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All Journal Language Circle : Journal of Language and Literature Lembaran Ilmu Kependidikan JURNAL PROFESI KEGURUAN ELT Forum: Journal of English Language Teaching English Education Journal English Language and Literature International Conference (ELLiC) Proceedings International Journal of Active Learning Prosiding Seminar Nasional Pascasarjana English Education Journal
Abdurrachman Faridi
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Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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English Teachers’ Perception and Implementation of Authentic Assessment for Speaking Based on 2013 Curriculum Mursyida, Isnayani Tabi'ul; Faridi, Abdurrachman; Suwandi, Suwandi
English Education Journal Vol 10 No 3 (2020): September 2020
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v10i1.36365

Abstract

Authentic Assessment is one of important aspects in 2013 Curriculum promoting an idea of assessing students’ authentic skills including speaking. However, many teachers claimed to have difficulties in implementing it properly. This research aims at explaining the English teachers’ perception and implementation of authentic assessment for speaking based on 2013 Curriculum in state senior high schools in Semarang. Descriptive qualitative method is applied in this study. By using purposive sampling technique, sixteen English teachers from sixteen state senior high schools in Semarang were involved. There were four instruments to collect the data, namely questionnaire, interview, document analysis, and classroom observation. The findings of this research revealed that the English teachers had good perception of authentic assessment for speaking both in the concept, preparation and implementation. However, in the actual implementation, it was proven that the teachers did not apply authentic assessment for speaking as required by 2013 Curriculum. This was due to several problems such as limited time, teachers’ lack of creativity, students’ motivation and other reasons. Abstrak Penilaian otentik adalah salah satu aspek penting dalam Kurikulum 2013 yang mempromosikan gagasan tentang penilaian kemampuan otentik siswa, termasuk kemampuan berbicara. Namun, banyak guru yang mengaku mengalami kesulitan dalam mengimplementasikannya. Penelitian ini bertujuan untuk menjelaskan persepsi dan pengimplementasian penilaian otentik untuk kemampuan berbicara berdasarkan Kurikulum 2013 oleh guru bahasa Inggris di sekolah menengah atas negeri di Semarang. Metode deskriptif kualitatif digunakan dalam penelitian ini. Dengan menggunakan teknik purposive sampling, enam belas guru bahasa Inggris dari enam belas sekolah menengah atas negeri di Semarang terlibat. Ada empat instrumen untuk pengumpulan data, yaitu kuesioner, wawancara, analisis dokumen, dan observasi kelas. Temuan penelitian ini mengungkapkan bahwa para guru bahasa Inggris memiliki persepsi yang baik tentang penilaian otentik untuk kemampuan berbicara, baik dalam konsep, persiapan maupun implementasinya. Namun, dalam implementasi aktualnya, terbukti bahwa para guru belum menerapkan penilaian otentik untuk berbicara seperti yang dipersyaratkan oleh Kurikulum 2013. Hal ini disebabkan oleh beberapa masalah yang dihadapi oleh para guru seperti keterbatasan waktu, kurangnya kreativitas guru, motivasi siswa dan alasan-alasan lainnya.
The effectiveness of socrative and kahoot to teach grammar to students with different interest Maesaroh, Maesaroh; Faridi, Abdurrachman; Anggani Linggar Bharati, Dwi
English Education Journal Vol 10 No 3 (2020): September 2020
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v10i1.36696

Abstract

This study aimed at examining the effectiveness of socrative and kahootto teach grammar to students with different interest. The objectives of the study are, to analyze high and low interest students’ score of grammar in order to explain the effectiveness of socrative, to analyze high and low interest students’ score of grammar in order to explain the effectiveness of kahoot, to analyze the significant difference between the students with high interest after taught by using Socrative and Kahoot to teach grammar, to analyze the significant difference between the students with low interest after taught by using Socrative and Kahoot to teach grammar, to analyze how the interaction is among teaching, students’ interest and grammar. It was an experimental research with 2x2 factorial design. I used questionnaire, observation and test. The data from questionnaire and grammar test is analyzed quantitatively using T-test and ANOVA.The results of this research showed that socrative to students with high and low interest (79.17 and 57.50) and kahoot to students with high and low interest (85.50 and 62.86) are effective. Mean score of kahoot multimedia was higher than socrative in teaching grammar. There was no significant interaction among multimedia, interest and students’ grammar achievement..
Implementation of Kahoot as a Digital Assessment Tool in English Formative Test for Students of SMP Negeri 2 Temanggung in the Academic Year of 2019/2020 Sofyana, Andi Widdaya; Faridi, Abdurrachman; Shakiyya, Zulfa
English Education Journal Vol 10 No 4 (2020): December 2020
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v10i4.38619

Abstract

The paper aims to investigate the applicability of the Kahoot as a digital assessment tool. The participants of this study were 32 students of 8G at SMP Negeri Temanggung in the academic year 2019/2020. Kahoot was implemented in English formative test. This is a mixed method with survey technique to collect data and qualitative descriptive analysis to analyze the data. The results of the study indicated that the students thought that Kahoot was enjoyable, informative, useful, and fine. Those were analyzed in descriptive qualitative method. The finding reveals five results: Students good perception on using Kahoot in their English formative test. They can actively participate on the test and get the result directly from the teacher after all the students finished the test. The validity, reliability, and practicality of the test can be seen from the content that has been designed by the researcher, the practical usage of the application is also become the important aspect to be analyzed. Due to COVID -19 the students and teacher cannot do the test in the classroom setting whereas they do the test at home, the effectiveness of using this application compare to paper based is more effective that paper based. The students can enjoy doing the test at home and they didn’t need to come to school. The implications are not only good for teacher and students, but also for the school, stake holder that is really helped by the existence of the application during distance learning.Keywords: Kahoot, Digital assessment tool, and English formative test.
The Relationship between Communication Strategies and Language Proficiency among the English Department Students of IAIN Kudus Widyaningrum, Leily; Faridi, Abdurrachman; Saleh, Mursid
English Education Journal Vol 10 No 4 (2020): December 2020
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v10i4.40035

Abstract

In foreign language classes, students very often intend to express their ideas to listeners, but they realize that their linguistic or semantic structure is not available, then they give a pause before continuing their utterances. It means that they used communication strategies to close the gap between linguistic competence and communicative competence. Furthermore, many aspects related to the students’ communication strategies, one of that is language proficiency. This qualitative case study is set to investigate: (1) the use of communication strategies of students; (2) the language proficiency level of students; (3) the influence of communication strategies to the language proficiency. There are twelve students with high and low proficiency levels as the subject of this research which was taken purposively. They are the second-semester students of the English Education Department at IAIN Kudus in the academic year of 2019/2020. In this study, the researcher used observation, interview, and documentation as the sources of data. It is intended to address the research questions. The results revealed that (1) The students used stalling or time-gaining type and sub-types, namely fillers and self-repetition in which the most popular form of filler was “ehh, eee, and ehmm”; (2) High proficient students were infrequently to produce the error of grammar. While low proficient students often used non-verbal language. It means that students with high proficiency level can process words so that their utterances are more understandable; (3) Communication strategies influenced the language proficiency. It is because high proficient students are able to share their ideas and opinions freely than low proficient students who regularly produce errors of grammar. This study provides valuable contribution in introducing communication strategies and raising students’ awareness to actually use English in real-life communication.
The Effectiveness of Anticipation Guide and Visualization Strategies in Teaching Reading Comprehension to Students With High and Low Motivation Sari, Fitriana Kartika; Anggani L, Dwi; Faridi, Abdurrachman
English Education Journal Vol 10 No 4 (2020): December 2020
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v10i4.40042

Abstract

Teaching reading comprehension is not easy, the teacher must consider an appropriate strategy that can influence in the way of teaching-learning. The problem came from the Eight Grade students of SMPN 1 Kersana Brebes in the Academic year 2019/2020. The students lack motivation English subject because the teacher taught using conventional strategy which made them bored and could not achieve good score in English subject. The present study aims to explain how significant the students’ achievement taught by using anticipation guide and visualization strategies in teaching reading comprehension to students with high and low motivation. This study was a quasi-experimental design with a 2x2 factorial design conducted in eighth grade students at SMPN 1 Kersana, Brebes as the research participants. There are two experimental group involved. The students’ different level of motivation was taken as a factor that might influence the strategies. In collecting data, the writer used reading comprehension test to get students’ scores and questionnaires. The data was analyzed using ANOVA to answer the main hypotheses. Based on the analysis of the significance score was 0.000 which was lower than 0.05. It can be concluded that there was significance difference on the students’ achievement taught by anticipation guide and visualization for students with high and low motivation. This research is expected to give a contribution to give a contribution to English teaching learning such as giving appropriate strategy to teach reading comprehension.
Penerapan Model Online Group Discussion untuk Meningkatkan Partisipasi Mahasiswa pada Kelas English for Specific Purposes Nurmasitah, Sita; Utomo, Aryo Baskoro; Faridi, Abdurrachman
widiyanto Vol 7, No 2 (2021): JPK, Jurnal Profesi Keguruan
Publisher : LP3 Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpk.v7i2.28953

Abstract

Pandemi Covid-19 telah merubah paradigma baru dalam pembelajaran, yaitu dari pembelajaran secara tatap muka menjadi pembelajaran daring. Banyak halangan ataupun kendala yang harus dihadapi pada model perkuliahan daring, salah satunya adalah kurangnya partisipasi mahasiswa dalam mengikuti proses perkuliahan. Tujuan dari penelitian tindakan kelas ini adalah untuk meningkatkan partisipasi mahasiswa dalam pembelajaran English for Specific Purpose (ESP) di Jurusan PKK, Fakultas Teknik, UNNES melalui penerapan model online discussion menggunakan media WhatsApp group messenger. Penelitian dilaksanakan dan selesai dalam 2 siklus. Setiap pertemuan terdiri dari 4 tahap yaitu perencanaan, pelaksanaan, observasi dan refleksi. Berdasarkan hasil penelitian, rata-rata partisipasi mahasiswa sebesar 50,47 % pada siklus pertama dan 74,29 % pada siklus kedua, sehingga terjadi peningkatan partisipasi belajar mahasiswa sebesar 23,82%.The Covid-19 pandemic drives teaching-learning process into a new model; from face-to-face to online learning model. It certainly brings out several obstacles that must be faced in the process. One of the common problems is the lack of students’ participation, especially in the discussion time. This action research aims to enhance the students' participation in learning English. The action was carried out in English for Specific Purposes class at Home Economics Education Program, Faculty of Engineering, Universitas Negeri Semarang. The cross-cultural online group discussion was implemented using WhatsApp messenger service which was followed by 35 students of Home Economics Education Program. The action research was taken and completed in two cycles of preparation, implementation, observation, and evaluation. The result was analyzed using descriptive presentation method. The results indicate the improvement of students’ participation in the discussion; the average participation in cycle I was 50.47% and 74.29% in cycle II.
GROUP GRID AND ROUNDTABLE FOR TEACHING WRITING OF DESCRIPTIVE TEXT Urunami, Silvia; Bharati, Dwi Anggani Linggar; Faridi, Abdurrachman
ELT Forum: Journal of English Language Teaching Vol 6 No 2 (2017): ELT Forum: Journal of English Language Teaching
Publisher : English Dapartment, Faculty of Languages and Arts, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v6i2.20699

Abstract

This paper is based on a research aiming to describe the effectiveness of Group Grid and Round Table technique in teaching writing descriptive text. By using a quasi-experimental design, the research involves the tenth grade students of SMA Taruna Nusantara Magelang in the academic year of 2016/2017. In this case, the experimental group is X IA 12 and the control group is X IA 10. The result shows that the mean score of the experimental group increases from 69.15 to 79.34 after several treatments applying the strategy. The t-test computation reveals that there is a significant difference between the two groups. It is proven by the tvalue (2.844) which is higher than the ttable (1.998). In addition, a questionnaire is administered to know the effect of implementing the technique to the students. The analysis shows that 59.37% of the students agree that the implementation of the strategy assists their comprehension and 31.25% of them even strongly agree towards the statement. Therefore, Group Grid and Round Table technique is proven an effective strategy in teaching writing descriptive text.
THE EFFECTIVENESS OF SIMULATION BOARD GAME TO IMPROVE SPEAKING SKILL IN DESCRIPTIVE TEXT TO THE TENTH GRADE STUDENTS OF SMA NEGERI 2 WONOSOBO 2015/2016 Larasati, Nuari; Faridi, Abdurrachman; ., Rohani
ELT Forum: Journal of English Language Teaching Vol 7 No 2 (2018): ELT Forum: Journal of English Language Teaching
Publisher : English Dapartment, Faculty of Languages and Arts, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v7i2.28861

Abstract

This experimental research aims to find out if Simulation Board Game is moreeffective than Conventional Method to improve students’ speaking skill.Around sixty-six students of the tenth grades of SMA Negeri 2 Wonosobo, inacademic year 2015/2016 participating in this research were categorized intotwo groups named experimental and control group. To make it easier tounderstand, the result was presented in the form of statistical data. The post-testscore of both groups is quite far which is 75.12 for the experimental and 60.12for the control group. In addition, the sig (2-tailed) of the T-test which is 0.000explains that there is a significant difference between the students who aretaught by using Board Game and those who are taught by using Conventionalmethod. Furthermore, the N-gain score shows that the effectiveness of speakingskill with Board Game is at the medium level, while the effectiveness ofspeaking skill with Conventional method is at the low level. Based on the dataanalysis result of the research, it can be concluded that use of Board Game ismore effective than the use of Conventional method to teach speaking skill tothe students.
THE JUNIOR HIGH SCHOOL ENGLISH TEACHERS’ FULFILLMENT OF THE FOUR COMPETENCIES Febriana, Evi; Faridi, Abdurrachman
English Education Journal Vol 6 No 1 (2016)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This thesis is a study of how the English teachers fulfill the four competencies as stated in the regulation of education minister number 16 year 2007. The study used qualitative method in which purposive sampling technique was employed. Fifteen English teachers from some private and state schools were chosen as the sample of this study. The data of teachers' competence was obtained from interviews and classroom observations. Based on the analysis, the teachers’ fulfillment in pedagogical, professional, personal and social competencies had different results. Based on the teachers’ perceptions, the English teachers’ fulfillment in pedagogical competence was good while the students assumed that the teachers’ fulfillment was fair. Then, concerning professional competence, based on the teachers’ perception, the fulfillment was fair but the students agreed that the fulfillment was fair. In terms of personal and social competence, the teachers agreed that their fulfillment was excellent but the students assumed that the fulfillment was good.
THE EFFECT OF THEME-BASED INSRTUCTION COMPARED TO COMPETENCE-BASED LANGUAGE TEACHING TO TEACH READING COMPREHENSION TO STUDENTS WITH IDGH AND LOW INTEREST Rosyita, Ulya; Faridi, Abdurrachman
English Education Journal Vol 7 No 1 (2017)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v7i1.14692

Abstract

This study is an experimental research with a factorial design which aimed to find out the effect of Theme-Based Instruction compared to Competence-Based Language Teaching in teaching reading comprehension to students with high and low interest. The samples of the study were tenth graders of MA Mathali'ul Falah Kajen, Pati in the academic year of 2016/2017. There were two classes, 30 students of XA as experimental class and 30 students of XE as control class. Theme-Based Instruction was used for experimental class, while Competence-Based Language teaching was used in control class. the data of this study were the score of reading comprehension test and interest questionnaire. The result of pretest and posttest were analysed by using T-test and ANOVA The result of this study showed that Theme-Based Instruction and Competence-Based Language Teaching to teach reading comprehension to high and low interest students. Theme -Based Instruction was more effective than Competence-Based Language teaching. There was no interaction among Theme-Based instruction, Competence-Based Language Teaching, reading comprehension and students' interest.
Co-Authors Adhe Risky Mayasari Aini, Nurma Aini, Nurma Anggani L, Dwi Anggarsari, Rian Hardika Aryo Baskoro Utomo Atiya Mahmud Hana, Atiya Mahmud Azwar Anas Bella, Ivvon Septina Carascalao, Oscar Yustino Carascalao, Oscar Yustino Damar Isti Pratiwi Dewi, Filda Hulwani Djoko Sutopo Dwi Anggani Linggar Bharati Dwi Rukmini Evi Febriana, Evi Fahrur Rozi Fajar Sodik, Fajar Faot, Yusanti Nenci Faot, Yusanti Nenci faza, Faizah Ferdika Wijaya Kusuma Fitri, Okta Maya Fitri, Okta Maya Fitriani, Sri Wuli Fitriani, Sri Wuli Harun, Lisa Binti Harun, Lisa Binti Haryanti, Ari Putri Haryanti, Ari Putri Hayati, Nesti Noor Hayati, Nesti Noor Henrikus Joko Yulianto Ima Isnaini Taufiqur Rohmah Inaroh, Inaroh Januarius Mujiyanto Januarius Mujiyanto, Januarius Kusumawardani, Anisa Dian Kusumawardani, Anisa Dian Larasati, Nuari Larasati, Nuari Maesaroh Maesaroh Manfaluthi, Muhamad Dedi Manfaluthi Mazulfah Mazulfah Mujahadah, Siti Mujahadah, Siti Mursid Saleh Mursid Saleh Mursyida, Isnayani Tabi'ul Naben, Maria Fridolin Nita Sitta Rachma, Nita Sitta Nurmasitah, Sita Pahlawanita, Nur Via Pahlawanita, Nur Via Permatahati, Martinda Intan Puspitasari, Prima Putra, Rama Rahayu Puji Haryanti Rohani . Rudi Hartono Safitri, Riski Safitri, Riski Samodra, Opini Ala Sari, Fitriana Kartika Sari, Latifa Ika Saritwa, Firdausi Wimad Saritwa, Firdausi Wimad SAS, Niro Arif Shakiyya, Zulfa Sofyana, Andi Widdaya Sri Wuli Fitriati sulistiyanto, sigit sulistiyanto, sigit Susan, Susandari Suwandi Suwandi Tyas, Dyah Ayu Enggaring Ulya Rosyita, Ulya Umisara, Elinda Urunami, Silvia Urunami, Silvia Warsono -, Warsono Warsono Warsono Widyaningrum, Leily Winarti, Muncar