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All Journal ETERNAL(english, teaching, learning, and Research Journal) Voices of English Language Education Society Proceedings of ISELT FBS Universitas Negeri Padang Indonesian Journal of EFL and Linguistics
Joko Nurkamto
Sebelas Maret University
Education Languange, Linguistic, Communication & Media Social Sciences

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THE NEEDS ANALYSIS OF SENIOR HIGH SCHOOL STUDENTS’ READING COMPETENCE IN NATIONAL EXAMINATION: STUDENTS’ PERSPECTIVE ari mayang; Joko Nurkamto; Nur Arifah Drajati
ETERNAL (English, Teaching, Learning and Research Journal) Vol 5 No 1 (2019)
Publisher : Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (282.84 KB) | DOI: 10.24252/Eternal.V51.2019.A11

Abstract

The focus of this research is to asses the Reading competence needs of senior high school students in English National Examination (ENE) based on students’ perspective. The background in conducting this research mainly because of two things. The first one is the importance of curriculum evaluation behind the Needs Analysis itself. The  second one is the importance of the certain preparation for strengthening English material to face the English National Examination. Both of these backgrounds are equally important for students and teachers at once. The research questions of this study are framed within the scope of students’ perspective. The method of this research included some of questionnaires which was then analyzed using the five-points Likert Scale method. This research already debriefed 106 senior high school students in grade 12 from Boyolali regency, Central Java. They were involved in filling out the questionnaire where the results were used as the main data in this study. The final findings in this study include the fact that: (1) The Reading questions in National Examination are in moderate level of difficulty based on the students perspective, (2) The Reading National Examination materials are clearly taught by the teachers, (3) Reading is very important material to be mastered in National Examination, (4) The students are in moderate level dealing with their mastery of Reading material in National Examination, (5) The use of technology in Reading material learning is very important method based on students’ perception, and (6) The frequency of use of technology in Reading lessons by teachers is quite often (moderately) based on student opinions.
TEACHERS’ CREATIVITY IN TRANSFORMING THE MANDATED CURRICULUM INTO A LINGUISTICALLY AND CULTURALLY DIVERSE PEDAGOGICAL PRACTICE Joko Nurkamto
Proceedings of ISELT FBS Universitas Negeri Padang Vol 4, No 1 (2016): Proceedings of the 4th International Seminar on English Language & Teaching (ISE
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (312.668 KB)

Abstract

English language teaching in high schools in Indonesia is carried out based on a nationally compiled curriculum which tends to be standardized and prescriptive – one for all (Widodo, 2016). In reality, the situation in which English is taught and learned is highly complex, due to the interaction of a number of variables, such as political, economic, and geographical factors, as well as the school, the teachers, and the students (Richards, 2002). Therefore, in order to teach successfully, the teacher, as the implementer of the curriculum, needs to interpret this policy creatively in accordance with the situation and context in the field. According to Matsumoto (2009: 160), creativity is “the capacity to produce new art, ideas, techniques, or other products which are useful, aesthetically appealing, meaningful, and correct within a particular field.” In this paper, I will explain the different forms of the teacher’s creativity in teacahing -- the knowledge and skills of the teacher in selecting and applying the appropriate teaching strategies for transforming the lesson (Huizinga, Handlezalts, Nieveen, and Voogt, 2013). In addition to broadening our understanding of the concept of creativity in the teaching of the English language, it is also hoped that this paper will provide input for teachers in the implementation of their pedagogical duties in the field. 
IST (In-Service Training) Model to Improve English Teachers’ Pedagogical and Professional Competencies in the Computer Science Department of Universities in Indonesia Fransisca Endang Lestariningsih; John Hope; Suwarsih Madya; Joko Nurkamto
Indonesian Journal of EFL and Linguistics Indonesian Journal of EFL and Linguistics, 3(2), November 2018
Publisher : Pusat Pelatihan, Riset, dan Pembelajaran Bahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (390.557 KB) | DOI: 10.21462/ijefl.v3i2.72

Abstract

The fact that English teachers teaching in a computer science department may not really know detail about information technology (IT) as a subject, as well as its terminologies, brings about difficulties when deciding what kind of teaching materials are appropriate to the student’s learning needs. Another issue is that some computer science teachers do not have an English language teaching background. This can be a drawback for this group of teachers since they do not really know how to teach the language. The following discussion is a needs analysis used as a preliminary study to develop an in-service training (IST) model to improve English teachers’ pedagogical and professional competencies in a computer science department. Pedagogical knowledge, skill, and attitude, and professional competency became the core study since these two were the obvious difficulties faced by the two groups of teachers. This study involved English computer science teachers, the curriculum administrator, and the students in two private universities and one state university in Yogyakarta, Indonesia. Observations, open interviews, and questionnaires were used to gather the data.
EFL Teacher Intervention in Mediating Students’ Interaction in Web-Based Collaborative Writing Environment Using Google Docs Titin Purwaningtyas; Joko Nurkamto; Diah Kristina
VELES Voices of English Language Education Society Vol 7 No 1 (2023): VELES VOICES OF ENGLISH LANGUAGE EDUCATION SOCIETY
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v7i1.7912

Abstract

The level of teacher’s assistance in web-based collaborative writing activities affected students’ collaboration and non-collaboration. Therefore, the teacher’s role in enhancing students’ active learning was inseparable. This study focused on the EFL teacher moves in facilitating groups’ work of writing using web-based tool, Google Docs to support online learning. Conducting collaborative work in writing technology was valuable for promoting students’ participation and collaboration. The participant in this qualitative research case study was an EFL teacher at an Indonesian vocational high school. The data was based on a semi-structured interview and document analysis of students’ worksheet and teacher-students’ written conversation in Google Docs. The findings showed that web-based medium facilitated the teacher assisted the students’ engagement through organisational, socio-cognitive, and socio-affective in collaborative writing environment. Significantly, the teacher favorably convenience to deliver electronic feedback and monitoring students’ progress quickly. Unfortunately, students’ issues (e.g. less collaboration, cheated on the internet), and technical issues (e.g. unstable internet connection, low devices’ specification) were commonly problems encountered by the teacher.  Google Docs as a web-based medium was valuable to help the teacher in creating groups’ work in teaching online writing. This research implies that the teacher might be more concerned on selecting appropriate types of intervention and utilize suitable media to support teaching’s styles by enriching technology skills’ training. In addition, students could enjoyed and acquired benefits from having the teacher's help to be more collaboratively work in constructing text with their teammates.
Co-Authors ari mayang Diah Kristina Fransisca Endang Lestariningsih John Hope Nur Arifah Drajati Suwarsih Madya Titin Purwaningtyas