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All Journal Jurnal Komunikasi Pembangunan Jurnal Penyuluhan Media Gizi dan Keluarga PROSIDING SEMINAR NASIONAL Sosiohumaniora Primary: Jurnal Pendidikan Guru Sekolah Dasar Jurnal PIKOM (Penelitian Komunikasi dan Pembangunan) Indonesian Journal of Educational Research (IJER) LEKSIKA Jurnal Magrobis Jurnal Mediasosian : Jurnal Ilmu Sosial dan Administrasi Negara Journal of International Multidisciplinary Research Jurnal Akuntansi Dan Manajemen Public Service And Governance Journal Mimbar Administrasi Holistik Analisis Nexus Penelitian Gizi dan Makanan (The Journal of Nutrition and Food Research)
Djoko Susanto
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Agriculture, Biological Sciences & Forestry Arts Humanities Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Medicine & Pharmacology Nursing Public Health Social Sciences Other

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Journal : LEKSIKA

 1 
LEARNING STYLES OF AUSTRALIAN TEACHERS IN LEARNING BAHASA INDONESIA (BIPA) AT UIN MAULANA MALIK IBRAHIM MALANG Djoko Susanto
Leksika: Jurnal Bahasa, Sastra dan Pengajarannya Vol 9, No 1 (2015)
Publisher : University of Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/lks.v9i1.5

Abstract

This research examines the learning styles (Fleming, 1987) – visual, auditory, and kinesthetic (VAK) of Aus-tralian teachers in learning bahasa Indonesia (BIPA) at UIN Maulana Malik Ibrahim Malang. This research was undertaken to answer the following questions: (1) what kinds of learning styles performed by the Australian teachers in learning bahasa Indonesia at UIN Maulana Malik Ibrahim Malang? and (2) what kinds of categories of each learning style mostly reflected by the Australian teachers in learning bahasa Indonesia at UIN Maulana Malik Ibrahim Malang? The data were collected by doing short survey, classroom observations, questionnaires, and interviews with both students and teachers (Robson, 2002). The results of the study shows that (1) more participants were kinesthetic learners. Most of them learnt bahasa Indonesia best through a hand – on method, exploring the world around them, and often relying on what they could directly experience or perform; (2) Its categories mostly suited with the participants’ learning style: more time for outside learning, as the participants needed to know more about the language and practice it within its cultural context. Most of them enjoyed very much tasks which involve manipulating materials and objects. Finally, they also liked learning bahasa Indonesia through moving, doing, and touching.
FACTORS SUPPORTING AND HINDERING THE USE OF ENGLISH AT INTERNATIONAL CLASS PROGRAM (ICP) FACULTY OF TARBIYAH, UIN MAULANA MALIK IBRAHIM MALANG Djoko Susanto
Leksika: Jurnal Bahasa, Sastra dan Pengajarannya Vol 8, No 1 (2014)
Publisher : University of Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/lks.v8i1.106

Abstract

This study investigates factors supporting and hindering the implementation or the use of English by the students of International Class Program (ICP) Faculty of Tarbiyah, UIN Maulana Malik Ibrahim Malang. The primary purpose of this study is to provide recommendations for the Faculty especially the program coor-dinator to acknowledge the problems that need to be solved. This study involved a number of students joining the program. To obtain the data, interviews and questionnaires were distributed to 30 students. After analyz-ing the data, factors supporting and hindering the use of English at ICP were identified. Factors supporting the program are: (1) the students’ motivation, (2) the role of lecturers, and (3) the instructional materials. However, some factors hindering the program include: (1) not all students had an electronic English diction-ary, (2) both the lecturers and the students were inconsistent to use English, (3) the poor students’ English mastery sometimes also hindered the teaching process, (4) there was no language forums held in English, (5) there was no language lab, (6) the students had not been aware of the importance of practicing English, (7) the ICP students claimed that most of the materials they learned were written in Indonesian. The program coordinator acknowledges the students’ interest in learning English. As has been stated before, most of the students have high motivation to learn English. Thus, the program coordinator (1) should notice this and be very sensitive with this situation, because the students’ motivation is a very important thing in gaining more English development, needs to give extended role to the lecturers. They are required not only teaching the content materials but also some aspects of English entities, (3) needs to explain clearly that both lecturers and students need to make an agreement regarding the consistency of using English. Key words: factors supporting, factors hindering, International Class Program (ICP)
TEACHING ENGLISH AS A FOREIGN LANGUAGE IN INDONESIA: THE ROLE OF SCHOOL ENVIRONMENT Djoko Susanto
Leksika: Jurnal Bahasa, Sastra dan Pengajarannya Vol 7, No 2 (2013)
Publisher : University of Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/lks.v7i2.120

Abstract

This paper examines the important role of the school environments to facilitate English program in Indonesian primary schools. The school environment here refers to the environment inside the school: principal, teachers, and foreign language (FL) classroom; and outside the school: the students’ parents and the school community. Researchers have investigated teaching English as foreign language (TEFL) in primary schools from different perspectives, such as curriculum, teacher’s role, and materials; however, little attention is paid to examine school environment as an important factor to improve the quality of TEFL in Indonesia. The data is taken from the results of my Masters study investigating the implementation of Indonesian language as LOTE program in Kingsbury Primary School (KPS), Bundoora, Melbourne, Australia. Interviews, questionnaires, and observations were employed to obtain the answers as to why Indonesian language was selected as the LOTE program in KPS. The study found several factors supporting the program, and one of the findings relevant to this present investigation was the positive attitude given by the environments. The main reason why Indonesian language was taken as the LOTE program was because there were many Indonesian people who lived around the school and frequently involved in the school activities. This was believed by the school council as important linguistic evidence to establish the program. All the members of the school environment were very supportive. The non-LOTE teachers, for example, occasionally attended the course and watched their children learning Indonesian language. The purpose of doing that, according to the non-LOTE teachers, was to motivate their children to learn it seriously as the children also saw their teachers came and learnt it. The LOTE program was also made possible by the availability of a representative classroom which was fairly large for doing class activities. This classroom was designed especially for the LOTE program and it was completed with printed materials such as books, comics, posters, short stories, and audio visual aids to show the Indonesian family, life and culture. The principal, the LOTE teacher, and LOTE coordinator claimed that having such particular classroom was significant to build the students’ motivation to practice the target language when coming into the LOTE classroom because they were immersed with the atmosphere inside the room in which they could read anything written in Indonesian language. Keywords: language, literature, pedagogical approaches, non-native learners.
Co-Authors . Kasmita Adawiyah, Sa'diyah El Adhi Dharmawan Tato Adhi Iman Sulaiman Adi Masli Ahmad Ahsanul Khuluq Ahmad Fauzi Ahmad Sihabudin Aida Vitayala Aida Vitayala S Hubeis Aira Putri Eri Dasli Ali Djamhuri Ali Khomsan Amiruddin Saleh Amri Jahi Ani Suryani Anna Fatchiya Annafik Fuad Hilmi Aprolita Aprolita Arieni, Arieni Alfakhaera Arnelia Arnelia Asih Mulyaningsih Astuti Lamid Awaludin Sofwanto Ayu Rahma Fitri Prameswari Zain Bahrin Bahrin Basita G Sugihen Basita G. Sugihen Basita Ginting Basita Ginting Sugihen Basuki Budiman Bustang Bustang Christian Pratama Putra Dadang Sukandar Darwis S Gani Darwis S. Gani Djuara P Lubis Dwi Sadono Dyah Ayu Rahmawati Dyah Gandasari Eko Warisdiono Erna Luciasari Hartina Batoa Helena Tatcher Pakpahan Herien Puspitawati Herman S. Hermina Hermina I Gede Setiawan Adi Putra I Gusti Putu Purnaba Ibnu Hapiz Ibrahim Saragih Irma Febrianis Ismail Pulungan Jawatir Pardosi Joyakin Tampubolon Karmila Muchtar Kodrat Pramudho Krismiwati Muatip La Boy Luh Putu Ratna Sundari M. Saidin Ma'mun Sarma Margono Samet Margono Slamet Mashuri Mashuri Maya Safrina Suraningsih Meilvis E. Tahitu Mien K. Machmud Mokhamad O Royani Muh. Zainal S Muhammad Abi Hamzah Muhammad Enoch Muhammad Fahmi Azizi Mujiarto Mujiarto Mulyadi Mulyadi Mutu B Mokoginta Mutu G Mokoginta Nani Sufiani Suhanda Naura Nadhifah Nawawi Aulia Muhammad Nia Nurfitriana Ninuk Purnaningsih Nisa Ulfi Jannah Nurfi Afriansyah Pang S Asngari Pang S. Asngari Pitojo Budiono Prabowo Tjitropranoto Pudji Muljono Rahma Wati Hasyim Restiawan Permana Richard W. E. Lumintang Richard W.E. Lumintang Riski Rosadillah Rizki Yudha Bramantyo Rudy C. Tarumingkeng Salimar Salimar Sapar Sapar Satriyani Cahyo Widayati Sihadi Sihadi Siti H. Soetedjo Siti Hasnah Soetedjo Sitti Aminah Sofwan Hadianto Prasetyo Sr Tjahjorini Sri Martuti Sri Tjahjorini Sukati Sukati Sumardjo Sumarjo Suwignya Utama Tanti Kustiari Titi Sumarti Tjetjep S. Hidayat Tjetjep syarif Hidayat Triasari A. Werti Triasari Andanwerti Trintrin T. Mudjianto Vino Putra Hadiyani Waridatul Maulida Rumdina Widiawati Walangadi Yanuarita, Heylen Amildha Yunita yunita Zainudin Zainudin Zubad Nurul Yaqin