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All Journal DIKSI Indonesian Journal of Applied Linguistics (IJAL) TEFLIN Journal: A publication on the teaching and learning of English IJEE (Indonesian Journal of English Education) Jurnal Pendidikan Usia Dini QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama PRASASTI: Journal of Linguistics LLT Journal: A Journal on Language and Language Teaching Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra JURNAL EDUCATION AND DEVELOPMENT JETL (Journal Of Education, Teaching and Learning) Journal of English Language Teaching and Linguistics English Language Teaching Educational Journal Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences Indonesian Journal of EFL and Linguistics Indonesian Journal of Business Analytics (IJBA) Formosa Journal of Sustainable Research (FJSR) Journal of Educational Sciences The Journal Of English Teaching For Young And Adult Learners International Journal of Contemporary Studies in Education Indonesian Journal of Education and Learning REGISTER JOURNAL LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING

Basikin Basikin

Universitas Negeri Yogyakarta

Author-ID : 241094

Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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Developing a Model of Teaching English to Primary School Students Suwarsih Madya; Bambang Sugeng; Samsul Maarif; Nury Supriyanti; Widyastuti Purbani; Basikin Basikin; Sri Istiqomah
TEFLIN Journal: A publication on the teaching and learning of English Vol 15, No 2 (2004)
Publisher : TEFLIN

Show Abstract | Download Original | Original Source | Check in Google Scholar

Under the auspices of the Centre for Curriculum Decelopment, a three-cycle action research study was carried out in three primary schools in Yogyakarta with the aim of developing a model of teaching English to primary school students. The model consists of five parts: Opening, Content Focus, Language Focus, Communication Focus, and Closing. The model, requiring that learning tasks involve active participation of students, both physically and mentally, supported by the use of media suitable for young learners, was developmentally fully implemented. The results showed that efforts were mostly made to establish teacher-student rapport in the first cycle, in which success in classroom management was gradually reached. This led to the easier second cycle, which was characterized by increasing teacher talk (classroom English), the use of interesting media, and more active students participation in the tasks involving various games which successfully elicited students English. All of this was solidified in the third cycle. The conclusion is that with the three aspects being focused successively, teacher-student good rapport being established, various media being used, and competing and cooperative tasks being assigned in balance, joyful and effective learning is likely to occur.

THE ROLE OF ENGLISH AS LINGUA FRANCA â€“ INFORMED APPROACH IN ENGLISH LANGUAGE TEACHING AND LEARNING TO PRESERVE CULTURAL IDENTITY Kita Ngatu, Simon Petrus; Basikin, Basikin
PRASASTI: Journal of Linguistics Vol 4, No 1 (2019)
Publisher : Universitas Sebelas Maret

The practice of teaching English as global language that has been widely spread in Indonesia does not fit to promote Indonesian local culture. Most of English language teaching practice pays much attention to studentsâ€™ understanding relates to their local culture, but the whole process of English Language Teaching (ELT) itself denotes that students do not really apply their local culture in the English language learning. The effort of integrating local culture in ELT is still far from the concept of particularity, practicality, and of possibility. This article provides a conceptual perspective on the role of English as Lingua Franca (ELF) â€“ Informed Approach in ELT in terms of preserving studentsâ€™ cultural identity. It starts with describing the important issues dealing with the topic, evaluate the previous studies, building argument, and drawing conclusion and recommendation.Â The article concludes that the approach needs to be more informed in the whole process of ELT in terms of learning English and preserving studentsâ€™ local culture in which students are allowed to use English within their local culture rather than only in understanding their culture without practicing.Â

English teachersâ€™ motivation for a professional development program: Perspectives of self-determination theory Basikin, B.
Indonesian Journal of Applied Linguistics Vol 10, No 1 (2020): Vol. 10, No. 1, May 2020
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v10i1.24982

The externally driven motivation for a teacher professional development (PD) program is considered less favorable in achieving the desired outcomes than the internally-driven one. When the PD involves a large number of participants, not achieving the outcome leads to a significant waste of time, money, and energy. Unfortunately, this is a common condition in the Indonesian context where teachers go to a PD program due to external motivation. This study examines school English teachersâ€™ motivation to attend a PD program in the Yogyakarta province of Indonesia recruited in their district teacher forum (MGMP) meetings. It seeks to answer whether or not externally driven motivation or controlled motivation might become more autonomous. Following the framework of the Self-determination Theory, teachersâ€™ motivation was measured using the Teacher Motivation for a Professional Development Scale (TMPDS). Findings suggest that although participants still perceived externally driven attendance by reporting high scores on both introjected regulation (M = 5.73; SD = 2.28) and external regulationÂ (M = 6.51; SD = 1.54), they also reported high on their intrinsic motivation (M = 7.58; SD = 1.08 ) and the identified regulation (M = 7.91; SD = 1.04). Findings indicate that initial extrinsic motivation or controlled could become more intrinsic or autonomous depending on the levels of internalization among the individuals. Findings imply when motivation is external, PD programs should make sure that autonomy supports are available to facilitate internalization.

Reflection on Background Knowledge Implementation Using Top-down Activities Fitri Hidayati; Basikin Basikin
Indonesian Journal of EFL and Linguistics Indonesian Journal of EFL and Linguistics, 3(2), November 2018
Publisher : Pusat Pelatihan, Riset, dan Pembelajaran Bahasa

This paper attempts to examine students’ reaction and potential challenges encountered in the implementation of activities which stimulate their background knowledge. The authors implemented lesson plan which used top-down activities to raise students’ awareness of the use of background knowledge. The analysis in this reflection paper used two evaluation questions. The result showed that there are several reactions from the students as well as problems arose during the implementation of the activities. The reactions and problems are varied determined by the type of the exercise. Additionally, more explanations and examples are needed to be supplied before and also during the activity of completing the exercises. Those are necessary because during the activities, some students seemed to hesitate and needed more encouragement. Finally, continue practice using these type of exercises might give positive result in improving students’ awareness of background knowledge in discourse.

The Classroom Management Approach in the Grammar Practice Class Anis Firdatul Rochma; Sutrisna Wibawa; Basikin Basikin
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 5(1), April 2020
Publisher : Yayasan Visi Intan Permata

The grammatical competence is a capacity that is considered necessary to organize words and sentences accurately. Since the teaching of grammar means training the students to improve their communicative competence as well, thus it requires a great deal of time. Although the adequate grammar learning classrooms have been managed, yet the additional grammar practice class is considered necessary to carry out. A number of studies related to traditional and modern grammar learning activities have been conducted. However, there are only a few interests on the classroom management approaches utilized in the grammar practice class. Hence, this study is conducted to analyze the systems, structures, and expectations of the grammar practice class conducted by the English Department at a university in Indonesia. The four primary approaches of classroom management are selected as the main framework in this study. The case study research is chosen to portray the structure of grammar practice class to reveal a particular classroom management approach employed in this program. The process of data analysis discloses that the grammar practice class utilizes the assertive discipline. As a result, the grammar instructor is likely to be classroom leader to create a systematic classroom management.

Blended Learning Model (BLM) in English Pronunciation Class: Lesson from Indonesia Yuliyanto Sabat; Suwarsih Madya; Basikin Basikin; Abd. Syakur
Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences Vol 5, No 1 (2022): Budapest International Research and Critics Institute February
Publisher : Budapest International Research and Critics University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birci.v5i1.4365

Blended Learning Model (BLM) has frequently been viewed as one of the most effective models in teaching. Many studies have been conducted to reveal the effectiveness of BLM to teach various subjects, yet very few previous studies touched the use of BLM to teach English pronunciation. This research aimed at filling the gap describing how English pronunciation teacher put into practice the BLM in pronunciation instruction and what the students’ responses toward this model. This research used qualitative research method and employed field notes observation, a set of questionnaires, and semi-structured interview as the instruments. The research participants were 29 students from English education study program at teacher training institute at STKIP PGRI Sidoarjo, East java, Indonesia. The result showed that BLM was employed through three related stages in pronunciation class; online materials, the online tutor, and the face-to-face teacher. Additionally, BLM increased students’ interests and motivation to learn pronunciation. These results can be viewed as a source of perspective points while teaching pronunciation skill in EFL setting.

Aplikasi Pembelajaran Digital: Implementasi Pembelajaran Inkuiri untuk Miningkatkan Kemampuan Membaca Pemahaman Surya Sagiro Batubara; Basikin .
Jurnal Education and Development Vol 8 No 3 (2020): Vol.8.No.3.2020
Publisher : Institut Pendidikan Tapanuli Selatan

This classroom action reserach aims to investigate the effectiveness of digital learning by implementing an inquire-based instruction approach in teaching to write a narrative text in Kelas IX-B in SMP Negeri 15 Cirebon. This research did in two teaching cycles, and the participants of this study were the researcher herself as a participant-observer and 28 students. This is a qualitative study for this study investigated the value of teaching writing by using technology digital as teaching madia and learning sources, and the finding from the classroom observation and the students’ texts were analyzed and then described according to the genre’s theorists. This study finds that the stage on an Inquiry-Based Instruction Approach is significant to improve students’ ability in many aspects in English writing. The elaboration supported students’ knowledge in vocabulary, grammar, and text features. However, teacher who intends to implement the Inquiry-Based Instruction Approach needs to have a sufficient knowledge regarding the approach, in order to be able to implement the approach better. Since the teaching program with sufficient time and broaden cycle might contribute on more significant finding regarding the primary issue.

Vocational High School Students’ Perception in learning English and Its Relation to their Career Aspiration in Yogyakarta Nana Apriliana; Basikin Basikin
Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra Vol 5, No 1 (2021): ERALINGUA
Publisher : Makassar State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eralingua.v5i1.13783

Abstract. In Indonesia, Vocational High Schools (VHSs) are designed to prepare graduates for a specific job. Selecting the types of English that suits the needs of vocational students is paramount importance to support their vocational skill in the ASEAN Economic Community (AEC). This study aims to reveal: (1) Vocational High School (VHS) students’ English perceived needs, (2) VHS students’ career aspirations toward study program they are taking, (3) the effect of students’ perception of their English program (EGP and ESP) on their career aspirations, and (4) the differences in the students’ perception of their English program (EGP and ESP) by demographic variables (gender and study program). This was quantitative research in the form of a correlational study. The data were analyzed using descriptive analysis, multiple regression, and multivariate analysis of variance (MANOVA). The findings indicated that: (1) Most VHS students' English perceived need was ESP. Nevertheless, it was also undeniable that they also still needed EGP for their English before they took ESP. (2) Most VHS students did not have mature career aspirations related to the study program they were taking at vocational high school. (3) Furthermore, there was a significant effect of students' perception (EGP and ESP) on their career aspirations. (4) Regarding differences between male and female's perception of English program and differences in students’ study program, the results of this study revealed significant differences among them. Keywords: Career Aspiration, EGP, ESP, Perception

The Impact of the Whole Language Approach Towards Children Early Reading and Writing in English Fauzi, Chandra; Basikin
Jurnal Pendidikan Usia Dini Vol 14 No 1 (2020): Jurnal Pendidikan Usia Dini Volume 14 Number 1 April 2020
Publisher : Program Studi Magister Pendidikan Anak Usia Dini

This study aims to determine the effect of the whole language approach to the ability to read and write in English in early stages of children aged 5-6 years in one of the kindergartens in the Yogyakarta Special Region. The population in this study were 43 children who were in the age range of 5-6 years in the kindergarten. Twenty-nine participants were included in the experimental class subjects as well as the control class with posttest only control group design. Observation is a way to record data in research on early reading and writing ability. The results of Multivariate Anal- ysis of Covariance (Manova) to the data shows that 1) there is a difference in ability between the application of the whole language approach and the conventional approach to the ability to read the beginning of English; 2) there is a difference in ability between applying a whole language approach and a conventional approach to writing English beginning skills; 3) there is a difference in ability between the whole language approach and the conventional approach to the ability to read and write the beginning in English Keywords: Whole language approach, Early reading, Early writing, Early childhood Reference Abdurrahman, M. (2003). Pendidikan bagi Anak Berkesulitan Belajar. Jakarta: Rineka Cipta. Aisyah, S., Yarmi, G., & Bintoro, T. (2018). Pendekatan Whole Language dalam Pengembangan Kemampuan Membaca Permulaan Siswa Sekolah Dasar. Prosiding Seminar Nasional Pendidikan, 160–163. Alhaddad, A. S. (2014). 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PROJECT-BASED LEARNING IN LEARNING WRITING FOR UNIVERSITY LEVEL Retma Sari -; Maman Suryaman; Basikin
Indonesian Journal of Education and Learning Vol. 6 No. 2 (2023): Indonesian Journal of Education and Learning
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/ijel.v6i2.752

This research describes about the problems of writing in university level. Writing becomes a challenging and complicated skill to master. Some of components must be involved and integrated proportionally. Therefore, project-based learning is offered to solve the problems. This study purposes to explore the improvement of project-based learning in the students’ writing in the fourth semester students of the English Education Program and the students’ responses when it is implied in learning writing. Qualitative was used as a research method and classroom action research as a research design. The research sample was fourth-semester students from English Education Program in a university in Magelang, Central Java in the academic year 2022-2023. To collect the data it is using observation, test, and questionnaire then for analyzing the data is using triangulation. The result found that project-based learning is able to improve the students writing achievements. It could be seen from the increasing of the score for each cycle (writing better) and students’ positive responses during the implementation of this method from improving of students’ activeness and motivation in writing learning. So it can be stated that Project Based Learning increases mark and encouragement of students’ writing learning.

Co-Authors -, Retma Sari Abd. Syakur Adaninggar Septi Subekti Ajeng Anggraeni Anandari, Christina Lhaksmita Bambang Sugeng Basri Chandra Fauzi Devi Nurhastuti Dewi Ratih, Dewi Erna Andriyanti Fitri Hidayati Huka, Britshy Rosanadya Islamiaty, Dian Kawai, Santi Kesaulija, Anggelvania Liany Kita Ngatu, Simon Petrus Maman Suryaman Manafe, Thedy Hardi Maulana, Danang Esha Nana Apriliana Nisa, Liana Buruuja Nurhastuti, Devi Nury Supriyanti Oktari, Eskananti Intan Putri, Nazmelia Indah Relmasira, Mega Victoria Retma Sari Rochma, Anis Firdatul Sabrina, Rizqi Samsul Maarif Shafira Zulmeida Sri Istiqomah Surya Sagiro Batubara Sutrisna Wibawa Suwarsih Madya Syafiqurrakhman, M Amien Umar, Nasir Vineki Riyadini, Maria Widyastuti Purbani Ximenes, Adalciza Agusta Yuliyanto Sabat, Yuliyanto Zulkifli, Riffat Haqhani

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