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All Journal Cakrawala Pendidikan Jurnal INSANIA Jurnal Celtic TEFLIN Journal: A publication on the teaching and learning of English Ahmad Dahlan Journal of English Studies PREMISE: Journal of English Education and Applied Linguistics Khazanah Pendidikan Kajian Linguistik dan Sastra EXPOSURE JOURNAL Dinamika Jurnal Pendidikan Dasar IJLECR (International Journal of Language Education and Cultural Review) REFLEKSI EDUKATIKA EDULITE: Journal of English Education, Literature and Culture AL ISHLAH Jurnal Pendidikan KREDO : Jurnal Ilmiah Bahasa dan Sastra TARLING Journal of Language Education EDUCARE LEKSIKA Jurnal Bahasa Lingua Scientia ELLITE: Journal of English Language, Literature, and Teaching Jurnal Ilmiah Pendidikan dan Pembelajaran Jurnal PTK dan Pendidikan EDUKATIF : JURNAL ILMU PENDIDIKAN International Journal for Educational and Vocational Studies Journal of Applied Linguistics (ALTICS) Prominent : Journal of English Studies Jendela Pendidikan Metafora: Jurnal Pembelajaran Bahasa Dan Sastra Proceedings Series on Social Sciences & Humanities INSANIA : Jurnal Pemikiran Alternatif Kependidikan Tarling : Journal of Language Education Journal of Learning Improvement and Lesson Study Acitya Wisesa: Journal of Multidisciplinary Research Acta Pedagogia Asiana Educalitra: English Education, Linguistics, and Literature Journal Journal of Public and Business Accounting International Journal of Research in Education (IJRE)

Tono Suwartono

Universitas Muhammadiyah Purwokerto

Author-ID : 1167734

Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Social Sciences Other

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In Search of Creative EFL Teachers: A Perspective of Best Classroom Practices Tono Suwartono; Nina Fivi Oktavia
Ahmad Dahlan Journal of English Studies Vol 6, No 1 (2019): March
Publisher : Universitas Ahmad Dahlan

Teaching is to create environment for students to learn. However, there are classrooms in which the students only sit and listen to the teacher. They are required to memorize words and grammar rules and the learners become reluctant and not motivated to learn. Therefore, creative teachers with certain qualities are needed to cope with this problem. This paper discusses a few important aspects of creative EFL teaching, delivers examples of classroom practices, and shares personal views related with the topic, notably the idea of creativity in ELT, in light of the authorâ€™s own teaching experience, research career and teacher training, as well as workshop-tours. It gives purposeful teaching techniques, ideas of how to create interesting classroom activities and how to use authentic material and resources, also how to optimize effective teaching aids /media.

TOP TEN MOST PROBLEMATIC GRAMMATICAL ITEMS FOR INDONESIAN TERTIARY EFL LEARNER WRITERS Rizqi Yusnitasari; Tono Suwartono
Premise: Journal of English Education and Applied Linguistics Vol 9, No 1 (2020): Premise Journal: e-ISSN:2442-482x, p-ISSN:2089-3345
Publisher : UNIVERSITAS MUHAMMADIYAH METRO (MUHAMMADIYAH UNIVERSITY OF METRO)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v9i1.2476

Errors are almost inseparable from learning process, including learning new languages. Though, it is not always considered as negative, instead, it is a part of learning process. This study was conducted to assess students’ mastery of grammar in writing, to find what grammatical errors they make, to be an evaluation to overcome the problem in the future. In this study, samples were taken from EFL students of English Education Department of Universitas Muhammadiyah Purwokerto. The grammatical errors were identified under the theory of Politzer-Ramirez which classify errors into two types: morphological and syntactic error. In the end of the study, ten types of grammatical errors were identified as the most common grammatical errors made by the students. Three of them belong to morphological error, while the remaining fall into syntactic error. Those ten errors are: The use of prepositions (75 %), redundancy (75 %), simple past tense incorrect (62.5 %), determiners (58.3 %), number confusion (45.8 %), omission of verb (45.8 %), verb construction (41.67 %), derivatives/wrong part of speech (41.67 %), nominalization (33.3 %), and errors in the use of pronoun (29.2 %). Keywords: Problematic, Grammatical Items, Tertiary, EFL, Learner Writers

TEACHER APPROACHES TO TEACHING A LARGE EFL CLASS Tono Suwartono; Zulia Karini; Oom Diana Pungki
Khazanah Pendidikan Vol 13, No 1: September 2019
Publisher : Lembaga Publikasi Ilmiah dan Penerbitan (LPIP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/jkp.v13i1.6166

This research was aimed to identify problems faced by an English teacher in managing a large class and to describe strategies the teacher employed for that purpose. It was conducted at a vocational school in Banyumas Regency, Central Java, Indonesia. Descriptive qualitative approach was used in the study, with interview and observation as the main data collection techniques. One English teacher was involved as the research participant. Based on the interview with the English teacher, three difficulties arose when handling the large EFL classes: student grouping, use of English as language of instruction, and active student learning. Strategies the English teacher used in dealing with the large classes included: arranging seat position, grouping students, using appropriate media, controlling students, inserting humors, creating interactions, managing time, mentioning prohibition, telling stories, singing songs, and imposing punishment. In regard with strategies of handling EFL large size classes, the authors suggest a few other strategies for this purpose emerged from previous research experience. Key words: teacher strategies, large classroom, EFL, classroom management

GOOD OR BAD TEACHING PRACTICES? LEARNING FROM EFL CLASSROOMS Tono Suwartono; Pipit Sri Mularsih; Khomsatun Khomsatun
Khazanah Pendidikan Vol 16, No 1: Maret 2022
Publisher : Lembaga Publikasi Ilmiah dan Penerbitan (LPIP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/jkp.v16i1.12751

Many factors why EFL learners in Indonesia tend to think that English is difficult to learn, one of which is how the teachers "cook" the teaching learning process to make them "drooling" and "want to eat" English more and more. In other words, teachers should be able to make the "recipe", execute the recipe in sequence, and then "garnish the dish" to make the students tempted to enjoy the material taught. Hence, this article investigates the reasons why most EFL learners reluctantly learn English and and find it difficult to master it. Literature review method was conducted to explore this study which is hoped to answer the questions put forward within this study. No "wow" beginning and poor teacher creativities are some of the main issues of EFL teachers which result in reluctance in the part of students in learning process. Additionally, teacher talks time (TTT), teacher centered learning, and other factors are discussed in this paper to be overcome by EFL teachers. Therefore, training and workshops on creative teaching for teachers are encouraged to conduct and a better attention to EFL teachers' quality control from the schools management and stakeholers should be given.

Pembelajaran Pelafalan Bahasa Inggris melalui Teknik Sulih Suara Suwartono Suwartono
Jurnal Cakrawala Pendidikan No 1 (2006): Cakrawala Pendidikan, Februari 2006, Th. XXV, No.1
Publisher : LPMPP Universitas Negeri Yogyakarta

Pronunciation is an essential part in language, for the nature of language is spken. But, most learners of Engglish in the environment where a research was undertaken faced problems with the pronunciation of English. Ths study aims (1) finding out the effectiveness of dubbing aas technique for teaching the pronunciation of English, and (2) identifying the commonly mispronounced sounds of English.The experimental study involved semester 1 students of English Department of Teachir Training and Education Faculty of Universita Muhammadiyah Purwokerto in the Academic Year 2005/2006. Out of 120 student that had been split into 5 smaller groups by the management authority for practical purpose, 2 grups have been chose as the research sample groups on the basis of equality in the pre-test result. Group A2 has been the Expreimental Group and Group A1 has been the Congrol Group. The teaching dan learning process in te former employed dubbing system as the main technique, while the classroom learning activities is the latter used drill in most of the time. After 6 sessions (within 6 weeks) a post-test was administered. Data collected through the post-test were analyzed using descriptive statistical opeerations of mean, frequency distribution, percentage and the t-test inferential statistical tool

PEMBELAJARAN PELAFALAN BAHASA INGGRIS MELALUI TEKNIK SULIH SUARA*) Suwartono Suwartono
Jurnal Cakrawala Pendidikan No 1 (2006): Cakrawala Pendidikan, Februari 2006, Th. XXV, No.1
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v0i1.390

AbstractPronunciation is an essential part in a language, for the nature of language is spoken. But, most learners of English in the environment where a research was undertaken faced problems with the pronunciationof English. This study aims (1) finding out the effectiveness of dubbing as a technique for teaching the pronunciation of English, and (2) identifying the commonly mispronounced sounds of English.The experimental study involved semester 1 students of English Department of Teacher Training and Education Faculty of Universitas Muhammadiyah Purwokerto in the Academic Year 2005/2006. Out of 120 students that had been split into 5 smaller groups by the managementauthority for practical purpose, 2 groups have been chosen as the research sample groups on the basis of equality in the pre-test result. Group A2 has been the Experimental Group and group A1 has been the Control Group. The teaching and learning process in the former employed dubbing system as the main technique, while the classroom learning activities in the latter used drill in most of the time. After 6 sessions (within 6 weeks) a post-test was administered. Data collectedthrough the post-test were analyzed using descriptive statistical operations of mean, frequency distribution, percentage and the t-test inferential statistical tool.Results of the research data analyses have revealed that teaching pronunciation with dubbing technique has not given a satisfactory outcome and a significant effect on the pronunciation mastery. To this finding dubbing is not recommended for use in teaching the pronunciationof English, but of course further studies on related content are immediately required to confirm this finding. Results of the data analyses have also shown that [], [əu], [ei], and [ə] constitute the most commonly mispronounced vowel sounds of English. Based on this finding, careful attention should be paid to these sounds when we teach the vowel sounds of English.Key words: effectiveness, dubbing, the pronunciation of English, drill

ANOTHER EVIDENCE IN SUPPORT OF THE EARLY INTRODUCTION OF EFL IN INDONESIA Suwartono Suwartono
Kajian Linguistik dan Sastra Vol 18, No 1 (2006)
Publisher : Universitas Muhammadiyah Surakarta

The English vocabulary mastery of Junior High School students had been in- fluenced by their previous experience of learning English in Elementary School. The study was aimed to examine the influence of the English learning implementa- tion in Elementary School towards the level of students’ English learning achieve- ment in the next stage, Junior High School. For convenience, four Junior High Schools were chosen as sample schools, i..e: SMP Negeri 1, SMP Negeri 8, SMP Al-Irsyad and SMP Susteran in the town of Purwokerto. This type of ex-post facto survey includes 142 students from the first year consisting of 73 students from Elementary Schools which had implemented the English teaching while 69, from schools which had not. To know their achieving of English, the students were given a test on vocabulary which was learned for the first four months. The result showsvalue critical value that using the t-test statistical tool, t-is much greater than t-or 3.0692 1. Introduction influential factor, exposure is inadequately pre- Early foreign language teaching has nowa- sented. Success in foreign language learningdays become a trend in Indonesia. In many badly needs extensive linguistic exposure as elementary schools English is taught as a com- inputs. Seen from the language pedagogical pulsory subject ranging from grades 1 to 4. perspective, the teaching of English for elemen- Everywhere, foreign language courses, kinder- tary school level students indicates the devel- gartens, and play groups offer special programs oping growing awareness of the need for giv- for young children and pre-school attendants. ing an early start in the process of learning a This is apparently a step in the right direction, second/ foreign language.since as a foreign language, English is learned There are some explanations as to why almost exclusively in classrooms, where the very learning a language is better started at a very 1.960 with 140 df, at the 5% level of significance. It means that the alternative hypothesis: “a significant difference in the mastery of Junior High School between students who had received English as a compulsory course at their elementary schooling background and those who had not exists” is confirmed. Therefore, it is statistically proven that the teaching of English at Elementary Schools contributes to the students’ English achievement. Key words: ex-post facto, achievement, early age, the t-test, and English implementa- tion.

THE IMPACT OF TEAM-BASED LEARNING IN THE TEACHING CAMPUS PROGRAM ON STUDENT SELF-EFFICACY AND TEACHER PROFESSIONALISM Tono Suwartono; Feisal Aziez; Lutfi Istikharoh; Miftahul Furqon; Shelia Anjarani; Saefurrohman Saefurrohman; Santhy Hawanti; Faisal Faisal
Dinamika Jurnal Ilmiah Pendidikan Dasar Vol 14, No 1 (2022): Dinamika Jurnal Ilmiah Pendidikan Dasar
Publisher : Universitas Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/dinamika.v14i1.12978

This study aims to investigate the impact of team-based learning practice in the Teaching Campus program on the participating students' self-efficacy and the school mentor teachers' professionalism. A mixed methods approach was employed in this research. A total of 44 students (comprising 22 students who participated in the Teaching Campus program and 22 students who did not take the program) and seven teachers in partner schools were involved in the study. A questionnaire survey to assess students self-efficacy was administered. Interviews with teachers were also conducted to evaluate how much the program affected their professionalism during the activity. The responses obtained from questionnaires were analyzed using the inferential statistical tool of T-test, whereas the qualitative data elicited from interviews were analyzed using a thematic procedure. The ex-post facto design comparing self-efficacy of the two groups has shown that there is a significant difference, where the students who took part in the Teaching Campus program are superior over those who did not. In addition, the teachers who co-worked with the students in their schools have stated that they benefited from the scheme. These results have strong implications for the 'Freedom to Learn - Freedom Campus' policy in current Indonesia's higher education system, more specifically the 'Teaching Campus' program, which includes team-based learning as an essential component. Betterment in its implementation is encouraged to make, according to results of this study.

AUTHENTIC ASSESSMENT IN ELT: HOPES, CHALLENGES, AND PRACTICES Tono Suwartono; Cici Riyani
Refleksi Edukatika : Jurnal Ilmiah Kependidikan Vol 9, No 2 (2019): Refleksi Edukatika : Jurnal Ilmiah Kependidikan (Juni 2019)
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/re.v9i2.2865

The aim of this paper is to provide an overview of the need of authentic assessment in English language teaching in Indonesia. After the implementation of 2013 curriculum (Discovery Learning Curriculum), the evaluation that must be done by teacher is not only emphasized on cognitive domain but also in psychomotoric and affective domains. The authors reviewed the authentic assessment from both the information literacy and instructional design which can be applied by EFL teachers in their classes. Overall, this paper gives an outlook on what, why and how all about authentic assessment in ELT.

Teaching English allomorphs through ‘Harry Potter and the Chamber of Secret’ movie Asfi Aniuranti; Tono Suwartono
EduLite: Journal of English Education, Literature and Culture Vol 5, No 2 (2020): August 2020
Publisher : Universitas Islam Sultan Agung

The study is primarily concerned with the use of ‘Harry Potter and the Chamber of Secret’ to teach English allomorphs in EFL classrooms. This paper is an alternative way to teach them as a significant element of pronunciation. The types examined are Regular Past Tense, Regular Plural Number, Third Person Present, The Regular Possessive, and Reduced IS and HAS. Besides the main highlight of allomorph pronunciation, the movie also contemplates some suprasegmental features called word stress and sentence intonation. The teachers may also utilize the movie through four phases. They are warm-up activity, completion, categorization, and production. Bringing a movie that has many benefits into EFL classrooms may lead to a good comprehension of English allomorphs to the students.

Co-Authors Abdulloh Abdulloh An-nisa, Nurul Aniek Endrawati Aniuranti, Asfi Anjarani, Shelia Asti Diah Palupi Astika, Giarni Alfi Aziez, Feisal Bagas Prayogo Utomo Bowo Prasmoro Cici Riyani Dewi Puji Rahadiyanti Dewi Rohmawati Dewi Sukawati Dwi Suweni Efendi, Dr. Jonaedi Enggal Rininggayuh Faisal Faisal Faisal Faisal Feisal Aziez Furqon, Miftahul Giarni Alfi Astika Inayah Setiorini Intan Ayu Septika Dewi Irma Herawati Irma Herawati Khomsatun Khomsatun Khomsatun Khomsatun, Khomsatun Kusuma, Lintang Laely Isnaeni Lintang Kusuma liswanto Lutfi Istikharoh Lutfi Istikharoh Mariafif, Adha Mayaratri, Puspita Miftahul Furqon Mlathi Paramesthi Muljani Muljani Muljani Muljani, Muljani Mutohhar Nafisah, Shofia Nafisah, Shofia Lina Naviantara, Denta Niasisca Agustia Wardani Nina Fivi Oktavia Noviyanti, Eka Nuraeningsih Nuraeningsih Nurul An-nisa Nurul An-Nisa Oktarina, Ika Oom Diana Pungki Oyong Lisa Palupi, Asti Diah Pipit Sri Mularsih Pipit Sri Mularsih Pujiwati, Eni Pujo Pangestu, Hurip Puspita Mayaratri Rahmi, Ade Chusna Silvia Riyani, Cici Riyono, Jarot Rizqi Yusnitasari Rohmawati, Dewi Romdona, Yaomal Rusiana Rusiana Saefurrohman Santhy Hawanti Santri, Dewi Shelia Anjarani Sukawati, Dewi Suntari Umi Muawanah Utomo, Bagas Prayogo Wardani, Niasisca Agustia Wijayanti, Putu Ranti Zainal Rafli, Zainal

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