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All Journal Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Indonesian Journal of Applied Linguistics (IJAL) Semantik ELT Worldwide: Journal of English Language Teaching Jurnal English Education: Jurnal Tadris Bahasa Inggris EXPOSURE JOURNAL Jurnal Pendidikan Bahasa Al Ishlah Jurnal Pendidikan Metathesis: Journal of English Language, Literature, and Teaching International Journal of Language Teaching and Education Indonesian Journal of English Language Teaching and Applied Linguistics English Language and Literature International Conference (ELLiC) Proceedings Research and Innovation in Language Learning Edulangue Voices of English Language Education Society Humaniora Al-Ta'lim Journal of English Education TEKNOSASTIK Pedagogy : Journal of English Language Teaching UAD TEFL International Conference Indonesian Journal of EFL and Linguistics AKSARA: Jurnal Bahasa dan Sastra JEELS (Journal of English Education and Linguistics Studies) Indonesian Journal of English Language Teaching and Applied Linguistics
Ngadiso Ngadiso
English Education Department Teacher Training And Education Faculty, Universitas Sebelas Maret, Surakarta
Religion Arts Humanities Computer Science & IT Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Student’s Satisfaction in Doing Assessment by Using Lasvita Fitria, Yuanovita Prihatianti; Ngadiso, Ngadiso; Sumardi, Sumardi
English Language and Literature International Conference (ELLiC) Proceedings Vol 2 (2018): 2nd ELLiC Proceedings: Education 4.0: Trends and Future Perspectives in English Educa
Publisher : Universitas Muhammadiyah Semarang

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Abstract

When final examination (UNBK) by using conventional assessment tends to facilitate cheating, another offer in language learning assessment has been done, i.e., computer-based test. However this test has weakness, because it is only held at school because of the server connection reason. One of the solution being proposed here is having assessment by using Lasvita. Lasvita itself, is an android-based program which is designed to help teachers both do teaching and assessing. The easiness to organize, manage, practical, and support eco-learning makes Lasvita is considered to give satisfaction for students in doing assessment. This research will dig up more the satisfaction of the students by using questionnaire. Quantitative method will be used, while for analyzing data, satisfaction index theory will also be employed here. Describing the details of the research, it is expected that this research will give a reference for schools to do an effective assessment in language learning.
THE EFFECTIVENESS OF DRAMA TO TEACH SPEAKING VIEWED FROM STUDENTS’ SELF-ACTUALIZATION Wiyanti, Senny; Asib, Abdul; Ngadiso, Ngadiso
Jurnal Pendidikan Bahasa Vol 7, No 2 (2018): Jurnal Pendidikan Bahasa
Publisher : IKIP PGRI Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (331.568 KB) | DOI: 10.31571/bahasa.v7i2.1020

Abstract

The main objective of the research is to find out: (1) whether Drama technique is more effective than Guided Conversation Activity Technique to teach Speaking; (2) whether the students who have high self-actualization have better speaking skill than those who have low self-actualization; and (3) whether there is an interaction between teaching techniques and students’ self-actualization. The method of this research was quantitative research using an experimental design. The research findings are: (1) Drama Technique is significantly different from Guided Conversation Activity (GCA) technique to teach speaking because Fo is higher than Ft. (2) the speaking skill of the students who have high self-actualization is significantly different from that of those who have low self-actualization if viewed from the result of ANOVA because Fo is higher than Ft. (3) there is an interaction between teaching techniques and self-actualization for teaching speaking because Fo is higher than Ft.Keywords: drama, self-actualization, guided conversation, speaking.
Self-Reflection of Attitude after Teaching Abroad: A Narrative of Teaching Indonesian to American Students Andawi, Dyan Ayu; Ngadiso, Ngadiso; Drajati, Nur Arifah
Humaniora Vol 10, No 1 (2019): Humaniora
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/humaniora.v10i1.5284

Abstract

This research aimed at exploring how the former participant of teaching abroad reflects intercultural experience in order to know the development of attitude as one of the descriptors of intercultural competence. The attitude being explored were (1) acknowledging the identities of others, (2) respecting otherness, (3) having empathy, (4) identifying positive and negativeemotion, and (5) tolerance for ambiguity. This research applied a qualitative method. The data were taken from the former grantee of Fulbright Foreign Language Teaching Assistant (FLTA) who taught Indonesian to the students of higher education in the U.S in the academic year of 2015/2016. The former grantee was examined after two years of the program. The researchwas based on a narrative inquiry that used an instrument named the Autobiography of Intercultural Encounters. It was a selfreflection portfolio made specifically to reflect an intercultural encounter from the eye of the participant. The results indicate that the participant shows a considerable degree of reflection to five elements of attitude aforementioned. It gives a significant implication that the self-reflection increases the participant awareness upon the experience of otherness thus reinforcing the ability to evaluate the changes in attitude.
SCHOOLOGY AS A LEARNING MEDIA PLATFORM FOR WRITING SKILL Apriliani, Agustin; Asib, Abdul; Ngadiso, Ngadiso
English Language and Literature International Conference (ELLiC) Proceedings Vol 3 (2019): 3rd ELLiC Proceedings: Reimagining New Cyber-based Research in English Education, Lit
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (397.154 KB)

Abstract

Teacher needs to give various methods to teach writing in order to increase the students’ writing achievement. To help the students write better, teacher should be able to be more creative and innovative in teaching writing. In 4.0 era, the students prefer using modern technologies (online media). Modern technologies can help the teacher and students access the lesson material, update the information that relevant with the lesson, communicate each other, or watch the teacher’s videos like on YouTube about the materials easily. There are many digital technologies such as; Blog, Website, and others. Those media can be used as learning media to support students’ writing skill, one of them is Schoology. Schoology is micro blog educational website that can be applied by teacher and students for collaborating about resources, assessment, and content on a secure and safe learning management platform. Students can post their writing task in Schoology group that created by the teacher. Then, the teacher can evaluate the students’ writing and give some suggestion or comments. In other words, Schoology give stimulation for students to try their ability in writing achievement and increase the students’ interest. This literature study reviews several papers studying the implication of Schoology as a learning media platform. The purpose of the study is to find out the implication using Schoology to the teachers and students. The findings expected that Schoology can be an alternative learning media platform that used by the teacher and the students to support teaching and learning process in writing.
AN EVALUATION OF TEFL UNDERGRADUATE'S QUESTIONING CLASSROOM ACTIVITIES BASED ON BLOOM'S REVISED TAXONOMY Cahyaningtyas, Dhestyn Ervina Sigit; Basuki, Yudi; Nurkamto, Joko; Ngadiso, Ngadiso
English Language and Literature International Conference (ELLiC) Proceedings Vol 3 (2019): 3rd ELLiC Proceedings: Reimagining New Cyber-based Research in English Education, Lit
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (469.811 KB)

Abstract

Lecturers’ talk during classes stimulates active students, as a means of a successful lecture. This study investigated the levels of questioning used by lecturers. The data, collected from the participants having more than ten year professional experience, were described qualitatively. Observation and interview were used to generate the data. The findings of this study indicated the questions level based on Bloom’s revised taxonomy. Mostly used was the low and middle order thinking, less encouraging students’ critical thinking. Noted 66 questions or about 73% of the total question belong to low order. 22 questions or 25% of all were included medium order. The rest of them, the least of all, 2 questions or equally to 2% were high order. Thus, students and lecturers could use the Bloom taxonomy to administer class activities with sufficient preparation, while further research might examine how to employ high order thinking skill in various areas. 
ROLE PLAYING AS TECHNIQUE FOR TEACHING SPEAKING TO HELP DEVELOPING THE STUDENTS’ CHARACTER Arifah, Kurnia Fitri; Santosa, Riyadi; Ngadiso, Ngadiso
Research And Innovation In Language Learning (RILL) Vol 1, No 2 (2018)
Publisher : Lembaga Penelitian Universitas Swadaya Gunung Djati Cirebon, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (487.182 KB) | DOI: 10.33603/rill.v1i2.1068

Abstract

Teaching speaking gives opportunity to provide fluency practice for language learners. The students can practice to speak by role playing as one of techniques in teaching speaking. However, students with the high speaking ability are worthless without good morals. For this reason, today the teacher has responsibility towards the student?s character. Unfortunately, the character building for students cannot be taught in isolation because it is not included in language skills. Therefore, the character building should be infused to the teaching learning process. This paper addresses the issue of role play as a technique in teaching speaking and developing students? character.
AN EVALUATION OF TEFL UNDERGRADUATE'S QUESTIONING CLASSROOM ACTIVITIES BASED ON BLOOM'S REVISED TAXONOMY Cahyaningtyas, Dhestyn Ervina Sigit; Basuki, Yudi; Nurkamto, Joko; Ngadiso, Ngadiso
English Language and Literature International Conference (ELLiC) Proceedings Vol 3 (2019): 3rd ELLiC Proceedings: Reimagining New Cyber-based Research in English Education, Lite
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (469.811 KB)

Abstract

Lecturers’ talk during classes stimulates active students, as a means of a successful lecture. This study investigated the levels of questioning used by lecturers. The data, collected from the participants having more than ten year professional experience, were described qualitatively. Observation and interview were used to generate the data. The findings of this study indicated the questions level based on Bloom’s revised taxonomy. Mostly used was the low and middle order thinking, less encouraging students’ critical thinking. Noted 66 questions or about 73% of the total question belong to low order. 22 questions or 25% of all were included medium order. The rest of them, the least of all, 2 questions or equally to 2% were high order. Thus, students and lecturers could use the Bloom taxonomy to administer class activities with sufficient preparation, while further research might examine how to employ high order thinking skill in various areas. 
Am I a Technophile? the Narrative Study of Teachers’ Belief about Digital Literacy Cahyono, Syariful Imam Hadi; Drajati, Nur Arifah; Ngadiso, Ngadiso
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 14, No 1 (2020)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ld.v14i1.106724

Abstract

The aim of the study is to explore teacher’s belief and practice about the use of digital literacy in the EFL classroom. The framework of Borg (2006) about teacher beliefs is used as a theoretical framework for collecting and analyzing data. This study explores how teacher beliefs affect the use digital literacy. The participants of the study were two senior high school teachers in Indonesia. Researchers conducted interviews, classroom observation, and document analysis such as lesson plans, syllabi, and student assignments. The results of the study showed that it was fully crucial to provide a professional development course which was ready-to-use and met the student’s and teacher’s need because in-service teachers have lack of knowledge and experience about digital literacy from their formal learning context. The support of school communities in term of regulation, discussion, sharing experience, and technical aid. Moreover, promoting technology-rich environment also facilitate the use of digital literacy in the classroom in which the technology adopted should be in accordance with digital competence and the needs of students and teachers.
Insufficient Higher Order Thinking Skill in Reading Comprehension Exercises of an English Language Textbook Dewayani, Gracia Putri; Ngadiso, Ngadiso; Sarosa, Teguh
ELT Worldwide: Journal of English Language Teaching Vol 7, No 2 (2020)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v7i2.14476

Abstract

Higher order thinking skill (HOTS) is an important outcome standard of higher education in any discipline. Accordingly, English language textbook should present higher order thinking questions to promote students’ higher order thinking skill. The aim of this research is to analyze the extent to which the higher order thinking skill (HOTS) and the indicators of reading skill are assessed in the reading comprehension exercises. This research used the descriptive analytical method of research, which refers to content analysis. The data are analyzed based on revised Bloom’s taxonomy and reading skill indicators. The findings reveal that: (1) HOTS in the reading comprehension exercises questions only includes analyzing skill and evaluating skill while creating skill is not found; and (2) the indicators of reading skill are not fully assessed from the questions in the reading comprehension exercises in English language textbook for twelfth grade students by Indonesian Ministry of Education and Culture. The textbook only assesses topic, explicit meaning, and implicit meaning indicators. Students will not achieve higher order thinking skill and reading skill excellently if they only practice reading comprehension exercises from the textbook.
Teachers’ attitude towards translanguaging practice and its implication in Indonesian EFL classroom Raja, Fransiskus Dinang; Suparno, Suparno; Ngadiso, Ngadiso
Indonesian Journal of Applied Linguistics Vol 11, No 3 (2022): Vol. 11, No. 3, January 2022
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v11i3.38371

Abstract

Previous studies have shown that the majority of teachers tend to be receptive towards translanguaging practices (Khairunnisa Lukmana, 2020; McMillan Rivers, 2011; Nambisan, 2014; Yuvayapan, 2019). However, in Indonesian context, there are relatively few studies in this field employing a case study design to reveal more detailed information. This study was aimed at investigating teachers' attitudes towards translanguaging practices and how the practices took place. The participants were four English teachers from two private junior high schools located in East Nusa Tenggara and Central Java, Indonesia. The data were collected by using questionnaires, semi-structured interviews, and observations. The analysis reveals that all participants implemented translanguaging in several typical situations in their EFL classrooms. Despite participants' various feelings towards translanguaging, they still use translanguaging in their teaching and associated translanguaging with positive attributes. Moreover, the majority of teacher participants had positive intentions towards translanguaging in their future class. These findings shed light on a multilingual pedagogical practices and further research directions. 
Co-Authors Abdul Asib Abdul Asib Agus Wijayanto Ahmad Lizamuddin Andawi, Dyan Ayu Anggun Fitriana Dewi Anis Handayani Apriliani, Agustin Arifah, Kurnia Fitri Azizatuz Zahro Al Faruq Budi Purnomo Cahyaningtyas, Dhestyn Ervina Sigit Cahyaningtyas, Dhestyn Ervina Sigit Cahyono, Syariful Imam Hadi Dewayani, Gracia Putri Djatmika Djatmika, Djatmika Dwi Oktalia Dyah Aminatun Eliawati, Deni Endang Setyaningsih Farro Durrotul Qorri’aina Feronisa, Fini Fitria, Yuanovita Prihatianti Fransiskus Dinang Raja Haniah, Amanda Ummu Hasan Zainnuri Hayati Nupus I Gusti Bagus Wiksuana Iga Yolanda Joko Nurkamto Khotimah Mahmudah Kristian Adi Putra Laily, Farida Nur M. Sri Samiati Tarjana Mousa, Abdusalam Ali Muhammad Asrori Muhlis Fajar Wicaksana Nito Majid Mujtahid Nur Arifah Drajati Nur Arifah Drajati Nur Arifah Drajati Nur Arifah Drajati Rahayu Meliasari Riyadi Santosa Salsabila, Unik Hanifah Senny Wiyanti Siti - Fatimah Slamet Supriyadi Slamet Supriyadi Sri Marmanto Sri Marmanto Sujoko Sujoko Sumardi . Sumardi Sumardi Sumardi, Sumardi Sunardi Sunardi Sunardi Suparno Suparno Suparno Suparno Suwandi, Sarwiji Tanty Prianty Tanty Prianty Teguh Sarosa Teguh Sarosa Vera Nursyarah Widyani Solihat Winarni, Retno Wiyanti, Senny Wulandari, Tri Agustina Yonalia, Salma Yudi Basuki Zainnuri, Hasan