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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

Author-ID : 329763

Religion Arts Humanities Computer Science & IT Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

Published : 37 Documents Claim Missing Document

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Articles

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Ekspresi Figuratif Bahasa Inggris â€“ Bahasa Indonesia Mahasiswa Asing dalam Interaksi Lintas Budaya di Wilayah Surakarta M. Sri Samiati Tarjana; Ngadiso Ngadiso; Budi Purnomo; Sunardi Sunardi
Semantik Vol 3, No 1 (2013): Semantik 2013
Publisher : Semantik

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (281.234 KB)

Penelitian Â ini Â bertujuan untuk mengidentifikasi ekspresi figuratif yang dipakai pada interaksi lintas budaya Â oleh Â mahasiswaÂ asing di wilayah Surakarta dan mendeskripsikan faktor sosial budaya yang dihadapi mahasiswa ketika me nghadapi realiaÂ dwibahasa bahasa Inggris-bahasa Indonesia. Sumber data penelitian ini adalah mahasiswa asing di wilayah Surakarta danÂ sekitarnya, yang menempuh pendidikan di berbagai PT di wilayah tersebut, seperti di UNS dan Sekolah Tinggi PariwisataÂ Sahid. Metode pengumpulan data dilakukan dengan pengamatan tak berperan, dan analisis dokumen. Analisis data Â dilakukanÂ dengan Â constant comparative method. Hasil analisis data menunjukkan bahwa Jenis-jenis Â ekspresi figuratif yang seringÂ digunakan oleh mahasiswa Â asing dalam melaksanakan aktivitas sehari-hari dalam interaksi di Surakarta dan sekitarnyaÂ adalah metafora, personifikasi, simile, hiperbola, dan idiom. Â Dalam memahami ekspresi figuratif pada interaksi lintasÂ budaya, mahasiswa asing perlu mempertimbangkan faktor budaya dan faktor sosial yang melatarbelakangi interaksi tersebut

THE EFFECTIVENESS OF DRAMA TO TEACH SPEAKING VIEWED FROM STUDENTS’ SELF-ACTUALIZATION Senny Wiyanti; Abdul Asib; 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 | DOI: 10.31571/bahasa.v7i2.1020

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.

Students' Attitude Towards Translanguaging Practice in Indonesian EFL Classes Fransiskus Dinang Raja; Suparno Suparno; Ngadiso Ngadiso
AL-ISHLAH: Jurnal Pendidikan Vol 14, No 1 (2022): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

The multilingual world demands educational stakeholders to adjust by embracing multilingual pedagogies. Translanguaging is deemed a prominent language practice to be implemented in educational settings, especially in the EFL class. However, the practice still obtains criticisms. Many scholars point out challenges in implementing classroom translanguaging. Therefore, studying attitudes, specifically students' attitudes, becomes significant at this point because it helps to reveal how students' feelings and thoughts of translanguaging practice are based on their learning experience. Further, their attitudes can be considered in the classroom decision making whether to translanguage or not to translanguage. The present study will generally continue what previous scholars have done but in a new context and methodology. This study investigated students' attitudes towards student- and teacher-directed translanguaging in Indonesian EFL classrooms. The participants were 40 grade VIII students from two EFL classes of a private boarding school located in East Nusa Tenggara, Indonesia. The data was collected using online questionnaires consisting of close-ended and mainly open-ended questions. The result showed that most students expressed negative feelings toward students-directed translanguaging. Meanwhile, teacher-directed translanguaging was more acceptable indicated by most students who had positive feelings towards their teachers' translanguaging. Students' arguments and comments were also interesting to be noticed. These findings shed light on a multilingual pedagogical practice and further research, which we would like to discuss further within this article.

Task-Based Language Teaching: Perceptions and Implementation in Teaching Speaking Tanty Prianty; Ngadiso Ngadiso; Agus Wijayanto
AL-ISHLAH: Jurnal Pendidikan Vol 14, No 1 (2022): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

This study explores teachers' and students’ perceptions of task-based language teaching in teaching speaking and the teacher's techniques in implementing task-based language teaching in teaching speaking. This study employs an explanatory case study design with an English teacher and 35 students of vocational schools in Indonesia involved in this study. Semi-structured interviews and classroom observations were used to collect the data. The data were analyzed qualitatively using interactive models of Miles, Huberman, and Saldana (2014). The finding indicates that both teacher and students had a positive perception toward task-based language teaching, especially its implementation in speaking class. Implementing task-based language teaching in speaking classes makes the classroom environment more effective. The implication indicates that how the teacher sets the knowledge into classroom implementation is related to what the teacher has understood about task-based language teaching.

Project-based Learning (PBL) in EFL learning: Lesson from Indonesia Ngadiso Ngadiso; Teguh Sarosa; Muhammad Asrori; Nur Arifah Drajati; Anis Handayani
AL-ISHLAH: Jurnal Pendidikan Vol 13, No 2 (2021): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Project-based learning (PBL) has gained popularity in education recently. This teaching method provides opportunities for students to learn independently by doing group works in the form of a project. It is seen as a suitable method to teach EFL to replace the traditional ways of teaching. Thus, this case study explores the students' and teachers' experience implementing PBL in the EFL class. Three EFL classes from three different high schools in Indonesia were observed to explore this issue. Six students and three teachers were interviewed to confirm the observation’s result and determine their perception of learning using PBL. The findings show that the class situation improved positively after implementing PBL. Furthermore, PBL was well perceived by both students and teachers. The teaching and learning process went smoothly and well-controlled. The students and teachers show positive perceptions toward PBL in EFL classes. However, some negative points of PBL were also pointed out. Thus, educational sectors may use this study's results to improve the educational quality, specifically for EFL classes.

Indonesian English Learners’ Perception of The Implementation of Mobile Assisted Language Learning in English Class Ahmad Lizamuddin; Abdul Asib; Ngadiso Ngadiso
Metathesis: Journal of English Language, Literature, and Teaching Vol 3, No 1 (2019): Metathesis: Journal of English Language, Literature, and Teaching
Publisher : English Education Study Program, Faculty of Education and Teachers Training, Tidar Univer

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/metathesis.v3i1.1252

Many Indonesian English Learners nowadays use the smartphone as their communication tools. It is used only for socializing through social media by most of them. This descriptive research aims to elaborate their perception on the implementation of MALL in English Class for University Level. The data were collected through a survey questionnaire which was adapted from the Technology Acceptance Model (TAM). The result proves that they have a positive perception on the usage of MALL.

The contributions of smartphone applications in supporting junior high school students’ learning activities Anggun Fitriana Dewi; Sumardi Sumardi; Ngadiso Ngadiso
UAD TEFL International Conference Proceedings of the 5th UAD TEFL International Conference
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/utic.v2.5750.2019

In the last few decades, the development of mobile phone is rapidly growing and brings many changes in human life. Mobile phones nowadays extend their capabilities into all aspects in human life, including teaching and learning process. Therefore, this research aims at knowing what smartphone applications are frequently used by the students and investigating the contributions of those applications in students’ learning activities. This research uses a qualitative case study in order to obtain a deep analysis. The subjects of this research are twenty students of junior high school in Kebumen who are chosen based on some criteria. Additionally, the data of this research were obtained using questionnaire and interview. Based on the finding, the smartphone applications which are most frequently used by the students to support their learning activities are social media (Instagram, Facebook, and Twitter), Google chrome, music player, offline dictionary, YouTube, and English exercise application from play store. Last but not least, all the students agree that smartphone applications give positive contributions to their learning process. The contributions of those applications in the students’ learning activities are helping the students in finding more sources of authentic English materials; finding more exercise in grammar, reading, listening, speaking, and writing skills; improving students’ vocabulary, grammar, listening, and speaking skill.

EFL Student-Teachers' Voice in Using Self-Regulated Behavior Strategies in Extensive Listening Activities Vera Nursyarah; Nur Arifah Drajati; Ngadiso Ngadiso
EDULANGUE Vol. 2 No. 2 (2019): Edulangue: Journal of English Language Education
Publisher : Universitas Islam Negeri (UIN) Mataram

Self-regulated learning skills are essential for students since self-regulated learners are more responsible for their own learning. Drawing on Zimmerman’s (2000) framework regarding self-regulation, this narrative study looked closely into self-regulatory behaviors of English student-teachers and the ways they regulated their Extensive Listening activities. The data were gathered from students’ learning journals and semi-structured interview. Two EFL student-teachers from an English department of an Indonesian University who were successfully managing their consistency in their Extensive Listening activities were selected as the participants. The findings showed that EFL student teachers used their self-regulatory behavior strategies in different cyclical phases (forethought, performance or volitional control, and self-reflection) in Extensive Listening activities. By experiencing and knowing what self-regulatory behavior strategies they use and how they are used, English student-teachers are expected to be able to transmit their knowledge of self-regulation in learning to their students in the future of ELT teaching.

Integrating ICT in English Language Learning: Students’ Perceptions of a State University in Jambi Province: Students’ Perceptions of a State University in Jambi Province Dwi Oktalia; Ngadiso Ngadiso; Slamet Supriyadi
International Journal of Language Teaching and Education Vol. 2 No. 1 (2018): VOLUME 2, Number (Issue) 1, March 2018
Publisher : Universitas Jambi, Magister Program of English Education Department

This research was done in order to know students‘ perception toward integrating ICT in English Language Learning and also to find out problem that may faced by students during the ICT integration. This research used quantitative method in order to describe students‘ perception toward the use of ICT in ELL. This research involved English students from a state university in Jambi province as the respondents. The data were collected by using questionnaires adapted from Chutopama (2004). The questionnaires consisted of items related to the use of ICT for their learning, their reason(s) of using ICT, as well as the problem(s) encountered through the use of ICT for the learning. After that, the data were analyzed by using SPSS 16 that pointed at a point in which the students agreed that ICT is beneficial for their learning process, especially in terms of accessing information for learning. Nevertheless, employing ICT in learning needs to be supported by sufficient equipment, and needs to educate the students to be an agile user for better, more effective, and more efficient process of learning.

The Picture Word Inductive Model: Its Effectiveness to Teach Writing Viewed from Students' Interest Rahayu Meliasari; Ngadiso Ngadiso; Sri Marmanto
International Journal of Language Teaching and Education Vol. 2 No. 3 (2018): Volume 2, Issue 3, November 2018
Publisher : Universitas Jambi, Magister Program of English Education Department

Picture Word Inductive Model is an inquiry-oriented strategy for teaching writing that uses picture containing familiar objects to fully lead students into inquiring about words, adding words to their writing, and ultimately developing the title, sentences, and paragraphs about their picture. This experimental study aimed to find out the effectiveness of PWIM to teach writing viewed from students’ interest in the eighth grade of MTs. ASWAJA Pontianak. Sampling technique was through cluster random sampling resulting 2 classes which consist of 26 students of each class contributed to the study. Technique of data collection encompassed writing test and questionnaire. The data were analyzed by using 2x2 Multifactor Analysis of Variance (ANOVA) and Tukey’s HSD Test. The result revealed that: (1) Picture Word Inductive Model(PWIM) is more effective than Controlled-Writing Strategy (CWS) to teach writing; (2) students having high interest have better writing skill than those having low interest. (3) there is an interaction between teaching strategies and the level of interest on students’ writing skill.

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

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