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All Journal Jurnal Penelitian dan Evaluasi Pendidikan Parole: Journal of Linguistics and Education JEES (Journal of English Educators Society) JELLT (Journal of English Language and Language Teaching) Linguistic, English Education and Art (LEEA) Journal Loquen: English Studies Journal Wiralodra English Journal (WEJ) Journal of English Language and Pedagogy Linguistic, English Education and Art (LEEA) Journal E-Amal: Jurnal Pengabdian Kepada Masyarakat
Rr. Hasti Robiasih
Universitas Sarjanawiyata Tamansiswa
Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Social Sciences Other

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DEVELOPING ENGLISH SPEAKING MATERIALS FOR THE RECEPTIONIST OF GALUH HOTEL Deni Prakasa Karuniawan; Rr. Hasti Robiasih
JELLT (Journal of English Language and Language Teaching) Vol 2 No 1 (2018)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (574.902 KB) | DOI: 10.36597/jellt.v2i1.2706

Abstract

The objectives of this study are: (1) to describe how English speaking materials are developed for the receptionist of Galuh Hotel and (2) to find out the coverage of speaking materials for the receptionists. This study is a Research and Development (R & D). The researcher applied Research & Development based on Kemp’s model (1977) namely (1) Research and Information Collecting (needs analysis), (2) Planning (stating goals, topics, general purposes, and objectives), (3) Develop preliminary form of product (listing subject content, selecting teaching/learning activities and evaluation), (4) Main Product Revision (revision). The results show that the speaking materials for receptionist of Galuh Hotel consisted of four units entitled (1) Hi...Good Morning, (2) Let Me Introduce…, (3) Please Forgive Me, (4) Thanks for…. In each unit there were four sections: Snapshot, Come and Speak It up, Language Focus and Get These Questions Answered. The materials covered topic, language function, grammar and vocabulary.
TEACHER’S STRATEGIES IN TEACHING SPEAKING SKILL FOR ELEVENTH GRADE STUDENTS AT SMA BOPKRI 2 YOGYAKARTA Devi Widyaningsih; Rr. Hasti Robiasih
JELLT (Journal of English Language and Language Teaching) Vol 2 No 1 (2018)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (393.469 KB) | DOI: 10.36597/jellt.v2i1.2714

Abstract

The objectives of this research are (1) to describe the strategies used by the English teacher of the eleventh grade students of SMA BOPKRI 2 Yogyakarta in teaching speaking and (2) to find out how the English teacher applies the strategies in teaching speaking. This research is descriptive qualitative in the form of a case study. The data were collected from observation and video recording of XI IPA 1, XII IPA 2, and XI Bahasa. The data were transcribed, identified, described, and analyzed by using theory of Shaun Killianof on strategies in teaching speaking. The results indicate that not all of the strategies in teaching speaking were applied by the English teacher. In XI IPA 1 and XI IPA 2, the teacher applied six strategies, while in XI Bahasa, the teacher only applied four strategies in teaching speaking. The teacher applied the strategies to help students become active during the learning process. The strategies could help the students become more active in the teaching and learning process, because the implementation of those strategies was sufficiently executed. 
THE IMPLEMENTATION OF WORDPRESS IN TEACHING LISTENING ON NARRATIVE TEXT FOR ELEVENTH GRADE STUDENTS Darma Prasetyanto; Hasti Robiasih
JELLT (Journal of English Language and Language Teaching) Vol 2 No 2 (2018)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (204.85 KB) | DOI: 10.36597/jellt.v2i2.3274

Abstract

The objectives of this research are to describe: (1) the implementation of wordpress to teach listening on narrative text for eleventh grade students and (2) the results of the implementation of wordpress in teaching listening for eleventh grade students. This research was classroom action research which consisted of two cycles. The data analysis used qualitative data analysis. The subject of this research was the eleventh grade students of SMA PIRI 1 Yogyakarta. In the collecting data technique, the researcher used observasiton, interview, and documentation. The result showed that (a) they were motivated and interested in learning process. (b) the students vocabularies increased and they were happier when gained high score. From the results and discussions, it can be concluded that by using wordpress, it could make the students motivated to practice or active in teaching learning process and supported the students to improve their listening skill.
THE USE OF JIGSAW TECHNIQUE IN IMPROVING STUDENTS’ READING SKILL ON NARRATIVE TEXT Tannaya Cahyaningtyas Wiyono; Hasti Robiasih
JELLT (Journal of English Language and Language Teaching) Vol 3 No 1 (2019)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (183.108 KB) | DOI: 10.36597/jellt.v3i1.4488

Abstract

Reading skill becomes one of the skills that should be mastered by students. The students needs to know how to read an English text in order to develop their potential in learning. To achieve the goal, it is necessary to have techniques that can help students to read well. One of the technique that can be used is Jigsaw technique. The objectives of this study are: 1) to describe the implementation of using Jigsaw technique in improving students’ reading skill on the narrative text of ninth grade of Kejar Paket B in PKBM Sejahtera Yogyakarta, and 2) to describe the result of the implementation. This research was a classroom action research which consisted of two cycles. The results of cycle 1 were: 1) the students were motivated to learn during the lesson, 2) the students enjoyed the learning process using the Jigsaw technique. The results of cycle 2 were: 1) the students were more motivated in showing their effort to study. 2) the students were more active in discussing the generic structure, the main idea, and the topic of the text.  The strategy was helpful in teaching narrative text. It could make the students got motivated to read the text and active during the discussion.
English textbooks evaluation for the seventh grade Diba Ratu Vidari Jannah; Rr. Hasti Robiasih
Journal of English Language and Pedagogy Vol 2 No 1 (2019)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (270.567 KB) | DOI: 10.36597/jelp.v2i1.3749

Abstract

The objective of this study are to: (1) find out whether the English textbooks of Mandiri and Solatif for seventh grade have fulfilled the criteria of good textbook, (2) reveal the suitability of the two textbooks with the 2013 Curriculum. This research was conducted using evaluation research. The design was employed to obtain information about the conformity between the basic competences in syllabus of 2013 Curriculum with the materials in the English textbooks and also between the criteria of a good textbook by Cunningsworth with the English textbooks. In this study, two English textbooks; Mandiri and Solatif for seventh grade of junior high school were taken to be analyzed. The results showed that Solatif meets three criteria of a good textbook by Cunningsworth. They are aim and approaches, topics, and methodology. It is partly suitable with four categories: design and organization, language content, skills, and political consideration. However it fails to meet one criterion, which is teacher’s book. Mandiri meets none of the criteria of a good textbook by Cunningsworth. It is partly suitable in seven criteria which are aims and approaches, design and organization, language content, skills, topics, methodology, and political consideration. It fails to meet one criterion; teacher’s book. Based on the data got from the conformity of Solatif with the 2013 Curriculum, it can be summarized that the materials in Solatif covers eight KDs for the seventh grade of junior high school, meaning that it accommodates all what is needed by the students for seventh grade of junior high school. Mandiri. It covers seven KDs for the seventh grade of junior high school. Unfortunately, it does not cover one of the last KD.
Evaluation of International Language Centre (ILC) Bombong Ntala Labuan Bajo Regency Elin Elin; Rr. Hasti Robiasih
Journal of English Language and Pedagogy Vol 3 No 1 (2020)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v3i1.4503

Abstract

This should be in one paragraph between 250-300 words. It must focus on: aims of the study, methods, findings, conclusions, and implications. This research aims to evaluate English Language Course of International Language Centre (ILC) Bombong Ntala Labuan Bajo Program particularly speaking skills based on the context, input, process, and product. This is an evaluation research that applied Stufflebeam's CIPP model (2007). The data were collected through observation, interview and document analysis. The data were analyzed using Miles, H. and Saldana’s flow model of qualitative data research that included data collection, data reduction, data display, conclusion, and verification. The findings revealed that evaluation in terms of Context evaluation, background of program vision and mission was supported to the context. The goal of ILC Bombong Ntala Course failed to meet the background, vision and mission because it did not promote the platform that aims to promote the institution to reach out more scopes of customers. Instead, it provided foreign languages courses (English and Spanish) to promote citizens’ language literacies, not only limited to such foreign languages, but also to create more possibilities for people to learn, for example, English for entrepreneurship, and English for tourism. In terms of Input evaluation, two teachers were not graduated from English department and the curriculum and syllabus of ILC Bombong Ntala Course show did not employ any determined curricula. The next evaluation is Process. The result of evaluation showed the processes of teaching and learning at the ILC Bombong Ntala Course could not run well. The last Product was the product evaluation. This evaluation proved that the outcome of English course program was not good effective enough to improve the students’ speaking skills.
Eight grade text book evaluation by Cunningsworth’s theory Lia Arswin Apriyani; Rr. Hasti Robiasih
Journal of English Language and Pedagogy Vol 2 No 2 (2019)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (245.161 KB) | DOI: 10.36597/jelp.v2i2.4865

Abstract

The objectives of this study are to: (1) describe the appropriateness of textbooks of the eighth grade based on the criteria of good textbook by Cunningsworth, and (2) describe the strength and weaknesses of each textbook. This research belongs to evaluation research. The object of this research was two textbooks. They are When English Rings a Bell and Bright for the eighth grade junior high school. The research adapted Cunningsworth’s theory of a good textbook to evaluate these textbooks. The data were taken from document analysis and interview. The steps of the research were data condensation, data display, drawing, and verifying conclusions. The results of the research were (1) When English Rings a Bell fulfills three criteria of a good textbook by Cunningsworth; they are topic, teachers’ book, and practical consideration. Bright meets seven criteria by Cunningsworth: aims and approaches, design and organization, language content, skills, topic, methodology, and practical consideration. (2) The strengths of When English Rings a Bell are in terms of appearance, topics, activities, and social and cultural context. Bright has strength in terms of topic, activities, social and cultural context, and media.  On the other hand, When English Rings a Bell contains some weaknesses in terms of skills, authentic resource, and content. It does not cover four skills, authentic reference for listening, and complete materials. Bright presents unattractive colouring, an expensive price, and less local, social, and cultural context.
Developing supplementary reading materials for tenth-graders of English language and literature program Agustin Susilowati; Hasti Robiasih
Journal of English Language and Pedagogy Vol 4 No 1 (2021)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v4i1.7916

Abstract

The objectives of this study were (1) to develop supplementary reading material for grade X students of English Language and Literature program (ELLP) and (2) to describe the efficacy of the developed supplementary reading material. This research was categorized as Educational Research and Development (R&D) and it employed six steps among the ten proposed by Borg and Gall's model (1983). Those were (1) conducting need analysis, (2) constructing the course grid, (3) developing the first draft of the material (4) getting the expert judgment, (5) revising and writing the final draft of the material, and (6) conducting field testing. The instruments used in this research were questionnaires and interview guidelines. Two types of questionnaires were used to collect the data. The first questionnaire used to obtain the data for the needs analysis was administered to grade X students of ELLP of SMAN 11 Yogyakarta. The second questionnaire used to obtain the data about the appropriateness of the materials was administered to the experts. The materials were designed and based on the frame work proposed by Task Based Instruction (Willis, 1996). The findings showed 1) the development of supplementary reading materials was to fulfill the students' need; the result of need analysis was used to develop the reading materials (2) the efficacy of the developed supplementary reading material helped students to enhance their reading comprehension skills and to achieve the goal of learning reading. Based on the expert judgment, the mean score of all aspects of the two developed units, in the scales of 1-4 was 3.93 which was in the range of 3.50 < x ≤ 4.00 and could be categorized as Very Good. It can attract students to be actively involved in the teaching and learning process. Furthermore, it provides additional learning resource for students to learn reading.
The evaluation of two eleventh-grade senior high school textbooks Delpianus Piong; Ra. Hasti Robiasih
Journal of English Language and Pedagogy Vol 3 No 2 (2020)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v3i2.8008

Abstract

The objectives of this research are to (1) describe the appropriateness of two English textbooks for the eleventh graders of senior high school based on Mukundan’s criteria, and (2) describe the strengths and weaknesses of the textbooks. This research is categorized as evaluation research as it aims at evaluating the appropriateness of two English textbooks. The data were collected through document analysis and to make sure the validity and readability of the research, therefore the researcher includes one of senior high school English teachers as the interrater reliability. The objects of the research are two English textbooks; Pathway to English and Talk Active for the eleventh graders of senior high school. The research found out that both textbooks Pathway to English and Talk Active meet the criteria of a good textbook. PTE textbook fully meets 11 criteria out of 14 criteria based on Mukundan’s criteria; the book in relation to syllabus and curriculum, methodology, supplementary materials, general content, listening, speaking, reading, writing, vocabulary, grammar, and exercises. Meanwhile, TA textbook successfully fulfils 6 criteria out of 14 criteria based on Mukundan’s criteria; the book in relation to syllabus and curriculum, methodology, general content, writing, pronunciation and exercises. The results also reveal the strengths and weaknesses of each textbook. First, the PTE textbook has the strengths in the specification of the syllabus, various teaching-learning activities, activities address learning targets, supplementary material like a workbook and audio recording, teacher’s guide, simplicity and complexity of the tasks, tasks are supportive, appropriate listening tasks, the language use is authentic, speaking activities are designed to initiate students’ communicative practice and varied exercises. The weaknesses of PTE are the textbook does not provide pronunciation activity, the layout is less attractive, the price is expensive, it does not include various listening contexts such formal and informal contexts and also it has no a ready-made CD as support for listening skill. Meanwhile, the strengths of TA are the textbook is relevant to syllabus and curriculum, it provides workable activities which work well in most classroom situations, varied tasks which move from simple to complex, speaking activities are developed to improve students’ meaningful communication, reading texts are appropriate in length, writing tasks have achievable goals of improving students writing skills and the tasks are interesting, there is a number of new words across in each lesson, the textbook provides students with a glossary at the back of the textbook, pronunciation tasks are useful and interesting, exercises are adequate and they have clear instructions to understand. The main weakness of TA is that the textbook does not have an authentic audio recording or CD for listening skills, the listening activities are less appropriate and various listening contexts are not considered, individual, pairs and group work are not given in the same way in speaking practice, the price of the textbook is too expensive, it does not indicate efficient use of texts and visuals and overall, the textbook is less appropriate for the background knowledge and levels of students since it is provided balanced four basic language skills in it.
Character education strengthening model during learning from home: Ki Hajar Dewantara’s scaffolding concept Hasti Robiasih; Ari Setiawan; Hanandyo Dardjito
Jurnal Penelitian dan Evaluasi Pendidikan Vol 25, No 1 (2021)
Publisher : Graduate School, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/pep.v25i1.36385

Abstract

In providing educational and learning services to students during the Covid-19 Pandemic, learning is carried out from home. The disparity in learning achievements, especially related to attitude competencies, is strongly experienced during learning from home. This study aims to integrate attitude values through learning with Ki Hajar Dewantara’s scaffolding concept: Identifying, Imitating, Developing, Dissemi-nating. This scaffolding is applied to strengthen the character of junior high school students in Yogyakarta Special Region to become Pancasila students. This is a research and development study that applies a qualitative approach. The respondents of this study were teachers, principals, students, parents, and supervisors of junior high schools in this province. Data were collected using focus group discussion, interview, and observation, then were analyzed using Miles and Huberman models, which comprised data reduction, data display, and inference stages. The results of this study is a character education strengthening model during learning from home applying Ki Hajar Dewantara’s scaffolding concept. This model contributes to the policymaking of character education strengthening during the learning from home online.
Co-Authors Agustin Susilowati Andhi Dwi Nugroho Andhi Dwi Nugroho, Andhi Dwi Ani Fiani Aqidah Danar Pambudi Ari Setiawan Banun Havifah Cahyo Khosiyono Darma Prasetyanto Delpianus Piong Deni Prakasa Karuniawan Devi Widyaningsih Diba Ratu Vidari Jannah Dinar Martia Azizah Dodi Mulyadi Elin Elin Fiani, Ani Hanandyo Dardjito Hikmah, Isti'anatul Imam Ghozali Isti'anatul Hikmah Johanes Climacus Setyo Karjono Lia Arswin Apriyani Mutiara Yulia Efendi Nanik Supriyani RR. Ella Evrita Hestiandari Sajidin Silvester Goridus Sukur Tannaya Cahyaningtyas Wiyono Titi Lestari Titi Lestari Widyaningsih, Devi Yuyun Yulia