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TASK - BASED LANGUAGE TEACHING (TBLT) CAN IMPROVE STUDENTSâ WRITING ABILITY Sholihah, Umi
MAGISTRA Vol 25, No 86 (2013): Magistra Edisi Desember
Publisher : MAGISTRA

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The purpose of this article is to examine the uses of TBLT can improve studentsâ writing ability. Besides that, this article also gives evidences of the research which is designed to identify the strengths and the weaknesses of the implementation of TBLT in improving studentsâ writing ability. The research findings of this research imply that TBLT is very effective. The implementation of TBLT improved the studentsâ writing ability. It gives the chance to the students to explore their ideas and to choose their own words, and encourages students to be active learners. It could raise the studentsâ participation in writing class and could enhance the studentsâ writing ability. In TBLT, the teacher has a lot of opportunities to develop various activities. TBLT also made the students able to make a composition using appropriate vocabulary, correct grammar, mechanics, content, and organization. Finally, this article is expected to be useful for other researchers more particularly those who are interested in conducting a similar research. Key Words: writing ability, Task â Based Language Teaching (TBLT), improving, classroom action research.

THE DIFFERENCES BETWEEN ENGLISH AND INDONESIAN LANGUAGE Sholihah, Umi
MAGISTRA Vol 26, No 89 (2014): Magistra Edisi September
Publisher : MAGISTRA

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Languages are different, eventhough they have similarities too. They have own rules of usage. English as the first foreign language which is taught in Indonesia has many differences with Indonesian language. Some of the differences are found in syntax, phonemes, pronunciation, meaning, grammar, and tenses. The differences often make students are difficult to understand in learning English. As English teachers, we should know those differences well in order to give enough understanding in teaching English for our students. This article will discuss about some differences between English and Indonesian language, completed with their examples. Hope after having deep understanding of those differences, we are as the English teacher, will find, modify, and create new methods of teaching so that the students will be easier to learn English. Keywords: differences, language, English, Indonesian

AEMPLOYING QUESTION â ANSWER RELATIONSHIPS (QAR) TO ENHANCE STUDENTSâ READING COMPREHENSION (A CLASSROOM ACTION RESEARCH AT THE FOURTH SEMESTER OF ENGLISH DEPARTMENT STUDENTS OF WIDYA DHARMA UNIVERSITY KLATEN IN THE 2016/2017 ACADEMIC YEAR) Sholihah, Umi; Anisa, Ike
MAGISTRA Vol 29, No 102 (2017): Magistra Desember
Publisher : MAGISTRA

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In teaching-learning reading, in order to know whether students comprehend what they read,teacher can ask them to answer reading comprehension questions. It may be an indication that students havelow ability of reading if they cannot answer questions correctly. Considering the reason above, the researcheris interested in implementing question-answer relationships (QAR) as a strategy of reading comprehensionproposed by Rafael (1986).The objective of the research is to identify whether QAR can enhance studentsâ reading comprehension..This research is classroom action research on improving studentsâ reading comprehension using QAR thatinvolved three cycles. The subject of the research is the fourth semester students of English Department ofWidya Dharma University Klaten. In data collecting, the research involved two sorts of data: quantitative dataand qualitative data. The quantitative data is gained from test: pre- and post test. After analyzing the scores ofthe written test, the researcher uses a statistical technique to find mean score of the students. For collectingqualitative data, the researcher employed observation, recording/questionnaire, and interview. In analyzingqualitative data, the researcher makes use of interactive model proposed by Miles & Huberman (1984: 21-23),they are data reduction, data display, and data verification.The findings of this research reveal that there are the improvement of studentsâ reading comprehensionskill, participation, and motivation.. The QAR framework gives practice for students to be asked to respond toquestions in the text.Key Words: English textbook, syllabus, 2013 Curriculum

The Use of âGoogle Docsâ in Teaching Writing: An Alternative Way of Collaboration in Writing Ana Setyandari, Umi Sholihah dan
PROCEEDING ICTESS (Internasional Conference on Technology, Education and Social Sciences) 2018: PROCEEDING ICTESS
Publisher : PROCEEDING ICTESS (Internasional Conference on Technology, Education and Social Sciences)

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This article describes one of innovative strategies for education in digital era. It isbased on the research of utilizing âGoogle Docsâ in teaching writing. Starting fromthe questionnaire and observation that had been done by the researcher to Englishstudents of Widya Dharma University of Klaten in preliminary research, there arestill many students that have low ability in writing because insufficient practice inwriting. Most of writing activities in the class give the theories of writing with lesspracticing. Even when the students did the task, they only did the task based on theinstruction then submitted without any revision. Some students said that sometimesthe lecturer gave correction in class but it consumed the time and not all studentsgot their correction because limited time. When the correction given in othermeeting, it wastes the time and there is no time for making revision. This researchis aimed to face those problems by using âGoogle Docsâ. The using of âGoogleDocsâ gives the opportunities for the students to review othersâ works everywhereand whenever they want, not only in the class. The findings of the research showthat there are significant improvements of studentsâ writing skill after applyingcollaborative learning using âgoogle docsâ. So, it is proven that utilizing âGoogleDocsâ in reviewing studentsâ work can be alternative method to improve writingability.Keywords: writing skill; collaborative learning; google docs; classroom action research

TEKNIK PEER-REVIEW MELALUI GOOGLE DOCS: ALTERNATIF PIRANTI KOLABORASI DALAM MENULIS Sholihah, Umi
Widya Wacana: Jurnal Ilmiah Vol 13, No 2 (2018): Agustus : Widya Wacana
Publisher : UNIVERSITAS SLAMET RIYADI

AbstractThe digital era requires us to always be creative and innovative. As an educator, we must also be creative and innovative to find new innovations in learning. One of the innovations in learning is by utilizing the Google Docs application. This paper is based on classroom action research on the use of the Google Docs application to support the use of Peer-Review technique in writing for English department students of Widya Dharma University of Klaten. The results of the study show that the Peer-Review technique by utilizing the Google Docs application in writing can 1) train students to think critically, observantly, and thoroughly when reviewing their friendsâ€™ writing which can automatically improve their own writing skills; 2) increase the ability to collaborate and work together to have global competitiveness in the 21st century; 3) motivate students to be active in completing writing assignments; 4) make learning in the classroom more meaningful by creating a more lively classroom situation; 5) make students feel more enjoying and active in writing; 6) save paper usage; 7) provide allowance to students for whenever and wherever they want to review the writing of their friends without having to be bound by time and place when learning to write in class; 8) can boost the sharpness of student analysis so that it can be used also in other fields of study.Keywords: Peer-Review Technique, Google Docs Application, Writing Skills Â AbstrakEra digital menuntut kita untuk selalu berinovasi dan mampu menyesuaikan diri dengan perkembangan yang ada. Sebagai seorang pendidik, kita juga harus selalu kreatif dan inovatif untuk mencari inovasi baru dalam pembelajaran. Salah satu inovasi dalam pembelajaran adalah dengan memanfaatkan aplikasi Google Docs. Makalah ini berdasarkan penelitian tindakan kelas tentang pemanfaatan aplikasi Google Docs untuk mendukung penggunaan teknik Peer-Review dalam pembelajaran menulis mahasiswa Pendidikan Bahasa Inggris Universitas Widya Dharma Klaten. Hasil penelitian menunjukkanÂ teknik Peer-Review dengan memanfaatkan aplikasi Google Docs dalam pembelajaran menulis dapat 1) melatih mahasiswa untuk berfikir kritis, jeli, dan teliti saat menelaah tulisan temannya yang secara otomatis dapat meningkatkan kemampuan menulis mereka sendiri; 2) meningkatkan kemampuan berkolaborasi dan bekerja sama agar memiliki daya saing global di abad ke-21; 3) memotivasi mahasiswa untuk aktif dalam menyelesaikan tugas menulis; 4) membuat pembelajaran di kelas menjadi lebih berarti dengan menciptakan situasi di kelas lebih hidup; 5) membuat mahasiswa merasa lebih menikmati dan aktif pada pembelajaran menulis; 6) menghemat penggunaan kertas; 7) memberikan kelonggaran kepada mahasiswa untuk kapanpun dan dimanapun mereka ingin mereview tulisan temannya tanpa harus terikat waktu dan tempat saat pembelajaran menulis di kelas; serta 8) dapat mendongkrak ketajaman analisis mahasiswa sehingga dapat dimanfaatkan pula pada bidang-bidang kajian lain.Kata kunci: Teknik Peer-Review, Aplikasi Google Docs, Kemampuan Menulis

STRATEGI MENGAJAR ACADEMIC WRITING UNTUK MENINGKATKAN KUALITAS KARYA ILMIAH MAHASISWA DI JURUSAN PENDIDIKAN BAHASA INGGRIS, UNIVERSITAS WIDYA DHARMA KLATEN Umi Sholihah, Fibriani Endah Widyasari,
Widya Wacana: Jurnal Ilmiah Vol 13, No 2 (2018): Agustus : Widya Wacana
Publisher : UNIVERSITAS SLAMET RIYADI

AbstrakKarya ilmiah menjadi tututan bagi sivitas akademika, tanpa terkecuali bagi mahasiswa guna meningkatkan kualitas berfikir secara kritis dan sistematis sebagai media refleksi untuk mengukur kemampuan dari bidang ilmu yang telah dipelajari selain untuk mengangkat kredibilitas institusi pendidikan yang mulai bersaing di tingkat internasional. Kenyataan ini tidaklah mudah untuk direalisasikan karena banyaknya faktor yang mempengaruhi pencapaiannya, mulai dari sumber daya manusia, kurangnya pengetahuan, minimnya strategi mengajar yang tepat yang mampu menjembatani kebutuhan mereka dalam menulis karya ilmiah. Dengan pertimbangan kebutuhan karya ilmiah yang harus dipenuhi oleh mahasiswa, program studi pendidikan bahasa Inggris Universitas Widya Dharma Klaten memberikan pengetahuan tentang Academic Writing secara dini dan terstruktur dengan strategi mengajar yang tepat bagi mahasiswa supaya mampu menghasilkan karya ilmiah baik untuk kebutuhan kompetisi, tugas menulis maupun tugas akhir mereka berupa skripsi pada mata kuliah Writing I sampai dengan VI. Penelitian ini bertujuan untuk mengetahui Proses pengajaran materi Academic Writing guna meningkatkan kualitas karya ilmiah bagi mahasiswa program studi pendidikan bahasa Inggris di Universitas Widya Dharma Klaten, Penelitian ini merupakan merupakan penelitian kualitatif. Pengumpulan data akan dilakukan secara langsung di kelas yang sudah ditentukan melalui observasi, wawancara, dan dokumentasi berupa hasil menulis mahasiswa. Data kualitatif akan dianalisis melalui reduksi data, pemaparan data dan proses validasiÂ Kata Kunci : Academic writing, karya ilmiah, strategi mengajar.Â AbstractAcademic writing is the obligation should be done by all the students to encourage their critical thinking and systematically as the measurement of the material has been learnt and the tool to improve the institution credibility as the academic writing becomes the competition among students in the wild range of categories. In fact, the academic writing achievement is way too hard for students concerning to the many factors influenced, the limited number of the human resources to teach academic writing, the lack of knowledge about academic writing and less of appropriate teaching strategies to improve students ability in writing academically because of its difficulties have become the major factors of studentsâ€™ low capability in academic writing. Realizing academic needs require students to write some sort of academic writing, the English department of study program decided to teach students as early as possible and provide the appropriate teaching strategies as it needed in the field of competition, assignments and research and it is implemented into curriculum given in the form of Writing I to Writing VI in each semester which should be mastered by student in order to develop their academic writing skills. This study is the qualitative research which collecting the data by conducting observation, interview and documentation. The data collected was analyzed through data reduction, display and also through data triangulation.Keywords: Academic writing, Teaching Strategies.

Afro-American Literature: The Analysis of Gorilla, My Love by Toni Cade Bambara Kustinah, Kustinah; Haryanti, Sri; Yuwono, Suhud Eko; Sholihah, Umi
NOTION: Journal of Linguistics, Literature, and Culture Vol 3, No 1 (2021)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/notion.v3i1.3547

It is said that Afro-American literature is the body of literature produced in the United states by writers of African descent. Today, Afro-American literature has become accepted as an integral part of American literature. In broad terms, Afro-American literature can be defined as writings by people of African descent living in the United States. This qualitative study analyzes a short story entitled Gorilla, My Lovewritten by a female Afro-American writer, Toni Cade Bambara. The analysis of the study aims at answering the three problem formulation: (1) states the literariness of the text (2) explains how the literariness of the text play as a means to symbolize a â€œbroaderâ€ text (the universe) and (3) writes the proof of mental evidences taken from the text. In analyzing the short story, this study uses Sociology of Literature and Psychology of Literature. The two theories help readers understanding the theme of the short story by reading the explanation about how the narrator of the story set the plot. This study uses narrative as its approach since this is a literary study where a short story is analyzed through its narrative structure. The conclusion of the study provides the proof of its research benefits: giving information to readers about the following: (1) all about Afro-American literature plus its life-experience, family-values, etc. (2) how a literary work can connect its readers to their life and (3) an understanding that a reading-act strengthens the definition that a literary work is as a portrait of human experience.Â

STRATEGI MENGAJAR ACADEMIC WRITING UNTUK MENINGKATKAN KUALITAS KARYA ILMIAH MAHASISWA DI JURUSAN PENDIDIKAN BAHASA INGGRIS, UNIVERSITAS WIDYA DHARMA KLATEN Umi Sholihah, Fibriani Endah Widyasari,
Widya Wacana: Jurnal Ilmiah Vol. 13 No. 2 (2018): Agustus : Widya Wacana
Publisher : UNIVERSITAS SLAMET RIYADI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33061/ww.v13i2.2261

AbstrakKarya ilmiah menjadi tututan bagi sivitas akademika, tanpa terkecuali bagi mahasiswa guna meningkatkan kualitas berfikir secara kritis dan sistematis sebagai media refleksi untuk mengukur kemampuan dari bidang ilmu yang telah dipelajari selain untuk mengangkat kredibilitas institusi pendidikan yang mulai bersaing di tingkat internasional. Kenyataan ini tidaklah mudah untuk direalisasikan karena banyaknya faktor yang mempengaruhi pencapaiannya, mulai dari sumber daya manusia, kurangnya pengetahuan, minimnya strategi mengajar yang tepat yang mampu menjembatani kebutuhan mereka dalam menulis karya ilmiah. Dengan pertimbangan kebutuhan karya ilmiah yang harus dipenuhi oleh mahasiswa, program studi pendidikan bahasa Inggris Universitas Widya Dharma Klaten memberikan pengetahuan tentang Academic Writing secara dini dan terstruktur dengan strategi mengajar yang tepat bagi mahasiswa supaya mampu menghasilkan karya ilmiah baik untuk kebutuhan kompetisi, tugas menulis maupun tugas akhir mereka berupa skripsi pada mata kuliah Writing I sampai dengan VI. Penelitian ini bertujuan untuk mengetahui Proses pengajaran materi Academic Writing guna meningkatkan kualitas karya ilmiah bagi mahasiswa program studi pendidikan bahasa Inggris di Universitas Widya Dharma Klaten, Penelitian ini merupakan merupakan penelitian kualitatif. Pengumpulan data akan dilakukan secara langsung di kelas yang sudah ditentukan melalui observasi, wawancara, dan dokumentasi berupa hasil menulis mahasiswa. Data kualitatif akan dianalisis melalui reduksi data, pemaparan data dan proses validasiÂ Kata Kunci : Academic writing, karya ilmiah, strategi mengajar.Â AbstractAcademic writing is the obligation should be done by all the students to encourage their critical thinking and systematically as the measurement of the material has been learnt and the tool to improve the institution credibility as the academic writing becomes the competition among students in the wild range of categories. In fact, the academic writing achievement is way too hard for students concerning to the many factors influenced, the limited number of the human resources to teach academic writing, the lack of knowledge about academic writing and less of appropriate teaching strategies to improve students ability in writing academically because of its difficulties have become the major factors of studentsâ€™ low capability in academic writing. Realizing academic needs require students to write some sort of academic writing, the English department of study program decided to teach students as early as possible and provide the appropriate teaching strategies as it needed in the field of competition, assignments and research and it is implemented into curriculum given in the form of Writing I to Writing VI in each semester which should be mastered by student in order to develop their academic writing skills. This study is the qualitative research which collecting the data by conducting observation, interview and documentation. The data collected was analyzed through data reduction, display and also through data triangulation.Keywords: Academic writing, Teaching Strategies.

TEKNIK PEER-REVIEW MELALUI GOOGLE DOCS: ALTERNATIF PIRANTI KOLABORASI DALAM MENULIS Sholihah, Umi
Widya Wacana: Jurnal Ilmiah Vol. 13 No. 2 (2018): Agustus : Widya Wacana
Publisher : UNIVERSITAS SLAMET RIYADI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33061/ww.v13i2.2262

AbstractThe digital era requires us to always be creative and innovative. As an educator, we must also be creative and innovative to find new innovations in learning. One of the innovations in learning is by utilizing the Google Docs application. This paper is based on classroom action research on the use of the Google Docs application to support the use of Peer-Review technique in writing for English department students of Widya Dharma University of Klaten. The results of the study show that the Peer-Review technique by utilizing the Google Docs application in writing can 1) train students to think critically, observantly, and thoroughly when reviewing their friendsâ€™ writing which can automatically improve their own writing skills; 2) increase the ability to collaborate and work together to have global competitiveness in the 21st century; 3) motivate students to be active in completing writing assignments; 4) make learning in the classroom more meaningful by creating a more lively classroom situation; 5) make students feel more enjoying and active in writing; 6) save paper usage; 7) provide allowance to students for whenever and wherever they want to review the writing of their friends without having to be bound by time and place when learning to write in class; 8) can boost the sharpness of student analysis so that it can be used also in other fields of study.Keywords: Peer-Review Technique, Google Docs Application, Writing Skills Â AbstrakEra digital menuntut kita untuk selalu berinovasi dan mampu menyesuaikan diri dengan perkembangan yang ada. Sebagai seorang pendidik, kita juga harus selalu kreatif dan inovatif untuk mencari inovasi baru dalam pembelajaran. Salah satu inovasi dalam pembelajaran adalah dengan memanfaatkan aplikasi Google Docs. Makalah ini berdasarkan penelitian tindakan kelas tentang pemanfaatan aplikasi Google Docs untuk mendukung penggunaan teknik Peer-Review dalam pembelajaran menulis mahasiswa Pendidikan Bahasa Inggris Universitas Widya Dharma Klaten. Hasil penelitian menunjukkanÂ teknik Peer-Review dengan memanfaatkan aplikasi Google Docs dalam pembelajaran menulis dapat 1) melatih mahasiswa untuk berfikir kritis, jeli, dan teliti saat menelaah tulisan temannya yang secara otomatis dapat meningkatkan kemampuan menulis mereka sendiri; 2) meningkatkan kemampuan berkolaborasi dan bekerja sama agar memiliki daya saing global di abad ke-21; 3) memotivasi mahasiswa untuk aktif dalam menyelesaikan tugas menulis; 4) membuat pembelajaran di kelas menjadi lebih berarti dengan menciptakan situasi di kelas lebih hidup; 5) membuat mahasiswa merasa lebih menikmati dan aktif pada pembelajaran menulis; 6) menghemat penggunaan kertas; 7) memberikan kelonggaran kepada mahasiswa untuk kapanpun dan dimanapun mereka ingin mereview tulisan temannya tanpa harus terikat waktu dan tempat saat pembelajaran menulis di kelas; serta 8) dapat mendongkrak ketajaman analisis mahasiswa sehingga dapat dimanfaatkan pula pada bidang-bidang kajian lain.Kata kunci: Teknik Peer-Review, Aplikasi Google Docs, Kemampuan Menulis

Afro-American Literature: The Analysis of Gorilla, My Love by Toni Cade Bambara Kustinah Kustinah; Sri Haryanti; Suhud Eko Yuwono; Umi Sholihah
NOTION: Journal of Linguistics, Literature, and Culture Vol. 3 No. 1 (2021): NOTION: Journal of Linguistics, Literature, and Culture
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/notion.v3i1.3547

It is said that Afro-American literature is the body of literature produced in the United states by writers of African descent. Today, Afro-American literature has become accepted as an integral part of American literature. In broad terms, Afro-American literature can be defined as writings by people of African descent living in the United States. This qualitative study analyzes a short story entitled Gorilla, My Love written by a female Afro-American writer, Toni Cade Bambara. The analysis of the study aims at answering the three problem formulation: (1) states the literariness of the text (2) explains how the literariness of the text play as a means to symbolize a “broader” text (the universe) and (3) writes the proof of mental evidences taken from the text. In analyzing the short story, this study uses Sociology of Literature and Psychology of Literature. The two theories help readers understanding the theme of the short story by reading the explanation about how the narrator of the story set the plot. This study uses narrative as its approach since this is a literary study where a short story is analyzed through its narrative structure. The conclusion of the study provides the proof of its research benefits: giving information to readers about the following: (1) all about Afro-American literature plus its life-experience, family-values, etc. (2) how a literary work can connect its readers to their life and (3) an understanding that a reading-act strengthens the definition that a literary work is as a portrait of human experience.

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