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All Journal EDUPY Prosiding Seminar Nasional Program Pengabdian Masyarakat Jurnal Pendidikan Indonesia (Japendi) Journal of English Language Teaching and English Linguistics Teaching English as a Foreign Language Journal
Gendroyono Gendroyono
Universitas Muhammadiyah Yogyakarta
Agriculture, Biological Sciences & Forestry Humanities Chemical Engineering, Chemistry & Bioengineering Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Medicine & Pharmacology Social Sciences Other

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PROMOTING AUTONOMOUS LEARNING THROUGH ‘HOT POTATOES’ Gendroyono, Gendroyono
ELTICS Journal Vol 1, No 1 (2014): ELTICS Journal
Publisher : Universitas PGRI Yogyakarta

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

Abstract

This study was designed to investigate the role of „Hot Potatoes‟ in promoting autonomous learning of the English education students at Muhammadiyah University of Yogyakarta. This study was conducted on some reasons: first, autonomous learning is very significant in the success of learners‟ learning, and to make the learners implement autonomous learning is quite tricky. Second, the use of Hot Potatoes as the software is very simple and fun to publish any education materials online, and as a result, the students like the program. Therefore, it is very challenging for the teacher to find a way to promote autonomous learning to the students through the use of a simple education software called „Hot Potatoes‟. The study was aimed at exploring the roles of Hot Potatoes in English teaching and learning. Further, it also explored the advantages of the Hot Potatoes in developing the students‟ ability or habit in having autonomy in their learning. This research was a qualitative case study in nature since it dealt with a holistic description. The setting of the research was Muhammadiyah University of Yogyakarta with 10 students who have implemented Hot Potatoes in designing teaching materials for them to use at schools. The procedure to collect the data was through questionnaires and interviews with the participants. In analyzing the data, the researcher first categorized the data gained from the questionnaires and then extracted the information from the data collected through the interview process. The data were then grouped into categories and interpreted in accordance with the research questions. The study found that students first had awareness to be better in mastering English due to their online publishing the teaching materials developed with Hot Potatoes. They were aware that by publishing materials online, people all around the globe would have a chance to stop by and read the materials. This awareness led them to learn by themselves on the grammar of the sentences they wrote. As a result, they started looking up grammar books to check if the grammar was appropriate or not. The same process also happened to the choice of words and the spelling of words used in the teaching materials they developed. They checked and rechecked until they were sure of the correctness of the dictions and the spelling. The last but not least is about the cultural issue in the sentences. It dealt with the appropriateness of the sentences they make due to native speakers‟ cultural background. Therefore, the writer concluded that the use of Hot Potatoes promoted autonomy in students‟ learning. Keywords: Autonomous learning, Hot Potatoes, Students’ Awareness, online publishing
Peningkatan Profil Desa Wisata Kelor sebagai Desa Wisata Sejarah Andi Wirantaka; Gendroyono Gendroyono
Prosiding Seminar Nasional Program Pengabdian Masyarakat 2020: 2. Kemitraan dalam Pemberdayaan Masyarakat
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (356.619 KB) | DOI: 10.18196/ppm.32.217

Abstract

Desa Wisata Kelor merupakan desa wisata yang terletak di Kecamatan Turi, Kabupaten Sleman. Desa Kelor adalah satu di antara sekian banyaknya desa wisata yang ada di Kabupaten Sleman. Sebagai desa wisata, Desa Kelor dituntut untuk mempunyai branding yang kokoh sebagai desa wisata sejarah. Program pengabdian kepada masyarakat ini merupakan program peningkatan profil Desa Wisata Kelor sebagai desa wisata sejarah. Program ini dilakukan dengan upaya-upaya penguatan profil Desa Kelor sebagai desa wisata sejarah yang meliputi beberapa kegiatan, yaitu pengumpulan informasi sejarah Desa Wisata Kelor dari pelaku sejarah, pengembangan papan informasi sejarah Dusun Kelor, pembangunan tugu mortir, dan penguatan profil pelaku wisata bertema sejarah. Berdasarkan wawancara dengan Kepala Dusun Kelor dan dua pengurus Desa Wisata Kelor. Adanya program ini telah meningkatkan profil Desa Wisata Kelor menjadi desa wisata bertema sejarah. Hal ini bermanfaat sebagai usaha pembentukan branding desa wisata yang berbeda dengan desa wisata yang lain di Kabupaten Sleman yang akan meningkatkan kunjungan wisatawan ke desa wisata Kelor.
Establishing Teachers’ Professional Development Through Peer Review Gendroyono Gendroyono
Jurnal Pendidikan Indonesia Vol. 2 No. 05 (2021): Jurnal Pendidikan Indonesia (Japendi)
Publisher : Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (818.212 KB) | DOI: 10.36418/japendi.v2i5.164

Abstract

The demand for professional development for teachers in higher education is paramount.  In doing so, the teachers must have a good professional development scheme in upgrading their knowledge and skills in performing their main duty. This research was aimed at investigating the areas of teachers’ professional development which are supported by the implementation of peer review in team teaching.  It also aims at exploring the challenges in applying team teaching. This study applied qualitative research design with the interview as the data collection method and four English teachers as the participants of the research. The result showed that there are three aspects of TPD which occur. The first one is an attitude which becomes better in terms of improved awareness of the teachers. The other element is self-esteem where it is also improved due to the feedback given after the peer review.  While the third is patience. As suggested in the feedbacks, teachers require to be more patients in dealing with misbehaving students. As for the challenges, it can be concluded that they come from two different sources. The first one is from the individual teacher where they think that some of the suggestions cannot be done or too hard to do. The second one is,  Since TPD requires funding, the institution should also provide necessary and sufficient funding to support the TPD.  This can be done by setting up the policy dealing with the sustainable TPD which, in turn, will give more benefits to the institution. 
The Improvement of Students’ Ability in Writing Procedure Text Through Picture Series Gendroyono Gendroyono
Jurnal Pendidikan Indonesia Vol. 2 No. 06 (2021): Jurnal Pendidikan Indonesia (Japendi)
Publisher : Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (452.251 KB) | DOI: 10.36418/japendi.v2i6.201

Abstract

This research study on improving the students’ ability in writing procedure text through picture series is action research. This is categorized as action research since there is a self-reflective, critical, and systematic approach that the researcher does to identify a problematic situation as a way of improvement and changes in educational practice. In doing this action research, the researcher considers phases that involve each cycle. Those are planning, action, observation, and reflection.  Every phase is done based on the researcher’s ideas on the research. This study is aimed at exploring the improvement of the teaching and learning process writing procedure text using picture series. It is also intended to identify the improvement of students’ ability in writing procedure text using picture series. Based on the research findings and the discussions in section four, some conclusions can be drawn as follows: the use of picture series promotes the improvement of students’ ability in writing procedure text and can elevate the students’ interest or motivation in the classroom. Picture series is very good in providing the idea for the students to write. The students’ works are also more persistent to the idea as compared to when not using the picture series. The pictures also attract more attention from the students and motivate students to get involved in the classroom interaction with the teacher and among themselves. For the detailed works of the students, the use of appropriate diction and the improvement of vocabulary mastery is also the effect of the use of the picture series. Further, the changes of the pictures in every meeting make the students remain interested in participating in the teaching and learning process because they do not feel bored.
PROMOTING AUTONOMOUS LEARNING THROUGH ‘HOT POTATOES’ Gendroyono Gendroyono
Journal of English Language Teaching and English Linguistics Vol. 1 No. 1 (2014): Journal of English Language Teaching and English Linguistics
Publisher : Universitas PGRI Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (576.098 KB) | DOI: 10.31316/eltics.v1i1.441

Abstract

This study was designed to investigate the role of „Hot Potatoes‟ in promoting autonomous learning of the English education students at Muhammadiyah University of Yogyakarta. This study was conducted on some reasons: first, autonomous learning is very significant in the success of learners‟ learning, and to make the learners implement autonomous learning is quite tricky. Second, the use of Hot Potatoes as the software is very simple and fun to publish any education materials online, and as a result, the students like the program. Therefore, it is very challenging for the teacher to find a way to promote autonomous learning to the students through the use of a simple education software called „Hot Potatoes‟. The study was aimed at exploring the roles of Hot Potatoes in English teaching and learning. Further, it also explored the advantages of the Hot Potatoes in developing the students‟ ability or habit in having autonomy in their learning. This research was a qualitative case study in nature since it dealt with a holistic description. The setting of the research was Muhammadiyah University of Yogyakarta with 10 students who have implemented Hot Potatoes in designing teaching materials for them to use at schools. The procedure to collect the data was through questionnaires and interviews with the participants. In analyzing the data, the researcher first categorized the data gained from the questionnaires and then extracted the information from the data collected through the interview process. The data were then grouped into categories and interpreted in accordance with the research questions. The study found that students first had awareness to be better in mastering English due to their online publishing the teaching materials developed with Hot Potatoes. They were aware that by publishing materials online, people all around the globe would have a chance to stop by and read the materials. This awareness led them to learn by themselves on the grammar of the sentences they wrote. As a result, they started looking up grammar books to check if the grammar was appropriate or not. The same process also happened to the choice of words and the spelling of words used in the teaching materials they developed. They checked and rechecked until they were sure of the correctness of the dictions and the spelling. The last but not least is about the cultural issue in the sentences. It dealt with the appropriateness of the sentences they make due to native speakers‟ cultural background. Therefore, the writer concluded that the use of Hot Potatoes promoted autonomy in students‟ learning.
Humour in Indonesia EFL classroom: A qualitative study Purwanti, Eko; Fitria Ulinnuha; Gendroyono, Gendroyono
Teaching English as a Foreign Language Journal Vol. 3 No. 1 (2024)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v3i1.1110

Abstract

  English as a Foreign Language (EFL) lessons can be challenging, particularly for students with limited English proficiency. In Indonesia, creating a relaxed classroom environment is essential for effective language acquisition. Consequently, teachers often incorporate humour as a pedagogical strategy. Despite its potential benefits, the use of humour in EFL classrooms remains underexplored. This study aims to identify the types of humour employed by teachers and examine students' responses to these humorous interventions. Utilizing a qualitative approach with a descriptive research design, this study was conducted in the English Language Education Department of a private university in Yogyakarta. Data were collected through three classroom observations and interviews with six third-year students. The findings reveal six types of humour used in the classroom: 1) teasing, 2) self-disparaging humour, 3) lesson-related humour, 4) sarcasm, 5) hilarious comments, and 6) gestures. Additionally, the study identifies seven student responses to teachers' humour: 1) fostering enjoyable learning activities, 2) stimulating student interest, 3) reducing classroom anxiety, 4) assisting comprehension of materials, 5) motivating class participation, 6) alleviating tension and boredom, and 7) enhancing student engagement. Based on these findings, it is recommended that humour be integrated into EFL classrooms due to its numerous benefits for both students and teachers, as well as its positive impact on the learning environment.
Code-switching in students’ group discussions in EFL classroom at a university level Gendroyono, Gendroyono; Baharun, Hazleena
Teaching English as a Foreign Language Journal Vol. 2 No. 2 (2023)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v2i2.473

Abstract

Code-switching is an activity when a person switches their language in a speech. Some research have been conducted in the field of code switching, however, very little was done in looking both the types and the reasons of doing it in the group discussion context. This research focuses on exploring the types of code-switching used by the students in EFL classroom during group discussion and the reasons why the students used code-switching during group discussion in EFL classroom. The methodology used in this research was a descriptive qualitative. There were three participants in this research, two females and one male aged 21 to 24-year-old which was done in a private university of Yogyakarta. In collecting the data, the researcher used interview and follow-up questions. And the finding of this research found that there were three types of code-switching used by the EFL student, the first one is tag switching, inter-sentential switching, and the last one is intra-sentential switching. Furthermore there were three reasons why the participants used code-switching. The first one is feeling comfortable in using their mother tongue, lacking the target language proficiency, and the last one is holding the floor.
Co-Authors Andi Wirantaka Baharun, Hazleena Fitria Ulinnuha