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TEACHERSâ DEMOTIVATION IN ENGLISH LANGUAGE TEACHING: CAUSES AND SOLUTIONS AGUSTIANI, MERIE
Sriwijaya University Learning and Education International Conference Vol 2, No 1 (2016): 2nd SULE-IC
Publisher : Sriwijaya University Learning and Education International Conference

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Teaching and learning process is the core of education that determines the quality of education. Therefore, if there is a quality decrease of education, the first thing that should be evaluated is its teaching and learning process quality. EF-EPI (English First- English Proficiency Index) in 2014 released that Indonesian score was 52.74 which was far from the highest score. In addition, EFA global monitoring report of UNESCO (2014) also points out that Indonesia belongs to ten countries which account 72% of the global population of illiterate adults. Those results show that quality of education in Indonesia still dissatisfied. The quality of teaching and learning process depends on three aspects; (1) the studentsâ participation level on learning activities, (2) teachersâ roles in teaching and learning process, (3) learning environment. The second aspect is considered as crucial thing focussed by the experts since teacher is the manager and leader of learning process. Recently, not only studentsâ motivation but also teachersâ motivation affects studentsâ academic achivement. It is assumed that dissatified results of Indonesian education quality is caused by demotivation of teachers. This paper is aimed at discussing the causes and solutions of teachersâ demotivation in ELT.

Improving Vocabulary and Reading Comprehension Achievements of Eight Grade of MTS N Baturaja Through Repeated Reading Strategy Agustiani, Merie
Lentera: Jurnal Ilmiah Kependidikan Vol 2 (2016): Lentera: Jurnal Ilmiah Kependidikan
Publisher : Lembaga Penelitian STKIP PGRI Bandar Lampung

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Having word knowledge is important in reading comprehension to help students understand English text. Repeated Reading (RR) strategy is believed that it can enrich studentsâ vocabulary and reading comprehension achievement. This study aimed at investigating the effects of RR strategy on vocabulary and reading comprehension achievement. Forty eight of eighth graders of MTs Negeri baturaja were chosen as the sample. Each group consists of twenty four students. Vocabulary and reading comprehension tests were administered to the students before and after the interventions. The results showed that there was significant difference in vocabulary and reading comprehension achievements (Ï<0.000) after the interventions.

THE EFFECTS OF DRTA AND LC STRATEGIES ON STUDENTSâ€™ READING COMPREHENSION ACHIEVEMENT OF NARRATIVE TEXTS BASED ON ENGLISH SCORE LEVELS Merie Agustiani
The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 3, No 2 (2016): The Journal of English Literacy and Education
Publisher : Faculty of Teacher Training and Education, Universitas Sriwijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v3i2.3615

Abstract: Accelerating state development and promoting international relationship are the aims of Indonesian EFL teaching that require the students to have a good ability in reading. Therefore, teaching reading strategies to students is very essential to help them seek knowledge in this globalization era. Literature Circles (LC) and Directed Reading Thinking Activity (DRTA) are two strategies which are believed help students to have better comprehension. This study aimed at investigating the effects of DRTA and LC strategies on reading comprehension achievement of narrative texts. Forty eight tenth graders of MAN Baturaja were chosen randomly on the basis of their English score levels and assigned equally into LC and DRTA groups. Reading comprehension test was administered to the students before and after the interventions. The results indicated that both LC and DRTA strategies made difference on studentsâ€™ reading comprehension significantly (Ï<0.000); there was significant difference in studentsâ€™ reading comprehension achievement between students in DRTA and LC groups (Ï<0.03). However, there was no significant interaction effect of strategies used and English score levels on studentsâ€™ reading comprehension achievement (Ï>0.87). Keywords: LC, DRTA, reading comprehension achievement, ten graders

RUNNING DICTATION TECHNIQUE AND LEARNING MOTIVATION: THEIR EFFECTS ON STUDENTS’ LISTENING COMPREHENSION ACHIEVEMENT Merie Agustiani; Henny Yulia
The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 5, No 2 (2018): The Journal of English Literacy Education
Publisher : Faculty of Teacher Training and Education, Universitas Sriwijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v5i2.7240

Abstract: Listening is considered as a basis of English skills. Unfortunately, students mostly have problems on word recognitions that make them have undeveloped vocabularies that automatically affect their listening comprehension. Running dictation was believed as a motivational teaching technique that can minimize these problems. This study was aimed at investigating the effects of running dictation toward students’ listening comprehension achievement viewed from their learning motivation. This experimental study applied a 2 x 2 factorial design. Fifty students of English Education Study Program were chosen randomly on the basis of their learning motivation and assigned equally into two groups. The result showed that running dictation successfully improved students’ listening comprehension achievement (?<0.000); there were also significant difference of achievement between experimental and control group (?<0.000). Meanwhile, the ANOVA result showed that there was no interaction effect between techniques used and learning motivation on their listening comprehension achievement (?=0.867). Keywords: listening comprehension achievement, learning motivation, running dictation technique

An Analysis of English Teacher and Learner Talk in the Classroom Interaction Shofiyatul Huriyah; Merie Agustiani
Linguistic, English Education and Art (LEEA) Journal Vol 2 No 1 (2018): Linguistic, English Education and Art (LEEA) Journal
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

The objectives of the research were to find out the kinds of teacher talk and learner talk used by English teacherand learners during the classroom interaction and to know the language mostly used in the classroom. The participants of this study were 35 students and 1 English teacher that were taken using purposive sampling technique. This descriptive study used recording and interview in colecting the data. The results of clasroom interaction recording was then analyzed using Flander’s Interaction Analysis Categories (FIAC). It was obtained that teacher talk (75,5%) dominated the interaction during the classroom. In the interaction, the teacher mostly used ask question category (30,2%) meanwhile the learners mostly used pupil talk response category (9,1%). Furthermore, Indonesian language (57,2%) was dominantly used, while English was only 28,1%. From the research result, it can be concluded that the English teacher dominated the class by asking so many questions and mostly used Indonesian language during the classroom was taking place. It gave the students less chance to explore and practice their English. Keyword: teacher talk, learner talk, classroom interaction.

EXPLORING THE USE OF PEER-MEDIATED INSTRUCTIONAL STRATEGY IN EFL READING CLASSROOM Trisilia Devana; Merie Agustiani
Edukasi Lingua Sastra Vol 17 No 1 (2019): Edukasi Lingua Sastra
Publisher : Universitas Muhammadiyah Kotabumi

Peer-mediated instruction strategy adalah intervensi kelas yang memberikan bantuan antar para siswa. Diyakini bahwa peer-mediated instruction strategy dapat meningkatkan hasil akademik, sosial, dan komunikasi bagi para siswa. Tujuan dari penelitian ini adalah untuk mengetahui efektivitas Peer-mediated instruction strategy dalam meningkatkan kemampuan pemahaman membaca siswa. Penelitian ini dilakukan di SMAN 5 OKU dan diikuti oleh enam puluh tiga siswa yang dipilih melalui teknik purposive sampling. Selanjutnya, 30 pertanyaan pilihan ganda digunakan dalam tes membaca pemahaman dan uji-t digunakan untuk mengetahui apakah Peer-mediated instruction dapat membuat perbedaan yang signifikan terhadap pencapaian pemahaman membaca siswa. Hasil penelitian menunjukkan bahwa baik CWPT dan PALS, sebagai dua model Peer-mediated instruction strategy, efektif digunakan sebagai alternatif strategi pembelajaran membaca.

Integration of Character Education through the Implementation of Cooperative Learning Models Merie Agustiani
Concept : Community Concern for English Pedagogy and Teaching Vol 6 No 1 (2020): January - June 2020
Publisher : Program Studi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32534/jconcept.v6i1.1389

In the current era of globalization, character education is very important not only to develop abilities but also to shape the character and civilization of the nation dignified one. The essence of character education is what makes teachers able to integrate character education in every learning program. One of them is by applying various learning models in which at the same time can educate and direct students to have good character. Cooperative learning is a learning model that emphasizes collective attitudes or behaviors in working or helping each other in an organized collaboration structure in groups consisting of two or more people. This model is based on cognitive learning theory and social learning theory. This article aims to describe how the cooperative learning model can integrate with character education in the learning process Keywords: character education; cooperative learning model.

An Analysis of English Teacher and Learner Talk in the Classroom Interaction Shofiyatul Huriyah; Merie Agustiani
Linguistic, English Education and Art (LEEA) Journal Vol 2 No 1 (2018): Linguistic, English Education and Art (LEEA) Journal
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

The objectives of the research were to find out the kinds of teacher talk and learner talk used by English teacherand learners during the classroom interaction and to know the language mostly used in the classroom. The participants of this study were 35 students and 1 English teacher that were taken using purposive sampling technique. This descriptive study used recording and interview in colecting the data. The results of clasroom interaction recording was then analyzed using Flander’s Interaction Analysis Categories (FIAC). It was obtained that teacher talk (75,5%) dominated the interaction during the classroom. In the interaction, the teacher mostly used ask question category (30,2%) meanwhile the learners mostly used pupil talk response category (9,1%). Furthermore, Indonesian language (57,2%) was dominantly used, while English was only 28,1%. From the research result, it can be concluded that the English teacher dominated the class by asking so many questions and mostly used Indonesian language during the classroom was taking place. It gave the students less chance to explore and practice their English. Keyword: teacher talk, learner talk, classroom interaction.

STUDENTS’ LEARNING MOTIVATION THROUGH EDMODO: BLENDED LEARNING IN ESP CLASSROOM Merie Agustiani; Sulia Ningsih; Anggraeni Agustin Muris
Research and Development Journal of Education Vol 7, No 1 (2021)
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/rdje.v7i1.7670

The advent of technology requires educators to bring technology into the classroom to involve the students as digital-native. Without having a motivation, a student or even a teacher or reader is unable to reach the learning objectives. Virtual worlds are believed to become creative complementary tools to inspire and enable the students to learn independently. They are widely used and blended with face-to-face learning in the teaching and learning process. This study focused on how Edmodo could raise students’ motivation. This descriptive study involved forty-four students of Education Technology Study Program of Baturaja University who took the English course in the second semester of academic year 2019/2020. The data were collected through a questionnaire with twenty questions and analyzed by using descriptive statistics. The result showed that students were instrumentally motivated in learning English and students’ performance goal was higher than their learning goal even though there was no significant difference between the performance and learning goals.

THE EFFECTIVENESS OF USING AUDIO VISUAL MEDIA ON STUDENTS WRITING ABILITY IN DESCRIPTIVE TEXT Henny Yulia; Heni Fitri Mahesa; Merie Agustiani
JOLE (Journal of Language Education) Vol. 7 No. 2 (2023): JOLE (Journal of Language Education)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Baturaja

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The objectives of this research was to know the effectiveness of using audio visual media on students writing ability in descriptive text to eighth grade at SMP Negeri 1 Runjung Agung. The type of study was quasi-experimental. There were two classes namely VIII.1 as experimental group the total number students 27 and VIII.2 as control group the total number students 27. The sample was choosen by using purposive sampling. The result of students’ pre- test in experiment class showed that the minimun score was 22.50 and maximun score was 72.50, and then mean score was 56,57. The result of students’ pre-test control class showed that the minimum score score was 20.00 and maximum score was 92.50, and then mean score was 52.96. The result of students’ post-test in experiment class showed that the minimum score was 65.50 and maximum score was 95.00, and then mean score 84.44. The result of student’ post-test in control class showed that the minimum score 52.50 and maximum score was 72.50, and then mean score was 64.44. The result of t-test found the calculated value of t-obtained was 10.766, in two tailed testing with df =26, the critical of t-table was 2.045. Since the value of t-obained was higher than the critical value of t-table, it means that there was a significant difference in achievement before and after the treatment. Therefore t-obtained was higher than t-table. This indicated that Null Hypothesis (Ho) was rejected and Alternative Hypothesis (Ha) was accepted. It means that there is the effectiveness of using audio visual media on students writing ability in descriptive text to eighth grade at SMP Negeri 1 Runjung Agung.

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