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<![CDATA[Kajian tentang Studi Keterbacaan dalam Pengembangan Bahan Ajar Ekologis di Daerah Lahan Basah ]]>
<![CDATA[Winarti, Atiek]]>;
<![CDATA[Yamin, Moh.]]>;
<![CDATA[Sarbaini, Sarbaini]]>
<![CDATA[ Vidya Karya Jurnal Kependidikan Vol 30, No 2 (2015): Oktober 2015 ]]>
Publisher : <![CDATA[Vidya Karya Jurnal Kependidikan ]]>
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<![CDATA[This research has the objective to assess the readability level of valid, practical and effective learning model in building the students ecological consciousness in the area of wetlands, to increase the listening skills and the students concepts mastery on subject matter relating to the social environment and the generic structure of English. This study intends to develop the instructional materials in the form of Student Worksheet (LKS) used to create a society that has a high sensitivity in listening to the destruction of the ecology in wetland areas. The study population was all students in all junior high schools in Banjarmasin. By using purposive sampling, each of the first class of eighth grade students from three schools located in the area around the river, namely SMPN 4, Junior High School SMPN 5 and 17 became the sample. The number of students of SMPN 27 Banjarmasin is 165 from 5 classes , While the number of students of SMPN 5 Banjarmasin is 170 from 5 classes. The number of students for each class is between 33 and 34 students. Similarly, the SMP 17, the number of students for the sample was relatively the same. The results showed that the material Worksheet 1 and Worksheet 2 is considered to fulfill the criteria of material legibility by respondents where they gave positive responses, ranging from the worksheet itself, which includes the presentation of working procedures easy to understand; pictures in worksheet clarify the material; the questions in worksheet are easy to understand; and questions in worksheets guide the students understand the importance of the environment, including the physical form letter corresponding to the font selection and readable; the font size is large enough and clear; and the overall appearance of worksheet is interesting.]]>
<![CDATA[MENCARI HUBUNGAN POSITIF ANTARA PENINGKATAN KESEJAHTERAAN GURU BAHASA INGGRIS BAGI YANG BERSERTIFIKASI TERHADAP PENINGKATAN MUTU PEMBELAJARAN DALAM KELAS SE-KOTA BANJARBARU ]]>
<![CDATA[Listia, Rina]]>;
<![CDATA[Mu’in, Fatchul]]>;
<![CDATA[Yamin, Moh.]]>
<![CDATA[ Vidya Karya Jurnal Kependidikan Vol 28, No 2 (2013): Oktober 2013 ]]>
Publisher : <![CDATA[Vidya Karya Jurnal Kependidikan ]]>
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<![CDATA[This research focuses on the effect of teachersâ high income (teachersâ sertificate) for English teachers to increase the quality of teaching in the classroom. It is found that the teachers with sertificate in Banjarbaru always-often (<60%) try to understand the studentsâ potency and characteristics. Generally, teachers in state junior high school, state senior high school, and vocational high school have mastered the theories and the principles of teaching effectively. However, the advantage of high income from teachersâ sertificate does not give the positive effect to increase their capacities as professional teachers. The consciousness of teachersâ performance after getting high income from teachersâ sertificate is not relatively satisfying. The teacherâs performance to take part in education and training and to buy complementary books for capacity building is not satisfying.]]>
<![CDATA[TRANSLATING, TRANSLATION, AND HERMENEUTICS ]]>
<![CDATA[Yamin, Moh.]]>
<![CDATA[ Vidya Karya Jurnal Kependidikan Vol 29, No 1 (2014): April 2014 ]]>
Publisher : <![CDATA[Vidya Karya Jurnal Kependidikan ]]>
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<![CDATA[Translating the text needs the capacity and the capability from the person who will be involved in that field. Translating does not only deals with the changing of words, phrases, sentence, and the like from the source language into target language. The activity of translating needs hermeneutics in order to get interpreting the text to be close to target language objectives. Text is not inanimate thing, but animate one that lives in its nature. Text is on the center of its readers. While being in the center of its readers, the text is doing the dialogue of meaning in inter and intra perspective. ]]>
<![CDATA[ENGLISH WITH INDONESIA TASTE DOMINANT CULTURE SHIFT TO LOCAL CULTURE ]]>
<![CDATA[Yamin, Moh.]]>
<![CDATA[ LET: Linguistics, Literature and English Teaching Journal Vol 4, No 1 (2014) ]]>
Publisher : <![CDATA[English Department of Faculty of Tarbiyah and Teachers Training ]]>
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DOI: 10.18592/let.v4i1.1397
<![CDATA[English is not only the language that should be learned and mastered as the tool of communication, but it also should be understood as the language that has its own world. Although English is not the mother tongue of Indonesia, but it has been the cultural part of Indonesia when the Indonesian people use it as the medium of interaction. That is why, English as the life part of Indonesia should have the spirit of Indonesia. The cultural values that come from England, America or other countries using English as the mother tongue should be deleted. Making English for Indonesian people is a must. It means that what the people learn from English is not the culture, but the language itself. Separating the English from its own culture and bring it into Indonesian culture is a new way without forgetting the knowledge of English culture for enriching the language culture knowledge. Many Indonesian people use English as the medium of communication as if they are English people, such as their performance, gesture, behavior, and so forth. This case creates the stigma that English has destructed the local culture, whereas learning and using English is not for that, but for medium of interaction]]>
<![CDATA[ENGLISH WITH INDONESIA TASTE DOMINANT CULTURE SHIFT TO LOCAL CULTURE ]]>
<![CDATA[Yamin, Moh.]]>
<![CDATA[ LET: Linguistics, Literature and English Teaching Journal Vol 4, No 1 (2014) ]]>
Publisher : <![CDATA[English Department of Faculty of Tarbiyah and Teacher Training ]]>
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DOI: 10.18592/let.v4i1.1397
<![CDATA[English is not only the language that should be learned and mastered as the tool of communication, but it also should be understood as the language that has its own world. Although English is not the mother tongue of Indonesia, but it has been the cultural part of Indonesia when the Indonesian people use it as the medium of interaction. That is why, English as the life part of Indonesia should have the spirit of Indonesia. The cultural values that come from England, America or other countries using English as the mother tongue should be deleted. Making English for Indonesian people is a must. It means that what the people learn from English is not the culture, but the language itself. Separating the English from its own culture and bring it into Indonesian culture is a new way without forgetting the knowledge of English culture for enriching the language culture knowledge. Many Indonesian people use English as the medium of communication as if they are English people, such as their performance, gesture, behavior, and so forth. This case creates the stigma that English has destructed the local culture, whereas learning and using English is not for that, but for medium of interaction]]>
<![CDATA[PEMANFAATKAN AMPAS KELAPA DAN AMPAS KELAPA FERMENTASI DALAM RANSUM TERHADAP EFESIENSI RANSUM DAN INCOME OVER FEED COST AYAM PEDAGING ]]>
<![CDATA[Moh. Yamin]]>
<![CDATA[ Agroland: Jurnal Ilmu-ilmu Pertanian Vol 15, No 2 (2008) ]]>
Publisher : <![CDATA[Universitas Tadulako ]]>
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<![CDATA[The experiment to study the effect of coconut kernel (RCK) and fermented coconut kernel wastes (FCKS) on feed efficiency and income over feed cost of broiler was conducted from September to October 2006. The experiment used 100 DOC (Arbor Acres Strain) broilers. A Completely Randomized Design was applied with 5 treatments with 4 replicates. The treatments were R0 = 0% RCK and RCKF; R1 = 6% RCK; R2 = 12% RCK; R3 = 6% RCKF and R4 = 12% RCKF. The results of the experiment showed that the treatment effects on the feed efficiency of broiler were highly significant (P<0.01). The treatments R3 and R4 were more efficient than R1 and R2. The R4 treatment produced the best income over feed Cost (± Rp 6897.88), whereas the R2 treatment shown the lowest one (± Rp 4396.65). In order to apply the waste of coconut kernel, it is recomended that it should be fermented at first to improve its quality and to increase the income over feed cost of broiler.]]>
<![CDATA[Critical Thinking Learning Video on Local Wisdom Issues in Writing Argumentative Paragraph ]]>
<![CDATA[Yamin, Moh.]]>;
<![CDATA[Taqwiem, Ahsani]]>;
<![CDATA[Faradina, Faradina]]>;
<![CDATA[Ramadhani, Fahmi]]>;
<![CDATA[Abidin, Ahmad Zainul]]>
<![CDATA[ English Teaching Journal : A Journal of English Literature, Language and Education Vol 11, No 2 (2023) ]]>
Publisher : <![CDATA[Universitas PGRI Madiun ]]>
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DOI: 10.25273/etj.v11i2.18259
<![CDATA[The presence of learning videos for achieving student learning outcomes is one of the keys to achieving appropriate learning goals and objectives. Teaching students to write argumentative paragraphs needs to be supported by learning videos to help students understand and practice learning to write paragraphs. Bringing the material closer to learning videos with local issues is an inseparable part of introducing and familiarizing students with the environment so that they become an inseparable part of the environment itself. This research aimed to develop critical thinking learning videos containing local wisdom issues in argumentative paragraph writing. The research design used is R & D (Research & Development) with the ADDIE model with stages including (1) conducting needs analysis, (2) developing video products, (3) designing and conducting formative evaluations, (4) revising products, and (5) conducting summative evaluations or product trials, that are tested on small groups so that they can still get feedback for improving the product. The results of the research show that the critical thinking learning video containing local wisdom issues in the argumentative paragraph writing that has been created fulfills the elements. It is appropriate for use in critical thinking learning containing local wisdom issues in the material of writing argumentative paragraphs based on the results of needs analysis, carrying out product trials, and validating from experts and revising the product based on the validation results.]]>
<![CDATA[Teachers’ Practices Toward Cultural Representations in an EFL Textbook: Preparing Students for A Global Experience ]]>
<![CDATA[Novita, Dian]]>;
<![CDATA[Yamin, Moh.]]>;
<![CDATA[Taufiq, Wahyu]]>;
<![CDATA[Dilna, Sema G.]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 12, No 1 (2024) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v12i1.9548
<![CDATA[Acquiring a foreign language necessitates navigating practical situations that transcend linguistic and cultural barriers. Therefore, it is the teachers’ responsibility to develop these abilities. However, teachers rarely do so in a foreign language (FL) teaching. Integrating culture into the process of language teaching becomes crucial. Utilizing the textbook is one method to incorporate culture into the FL classroom, as it contains cultural material and linguistics. Limited research has been devoted to pedagogical analysis compared to the extensive concentration on content analysis in ELT textbook studies. The study aims to examine the teachers’ approaches to cultural depictions in an international English for Foreign Language (EFL) textbook, intending to educate students on a global worldview. The present study employed a qualitative research method with a case study design. The study recruited two junior high school English teachers who taught seventh-grade students at a private school in East Java, Indonesia. These teachers had incorporated cultural elements into their teaching. The instruments used to accomplish the research purpose were observation and post-observation interviews. The study's findings have verified that teachers utilized a comparative approach in presenting foreign cultural elements from the supplementary book to enhance English language learning. Exploring the students’ culture and contrasting it with foreign cultures has the potential to inspire greater participation from students in classroom activities. Using this strategy enables students to develop their English language proficiency in both linguistic and cultural aspects.]]>
<![CDATA[Problem-based Learning Pedagogy in Writing Research Proposal ]]>
<![CDATA[Yamin, Moh.]]>;
<![CDATA[Aulia, Vivi]]>;
<![CDATA[Novita, Dian]]>
<![CDATA[ Jurnal Pendidikan Bahasa Inggris undiksha Vol. 12 No. 2 (2024): August ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jpbi.v12i2.80520
<![CDATA[Teaching students to write research proposals requires a teaching approach that directs students' awareness of a problem. Problem-based pedagogy is considered an appropriate way to apply in research proposal classes. This study aims to explore the process of problem-based learning pedagogy in teaching research proposal writing and identifying problems in writing research proposals. This study is a qualitative study with a descriptive study approach. The consideration of using a qualitative approach because the data used comes from observations and comments on the script. The sample selected was 37 students. Data analysis was carried out by making conclusions that can be replicated and valid from the text or other meaningful things according to the context of its use. In the application of content analysis, its application begins with the proposal of research questions, text content or data codes, and the context for understanding the contents of the text. The findings say that teaching activities through problem-based learning went well. From the results of the observation sheet, students were taught and guided to formulate research problems, tell the background of the research, review related literature, and design research based on the topic of the research question proposed. From the commented research proposal script, the teacher gave notes to students to be able to determine and formulate research problems appropriately based on the chosen topic, search for relevant references in writing, and support the review.]]>
