Articles
<![CDATA[BRINGING THE ISLAMIC CULTURE INTO THE ENGLISH CLASS OF MADRASAH TSANAWIYAH (MTs) STUDENTS ]]>
<![CDATA[Rokhayani, Atik]]>
<![CDATA[ EDUKASIA Vol 10, No 1 (2013): Jurnal Edukasia ]]>
Publisher : <![CDATA[EDUKASIA ]]>
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<![CDATA[Bahasa Inggris adalah salah satu mata pelajaran yang diajarkankepada siswa di Indonesia dari level pendidikan yang paling rendah yaituSekolah Dasar atau bahkan Taman Kanak-Kanak. Beberapa dari siswamenganggap bahwa Bahasa Inggris sebagai pelajaran yang sulit. Ada beberapaalasan yang berhubungan dengan pernyataan tersebut. Dalam menyampaikanmateri pelajaran, guru menggunakan metode konvensional atau media yangmembuat siswa bosan. Selain itu, guru tidak kreatif dalam proses pengajaran.Kemampuan guru dalam mengatur kelas juga masih belum optimal. Disampingitu, siswa juga tidak aktif didalam proses pembelajaran Bahasa Inggris. Siswaselalu berbicara dengan teman selama pelajaran berlangsung. Dari ilustrasidiatas, penulis akan mendiskusikan tentang kebutuhan guru dan muridterhadap pelajaran Bahasa Inggris. Penulis memfokuskan pada cerita beberapaNabi yang ada di agama Islam kedalam mata pelajaran Bahasa Inggris.Sekarang ini siswa sudah sangat mengetahui tentang cerita beberapa Nabi. Dilevel pendidikan, guru Madrasah Tsanawiyah (MTs) dapat memperkenalkankebudayaan Islam terhadap siswa. Dalam tulisan ini, peneliti akan membahasacerita beberapa Nabi yang ada di agama Islam untuk diajarkan di pelajaranBahasa Inggris kepada siswa Madrasah Tsanawiyah (MTs).Kata Kunci: Kebudayaan Islam, English Class]]>
<![CDATA[THE USE OF COMIC STRIPS AS AN ENGLISH TEACHING MEDIA FOR JUNIOR HIGH SCHOOL STUDENTS ]]>
<![CDATA[Rokhayani, Atik]]>;
<![CDATA[Perwikasih Utari, Aisyah Ririn]]>
<![CDATA[ Language Circle: Journal of Language and Literature Vol 8, No 2 (2014): April 2014 ]]>
Publisher : <![CDATA[Faculty of Languages ââ¬â¹Ã¢â¬â¹and Arts, State University of Semarang ]]>
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<![CDATA[Nowadays, teachers have to be creative in delivering materials to the students. Ideally, teaching media are needed to support the success of teaching and learning processes. In English classes, teachers have to create a good atmosphere using interactive teaching media. The objectives of this paper are (1) to know whether Printed Material in the form of Comic Strips can improve the English vocabulary of the students of SMP 2 Bae Kudus, (2) to describe the strength and the weaknesses of comic as a means of teaching English. This is action research was conducted at Class VIIA of SMP 2 Bae Kudus consisting of 30 learners. Before conducting the research, the writers administered a pr- test to know the studentsâ mastery of vocabulary. The result of the pre-test shows that the mean score was 68.27, while the standard score (KKM) is 75. Then, the writers in collaboration with the English teacher did Cycle I using Comic Strips. The mean score of a test proceeding Cycle I was 76.97. So, the writers continued to do Cycle II. In Cycle II, the writers also gave evaluation to the students. The mean score of the test proceeding Cycle II was 85.10. In delivering the materials, the teacher felt it easier to deliver teaching materials using comic strips.]]>
<![CDATA[Assessing Student Teachersâ Performance in English Class Through Teaching Video ]]>
<![CDATA[Rokhayani, Atik]]>
<![CDATA[ Proceeding of International Conference on Teacher Training and Education Vol 1, No 1 (2016): Proceeding of International Conference on Teacher Training and Education ]]>
Publisher : <![CDATA[Sebelas Maret University ]]>
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<![CDATA[Student teachers are students who are prepared to be teachers. They will be the professional English teachers in the future. So, before graduating from university, they must be prepared to be able to teach English well. Creating and managing English class are important things since they are in the English Education Department. Furthermore, the use of Classroom English and variation of teaching are the main points need to be considered. Teaching Practice Program is a program for student teachers in transferring the theory they got from university to be applied at schools. Teaching to the real students will be challenging for them. So, they need a good preparation before performing in front of the class. In fact, there are many studentsâ teacher still not confident when they are teaching. Some difficulties face by them related to teaching learning process. Teaching video is one of the techniques in assessing student teachersâ performance to reduce the problem face by them. This paper explores the student teachersâ variation in conducting teaching practice at schools. The student teachers are asked to record their performance while doing teaching practice program. The writer investigates their performance in teaching to the real students. The use of teaching video can be used as a reflective teaching to improve student teachersâ performance in English class.]]>
<![CDATA[Empowering Classroom English Proficiency through Communicative Peer Assessment ]]>
<![CDATA[Rokhayani, Atik]]>;
<![CDATA[Nurcahyo, Agung Dwi]]>;
<![CDATA[Rukmini, Dwi]]>;
<![CDATA[Fitriati, Sri Wuli]]>
<![CDATA[ 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 : <![CDATA[Universitas Muhammadiyah Semarang ]]>
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<![CDATA[Problems of delivering instructions have been faced by student teachers as the prospective EFL teacher candidates in many teaching practicum cases. This phenomenon has led to challenging discussions on how to cope with the problems. It also in one side brings about an awareness of the importance of empowering student teachers with good classroom English proficiency as one of the required skills that should be owned by English teacher candidates. This study reveals how Communicative Peer Assessment (CPA) works for developing the Classroom English proficiency of EFL teacher candidates. Referring to the research result CPA has been proven to give significant contribution to the teacher candidates in terms of some learning experiences, i.e. (a) allowing them to perform intensive communication practice; (b) stimulating the efforts of improving the classroom English performance through the peer teaching reflections; and (c) contextualizing the instructional English expressions.]]>
<![CDATA[PENINGKATAN KETRAMPILAN BERBICARA (SPEAKING ) MAHASISWA MELALUI TEKNIK ENGLISH DEBATE ]]>
<![CDATA[Rokhayani, Atik]]>;
<![CDATA[Nur Cahyo, Agung Dwi]]>
<![CDATA[ Refleksi Edukatika : Jurnal Ilmiah Kependidikan Vol 5, No 1 (2015) ]]>
Publisher : <![CDATA[Universitas Muria Kudus ]]>
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DOI: 10.24176/re.v5i1.439
<![CDATA[Ada beberapa teknik pembelajaranyang dapat digunakan oleh guru/dosen Bahasa Inggris untuk meningkatkan kemampuan Bahasa Inggris terutama berbicara (speaking).Speaking dianggap sebagai kemampuan yang paling sulit karena di Indonesia Bahasa Inggris merupakan bahasa internasional. Berdasarkan alas an tersebut, dosen harus memilih teknik pembelajaran yang tepat untuk meningkatkan perhatian dan motivasi mahasiswa. Salah satu teknik pengajaran tersebut adalah teknik English Debate. Tujuan dari penelitian ini adalah untuk mengetahui apakah teknik English Debate dapat meningkatkan kemampuan speaking mahasiswa. Penelitian ini merupakan Penelitian Tindakan Kelas yang diterapkan terhadap mahasiswa ESA (English Students Assiciation) semester 4 Pendidian Bahasa Inggris Universitas Muria Kudus tahun akademik 2014/2015. Selamaa proses pembelajaran, mahasiswa diajar dengan menggunakan teknik English Debate. Hasil penelitian menunjukkan bahwa nilai rata-ratanya mahasiswa si siklus 1 adalah 69,28 dan dapat dikategorikan menjadi cukup. Kemudian peneliti melanjutkan ke siklus 2. Hasil nilai rata-rata nilaispeaking mahasiswa adalah 80,14 dan dapat di kategorikan menjadi baik. Berdasarkan data diatas dapat disimpulkan bahwa teknik English Debate dapat digunakan bagi guru/dosen Bahasa Inggris untuk meningkatkan meningkatkan kemampuan/speaking mahasiswa. Di dalam teknik Englsh Debate ada topic yang mengharuskan bagi peserta debat untuk berbicara bahasa Inggris. Disamping itu, teknik English Debate juga dapat digunakan untuk meningkatkan kosakata mahasiswa.]]>
<![CDATA[THE USE OF COMIC STRIPS AS AN ENGLISH TEACHING MEDIA FOR JUNIOR HIGH SCHOOL STUDENTS ]]>
<![CDATA[Rokhayani, Atik]]>;
<![CDATA[Perwikasih Utari, Aisyah Ririn]]>
<![CDATA[ Language Circle: Journal of Language and Literature Vol 8, No 2 (2014): April 2014 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/lc.v8i2.3018
<![CDATA[Nowadays, teachers have to be creative in delivering materials to the students. Ideally, teaching media are needed to support the success of teaching and learning processes. In English classes, teachers have to create a good atmosphere using interactive teaching media. The objectives of this paper are (1) to know whether Printed Material in the form of Comic Strips can improve the English vocabulary of the students of SMP 2 Bae Kudus, (2) to describe the strength and the weaknesses of comic as a means of teaching English. This is action research was conducted at Class VIIA of SMP 2 Bae Kudus consisting of 30 learners. Before conducting the research, the writers administered a pr- test to know the students’ mastery of vocabulary. The result of the pre-test shows that the mean score was 68.27, while the standard score (KKM) is 75. Then, the writers in collaboration with the English teacher did Cycle I using Comic Strips. The mean score of a test proceeding Cycle I was 76.97. So, the writers continued to do Cycle II. In Cycle II, the writers also gave evaluation to the students. The mean score of the test proceeding Cycle II was 85.10. In delivering the materials, the teacher felt it easier to deliver teaching materials using comic strips.]]>
<![CDATA[How Does the Students’ Readability in Mastering English Material? ]]>
<![CDATA[Rokhayani, Atik]]>
<![CDATA[ Vision: Journal for Language and Foreign Language Learning Vol 6, No 1 (2017) ]]>
Publisher : <![CDATA[Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo Semarang ]]>
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DOI: 10.21580/vjv6i11579
<![CDATA[In English class, the teachers/lecturers have to take a big chance in managing their students well. Managing the class is not an easy thing to do. The lecturers have to use appropriate techniques to gain the students attention. In university level, the students are the central in English teaching and learning process. They have many different characteristics and readability. From this atmosphere, the lecturer has to be ready for those differences. In selecting the English materials, the lecturer should consider based on the students’ needs. The paper aims at investigating the students’ readability in English class in mastering English material. It focuses on Intermediate Grammar Class. It describes the students who like watching English movies. The material focuses on simple past tense. The method of this study is descriptive qualitative research. This result shows that the mean score from the students who like watching English movies is 77.83. From the mean score, the mastery of simple past tense of the students who like watching English movies can be categorized as good. It can be used as the contribution to English teaching and learning process and reference for further researchers in doing the similar research. ]]>
<![CDATA[BIG OBSTACLES IN IMPLEMENTING LESSON STUDY ]]>
<![CDATA[Achmad Hilal Madjdi]]>;
<![CDATA[Atik Rokhayani]]>
<![CDATA[ UAD TEFL International Conference Proceedings of the 4th UAD TEFL International Conference ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
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DOI: 10.12928/utic.v1.142.2017
<![CDATA[High spirit in enhancing teaching learning process in the framework of Lesson Study does not always show high performance in the overall management of the learning community. Big- unpredictable obstacles appeared in each stages and need certain reflection and specific treatment to cope with. In other words, it is really interesting to implement Lesson Study but, on the other hands, several phenomena appeared beyond the theory of Lesson Study it self. This paper tries to uncover the obstacles of the practice of implementing Lesson Study to improve teaching learning process of TEAL (Teaching English as an Additional Language) class in the English Department of University of Muria Kudus. Stages of teaching learning process was done in the concept of Lesson Study: Planning, Doing, and Reflecting. These stages were implemented with the main purpose to switch what the so called teacher centered learning to students centered learning. There are many obstacles appeared during teaching learning activity of “Lesson Study” of TEAL. Most of them dealed with how the colleques of the teacher take the role as members of learning community who hopefully played important role in developing the concept of teachng learning and material development. The second obstacles had something to do with the learning habit of the students which has been established in mood of being good listener in the classroom. The third obstacles worked in the session of reflection where it seemed difficult for some of the involved person to portrait the real problem in lesson study class.]]>
<![CDATA[Relationship between Gender, Subject Preference and Learning Styles ]]>
<![CDATA[Suprihadi Suprihadi]]>;
<![CDATA[Atik Rokhayani]]>
<![CDATA[ Celt: A Journal of Culture, English Language Teaching & Literature Vol 16, No 2: December 2016, Nationally Accredited ]]>
Publisher : <![CDATA[Soegijapranata Catholic University ]]>
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DOI: 10.24167/celt.v16i2.583
<![CDATA[Understanding the learning styles of the students is very crucial in implementing student-centered learning (SCL). The objectives of this research are to describe: 1) the general learning styles profile of the students of English Education Department Universitas Muria Kudus; 2) the dependency relationship between learning styles dimensions and gender, and 3) the dependency relationship between subject preference and learning styles dimensions. This research uses 208 students from different semesters as the samples, while the instrument is the Indonesian translation of Solomon-Felder Index of Learning Styles Questionnaire. The result of the analysis reveals that: 1) the general learning style profile of the students is balanced; 2) at ? .05, there is no significant relationship between the probability of the students of having certain learning styles dimensions and gender; 3) at ? .05, the subject preference of the students who are SensingIntuitive and Visual Verbal depends on their learning styles dimensions, while that of those who are Active Reflective and Sequential Global does not.]]>
<![CDATA[Peer Teaching as a Simulation for Communicative Classroom English Rehearsal ]]>
<![CDATA[Atik Rokhayani]]>;
<![CDATA[Agung Dwi Nurcahyo]]>;
<![CDATA[Dwi Rukmini]]>;
<![CDATA[Ahmad Sofwan]]>
<![CDATA[ Celt: A Journal of Culture, English Language Teaching & Literature Vol 17, No 1: July 2017, Nationally Accredited ]]>
Publisher : <![CDATA[Soegijapranata Catholic University ]]>
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DOI: 10.24167/celt.v17i1.1164
<![CDATA[One of the professional competences that should be owned by English teachers is classroom English skill since they have to deliver instructions in various classroom context. Consequently, it becomes a challenge for teacher training and education institutions to prepare their student teachers with good English speaking skills for instructional purposes. Student teachers usually have to complete a teaching internship program for one semester at school so as to engage them in a real situation of teaching experience. In that period of time, they will have to use appropriate classroom language when giving instructions to their students. Therefore, student teachers should be provided enough opportinuties for practicing their classroom English skill. In Indonesian English Education Department there is a compulsory course named ‘micro teaching class’ that should be attended by student teachers before they have a teaching internship program at school. This study aims at describing how peer teaching is practiced by the students of the English Education Department of Universitas Muria Kudus as a simulation activity to use classroom English in delivering classroom’s instruction. The study will explore to what extent this simulation can help student teachers improve their communicative competence in classroom instructional process.]]>
