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All Journal JET (Journal of English Teaching) Adi Buana Indonesian Journal of English Teaching
Budiyono, Bartholomeus
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Education Languange, Linguistic, Communication & Media Other

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Religious and Multi-cultural Values in Character-Based English Education Efendi, Efendi; Budiyono, Bartholomeus
JET ADI BUANA Vol 4 No 2 (2019): Volume 04 Number 02 October 2019
Publisher : English Education Department, Faculty of Teacher Training and Education, Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/jet.v4.n2.2019.2073

Abstract

The present study portrayed the discourse product When English Rings the Bell presumably containing religious and cultural information as extended values and the teachers’ integration of the information into classroom, manifesting character-based English education herewith. Under quantitative and qualitative descriptive research design, it unfolded religious information to encompass more lexical units of English words (153 events), fewer Indonesian (9), and few non-lexical units of images (65). Meanwhile, multi-cultural information included more lexical units of English words (99 events), fewer Indonesian (40), and few non-lexical units of images (66). Religious values were, then, synthesized from the most occurrences of wearing particular religious clothes (of 58 events). Meanwhile, multi-cultural values were deduced from the utmost events of communicating and being friendly (of 12 events). Outstandingly, the teachers deployed their creativities of teaching-learning media tailored with the problem-, cooperative-, task-, project-, and service-based strategies to foster the students’ English skills. They also suggested the students be creative in their learning to perceive the very religious and multi-cultural information, aimed to alleviate stereotyping cases of certain religious and cultural discourse contents, and promoted peace and unity in Indonesia
Five-Option vs Four-Option Multiple-Choice Questions Budiyono, Bartholomeus
IJET (Indonesian Journal of English Teaching) Vol. 8 No. 2 (2019): December
Publisher : Department of English Language Education, UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/ijet2.2019.8.2.1-7

Abstract

Abstract: Multiple-choice questions (MCQs) may provide test takers with three, four, or five options and are appreciated for reliability and economic scoring. Five-option MCQs demand much more energy, experience, time, and expertise and may probably be considered to be more difficult four-option and three-option MCQs. Previous studies involved a great number of questions and participants. This study investigated the difference between five-option and four-option MCQs through deletion of non-functioning distracters (NFDs) in proportion to a classroom-based test by administering 28 MCQs to two intact classes of 34 participants. The results show that there was significant difference in participants’ scores (p 0.030< 0.05), significant difference in the number of NFDs (p 0.01<0.05), no significant difference in item facility (p 0.485>0.05), and significant difference in item discrimination (p 0.01<0.05). Classroom teachers are free to choose either the 5-option or 4-option version, depending on the purpose of the test. Key words: five-option, four-option, non-functioning distractor
Co-Authors Efendi Efendi