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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