Articles
<![CDATA[Strategi Metakognitif Untuk Keterampilan Berbicara Bahasa Inggris ]]>
<![CDATA[Hamsia, Waode]]>
<![CDATA[ ELSE (Elementary School Education Journal) : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Vol 1 No 2b (2017): DESEMBER ]]>
Publisher : <![CDATA[UNIVERSITAS MUHAMMADIYAH SURABAYA ]]>
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DOI: 10.30651/else.v1i2b.1182
<![CDATA[Makalah ini bertujuan untuk mengetahui proses pelaksanaan strategi metekognitif dalam pembelajaran keterampilan berbicara bahasa Inggris. Perlunya strategi pembelajaran yang digunakan untuk meningkatkan keterampilan berbahasa khususnya berbahasa Inggris menggunakan strategi pembelajaran metakognitif. Teori strategi metakognitif berdasarkan O'Malley dan Chamot (1990: 46) sebagai landasan teori. Pelaksanaan strategi metakognitif menerapkan tiga tahapan yaitu: 1) Perencanaan diri, 2) Pemantauan diri, dan 3) Evaluasi diri. Tahapan-tahapan tersebut dilakukan dengan menciptakan hubungan yang menyenangkan dengan siswa. Siswa sangat termotivasi dengan proses pembelajaran dengan menunjukkan semangat, prestasi, kesadaran dan kemandirian dalam belajar khususnya pada ketrampilan berbicara. Pada akhirnya siswa menggunakan strategi tertentu untuk menangani kesulitan yang dihadapi dalam kelas speaking. Sehingga siswa mampu berbicara bahasa Inggris dengan lancar.   Kata kunci: keterampilan berbicara; pembelajaran bahasa inggris; strategi metakognitif]]>
<![CDATA[DEVELOPING STUDENTS’ SPEAKING ABILITY THROUGH STORY COMPLETION ]]>
<![CDATA[Hamsia, Waode]]>
<![CDATA[ Journal of English Language Teaching Vol 5, No 1 (2018) ]]>
Publisher : <![CDATA[IKIP Mataram ]]>
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<![CDATA[Speaking is a main tool of communication to others. Many people are difficult to speak English. It is caused by some factors such as need of information, less frequent of practice, low self-confidence, and so on. This research aimed to describe developing students’ speaking ability through story completion. Story Completion is very enjoyable in free-speaking activity where students sit in a circle (Kayi, 2006). There are three objectives of the research were to describe: (1) To describe the implementation of story completion in teaching speaking. (2) To describe the improvement of speaking skill for students after being given story completion. (3) To describe the students’ response to the implementation of story completion. Descriptive qualitative was applied as the method of the research while the observation was conducted to obtain the data to answer the first research about how are the implementation of story completion. The result showed that the technique of story completion was successfully implemented to improve the students’ speaking skill. The technique can make students to encourage themselves to speak up. They have to be brave and have enough self-confident when they want to talk something.]]>
<![CDATA[Resiko Kekerasan Dalam Rumah Tangga (KDRT) Pada Pernikahan Usia Anak Di Kawasan Marginal Surabaya ]]>
<![CDATA[Rahayu, Aristiana Prihatining]]>;
<![CDATA[Hamsia, Waode]]>
<![CDATA[ Pedagogi : Jurnal Anak Usia Dini dan Pendidikan Anak Usia Dini Vol 4, No 2 (2018): AGUSTUS ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surabaya ]]>
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DOI: 10.30651/pedagogi.v4i2.1965
<![CDATA[Di Indonesia, angka perkawinan usia anak telah mengalami penurunan lebih dari dua kali lipat dalam tiga dekade terakhir tetapi masih merupakan salah satu yang tertinggi di kawasan Asia Timur dan Pasifik. Menurut Survei Sosial dan Ekonomi Nasional (Susenas) yang dilakukan oleh Badan Pusat Statistik (BPS) pada tahun 2012 dalam Analisis Data Perkawinan Usia Anak di Indonesia menunjukkan bahwa di antara perempuan pernah kawin usia 20-24 tahun, 25 persen menikah sebelum usia 18 tahun . Sementara itu, berdasarkan Survei Demografi dan Kesehatan Indonesia (SDKI) 2012, 17 persen perempuan pernah kawin usia 20-24 tahun, menikah sebelum usia 18 tahun.Penelitian ini bertujuan mengetahui faktor-faktor pendorong pernikahan anak dan mendeskripsikan berbagai bentuk kekerasan dalam rumah tangga (KDRT) yang banyak menimpa perempuan (istri) yang menikah pada usia anak/dini. Metode penelitian yang digunakan adalah metode deskriptif kualitatif dengan pendekatan studi kasus (case study). Sample diambil secara purposive, yakni perempuan yang berusia 12-35 tahun, yang menikah pada usia 12-18 tahun.Hasil penelitian menunjukkan bahwa para perempuan yang menikah pada usia anak dini, sangat beresiko mengalami kekerasan dalam rumah tangga (KDRT) dengan pelaku mayoritas adalah suami (pasangan). Kekerasan psikis adalah kekerasan yang paling banyak terjadi, disusul kekerasan fisik dan kekerasan seksual. Maka peningkatan kesejahteraan masyarakat yang disertai dengan makin terjangkaunya layanan pendidikan bagi masyarakat miskin, peningkatan nilai spiritualitas dalam masyarakat akan mampu mengurangi angka pernikahan anak.]]>
<![CDATA[DEVELOPING STUDENTS’ SPEAKING ABILITY THROUGH STORY COMPLETION ]]>
<![CDATA[Hamsia, Waode]]>
<![CDATA[ Jo-ELT (Journal of English Language Teaching)Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris Vol 5, No 1 (2018) ]]>
Publisher : <![CDATA[IKIP Mataram ]]>
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DOI: 10.33394/jo-elt.v5i1.2298
<![CDATA[Speaking is a main tool of communication to others. Many people are difficult to speak English. It is caused by some factors such as need of information, less frequent of practice, low self-confidence, and so on. This research aimed to describe developing students? speaking ability through story completion. Story Completion is very enjoyable in free-speaking activity where students sit in a circle (Kayi, 2006). There are three objectives of the research were to describe: (1) To describe the implementation of story completion in teaching speaking. (2) To describe the improvement of speaking skill for students after being given story completion. (3) To describe the students? response to the implementation of story completion. Descriptive qualitative was applied as the method of the research while the observation was conducted to obtain the data to answer the first research about how are the implementation of story completion. The result showed that the technique of story completion was successfully implemented to improve the students? speaking skill. The technique can make students to encourage themselves to speak up. They have to be brave and have enough self-confident when they want to talk something.]]>
<![CDATA[Risk of Children Violence Abuses Based on Social And Demographic Factors in The Slum Areas ]]>
<![CDATA[Aristiana Prihartining Rahayu]]>;
<![CDATA[Waode Hamsia]]>
<![CDATA[ International Research-Based Education Journal Vol 2, No 2 (2020) ]]>
Publisher : <![CDATA[Faculty of Education Universitas Negeri Malang ]]>
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DOI: 10.17977/um043v2i2p29-39
<![CDATA[Nowadays more violent issues experienced by children in physical, verbal, emotional, and sexual abuses. Some factors identified as the sources of the violent issues including family dysfunction, economic factors, and misperceptions about the children. It is due to family economic pressures and disadvantageous social economic condition of the family or parent. The study used a qualitative approach with analytical descriptive technique in analysing the data. Results indicate that that residents especially women and children who live in the slum or densely populated area were subject to violent treatments on physical, psychological / emotional, and verbal abuses. These will lead to the constraints of education access services and school drop out to the children. In conclusion, there is a model of linkage between the risks of children abuses, social and demographic factors of the slum areas.]]>
<![CDATA[VOCABULARY LEARNING STRATEGIES USED BY STUDENTS IN PRIMARY SCHOOL ]]>
<![CDATA[Waode Hamsia]]>;
<![CDATA[Alfa Husnul Hakimah]]>
<![CDATA[ Proceedings Education and Language International Conference Vol 1, No 1 (2017): Proceedings of Education and Language International Conference ]]>
Publisher : <![CDATA[Proceedings Education and Language International Conference ]]>
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<![CDATA[This research aimed to find out the kinds of strategies and the application of the strategies which were used by students in primary school in improving vocabulary learning. Descriptive qualitative was applied as a research method to find out the objective of the research. The techniques of data collection were used in this research were observation and questionnaire. The data analysis used in this research was the interactive model analysis from Miles and Huberman that consists of data reduction, data display, and conclusion. The results showed that there were twenty one kinds of strategies which were used by the students in improving vocabulary. The strategies that were employed by the students mostly were influenced by the teacher’s teaching techniques. The orders of the teacher seemingly become a habit for the student to be conducted automatically in the process of language learning. Keywords: Vocabulary Learning Strategies, Language Learning.]]>
<![CDATA[Learning adaptation during the COVID-19 pandemic in Muhammadiyah inclusion schools ]]>
<![CDATA[Sri Lestari]]>;
<![CDATA[Waode Hamsia]]>;
<![CDATA[Radius Setiyawan]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 15, No 2: May 2021 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v15i2.19863
<![CDATA[The Muhammadiyah organization has inclusive schools that need to adapt during the coronavirus disease 2019 (COVID-19) pandemic. This study aimed to analyze the adaptation strategies carried out by two Muhammadiyah inclusion schools in Surabaya, Indonesia, Sekolah Peduli Anak Hebat (SPAH) and the Sekolah Kreatif Surabaya. This study used a qualitative descriptive approach with a phenomenology method to see the particular context of the two inclusion schools' learning situation during the COVID-19 pandemic. The data were collected using interviews and observations. Two coordinators for students with disabilities and five teachers were interviewed about policies and learning processes during the pandemic. The observation was done during the learning process. The secondary data was also collected by searching in their social media and e-learning platforms. The data analysis showed that the adaptation strategies were to coordinate and regularly collaborate between parent-teachers-students, build community cooperation, and make flexible and accessible learning policies. It proved that the two Muhammadiyah inclusion schools in Surabaya had adapted to online learning during the pandemic COVID-19. However, the two schools still need to improve quality, especially in creating an accessible asynchronous learning platform for students with disabilities.]]>
<![CDATA[Pengembangan Buku Ajar Apresiasi Sastra Berbasis Pendekatan Kontekstual Prodi Pendidikan Bahasa dan Sastra Indonesia UMSurabaya ]]>
<![CDATA[M. Ridlwan]]>;
<![CDATA[Waode Hamsia]]>
<![CDATA[ Stilistika: Jurnal Pendidikan Bahasa dan Sastra Vol 9 No 1 (2016) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surabaya ]]>
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DOI: 10.30651/st.v9i1.2535
<![CDATA[Mutu pembelajaran sastra selama ini masih rendah. Rendahnya mutupembelajaran sastra itu terlihat dari rendahnya kemampuan mahasiswa dalammengapresiasi sastra, termasuk mengapresiasi cerpen. Menurut penelitian para ahlihal ini disebabkan antara lain pendekatan yang digunakan dalam pembelajaran sastrakurang sesuai dengan hakikat pembelajaran sastra dan tujuan pembelajaran sastra.Dengan latar belakang seperti di atas, dibutuhkan usaha untuk mengatasipermasalahan tersebut. Salah satu upaya adalah membuat suatu buku ajar yangdisesuaikan dengan latar belakang dan kemampuan mahasiswa. Diharapkan denganadanya buku ajar Apresiasi Sastra yang disusun oleh tim pengampu dosen matakuliah Apresiasi Sastra yang lebih aplikatif, representatif, serta sesuai dengan latarbelakang dan kemampuan mahasiswa S1 Pendidikan Bahasa dan Sastra Indonesia,akan meningkatkan mutu pembelajaran apresiasi sastra.Berdasarkan kajian literatur yang digunakan peneliti, dapatlah ditarikkesimpulan bagaimana menyusun suatu buku ajar yang aplikatif dan representatifbagi mahasiswa Pendidikan Bahasa dan Sastra Indonesia UM Surabaya.Pengembangan buku ajar apresiasi sastra ini melalui 4 tahapan, yaitu tahap (1) adalahpendefinisian (define) berupa kegiatan identifikasi masalah dengan mendasarkan padatujuan dan kebutuhan pengajaran; meliputi analisis ujung depan (front-end analysis),analisis kebutuhan/masalah, perumusan tujuan, penentuan topik, penyusunan materi;tahap (2) adalah desain (design), peneliti merancang naskah/skenario dan prototipebuku ajar; tahap (3) adalah pengembangan (develope), penelitimemproduksi/menghasilkan prototipe untuk keseluruhan tatap muka sesuairancangan pada tahap sebelumnya, pada tahap ini juga akan dilakukan expertjudgment pada prototipe yang telah disusun.]]>
<![CDATA[CODE MIXING AND CODE SWITCHING IN UMAR KAYAM’S NOVEL PARA PRIYAYI ]]>
<![CDATA[Waode Hamsia]]>
<![CDATA[ Didaktis: Jurnal Pendidikan dan Ilmu Pengetahuan Vol 15, No 1 (2015) ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surabaya ]]>
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DOI: 10.30651/didaktis.v15i1.42
<![CDATA[This study is a sociolinguistic study. Hudson (1980:4) says that sociolinguistics is the study of language in relation to society. This is to say that sociolinguistics involves the relationship between society and language. In which is an instrument for human to interact with others.Based on the definition above language and society have close relationship. The language phenomena often occur in society; they are code mixing and code switching that commonly occure in bilingual or multilingual societyThis study is limited to make description of sociolinguistic feature of Indonesian-Javanese code mixing and code switching in Umar Kayam’s Novel Para Priyayi.A descriptive qualitative method is used in this study since the data are being analyzed that are the problem of how to describe the phenomena that happen in Novel Para Priyayi. To collect the data the writer selected sentences in the novel which contain the mixing code and the switching code of Indonesian-Javanese and then organized the data on the paper by classifying them into two forms. They are the forms in the word and the phrase.There are some purposes of using code mixing and code switching in Umar Kayam’s Novel Para Priyayi which is: 1) Showing respect to priyayi, 2) Addressing a non-priyayi and 3) There is no Indonesian equivalent. Therefore using another language is more effective that depends on the situation and condition.The study is expected to be useful for readers and people who are interested in studying the sociolinguistics. This study is hoped to give an illustration of the language that is used in Umar Kayam’s Novel Para Priyayi. In the future, another study concerning about code mixing and code switching or another aspect never stops to develop. There will be a lot of sociolinguistic phenomena that can be observed in the future.]]>
<![CDATA[Communication Process In Second Language Acquisition Influenced By General Factors ]]>
<![CDATA[Waode Hamsia]]>
<![CDATA[ JUPE : Jurnal Pendidikan Mandala Vol 4, No 4 (2019) ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pendidikan Mandala ]]>
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DOI: 10.36312/jupe.v4i4.1016
<![CDATA[ In communication process, there were some students who faced some problems in expressing their ideas in speaking English as the second language acquisition. The problems are especially in applying expression, choosing words, and lacking of vocabularies. The problem in applying expression was caused by an interruption and a lack of preparation. Then the next problem in choosing words was caused by the difficulties to find some approriate words and using in a grammatically correct sentences. The last in lacking of vocabularies was caused by having a few vocabularies. The purpose of this researh analyzed the communication process in second language acquisition that employed by the students. The strategies that used in communication process were influenced by some general factors. The method used a qualitative research. The data were the students’ verbal and non verbal language. The instruments were observation and interview. The subjects were the students in English program who were in the fourth semester in Muhammadiyah University of Surabaya. The result showed there were eight communication strategies proposed by littlewood to solve the problems in speaking English. The communication strategies used by the students were influenced by some general factors. The factors are proficiency level, problem source, personality and learning situation. Therefore the students could maintain the conversation successfully.]]>
