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All Journal Prosodi: Jurnal Ilmu Bahasa dan Sastra EXPOSURE JOURNAL Jurnal Pendidikan Bahasa INOVISH JOURNAL
Helmy Sahirul Alim
Politeknik Negeri Madura
Education Languange, Linguistic, Communication & Media

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Learning Evaluation: Students’ Perception of Online English Courses with a Focus on Writing and Reading Material Helmy Sahirul Alim; Milawati Milawati; Nurir Rohmah
Jurnal Pendidikan Bahasa Vol 10, No 2 (2021): Jurnal Pendidikan Bahasa
Publisher : IKIP PGRI Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31571/bahasa.v10i2.3156

Abstract

The government issued a policy to conduct the teaching and learning process through online due to the covid-19.The class has experienced a shift in methods which previously made a direct observations to distance observation. Evaluation is one of the important components and stages that must be taken by teachers to determine the effectiveness of learning.The purpose of this study was to find out how students' perceptions (1) problems, (2) Satisfaction and (Effectiveness) as students in Shipbuilding Engineering semester 3 at PoliteknikNegeri Madura for online class with a focus on writing and reading materials.This study used a descriptive research with a quantitative approach due to its relation to the type of data and its analysis. (1) the data obtained shows that 93.3% of students have the main obstacle in taking online English classes is signal problems and 6.7% of students have sound and visibility problems when the class takes place. (2) the data showed that 50% of students choose the sufficient option, 43.3% choose satisfied and the remaining 6.7% choose less satisfied. (3) the data showed that 60% of students choose the quite effective option, 33.3% choose effective and the remaining 6.7% choose less effective.
TEACHER’S QUESTIONING STRATEGIES IN SCAFFOLDING STUDENTS’ LEARNING AT UNIVERSITY LEVEL Milawati Milawati; Nurir Rohmah; Helmy Sahirul Alim
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 9, No 2 (2020): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v9i2.4170

Abstract

Evidence is mounting that teacher questions can assist students in various purposes in the teaching-learning process (Blosser, 2006; Bond, 2007; Cotton, 2007). The teacher tends to deliver a simple to the complex level of question, for the discussion can run smoothly (Bloom’s taxonomy level, 1956). Despite this, a variety of good questions will not guarantee that the interactive classroom will be created, the teacher needs to employ rephrasing, redirecting, probing, and reinforcement in her questioning (Goodwin et al, 1992). However, practically, teachers ask a large number of questions, which somehow they fail in doing questioning strategies (Wragg and Brown, 2001:p.28). This conceptual article describes the teacher’s questioning strategies in facilitating students’ learning and promoting their thinking skills. It highlights the fact that a teacher who has initially lack the ability to teach higher thinking skills can make considerable progress in terms of applying her knowledge in the classroom (Zohar Dori, 2011). This article ends by arguing for some changes that need to occur in effective classroom questioning, including the need to give a stronger description of the extent of the level of question and the questioning strategies, which the teacher employed. 
ESRU Model in ESP Context: Insight from EFL Teacher’s Practice Milawati - Milawati; Nurir Rohmah; Helmy Sahirul Alim
Prosodi Jurnal Ilmu Bahasa dan Sastra Vol 16, No 1: (2022): prosodi
Publisher : Program Studi Bahasa Inggris Universitas Trunojoyo Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (684.604 KB) | DOI: 10.21107/prosodi.v16i1.13373

Abstract

To carry out formative assessments, the ESRU model is used to analyze all utterances indicated as teachers' strategies in implementing informal formative assessments. The ESRU model begins with the initiation of the teacher in asking questions to generate student thoughts, then the students provide responses to the teacher's initiation questions. Furthermore, student responses can be recognized by teachers and teachers provide feedback on student responses. A case study on ESP classes was observed to investigate in depth information dealing with the ESRU Model implementation. It revealed that teacher-students interaction was dominantly occured, teacher can use information to support learning and modify their learning to help students achieve learning targets that are determined together. Thus the existing gap can be minimized, both students and teachers can benefit from the information obtained from informal formative assessments.
IMPROVING STUDENT SPEAKING ABILITY THROUGH THE INTEGRATED ENGLISH LESSON METHOD: DEMONSTRATIVE PRESENTATION Helmy Sahirul Alim
INOVISH JOURNAL Vol 3, No 2 (2018): INOVISH JOURNAL, Vol 3, No 2 - 2018
Publisher : Politeknik Negeri Bengkalis

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (144.803 KB) | DOI: 10.35314/inovish.v3i2.755

Abstract

The purpose of this study is to know that there will be an improvement in students' speaking skill when they are faced with Demonstrative Presentation. This research will use Classroom Action Research design using three research instruments. The results of research will be conducted in two cycles that show this study is not only able to improve students' speaking ability but also increase active participation of students. The expected results of this study are (1) obviously to find out that this method will increase the ablity of studenst in speaking, the most important that we probably will see additional vocabulary of sign posting in students’ speaking; (2) Another predicted result in this sudy is the possibility of students’ actve participation in the class activity.
Co-Authors Milawati - Milawati Milawati Milawati Milawati Milawati Nurir Rohmah