Articles
<![CDATA[PRE-SERVICE ENGLISH TEACHERâS PERCEPTION ON COLLABORATIVE GENRE-BASED WRITING ]]>
<![CDATA[Sumekto, Didik Rinan]]>;
<![CDATA[Saleh, Mursid]]>;
<![CDATA[-, Retmono]]>;
<![CDATA[Sofwan, Ahmad]]>
<![CDATA[ The Journal of Educational Development Vol 3 No 2 (2015): November 2015 ]]>
Publisher : <![CDATA[The Journal of Educational Development ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[This study was aimed at investigating the collaborative learning effectiveness and contribution toward pre-service English teachersâ (PSETsâ) perception conveyed on genre-based writing lectures. The sample was 86 undergraduate pre-service English teachers (PSETs), Tidar University of Magelang (45 respondents) and Widya Dharma University of Klaten (41 respondents). This study used simple random sampling. Data were collected by means of questionnaire using 5-scaled Likert rating to obtain PSETsâ perception, and then analyzed quantitatively by applying the SPSS program. The findings showed that the highest response toward each category in the perception referred to (1) 41.9% or 36 responses on sometimes toward lecturerâs instruction method; 44.2% or 38 responses on seldom toward learning assessment process; 48.2 or 41 responses on seldom toward lecturerâs assessment mechanism; and 53.5% or 46 responses on sometimes toward lecturerâs instruction evaluation and reflection; and (2) there were 47.4% or 45 responses on sometimes which ranked to the highest response level on groupâs performance goals; 48.4% or 46 responses on seldom which engaged PSETâs interpersonal competence; 48.4% or 46 responses on frequent which guided group maintenance; and 41.1% or 39 responses on sometimes toward classroom work.]]>
<![CDATA[DEVELOPING READING AND WRITING SKILL OF THE X APH 2 STUDENTS AT THE ODD SEMESTER IN THE ACADEMIC YEAR OF 2014/2015 FOR THE LEARNING MATERIAL OF EXPRESSING INTENTION BY USING PICTURE STORY AND PICTURE FOR WRITING STORY USING RAFT METHOD ]]>
<![CDATA[Qoidah Noor, Ahlis]]>;
<![CDATA[Saleh, Mursid]]>;
<![CDATA[Rukmini, Dwi]]>
<![CDATA[ The Journal of Educational Development Vol 2 No 2 (2014): November 2014 ]]>
Publisher : <![CDATA[The Journal of Educational Development ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[This researchâs goal is to identify the studentsâ ability in analyzing the expression of Intention in Reading text and to analyze the studentsâ capability in writing the expressions through letters and develop their abilities in Reading through pictures and RAFT method. The data showed that there were only 21 % of students able to identify the expression of Intention and the rest was 17 % able to write correctly in their simple sentences. The expression of intention using will, be going to,, intend to, need, want to had the various use and it made them got confused. This research integrated the Reading and Writing skill. The Reading competence analyzed through 5 M. The researcher then compared the result of both activities in Reading and Writing and analyzed the effectiveness of the response again. The result showed that there was a significant increasing of competence and performance in Reading and Writing . The data analyzed showed that there were 75 % students got development in competence and 25 % students found difficulties in finishing the task.]]>
<![CDATA[Developing Socio-Cultural Scaffolding Model to Elicit Learnersâ Speech Production ]]>
<![CDATA[Englishtina, Inti]]>;
<![CDATA[Saleh, Mursid]]>;
<![CDATA[Warsono, Warsono]]>;
<![CDATA[Rukmini, Dwi]]>
<![CDATA[ The Journal of Educational Development Vol 4 No 1 (2016): June 2016 ]]>
Publisher : <![CDATA[The Journal of Educational Development ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[This study is concerned with developing scaffolding model to elicit bilingual kindergarten childrenâs English speech production. It is aimed at describing what the teachers need in eliciting their studentsâ speech production; how a scaffolding model should be developed to elicit the childrenâs speech production; and how effective is the scaffolding model in eliciting the childrenâs speech production.The participants of the study are teachers and students of kindergarten at Mondial SchoolSemarang. Preliminary research was conducted to describe what the teachers need to elicit their studentsâ speech production. Referring to the need analysis, a scaffolding model was developed to elicit the childrenâs speech production. To explain the effectiveness of the model a try out was carried out on the model developed. Based on the result of the try out, a final model was developed.The findings of the preliminary research suggest that Mondial School kindergarten teachers need a scaffolding model to elicit their studentsâ speech production. Referring to the findings a scaffolding model based on speech functions was developed. To explain the effectiveness of the model the developed initial model was tried out. Based on the result of the try out the final scaffolding model was developed.This study concludes that kindergarten teachers of Mondial School need a scaffolding model to elicit their childrenâs English speech production. Based on the need analysis, a Socio-cultural Scaffolding Model was developed. Referring to the result of the try out steps it is reasonable to argue that this product of Scaffolding Model is effective in eliciting English speech production of kindergarten students of Mondial School.]]>
<![CDATA[NEED ANALYSIS FOR DEVELOPING ENGLISH LEARNING MODEL IN BANJARBARU SENIOR HIGH ]]>
<![CDATA[Fadillah, Ridha]]>;
<![CDATA[Saleh, Mursid]]>
<![CDATA[ The Journal of Educational Development Vol 1 No 1 (2013): June 2013 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[This explorative research aims to investigate the students’ English anxiety and the existing English learning model used by teachers as the baseline for the study to develop an effective English learning model. The method used in this research was a descriptive quantitative survey. The samples were 248 fifteen to nineteen year old students in second grade Banjarbaru senior high schools, South Kalimantan, Indonesia. The results indicated that the students’ English anxiety were at high level, including the three components of foreign language anxiety: communication apprehension, fear of negative evaluation, and test anxiety. In addition, the studentsexperienced anxious feeling in English classroom and English learning model used by English teachers were conventional model. It means that the teachers were as the center of learning]]>
<![CDATA[Cross-Cultural Comparison based Syllabus for Cross-Cultural Understanding Class in English Department of Pancasakti University ]]>
<![CDATA[Prihatin, Yoga]]>;
<![CDATA[Saleh, Mursid]]>;
<![CDATA[Rukmini, Dwi]]>;
<![CDATA[Sofwan, Ahmad]]>
<![CDATA[ The Journal of Educational Development Vol 5 No 3 (2017): October 2017 ]]>
Publisher : <![CDATA[The Journal of Educational Development ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.15294/jed.v5i3.18122
<![CDATA[This study was to design a cross-cultural comparison based syllabus for cross-cultural understanding class in English Department of Pancasakti University. This study used a Research and Development (R&D) model suggested by Borg and Gall (1983) encompassing four phases, exploration, development, field-testing, and dissemination. This study involved 47 third semester students who had attended CCU class in need analysis and 20 students of first semester for the trial. Data was collected by using questionnaire, document analysis, and classroom observation. English Education experts validated the syllabus prototype before trying it out to find out the feasibility and practicality of cross-cultural comparison based syllabus by using a pre-experimental design with one-group Pretest-Posttest design. Pearson Product moment SPSS 22 was used to find out the correlation between pretest and posttest. The try out data was supported by classroom observation rubric and studentsâ feedback. The finding showed that the new developed syllabus was fit to use for cross-cultural understanding class in English Department of Pancasakti University proven by positive correlation and between pretest and posttest; supported by studentsâ good behavior and satisfaction with the new developed syllabus in CCU class.]]>
<![CDATA[Developing a Model of Multiple Intelligence-Based Materials for Teaching English in Elementary School ]]>
<![CDATA[Murni Wahyanti, C.]]>;
<![CDATA[Saleh, Mursid]]>;
<![CDATA[Warsono, Warsono]]>;
<![CDATA[Rukmini, Dwi]]>
<![CDATA[ The Journal of Educational Development Vol 6 No 1 (2018): February 2018 ]]>
Publisher : <![CDATA[The Journal of Educational Development ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.15294/jed.v6i1.20753
<![CDATA[This study aims at developing multiple-intelligences (MI)-based materials for teaching English in elementary school. It applies the research and development method. In the exploration stage, a needs analysis and a document analysis were carried out. Thirty public elementary school teachers in Semarang filled out a questionnaire. The document analysis was meant to find out to what extent the English learning materials used by most of the teachers addressed the MI theory. In the development stage, the prototype of the model was developed, evaluated by experts and tried-out in one school. In the last stage, a pre-experimental study was carried out in three schools. The results indicated that learning materials which have variations of tasks were needed. The analysis of the learning materials showed that some intelligence types were very rarely represented. As for the prototype of the model, some revisions were required. The result of the t-test indicated that the model was effective for improving the studentsâ English mastery. This study suggests that the model of MI-based materials developed is appropriate for teaching English to elementary school students.]]>
<![CDATA[Pedagogic Task BasedActivity to Develop Students’ Intercultural Communicative Competence ]]>
<![CDATA[Widyaningrum, Agnes]]>;
<![CDATA[Saleh, Mursid]]>;
<![CDATA[Warsono, Warsono]]>;
<![CDATA[Sutopo, Djoko]]>
<![CDATA[ The Journal of Educational Development Vol 6 No 3 (2018): October 2018 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.15294/jed.v6i3.24280
<![CDATA[TEFL in Indonesia is conducted on the framework of improving student’s cognitive and psycho-motoric but less in affective activity. The shift from foreign language to multicultural language (Honna, 2000, 2003) is to build intercultural awareness (2008, p.72). In school pedagogic activity is designed to accessing its modes of implementation, its operation and its outcome (Leung, 1993). It emphasizes on the process thus reflection is beyond the focus. Textbook is made on the basis of CLT with the aim to teach communicative competence (Richards, 2006, p.2) by implementing Task Based Approach focusing on creating kinds of interactional processes in the classroom (2006, p.30). ICC is the goal of TEFL therefore an innovation is made to develop student’s ability to be socially and culturally competent speakers (Byram, 2001). The findings show that pedagogic task based adopted authentic as well as created situation and cultural values can boost student’s ICC.]]>
<![CDATA[NEED ANALYSIS FOR DEVELOPING ENGLISH LEARNING MODEL IN BANJARBARU SENIOR HIGH ]]>
<![CDATA[Fadillah, Ridha]]>;
<![CDATA[Saleh, Mursid]]>
<![CDATA[ The Journal of Educational Development Vol 1 No 1 (2013): June 2013 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[This explorative research aims to investigate the students’ English anxiety and the existing English learning model used by teachers as the baseline for the study to develop an effective English learning model. The method used in this research was a descriptive quantitative survey. The samples were 248 fifteen to nineteen year old students in second grade Banjarbaru senior high schools, South Kalimantan, Indonesia. The results indicated that the students’ English anxiety were at high level, including the three components of foreign language anxiety: communication apprehension, fear of negative evaluation, and test anxiety. In addition, the studentsexperienced anxious feeling in English classroom and English learning model used by English teachers were conventional model. It means that the teachers were as the center of learning]]>
<![CDATA[Developing Socio-Cultural Scaffolding Model to Elicit Learners’ Speech Production ]]>
<![CDATA[Englishtina, Inti]]>;
<![CDATA[Saleh, Mursid]]>;
<![CDATA[Warsono, Warsono]]>;
<![CDATA[Rukmini, Dwi]]>
<![CDATA[ The Journal of Educational Development Vol 4 No 1 (2016): June 2016 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[This study is concerned with developing scaffolding model to elicit bilingual kindergarten children’s English speech production. It is aimed at describing what the teachers need in eliciting their students’ speech production; how a scaffolding model should be developed to elicit the children’s speech production; and how effective is the scaffolding model in eliciting the children’s speech production.The participants of the study are teachers and students of kindergarten at Mondial SchoolSemarang. Preliminary research was conducted to describe what the teachers need to elicit their students’ speech production. Referring to the need analysis, a scaffolding model was developed to elicit the children’s speech production. To explain the effectiveness of the model a try out was carried out on the model developed. Based on the result of the try out, a final model was developed.The findings of the preliminary research suggest that Mondial School kindergarten teachers need a scaffolding model to elicit their students’ speech production. Referring to the findings a scaffolding model based on speech functions was developed. To explain the effectiveness of the model the developed initial model was tried out. Based on the result of the try out the final scaffolding model was developed.This study concludes that kindergarten teachers of Mondial School need a scaffolding model to elicit their children’s English speech production. Based on the need analysis, a Socio-cultural Scaffolding Model was developed. Referring to the result of the try out steps it is reasonable to argue that this product of Scaffolding Model is effective in eliciting English speech production of kindergarten students of Mondial School.]]>
<![CDATA[Cross-Cultural Comparison based Syllabus for Cross-Cultural Understanding Class in English Department of Pancasakti University ]]>
<![CDATA[Prihatin, Yoga]]>;
<![CDATA[Saleh, Mursid]]>;
<![CDATA[Rukmini, Dwi]]>;
<![CDATA[Sofwan, Ahmad]]>
<![CDATA[ The Journal of Educational Development Vol 5 No 3 (2017): October 2017 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.15294/jed.v5i3.18122
<![CDATA[This study was to design a cross-cultural comparison based syllabus for cross-cultural understanding class in English Department of Pancasakti University. This study used a Research and Development (R&D) model suggested by Borg and Gall (1983) encompassing four phases, exploration, development, field-testing, and dissemination. This study involved 47 third semester students who had attended CCU class in need analysis and 20 students of first semester for the trial. Data was collected by using questionnaire, document analysis, and classroom observation. English Education experts validated the syllabus prototype before trying it out to find out the feasibility and practicality of cross-cultural comparison based syllabus by using a pre-experimental design with one-group Pretest-Posttest design. Pearson Product moment SPSS 22 was used to find out the correlation between pretest and posttest. The try out data was supported by classroom observation rubric and students’ feedback. The finding showed that the new developed syllabus was fit to use for cross-cultural understanding class in English Department of Pancasakti University proven by positive correlation and between pretest and posttest; supported by students’ good behavior and satisfaction with the new developed syllabus in CCU class.]]>
