Garuda - Garba Rujukan Digital

THE TEACHING OF SPEAKING SKILL AT SMA ISLAM SABILAL MUHTADIN BANJARMASIN Iwan Perdana
Vidya Karya Vol 28, No 1 (2013)
Publisher : FKIP ULM

This research has four aims to describe: (1) the requirements of English teacher at SMA Islam Sabilal Muhtadin Banjarmasin, (2) the teaching materials used, (3) the media used in teaching, (4) the technique used by english teacher in teaching speaking skill, (5) the assessment carried out by English teacher.The design of the research belongs to descriptive research. The result of the observation, field notes, and interview are : (1) the requirements of English teacher at SMA Islam Sabilal Muhtadin Banjarmasin are good moslem, smart, responsible, polite, and creative,(2) The English teacher prepared everything needed in teaching by making lesson plan based on the syllabus, (3) the English teacher used media to support the process of teaching speaking skill, (4) the English teacher applied some techniques, (5) the English teacher assess the performance of students by watching their pronunciation, grammar and vocabulary.

Teaching English Pronunciation to EFL Students Iwan Perdana; Lulu Dwi Meiliani; Angga Taufan Dayu
Intensive Journal Vol 2, No 2 (2019) : Oktober
Publisher : Universitas Islam Kalimantan Muhammad Arsyad Al Banjari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31602/intensive.v2i2.2462

The purpose of this research is to find out teaching method used by teacher in teaching pronunciation and to discover the strength and weakness of the method used in teaching pronunciation to EFL students at SMP Negeri 1 Martapura Timur. The researcher used qualitative descriptive as research design. A teacher and several students were interviewed. It was found that the teacher used Audio-lingual Method to teach pronunciation. The repetition drill as the technique was chosen. Weakness of this repetition technique made students get bored easily. It is not necessary to have sophisticated equipment to teach pronunciation. Teacher as role model for students is also effective.

ONLINE GRAMMAR CHECKERS AND THEIR USE FOR EFL WRITING Iwan Perdana; Muthia Farida
Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 2, No 2 (2019): JETALL Volume 2 Number 2 2019
Publisher : Universitas Lambung Mangkurat

The presence of online grammar checkers as the result of technology advancement is inevitable to be popular among academicians and researchers. With more complete features offered to help improving writing, many utilize these tools to accomplish their work. This paper, thus, aims to present an overview of online grammar checkers and their use for EFL writing. Specifically, this paper explicates online grammar checkers and reviews some research investigating the use of these applications for writing. In addition, brief reviews about a number of online grammar checker tools comprising Grammarly, ProWritingAid, Ginger, and GrammarCheck are provided. Last, some suggestions are also offered for teachers and future researchers regarding the use of online grammar checkers.

5+1 Newspaper Organizer: A Classroom Strategy for Developing Students’ Reading Skill Nurlina Nurlina; Supiani Supiani; Iwan Perdana
Jurnal Educatio FKIP UNMA Vol. 7 No. 1 (2021): January-March
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/educatio.v7i1.881

The objectives of this study are to investigate the implementation of the 5+1 Newspaper Organizer as a strategy in developing the students’ reading skills and to find out the students’ and teacher’s responses when the 5+1 newspaper organizer strategy is implemented at the teaching and learning activities. The qualitative method is employed in this study in which the data are collected from observation, interview, and documentation at a junior high school in South Kalimantan province, Indonesia. The findings report that the use of 5+1 newspaper organizer contributed positively to students’ reading skill because it helped them find main ideas, the meaning of words, and the explicit and implicit information of the text easily. They worked collaboratively by sharing ideas and learning texts together. They were also engaged with the strategy and felt happy, enthusiastic, and active at the reading class because the teacher gave the students with more opportunity to work in a group without feeling shy or doubt to learn it. Therefore, the 5+1 Newspaper Organizer is an effective strategy for developing students’ reading ability.

Learning to Teach: A Narrative Study of Pre-service EFL Teachers’ Experiences in the Teaching Practicum Program amidst Covid-19 Outbreak Yuli Yana Hardiyanty; Supiani Supiani; Iwan Perdana
Pioneer: Journal of Language and Literature Vol 13 No 2 (2021)
Publisher : Faculty of Letters, Universitas Abdurachman Saleh Situbondo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36841/pioneer.v13i2.1232

This study explores pre-service EFL teachers’ experiences in learning to teach English at the teaching practicum program during the COVID-19 Pandemic. The study adopts a qualitative narrative inquiry to capture the pre-service EFL teachers’ events or stories experienced in their learning to teach at schools. Drawing on semi-structured interview data, we found that the majority of the pre-service EFL teachers forced themselves to understand digital literacy and be able to adopt various learning platforms such as Google Classroom, Youtube, Zoom meeting, and Whatsapp in the online teaching at the practicum program during COVID-19 Pandemic. They supposed that those ways were effective enough to deliver learning materials, interact with their students and achieve learning goals. However, during online teaching at the COVID-19 Pandemic, the teaching practicum program did not run well because during the process of online teaching the pre-service EFL experienced various challenges: poor internet connection, lack their participation, and negative attitude. Therefore, the strategies they employed to overcome the teaching challenges were creating a comfortable learning atmosphere by using certain learning platforms, communicating actively with the students’ parents to encourage their online participation, and growing their self-confidence and motivation.

EFL reading comprehension and reading strategies of different genders Neneng Islamiah; Yudha Aprizani; Iwan Perdana
Studies in English Language and Education Vol 4, No 2 (2017)
Publisher : Universitas Syiah Kuala

Two of the most examined dimension of reading strategies that have an affective influence on different genders are cognitive strategy and metacognitive strategy. This study was aimed to find out whether reading comprehension using different strategies would have different result or not for the two different genders. The researchers used a quantitative causal-comparative research approach, and data were collected from two instruments: reading comprehension test and questionnaires. A number of 50 students (25 females and 25 males) from one of the universities in Banjarmasin participated in this study. The results showed that between the two types of strategies, the cognitive strategy was mostly favoured by the male students, and metacognitive strategy was favoured by the female students. Nevertheless, their metacognitive or cognitive reading strategies preference does not significantly differ in their reading comprehension score. The interaction between two independent variables did not significantly happen in this research. The choice of using certain reading strategy was not determined by the category of gender. In other words, a certain type of gender using a certain type strategy did not give better results in reading comprehension.

EFL reading comprehension and reading strategies of different genders Neneng Islamiah; Yudha Aprizani; Iwan Perdana
Studies in English Language and Education Vol 4, No 2 (2017)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v4i2.6658

Two of the most examined dimension of reading strategies that have an affective influence on different genders are cognitive strategy and metacognitive strategy. This study was aimed to find out whether reading comprehension using different strategies would have different result or not for the two different genders. The researchers used a quantitative causal-comparative research approach, and data were collected from two instruments: reading comprehension test and questionnaires. A number of 50 students (25 females and 25 males) from one of the universities in Banjarmasin participated in this study. The results showed that between the two types of strategies, the cognitive strategy was mostly favoured by the male students, and metacognitive strategy was favoured by the female students. Nevertheless, their metacognitive or cognitive reading strategies preference does not significantly differ in their reading comprehension score. The interaction between two independent variables did not significantly happen in this research. The choice of using certain reading strategy was not determined by the category of gender. In other words, a certain type of gender using a certain type strategy did not give better results in reading comprehension.

Title

Found 7 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 7 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 7 Documents
Search