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All Journal Cakrawala Pendidikan 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 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 Nusantara: Jurnal Pendidikan Indonesia 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 International Journal of Research in Education (IJRE)
Tono Suwartono
Universitas Muhammadiyah Purwokerto
Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Social Sciences Other

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Creative and Innovative Language Teaching Tono Suwartono; Irma Herawati; Dwi Suweni
Tarling : Journal of Language Education Vol. 6 No. 1 (2022): Juni 2022
Publisher : Prodi PBA Fakultas Tarbiyah dan Ilmu Keguruan IAIN Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/tarling.v6i1.6180

Abstract

Creativity and innovation in language teaching are two significance elements which mutually support the achievement of language teaching goals. The success of language teaching depends on both the material presented and the presentation technique done by the teachers to their learners. In this case, the material is prepared in accordance with the provisions set out in the curriculum by paying attention to the content that is appropriate to the context in order to achieve the teaching target. Creativity in the preparation of teaching materials and contents is needed to make it easier for students to follow each stage of teaching. In addition to the creativity in the preparation of materials, creativity and innovation in delivering the materials are also obligatory parts. The creativity and innovation of teachers in delivering can be done by various teaching activities that seek to generate students’ interest in teaching, creative power, and students’ innovation power. From this, teaching plans that lead to students’ activities, creativity, and innovations become crucial charts that must be prepared by teachers before starting teaching activities in the classroom. Thus, this article presents some ways to create a creative and innovative language teaching.
CREATIVE, FUN, AND EFFECTIVE WRITING IN EFL CLASSROOMS Irma Herawati; Tono Suwartono; Pipit Sri Mularsih
Prominent Vol 5, No 2 (2022): Prominent: Journal of English Studies
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/pro.v5i2.8304

Abstract

“Writing is difficult”. That might be the most common expression when the students are asked to make a writing composition, especially an English language composition. Actually, writing is a challenging activity not only for the students but also for the teacher. From the students’ point of view, writing is about finding the idea, organizing it, making sentences, and constructing them into coherent paragraphs or essay. Unfortunately, the students have lack of vocabulary to write and motivation in joining writing class. On the other side, the teacher is struggling with how to make the students able to find the ideas, then build them to make a good composition. The teacher must empower many kinds of media and also methods as well as techniques to make the writing class fun and effective. Hopefully, by practicing those suggested methods and techniques the students writing ability can be significantly improved.
Blended Learning Through the Google Classroom in the “New Normal” Era of the Covid-19 Pandemic: EFL Teachers’ Perception and Challenges Aniek Endrawati; Tono Suwartono
Proceedings Series on Social Sciences & Humanities Vol. 12 (2023): Proceedings of International Conference on Social Science (ICONESS)
Publisher : UM Purwokerto Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/pssh.v12i.769

Abstract

This study investigates the application of blended learning using the Google Classroom in EFL teaching and learning in the "new normal" era of the COVID-19 pandemic. The research also examines the teachers' perceptions and the obstacles they encountered while applying the Google Classroom for blended learning. The study is a mixed-method survey. As many as thirty-eight English teachers from 25 schools in the town of Wonosobo, Indonesia, participated in the study. They were recruited on a purposive sampling basis. Close-ended questionnaires and interviews were used to collect the data. The finding has revealed that the teachers' perception of using blended learning through the Google Classroom is 83%, falling into the category "Extremely Effective." This result indicated that the Google Classroom is beneficial for teaching-learning activities and effective for student learning outcome. Students could access the teacher-provided learning resources anytime and from any location. However, utilizing the Google Classroom is not obstacles free, with an average of 78% belonging to a "high" difficulty level. Furthermore, the finding has shown that teaching and learning activities using the Google Classroom continue to confront hurdles such as data quota, internet access, and restrictions imposed by the Google Classroom features.
Challenges and Strategies of English Language Teaching Within the Freedom-to-Learn Curriculum in Indonesia Mlathi Paramesthi; Tono Suwartono
Proceedings Series on Social Sciences & Humanities Vol. 12 (2023): Proceedings of International Conference on Social Science (ICONESS)
Publisher : UM Purwokerto Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/pssh.v12i.839

Abstract

The so-called “Freedom-to-Learn” Curriculum has been implemented in Indonesia. However, in its application, the teachers seemed to face some challenges in executing their teaching plans. The aim of this research is to examine the challenges encountered by junior high school English teachers in the town of Banyumas, Indonesia, and to explore the strategies used by the teachers to confront the challenges. This is qualitative research that uses interviews, observations, and documents to collect the data. The study revealed that there are some challenges faced by the teachers: lack of understanding of the concept, lack of preparation, learning loss, big class size, and adjustment of a simultaneous summative test. Although there are some challenges, the learning process must continue. Therefore, the teachers used some strategies to meet the challenges: taking training, attending an English Teachers’ Association meetings, creating an exciting and enjoyable learning environment, implementing the differentiated learning, and conducting an evaluation. The Freedom-to Learn Curriculum provides flexibility to educators to create quality learning that suits the needs and learning environment of students. Although the reality shows that it has not reached the curricular goal yet, all parties have tried to do their best.
One Day One Article One Week One Chapter Program in Fostering Students’ Literacy: Implementation and Perception Rusiana Rusiana; Mutohhar Mutohhar; Nuraeningsih Nuraeningsih; Tono Suwartono
AL-ISHLAH: Jurnal Pendidikan Vol 15, No 3 (2023): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v15i3.3056

Abstract

Literacy has been a big concern for the English Education Department. As an effort to prepare the freshmen to be literate and get ready for academic life during their study in undergraduate program, the department enacted a literacy program namely, “One Day One Article One Week One Chapter”. The present research aims to portray the implementation and investigate the students’ perception of the program. This research is qualitative by using observation and questionnaire distribution. The observation was carried out during the implementation of the program. A closed-ended questionnaire, which was developed to determine the students’ perception, was administered at the end of the program to the thirty first-semester students. Based on the observation, it was revealed that the program’s implementation is seen to be applicable as a regular program in the department. Based on the questionnaire, the students’ reading frequency was in the sometimes category; the topic preference was mostly social; the reading source was from online and printed sources; no significant number of students did post-reading activities; and the students read anywhere. The students’ perception of the program was positive in terms of reading importance and reading advantage.
SONGS HELPED THEM LEARN THE ENGLISH CONNECTED SPEECH Tono Suwartono; Puspita Mayaratri
Jurnal Bahasa Lingua Scientia Vol 11 No 1 (2019)
Publisher : Unit Pengembangan Bahasa UIN Sayyid Ali Rahmatullah Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/ls.2019.11.1.59-68

Abstract

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.
VOCATIONAL HIGH SCHOOL ENGLISH TEACHERS’ VOICE OF CURRICULUM CHANGE Dewi Sukawati; Tono Suwartono; Asti Diah Palupi
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 12, No 2 (2023): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v12i2.12649

Abstract

Teachers' attitudes toward curricular changes cause a variety of challenges regarding the implementation of school-based teaching and learning. The objective of this descriptive-qualitative research is to explore teachers' voice toward curriculum change from 2013 Curriculum to Freedom-to-Learn Curriculum at private vocational high schools. Data was gathered from two vocational high school English teachers volunteers in Banyumas City, Indonesia. They were recruited through convenience sampling. In-depth interviews and corresponding documents were used to obtain data. The interview focuses on teachers' understanding of the curricula, administration, assessment system implemented, and teachers' attitudes toward curriculum change. The results reveal that, at the time the study was carried out, the teachers understood both the 2013 Curriculum and Freedom-to-Learn Curriculum. They were able to adjust to changes in the administration procedure and the evaluation system. They agreed that it is too soon to see the effects of the newly implemented Freedom-to-Learn Curriculum by now, while believing the curriculum will find its way with a better understanding and execution over time. The researcher urges other researchers to do further investigations on this qualitative approach related to a broader issue, more general data, and more relevant methods.
Vocational School Members’ Responses to English Summative Mobile-Based Assessment during the Study from Home Period Muljani; Suwartono, Tono
Educalitra: English Education, Linguistics, and Literature Journal Vol. 1 No. 2 (2022)
Publisher : English Language Education Study Program, Faculty of Social, Economics, and Humanities, University of Nahdlatul Ulama Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (366.152 KB) | DOI: 10.5281/zenodo.12798564

Abstract

The research aims to reveal the responses to English summative Mobile-Based assessment during the Study from Home period of the vocational school members of State Vocational School 1 of Banyumas in Central Java, Indonesia. This kind of Mobile-Based assessment was administered due to the circular letter about the implementation of National Education during the emergency of Covid 19. Therefore the school adopted the policy to carry out the summative assessment by using students’ mobile device at home. The participants of this study were the stakeholder (Vice Principal of curriculum), an English teacher, and three students. The data was collected through semi-structured interviews. The data was transcribed (write down verbatim) and analyzed inductively. The data analyzed showed that the schools members responded to English summative Mobile-Based assessment positively, although there were some negative responses for certain cases. The findings are able to answer the research question which is dealing with the participants’ response. The participants gave various responses which are different from one another. Above all, in the conclusion the researcher could obtain the advantages and few disadvantages of the implementation of English summative Mobile-Based assessment.
Teachers’ Perception and Practices of Intercultural Communicative Competence Integration in EFL Classroom: A Systematic Literature Review Nafisah, Shofia; Oktarina, Ika; Santri, Dewi; Suwartono, Tono
Educalitra: English Education, Linguistics, and Literature Journal Vol. 3 No. 1 (2024)
Publisher : English Language Education Study Program, Faculty of Social, Economics, and Humanities, University of Nahdlatul Ulama Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.10596576

Abstract

Intercultural communicative competence stands as a cornerstone in modern English as a Foreign Language education, playing a pivotal role in nurturing learners' abilities to navigate diverse cultural landscapes. This systematic review meticulously examines the perspectives and practices of EFL educators in integrating intercultural communicative competence into language teaching, drawing insights from a comprehensive analysis of diverse studies across global contexts, the systematic review methodology of Gough and Newman’s way employed. The findings underscore a discrepancy between teachers' positive perceptions and practices in integrating intercultural communicative competence into the EFL classroom. Besides, the researchers highlight the responsibility of educators in fostering inclusive learning environments that empower learners with the indispensable skills for successful cross-cultural communication in an interconnected world.
Exploring the Role of Artificial Intelligence (AI) Support in Assisting Students’ English-Speaking Skills Pujo Pangestu, Hurip; Suwartono, Tono
Educalitra: English Education, Linguistics, and Literature Journal Vol. 3 No. 2 (2024)
Publisher : English Language Education Study Program, Faculty of Social, Economics, and Humanities, University of Nahdlatul Ulama Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.13134979

Abstract

This research explores the role of Artificial Intelligence (AI) support in helping students' English-speaking skills. With the increasing importance of speaking skills in academic, professional and social contexts, this research aims to analyze the role of AI assistance in helping students' English-speaking skills. This research uses descriptive qualitative methods with 4 sixth semester student participants from a private university in Purwokerto who often use AI to help their English-speaking skills. Data was collected through semi- structured interviews and analyzed using data reduction techniques, data presentation, and drawing conclusions. The research results show that AI makes a significant contribution to English language learning through personalization of learning, automatic evaluation. However, there are challenges in using AI such as lack of human interaction, limited features and AI not being able to understand complex situations. This research provides insight into the benefits and challenges of using AI in language learning, as well as its implications for the development of students' English-speaking skills.
Co-Authors Abdulloh Abdulloh An-nisa, Nurul Aniek Endrawati Aniuranti, Asfi Asti Diah Palupi Astika, Giarni Alfi 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 Isnaeni, Laely Khomsatun Khomsatun Khomsatun Khomsatun, Khomsatun Kusuma, Lintang Laely Isnaeni Lintang Kusuma liswanto Lutfi Istikharoh Mariafif, Adha 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 Palupi, Asti Diah Pipit Sri Mularsih Pipit Sri Mularsih Pujiwati, Eni Pujo Pangestu, Hurip Puspita Mayaratri Rahmi, Ade Chusna Silvia Rininggayuh, Enggal Riyani, Cici Riyono, Jarot Rizqi Yusnitasari Rohmawati, Dewi Romdona, Yaomal Rusiana Rusiana Saefurrohman Santhy Hawanti Santri, Dewi Septika Dewi, Intan Ayu Shelia Anjarani Sukawati, Dewi Suntari Utomo, Bagas Prayogo Wardani, Niasisca Agustia Wijayanti, Putu Ranti Zainal Rafli, Zainal