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All Journal Proceeding of International Conference on Teacher Training and Education Jurnal Pemberdayaan: Publikasi Hasil Pengabdian Kepada Masyarakat English Language Teaching Educational Journal Journal of Educational Sciences
Arum Priadi
Ahmad Dahlan University
Religion Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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Teaching Semiotics to Promote Students’ Critical Thinking in the Reading and Writing Class Priadi, Arum
Proceeding of International Conference on Teacher Training and Education Vol 1, No 1 (2016): Proceeding of International Conference on Teacher Training and Education
Publisher : Sebelas Maret University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (405.556 KB)

Abstract

This study aims at stimulating students’ criticism when reading and writing. Reading should not be passive since it needs critical thinking to understand the text. What is presented in the text describes a discourse; therefore, the students should communicate with the text to get the points. The discourse relates to context and a text is a media to cover. As the media of the discourse, text encourages students to think critically in order that they can give some comments and inputs after reading. The comments and inputs, then, are manifested in writing so it shows a complex activity which contains students’ comprehension. In other words, writing becomes an indicator to evaluate the result of the reading activities which have been completed before. Semiotics is one important thing. It presents signs and symbols providing certain meanings both explicitly and implicitly. Students create their interpretations with different views which is based on what they think. Critical thinking takes its role in observing the signs and symbols distributed elsewhere in the text. The process of making interpretation is a way to communicate with the text because they are certainly engaged when exploring ideas and connecting among information then developing into a written form. This study takes the students of Pre Advanced Reading and Writing in the third year of Ahmad Dahlan University, Yogyakarta.
PENDEKATAN ACTIVE AND FUN FILLED BASED PADA PEMBELAJARAN BAHASA INGGRIS UNTUK ANAK Sebuah Program Pemberdayaan bagi Guru Bahasa Inggris Sekolah Dasar di Yogyakarta Soviyah, Soviyah; Priadi, Arum; Hidayati, Ratri Nur
Jurnal Pemberdayaan: Publikasi Hasil Pengabdian Kepada Masyarakat Vol 2, No 3 (2018)
Publisher : Universitas Ahmad Dahlan, Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (477.711 KB) | DOI: 10.12928/jp.v2i3.474

Abstract

Metode pembelajaran Bahasa Inggris yang aktif dan menyenangkan (fun and active learning) adalah metode pembelajaran yang menerapkan strategi-strategi pembelajaran Bahasa Inggris untuk anak yang menyenangkan dan mampu membuat anak aktif belajar berkomunikasi.Hal ini karena bersifat ramah anak dan kegiatannya berbasis komunikasi yang intens antara guru dan siswa.Dengan pertimbangan tersebut maka diperlukan adanya pelatihan metode pembelajaran Bahasa Inggris aktif dan menyenangkan (fun and active learning) bagi guru Bahasa Inggris di SD Muhammadiyah di Kota yogyakarta.Pengabdian ini melibatkan mitra 30 Sekolah Dasar Muhammadiyah sekota Yogyakarta.Keseluruhan sekolah ini memiliki potensi yang cukup besar yaitu jumlah peserta didik kurang lebih (325 siswa per sekolah) dan masing-masing memiliki guru Bahasa Inggris sendiri.Program pengabdian dilaksanakan dalam tiga tahapan, yaitu tahap prakegiatan, pelaksanaan, dan pendampingan.Pelaksanaan program pengabdian berlangsung dari Bulan April – Mei 2018. Dengan adanya program pengabdian ini guru memiliki daya kreativitas untuk menyelenggarakan pembelajaran yang menarik, pengetahuan dan kemampuan mengaplikasikan metode pembelajaran yang aktif dan menyenangkan (fun and active learning) di kelas,  yang pada akhirnya membuat siswa merasa senang belajar Bahasa inggris dan mampu mengembangkan kemampuan komunikasinya sejak dini.   
THE INFLUENCE OF FAMILY’S SUPPORT FOR STUDENTS ENGLISH LEARNING ACHIEVEMENT AT ELEMENTARY SCHOOL AGE Priadi, Arum; Nuha, Rafa Aly
English Language Teaching Educational Journal Vol 2, No 2 (2019)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v2i2.912

Abstract

This research is carried out 1) to find out whether there is a positive and significant correlation between family?s support and students? English learning achievement and 2) to find out whether there is a difference between students who get the support and students who do not get the support from family. This research belongs to correlational research with quantitative approach. It was held at SD Negeri Kaliwungu 05, Cilacap in academic year 2017/2018. The sample of this research is the fifth grade students at SD Negeri Kaliwungu 05. The data collecting techniques of the research were questionnaire, documentation, and interview. Then in analyzing the data, the researchers used Product Moment Formula with computer application SPSS. The result findings show that : 1) family?s support (X) level is in ?supported? level at SD Negeri Kaliwungu 05. 2) The level of students? English learning achievement (Y) at fifth grade of SD Negeri Kaliwungu 05 is in ?fair? level. 3) there is positive and significant correlation between family?s support and students? English learning achievement of the fifth year students of SD Negeri Kaliwungu 05, Cilacap, shown by the coefficient correlation 0.508.
Rural Teacher Salary Impact Rural Students Drop Out in Developing Country Xingfang, Yang; Prastowo, Rizo Budi; Calderon, Rina Tatiana; Khumalo, Minenhle; Priadi, Arum; Musayeva, Shabnam
Journal of Educational Sciences Vol 3. No. 2. May 2019
Publisher : FKIP-Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.3.2.p.155-161

Abstract

Student dropout in rural area is one of the education problems that being faced by many countries. In this qualitative study, we used global and national documentation to explore and describe in-depth impact of rural teacher salary on rural student dropout in selected four developing countries, namely Azerbaijan, Colombia, Indonesia and South Africa. The data was obtained from the published data of each countries. The result shows that South African rural teachers get the highest salary of USD2,524, followed by Colombia with USD 626,58, Azerbaijan USD 175 and Indonesia USD. 182.24. The Lowest percentage of rural student dropout in primary level isSouth Africa and Colombia (3% respectively), Junior High School level is Azerbaijan (8%) and for Senior High School is South Africa (27%). In conclusion it shows that rural teacher salary has negative impact on rural student dropout, but this impact will be more influential by support from many other factors. It is suggested that developing countries should increase rural teachers’ salary as the solution to decrease rural student dropout.
Co-Authors Calderon, Rina Tatiana Khumalo, Minenhle Musayeva, Shabnam Nuha, Rafa Aly Ratri Nur Hidayati, Ratri Nur Rizo Budi Prastowo, Rizo Budi Soviyah Soviyah Xingfang, Yang