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Professional Survival in Teaching English in Indonesia Prijambodo, V. Luluk
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.n2.2017.1050

Teaching English as a foreign language (TEFL) in Indonesia offers not only challenges but also reward. Some teachers perceive the challenges as the professional consequences for their determination to be English teachers. Such a perception leads them to the enjoyment and optimism toward their sustainable professional development or career escalation. Some others consider the challenges as such a heavy burden of life that they feel unmotivated to elevate their professional development. In this era of education standardization, teachers are faced with two dichotomous options: satisfying the standard optimally in order to deserve the professional rewards or benefits or just fulfilling it minimally and accordingly miss the career advancement and the professional reward. This paper shares the ideas of what English teachers need to do to survive professionally in their English teaching and gain the professional benefits offered.

â€œTeaching is Godâ€™s Callingâ€: Teachersâ€™ Beliefs and Professional Identity at Ten Christian Schools in Indonesia Yumarnamto, Mateus; Prijambodo, Vincentius Luluk
International Journal of Education Vol 13, No 2 (2020): December 2020
Publisher : UPI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v13i2.24794

Teachersâ€™ beliefs and their roles in the classroom may change over time as they are more informed about the profession from their own experiences, from their colleagues, and from their continuing education. In this study we investigated teachersâ€™ beliefs and roles at 10 Christian schools in East Java, Indonesia to see how their beliefs influence their professional identity development. The data were collected from 107 teachers who participated in semi-structured interviews and who wrote reflective essays as a part of their career development program. The data were analyzed in the framework of narrative inquiry to see the emergent themes. The findings suggest that the most salient beliefs among the participating teachers are the beliefs which are based on their Christian affiliation. These salient beliefs and Christian identity of the teachers could enhance their positive image as teachers and could motivate them to be better teachers. However, the salient religious identity may also be able to be hindrance for teacher agency to solve problems in their practices as the beliefs can be the shielding for their reluctance to change.

Professional Survival in Teaching English in Indonesia V. Luluk Prijambodo
JET ADI BUANA Vol 2 No 2 (2017)
Publisher : Universitas PGRI Adi Buana Surabaya

Teaching English as a foreign language (TEFL) in Indonesia offers not only challenges but also reward. Some teachers perceive the challenges as the professional consequences for their determination to be English teachers. Such a perception leads them to the enjoyment and optimism toward their sustainable professional development or career escalation. Some others consider the challenges as such a heavy burden of life that they feel unmotivated to elevate their professional development. In this era of education standardization, teachers are faced with two dichotomous options: satisfying the standard optimally in order to deserve the professional rewards or benefits or just fulfilling it minimally and accordingly miss the career advancement and the professional reward. This paper shares the ideas of what English teachers need to do to survive professionally in their English teaching and gain the professional benefits offered.

Implementation of Jigsaw Technique to Improve Student Engagement in Writing Class Putra, Albertus Ronny Rizal Anggoro Octavin Asmara; Tamah, Siti Mina; Prijambodo, V. Luluk; Pramono, Y. G. Harto; Budiono, Davy
Beyond Words Vol 12, No 1 (2024): May
Publisher : Universitas Katolik Widya Mandala Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/bw.v12i1.5516

The Jigsaw technique is an interactive teaching strategy that promotes active learning and collaboration among students. It is particularly effective in fostering engagement and improving writing skills. This study explores the effectiveness of the Jigsaw technique in enhancing student engagement and improving writing skills. Grade 8 students from a junior high school in Sidoarjo, Indonesia, were purposefully chosen for a Classroom Action Research (CAR) approach. Data collection involved pre/post-surveys, observation checklists, Focus Group Discussions (FGDs), and writing samples assessed with a standardized rubric. A mixed-methods approach, combining thematic analysis and descriptive statistics, was employed. The research design consists of iterative CAR cycles, implementing the Jigsaw technique, collecting data, and reflecting/modifying instructional strategies. Initial findings indicated below-average writing performance, prompting the need for improvement. Despite challenges in the initial cycle, adjustments in Cycle 2 led to significant improvements, surpassing passing grades. The post-survey and statistical analysis demonstrated a 57% positive impact on student engagement. FGD revealed varied opinions, but students acknowledged the motivating effects of the Jigsaw technique. The findings support the Jigsaw technique's potential to improve student engagement and writing performance. Future research could involve larger and more diverse groups to gain a more comprehensive understanding. By incorporating these insights, educators can effectively implement the Jigsaw technique to create engaging learning environments that promote collaboration, communication, and writing skill development.

PENERAPAN PEMBELAJARAN BERBASIS GAME (QUIZIZZ PAPER MODE) UNTUK PENINGKATAN PEMAHAMAN MEMBACA TEKS DESKRIPSI PESERTA DIDIK KELAS VII DI SMPN 1 SEDATI Purwanti, Dewi; Dewi, Rahma; Prijambodo, V Luluk
977-2406-937
Publisher : Fakultas Keguruan dan Ilmu Pendidikan (FKIP), Universitas Katolik Widya Mandala Madiun

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

Penelitian Tindakan Kelas (PTK) Kolaboratif ini bertujuan untuk meningkatkan pemahaman membaca teks deskripsi peserta didik kelas VII di SMPN 1 Sedati melalui penerapan pembelajaran berbasis game (Quizizz Paper Mode). Subjek penelitian adalah peserta didik di kelas VII-2 yang berjumlah 36 orang. Penelitian ini dilaksanakan dalam dua siklus, yaitu siklus I dan siklus II. Dalam setiap siklus terdapat empat kegiatan utama, yaitu perencanaan, tindakan, pengamatan, dan refleksi. Teknik pengumpulan data yang digunakan oleh peneliti adalah tes, observasi, dokumentasi, dan kuesioner. Indikator keberhasilan pada penelitian ini adalah dicapainya nilai tes setinggi 80, yang merupakan nilai Kriteria Ketuntasan Minimal/KKM, oleh lebih 70% peserta didik. Capaian ini menunjukkan bahwa penelitian ini telah berhasil meningkatkan pemahaman membaca peserta didik. Peningkatan tersebut dapat dilihat dari persentase ketuntasan hasil post-test siklus 2 yang meningkat dibandingkan dengan persentase ketuntasan hasil pre-test dan hasil post-test siklus 1. Kemudian, jumlah peserta didik yang mencapai nilai KKM pada siklus 2 memiliki persentase 100%. Dengan demikian, dapat disimpulkan bahwa model pembelajaran berbasis game (Quizizz Paper Mode) mampu meningkatkan pemahaman membaca peserta didik kelas VII di SMPN 1 Sedati. Kata Kunci: Pembelajaran Berbasis Game; Pemahaman Membaca

Motivation: A Supporting Factor of the Success in Second Language Acquisition V. Luluk Prijambodo
Magister Scientiae No. 31 (2012)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v0i31.47

Motivation in second language acquisition is one of the influencing factors that determine the success or failure in mastering the language being studied. Since motivation is personal in nature and its intensity is relative, it needs to be kept constant and then promoted. The teachers in the classroom setting, besides the students themselves, play important roles in maintaining and promoting the intensity of motivation. In order to be able to keep constant and increase the intensity of motivation, the nature of motivation is necessary to be understood in depth.

Menerawang Rencana Profesionalisasi Guru dan Dosen dalam Undang-Undang Guru dan Dosen V. Luluk Prijambodo
Magister Scientiae No. 34 (2013)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v0i34.600

Sebagai salah satu jenis profesi, guru dan dosen telah lama ada dan perannya dalam pembangunan sumber daya manusia (SDM) Indonesia tidak dapat dipungkiri. Namun demikian, jenis profesi bagi para pendidik ini baru akan diakui secara formal sebagai profesi dengan lahirnya Undang-Undang Guru dan Dosen. Bagaimanakah profesionalisasi profesi para pendidik ini akan dilaksanakan? Sebagai salah satu kebijakan baru dalam bidang pendidikan, profesionalisasi guru dan dosen perlu kita cermati dan kawal bersama baik secara konseptual dan maupun operasional

Some Cars in Indonesia Have ‘Names’: A Linguistically Creative Use of Rebus V. Luluk Prijambodo
Magister Scientiae No. 33 (2013)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v0i33.609

The practice of name giving differs from language to language. A name can be given to a person, place or thing. Therefore, there are person names, place names, thing names. The fact, however, a person may be named after a place or even an animal name. The phenomenon discussed in this article shows another practice of name giving not to a person, place or thing, but to a car. That is a car is named after its owner. It is the implication beyond the name giving that this article intends to uncover.

The Effecto of Using Deductive Approach and Inductive Approach in Teaching English to Students on Their Conditional Sentence Mastery (An Experimental Study) Limris Gorat; V. Luluk Prijambodo
Magister Scientiae No. 33 (2013)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v0i33.612

This study investigates the effect of using deductive and inductive approach in teaching English to students on their conditional sentence mastery. This study also intends to describe the students’ perception toward deductive or inductive teaching approach. This study was a queasy experimental study which compares the effectiveness of deductive and inductive approach in teaching conditional sentences. The sample of this study is 64 SMK students in the academic years of 2012-2013. The students consist of two classes and each class comprises 32 students. The findings indicate that inductive teaching approach is more effective than deductive approach when used to teach conditional sentences. The result of the questionnaire indicates that students like the inductive approach and they are satisfied taught using inductive approach

The Teacher’s Roles in Teaching English for Specific Purposes to Nursing Program Students Nurul Arifah; V. Luluk Prijambodo
Magister Scientiae No. 36 (2014)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v0i36.624

The consideration of mastering English nowadays brings advanced concept in order to reach better education and career in globalization era and the mindset changes of English language education, particularly in nursing as a familiar job within public health. Related to that phenomenon, English for Specific Purposes (ESP) teacher should also notice that in teaching ESP they have to play their roles to help students in the teaching and learning process. Considering the importance of the teacher’s roles in teaching ESP, this study aimed at finding out the teacher’s roles in the teaching and learning process of ESP to nursing program students. Besides, this study also aimed at finding out the students responses towards the roles in the teaching and learning process of ESP to nursing program students. This qualitative case study focuses primarily on understanding in depth the teacher’s roles in the teaching and learning process of ESP to nursing program students. The data to cope with ‘the roles played by the teacher in the teaching of ESP’ were both verbal and nonverbal performance when the teachers were playing their roles in classroom while the data to deal with ‘the students’ response towards the teacher’s roles’ were the students’ opinion and attitude towards the teachers’ performance in the classroom. For both research questions, the data collection and analysis procedures were done using classroom observations (using audio visual recording, observation sheet, and fields note), questionnaire and interview (for both the teacher and students). This study found that the kinds of roles played by the research subjects were as the lecturer, clinical or practical teacher, role model, facilitator, mentor, assessor, curriculum assessor, resource developer, and study guide producer. This study also found that the students’ responses towards the teacher’s roles were that they liked when the teacher could do their roles well in the class. The students could also be able to understand their response towards the teacher’s roles that would have impact to their learning process, thus they became active and enthusiastic. While each of the nine of the eleven roles played has been described separately, in reality they are often interconnected and closely related one to another. The teacher’s roles in the teaching and learning process of ESP to nursing program students could be used by teachers as

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