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CLIL: SUGGESTED ENGLISH MATERIALS FOR CURRICULUM 2013 Prasetianto, Mushoffan
Language Circle: Journal of Language and Literature Vol 8, No 2 (2014): April 2014
Publisher : Faculty of Languages Ã¢â¬â¹Ã¢â¬â¹and Arts, State University of Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Teaching approaches always change from time to time. The change of teaching approaches is followed by the change of materials. The new materials in secondary level are Content and Language Integrated Learning (CLIL). From these materials, the students are expected to be able to understand other subjects which are written in English. In secondary level, the subjects are science and mathematics. Thus, this paper provides materials, teaching procedures of CLIL and SWOT analysis. The materials are related to the science theme. There are three topics under science theme: digestive system, laboratory equipments and symbols, and light. The teaching procedure of CLIL is Presenting, Practicing and Producing (PPP). Firstly, the teacher presents the material. Secondly, the students practice to retell the material. Lastly, the students produce wall-magazine, posters and experiment report. In conclusion, CLIL materials can be explored more by English teachers because it is new and interesting.

INFORMATION GAP: SPEAK FLUENTLY IS BETTER IN EFL CONTEXT Prasetianto, Mushoffan
JOURNEY: Journal of English Language and Pedagogy Vol 1 No 2 (2019): February 2019
Publisher : IKIP Budi Utomo Malang

This paper aimed to review small talk technique proposed by Hunter (2012) and to propose information gap. Small talk is another way of corrective feedback. The teacher gives feedback after the activity is done by giving them written feedback/worksheet. The feedback is given to develop the students’ accuracy and speaking complexity ability. However, the question on how accurate the students should be will emerge. Whether students are expected to be native-like or not. In EFL context, it is hard to make the students to be native-like since English is foreign language for them. The naturalness of environment does not give language input for them. Thus, students can speak fluently is better than speak accurately in EFL context. As long as, the students can deliver the message is enough because communication is to deliver the missing information between speakers. The information gap technique is the way to develop the students’ fluency. This technique provides the real communication which is delivering the missing information. In conclusion, students should speak fluently in EFL context.

CLIL: SUGGESTED ENGLISH MATERIALS FOR CURRICULUM 2013 Prasetianto, Mushoffan
Language Circle: Journal of Language and Literature Vol 8, No 2 (2014): April 2014
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v8i2.3019

Teaching approaches always change from time to time. The change of teaching approaches is followed by the change of materials. The new materials in secondary level are Content and Language Integrated Learning (CLIL). From these materials, the students are expected to be able to understand other subjects which are written in English. In secondary level, the subjects are science and mathematics. Thus, this paper provides materials, teaching procedures of CLIL and SWOT analysis. The materials are related to the science theme. There are three topics under science theme: digestive system, laboratory equipments and symbols, and light. The teaching procedure of CLIL is Presenting, Practicing and Producing (PPP). Firstly, the teacher presents the material. Secondly, the students practice to retell the material. Lastly, the students produce wall-magazine, posters and experiment report. In conclusion, CLIL materials can be explored more by English teachers because it is new and interesting.

Online Learning at Early Pandemic Situation: Grassroots Voices Prasetianto, Mushoffan; Maharddhika, Rizkiana; Ruminar, Hafida; Prasetyaningrum, Dian Islami
Jurnal Pendidikan Indonesia Vol 10, No 3 (2021)
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

The advent of the COVID-19 pandemic reconfigured several aspects of life, one of which is education. A study on grassroots voices on online learning is a dearth of. Therefore, a present study was addressed to uncover teachersâ€™ and studentsâ€™ voices in online learning. Questionnaires and interviews were employed to garner data. 233 students and 30 teachersâ€™ responses from questionnaires were obtained. The interviews were conducted to obtain in-depth data. The data were interpreted descriptively. The results showcased that studentsâ€™ voices on the ease of GC and GC performance were positive, yet institution support was not maximally implemented. Simultaneously, the teachersâ€™ voices on the ease of GC, the performance of GC, and the supports of institution were positive. In a nutshell, teachers and students have a positive impression of online learning. Their positive impression comes from the ease of the online platform operation, the online platformâ€™s good performance, but student views that the institutional support is not maximally implemented. The ease of using online platforms should be considered in choosing one of the various online platforms available. The online platform features are not complicated for students and teachers to easily operationalize the online platform and support teaching and learning activities such as delivering materials, assigning tasks, submitting a task, and assessing tasks.

ONLINE WRITING EXCHANGE WITH OVERSEAS STUDENTS: EFL LEARNERS’ ERRORS AND PERCEPTIONS Mushoffan Prasetianto; Rizkiana Maharddhika
Elite : English and Literature Journal Vol 7 No 1 (2020)
Publisher : UIN Alauddin Makassar

Writing skill is crucial for non-English students, like agriculture students because students are required to write an abstract of bachelor thesis in English. Nowadays, writing is not only conducted conventionally i.e. using paper and pencil, but also using the internet through online writing exchange. Several studies regarding students’ writing errors have been conducted but error analysis of agriculture students’ writing using online writing is still less researched. To fill this gap, the present study aimed to analyze the types of errors made by agriculture students during joining Online Writing Exchange with Japanese students and students’ perception of the Online Writing Exchange program. 137 students’ writings were analyzed and identified the error and counted the error. Questionnaires and interviews were used to know students’ perceptions. The results showed that there were three types of error made i.e. mechanical, grammatical, and L1-influence error. Students’ perception toward the online writing was positive although they face several difficulties. It is noteworthy that different writing media affect students’ different writing errors.

Extensive reading among Agroecotechnology students: What and why they read? Mushoffan Prasetianto; Rizkiana Maharddhika
Journal of Education and Learning (EduLearn) Vol 16, No 2: May 2022
Publisher : Intelektual Pustaka Media Utama

Reading is a pivotal skill for non-English department students as a vehicle to update their knowledge. One of reading activity which is beneficial is extensive reading. Several studies have proved the advantage of extensive reading, but study regarding what reading material is read by students is under explored. To fill this gap, this research aimed to uncover what non-English department students read during extensive reading program and why they chose that theme. The participants were Agroecotechnology students (n=52). The data was collected from the reading log sheet and participant interview. The reading log sheet was analyzed by the researcher to find the theme of the text that students read. The interview was conducted in Indonesian to make students at ease. After the interview, the transcript was written and translated into English. The result shows that there are 32 types of themes with various frequency distributions. Theme that students read is mainly caused by their hobby, favorite idol, and a senior student who influence them to read certain theme.

Conducting Online Writing Exchange: A Reflection to Tell Mushoffan Prasetianto; Rizkiana Maharddhika
Journal of English Language Studies Vol 5, No 2 (2020): Available Online in September 2020
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jels.v5i2.8173

There have been many researches on online language learning, especially online writing. Yet, research describing a reflection after experimenting with online writing to students is still under-investigated. To fill this gap, this paper aimed to inform the reflection of the researchers for the last three years conducting online writing exchange. The reflections came from the researchersâ€™ view and students' views regarding the writing exchange program. The research design was narrative inquiry. The data were garnered from the researchersâ€™ experiences and studentsâ€™ interviews. The results of reflection revealed Strengths, Weaknesses, Opportunities, and Threats (SWOT). The strengths are flip classroom, flexibility for the teacher, motivation to write, writing practice, and interaction. The weaknesses are able to write a post after the deadline, unaltered topics in stage, unavailable notification of reply, a difficult operationalized website, and a short deadline. The opportunities are adding other countries from other continents, extending the collaboration into a full semester, and adding online chat on the website. The threats are less active participation from students and less active buddy.

INFORMATION GAP: SPEAK FLUENTLY IS BETTER IN EFL CONTEXT Mushoffan Prasetianto
Journey: Journal of English Language and Pedagogy Vol 2 No 1 (2019): Journey: Journal of English Language and Pedagogy
Publisher : IKIP Budi Utomo Malang

This paper aimed to review small talk technique proposed by Hunter (2012) and to propose information gap. Small talk is another way of corrective feedback. The teacher gives feedback after the activity is done by giving them written feedback/worksheet. The feedback is given to develop the students’ accuracy and speaking complexity ability. However, the question on how accurate the students should be will emerge. Whether students are expected to be native-like or not. In EFL context, it is hard to make the students to be native-like since English is foreign language for them. The naturalness of environment does not give language input for them. Thus, students can speak fluently is better than speak accurately in EFL context. As long as, the students can deliver the message is enough because communication is to deliver the missing information between speakers. The information gap technique is the way to develop the students’ fluency. This technique provides the real communication which is delivering the missing information. In conclusion, students should speak fluently in EFL context.

KINDS OF QUESTIONS MAKING EFL STUDENTS LEARN: STUDENTS’ PERCEPTION Mushoffan Prasetianto
JOALL (Journal of Applied Linguistics and Literature) Vol 4, No 2: August 2019
Publisher : Universitas Bengkulu

Interactions in the classroom play an important role because learning occurs in the interactions between more knowledgeable person and less knowledgeable person. Interactions in the EFL classroom can be seen as a dialogic activity in which the lecturer raises questions to the students. This study attempted to uncover the types of questions which can make students learn. The participants of the study were the lecturer and students of Language Learning Assessment course. The data of this study were the students’ perceptions on what kinds of questions make them learn and lecturer’s verbal questions. The results of the study show that there are four kinds of questions raised by the lecturer, namely analogy, optional, convergent and divergent questions. From those kinds of questions, divergent questions can make students learn because those questions drive students to have a discussion in which students can interact each other.

PELATIHAN DAN SIMULASI TOEFL SEBAGAI UPAYA MENCAPAI NILAI YANG DITARGETKAN Hafida Ruminar; Dian Islami Prasetyaningrum; Rizkiana Maharddhika; Mushoffan Prasetianto
Dharmakarya : Jurnal Aplikasi Ipteks Untuk Masyarakat Vol 12, No 1 (2023): Maret, 2023
Publisher : Universitas Padjadjaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24198/dharmakarya.v12i1.43061

TOEFL (Test of English Foreign Language) sering dijadikan salah satu prasyarat kelulusan akademik, pendaftaran beasiswa, melamar pekerjaan dan tujuan akademik atau non-akademik lainnya. Rata rata persyaratan minimal nilai TOEFL yang diminta minimal berkisar dari 450 – 550. Sayangnya masih banyak mahasiswa atau masyarakat umum yang kesulitan untuk mencapai persyaratan nilai minimal TOEFL. Oleh karena itu tim dosen Bahasa Inggris Fakultas Pertanian, Universitas Brawijaya berinisiatif untuk melakukan pengbdian masyarakat berupa pelatihan TOEFL. Kegiatan pengabdian ini bertujuan untuk membantu mahasiswa Universitas Brawijaya atau masyarakat umum yang butuh untuk meningkatkan atau mencapai nilai TOEFL yang ditargetkan sebagai prasyarat akademik. Adapun bentuk pengabdian masyarakat yang dilakukan adalah pelatihan dan simulasi TOEFL Equivalent Test yang difokuskan pada penyampaian strategi untuk mengerjakan soal TOEFL serta tips dan trik untuk mencapai passing grade yang menjadi prasyarat. Kegiatan pengabdian ini akan diadakan secara daring melalui platform Zoom Meeting agar memudahkan peserta yang berada di luar Universitas Brawijaya atau kota Malang mengikuti pelatihan ini. Durasi pengabdian masyarakat ini kurang lebih tiga bulan, meliputi pembuatan draft materi pelatihan, pelatihan TOEFL secara intensif, dan simulasi TOEFL. Hasil dari pelatihan ini mendapatkan antusiasme luar biasa dari peserta yang berasal dari berbagai daerah di Indonesia. Para peserta merasa terbantu dengan pemberian materi strategi TOEFL yang sekaligus dipraktekkan melalui simulasi TOEFL. Kedepannya pelatihan serupa akan diadakan lagi dengan materi yang lebih intensif.

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