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All Journal E-Dimas: Jurnal Pengabdian kepada Masyarakat Journal of Teaching and Learning English Issues Journal of English Teaching and Learning Issues
Djoko Sutrisno
Universitas Ahmad Dahlan
Education Languange, Linguistic, Communication & Media Social Sciences

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Pelatihan dan Pembuatan Bahan Ajar Pelajaran Bahasa Inggris Tingkat SLTP dan SLTA bagi Guru-Guru MGMP Bahasa Inggris Akmal Akmal; Djoko Sutrisno
E-Dimas: Jurnal Pengabdian kepada Masyarakat Vol 13, No 3 (2022): E-DIMAS
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/e-dimas.v13i3.12637

Abstract

Wabah COVID-19 telah memberikan dampak yang sangat serius kepada prosess balajar mengajar peserta didik di semua lini pendidikan, mulai dari tingkat paling rendah Taman Kanak-kanak sampai Perguruan Tinggi. Pelajaran harus tetap dihantarkan oleh guru dengan tidak mengurangi interaksi kepada siswa meskipun proses belajar mengajar tidak dapt dilakukan di dalam kelas akan tetapi melalui media online baik dengan flatform Google Meeting, Zoom Meting, Video conference, YouTube, Edmodo, Schoology, WhatsApp, atau dengan media sosial lainnya. Hal ini menghendaki para guru harus mampu merancang materi pelajaran, menyampaikan materi, berdiskusi dengan siswa,dan menilai hasil kerja siswa secara online. Untuk itu para guru harus memiliki keahlian instructional design berbasis Teknologi Informasi. Pelatihan yang dilakukan oleh tim pengabdian masyarakat, Prodi Magister Pendidikan Bahasa Inggris, UAD dibuka langsung oleh bapak Bupati Selat Panjang berlangsung selama 4 hari dengan total 32 jam pelajaran berbasis Teknologi Multimedia dan Android yang perpedoman pada Assesment Kompetisi Minimum (AKM). Pelatihan diikuti oleh 83 orang guru Bahasa Inggris tingkat SLTP dan SLTA. Pelatihan diadakan di SMP N 1 Tebing Tinggi. Di akhir pelatihan para guru menyerahkan hasil pekerjaan mereka dalam bentuk applikasi pembelajaran Bahasa Inggris.
Teachers’ Beliefs and Practice on Providing EFL Written Corrective Feedback Muhammad Nafi Annury; Nadiah Ma'mun; Djoko Sutrisno
Journal of English Teaching and Learning Issues Vol 6, No 1 (2023): June 2023
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v6i1.19360

Abstract

This study analyzes how and why writing instructors provide written corrective feedback (WCF) on academic writing tasks. It was an ethnography study conducted by the Department of English Education at University in Semarang, Indonesia. This study investigated and analyzed the attitudes of teachers to get insight into classroom methods for delivering written corrective feedback (CF) on student writing. The major objective of the study was to evaluate instructors' beliefs and practices. Therefore, the teachers' perspectives on providing written corrective feedback (WCF) were required to determine the true answers and provide corrective feedback. The conceptual basis for this study was developed from Borg's (2003) concept of teacher cognition (beliefs) and practices, as well as the impediments to written CF reported by several writers. This recent study conducted interviews with three English Education Department instructors who instructed writing classes. This investigation utilized classroom observation, the think-aloud technique, and in-depth interviews. The data was examined using Spradley's technique (1979, 1980). The study of the data revealed both congruence and discord between the beliefs and actions of lecturers. For instance, the instructors' focus and number of writing CF were consistent. In addition, it was demonstrated that extraneous influences affected the lecturers' application of their theories.
Teachers’ Beliefs and Practice on Providing EFL Written Corrective Feedback Muhammad Nafi Annury; Nadiah Ma'mun; Djoko Sutrisno
Journal of English Teaching and Learning Issues Vol 6, No 1 (2023): June 2023
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v6i1.19360

Abstract

This study analyzes how and why writing instructors provide written corrective feedback (WCF) on academic writing tasks. It was an ethnography study conducted by the Department of English Education at University in Semarang, Indonesia. This study investigated and analyzed the attitudes of teachers to get insight into classroom methods for delivering written corrective feedback (CF) on student writing. The major objective of the study was to evaluate instructors' beliefs and practices. Therefore, the teachers' perspectives on providing written corrective feedback (WCF) were required to determine the true answers and provide corrective feedback. The conceptual basis for this study was developed from Borg's (2003) concept of teacher cognition (beliefs) and practices, as well as the impediments to written CF reported by several writers. This recent study conducted interviews with three English Education Department instructors who instructed writing classes. This investigation utilized classroom observation, the think-aloud technique, and in-depth interviews. The data was examined using Spradley's technique (1979, 1980). The study of the data revealed both congruence and discord between the beliefs and actions of lecturers. For instance, the instructors' focus and number of writing CF were consistent. In addition, it was demonstrated that extraneous influences affected the lecturers' application of their theories.
Co-Authors Akmal Akmal Muhammad Nafi Annury Nadiah Ma'mun