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All Journal Cakrawala Pendidikan Jurnal Kependidikan: Penelitian Inovasi Pembelajaran LiNGUA: Jurnal Ilmu Bahasa dan Sastra Jurnal Celtic LingTera Jurnal Prima Edukasia Celt: A Journal of Culture, English Language Teaching & Literature Journal on English as a Foreign Language (JEFL) Journal of English and Education Proceeding of International Conference on Teacher Training and Education EDULITE: Journal of English Education, Literature and Culture Journal of Language and Literature Script Journal: Journal of Linguistic and English Teaching RETORIKA: Jurnal Bahasa, Sastra, dan Pengajarannya Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra IJoLE: International Journal of Language Education Voices of English Language Education Society Journal of English Language Teaching and Linguistics Lingua Pedagogia Indonesian Journal of EFL and Linguistics Formosa Journal of Applied Sciences (FJAS) Formosa Journal of Sustainable Research (FJSR) JEELS (Journal of English Education and Linguistics Studies) Pancaran Pendidikan Studies in English Language and Education Enrichment: Journal of Multidisciplinary Research and Development REGISTER JOURNAL IPSSJ

Ashadi Ashadi

Universitas Negeri Yogyakarta

Author-ID : 2519391

Arts Humanities Chemistry Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Physics Public Health Social Sciences Other

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Scientific Literacy in Science Lesson Utami, Budi; Saputro, Sulistyo; *, Ashadi; Masykuri, Mohammad
Proceeding of International Conference on Teacher Training and Education Vol 1, No 1 (2016): Proceeding of International Conference on Teacher Training and Education
Publisher : Sebelas Maret University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (570.146 KB)

The aim of this study was to determine: 1) definition of scientific literacy, 2) aspects of scientific literacy. 3) Kinds of scientific literacy, 4) the role of curriculum in 2013 to develop scientific literacy. The method of this paper is research note paper, with a literature review of research journals about scientific literacy in science learning. Â The Curriculum 2013 has emphasized scientific literacy on the learning process by suggesting the utilize of the scientific approach. The scientific approach provides an opportunity for students to perform contextual learning, therefore the learning experiences that students got becomes more meaningful. The scientific approach provides an opportunity for students to connect between the previous concept, the concept being studied and its relationship with other materials that are expected able to improve the scientific literacy of students. The scientific approach to learning science developed from the scientific method commonly known as the science process skills.

DIFFERENTIATED INSTRUCTION IN ACCOMMODATING INDIVIDUAL DIFFERENCES OF EFL STUDENTS Pradana Akbar Tanjung; Ashadi Ashadi
Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics Vol. 6 No. 2 (2019): December 2019
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/celtic.v6i2.9941

ABSTRACTMany EFL (English as a Foreign Language) classrooms all around the globe are full of students with individual differences. Evidently, the students possess individual differences because they come from various settings with diverse backgrounds. The divergences among students might be unique in nature and they could possibly affect the English teaching and learning process. One of the clear examples is the fact that not all learning instructions provided by teachers are effective in accommodating the differences in the classroom. This situation leads to the emergence of implementing differentiated instruction, often believed to be able to give the students equal chances to learn and experience English effectively at their full potential. This library-based paper reviews several previous practices of differentiated instruction in English classrooms. Further, it attempts to examine how differentiated instruction has been implemented in various EFL contexts. It also attempts to reveal the fundamental reasons behind the success of differentiated instruction in the many English classrooms by relating theories and practices of the previous research studies focused on the topic. This paper ends with a summary of the various findings and discusses it in the light of theories and literatures in differentiated instruction with a particular interest in EFL settings.

Teacher’s Strategies in Improving Student’s Reading Interest Rio Laksamana Prastya; Ashadi Ashadi
Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra Vol 4, No 2 (2020): ERALINGUA
Publisher : Makassar State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eralingua.v4i2.13195

Most of Indonesian students in university had low interest in reading. Thus, the strategies of the teacher were essential to be considered to build up students’ reading interest. The aim of this research was to investigate the teacher’s strategies in university in teaching reading and also tried to explore the students’ response toward the strategies. Therefore, this research used mix method to reveal the result. The participants involved in this research were 50 master degree students in English Education Department in certain University in Yogyakarta. To acquire the distribution of the students’ response toward the teachers’ strategies, this research used questionnaire. Furthermore, to collect the data deeper, this research used in-depth interviews. The finding showed that the teacher could boost students’ interest in reading if the teacher could provide transparent scoring system which could assist them to obtain a reflection. Therefore, indirectly, by using this strategy, the teacher forced the students to read to acquire good score in reading activity. Thus, the teacher could enhance the students’ reading interest if the teacher could combine transparent scoring system and force in reading class.

Direct EFL Instruction for Gifted Students: A Case Study Hidayati Utami; Ashadi Ashadi
Celt: A Journal of Culture, English Language Teaching & Literature Vol 18, No 2: December 2018, Nationally Accredited
Publisher : Soegijapranata Catholic University

This study aimed to describe the use of direct instruction in English learning for gifted students. This research applied a case study approach. The participants of this study were an English teacher and five students of a special junior high school for gifted students of grades 7 and 8 in the acceleration program. The data were collected through in-depth interview, focused-group interview, observation, and document analysis. The data were qualitatively analyzed through transcribing, data condensing, data displaying through a matrix, and conclusion drawing. The result showed that the teacher used the teaching strategies for direct instruction which were supported by some appropriate teaching aids. The impact of the strategies on the students were the students were actively involved in the teaching-learning process although they still encountered some difficulties in their English learning process. However, the teacher needed to employ other strategies which could meet the other needs of the gifted students in the teaching-learning process.

HOW DO THEIR "GROUP WORK" WORKS AS AN ACTIVE LEARNING STRATEGY OF EFL LEARNING Sajidin Sajidin; Ashadi Ashadi
Jurnal Cakrawala Pendidikan Vol 40, No 2 (2021): Cakrawala Pendidikan (June 2021)
Publisher : LPMPP Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/cp.v40i2.36234

The implementation of active learning in junior high schools, particularly on how students respond to it is interesting to examine. The active learning program is extensively implemented in randomly selected seven provinces, at state schools in Indonesia. This research aims to investigate the implementation of EFL (English as a Foreign Language) active learning in classroom settings and to identify how the implementation is perceived by the students. To examine the implementation, 12 classroom observations at 8 purposely selected schools were carried out. Meanwhile, to identify how the implementation was perceived by the students, a number of students were interviewed, and 12 field notes were confirmed for validation. After the data were intensively analyzed, it was found that (1) active learning was evident in most classrooms in which group work was selected as the main learning strategy; (2) strategies were employed to perform different tasks and activities within ELT (English Language Teaching) sequences; and (3) most students positively responded the implementation of active learning with some suggestion for better implementation. This research recommends that the active learning approach be implemented in EFL classrooms since it potentially promotes skills other than English language skills.

PROBLEM-BASED ENGLISH SPEAKING MATERIAL TO ENHANCE STUDENTS’ CRITICAL THINKING SKILLS Nur Rahmawati; Ashadi Ashadi
Jurnal Kependidikan Vol 2, No 2 (2018)
Publisher : Universitas Negeri Yogyakarta

This study was aimed at examining the development of problem-based English speaking materials and the elements in the problem-based English speaking materials which can enhance grade X students’ critical thinking skills. Employing a Research and Development design using Jolly and Bolitho’s model (1998), the study collected data through observations, tests, interviews, and questionnaires to reach a comprehensive needs analysis. A total of 90 grade X students participated in the study. The product of this study was a set of supplementary materials for teaching speaking. Six units were developed; each of which consisting of six parts reflecting the problem-based stages. Based on the expert judgment, the mean score for all chapters was 3.69, equivalent to the range score of 3.25 ≤ x ≤ 4 (very good). Chapter I and II were tried out to the students. The response showed that the mean score of each chapter was 3.2, equivalent to the range score of 2.5 ≤ x ≤ 3.24 (good). To conclude, the materials are appropriate to be used by 10th graders because it meets their needs and it is designed based on the current curriculum.MATERI BERBICARA BAHASA INGGRIS BERBASISKAN MASALAH UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITISAbstrakPenelitian ini bertujuan untuk mengetahui pengembangan materi berbicara bahasa Inggris berbasiskan masalah dan elemen-elemen dalam materi berbicara bahasa Inggris berbasiskan masalah yang dapat meningkatkan kemampuan berpikir kritis siswa kelas X. Dengan melakukan penelitian dan pengembangan dengan mengadaptasi model Jolly dan Bolitho (1998), data dalam penelitian ini dikumpulkan melalui observasi, tes, wawancara, dan angket untuk mendapatkan hasil analisis kebutuhan yang komprehensif. Siswa kelas X sejumlah 90 orangberpartisipasi dalam penelitian ini. Hasil dari penelitian ini adalah satu set materi pendukung untuk mengajar berbicara. Enam unit materi sudah dikembangkan. Setiap unit berisi beberapa bagian yang mencerminkan langkah dalam pembelajaran berbasis masalah. Berdasarkan penilaian ahli, nilai rata-rata dari semua unit adalah 3,69 yang ekuivalen dengan rentang 3.25 ≤ x ≤ 4 dengan kriteria “sangat baik”. Unit I dan II diujicobakan. Respons siswa menunjukkan nilai rata-rata masing-masing unit sebesar 3,2 yang ekuivalen dengan rentang 2.5 ≤ x ≤ 3.24 dengan kriteria “baik”. Kesimpulannya, materi yang sudah dikembangkan layak untuk digunakan karena sesuai dengan kebutuhan siswa dan kurikulum yang digunakan.

High-stakes testing policy and English language teaching: Voices of the leftovers Laser Romios; Ashadi Ashadi; Widyastuti Purbani
Journal on English as a Foreign Language Vol 10, No 2 (2020): Issued in September 2020
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v10i2.2005

High-stakes testing has been controversial in many countries for several impacts and reasons surrounding its implementation. Teachers’ voices should be heard for well-rounded education policy. This study aims to investigate the voices of English teachers on the impacts of the national exam (NE) towards English language teaching at junior high schools (JHS) in Yogyakarta, Indonesia. It is a qualitative study involving three private JHSs and three state JHSs, chosen according to their NE-based ranks: low, mediocre, and high performing – for inclusive representation. The subjects are six English teachers from six JHSs. The data were collected through interviews and analyzed using the analysis model of Miles, Huberman, and Saldana, following the steps of data condensation, data categorization, data display, data interpretation, and conclusion drawing and verification. The findings show that NE leads to low order thinking skills, digresses from the goals of curriculum 2013, prioritizes only knowledge, focuses on English passive skills, induces favoritism between teachers, and disables teachers to vary their teaching strategies. Teachers’ involvement in education policy is necessary, and they are generally in favor of the NE abolishment plan. The implication of this study calls for implementing teachers' coping mechanism in transitioning from NE to the newly proposed assessment.

Creating A Standardized Test For The Vocational High School English Final Examination: An Alternative Ashadi Ashadi
Journal of English and Education (JEE) Vol. 2 No. 1 (2008): VOLUME 2 NO 1 JUNE 2008
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v2i1.6448

The final examination has a significant impact on all stakeholders in corresponding education. It has become a general measurement of success among them and the results reflect the students' and teachers' performance. The ministry of education has selected TOEIC as the vocational high school English final examination in response to the implementation of the Competency-Based Curriculum since 2004. The last two trials of the examinations created a lot of controversies both in the number of failures and their implications to scoring system.This article conveys reasonable objections to the adoption of international wide scale testing to the English education in Indonesia. Several issues will be addressed to the concern which leads to these failures including the decision to apply TOEIC to measure students' language competencies, the ethical issues in language testing, validity and reliability. These all lead to further idea of the construction of a good standardized English test as high school English final examination.

Reassessing second language reading comprehension: Insights from the psycholinguistics notion of sentence processing Hardian Zudianto; Ashadi Ashadi
EduLite: Journal of English Education, Literature and Culture Vol 6, No 1 (2021): February 2021
Publisher : Universitas Islam Sultan Agung

Theories and practices in second language reading pedagogy often overlook the sentence processing description from the psycholinguistics perspective. Second language reading comprehension is easily associated with vocabulary learning or discourse strategy. Yet, such activities can lead to an unnatural way of reading such as translating vocabularies or pointing out information as required. Meanwhile the authentic way of reading should encourage a natural stream of ideas to be interpreted from sentence to sentence. As suggested by the sentence processing notion from the psycholinguistics point of view, syntax appears to be the key to effective and authentic reading as opposed to the general belief of semantic or discourse information being the primary concern. This article argues that understanding the architecture of sentence processing, with syntactic parsing at the core of the underlying mechanism, can offer insights into the second language reading pedagogy. The concepts of syntactic parsing, reanalysis, and sentence processing models are described to give the idea of how sentence processing works. Additionally, a critical review on the differences between L1 and L2 sentence processing is presented considering the recent debate on individual differences as significant indicators of nativelike L2 sentence processing. Lastly, implications for the L2 reading pedagogy and potential implementation in instructional setting are discussed.

Mapping cohesive device usage to analyse non-native writers’ needs in academic English Ashadi Ashadi; Margana Margana; Siti Mukminatun
LingTera Vol 7, No 2 (2020)
Publisher : Department of Applied Linguistics, FBSB, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/lt.v7i2.30187

Native or non-native English-speaking academics are compelled to write scientific articles in internationally reputable indexed journals today. With high demand of academic English, more and more articles are rejected by the editorial board for various reasons, mainly in the cohesion and coherence of their writing. This research seeks to map the types and patterns of cohesive device used to support the coherence of scientific articles. Employing a descriptive qualitative approach, this study compared the use of cohesion devices (CD) by both groups’ writing (native non-native) to further bridge the difficulties faced by non-native writers in shaping their academic writing cohesively and coherently. This study may also serve as a needs analysis that allows for the creation of models, materials, and teaching approaches to scientific article writing for learners of English as a foreign language.

Co-Authors Agniaturrizki Agniaturrizki Aji Seno Suwondo Alif Karyawati Amrih Bekti Utami Aryadi Manuel Gultom Baskoro Adi P Budi Utami Chandra Fauzi Desy Mutia Sari Dimiar Ariesinta Dwiyanto Djoko Pranowo Dyana Maftuhatu Rosyidah Dzul Rachman, Dzul Elsa Ananda Erna Andriyanti Faris Faisal Ammar Fatnalaila Fatnalaila Friyanto Friyanto Hidayati Utami I Putu Indra Kusuma Idam Ragil Widianto Atmojo Ihtiara Fitrianingsih Ista Maharsi Jamilah Jamilah Juhansar Andi Latief Kastam Syamsi Laser Romios Linda Ochtivah W Margana Margana Moh Riswandha Imawan Mohammad Masykuri Muhammad Fahruddin Aziz Ni Wayan Surya Mahayanti Nichella Ayu Clarita Norasiah Norasiah Nur Rahmawati Octaviani Putri Pertiwi Pertiwi Pradana Akbar Tanjung Prastya, Rio Laksamana Putra, Rizky Anugrah Queen Fiqi Ardlillah Rahma Aini Saiful Anwar Sajidan Sajidan Sajidin Sajidin Sandi Pradana Shofiah Nur Azizah Siti Jannatussholihah Siti Jannatussholihah Siti Lutfiah Rabiyatul Adawiyah Siti Mukminatun, Siti Siti Zuraidah Sugirin Sugirin Suharsono Suharsono Sulis Triyono Sulistyo Saputro Syafira Rahma Fauziah Titik Sudartinah Ulfa Amalia Widha Winarno Widyastuti Purbani Wulandari, Nunik Herani Zefki Okta Zudianto, Hardian

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