Articles
<![CDATA[FbG as an around the clock support for an essay writing course amidst the pandemic ]]>
<![CDATA[Tono Suwartono]]>
<![CDATA[ EduLite: Journal of English Education, Literature and Culture Vol 6, No 2 (2021): August 2021 ]]>
Publisher : <![CDATA[Universitas Islam Sultan Agung ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (380.712 KB)
|
DOI: 10.30659/e.6.2.238-255
<![CDATA[This study aimed to explore the potential of Facebook Group (FbG) for teaching essay writing skills in the period of social distancing due to covid-19 pandemic. The study involved three groups of students who had been attending Essay Writing Course. Data was collected through questionnaires, interview, home assignments, and documents. Questionnaires were distributed via Google Form. Interviews were conducted with students through WhatsApp chats and calls. Descriptive statistics were used to analyse data obtained from closed questionnaires, home assignments, and mid-term test. Data from open questionnaires, interviews, and documents was analysed using qualitative inductive approach to identifying themes – topics, ideas, and patters of meaning. Study findings indicated that FbG has been an appropriate place for developing essay writing skills amidst the pandemic. FbG as networking site has made possible an effective, efficient, and practical essay writing learning for the following reasons. Firstly, FbG discussion forum provided invaluable learning input. Secondly, FbG was easy to operate. The students could learn independently at their own pace. Lastly, use of FbG brought them convenience and raised confidence to better engage in learning online. FbG has supported students’ essay writing learning process that has led to good writing performance. This can be seen not only from the conducive learning process in comparison to traditional classroom instruction prior to the pandemic, but also from learning outcome apparently observed in writing portfolios as well as mid-term test.]]>
<![CDATA[STUDENTS' RESPONSE TO THE USE OF TELEGRAM IN ENGLISH CLASS DURING COVID-19 PANDEMIC ]]>
<![CDATA[Lintang Kusuma]]>;
<![CDATA[Tono Suwartono]]>
<![CDATA[ Premise: Journal of English Education and Applied Linguistics Vol 10, No 1 (2021): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345 ]]>
Publisher : <![CDATA[UNIVERSITAS MUHAMMADIYAH METRO (MUHAMMADIYAH UNIVERSITY OF METRO) ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24127/pj.v10i1.3555
<![CDATA[ In the 21st century, due to the advancement of Information and Communication Technology, the importance of English usage has increased. English teachers face considerable challenges in teaching students. Moreover, with the outbreak of COVID-19, the government issued some regulations to prevent COVID-19 transmissions at schools by changing conventional learning methods to e-learning. There are a lot of online learning applications. One popular application is Telegram Messenger. Therefore, the study aimed to determine the students' response to the use of Telegram in English class during COVID-19 pandemic and identify the obstacles they experienced when applying this application. The research respondents were the ninth-grade students at SMP Negeri 1 Kawunganten. The study was a survey using quantitative method with descriptive statistics to analyze the data. Moreover, the research employed a close-ended questionnaire. The result of students' response to the Telegram usage was 81%, resulting in the "strongly effective" category. This result indicated that Telegram was beneficial for students and very effective in English class. However, students still faced some obstacles with an average of 70%, and it indicated the level of difficulty was high. The highest problem percentage occurred in the students' concentration and motivation to study that decreased during the e-learning.]]>
<![CDATA[Option-based tasks: an effort to encourage the EFL students to learn ]]>
<![CDATA[Tono Suwartono]]>;
<![CDATA[Nina Fivi Oktavia]]>
<![CDATA[ Leksika: Jurnal Bahasa, Sastra dan Pengajarannya Vol 13, No 1 (2019) ]]>
Publisher : <![CDATA[University of Muhammadiyah Purwokerto ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (858.793 KB)
|
DOI: 10.30595/lks.v13i1.4103
<![CDATA[Teaching is to create environment for students to learn. However, there are times when students become reluctant to learn. One reason is the given learning tasks are irrational. A good example in the ELT context is a common reading comprehension class in which the teacher gets the students to produce oral or written answers to a series of ‘wh’ questions that follow a reading passage. It is too demanding. This paper aims to propose EFL learning tasks that adopt (or adapt) option-based techniques in an attempt to facilitate students’ learning. The paper begins with the rationale behind the adoption of each technique. Then, it discusses things to consider when preparing the tasks. A selected sample of such techniques for ELT will be presented in the last part of the paper.Keywords : Option-base tasks, ELT, techniques]]>
<![CDATA[BAHASA PADA BEGALAN DALAM ADAT PERNIKAHAN BANYUMAS ]]>
<![CDATA[Suwartono Suwartono]]>
<![CDATA[ Leksika: Jurnal Bahasa, Sastra dan Pengajarannya Vol 1, No 2 (2007) ]]>
Publisher : <![CDATA[University of Muhammadiyah Purwokerto ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.30595/lks.v1i2.2261
<![CDATA[This study dealt with the philosophy behind the Banyumas traditional wedding ceremony of Begalan. The aims of the study were (1) to classify the main ideas or themes delivered in the cultural event and (2) to identify linguistic items used in the cultural event in relation with the Banyumas people's cultural characteristics. The research data were collected through observation and interviews. Notes were taken, and the traditional ceremony performers' speech and source person's interviews were recorded. Data were analyzed through coding and classifying procedures. For data validation triangulation was also conducted. The research results have shown that (1) there are, at least, •2 main ideas or themes delivered in the cultural event of Begalan, i.e: the aim of conducting the traditional wedding ceremony and the philosophy behind the cultural artifacts that were made available in the ceremony. The philosophy consists of wishes that the newly-built family not go through stormy days; (2) the adoption and adaptation of words from other languages or outside Banyumas dialect Javanese indicates the adaptability of Banyumas people toward other cultures, and the use of relatively rude words, the expression of impolite intentions and the porno-oriented actions in public reflect the frankness or straightforwardness of this kind of people.]]>
<![CDATA[READING AND HOW TO TEACH IT ]]>
<![CDATA[Inayah Setiorini]]>;
<![CDATA[Tono Suwartono]]>;
<![CDATA[Bowo Prasmoro]]>
<![CDATA[ KREDO : Jurnal Ilmiah Bahasa dan Sastra Vol 5, No 2 (2022): JURNAL KREDO VOLUME 5 NO 2 TAHUN 2022 ]]>
Publisher : <![CDATA[Universitas Muria Kudus ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24176/kredo.v5i2.7523
<![CDATA[Reading is a basic process of constructing meaning in written texts, gaining information, and learning about the wide world. It makes serious problem if someone has difficulties in reading because it is of the most frequent language skill used in daily life. Reading comprehension is the skill to understand what we are reading. In teaching, the main outcome of reading strategies is students have the ability to comprehend reading materials. Reading comprehension is a challenge for students because most of them have various problems in understanding the texts, specifically in unfamiliar words and sentences correlation. This study aims to propose teachers consider that reading comprehension plays a vital role in reading. The study applied library research. Teachers should be sensitive to learn what students’ characteristics are in reading and choose the best strategy in it, build up students’ confidence, provide suitable materials and exercises, and also give more time to explore what students are reading. Further, teachers are expected to put forward comprehension and bring proper strategy to students understand the texts comprehensively. If students can improve their reading comprehension skills, then the purpose of teaching reading has been successfully achieved.]]>
<![CDATA[SONGS HELPED THEM LEARN THE ENGLISH CONNECTED SPEECH ]]>
<![CDATA[Tono Suwartono]]>;
<![CDATA[Puspita Mayaratri]]>
<![CDATA[ Jurnal Bahasa Lingua Scientia Vol 11 No 1 (2019) ]]>
Publisher : <![CDATA[Pusat Pengembangan Bahasa IAIN Tulungagung ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.21274/ls.2019.11.1.59-68
<![CDATA[In the previous years, the students at the place where the present study was conducted were taught the English connected speech through drill. This used to bring about students’ poor attitudes and unsatisfactory achievement. This study was aimed at examining if selected songs would improve the students’ connected speech performance. Nonequivalent Control Group Design was used in this experimental study. It involved six intact groups of students attending Pronunciation course – three were randomly assigned to the experimental group and the remaining three assigned to the control group. Both groups were pre-tested. The results were equal. After 3 sessions of connected speech lesson both groups were tested again. The post-test results of these two groups were then compared to see if the sample means were significantly different. As the study also aimed to find out the students’ perception towards the teaching practice implemented, a questionnaire was employed. The t-test showed that the difference of the sample means was not significantly large. Nevertheless, based on the feedbacks that were elicited through the questionnaire, the use of songs for teaching the English connected speech seemed to remain promising. Overall, the study showed that the use of songs for teaching the English connected speech tended to indicate a prospective better learning outcome. As the experiment took only 3 sessions, the chance for such treatment to be effective is increased if period of study is extended.]]>
<![CDATA[Fun Ways in Learning English ]]>
<![CDATA[Nurul An-nisa]]>;
<![CDATA[Tono Suwartono]]>
<![CDATA[ Journal of Applied Linguistics (ALTICS) Vol. 2 No. 1 (2020) ]]>
Publisher : <![CDATA[Universitas Perjuangan Tasikmalaya ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.36423/altics.v2i1.477
<![CDATA[To some, learning English appears to be complicated. In the academic contexts, students still get difficulties in learning English. Teachers as educatorsshould be creative in choosing the best method to teach the language. Learning strategies that are less fun or arguably boring do not improve students’ English skills, instead will only make students feel bored and lazy to learn. The most important thing is that students enjoy every learning process as something fun. It can help the students feel comfortable during the learning process. Fun learning activities will have an impact on improving students’ English abilities naturally. It helps students to reduce pressure during learning. Therefore, the ways of learning must be designed and adapted to the needs of students. This paper is non-research based. It means that the paper is about author’s perspective of how to learn English in fun ways. This article enlists several fun ways in learning English. So, the students can find their enjoyment in learning English.Keywords: Fun, Learning English, Strategies, Method]]>
<![CDATA[Lyrics Videos to Ease the Pronunciation Problem of Indonesian EFL Learner ]]>
<![CDATA[Dewi Rohmawati]]>;
<![CDATA[Tono Suwartono]]>
<![CDATA[ ELLITE Vol 4, No 1 (2019): ELLITE: May ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Jember ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.32528/ellite.v4i1.2303
<![CDATA[Pronunciation is a basic for speaking skill. Rare in Senior High School, neither the teacher pay attention with the students’ pronunciation skill nor give them such media. This study was intended to investigate the effectiveness of lyrics video for teaching English pronunciation in Senior High School. This was quasi experimental study and the population was the second grade students. Reading aloud was given to the students as the pronunciation test. Their voice was recorded while they did the test. Since it was subjective test, so that inter-rater is used to avoid subjectivity in getting students’ score. The score was analyzed using T-test. In the end the result revealed that t-value (2.05) was higher than statistical value of t-table (1.676) at the significant level 5%. Therefore, the students who were taught using lyrics video of English song had better achievement in pronunciation rather than those who were not taught using lyrics video of English song.]]>
<![CDATA[Digital Teaching Tools in 21st Century EFL Classroom: Are Our Teachers Ready? ]]>
<![CDATA[Tono Suwartono]]>;
<![CDATA[Asfi Aniuranti]]>
<![CDATA[ ELLITE Vol 3, No 2 (2018): ELLITE: November ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Jember ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.32528/ellite.v3i2.1916
<![CDATA[Over the past decade, along with the rapid growing information of communicationtechnology, information processing has become an indispensable part ofapplication in variety of fields. In relation to language teaching and learning,digital media has invaded the classroom. Unfortunately, during professionaltraining the writer’s gave, those English teachers who belonged to ‘well prepared’for this sort of media was very few. These teachers used a laptop with certainlearning materials which were prepared prior to teaching and an LCD projectorand/or speakers on the desk. In general, their teaching and learning seemed tobe more interesting due to technology touch. They created an image of beingcreative, and above all, innovative. This paper discusses how technology, in thiscase digital teaching media, supports teaching and learning; then, outlines theproblems facing EFL teachers; and, finally, suggests possible solutions to theproblems. Obviously, this paper is meant to promote professional teaching andcontribute to future researches on similar topic.]]>
<![CDATA[The Speaking Competence of EFL Students at an Indonesian Suburb Vocational School ]]>
<![CDATA[Muljani Muljani]]>;
<![CDATA[Tono Suwartono]]>
<![CDATA[ ELLITE Vol 5, No 2 (2020): ELLITE: November ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Jember ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.32528/ellite.v5i2.3797
<![CDATA[This study aimed to assess speaking ability of the vocational school EFL students. The study involved 108 students of the Accounting Department at a vocational school in the suburban area of Banyumas Regency, Central Java Province, Indonesia. In this study, convenience sampling was used. The data were collected using document of student speaking scores elicited from transactional speaking formative assessments. The scores of students’ speaking competence in the test were classified to determine their level of competence.The data were analysed using the descriptive statistic and visualized in charts. Therefore, the average, percentage and frequency distribution of the students’ scores were obtained. The results have shown that students’ speaking ability of 67 students or 62% reached an average of 83.61, falling to category “Good”. In addition, there were 6 students or 5,6% who could achieve very good level. Then, there were 34 students or 31,5% who could reach average level. In other words, the technique implemented in the speaking assessment showed good result. With regard to the finding, it was recommended that it should be good motivation and challenge for the English teachers to encourage the students to be more confident in speaking English and provide them with more opportunity to practise extensively outside the classroom.]]>
