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All Journal Jurnal Penelitian LPPM (Lembaga Penelitian dan Pengabdian kepada Masyarakat) IKIP PGRI MADIUN English Teaching Journal : A Journal of English Literature, Language, and Education
Samsul Arifin
IKIP PGRI MADIUN
Languange, Linguistic, Communication & Media Social Sciences

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PENGEMBANGAN MODUL PEMBELAJARAN MIKRO BERBASIS INSTRUCTIONAL APPROACH Rosita Ambarwati; Samsul Arifin; Dwi Rosita Sari
Jurnal Penelitian LPPM (Lembaga Penelitian dan Pengabdian kepada Masyarakat) IKIP PGRI MADIUN Vol 2, No 2 (2014)
Publisher : IKIP PGRI MADIUN

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (166.694 KB)

Abstract

Departing from the results of previous research that has developed an innovative model of microteaching and need-analysis results that English Department requires the existence of an effective instructional approach based-microteaching module. Furthermore, this module will improve the English Department students ability in microteaching. This research design is Research and Development developed by Borg and Gall The research conducted to English Department students of IKIP PGRI Madiun. The numbers of the students were 298 students from February to September 2014. The qualitative data in this study were analyzed by three flows of activity that comprises a sequence of data reduction, the data display, and conclusion drawing or verification, while the quantitative data (performance test results) was analyzed by t-test to determine its effectiveness. The results showed thatthe format and content of the module are good. It is done by two validators (English language learning experts and graphic designer). In addition, the application of microteaching module gives an easier way for lecturers in coaching against students in preparing lesson plans, implementing learning and evaluate learning outcomes. Last, the application of microteaching module is able to enhance basic skills of teaching.
SELF REGULATORY-BASED WRITING: AN EFFECTIVE TECHNIQUE TO TEACH ARGUMENTATIVE ESSAY VIEWED FROM STUDENTS’ CREATIVITY Samsul Arifin
English Teaching Journal : A Journal of English Literature, Language and Education Vol 1, No 2 (2013)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (242.548 KB) | DOI: 10.25273/etj.v1i2.746

Abstract

The  objectives  of  the  research  are  to  identify  the  effectiveness  of  Self-Regulated Strategy Development to teach writing, and whether there is an interaction between the strategy and students’ creativity. This experimental study was conducted at one of the universities  in  Madiun.  The  population  was  the  third  semester  students  of  this university in the academic year of 2012/2013. Cluster random sampling was used to select  238  students  for  obtaining  two  classes  of  sample,  and  they  are  randomly classified into two groups: experimental and control group. The instruments of this research were writing test and creativity test. The data were analyzed using Liliefors and Bartlete tests to investigate the normality and homogeneity of the data, and ANOVA and  Tukey  to  test  the  hypothesis.  The  research  findings  show  that  self-regulated strategy development is more effective than collaborative writing to teach writing; the students having high creativity have better writing skill than those having low creativity; and there is an interaction between the strategy and students’ creativity in teaching writing. Thus, self-regulated strategy development  is an  effective  strategy to teach writing for students at university level. Therefore, it is better for lecturers to implement the strategy to accomodate students’ creativity.
Co-Authors Dwi Rosita Sari Rosita Ambarwati