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All Journal Stairs: English Language Education Journal
Sudarya Permana
Universitas Negeri Jakarta
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Journal : Stairs: English Language Education Journal

 1 
EFL Students’ Perception on Translation Effects Toward Their L1 and L2 Empowerment: Reestablishing the Use of Translation in FL Teaching Sudarya Permana
Stairs Vol 1 No 1 (2020): STAIRS: English Language Education Journal
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat dan Program Studi Pendidikan Bahasa Inggris Fakultas Bahasa dan Seni Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/stairs.1.1.1

Abstract

This paper aims to discuss EFL students’ perception on translation effects toward their L1 and L2 empowerment. The data were taken from fifty-two students who had passed the course of translation, both L1 to L2 and L2 to L1. To gain the data, a researcher-developed questionnaire was distributed to find out students’ perception, consisting of a closed-ended and an open-ended questionnaire. From the statistical findings, it was revealed that in terms of the four main language skills, namely reading, listening, speaking, and writing, students perceived that translation was able to empower their L1 and L2 reading, listening, and writing, but with little contribution to their L1 and L2 speaking. In addition to these three language skills, the translation course was also able to empower students in the L1 and L2 grammar and vocabulary mastery.
Students’ Performance in Writing English Exposition Text of the Eleventh Graders of SMAN 13 Jakarta Katarina Kriheni Wijayanti; Sudarya Permana
Stairs Vol 1 No 1 (2020): STAIRS: English Language Education Journal
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat dan Program Studi Pendidikan Bahasa Inggris Fakultas Bahasa dan Seni Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/stairs.1.1.5

Abstract

This article analyzed the understanding of eleventh graders' students at SMAN 13 Jakarta regarding the exposition text. The purpose of this paper was to find out to what extent the comprehension of eleventh graders of students of exposition text through the levels in the Blake Education rubric. The analysis table developed by Blake Education (1998) was used for the essay text analysis process. From the four main indicators studied, the results of this study indicated that (1) the average student was already at level 2, which could be categorized as an understanding of the exposition text; (2) although the average in both the Natural Sciences Program and Social Sciences Program was at level 2, the data showed that the students of Natural Science Program understood the exposition text better than the students of Social Science Program did. This paper also provided evidence regarding the difficulties of students in writing exposition texts. These findings showed that the ability of students to write exposition texts was in the middle or average level.
The Incorporation of Higher Order Thinking Skills in Ruangguru Application for Senior High School Tenth Graders Fulky Aulia; Sudarya Permana
Stairs Vol 2 No 1 (2021): STAIRS: English Language Education Journal
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat dan Program Studi Pendidikan Bahasa Inggris Fakultas Bahasa dan Seni Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/stairs.2.1.4

Abstract

This study is a content analysis that attempts to analyze the incorporation of higher-order thinking skills based on Bloom’s revised taxonomy in English multiple-choice questions for tenth graders at Ruangguru application. Ten chapters of English subject for tenth graders including 120 randomly selected questions in the English exercises at the application were chosen as data source of this study. The findings show that the questions incorporate the order thinking skills with a percentage of 50,8% of lower-order thinking skills (LOTS) and 49,2% of higher-order thinking skills (HOTS), which means that both are not evenly distributed in every chapter. The most dominant level found in this study is evaluation, which includes checking and critiquing, with a percentage of 25,8%. The incorporation of HOTS in Ruangguru application has been proven, but the result cannot be generalized since not all students in Indonesia use the application. Thus, HOTS analysis to other learning applications, other grades, and/or other subjects are encouraged to be conducted to picture out the incorporation of HOTS in greater coverage.
Investigating Character-Building Values in English Textbook Entitled Bahasa Inggris for Grade X Nabilla Puspa Amelia; Sudarya Permana
Stairs Vol 2 No 1 (2021): STAIRS: English Language Education Journal
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat dan Program Studi Pendidikan Bahasa Inggris Fakultas Bahasa dan Seni Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/stairs.2.1.5

Abstract

This research aims to investigate (1) the character-building values presented in the English textbook entitled Bahasa Inggris for grade X, and (2) the way character-building values were presented into its materials. The researcher referred to 18 character-building values mandated by the Ministry of National Education (2010). This research used a qualitative research method using content analysis. The data used in this research were the sentences contained in this textbook. The results showed that the English textbook entitled Bahasa Inggris for grade X contained all the character-building values, the most of which was the friendly/communicative value with percentage of 16% and the least of which was the tolerance value with percentage of 1%. There were two techniques of integrating characters that were found in the textbook, namely explicit and implicit techniques. The results of this study are expected to be able to give instances to the English teachers so that they can appropriately give these characters to students and be more selective in choosing a textbook or a learning method.
The Alignment between Learning Outcomes and Assessment Tasks in Writing: A BRT Analysis Fauziana Ulfie; Sudarya Permana
Stairs Vol 2 No 2 (2021): STAIRS: English Language Education Journal
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat dan Program Studi Pendidikan Bahasa Inggris Fakultas Bahasa dan Seni Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/stairs.2.2.6

Abstract

This study was aimed at obtaining the profile of alignment between learning outcomes and assessment tasks on ‘writing’ skills development in “Pathway to English Grade X” textbook with regards to Bloom’s Revised Taxonomy. The data of the study were 32 statements of learning outcomes and 49 items of assessment tasks of 10 chapters. This study used Bloom’s Revised Taxonomy table (Anderson & Krathwohl, 2001) as the framework of reference in conducting data collection and interpretation. The results showed that the LOs and ATs distributed over several levels. 34.38% of overall LOs of this textbook are described in level B4 (Analyze, Conceptual Knowledge), and 22.45% of overall ATs are described in level B2 (Understand, Conceptual Knowledge). In the textbook, it was found that 69.39% of the overall ATs match with the LOs in the textbook. 20.41% of the overall ATs partially match with the LOs, and 10.20% of the overall ATs do not match with the LOs in the textbook. The results showed that the alignment between the learning outcomes and assessment tasks on ‘writing’ skills development in this textbook is strong or the percentage is more than 50%.
Co-Authors Fauziana Ulfie Fulky Aulia Katarina Kriheni Wijayanti Nabilla Puspa Amelia