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English Learning Needs of Non-English Major Students of Higher Education *, Jamilah
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 (568.962 KB)

This study was a part of a program development and aimed at finding out the English learning needs of non-English major students of Yogyakarta State University. The study was a triangulated survey techniqueemploying questionnaires as the main instrument to collect the data and was completed with interview,observation, and document study. The subject of the study included students, English teachers, and managersat all levels, sampled randomly. Data from the questionnaires were analyzed descriptively and were validatedwith the data from the other techniques.The findings show that students find English skill very important fortheir life and their study, and they need to learn it in order to achieve various goals, such as to communicatewith foreigners, to read books and articles of their majors, to get high score of TOEFL, to be able to useinternet better, and even to be able to sing English songs in good pronunciation. Despite their awareness of theimportance of English and their still low level of English ability, most students were reluctant to learn Englishautonomously.

PERAN DAN FUNGSI SELF-ACCESS LEARNING CENTER DI UNY Jamilah, Jamilah; Priyana, Joko; Suciati, Suciati
Diksi Vol. 27 No. 1: DIKSI MARET 2019
Publisher : Fakultas Bahasa, Seni, dan Budaya, Universitas Negeri Yogyakarta

(Title: Role and Function of Self-Access Learning Center in UNY). This study aims to develop self-access reading materials for learning English independently. This research was conducted with the Research and Development model by following the steps: needs assessment, design and development, evaluation and revision, and a try out field. Data collected through questionnaires. There are three questionnaires used, namely for needs assessment, for expert judgment, and for field trials. Sample for needs assessment was taken by proportional quota sampling representing all faculties at UNY, while samples for the trial were taken purposively. The collected data was analyzed descriptively quantitatively. The results of the study showed that SAC UNY had not been widely known by students. Even after the introduction of online tutorials since 2015, the SAC is no longer visited by students. Thus the teaching materials developed should also be in the form of online. SAC socialization was also deemed necessary so that students were more familiar with the existence, function, and role of SAC in developing the English language skills of UNY students.Keyword: SAC, teaching materials, language skills, English

COMPROMISING BETWEEN THE GENERAL AND SPECIFIC IN EAP SYLLABUS DEVELOPMENT IN INDONESIAN CONTEXT Jamilah, Jamilah
Diksi Vol. 26 No. 1: DIKSI MARET 2018
Publisher : Fakultas Bahasa, Seni, dan Budaya, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/diksi.v26i1.25444

Abstract(Title: Compromising Between the General and Specific in EAP Syllabus Development in Indonesian Context). The quality of a language program is reflected in the syllabus used from which the aim, contents and belief about language instruction are revealed. Syllabuses for English for Academic Purposes in Indonesian universities have been developed, yet they are not quite satisfactory. This article is to explain how to develop a sound syllabus for EAP in Indonesian context, following the steps: context and needs analysis and syllabus planning. Data were collected through triangulated survey employing questionnaires, observation, document study and discussion. Research participants were students, English teachers, and management staff of Yogyakarta State University. Integrated, theme-based syllabus is proposed that includes study skills in higher education as the general theme, which is completed with specific themes related to students' disciplines. This way enables both general and specific skills of EAP to be included in a single syllabus. Keyword: syllabus, language program, English for academic purposes, instruction.

PENGINTEGRASIAN CHARACTER BUILDING PADA MATA KULIAH PRONUNCIATION MELALUI PROJECT-BASED LEARNING Jamilah Jamilah
Jurnal Pendidikan Karakter Vol. 6, No. 1 (2015)
Publisher : LPPM Universitas Negeri Yogyakarta

Abstrak: Penelitian ini bertujuan untuk memperbaiki proses pembelajaran mata kuliah Pronunciationdan untuk mengintegrasikan character building ke dalam mata kuliah tersebut. Project-based learningadalah model pembelajaran yang dipilih untuk mencapai kedua tujuan tersebut, dan proyek yang diambil adalah pertunjukan drama. Perbaikan pembelajaran dilakukan dengan model lesson studyyang diterapkan pada kelas Pronunciation IB yang terdiri dari 20 mahasiswa. Kegiatan ini dilakukanmelalui tiga tahap, yaitu tahap persiapan (plan), tahap pelaksanaan (do) dan tahap evaluasi (see). Datadikumpulkan melalui observasi, dokumentasi, diskusi, dan self assessment. Hasil penelitian menunjukkanbahwa project-based learning adalah model pembelajaran yang tepat untuk mengintegrasikan characterbuilding ke dalam mata kuliah Pronunciation. Dengan project-based learning mahasiswa dapatbelajar dengan gembira, mampu menerapkan kemampuan pronunciation dalam karya nyata, yaitu bermaindrama. Mahasiswa juga memahami orang lain dan bertenggang rasa, bekerja sama dalam tim,bertanggung jawab, menghargai karya orang lain, mengembangkan rasa percaya diri, bersikap kritis,dan terbuka terhadap saran dan pendapat orang lain. Kata Kunci: character building, pronounciation, project based learning INTEGRATING CHARACTER BUILDING IN PRONUNCIATION COURSE THROUGHPROJECT-BASED LEARNING Abstract: This study is aimed at improving the learning process Pronunciation course and integratingcharacter building into the course. Project-based learning is a learning model chosen to achieve theseobjectives, and the project taken is drama performance. The learning improvement was achievedthrough lesson study carried out with a model applied to the IB Pronunciation class consisting of 20students. These activities are carried out through three stages, namely the preparatory stage (plan), theimplementation phase (do) and the evaluation phase (see). Data were collected through observation,documentation, discussions, and self-assessment. The results showed that the project-based learningwas a learning model appropriate for integrating character building into the Pronunciation course. Bythe use of project-based learning, the students could learn joyfully and be able to apply the pronunciationability in the real work, in a drama performance. The students also understood others, developedtolerance, worked together in teams, develiped responsibility, respected the work of others,developed self-confidence, was critical as well as open to suggestions and opinions of others. Keywords: character building, pronunciation, project based learning

Exploring functional literacy in Junior High School Setyawan Pujiono; Jamilah Jamilah
BAHASTRA Vol 41, No 1 (2021): Bahastra
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/bahastra.v41i1.19279

Literacy competence becomes a fundamental need for students to support their learning process at school. Likewise, the contribution of functional literacy is very important in living a social life and communicating in the current 4.0 era effectively. This article aimed to describe the form of functional literacy and the obstacles in the implementation of functional literacy program in junior high schools in Yogyakarta. This article used library research and direct observation of the implementation of functional literacy in schools as the research method. The results of the study showed that, first, functional literacy program implemented in schools was still merely accustomed to reading and writing. Schools, in general, have made literacy programs such as reading posts, library visits, work exhibitions, meaningful writing, writing as a response, writing exhibitions, and creative and academic writing. However, the implementation of functional literacy towards the development, learning, and functional needs of students has not been planned and implemented optimally. Second, the constraints on the implementation of functional literacy came from the students and the schools. In addition to the students' lack of motivation, feeling unfocused, tired, and bored also hindered the effectivity of literacy program implementation. The constraints stemming from schools included the lack of budget for literacy programs, the lack of time allocation and new reference sources, and no collaboration between school members in the implementation of literacy programs. The literacy programs were implemented using top-down approach, and have not yet referred to the basic functional needs of students.

Text difficulty vs text readability: Students’ voices Agus Widyantoro; Jamilah Jamilah; Ari Purnawan
EduLite: Journal of English Education, Literature and Culture Vol 7, No 1 (2022): February 2022
Publisher : Universitas Islam Sultan Agung

Reading is an essential skill to be mastered, especially by university students and it is the lecturers’ responsibility to train their students to develop their reading skill. In order to do so, lecturers will have to develop materials or choose materials from existing books to be used in the teaching learning process. The text difficulty must be appropriate to the students’ English proficiency level. This study was aimed at finding the students’ perceptions of the difficulty of the texts used in the reading class and the corresponding text readability. This study utilized the survey design and the content analysis involving 141 second semester students of the English Language Education Department of a state university. Questionnaires were used to get data on students’ perceptions of the text difficulty and the text readability was analysed with the help of https://readabilityformulas.com. The data on students’ perceptions were analysed using percentage while the data on the text readability were analysed using the readability test. The findings showed that there was a difference in the students’ perception of the difficulty of the text and the readability level as being calculated using different readability formulas.

English Language Imperative Level in Indonesia Dedi Rahman Nur; Jamilah Jamilah
Intensive Journal Vol 5, No 1 (2022): April
Publisher : Universitas Islam Kalimantan Muhammad Arsyad Al Banjari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31602/intensive.v5i1.5986

In general, a language is a tool for communication that every people use, and as we know there are many languages especially in Indonesia. It is a regional or local language that people use for their daily activities with their family or with their local people, Indonesian language is an official language that people use on, the daily activities in formal places or with work partners. Indonesia's government has already made some regular or policy to manage language use also the regulation about English as a foreign language. But the use of the English language is not optimal especially in the world of education even though English has become the lingua franca in the world. For such a stance, the writer has no goal to blame any culture nor suggests that English culture is not meant to be learned. The writer concerns more with the idea that in learning English, the culture of learners is more urgent than English culture since the use of English is around peer communication. The awareness of English as an International language and as a language of science is responded with mandatory English teaching in Junior High school to the varsity level. However, with the status as a foreign language, English is occasionally used outside the classroom. Even during the class, instead of speaking English, the Indonesian students tend to speak in Bahasa Indonesia (Indonesian Language) or their local language. For that, the writer gives some proposed solutions after analyzing some literature, The writer used the Systematic Literature Review framework from (Okoli, 2015) to perform this review of the literature

Inovasi Literasi Jaringan dalam Pendidikan Bahasa dan Sastra Indonesia di Masa Pandemi Sudaryanto Sudaryanto; Jamilah Jamilah
Kode : Jurnal Bahasa Vol 9, No 3 (2020): KODE
Publisher : Universitas Negeri Medan

Literasi jaringan digunakan oleh pihak Program Studi (Prodi) Pendidikan Bahasa dan Sastra Indonesia Fakultas Keguruan dan Ilmu Pendidikan Universitas Ahmad Dahlan dalam masa Belajar/Bekerja dari Rumah (BDR). Literasi itu dipakai sebagai media perkuliahan antara dosen dan mahasiswa, serta media akademik lainnya. Di masa pandemi Covid-19 ini, para dosen dan mahasiswa Program Studi Pendidikan Bahasa dan Sastra Indonesia melakukan sejumlah inovasi literasi jaringan. Jenis penelitian ini adalah kualitatif deskripsi. Data yang dianalisis adalah informasi dan praktik penggunaan literasi jaringan di lingkup Program Studi Pendidikan Bahasa dan Sastra Indonesia FKIP UAD, terutama pada semester genap TA 2019/2020. Hasil penelitian menunjukkan bahwa inovasi literasi jaringan terwujud ke dalam aktivitas perkuliahan, ujian skripsi, pengajian bagi dosen dan tenaga kependidikan, kegiatan pengabdian terhadap masyarakat, kegiatan kemahasiswaan, dan pemberian dukungan terhadap salah satu finalis Duta Bahasa Daerah Istimewa Yogyakarta 2020. Zoom, WhatsApp, dan Instagram dimanfaatkan dalam literasi jaringan terkait bidang pendidikan bahasa dan sastra Indonesia. Kata kunci: inovasi, literasi jaringan, Pendidikan Bahasa dan Sastra IndonesiaKata kunci: inovasi, literasi jaringan, Pendidikan Bahasa dan Sastra Indonesia

CONSTRUCTING ESP-BASED ENTREPRENEURSHIP CURRICULUM FOR TEACHER TRAINEES: A NEED ANALYSIS OF BUILDING CREATIVE LIFE SKILLS Lilies Youlia Friatin; Jamilah Jamilah
JALL (Journal of Applied Linguistics and Literacy) Vol 6, No 1 (2022)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jall.v6i1.6771

Today, entrepreneurship education is a crucial component of the Indonesian government's efforts to reduce the number of unemployment. Higher Education students are expected to show entrepreneurial skills as preparation for their future life as the nation's future leaders in 21 century. Global entrepreneurship competition encourages students to master English in order to become skilled entrepreneurs on both a national and international scale. Higher education gives big role in preparing human resources. Lesson plan as part of curriculum, should be designed in accordance with the students need of particular skill. The existing lesson plan as teacher guide is important to examine. Hence, the research question of this research is, “How does the existing lesson plan of ESP (English for Entrepreneurship) represent entrepreneur skill of learners? This research uses a qualitative approach, document analysis. The research instrument used is the English lesson plan of ESP (English for Entrepreneurship). The results showed that lesson plan of ESP (English for Entrepreneurship) represent entrepreneur skill of learners. It can be seen on course objective; a) Students understand the nature of entrepreneurship, b) Students are able to build relationship in business, c), Students are able to develop their interpersonal skills in entrepreneur, d) Students can communicate effectively as an entrepreneur, e) Students understand how to negotiate and win the negotiation in business, f) Students are able to speak in front of public to achieve the business goals. It’s relevant with the basic need of entrepreneurs’ skill.

LEARNER FEEDBACK TO THE INITIAL TEACHER EDUCATOR’S EAP TEACHING: A REFLECTIVE STUDY Ihtiara Fitrianingsih; Anwar Efendi; Maman Suryaman; Jamilah Jamilah
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 7, No 2 (2022): DECEMBER
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v7i2.11773

While the success of language instruction is unquestionably reflected in students’ performance in communicating in the target language, their voices generally can best express their success, disappointment, or complacency worth to reflect. This article, based on the study held at Universitas Negeri Yogyakarta in 2021, reports on a mixed-methods investigation that examines how an initial teacher educator (ITE) manages a course in English for academic purposes (EAP) from students’ perspectives. Fifty-five sociology education students selected through convenience sampling participated in a quantitative survey and focus group discussion. The quantitative data analysis shows students' positive views regarding the initial teacher educator's general performance, delivery, time management, material, media, assessment, and care. To complement the quantitative findings, the qualitative data scrutinized through thematic analysis suggest three imperative measures for more effective EAP instruction. Even though students rated ITEs performance as "Very Good" and her pedagogical competencies as "Very High," some qualitative data reveal the students' empirical voices that at least several adjustments must be made by acting on three imperative measures. This study provides insights into the self-study design for ITEs on upscaling their TPACK, professional commitments, and pedagogical identity.

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