review papers theses and so forth because the principles of argumentation applied for these types of writing. The study was aimed at exploring the competency of the students to provide elements and the quality of an argumentative essay. The subjects of the study were 40 (forty) students of the fourth semester of the English Department of State Islamic Institute of Palangka Raya registered in Argumentative Essay Course in 2019-2020 academic year. The English Department students were considered suitable as the subjects of the study because based on the Syllabus of English Department of State Islamic Institute of Palangka Raya 2015 argumentative essay course was taught/offered to them. The design of the study was content analysis in which it focused on the contents of an argumentative essay including explanation of an issue thesis statement counterargument refutation and conclusion. Argumentative essay was in the format of the five

Listening is one of the most basic skills in English but remains problematic for students to master. This study was designed to develop listening materials for Indonesian eighth graders based on their needs in learning English. The researchers used Research and Development (R amp D) design in this study which involved an English teacher and 32 students of SMPN 1 Trenggalek East Java Indonesia. The findings showed that (1) the stages of the listening materials development included needs analysis developing materials experts rsquo validation and first revision product try-out and second revision and final product (2) the products were in the form of MP3 file student rsquo s book and teacher rsquo s book (3) the products consisted of 2 units with recounted text as the topic based on the basic competence (4) the criteria for selecting materials were based on the basic competence stated in the Curriculum 2013 (5) the materials were appropriate for the students since they were relevant to the students rsquo need interest and level of English ability and (6) the listening activities could improve the students rsquo motivation to learn English. Since the final products were developed based on the basic competence of recount texts for eighth graders future researchers are expected to develop supplementary listening materials based on another basic competence or another grade.

Despite its problems and constraints reading is more likely to be considered as a profitable students rsquo language modality in the academic contexts including among non-English departments. This skill has long been linked to the acquisition of knowledge the formation of ideas and the advancement of society as a primary source of information. This premise encourages the use of strategies which bridge the interaction among readers rather than a one-on-one interaction between the reader and the text. In addition a positive learning environment is created via collaborative or cooperative learning. This combination is facilitated by CSR designed to support reciprocal teaching and cooperative learning to make sense of reading comprehension. The CSR help bring comprehension in reading by moving through four strategies preview click and clunk get the gist and wrap-up. Because it provides several opportunities for students to access content learning through meta-cognitive and self-monitoring abilities for research-based programs during the reading process CSR is being considered. CSR is believed to influence one rsquo s ability to gain understanding and in order to measure this notion one rsquo s perspective of CSR sought to be defined in detail. This research was a quasi-experiment that looked at the impact of integrated CSR on reading comprehension. It also sought to understand how the intervention works for their comprehension based on the students rsquo point of view. Forty first-year Management department students from two classes at Muhammadiyah University of Lamongan were invited to be a targeted sample since they took the intensive Reading II course. Throughout the study both classes employed distinct learning strategies with the experimental using CSR and the control using conventional instruction. The data collection instrument consists of reading comprehension tests and questionnaires. To be exact the tests were carried out both before and after the treatment wa

YouTube is a video-sharing site that is potentially useful for finding language learning resources. This study investigates students rsquo perceptions towards YouTube videos as listening resources. The quantitative research used an online survey consisting of close-ended and open-ended questions to collect data from seventy-one English Language Education (ELE) students from a public university in Indonesia. The findings show that the students have positive attitudes towards YouTube videos as listening resources for improving their listening skills. They discern that YouTube videos are beneficial learning aids in listening activities inside the class and motivate them to do listening activities outside class. YouTube videos also support them in improving their listening skills vocabulary and grammar mastery as well as pronunciation. Besides this study reveals that the students have their preferred Youtube videos and learning strategies for improving their listening skills.

The wide use of English in today s world does influence the practice of English learning. A monolingual or monocultural English learning model is no longer appropriate. It is replaced by ICC which emphasises that successful English learning is not merely how to interchange information instead it is more about how learners behave appropriately when they meet foreigners or foreign cultures. Learners do not need to act as if they are people from another country but they need to see interlocutors as representatives of a nation or culture. In other words ICC is essential to anticipate some barriers that will emerge in multicultural communication so that the learners can face diversity without any obstacles. This study is qualitative content analysis in nature that focuses on investigating how textbooks as an important part of English learning develop learners rsquo ICC. The data refer to elements of culture categories of culture and ICC dimensions in a textbook series entitled Bahasa Inggris When English Rings a Bell (WERB) locally published by the Minister of National Education and Culture of the Republic of Indonesia for the seventh and eighth graders. The instruments used were coding schemes and wordlists. The findings show an imbalanced representation in both elements and categories of culture. In terms of elements of culture social organisation gets the highest percentage. Then it is followed by custom and tradition as well as language. The other elements religion form of government and art and literature are underrepresented in the textbook series. In terms of categories of culture the textbook series is source-culture-oriented. It obtains more than 80% of total occurrence in either WERB 7 or WERB 8. The other categories of culture share the rest small percentage. Even international culture does not exist in WERB 7. In terms of ICC dimensions the predominance of source culture can be acceptable because the textbook series is intended to JHS level where the learn

The objective of this study is to investigate the students rsquo responses on the use of Google Classroom as the online learning media on English lessons in Vocational high school using mixed method to collect data from 11th grade students of Multimedia Program at SMKN 10 Malang. The result of this study showed that the students rsquo responses on the use of Google Classroom in English lessons was positive and it indicates that Google Classroom is suitable and useful on English lesson but with some limitations (1) speaking and listening activities was quite hard to do and (2) engaging classroom interaction was quite difficult. The implication is that Google Classroom can be used in English lessons as long as the teachers design the lesson properly give clear instructions and make a good environment for the class.

nbsp This study aimed to scrutinize teachers rsquo strategies and challenges of character building in online and face-to-face EFL classrooms in the context of Indonesian Junior High School. This study intended to gain a deeper understanding on the teaching reality focusing on the students rsquo behavioral problems the teachers might face during online and face-to-face teaching as well as the teachers rsquo responses and strategies on overcoming the problems. nbsp This study falls into qualitative study category specifically a case study which focused on the exploration and description of two cases. There were two participants in this study which were two English teachers teaching seventh grade students who had experienced online teaching. The data were obtained by doing classroom observations and recorded interviews. Then the data were analyzed by transcribing the voice recordings coding the text segments generating themes displaying findings and interpreting the data. nbsp The findings revealed that the two teachers had different approaches regarding of character building. The first teacher Miss Amy attempted the character building internally in the classroom and also externally by involving the students rsquo parents. Meanwhile the second teacher Miss Nina chose to deal with the students herself by reinforcing the rules using rewards and punishments. Miss Amy used speech acts modeling teaching materials and habituation. While Miss Nina used speech acts teaching materials rule reinforcement and habituation. nbsp Both of the teachers mentioned the same challenges of teaching seventh grade students which affected the character building attempt. The challenges were time allotment the absence of English subject in some elementary schools and the zoning system. The limited time caused the teachers to prefer focusing on the students rsquo academic competences and delivering materials more than character building. The absence of English subject in some elementary schools

nbsp The study investigated several EFL teachers in understanding formative assessment and their practices in the classroom settings with different background of education teaching experiences and educational contexts. This study is intended to seek answers to the following questions related to Formative Assessment (FA) namely (a) how do EFL teachers understand formative assessment in the classroom (b) how do the EFL teachers rsquo follow-up the results of FA to modify their teaching and (c) how do EFL students rsquo follow-up teachers rsquo feedback in formative assessment nbsp This study followed a qualitative research method particularly phenomenological research approach. This study adopts a multiple-case study since it involved more than one case of classroom-based language assessment as formative assessment. The study utilized in-depth interview and member checking to collect the data. Prior to conducting the study some instruments were developed such as preliminary questionnaires interview guide adapted from Saito and Inoi (2017) and questionnaire for students. Six English teachers from different levels of education and from different regency were selected to participate in this study. nbsp The study found that (1) the teachers who have adequate knowledge of formative assessment in their classroom try to improve students rsquo learning by implementing several types of formative assessment such as daily assessment peer-assessment self-assessment and group work (2) only three teachers use the information of students rsquo learning to modify their teaching strategy. They also try to modify their assessment by modifying the level of questions and try to appropriate teaching strategy in different lesson or meeting (3) most of the students understand the teachers rsquo feedback and do some improvement. Most of the students who follow up teachers rsquo feedback are female students moderate or high achiever students have good attitudes and motivation. The implication

nbsp Lingkungan belajar yang kaya memberikan kebebasan kepada pebelajar untuk belajar sesuai apa yang dikehendaki. Selain itu perkembangan teknologi yang pesat dan ketersediaan informasi yang hampir instant memberikan kesempatan bagi siapa saja untuk bisa mengakses dan mengunduh berbagai sumber ajar yang diinginkan. Fleksibiltas merupakan ciri khas dari pembelajaran digital dimana pebelajar dapat belajar dimana saja dan kapan saja. Personalisasi pembelajaran bahasa Inggris sebagai bahasa asing memiliki urgensi dalam tujuan pendidikan nasional. Untuk menguasai bahasa Inggris sebagai bahasa asing (English as a Foreign Language) tidaklah mudah karena untuk dapat berkomunikasi dengan baik dan efektif pebelajar EFL diharapkan menguasai dan mengembangkan kemampuan dasar berbahasa Inggris diantaranya tata bahasa (grammar) perbendaharaan kosa kata (vocabulary) dan pelafalan (pronunciation). Grammar merupakan hal yang paling dasar yang perlu dikuasai ketika pebelajar EFL belajar membangun sebuah kalimat yang bermakna. nbsp Pengembangan ini mengadaptasi model pengembangan Lee amp Owens yang meliputi (1) analisis (2) desain (3) pengembangan (4) implementasi (5) evaluasi. Subjek penelitian ini adalah pebelajar pendidikan bahasa Inggris semester 1 angkatan 2021 yang mengampu mata kuliah Kursus Intensif Terpadu (IIC) di Universitas Halu Oleo Kendari. Produk aplikasi permainan edukasi ini telah divalidasi oleh ahli media dan ahli materi. Hasil penelitian menunjukkan bahwa aplikasi permainan edukasi basic English grammar dinyatakan layak dengan persentase kelayakan validasi ahli media sebesar 98 75% ahli materi 94 66% uji coba individu sebesar 84% uji coba kelompok kecil sebesar 87 2% dan uji coba kelompok besar 84 25%. Berdasarkan data tersebut aplikasi permainan edukasi ini dinilai layak untuk mengurangi kesalahan tata bahasa yang umumnya dilakukan oleh pebelajar EFL di Indonesia seputar penggunaan noun verb preposition article dan To Be. Selain itu reaksi pebelajar ketika mem

This study aimed to discover the pre-service English teachers rsquo attitudes towards Microteaching class which nbsp was an elective and transdisciplinary course in English Language Education at Universitas Negeri Malang. This study involved the population of Class of 2018 ELT students as the pre-service teachers who had taken the microteaching class online. This course has four different classes and taught by two lecturers. There were 107 students and the sample were 30% of each class to represent using cluster random sampling so there were 33 participants of the total population. By using a questionnaire and an interview guide as the instruments this study revealed the pre-service teachers rsquo perception towards online microteaching class based on attitude behavioral and cognitive aspects. The pre-service English teachers rsquo attitude towards online microteaching resulted positive with consistent one-dimensional perspective. nbsp The common obstacles that influenced their positive attitude are the assignments about making lesson plan time management and editing video. nbsp

nbsp This study aimed to investigate Indonesian University students rsquo comprehension and attitudes toward three different English accents American-accented British-accented and Australian-accented English. The study was held with 36 students (30%) from the total population of 120 students of the ELE program cohort 2018 in Universitas Negeri Malang. This study s data collection consisted of the results of three listening comprehension tests and a survey questionnaire. The results showed that the audio rsquo s various English accents affected the participants rsquo listening comprehension. The participants scored the highest in the American-accented which has a mean value of 4.28 followed by British-accented English with 4.19 and the Australia-accented English scored the lowest far behind the other two with a mean value of 2.92. In addition the results indicate that the participants showed a more positive attitude toward American and British-accented English. The majority of the participants (27 students) claimed that they want to obtain American-accented English even though they regard English belongs to British. The results of the research indicated that while the students have a mixed view of accents and use various accents themselves having a familiar accent has helped them understand the language better. nbsp

Assessment for Learning (AfL) has received significant attention recently due to its potential to enhance the quality of learning and teaching. It is considered an ongoing assessment in which teachers can identify the students learning gaps so that they can use the information to assist students in achieving their learning goals. On the other hand the advancement of technology offers potential benefits to facilitate AfL implementation. A number of studies have investigated the use of technology-enhanced assessment for learning (henceforth TEAfL) in ELT contexts. However the study that focuses on examining TEAfL from EFL teachers point of view at the secondary school level is under-exploration. Thus this study sheds light on EFL secondary school teachers conceptions and practices of technology-enhanced assessment for learning in the Indonesian context. nbsp Using a phenomenographic approach the study investigates the qualitatively different ways or conceptions in which EFL secondary school teachers in Indonesia view or understand TEAfL. It encompasses the categories of description of TEAfL and the hierarchical structure among those categories of description called outcome space. Besides this study rigorously highlights how EFL teachers practice TEAfL in their contexts. nbsp A total of twelve EFL teachers who have different profiles and settings were recruited as participants. They were carefully selected based on the criteria required in this study. First all the participants are experienced junior or senior high school teachers with more than ten years of teaching experience. Second they have positive beliefs about Assessment for Learning (AfL) and technology integration in language assessment. Third they have experience attending professional development programs such as training or workshops associated with technology-enhanced language learning and assessment. nbsp Phenomenography embraces a second-order perspective to examine how an individual perceives a phen

During reading activities reading comprehension levels can be determined by reading anxiety levels and the use of metacognitive reading strategies. Thus the reading anxiety levels and how to use metacognitive reading strategies cause different comprehension levels among students especially for those who learn English as a foreign language in their reading activities. In general reading anxiety and the use of metacognitive reading strategies have different roles in reading comprehension activities. The existence of reading anxiety is associated to hamper students comprehension of a reading text by interfering with their cognitive system to process information in the reading text. On the contrary the use of metacognitive reading strategies facilitates the students to comprehend reading text by selecting appropriate strategies to deal with their reading difficulties in their reading activity. Considering reading comprehension activity as a complex process there is a chance that the feeling of reading anxiety associated with the use of metacognitive reading strategies influences the comprehension of a reading text especially for students who learn English as a foreign language. Unfortunately information on how associated reading anxiety and the use of metacognitive reading strategies correlate to and contribute to reading comprehension seems to be lacking especially for those who learn English as a Foreign language. For this reason this study intends to seek the relationship and contribution of associated reading anxiety and the use of metacognitive reading strategies as a set of predictors of reading comprehension for students who learn English as a foreign language to provide the lacking information. Therefore a multiple regression analysis research design was used to fulfill the aims of this study. Three instruments were used to collect the required data for this study the Foreign Language Reading Anxiety Scale by Saito Horwitz and Garza (1999) (2) the Survey of R

Due to the pandemic of Covid-19 the learning process needs to be done Online. nbsp nbsp The pandemic becomes a challenge for English teachers especially in teaching speaking because there is no interaction among the students. nbsp nbsp Many platforms have been introduced to support online classes and one of them is Discord. nbsp nbsp This research aims to find the students perception of Discord as a platform for teaching Speaking. nbsp nbsp The research used quantitative methods with some elements of qualitative data. nbsp nbsp The researcher gathered the qualitative data to follow up on the quantitative data. nbsp nbsp The data were collected using questionnaires and interviews. nbsp nbsp The questionnaire consists of 20 questions with 3 open-ended questions. nbsp nbsp Most of the students perceive Discord positively. nbsp nbsp The students agreed that using Discord in speaking class is more comfortable. nbsp nbsp There are a lot of benefits of using Discord in Speaking class. nbsp nbsp Discord is a suitable learning platform to use in speaking classes. nbsp nbsp The use of Discord in speaking class is very efficient and effective. nbsp

nbsp Vocabulary is an important part of almost every aspect of a learner s life such as listening speaking reading and writing. However due to the quick pace of change learners are finding it hard to learn and memorize English vocabulary. The goal of this study is to show that using visual mnemonic can help seventh graders learn and remember more words. A method called Classroom Action Research (CAR) was used and 33 students from class 7.6 from SMPN 21 Malang took part. The treatment was given in one cycle which has four stages in each cycle. Cycle 1 showed that 81.81% of students passed the criteria for success. The instruments that the researcher used were vocabulary tests observation sheets and an online questionnaire. The findings of this study revealed that this technique was helpful in increasing learners rsquo vocabulary knowledge and learners positively responded to the mnemonic technique by employing visual media to improve vocabulary mastery. So not only is it a useful option but students and teachers can also create a fun atmosphere in class.

Covid-19 pandemic has affected various sectors including education. Teachers and students have entered a new chapter in learning. The pandemic required us to change the learning system into online learning through e-learning. The aim of the study was conducted to look at the implementation of online learning in eighth grade of Junior High School students MTsN 1 Kota Bekasi. A quantitative study with descriptive research survey was used as a research design for this research. The questionnaire and interview guide elicited students rsquo perception of e-learning self-efficacy and e-learning platform. The result of this research shows that most of the eighth graders of MTsN 1 Kota Bekasi have many difficulties in implementing e-learning during the learning process such as in e-learning activity self-efficacy during the e-learning and e-learning platform. It showed that the students had negative responses towards the e-learning activity and self-efficacy during the implementation e-learning. Students needed direct interaction with teachers and other students which could make the learning better. However they had positive responses towards e-learning platform. They find it easy to use the platform while implementing e-learning. In conclusion although e-learning is a learning solution for this Covid-19 pandemic era that can replace conventional learning method the students still struggled implementing e-learning as perceived by students participated in this study.

Perubahan paradigma dari pembelajaran yang berpusat pada guru (teacher-centered learning) menjadi pembelajaran yang berpusat pada pebelajar (students centered learning-SCL) telah melahirkan beberapa model pembelajaran yang mengakomodasi prinsip-prinsip dari paradigma baru tersebut. Salah satu contoh dari penerapan prinsip-prinsip pembelajaran yang berpusat pada pebelajar adalah project based learning (PjBL). nbsp PjBL merupakan suatu model pembelajaran yang mendorong pebelajar untuk terlibat secara aktif dalam proses pembelajaran serta termotivasi. Selain itu penerapan PjBL mendorong terciptanya keterampilan-keterampilan seperti berpikir kritis berkreasi berkolaborasi dan berkomunikasi. Empat keterampilan tersebut diperlukan pada masa Industri Revolusi 4.0. Penerapan PjBL dilakukan tidak hanya pada bidang sains dan matematika tetapi juga pada pembelajaran Bahasa Inggris. Lingkungan PjBL menciptakan meaningful contexts yang memberikan kesempatan kepada pebelajar untuk belajar Bahasa Inggris dengan situasi menyerupai dunia nyata. Selain itu komunikasi yang terjadi dalam atmosfer PjBL bersifat alami sehingga dapat menstimulasi pembelajar untuk berlatih dan meningkatkan kemampuan Bahasa Inggris pebelajar. Terkait dengan pembelajara Bahasa Inggris kehadiran teknologi yang bersifat online dapat dimanfaatkan. Selain sebagai salah satu cara untuk mengatasi kendala waktu media belajar online dapat memperkaya sumber belajar serta ruang untuk berlatih. Sehingga perpaduan antara PjBL dengan pembelajaran online dapat dijadikan sebagai salah satu alternatif baik untuk memperkaya maupun mendukung proses pembelajaran. Selain pemanfaatan teknologi dalam bentuk pembelajaran online faktor afektif yang berpengaruh pada pembelajaran Bahasa juga layak diperhatikan. Kepribadian usia gender motivasi serta self-efficacy merupakan beberapa faktor afektif yang dilaporkan berpengaruh pada pemerolehan Bahasa. Merujuk pada hal tersebut self-efficacy sebagai salah satu faktor afektif digunakan

This study aims to provide an evaluation of what extent this book determines the level of cognitive and knowledge in its contents so that in the future it can be further developed in order to achieve learning outcomes. This study analyzed an English course book grade seventh used in Tulungagung Junior High Schools based on Revised Bloom rsquo s Taxonomy. It used descriptive research as the design of the study and content analysis as the method to analyze the course book content in each section/activity of the chapters of the English course book titled Buku Pendamping SMP Bahasa Inggris Untuk Siswa SMP Kelas VII 2018 designed by MGMP (the association of subject teachers) Tulungagung according to Revised Bloom rsquo s Taxonomy. The study showed the most dominant cognitive domain was Analyzing level (C4) that had frequencies 60 out of 200 instructional activities and the percentage was 30%.While the dominant knowledge dimension was Factual Knowledge with the frequencies 102 out of 200 and had percentage 51%. For stakeholders it is important for them to pay more attention to which level of cognitive and knowledge they want to focus on to determine the material in the content of the textbook. In addition it can be a benchmark or standard of students rsquo learning achievement.

Reading is an important skill for students to have. Despite its importance students in SMAN 1 Bluto still struggle in reading instruction. To solve this problem Electronic Interactive Novel (EIN) has the potential to be used in teaching as a media to help students improve their reading skill. This research aims to investigate the use of EIN to improve the 10th grade students rsquo reading skill. The design of this study is a classroom action research with 35 students of class 10-4 from SMAN 1 Bluto as the participants. The research instruments used are in the form of tests conducted at the end of each cycle observation sheet with field notes and questionnaire. The finding of the research shows that the implementation of EIN improves the students rsquo reading skill of narrative text in the teaching process and the test result. The result of evaluation carried out in end of cycle 1 was 46% students achieve the minimum score of 70. With that reasoning the first cycle was considered unsuccessful. In cycle 2 89% students managed to achieve the minimum score of 70. Thus the second cycle was deemed successful. nbsp Therefore it can be concluded that Electronic Interactive Novels can be implemented to improve the narrative reading skill of tenth grade students. However teachers need to pay great attention to the pace with which they conduct the instruction using EIN to make sure their students can follow well.

The current study aims at investigating students rsquo writing anxiety levels and their causes in online writing delivery during the Covid-19 pandemic. The students are assumed to experience a certain degree of anxiety because they have to adapt to the new situation. nbsp Furthermore voices from teachers and students are also considered by mapping out writing anxiety-reducing strategies and looking at students rsquo perceptions towards the teachers rsquo strategies. This study employs a mixed-method design. The quantitative data were gathered through Second Language Writing Anxiety Inventory (SLWAI) (Cheng 2004) Writing Anxiety Causes Questionnaire (WACQ) (Zhang 2011) and the students rsquo perceptions questionnaire. Furthermore qualitative was obtained through interview with teachers. A total of eight teachers and 274 students were recruited to participate in this study. The result of data analysis revealed that four students (1.5%) experienced low anxiety 120 students (43.8%) were at a moderate level and 150 students (54.7%) were at a high level. Among the types of anxiety somatic anxiety obtained the highest mean (3.5) compared to cognitive (3.2) and avoidance behavior (3.0) types. Regarding the cause of writing anxiety they experienced difficulties in writing due to lack of topical knowledge linguistics problems lack of writing practice fear of negative evaluation perceived stagnant writing ability insufficient writing technique and lack of effective feedback. The interview sessions aimed at mapping out the strategies used by teachers to alleviate students rsquo writing anxiety. It is found that teachers have used some strategies such as motivating the students to be confident creating an enjoyable classroom implementing self-select topics implementing a writing process approach giving both oral and written feedback implementing a combination of automated writing feedback tools teacher feedback and peer feedback and other strategies. In addition it is affirme

SUMMARY Mahardika I Gusti Ngurah Agung Wijaya. 2021. EFL Teachers rsquo Online Informal Learning of English Between Perceptions and Practice. Dissertation. Advisors (1) Prof. Dra. Hj. Utami Widiati M.A. Ph.D. (2) Prof. Dr. Yazid Basthomi M.A. (3) Dra. Nunung Suryati M.Ed. Ph.D. Key words OILE EFL Teachers OILE Perceptions OILE Practice. nbsp nbsp nbsp nbsp nbsp nbsp nbsp nbsp nbsp nbsp nbsp The present study investigated 219 EFL teachers and their Online Informal Learning of English (hereinafter OILE). The aim of this study was to identify English teachers rsquo OILE practice and the perceived benefits of said practice on English teachers rsquo language skills and teaching practice in the classroom. Therefore the present study tried to answer the following questions (1) What are EFL teachers rsquo perceptions of the concept of OILE (2) What is the nature of EFL teachers rsquo OILE practice (3) What are EFL teachers rsquo perceived benefits of OILE practice on their language skills (4) What are EFL teachers rsquo perceived benefits of OILE practice on their teaching practice The study was conducted in two major phases namely the survey phase and the interview phase. The first phase was the survey phase in which a number of teachers were asked to answer questionnaires on perception of OILE and their OILE practices. The second phase was the interview phase where the researcher collected qualitative data from the teachers to further explain and triangulate the data collected from the first phase. The instruments used in the study were 1) English Teacher rsquo s OILE Perception and Practice Questionnaire and 2) Semi structured interview Guide. Based on the data analysis the study found the followings (1) EFL teachers were ignorant of both OILE term and OILE concept. Most of the teachers considered OILE as a form of informal English course in the internet. (2) Despite their ignorance of the term and concept EFL teachers practice OILE in varying level of frequency. The

Due to the rapid advancement of technology lecturers areexpected to integrate technology into the classroom to engage students who are considered as digital natives. Thus Edmodo as an online learning platform is widely used by English teachers in teaching and learning. Online learning platforms are also used as supplementary tools to promote independent learning. This study focuses on students rsquo perceptions of the use of online learning platforms in English teaching and learning. The research involved 138 participants consisting of four cohorts from 2020 2019 2018 and 2017 from the English Department Universitas Negeri Malang. The data were collected through questionnaires and interviews and were analyzed using a descriptive quantitative approach. The results of the study indicated that the majority of participants considered the use of Edmodo in English teaching and learning is effective and efficient in terms of time. Although slow speed internet is considered to be one of the difficulties in using Edmodo most of the participants agreed that this the online learning platforms can help them in practicing language skills acquiring new vocabularies and improving their understanding of the contents of the lesson

EFL learners had difficulties in mastering speaking since it is complex and difficult. The students frequently produced erroneous utterances such as grammatical errors. Some researchers conducted studies dealing with that issue which showed the use of oral corrective feedback in speaking activities. Unfortunately there are some debates on whether oral corrective feedback should be given to correct the students erroneous utterances. Regarding this matter this study is intended to investigate the attitude of ELT students towards oral corrective feedback on students erroneous utterances in speaking classes. This study was conducted in the Department of English Universitas Negeri Malang. The participants of this study were students from 2016 2017 and 2018 cohord who have taken all speaking courses including Basic Speaking Speaking for Informal and Speaking for Formal/Academic Purposes. This study was conducted by using a quantitative approach with a descriptive survey research design. The instruments used in this study were a questionnaire and interview guideline. The findings of this study showed that ELT students have positive attitudes towards oral corrective feedback. Almost all of the students were willing and need to receive OCF to improve the accuracy of the target language. Besides more than half of the students did not feel frustrated and embarrassed when they received OCF. Unsuccessfully they felt nervous to speak after receiving OCF but it did not inhibit their acceptance to speak. The students believed that OCF is best given to a high level of speaking proficiency. Almost all of the students agreed that OCF can increase their grammar knowledge. Regarding the students preferences almost all of the students wanted to be corrected when they produce serious erroneous utterances that impede listeners rsquo understanding. Correcting the students rsquo erroneous utterances should wait until they stop speaking. Many of them did not want to be interrupted while speak

This research was conducted to find out 1) students rsquo behavior upon watching English animated movies 2) students rsquo perception of English animated movies and 3) students rsquo responses toward English animated movies. This is a survey study with questionnaires as the instruments. Open-ended questionnaire was analyzed using descriptive statistics while close-ended questionnaire was analyzed using quantitative content analysis. The research findings show that the majority of students (23%) watch English animated movies on daily basis. All students watching English animated movies for approximately 60 ( plusmn 45) minutes a day. The perception and response score were 18 ( plusmn 4) and 15 ( plusmn 3) out of 24 respectively. English animated movies affect students rsquo response heavily and it helps students to learn English. It can be concluded that students perceive English animated movies as vocabulary learning tools positively. English animated movies affect students rsquo response heavily and it helps students to learn vocabulary.

The purpose of this study was to create a vocabulary learning media called Spinning Wheel Game to assist students particularly 8th-grade junior high school students in practicing giving suggestions in English. This research employs a seven-step Research and Development (R amp D) research design which includes 1) need analysis 2) product development 3) expert validation 4) product revision 5) product try-out 6) final product revision and 7) final product. The developed product combines visuals and realia grouping words and giving context in teaching vocabulary. In the development of the game it follows the concept of metaphor CALL and gamification. The final product development includes a lesson package and a game that requires students to follow directions interpret or pronounce words and practice forming a phrase or offering suggestions using a selected word. In addition the product try-out demonstrates that the product can help students acquire English vocabulary and is judged acceptable for usage by the subjects of this study.

This study investigated students' perspectives in using XReading website in an Extensive Reading course during the pandemic era of Covid-19. The method employed in the study was a mixed method research design used to describe the quantitative and qualitative data integrated in a single survey of students’ perspective on the use of XReading as an Extensive Reading platform for higher education students. A questionnaire and an interview guide were utilized as the instrument of this study. The results of the questionnaire were calculated in the form of frequency distribution and percentages which were then combined with the result of the interview and being elaborated into sentences in the form of narrative. The participants showed positive responses toward the use of XReading in an Extensive Reading course. They also claimed that the website is an adequate online source that is not only providing reading materials, but also allowing students with opportunities to develop their English language skills such as reading ability as well as vocabulary acquisition and listening skills.

ABSTRACT Fahmi, Mohammad Amiqul. 2021. The Effect of Grammarly and Teacher Feedback on the Students’ Writing Performance. Magister’s Thesis, English Language Teaching, Graduate Program of Universitas Negeri Malang. Advisors: (1) Dra. Nunung Suryati, M.Ed, Ph.D, (II) Dr. Niamika El Khoiri, S.Pd, M.A. Keywords: Grammarly, Teacher Feedback, writing performance, language proficiency levels Providing feedback for the students in writing is crucial in helping the students enhance their writing quality. However, it can be problematic for the teacher to provide feedback for the class with a large number of students. Applying Automated Writing Evaluation (AWE) programs such as Grammarly to assist teachers in providing feedback may overcome this problem. This study is intended to examine the effect of Grammarly and Teacher Feedback on the students' writing performance. This present study was conducted at SMA Al-Izzah International Islamic Boarding School Batu. A quasi-experimental design that involved experimental and control groups was employed. The subjects of this study were the 10th grade of senior high school students. Nine meetings covered one meeting for the pre-test, seven for the treatment, and one for the post-test. This research study compares the students' writing performance of the experimental and control groups. The writing test results were used to answer the first research question about the effectiveness of the combined feedback strategies used in this study. Moreover, further analysis was conducted to know the strategy's effectiveness on the students' writing performance regarding their language proficiency levels. The result of the pre-test was used to categorize the students' language proficiency based on the levels. This study showed that the students who obtained the combined feedback strategies between Grammarly and Teacher Feedback performed better on writing than those who got the Teacher Feedback only. It is shown by thep-value of .03

Reading comprehension is the ability of learners to process text, understand its meaning, find basic ideas and information and integrate it with what readers know in reading historical narrative text. It is hoped that the application of the strategies will take the essence of reading in detail, precisely and accurately. Students are expected to process important information from the text efficiently by using the mind mapping strategy. This study aims to determine how the use of mind mapping strategies can improve the learners learning outcomes in reading comprehension class VIII MTS PSM Tulungagung. This research is classroom action research (CAR). The subjects of this study were all students of class VIII with a total of 30 students. The treatment given to the research subjects to improve learning outcomes were the mind mapping strategies. The results of this study show that mind mapping methods are implemented in line with the learning implementation approach. In the first cycle, the researcher saw an improvement in reading comprehension test results from 33.3 percent to 50%. To assist the implementation of mind mapping strategies, the researcher added vocabulary material and identified keywords in each phrase in the second cycle. The students' test results reached 93.3 percent in Cycle II of the implementation. The findings suggest that mind mapping strategies used in reading instruction can help students understand more.

Mendengarkan berperan penting dalam proses pemerolehan bahasa sebagaimana keterampilan tersebut merupakan keterampilan reseptif pertama yang diperoleh manusia sejak mereka masih bayi. Pemerolehan bahasa Inggris yang efektif dapat dipengaruhi beberapa faktor termasuk eksposur autentik yang didapat oleh siswa seperti menonton video berbahasa Inggris. Dewasa ini berbagai macam video-video berbahasa Inggris dapat dengan mudah diakses melalui Internet. Situs berbagi video yang paling populer digunakan di seluruh dunia adalah YouTube. Merujuk pada kepopuleran YouTube pada masa sekarang dan ekposur autentik yang bisa mempengaruhi proses pemerolehan bahasa peneliti memutuskan untuk mencari tahu hubungan intensitas siswa dalam menonton video berbahasa Inggris pada YouTube dengan kemampuan mendengarkan mereka. Penelitian ini dilakukan terhadap 81 siswa kelas sebelas SMAN 4 Malang. Instrumen yang digunakan dalam penelitian ini adalah angket untuk mengumpulkan informasi intensitas siswa dalam menonton video berbahasa Inggris di YouTube dan TOEFL Listening Test untuk mengukur keterampilan mendengarkan. Data yang terkumpul kemudian dianalisis menggunakan beberapa langkah analisis normalitas dan linieritas data menggunakan SPSS 24.0 untuk pengujian asumsi statistik uji hipotesis statistik menggunakan Pearson Product Moment yang kemudian diputuskan apakah hipotesis tersebut diterima atau ditolak. Hasil penelitian menunjukkan bahwa taraf signifikansi penelitian ini adalah 0 001 yang berarti lebih kecil dari 0 05 (.001 le 0 05). Dengan demikian hipotesis nol dalam penelitian ini ditolak dan hipotesis alternatif diterima. Nilai koefisien korelasi 0 368 dalam penelitian ini juga menunjukkan bahwa terdapat korelasi yang cukup dan positif antara kedua variable yang berarti semakin tinggi intensitas siswa dalam menonton video berbahasa Inggris di YouTube semakin baik pula kemampuan mendengarkan yang mereka miliki dan begitu pula sebaliknya. Peneliti memberikan beberapa rekomendasi terkait

Menjadi pelajar mandiri adalah tujuan utama bagi mahasiswa sarjana terutama bagi mahasiswa Bahasa Inggis. Karena hal ini beberapa universitas telah meningkatkan beragam fasilitas untuk membantu meningkatkan kemandirian mahasiswa. Salah satu caranya dengan menyediakan English Self-Access Centre (ESAC). Di jurusan Pendidikan Bahasa Inggris Universitas Negeri Malang ESAC menurut katalog departemen 2019 (Fakultas Sastra Universitas Negeri Malang 2019) dilengkapi dengan ruang komputer audio ruang baca ruang TV / Media tempat mengobrol. Selain itu ESAC dirancang secara artistik untuk membuat mahasiswa EFL merasa senang dan lebih termotivasi untuk belajar. Namun kendala dalam mengimplementasikan beragam program termasuk ESAC merupakan hal yang sangat wajar. Beberapa mahasiswa EFL juga akan menghadapi berbagai kendala dalam menggunakan ESAC. Jika mahasiswa tidak mampu mengatasi kendala ini maka hal tersebut akan menghambat perkembangan belajarnya. Karena yang demikian penelitian ini ditujukan untuk mengeksplorasi lebih terkait persepsi dan kendala mahasiswa terhadap penggunaan ESAC UM. Penelitian Ini menerapkan desain deskriptif yang digunakan untuk mendapatkan lebih banyak informasi mengenai fenomena tertentu. Hasil penelitian dijelaskan secara kualitatif. Di Jurusan Bahasa Inggris sendiri ada enam kelas. Jurusan ini dibagi menjadi dua program studi yaitu Bahasa Inggris dan Pengajaran (ELT) dan Bahasa Inggris dan Sastra (ELL). Karena besarnya jumlah siswa EFL peneliti hanya mengambil mahasiswa yang berada di semester tiga dan mengunjungi ESAC minimal tiga kali dalam seminggu. Untuk mempersempit penelitian ini terbatas hanya untuk 57 mahasiswa baik dari program studi ELT dan ELL. Data dikumpulkan dengan menggunakan dua instrumen yang terdiri dari kuesioner dan wawancara. Pertama kuesioner bertanya terkait persepsi mahasiswa terhadap ESAC. Kuesionernya terdiri dari tiga sub kategori. Kemudian kuesioner dihitung menggunakan skala 4 poin Likert yakni lsquo Sangat Setuju rsquo

ABSTRAKMansur, Gunawan 2020. Meningkatkan Ketrampilan Pemahaman Bacaan Siswa SMA yang Mempelajari Bahasa Inggris Sebagai Bahasa Asing Melalui Penerapan Metode Pengajaran Reciprocal. Thesis pendidikan Bahasa Inggris Pascasarjana Universitas Negeri Malang. Pembimbing (I) Dr. Ekaning Dewanti Laksmi, M.Pd., M.A. (II) Dra. Nunung Suryati, M.Ed., Ph.D. Kata Kunci: Pemahaman membaca, Metode Pengajaran Reciprocal            Penelitian ini didesain untuk membantu meningkatkan ketrampilan pemahaman membaca siswa kelas 10 SMA Negeri 1 Rejotangan sebagai siswa yang mempelajari bahasa Inggris sebagai bahasa asing melalui penerapan metode pembelajaran Reciprocal disingkat (RIM). Tujuan dari metode ini adalah pembelajaran kolaboratif yang mana siswa belajar mengambil peran yang telah diinstruksikkan oleh guru sebagai prediktor, penanya, kalifikator dan sebagai orang membuat rinkasan terhadap teks bacaan. Mengacu kepada hasil observasi dan hasil tes pada studi pendahulu menunjukan bahwa sebagian besar siswa masih menemukan kesulitan dalam memahami bacaan. Kesulitan tersebut berkaitan dengan terlihat kurangnya partisipasi dalam kegiatan kelompok, kurang pemahaman terhadap teks bacaan, kurangnya kosa kata dan kurangnya motivasi dalam belajar.             Mengacu pada kurangnya partisipasi siswa dalam kegiatan kelompok menunjukan bahwa beberapa siswa diantarannya tidak menyelesaikan tugas yang telah diberikan oleh guru berdasarkan batasan waktu yang telah diberikan, beberapa diantaranya kelihatan menunggu hasil kerja dari temannya dan kemudian mencatat pada lembaran kerjanya. Kuranganya pemahaman terhadap teks bacaan menunjukan bahwa beberapa diantara siswa salah menjawab beberapa pilihan jawaban sehingga kebanyakan memiliki skor nilanya rendah dari tes yang diberikan. Sementar itu, kurang kosa kata menunjukan bahwa siswa kelihatan tidak memahami arti kosa kata sehingga harus

Tujuan dari penelitian ini adalah mengembangkan bahan bacaan dalam bentuk program berbasis komputer untuk siswa kelas V sekolah dasar. Penelitian ini didasarkan pada hasil analisis yang dilaksanakan di SDN Sisir 04 Batu, yang menunjukkan bahwa siswa tertarik membaca bahasa Inggris dengan gambar. Oleh karena itu, aplikasi yang dibuat dimaksudkan untuk memasukkan materi bahasa Inggris berdasarkan silabus.              Penelitian ini menggunakan adaptasi rancangan penelitian dan pengembangan yang dikembangkan oleh Borg and Gall (1983:775). Model ini terdiri dari 7 tahap, yaitu (1) Analisis Kebutuhan (2) Pengembangan Produk, (3) Validasi, (4) Revisi 1, (5) Uji Coba Product, (6) Revisi 2, dan (7) Produk Akhir.             Instrumen yang digunakan dalam penelitian ini adalah kuisioner untuk siswa dan wawancara dengan guru untuk mengetahui harapan siswa tentang media yang digunakan. Selannjutnya, untuk merevisi produk sebelum dan sesudah evaluasi, lembar validasi ahli dan angket siswa diisi setelah percobaan produk.             Produk yang dikembangkan telah melalui beberapa tahapan, yaitu (1) pembuatan teks deskriptif, (2) pembuatan karakter, (3) penyusunan evaluasi, dan (4) penyusunan sebagai media.             Uji coba produk dilakukan di SDN Sisir 04 Batu, ada tiga aspek yang harus dievaluasi: (1) desain aplikasi, (2) konten dalam aplikasi, dan (3) pengoperasian program.             Hasil validasi ahli dan angket siswa menjadi dasar untuk merevisi produk. Produk akhir berupa aplikasi membaca. Produk tersebut meliputi teks deskriptif, kuis, kunci jawaban, yang akan membantu siswa dalam belajar membaca. Dapat disimpulkan bahwa produk yang dikembangkan dapat memudahk

Menyimak merupakan keterampilan bahasa yang sangat penting untuk menyukseskan proses akuisisi Bahasa Inggris, didukung oleh Liubiniene (2019) yang mendefinisikan peran menyimak sebagai alat untuk memahami proses belajar mengajar bahasa. Namun, siswa sulit mendapatkan latihan mendengarkan untuk persiapan TOEFL karena tidak adanya materi yang tepat untuk mendukung pembelajaran mandiri saat intensitas belajar lewat kelas online sangat terbatas. Oleh karena itu, peneliti mengembangkan materi tambahan menyimak pada kelas TOEFL yang berbasis LMS dimana materi berbasis multimedia, online quiz, dan chatroom untuk diskusi terintegrasi.Produk divalidasi oleh dosen dan tutor ahli TOEFL dan media belajar berbasis teknologi terkait aspek isi dan desain materi. Validasi menunjukkan validitas tinggi dengan skor rata-rata 79.41% dan 86.76% dari dua ahli. Ada juga perbaikan dalam hal tipografi dan variasi latihan. Versi produk yang direvisi kemudian diujicobakan kepada siswa kursus persiapan TOEFL Online Glolingo. Hasil uji coba menunjukkan bahwa rata-rata skor rata-rata secara umum adalah 84,85 yang berarti produk dianggap layak dan valid untuk digunakan sebagai bahan pelengkap.Luaran akhir dari riset ini adalah adalah materi menyimak tambahan dengan aktivitas gamifikasi dan elemen multimedia yang disediakan di LMS Glolingo.com untuk belajar mandiri. Produk dapat diakses melalui komputer pribadi atau ponsel yang mana merupakan keunggulan dari LMS berbasis web. Ada 3 bab yang disediakan dalam LMS yaitu: 1) Percakapan; 2) Diskusi; 3) Kuliah Monolog. Setiap unit dilengkapi dengan aktivitas persiapan menyimak, proses mendengarkan, dan pasca-menyimak.Beberapa isu dapat dicegah dalam penelitian serupa di masa mendatang. Pertama, pengguna tidak dapat menggunakan materi koneksi internet terbatas. Kedua, halaman web yang lebih responsif perlu diterapkan untuk meningkatkan pengalaman pengguna secara keseluruhan. Terlepas dari kekurangan yang ada, hasil uji coba siswa menunjukkan potensi ting