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All Journal Jurnal Pengabdian Kepada Masyarakat Sakai Sambayan Studies in English Language and Education
Mahpul Mahpul
Universitas Lampung
Agriculture, Biological Sciences & Forestry Chemical Engineering, Chemistry & Bioengineering Computer Science & IT Education Languange, Linguistic, Communication & Media Medicine & Pharmacology Other

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Pelatihan pengembangan materi ajar speaking berdasarkan rekayasa faktor kognitif (task complexity) bagi guru-guru SMP dan SMA di Kabupaten Lampung Selatan Mahpul Mahpul
Jurnal Pengabdian Kepada Masyarakat Sakai Sambayan Vol 4 No 3 (2020)
Publisher : Lembaga Penelitian dan Pengabdian Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jss.v4i3.236

Abstract

Model pembelajaran berbasis task (TBLT) sudah diadopsi secara luas di berbagai negara sebagai metode pembelajaran bahasa Inggris karena TBLT terbukti efektif mampu memfasilitasi siswa terlibat aktif dalam proses pembelajaran bahasa Inggris khususnya berbicara. Efektifitas/keberhasilan TBLT sebagai metode pembelajaran bahasa Inggris dalam membantu para siswa meningkatkan kemampuan speaking dibuktikan dengan temuan beberapa penelitian yang dilakukan di berbagai negara terutama di mana bahasa Inggris sebagai bahasa asing. Namun, di Indonesia metode ini masih belum populer dan sangat sedikit guru maupun praktisi yang menerapkan metode ini. Oleh karena itu, kegiatan pengabdian kepada masyarakat ini bertujuan untuk membantu para guru bahasa Inggris SMP dan SMA di Kabupaten Lampung Selatan meningkatkan wawasan dan pengetahuan tentang pengembangan/pembuatan model pembelajaran speaking (berbicara) berdasarkan rekayasa faktor kognitif (task complexity) melalui pelatihan dan workshop dengan menyajikan materi melalui tatap muka langsung mengenai pengembangan materi ajar speaking berbasis task secara teoritis; dan (2) melakukan simulasi pengembangan materi ajar speaking berbasis task. Hasil pelatihan menunjukkan bahwa para peserta pelatihan ini mendapatkan manfaat nyata yaitu peningkatan profesionalisme agar mampu memperbaiki kualitas proses pembelajaran Bahasa Inggris khususnya speaking sehingga kemampuan berbicara para siswa SMP dan SMA mengalami peningkatan. Pelatihan sejenis secara berkelanjutan di masa mendatang masih sangat perlu untuk dilakukan.
The contribution of negotiation of meaning to language accuracy in an EFL setting through a focused task Flora Flora; Mahpul Mahpul; Muhammad Sukirlan
Studies in English Language and Education Vol 8, No 1 (2021)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (433.299 KB) | DOI: 10.24815/siele.v8i1.17667

Abstract

Despite the extensive research on the negotiation of meaning (NoM) using unfocused tasks, to our knowledge no study portrays to what extent NoM contributes to learners’ language accuracy, grammar, and vocabulary, in particular, using a focused task. Therefore, this research set out to obtain in-depth information about the contribution of NoM to language accuracy when learners were assigned to engage in a focused task discussion. The participants, treated as three dyads based on their English proficiency, were taken purposely from one class of the sixth-semester students in the Department of English Education in the Faculty of Education at Universitas Lampung, Indonesia. They were paired based on their English abilities (high-high; high-low; low-low) and their intimates among the 24 students in the class. All their utterances produced during a fifteen-minute focused task discussion were recorded and analyzed following the theory of NoM and language accuracy. It was discovered that the learners were engaged in NoM during the focused task discussion, and it contributes to the students’ language accuracy. Therefore, to optimize the contribution of NoM to language accuracy, the topic to be discussed should be based on the learners’ output (focused task) since the interlocutor can offer assistance as part of the negotiation of meaning process. The suggestions for future research are also discussed.
The contribution of negotiation of meaning to language accuracy in an EFL setting through a focused task Flora Flora; Mahpul Mahpul; Muhammad Sukirlan
Studies in English Language and Education Vol 8, No 1 (2021)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v8i1.17667

Abstract

Despite the extensive research on the negotiation of meaning (NoM) using unfocused tasks, to our knowledge no study portrays to what extent NoM contributes to learners’ language accuracy, grammar, and vocabulary, in particular, using a focused task. Therefore, this research set out to obtain in-depth information about the contribution of NoM to language accuracy when learners were assigned to engage in a focused task discussion. The participants, treated as three dyads based on their English proficiency, were taken purposely from one class of the sixth-semester students in the Department of English Education in the Faculty of Education at Universitas Lampung, Indonesia. They were paired based on their English abilities (high-high; high-low; low-low) and their intimates among the 24 students in the class. All their utterances produced during a fifteen-minute focused task discussion were recorded and analyzed following the theory of NoM and language accuracy. It was discovered that the learners were engaged in NoM during the focused task discussion, and it contributes to the students’ language accuracy. Therefore, to optimize the contribution of NoM to language accuracy, the topic to be discussed should be based on the learners’ output (focused task) since the interlocutor can offer assistance as part of the negotiation of meaning process. The suggestions for future research are also discussed.
Co-Authors Adhi Nurhartanto Cucu Sutarsyah Dila Anggita Fajar Riyantika Ferayani Ulrica Flora Flora Flora Nainggolan Huzairin Huzairin Imelda Ayu Mustika Metta Nidya Adhannisa Muhammad Sukirlan