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UNDERSTANDING LEARNERS’ NEED OF ESP FOR ACCOUNTANCY PROGRAM AT VOCATIONAL SCHOOL Semi Sukarni
English Review: Journal of English Education Vol 8 No 2 (2020)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v8i2.2002

The main objective of Vocational High School (SMK) is to prepare learners to specific job. At this school, learners are trained the major skills as well as the supportive skills. Language, in this case English, must support the hard skills for the communication at work. However, based on the preliminary research, most teachers use general English as teaching materials. Hence, this study aims to describe the learners‘ target need of learning English at accountancy program at Vocational High School and to identify English skills needed by students of accountancy program. There were 124 evelenth graders involved in this study which consisted of students of SMK 2 Purworejo and SMK 1 Wonosobo. To obtain the data, a questionnaire was used. The findings showed that 63.8% of the students want to look for a job after graduated, while 36.2% of them want to continue their study. Further, speaking is the most important skill and vocabulary related to the technical terms are needed by students. Another necessity is the availability of textbook containing ESP materials to support learners to develop their communication skill.

Suprasegmental Errors of Students with Javanese Mother Tongue: A Case at a Private Islamic University in Purworejo Semi Sukarni; Junaedi Setiyono; Rofiq Nurhadi
Ta'dib: Jurnal Pendidikan Islam Vol 25 No 2 (2020): Ta'dib
Publisher : Faculty of Tarbiyah and Teaching Sciences, Universitas Islam Negeri Raden Fatah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/td.v25i2.6084

This study was aimed to examine errors found in suprasegmentals, more specifically in word stress and intonation; and to explain the causes of errors made by the learners. The research samples were twenty of the first semester students who spoke Javanese as their mother tongue and who took Pronunciation subject. The instruments of the study were pronunciation test and focus group interview. The pronunciation test was used to get the data of suprasegmental errors, specifically in word stress and intonation. Meanwhile, the interview was used to get the data of the causes of errors. The data were analyzed by using descriptive statistics analysis and thematic analysis. The findings showed that there were 35.8 % errors in word stress and 40 % errors in intonation. Then, the source of errors occurred because of mother-tongue influence, target language or intralingua, learning strategy and learners' attitude. Other factors contributed to the errors were lack of practice and lack of exposure to the native speakers both in the classroom and outside the classroom

FUNCTIONS OF CODE SWITCHING IN AN ENGLISH CLASS Semi Sukarni
Vision: Journal for Language and Foreign Language Learning Vol 5, No 2 (2016)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv5i21042

Code Switching (CS) is shifting from one language to another in a conversation. It is a normal every day practice among people in the world for various reasons and usually an unconscious activity. This language switching might not be the whole sentence, but also can occur in brief phrases or words. Therefore, in this study, using CS as a medium of instruction was focused on. The objective of this study is to describe the functions of CS done both by teacher and students.The data for this study were collected at State Junor High School 18 of Purworejo on 12th and 13th July, 2013. The researcher chose the eighth grade VIII G class of SMP Negeri 18 Purworejo. The data were taken twice (two meetings; 2x80 minutes). There are 40 students and one English teacher, Ms. Titik Kusumawati, S.Pd. The data of the study were collected in the form of recorded class- room interaction with videocamera and the observer’s ﬁeld notes. The two types of database were examined in order to identify what kinds of activity were involved in the teacher-student interaction. The analysis of the data was adobted from Sert (2005). The func- tions of student CS includes equivalence, ﬂoor holding, reiteration, and conﬂict control. While the functions of teacher CS include- schecking understanding, asking clariﬁcation, clariﬁcation, transla- tion, and socializing adobted from Flyman-Mattson and Burenhult (1999).Code Switching (CS) is shifting from one language to another in a conversation. It is a normal every day practice among people in the world for various reasons and usually an unconscious activity. This language switching might not be the whole sentence, but also can occur in brief phrases or words. Therefore, in this study, using CS as a medium of instruction was focused on. The objective of this study is to describe the functions of CS done both by teacher and students.The data for this study were collected at State Junor High School 18 of Purworejo on 12th and 13th July, 2013. The researcher chose the eighth grade VIII G class of SMP Negeri 18 Purworejo. The data were taken twice (two meetings; 2x80 minutes). There are 40 students and one English teacher, Ms. Titik Kusumawati, S.Pd. The data of the study were collected in the form of recorded class- room interaction with videocamera and the observer’s ﬁeld notes. The two types of database were examined in order to identify what kinds of activity were involved in the teacher-student interaction. The analysis of the data was adobted from Sert (2005). The func- tions of student CS includes equivalence, ﬂoor holding, reiteration, and conﬂict control. While the functions of teacher CS include- schecking understanding, asking clariﬁcation, clariﬁcation, transla- tion, and socializing adobted from Flyman-Mattson and Burenhult (1999).

CTL MODEL TO ACTIVATE STUDENTS’ PARTICIPATION IN SPEAKING CLASS AT ENGLISH EDUCATION PROGRAM Semi Sukarni
Vision: Journal for Language and Foreign Language Learning Vol 3, No 2 (2014)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv3i2294

In English Education Program Speaking Class starts at Semester I until Semester V. It starts from imitative, intensive, responsive, interactive and extensive speaking. In semester IV the students are expected to be able to communicate in local, national, or even inter- national settings about economic, social, environmental and politic issues.However, speaking skill is not easily obtained. There are some factors that make speaking class is not maximal. It might be caused by class setting, teaching method, teaching materials, students’ knowledge or even students’ interest. Further, getting speaking skills for all students in the classroom is not easy as they often face uneven participation, little talking time as certain students dominate the class. So, it is the lecturer’s role to set the speaking activity that can facilitate both the active speakers and silence speakers. The silence speakers need to practice speaking in low-pressure situation such as in small group before practicing in high-pressure situation like presentation in class.This research aims to describe the way to apply CTL model to activate students’ participation in Speaking Class. Through CTL the lecturer relates the learning materials and students activities that are relevant to their needs in their real life. The reseacher choses issues on economy, social, and environment for the topic of the discussion and she used prolem-solving approach.The population of the research is the fourth semester of English Education Program in the academic year 2013/2014. The total number of population is 210 students which consists of 6 classes. The researcher took 65 students (30%) from class A and B as the sample. The instrument used in the research were classroom observation and questionaire . The data were analyzed through descriptive analysis.Based on the ﬁnding and the discussion, the conclusion can be drawn that CTL model is able to activate students’ participation in Speaking Class of the fourth Semester of English Education Program in academic year of 2013/2014.

AN ANALYSIS OF TEACHER AND STUDENT TALK IN THE CLASSROOM INTERACTION OF THE EIGHTH GRADE OF SMP NEGERI 18 PURWOREJO Semi Sukarni; Siti Ulfah
Vision: Journal for Language and Foreign Language Learning Vol 4, No 2 (2015)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv4i21594

The aims of this research are fi rstly, to describe the interactionused by the teacher and studentsconducted in the classroomof theeighth grade of SMP Negeri 18 Purworejo in the Academic Year2012/2013; secondly, to know what type of interaction characteris-tics of the teacher-student talk in the classroom interaction; thirdly,to identify languages used in the classroom interaction used duringteaching-learning process.This thesis is a descriptive qualitative study on teacher and stu-dent talk in the classroom interaction, particularly on the partici-pants’ interaction in SMP N 18 Purworejo. The data of this studyare the interaction between the teacher and the students in the class-room. In order to analyze the data, some steps are conducted. Thedata was taken by recording the classroom interaction. The subjectin this research wasthe grade VIIIG of SMP Negeri 18 Purworejo,there were 40 students and one English teacher. The researcher usedobservation and recording for collecting the data. Flanders’ Interac-tion Analysis was used to identify and analyze teacher-student talkin the classroom interaction.The result of this study shows that the teacher was more ac-tive in the interaction. Meanwhile, the student was less active than the teacher. Based on the fi nding, the researcher concludes that theteacher was dominant in the classroom interaction. The percentageof the teacher talk was 78.15%,whereas the students’ participationwas 21.16%.the studentsnot balance between Indonesianand English. Indonesian is 62% while English is only 38%. Itshows that teacher used more Indonesian than English when sheexplains the material. The interaction was in three ways communi-cation: interaction between teacher-students, students-teacher, andstudents-students.

Reading Self-efficacy and Its Influence on Students' Reading Proficiency Semi Sukarni
English Language and Literature International Conference (ELLiC) Proceedings Vol 2 (2018): 2nd ELLiC Proceedings: 'Education 4.0: Trends and Future Perspectives in English Educa
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1307.612 KB)

The objective of the study is to analyze the influence of self-efficacy on students' reading proficiency. The research had been done in English Education Program of Purworejo Muhammadiyah University involving 62 students from two classes of the fifth semester. Self-efficacy questionnaire and reading comprehension test were used to collect the data. The data were analyzed by using descriptive and inferential analysis. To test the hypotheses correlation product moment and linear regression were applied. The finding shows that there is a positive and significant correlation between self-efficacy and reading proficiency as the r-value is 0.332 with sig. = 0.004 < 0.05. The regression test shows that self-efficacy contributes 11% to the achievement of reading proficiency while 89% was contributed by other factors. Self-efficacy has significant influence as the t-value 2.120 with significant level 0.000. The implication of the study is it is important to develop the students with positive self-efficacy during learning process as it can influence on their language achievement particularly in reading.

The Effectiveness of Strategy-based Reading Instruction (SBRI) and Reciprocal Teaching (RT) For Teaching Reading Comprehension in EFL Context Semi Sukarni
English Language and Literature International Conference (ELLiC) Proceedings Vol 1 (2017): 1st ELLiC Proceedings: `Innovation, Trends, and Challenges in English Language Learnin
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1138.099 KB)

The objective of the study is to investigate the effectiveness of Strategy-based Reading Instruction (SBRI) and Reciprocal Teaching (RT) for teaching readingcomprehension. The research had been done in English Education Program of Purworejo Muhammadiyah University involving two classes of the fifth semester students. It is an experimental study that had been done by pretest-treatment-posttest. The reading comprehension test adopted from TOEFL and FCE was used to collect the data of student reading proficiency.The data were analyzed by using descriptive and inferential anlysis. The finding shows that SBRI is more effective in improvingStudents Reading Proficiency as this has been proved by different mean score between SBRI class and RT class. The mean score of SBRI class is 66.4which lays in the Good level, while the mean of RT class in only 61.4 which lays in the Sufficient level. The inferential analysis shows that the t-test is 2.27 with the significant level 0.027 (<0.05). It means that Ho is rejected and Ha is accepted.

HIGHER ORDER THINKING QUESTIONS IN ENGLISH TEST OF SENIOR HIGH SCHOOL Oktaviana Mayang Dewi; Semi Sukarni
p-ISSN 2356-0576
Publisher : Pendidikan Bahasa dan Sastra Universitas Muhammadiyah Purworejo

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Abstract: The objectives of this research are to identify the composition of the cognitive levels of higher order thinking questions and the comparison between LOTS and HOTS questions contained in the final semester test. This is a qualitative study which employed documentation as its data collection technique. The data were sourced from the final semester test of English subject comprising 55 test items. The revised Bloom’s taxonomy was used to analyzed the test items which covers remembering, understanding, applying, analyzing, evaluating and creating. The finding shows that the composition of Bloom’s taxonomy of cognitive levels covered 11 items (20%) of remembering (C1), 35 items (63.1%) of understanding (C2), 3 (5.4 %) items of applying (C3), 2 items (3.4%) of analyzing (C4), 3 items (5.4 %) of evaluating (C5), and 1 (1.9%) of creating (C6). The comparison between LOTS and HOTS was 49 items (89%) of LOTS and 6 items (10.9%) of HOTS. It can be stated that the test was still be dominated by lower order thinking questions. Keywords: Final semester test, HOT, question, revised Bloom’s taxonomy.

Pre-service English Teachers’ Pedagogical Competence, Challenges and Strategies to Facilitate Learning Semi Sukarni; Titi Rokhayati; Tusino
Journal of English Education and Teaching Vol. 7 No. 2 (2023): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.7.2.162-182

To be able to become a professional teacher, student teachers or pre-service English teachers (PSETs) have to complete the internship teaching program at schools. Here, they learn the teacher competences. This research aims to describe the PSETs’ pedagogical competence reflected in internship program during COVID-19 pandemic; to explain some challenges faced by PSETs in internship program during COVID-19 pandemic and to describe some chosen strategies to overcome the problem. The research employs quantitative and qualitative data collection techniques by involving 32 participants who had just completed their internship program in senior high school and vocational high school. To collect the data, questionnaire and interview were used. The data were analyzed by using descriptive quantitative and qualitative techniques. The quantitative data were analyzed by applying SPSS, while thematic analysis used for the data from interview. The finding suggests that the pedagogical competence of PSETs is “Good” as the mean score of the questionnaire result was 69.60% in the range of 51% to75% mastery the competence. Secondly, there are some challenges faced by PSET in conducting the internship program during the COVID-19 pandemic which are categorized into internal and external factors. Some strategies were applied to overcome the challenges, namely providing appropriate learning media and platform, time management and personal teaching strategies.

Factors affecting the reliability of senior high schools’ english teacher-made test in Kebumen Abdul Ngafif; Semi Sukarni; Ismawati Ike Nugraeni; Nelu Sahidah; Karin Dinda Pithaloka; Setiya Cahya Ningsih
Jurnal Pendidikan Surya Edukasi (JPSE) Vol. 8 No. 2 (2022): Jurnal Pendidikan Surya Edukasi (JPSE)
Publisher : LPPM Universitas Muhammadiyah Purworejo

This study come up with the problem during the informal interview with the senior high school teachers. The researchers found that the teachers never check out whether the test they made reliable or not. They just find that the students’ score are high when the test done online and the score was low when the test done offline. This study aims to analyze the reliability and the factors affecting the reliability of senior high schools’ English teacher-made test in Kebumen regency. This research belongs to qualitative research, and it used descriptive case study. The instruments used by the researchers to get the data were documentation, close-ended questionnaires, and open-ended interviews. From the research, the reliability of the teacher-made tests are 0.839 (MAN 1 Kebumen), 0.747 (MAN 2 Kebumen), and 0.649 (MAN 3 Kebumen), so the test are reliable. Viewed from the questionnaires’ results, the factors affecting the reliability of the test are student-related reliability, rater reliability, test administration reliability, and test reliability. From the interviews’ results, the factors influencing the tests’ reliability are the mastery of learning material, the preparation of learning before getting the test, students' physical condition, the clarity of instructions of the test, clarity of questions in the test, the atmosphere and time allocation for doing the test.

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