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All Journal AL ISHLAH Jurnal Pendidikan ELS Journal on Interdisciplinary Studies in Humanities Voices of English Language Education Society Humaniora TLEMC (Teaching and Learning English in Multicultural Contexts) J-LEE - Journal of Law, English, and Economics Pancaran Pendidikan Studies in English Language and Education

Ngadiso Ngadiso

Sebelas Maret University

Author-ID : 2519253

Arts Humanities Chemistry Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Social Sciences Other

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STRATEGIES OF TEACHING SPEAKING IN ENGLISH TO DESA BAHASA SRAGEN’S STUDENTS Novita Indah Purwaningsih; Agus Wijayanto; Ngadiso Ngadiso
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 3, No 2 (2019): Teaching and Learning English in Multicultural Contexts
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v3i2.1271

This research aims to find out the teachers’ strategies of teaching speaking. To reach the goal, a case study on two teachers is used in this research. The participants of this research are two teachers in Desa Bahasa Sragen. The researcher is interested to conduct the research there because it offers a program called ten days English acceleration program. It claims that the students will be able to speak English fluently after joining the program.. The researcher used and the teachers’ interview to collect the data. The finding shows that there are three strategies are used at Desa Bahasa Sragen, they are: cooperative activities, creative task and drilling. The findings of this research are expected to be beneficial for the teachers on conducting the English teaching learning process, especially in teaching speaking in formal school.

Self-Reflection of Attitude after Teaching Abroad: A Narrative of Teaching Indonesian to American Students Dyan Ayu Andawi; Ngadiso Ngadiso; Nur Arifah Drajati
Humaniora Vol. 10 No. 1 (2019): Humaniora
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/humaniora.v10i1.5284

This research aimed at exploring how the former participant of teaching abroad reflects intercultural experience in order to know the development of attitude as one of the descriptors of intercultural competence. The attitude being explored were (1) acknowledging the identities of others, (2) respecting otherness, (3) having empathy, (4) identifying positive and negativeemotion, and (5) tolerance for ambiguity. This research applied a qualitative method. The data were taken from the former grantee of Fulbright Foreign Language Teaching Assistant (FLTA) who taught Indonesian to the students of higher education in the U.S in the academic year of 2015/2016. The former grantee was examined after two years of the program. The researchwas based on a narrative inquiry that used an instrument named the Autobiography of Intercultural Encounters. It was a selfreflection portfolio made specifically to reflect an intercultural encounter from the eye of the participant. The results indicate that the participant shows a considerable degree of reflection to five elements of attitude aforementioned. It gives a significant implication that the self-reflection increases the participant awareness upon the experience of otherness thus reinforcing the ability to evaluate the changes in attitude.

Am I a Technophile? the Narrative Study of Teachers’ Belief about Digital Literacy Syariful Imam Hadi Cahyono; Nur Arifah Drajati; Ngadiso Ngadiso
ELS Journal on Interdisciplinary Studies in Humanities Vol. 2 No. 4 (2019): DECEMBER
Publisher : Hasanuddin University

The aim of the study is to explore teacher’s belief and practice about the use of digital literacy in the EFL classroom. The framework of Borg (2006) about teacher beliefs is used as a theoretical framework for collecting and analyzing data. This study explores how teacher beliefs affect the use digital literacy. The participants of the study were two senior high school teachers in Indonesia. Researchers conducted interviews, classroom observation, and document analysis such as lesson plans, syllabi, and student assignments. The results of the study showed that it was fully crucial to provide a professional development course which was ready-to-use and met the student’s and teacher’s need because in-service teachers have lack of knowledge and experience about digital literacy from their formal learning context. The support of school communities in term of regulation, discussion, sharing experience, and technical aid. Moreover, promoting technology-rich environment also facilitate the use of digital literacy in the classroom in which the technology adopted should be in accordance with digital competence and the needs of students and teachers.

Digital Native Experience: Learning English beyond Classroom Vera Nursyarah; Nur Arifah Drajati; Ngadiso Ngadiso
ELS Journal on Interdisciplinary Studies in Humanities Vol. 2 No. 4 (2019): DECEMBER
Publisher : Hasanuddin University

Extensive listening is an enjoying and meaningful listening activity which is be able to apply both in class and out of classroom. This study was to delve deeper understanding into how English student-teachers use their self-motivating strategy while using Extensive Listening in order to keep themselves motivated when facing various kinds of situation which affect their learning process. It is necessary to keep them motivated to learn independently by using various resources available on the internet such as YouTube, BBC learning English, or TED Ed to shape their habit in English listening development. Multiple participants were chosen in the study. There were 4 students of English education from one of the state University in Indonesia who are used to do Extensive Listening activity. The data were obtained from participants' autobiographies, interviews, and learners’ diary. The experience of EFL students in practicing Extensive Listening was told by the participants through their learning journals and interview. This study showed that most participants use environmental control strategies to avoid disturbances from the environment, satiation control to eliminate boredom, and metacognitive control to manage their focus and concentration. Meanwhile, emotional control was not used by participants. Some of participants will try to use commitment control strategy in the future. Therefore, this study indicated that English teachers or lecturers must be aware that self-regulation skills which is used by students outside the classroom is able to support students’ listening development in the foreign language English classroom.

The Student-Created Poster: A WebQuest Active Learning Strategy in Online Environments Hilda Rakerda; Nur Arifah Drajati; Ngadiso Ngadiso
ELS Journal on Interdisciplinary Studies in Humanities Vol. 3 No. 1 (2020): MARCH
Publisher : Hasanuddin University

Posters are one of the school project artifacts that students could create to engage themselves in their knowledge building at school. Combine with WebQuest as the active learning instruction platform in an online learning, creating posters increase students’ engagement, build interest in topic learned, inspire higher-level independent thinking, and motivate student on their personal learning experiences. The aim of this study was to investigate student-created poster as an active learning approach in an online environment using WebQuest to inform instructional practices of student-created poster. This study used a case study method to explore the phenomenon occurred during the elective English course in the first grade of senior high school at Indonesia. Data analyzed in this study included 21 high school students, students’ posters and the classroom observation done in 5 weeks. The finding of this qualitative study revealed that student-created poster utilizing WebQuest as the instructional learning method was an active learning activity that improve students perception of self-efficacy in comprehend the reading text and write the information in poster and evidence of student engagement of behavioral, affective and cognitive domains. Themes derived from the perception of the participants included: perceived self-efficacy, the novelty or usefulness of creating a poster, and the technical and content knowledge. Student-created poster as an active approach using WebQuest can be included in the context of High School English learning to enhance the English skills of students and foster integrative skills of the 21st century. Practical implications for teachers when designing poster assignments created by students using WebQuest include (a) following a model for the development of posters; (b) providing extra time for content acquisition and revisions; and (c) incorporating group evaluation.

Students' Perceptions of the Strategies Used by Teachers in Teaching Speaking in Desa Bahasa Sragen Novita Indah Purwaningsih; Agus Wijayanto; Ngadiso Ngadiso
ELS Journal on Interdisciplinary Studies in Humanities Vol. 3 No. 4 (2020): DECEMBER
Publisher : Hasanuddin University

The objective of this study was to determine students' perceptions of the teaching strategies used by teachers to teach speaking in “Desa Bahasa Sragen”. The subjects of this study were the six students of the “Desa Bahasa Sragen”. There are six students who voluntarily agreed to be participants in this study. The instruments used to gather data was interviews. The case study is used in this research as a research method. The results showed that the students gave a positive perception of the strategies used by the teacher in teaching speaking in “Desa Bahasa Sragen”. They stated that the strategies used by the teacher in teaching speaking in “Desa Bahasa Sragen” could help them practice speaking, making them feel the learning process fun. In addition, their positive perceptions are influenced by the new experiences they get while learning English, especially speaking in “Desa Bahasa Sragen”.

The Effectiveness of Send-a-problem Technique to Teach Writing in the Eighth Grade of SMPN 2 Banyumas Tri Pujiani; Ngadiso Ngadiso; Dewi Rochsantiningsih
J-LEE - Journal of Law, English, and Economics Vol 1 No 1 (2019): DESEMBER
Publisher : LPPM Universitas Harapan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (260.468 KB)

Send-A-Problem is one of cooperative learning techniques in which the students are involved in a discussion to solve a problem. It allows the students to practice together and learn from each other, so it is very effective to encourage the students’ self-esteem and creativity. This study aims to examine the effectiveness of Send-A-Problem technique for teaching writing of junior high school students. This experimental study was conducted at a Junior High School in Banyumas, in February 2012-March 2015. The samples of the study were taken by using cluster random sampling. The samples are two classes; those are VIIIE which was treated as experimental class taught by using Send-A-Problem and VIIIF which was treated as control class taught using by Guided Writing. Each of them consists of 30 students. The data was taken from writing test. The data was analyzed by using descriptive statistics and independent t-test. The result shows that (1) Send-A-Problem is more effective than Guided Writing for teaching writing of Junior High School. In conclusion, Send-A-Problem is an effective technique to teach writing for Junior High School students.

Self-efficacy of Teachers in Teaching English amid the Covid-19 Pandemic Aulia Rahma Eka Kusuma Dewi; Diah Kristina; Ngadiso Ngadiso
AL-ISHLAH: Jurnal Pendidikan Vol 14, No 3 (2022): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

This study aimed to analyze teachers’ self-efficacy in teaching English as a Foreign Language (EFL) amid the Covid-19 pandemic in Cilacap, Central Java province, Indonesia. The study used a qualitative case study design. This study had exposed the questionnaire from twelve teachers in three Senior High Schools and interviewed four teachers from each of these three schools as the represented respondents. The data were then analyzed using the interactive model of data analysis. Moreover, the responses for the self-efficacy scale revealed the result of the percentage used to conclude and the interview result usage to support the teachers’ perception of their self-efficacy in teaching English. The result proved that these teachers possess a high self-efficacy in teaching EFL. These teachers delivered positive responses and perceptions of their high self-efficacy, which encouraged them to have a great deal of determining instructional strategies, engaging the students, and managing the class during distance learning. Furthermore, specific findings within the domains of instructional strategies, student engagement, and classroom management provide further insight into the importance of examining the overall self-efficacy of EFL teachers in supporting distance learning.

Students’ Speaking Skill in English Immersion School Mohammad Fadil; Sumardi Sumardi; Ngadiso Ngadiso
Pancaran Pendidikan Vol 7, No 1 (2018)
Publisher : The Faculty of Teacher Training and Education The University of Jember Jember, Indonesia

This research aims to describe: (1) students' English speaking skill in English immersion school; (2) students’ strengths and weaknesses in speaking skill in English immersion school; (3) factors affecting students' speaking skill in English immersion school. The research was designed as a case study, conducted at a school applying English immersion in Bondowoso, East Java, Indonesia in Academic Year 2017-2018. The research used purposive sampling. Data were collecated by interview, questionnairre, observation, and document analysis. The informants were grade 2 students, English teachers, and the school founder. The analysis found that: (1) on the scale of 1-5 (1=very bad, 2=bad, 3=fair, 4=good, 5=very good), students’ English speaking skills were at levels of very good (2.22%), good (6.67%), fair (37.78%), bad (44.44%), and very bad (8.89%); (2) students’ strengths in English speaking skills were related to vocabulary with average score of 2.7, and the weaknesses dealt with fluency with average score of 2.25; (3) factors that were assumed to affect students’ English speaking skills were environment, local accent, vocabulary mastery, English use, preference, and habits. It is recommended that all parties involved in the English immersion program evaluate the running of the program and the content of the program to provide learning outputs through English immersion. Commitment to using English should be strengthened, especially in English Week program. Improvement on English teachers’ is needed by involving them in trainings. Finally, similar research at non-English immersion school is necessary to ensure the comparative results gained from both types of school.

Anxiety No More: The EFL Students Voice On the Use FTF VS SCMC toward Their Speaking Anxiety Safira Yasinta Karenina Hidayat; Djatmika Djatmika; Ngadiso Ngadiso
VELES Voices of English Language Education Society Vol 6 No 2 (2022): VELES Voices of English Language Education Society
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v6i2.6290

In this era, many researchers already conduct research on using CMC in the education field. Several researchers have explored using SCMC (audio and text) and ACMC to know the benefits for students' skills in a foreign language. However, this study explores using SCMC (audio and video) to know the students' perception of their speaking anxiety. The present qualitative study examines the students' voices using FTF or SCMC toward their speaking anxiety. This study aims to know the students' voices related to their speaking anxiety in English under two conditions: Face to face and Synchronous computer-mediated communication. These voices were presented by five students of English language education who were interviewed about using FTF and SCMC. The result shows that the participants prefer to use SCMC to reduce anxiety while they speak English. An analysis of data from the interview explicates that two themes were related to EFL students' speaking anxiety, including (1) fear of making mistakes and (2) feeling under pressure. The interview results also stated the advantages and disadvantages of both environments (FTF and SCMC). This study implies that SCMC can increase students' confidence in speaking English. Therefore, this paper suggests that teachers should provide a supportive environment and support their students in practicing speaking in English using SCMC.

Co-Authors Agus Wijayanto Aulia Rahma Eka Kusuma Dewi Dewi Rochsantiningsih Diah Kristina Dian Pertiwi Djatmika Djatmika Dyan Ayu Andawi Farida Nur Laily Hilda Rakerda Mohammad Fadil Novita Indah Purwaningsih Novita Indah Purwaningsih Nunun Nuki Erfiani Nur Arifah Drajati Safira Yasinta Karenina Hidayat Sumardi Sumardi Suparno Suparno Syariful Imam Hadi Cahyono Tri Pujiani Vera Nursyarah

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