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All Journal JET (Journal of English Teaching) Adi Buana
Agustinus Ngadiman
Universitas Katolik Widya Mandala Surabaya
Education

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THE Handayani, Lilik; Ngadiman, Agustinus
JET ADI BUANA Vol 2 No 01 (2017)
Publisher : English Education Department, Faculty of Teacher Training and Education, Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/jet.v2.n01.2017.716

Abstract

This ex post facto study examines the correlation and theeffectiveness of the language learning strategies on engineering students‘listening comprehension. Further, it strives to figure out the most effectivelearning strategies in improving their listening comprehension. They wereasked to answer both Strategy Inventory for Language LearningQuestionnaire (Oxford, 1990) and ESP Listening Comprehension Test asthe research instruments. The data findings were then classified andanalyzed by applying statistical analysis including Correlational Analysis,Analysis of Variance (ANOVA) and Tukey‘s HSD test. The researchfindings bring to light the correlation between language learning strategiesand engineering students‘ listening comprehension. The highestcorrelation can be gained by compensation strategy (with correlation value0,16) and cognitive strategy group (with correlation value -0,14).Meanwhile, the effectiveness of diverse learning strategies on engineeringstudents‘ listening comprehension has been proven through ANOVAcalculation (F-ratio 2,85 higher than F table 2,00 and p-value 0,007 less than ρ 0.05). A combined metacognitive and affective strategy is revealedas the most effective learning strategy to improve engineering students‘listening comprehension. As a pedagogical implication, English teachersshould encourage the development of ESP learners‘ awareness of learningstrategies and affection for L2 listening as the first possible keys to success in ESP learning.
Syntactic Maturity in the English Written texts of Bilingual Students in a Secondary School in Surabaya TjanHan, Jap; Ngadiman, Agustinus
JET ADI BUANA Vol 2 No 2 (2017)
Publisher : English Education Department, Faculty of Teacher Training and Education, Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/jet.v2.n2.2017.1058

Abstract

This research was aimed to investigate the syntactic maturity and developmentas manifested in the written texts of bilingual students in a secondary school in Surabaya. This study measured the (1) mean T-unit length, (2) subordinate clause index, (3) mean clause length, (4) mean sentence length, (5) main clause coordination index, and (6) the index of erroneous T-units/total T-units as the indicators of the syntactic maturity. However, it was the mean T-unit length that was used as the main indicator of the syntactic maturity because mean T-unit length was considered to be the most reliable index. The data of the syntactic maturity indicators were obtained by analyzing the descriptive texts that the subjects wrote in response to a writing test instruction. The results of this study have shown that the syntactic maturity and development are influenced by the following four dominant factors: (1) the innate acquisition device enabling the students to acquire English and Indonesian almost simultaneously, (2) the amount of English inputs obtained from parents, teachers, English-immersion program schooling, English movies, books and social media have provided the students with a variety of English resources, (3) the abundant opportunities to produce outputs available at home and at schools have enabled the students to use their English and then modify it during the process of English acquisition, and (4) the individual variations.
EFL Learners’ Speaking Anxiety and English Speaking Ability Handayani, Yeni Rina; Ngadiman, Agustinus
JET ADI BUANA Vol 3 No 1 (2018)
Publisher : English Education Department, Faculty of Teacher Training and Education, Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/jet.v3.n1.2018.1543

Abstract

The aim of this study was to investigate the correlation between speaking anxiety and presentational English speaking ability. The subjects were the eleven graders of Senior High School in Surabaya. It consisted of 457 students whose age ranged between sixteen to seventeen years old. They came from social and science classes which were divided into seven science classes and five social classes. The result of the study revealed that there was a negative correlation between speaking anxiety and presentational English speaking ability. And there was also a negative correlation between speaking anxiety and each of speaking ability subskills.
The English Teachers’ Instructional Strategies to Assist Students to Meet the Minimum Criterion of Mastery Learning Haryanto, Jessica Febrina; Ngadiman, Agustinus
JET ADI BUANA Vol 3 No 2 (2018): Volume 03 Number 02 October 2018
Publisher : English Education Department, Faculty of Teacher Training and Education, Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/jet.v3.n2.2018.1727

Abstract

This article uncovered the instructional strategies used by Junior High English teacher to assist students to achieve the determined Minimum Criterion of Mastery Learning (MCML) or KKM (Kriteria Kompetensi Minimal). The subjects of the study were 4 English Teachers of Junior High Schools and Senior High Schools in Surabaya. They were assumed to have had enough experiences in teaching EFL to the students. The main instrument of the study was a semi structured questionnaire. There were ten strategies used by English Teachers of Junior High Schools and Senior High Schools to assist their students to meet the Minimum Criterion of Mastery Learning. They are (1) Conducting short review, (2) Teaching step-by-step, (3) Giving a large number of questions, (4) Giving a large number of questions, (5) Guiding the students’ practices, (6) Checking the students’ understanding, (7) Obtaining high success rate. (8) Providing scaffolds for difficult tasks, (9) Assessing independent practices, and (10) Conducting weekly and monthly review. Keywords: Minimum Criterion of Mastery Learning (MCML), strategies
EFFECT OF LANGUAGE LEARNING STRATEGIES ON ENGINEERING STUDENTS’ LISTENING COMPREHENSION Handayani, Lilik; Ngadiman, Agustinus
JET ADI BUANA Vol 2 No 01 (2017)
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (641.556 KB) | DOI: 10.36456/jet.v2.n01.2017.716

Abstract

This ex post facto study examines the correlation and theeffectiveness of the language learning strategies on engineering students‘listening comprehension. Further, it strives to figure out the most effectivelearning strategies in improving their listening comprehension. They wereasked to answer both Strategy Inventory for Language LearningQuestionnaire (Oxford, 1990) and ESP Listening Comprehension Test asthe research instruments. The data findings were then classified andanalyzed by applying statistical analysis including Correlational Analysis,Analysis of Variance (ANOVA) and Tukey‘s HSD test. The researchfindings bring to light the correlation between language learning strategiesand engineering students‘ listening comprehension. The highestcorrelation can be gained by compensation strategy (with correlation value0,16) and cognitive strategy group (with correlation value -0,14).Meanwhile, the effectiveness of diverse learning strategies on engineeringstudents‘ listening comprehension has been proven through ANOVAcalculation (F-ratio 2,85 higher than F table 2,00 and p-value 0,007 less than ρ 0.05). A combined metacognitive and affective strategy is revealedas the most effective learning strategy to improve engineering students‘listening comprehension. As a pedagogical implication, English teachersshould encourage the development of ESP learners‘ awareness of learningstrategies and affection for L2 listening as the first possible keys to success in ESP learning.
EFL Learners’ Speaking Anxiety and English Speaking Ability Handayani, Yeni Rina; Ngadiman, Agustinus
JET ADI BUANA Vol 3 No 1 (2018)
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (462.568 KB) | DOI: 10.36456/jet.v3.n1.2018.1543

Abstract

The aim of this study was to investigate the correlation between speaking anxiety and presentational English speaking ability. The subjects were the eleven graders of Senior High School in Surabaya. It consisted of 457 students whose age ranged between sixteen to seventeen years old. They came from social and science classes which were divided into seven science classes and five social classes. The result of the study revealed that there was a negative correlation between speaking anxiety and presentational English speaking ability. And there was also a negative correlation between speaking anxiety and each of speaking ability subskills.
The English Teachers’ Instructional Strategies to Assist Students to Meet the Minimum Criterion of Mastery Learning Haryanto, Jessica Febrina; Ngadiman, Agustinus
JET ADI BUANA Vol 3 No 2 (2018): Volume 03 Number 02 October 2018
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (790.756 KB) | DOI: 10.36456/jet.v3.n2.2018.1727

Abstract

This article uncovered the instructional strategies used by Junior High English teacher to assist students to achieve the determined Minimum Criterion of Mastery Learning (MCML) or KKM (Kriteria Kompetensi Minimal). The subjects of the study were 4 English Teachers of Junior High Schools and Senior High Schools in Surabaya. They were assumed to have had enough experiences in teaching EFL to the students. The main instrument of the study was a semi structured questionnaire. There were ten strategies used by English Teachers of Junior High Schools and Senior High Schools to assist their students to meet the Minimum Criterion of Mastery Learning. They are (1) Conducting short review, (2) Teaching step-by-step, (3) Giving a large number of questions, (4) Giving a large number of questions, (5) Guiding the students’ practices, (6) Checking the students’ understanding, (7) Obtaining high success rate. (8) Providing scaffolds for difficult tasks, (9) Assessing independent practices, and (10) Conducting weekly and monthly review. Keywords: Minimum Criterion of Mastery Learning (MCML), strategies
Co-Authors handayani, yeni rina Haryanto, Jessica Febrina Lilik Handayani TjanHan, Jap