Articles
<![CDATA[PRWR: Evidence of Its Effectiveness in Teaching Academic Content-Area Reading Across English Proficiency ]]>
<![CDATA[Lubis, Azhar Aziz]]>;
<![CDATA[Sulistyo, Gunadi Harry]]>
<![CDATA[ Dinamika Ilmu: Jurnal Pendidikan Dinamika Ilmu Vol 18 No 1, June 2018 ]]>
Publisher : <![CDATA[IAIN Samarinda ]]>
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DOI: 10.21093/di.v18i1.1070
<![CDATA[This factorial quasi-experimental 22 study aimed to corroborate the effect of PRWR strategy compared to Translation and Reading Aloud on students’ academic content-area reading comprehension as observed from their English proficiency. The interaction between the strategy and English proficiency was also examined. Data were obtained from a reading comprehension test, a TOEFL PBT Equivalent test, and a questionnaire on students’ perception towards the PRWR strategy. Both the reading test and the questionnaire were expert validated and tried out, whereas the TOEFL PBT Equivalent test was conducted under the auspices of an English institute. 58 sophomore students at a state university in Malang, Indonesia, served as the subjects of the study. This turned out that first; students taught by the PRWR strategy have better reading comprehension than that of by Translation and Reading Aloud. Second, students with high English proficiency taught by the PRWR strategy have better reading comprehension than that of taught by Translation and Reading Aloud. Third, there was no interaction between reading strategy and English proficiency. All in all, the employment of the PRWR strategy was highly recommended in academic content-area reading comprehension.]]>
<![CDATA[The Effect of Mind Mapping on EFL Students’ Idea Development in Argumentative Writing across Gender Differences and Learning Styles ]]>
<![CDATA[Ningrum, Ary Setya Budhi]]>;
<![CDATA[Latief, Mohammad Adnan]]>;
<![CDATA[Sulistyo, Gunadi Harry]]>
<![CDATA[ Dinamika Ilmu: Jurnal Pendidikan Dinamika Ilmu Vol. 16 No 1, June 2016 ]]>
Publisher : <![CDATA[IAIN Samarinda ]]>
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DOI: 10.21093/di.v16i1.296
<![CDATA[The purpose of the study was to determine the impact of mind mapping as a strategy in generating ideas before writing on the EFL students’ idea development in argumentative writing as perceived from their gender differences and learning styles. By conducting an experimental investigation at university level in Indonesia, two existing TOEFL classes at the State Islamic Studies (STAIN) in Kediri were selected by a lottery to group 1: using linear notes (N=41), and group 2: using mind mapping (N=41). For analyzing the data, Analysis of covariance (ANCOVA) were utilized by using students’ TOEFL score as the covariate variable. The result findings indicated that there is no significant difference on the students’ idea developments in writing between the control and the experimental groups. These result also revealed that there is no significant difference on the students’ idea development in writing between gender differences, and among the students’ learning styles. Furthermore, there is no significant interaction between treatment and gender differences, and there is no significant interaction between treatment and learning styles.]]>
<![CDATA[An Evaluation Paradox: The Issues of Test Validity in the Realm of Writing Test as the Final School Examination in the Indonesian Senior High School Milieu ]]>
<![CDATA[Imamyartha, David]]>;
<![CDATA[Sulistyo, Gunadi Harry]]>
<![CDATA[ Dinamika Ilmu: Jurnal Pendidikan Dinamika Ilmu Vol 17 No 1, June 2017 ]]>
Publisher : <![CDATA[IAIN Samarinda ]]>
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DOI: 10.21093/di.v17i1.585
<![CDATA[Even though there are four English language skills in the Indonesia’s national curriculum at upper secondary schools, each of these skills is given an unequal emphasis since only reading and listening skills are formally tested in the national examination. Although writing competence possesses a particular stake as the determinant of students’ achievement after students undergo a three-year education at the upper secondary school level, it appears that the existing writing tests are low in terms of test validity, as demonstrated by a preliminary study. A further study is carried out to probe the issues of test validity by deploying the framework of test validity, which pertains to theory-based validity, context validity, scoring validity, criterion-related validity, and consequential validity in the scrutiny of the existing writing tests. It is revealed that the current writing tests are fraught with validity problems in all of these facets of test validity. This is corroborated by interview data in the preliminary study and the analysis of the existing writing tests. These particular issues obviously evoke an ambivalence between the exalted educational objectives in the national curricula and the edifice of English assessment. Based on the findings, several implications and directions rise for future praxis of writing assessment.]]>
<![CDATA[CORRECTIVE FEEDBACK AND WRITING ACCURACY OF STUDENTS ACROSS DIFFERENT LEVELS OF GRAMMATICAL SENSITIVITY ]]>
<![CDATA[Septiana, Ayu Rizki]]>;
<![CDATA[Sulistyo, Gunadi Harry]]>;
<![CDATA[Kadarisman, A. Effendi]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 6, No 1 (2016): Vol. 6 No. 1 July 2016 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v6i1.2642
<![CDATA[This study investigates whether indirect corrective feedback is effective on students’ writing accuracy and whether there is any interaction between corrective feedback and students’ levels of grammatical sensitivity. A quasi-factorial design was adopted for this research. The subjects of the study were fourth-semester students of English Department, at a State University in Malang, selected randomly. The experimental group was treated with indirect corrective feedback and the control group with direct corrective feedback. A parametric statistical test, ANCOVA, was used to test the hypotheses. The findings show that there was no statistical difference on writing accuracy between the experimental and control groups. Yet, among students with a high level of grammatical sensitivity, there was significant difference in writing accuracy between those given indirect and direct corrective feedback. Further, there was no interaction between corrective feedback on writing accuracy and students’ levels of grammatical sensitivity. However, indirect corrective feedback improved students’ writing accuracy better than direct corrective feedback.]]>
<![CDATA[THE PQRST STRATEGY, READING COMPREHENSION, AND LEARNING STYLES ]]>
<![CDATA[Miqowati, Alfi Hidayatu]]>;
<![CDATA[Sulistyo, Gunadi Harry]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 4, No 1 (2014): Volume 4 No. 1 July 2014 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v4i1.605
<![CDATA[Abstract: This study aims at investigating the effectiveness of the PQRST strategy in students’ reading comprehension, the effectiveness of the PQRST strategy in reading comprehension of students with different learning styles, and the interaction between the PQRST strategy and the students’ learning styles. This study employed a 2x2 factorial design. The subjects were the second semester students of Public Administration Department, Faculty of Political and Social Science, University of Bondowoso. Two classes were randomly selected as the samples of this study. The experimental class was taught by using the PQRST strategy and the non-experimental class by translation and reading aloud. The data were analysed by utilizing non parametric testing: Mann–Whitney U and Kruskall-Wallis. The findings showed that the PQRST strategy statistically impacted students’ reading comprehension compared to the one taught using the translation and reading aloud. But, it was revealed that there was no difference in the reading comprehension of students with different learning styles taught under the PQRST strategy and translation and reading aloud, and there was no interaction between teaching strategies and students’ learning styles. Keywords: PQRST, learning styles, reading comprehension]]>
<![CDATA[The Profile of Efl Learners As Measured By An English Proficiency Test ]]>
<![CDATA[Sulistyo, Gunadi Harry]]>;
<![CDATA[Suharyadi]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 5 No. 1 (2018): JEELS May 2018 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri ]]>
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DOI: 10.30762/jeels.v5i1.570
<![CDATA[This study aims at profiling the students’ English proficiency in the Department of English, Universitas Negeri Malang (UM). The English proficiency of 277 students across admission Classes in 2016, 2015, 2014, and 2013 who are involved in the study is measured by using a proficiency test. The subtests reliability was assured and the data was analyzed by using descriptive and inferential statistical analyses. The results show no respondent reached the advanced level; the majority was in the low intermediate level. It indicates that the respondents’ score was not linear with their year of admission classes. However, a linearly increasing average score was respectively observed from the scores of Classes of 2015, 2014, and 2013. Statistical differences in the mean scores of the students across admission classes were observed. Next, no evidence of statistical differences was observed in the mean score of the students across different study programs in their seventh semester. Finally, none of Class of 2013 exactly met the graduate profile. However, those beyond the profile and those below the profile were marginally comparable. These findings were further discussed.]]>
<![CDATA[The Effect of Mind Mapping on EFL Students’ Idea Development in Argumentative Writing across Gender Differences and Learning Styles ]]>
<![CDATA[Ningrum, Ary Setya Budhi]]>;
<![CDATA[Latief, Mohammad Adnan]]>;
<![CDATA[Sulistyo, Gunadi Harry]]>
<![CDATA[ Dinamika Ilmu Vol 16 No 1 (2016): Dinamika Ilmu, 16(1), June 2016 ]]>
Publisher : <![CDATA[Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda ]]>
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Full PDF (401.574 KB)
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DOI: 10.21093/di.v16i1.296
<![CDATA[The purpose of the study was to determine the impact of mind mapping as a strategy in generating ideas before writing on the EFL students’ idea development in argumentative writing as perceived from their gender differences and learning styles. By conducting an experimental investigation at university level in Indonesia, two existing TOEFL classes at the State Islamic Studies (STAIN) in Kediri were selected by a lottery to group 1: using linear notes (N=41), and group 2: using mind mapping (N=41). For analyzing the data, Analysis of covariance (ANCOVA) were utilized by using students’ TOEFL score as the covariate variable. The result findings indicated that there is no significant difference on the students’ idea developments in writing between the control and the experimental groups. These result also revealed that there is no significant difference on the students’ idea development in writing between gender differences, and among the students’ learning styles. Furthermore, there is no significant interaction between treatment and gender differences, and there is no significant interaction between treatment and learning styles.]]>
<![CDATA[An Evaluation Paradox: The Issues of Test Validity in the Realm of Writing Test as the Final School Examination in the Indonesian Senior High School Milieu ]]>
<![CDATA[Imamyartha, David]]>;
<![CDATA[Sulistyo, Gunadi Harry]]>
<![CDATA[ Dinamika Ilmu Vol 17 No 1 (2017): Dinamika Ilmu, 17(1), June 2017 ]]>
Publisher : <![CDATA[Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda ]]>
Show Abstract
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Full PDF (401.021 KB)
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DOI: 10.21093/di.v17i1.585
<![CDATA[Even though there are four English language skills in the Indonesia’s national curriculum at upper secondary schools, each of these skills is given an unequal emphasis since only reading and listening skills are formally tested in the national examination. Although writing competence possesses a particular stake as the determinant of students’ achievement after students undergo a three-year education at the upper secondary school level, it appears that the existing writing tests are low in terms of test validity, as demonstrated by a preliminary study. A further study is carried out to probe the issues of test validity by deploying the framework of test validity, which pertains to theory-based validity, context validity, scoring validity, criterion-related validity, and consequential validity in the scrutiny of the existing writing tests. It is revealed that the current writing tests are fraught with validity problems in all of these facets of test validity. This is corroborated by interview data in the preliminary study and the analysis of the existing writing tests. These particular issues obviously evoke an ambivalence between the exalted educational objectives in the national curricula and the edifice of English assessment. Based on the findings, several implications and directions rise for future praxis of writing assessment.]]>
<![CDATA[PRWR: Evidence of Its Effectiveness in Teaching Academic Content-Area Reading Across English Proficiency ]]>
<![CDATA[Lubis, Azhar Aziz]]>;
<![CDATA[Sulistyo, Gunadi Harry]]>
<![CDATA[ Dinamika Ilmu Vol 18 No 1 (2018): Dinamika Ilmu, 18(1), June 2018 ]]>
Publisher : <![CDATA[Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda ]]>
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DOI: 10.21093/di.v18i1.1070
<![CDATA[This factorial quasi-experimental 22 study aimed to corroborate the effect of PRWR strategy compared to Translation and Reading Aloud on students’ academic content-area reading comprehension as observed from their English proficiency. The interaction between the strategy and English proficiency was also examined. Data were obtained from a reading comprehension test, a TOEFL PBT Equivalent test, and a questionnaire on students’ perception towards the PRWR strategy. Both the reading test and the questionnaire were expert validated and tried out, whereas the TOEFL PBT Equivalent test was conducted under the auspices of an English institute. 58 sophomore students at a state university in Malang, Indonesia, served as the subjects of the study. This turned out that first; students taught by the PRWR strategy have better reading comprehension than that of by Translation and Reading Aloud. Second, students with high English proficiency taught by the PRWR strategy have better reading comprehension than that of taught by Translation and Reading Aloud. Third, there was no interaction between reading strategy and English proficiency. All in all, the employment of the PRWR strategy was highly recommended in academic content-area reading comprehension.]]>
<![CDATA[Professional development as viewed by EFL teachers at lower secondary schools ]]>
<![CDATA[Rachmajanti, Sri]]>;
<![CDATA[Sulistyo, Gunadi Harry]]>;
<![CDATA[Megawati, Fika]]>;
<![CDATA[Akbar, Ayu Alif Nur Maharani]]>
<![CDATA[ JEES (Journal of English Educators Society) Vol 5 No 2 (2020): October ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
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DOI: 10.21070/jees.v5i2.964
<![CDATA[In the developed world, teachers are compelled to be professional in handling instructional process for students’ optimum learning. There are many ways for teacher professionalism. This study deals with an exploratory survey to probe EFL teachers’ views of teacher professionalism at the public and private lower secondary levels of education on the areas for professional development or learning. A number of 302 EFL teachers of the lower secondary level of education are conveniently drawn from a number of cities/regencies as samples of the present study representing EFL teachers with diverse teaching experiences in East Java. A questionnaire was developed to collect data on their ideas connected with aspects of developing themselves professionally. The results of the present study are discussed pertaining to EFL teacher normative responsibilities and concepts on professional development/learning. Pedagogical and theoretical implications of the findings are drawn with reference to the context of English instruction.]]>
