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All Journal Jurnal Kiprah International Journal of Pedagogy and Teacher Education Jurnal Abdimas PHB : Jurnal Pengabdian Masyarakat Progresif Humanis Brainstorming Jurnal Anugerah: Jurnal Pengabdian Kepada Masyarakat Bidang Keguruan dan Ilmu Pendidikan Journal of Language, Literature, and English Teaching (JULIET) ACCENTIA: Journal of English Language and Education Langue
Gatot Subroto
Universitas Maritim Raja Ali Haji (UMRAH)
Automotive Engineering Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Mechanical Engineering Public Health Social Sciences Other

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STUDENTS’ WRITING OF SIMPLE PRESENT TENSE SENTENCES: AN ERROR ANALYSIS Subroto, Gatot
Jurnal Kiprah Vol 3 No 1 (2015): KIPRAH
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (163.819 KB) | DOI: 10.31629/kiprah.v3i1.402

Abstract

Penelitian ini dimaksudkan untuk memaparkan jenis-jenis kesalahan yang dilakukan oleh siswa dalam menulis kalimat simple present tense dan untuk mengetahui jenis-jenis kesalahan manasajakah yang sering dilakukan oleh siswa tersebut. Sejalan dengan tujuan tersebut, jenis-jenis kesalahan yang dipaparkan oleh Dulay, Burt, and Krashen (1982:146) digunakan oleh peneliti sebagai landasan teori.Terdapat 4 (empat) jenis-jenis kesalahan yang dipaparkan oleh Dulay, Burt, and Krashenyaitu: (1) omission, (2) addition, (3) misformation, dan (4) misordering. Metode deskriptif dipakai untuk menjawab permasalahan-permasalahan penelitian melalui pendekatan kualititatif. Data dalam penelitian ini adalah hasil tulisan karangan siswa berhubungan dengan penggunaan simple present tense.Subjek penelitian ini adalah siswa kelas VIII1 SMPN 4 Tanjungpinang Tahun Akademik 2011/2012 sejumlah 37 siswa. Teknik dokumentasi digunakan untuk mengumpulkan data dalam penelitian ini. Hasilpenelitian ini secara umum menunjukkan bahwa siswa melakukan 4 (empat) jenis-jenis kesalahan yang dipaparkan oleh Dulay, Burt, and Krashen. Dari keempat jenis kesalahan yang dilakukan oleh siswa, ada dua jenis kesalahan yang sering dilakukan oleh mereka. Hal tersebut dapat dilihat dari hasil persentase masing-masing jenis kesalahan sebagai berikut: 40% untuk kesalahan omission, 14,29% untuk kesalahan addition, 41,21% untuk kesalahan misformation, dan 4,39% untuk kesalahan misodering.
USING CARD-SORT METHOD IN EFL WRITING CLASSROOM Subroto, Gatot
Jurnal Kiprah Vol 6 No 1 (2018): Jurnal Kiprah Volume 6 Nomor 1, Juni 2018
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (291.685 KB) | DOI: 10.31629/kiprah.v6i1.580

Abstract

This research was aimed at knowing the effectiveness of the card-sort method in teaching EFL writing. The writing was focused on descriptive text. The researchers used two groups of pre-test post-test experimental research design. The subject of this research was the eighth-grade students of SMP Negeri 24 Bintan. In this research, the researchers chose two classes, experimental and control classes, consist of 34 students by applying the purposive sampling technique. Writing test was used to gather the data needed. Based on the result of the statistic calculation, the result of the pre-test of the experimental class was 49 and the control class was 54 while the result of post-test was 70 for the experimental class and 64 for the control class. The tcount was 4.881 with significant level 0.05. Based on the data analysis, the researchers concluded that sig 0.000 < 0.05 which meant there was the effect of the card-sort method in teaching EFL writing.
Self-Actualization Measurement on Non-English Coastal Students’ Achievement: Rasch Model Analysis Satria Agust; Gatot Subroto; Abdul Malik
International Journal of Pedagogy and Teacher Education Vol 2, No 2 (2018): International Journal of Pedagogy and Teacher Education
Publisher : The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (375.618 KB) | DOI: 10.20961/ijpte.v2i2.24108

Abstract

The measurement of self-actualization can assist facilitators in knowing their students’ learning achievement in English. The dynamism of high and low self-actualization through their origins will impact learning processes. Their abilities to seize the best achievement in learning correspond to their multiple talents. The objectives of this study are: (1) describing those whose self-actualization is high and who will have satisfactory achievement in learning English, and (2) deducing those whose self-actualization is low who will have poor achievement in English learning. The researcher used descriptive qualitative research which was conducted in Universitas Maritim Raja Ali Haji (UMRAH), located in Riau Archipelago in December 2017. The subject was the first-year intake of non-English students. The data were in the form of qualitative and quantitative taken from documents and questionnaires to learn the students’ self-actualization levels. The researchers analysed the data by using the Rasch model measurement approach. The results are: (1) Those whose self-actualization is high (60.71%) come from rural areas (36.90%), from urban areas (23.81%), female participants (47.62%), and male (13.10%). They can maximize their potential and ability to reach satisfactory achievement in learning English; and (2) Those whose self-actualization is low (38.10%), come from rural areas (17.86%), from urban areas (20.24%) female participants (33.33%), and male (4.76%). They cannot develop their potential and ability, resulting in poor achievement in learning English. As a result, the facilitators will find it easy to reflect on what should be done in their classes in the future.
Pentingnya Stepping the 5 Stairs “A” Teknik Untuk Anak-Anak Pesisir yang Belajar Grammar Satria Agust; Gatot Subroto; Muhammad Candra
Jurnal Anugerah Vol 1 No 1 (2019): Jurnal Anugerah: Jurnal Pengabdian kepada Masyarakat Bidang Keguruan dan Ilmu Pen
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Maritim Raja Ali Haji

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (877.686 KB) | DOI: 10.31629/anugerah.v1i1.1610

Abstract

The English learning experience especially Grammar should be done in a fun way and make the language learners master the concept well. The importance of mastering Grammar well facilitates language learners to construct English sentences from various tenses. Coastal language learners have not been given good grammar understanding and do not have enough time to learn grammar in schools. To master Grammar, Stepping the 5 Stairs "A" technique offers fun grammar learning. There are already many techniques offered. However, the existing techniques do not accommodate the characteristics of the language learning methods of those from certain regions. The descriptive approach is a method of implementing community service. The team conducted a site survey and interviews with several residents’ representatives and coastal learners’ parents. The community service location is in Senggarang Village where foreign tourists pay a visit. The results of the community service are: (1) An increase in the knowledge and understanding of coastal learners about Grammar learning by using the Stepping the 5 Stairs "A" technique, (2) Coastal learners’the motivation to continue learning Grammar, and (3) There are requests from coastal learners, parents, RT, RW, and Karang Taruna Senggarang to the team to continue similar activities going forward
Mengenal Nominal Sentences dengan Stepping the 5 Stairs “B” Teknik bagi Anak-anak Pesisir yang Belajar Grammar Satria Agust; Gatot Subroto; Pradipta Agustina
Jurnal Anugerah Vol 2 No 2 (2020): Jurnal Anugerah: Jurnal Pengabdian kepada Masyarakat Bidang Keguruan dan Ilmu Pen
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Maritim Raja Ali Haji

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (541.099 KB) | DOI: 10.31629/anugerah.v2i2.2645

Abstract

Untuk mengonstruksi kalimat nominal bahasa Inggris perlu menggunakan teknik yang tepat. Teknik itu sendiri menawarkan iklim belajar yang menyenangkan dan mampu membuat penggunanya memahami konsep kontruksi kalimat tersebut dengan baik. Anak-anak pesisir perlu diperkenalkan dengan berbagai macam jenis teknik pembelajaran grammar, salah satunya Stepping the 5 Stairs “B”. Grammar menjadi bagian penting dalam pembelajaran bahasa Inggris. Stepping the 5 Stairs “B” merupakan teknik pembelajaran grammar yang ditawarkan oleh Tim PkM dan sudah didesain sesuai dengan karakteristik anak-anak pesisir tersebut. Tim PkM menggunakan pendekatan deskriptif sebagai metode pelaksanaan kegiatan PkM ini. Semua anggota Tim PkM turun ke lapangan untuk melakukan survei dan menginterview beberapa orang tua dan anak-anak pesisir. PkM ini telah dilaksanakan di Kelurahan Senggarang yang mana tempat ini terkenal dengan wisata religi bagi turis-turis asing. Kegiatan PkM ini menghasilkan: (1) Tingkat pemahaman anak-anak pesisir untuk mengonstruksi kalimar nominal bahasa Inggris meningkat dengan menerapkan teknik Stepping the 5 Stairs “B”, (2) Motivasi belajar mereka sangat positif untuk belajar grammar dengan menggunakan Stepping the 5 Stairs “B”, dan (3) Harapan perangkat desa, orang tua, dan juga anak-anak pesisir adalah bahwa kegiatan PkM ini tetap berlanjut karena Senggarang merupakan tempat tujuan wisatawan asing.
Students' Reading Anxiety: A Rasch Model Analysis Nur halimah; Gatot Subroto; Nana Raihana Askurny
Juliet Vol 2 No 2 (2021): JULIET Volume 2 Nomor 2
Publisher : English Language Education Study Program Universitas Maritim Raja Ali Haji

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31629/juliet.v2i2.3659

Abstract

The aim of this study is to determine the instrument and the students’ responses of reading anxiety. The approach of this research is qualitative descriptive. The gathered data were analyzed qualitatively by using Rasch Model. A questionnaire was used as an instrument to get the data. 14 female students of SMP Islam De Green Camp were involved in this research. The FLRAS by Horwitz et al was used to create a questionnaire that contained 20 items. The study showed that the quality of the instrument and the students’ responses were not good enough to be used due to their small amount. Therefore, teachers must choose and creates a good instrument to know their students’ responses about reading anxiety. Then, students are recommended to read more English texts to minimize their reading anxiety.
Roundtable Technique in Teaching Writing Ana Tamara Putri; Gatot Subroto; Dewi Nopita
Juliet Vol 3 No 1 (2022): JULIET Volume 3 Number 1
Publisher : English Language Education Study Program Universitas Maritim Raja Ali Haji

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31629/juliet.v3i1.3691

Abstract

The purpose of this research is to find out whether or not the roundtable technique is effective for writing descriptive text in eighth grade at SMP Negeri 3 Tanjungpinang. The reserach used quantitative method with method using quasi-experimental design. The study sample was divided into two groups: experimental and control. In this study, the authors was applied online learning considering the outbreak of the Covid-19 virus. The pre-test was given at the beginning of the study in each class, and then followed by given the treatment of the roundtable technique in composing descriptive text in the experimental class and small group discussion in the control class. After that, a post-test was given at the end of the study. Furthermore, the data was analyzed by using SPSS 21. The findings of the independent t-test revealed that the significant value generated Sig. (2-tailed) = 0.000 smaller than 0.05. As a result, it supports the hypothesis that using roundtable technique is effective toward writing descriptive text at the eighth grade of SMP Negeri 3 Tanjungpinang. Keywords: Writing, Descriptive Text, Roundtable
Students' Vocabulary Mastery and Their Reading Comprehension fitria lisana; Gatot Subroto; Dewi Nopita
Juliet Vol 3 No 1 (2022): JULIET Volume 3 Number 1
Publisher : English Language Education Study Program Universitas Maritim Raja Ali Haji

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31629/juliet.v3i1.3699

Abstract

The purpose of this research was to find whether or not there is a relationship between vocabulary mastery and reading comprehension. The researcher focused on the relationship between students' vocabulary mastery and their reading comprehension in this study. The researcher employed a quantitative method in their investigation. The sample in this study was 30 students at seventh grade in SMPN 4 Senayang. 20 items for vocabulary mastery and 10 items for reading comprehension in a multiple-choice test were used to collect data for this study. The Pearson's Product Moment Correlation Coefficient was employed to analyze the data. The correlation coefficient variable of mastery of vocabulary and reading comprehension was 0.473 based on the data obtained by the authors. The correlation coefficient was 0.473, which is placed between 0.400.0.600 was seen in the table. The correlation is moderate correlation. As a result, Ho is rejected, while Ha is accepted. The authors found a relationship between students' vocabulary mastery and their reading comprehension of this study.
Students' Writing Difficulties in Procedure Text: An Analysis Study Heti Hidayah
Juliet Vol 2 No 1 (2021): JULIET Volume 2 Number 1
Publisher : Universitas Maritim Raja Ali Haji (UMRAH)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31629/jjumrah.v2i1.3130

Abstract

Abstract The function of writing skills is the most effective way to show someone’s English proficiency, including the ability and difficulties. The objective of this research was to know the factors and to the dominant factor of students’ writing difficulties in procedure text. The instruments of this research were interview and writing test as the support data. Therefore, the researcher conducted a descriptive qualitative study analysis. The technique in analysed the data of the interview was a descriptive analysis technique (percentage) and descriptive analysis technique without percentage to analyse the writing test. The researcher asked some aspects of students’ writing difficulties in writing procedure text based on the syllabus of class 9 K13 namely social function, structure text, language features, and topic. For the writing test, the students were asked to write a procedure text. So that the students had difficulties in social function, structure text, language features, and topic. This research showed the dominant factor students’ writing difficulties in procedure text was language features, like vocabulary and grammar which made the students difficult when writing the procedure text. Thus, the students still faced difficulties in writing skills like procedure text and the students have to improve their ability in writing skills. Keywords: Difficulty, Writing, Procedure Text
Teacher's Pedagogic Competence in Teaching English: An Analysis Study Febriani; Gatot Subroto; Dewi Murni
Juliet Vol 3 No 2 (2022): JULIET Volume 3 Number 2
Publisher : Universitas Maritim Raja Ali Haji (UMRAH)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31629/juliet.v3i2.3690

Abstract

The teaching and learning process is changed from offline learning became online learning due to Covid-19 outbreaks. The aimed of this study was to describe how is the pedagogical competence of English teachers at SMPN 7 Tanjungpinang. This research used qualitative research method which means that the researcher describes the result of the data about teacher’s pedagogical competence consists of understanding of the students, designing of the material, developing students’ potential and evaluation. Observation and interview were used as the instruments of this research. The result showed that the pedagogical competence of English teachers in online learning is on good categories with keep regard and adjust to the needs of students during online learning. Moreover, the teachers must always improve their pedagogical competence especially in online learning. Key Words: Pedagogic Competence, Online Learning, Google Classroom
Co-Authors Abdul Malik Ana Tamara Putri Ardi Widhia Sabekti Cellia Apridita Cahya Utami Dewi Murni Dewi Murni Dewi Nopita Dewi Nuraini, Dewi Febriani fitria lisana Juhri, Muhammad Juliardi, Juliardi Kusasi, Muhammad Aiman Zaidan Muhammad Alias Muhammad Candra Nana Raihana Askurny Nur halimah Pradipta Agustina, Pradipta Pratama, Irwin Harja Prawesti, Rintik Safhira Fauzia Ramadhanti Saputra, Rama Rendra Satria Agust Satria Agust Syahputra, Muhammad Raihan Ihsan Tsania Ranti Purnama Vialisah, Vialisah