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Developing Student's Speaking Competence Through Storytelling at the Second Grade Student's of SMK Negeri 1 Magelang in Academic Year 2013 / 2014 Septanti, Rina Dewi; Ghozali , Imam; Robiasih, Hasti
Kajian Bahasa dan Sastra (KABASTRA) Vol. 1 No. 1 (2021): Kajian Bahasa dan Sastra (KABASTRA)
Publisher : UPA Bahasa Universitas Tidar And HISKI Kedu

This research is aimed to describe the development of a model of teaching speaking competence called Storytelling, a model of teaching English to enhance the students’ speaking competence. Further, the research also reveals the strengths and limitations of aims at Storytelling activity in SMK Negeri 1 Magelang. This research belongs to an educational research and development (or called R & D). The model was developed adapting Borg and Gall’s Model (1983) simplified into six steps. The steps are (1) Theories and Studies related to Storytelling Technique or Product Analysis, (2) Planning and Preparation for doing Storytelling Technique, (3) Expert Validation and Revision Related to Storytelling Technique , (4) Developing Storytelling Technique in class, (5) Revision of Product , and (6) Final Product . The field tryout was conducted in one class of grade XI students of SMK Negeri 1 Magelang . The instruments used in this research were classroom observation sheet, students’ opened-questionnaire sheet and questions of students’ interview. The collecting data in this research were analyzed by using qualitative and analysis from Miles and Huberman (1994) consisting of four steps of collecting data, reducing data, displaying data, and verifying conclusions. Findings show that Storytelling as a model of teaching speaking shows some strengths; in development stage students’ speaking competence, students’ willingness to voluntary tell their experience in front of the class, the class’ participation in asking questions to the presenters, their willingness to attend the storytelling activity patiently, and also their disappointment due to not being given a chance to perform in front of the class get improvement. Furthermore, Storytelling is a meaningful activity which gives some benefits to the students such as developing feeling of self confidence and braveness and providing more chance to speak that can develop students’ speaking competence.

Educators’ Voices Of Culturally Responsive Pedagogy In Elt Context: Revealing The Dominant Characteristics And Praxis Herda, Rozanah Katrina; Robiasih, Hasti; Kozuka, Yoshitaka; Margana, Margana
Wahana Pendidikan Vol 12, No 1 (2025): Januari
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jwp.v12i1.17060

When teaching English in a multicultural setting, culturally responsive pedagogy (CRP) becomes even more important. It promotes diversity by recognizing the impact of students' different backgrounds and experiences on their identities. Teachers can increase student engagement, foster critical thinking, and improve language acquisition by incorporating culturally relevant materials and teaching strategies. This method respects students' cultural backgrounds and enhances their ability to understand and empathize with individuals from diverse backgrounds. The purposes of this mixed-method study with an explanatory design were to 1) find out what English language teachers think are the most important aspects of CRP and 2) find out how they use CRP to keep students interested. The participants (N = 95) are majoring in English from elementary, secondary, and higher education levels. The researchers used an online questionnaire and a semi-structured interview to gather the data from respondents. The researchers analyzed the questionnaire using the adjectival rating of a four-point Likert Scale and analyzed the interview using the verbatim technique. The findings revealed that the dominant key characteristics of CRP were care and empathy. Therefore, the interview results indicated that practicing CRP successfully boosted student engagement since their involvement and motivation appeared as well since teachers were 1) using relevant contexts and examples, 2) incorporating multicultural perspectives, 3) encouraging student-driven material selection, and 4) making personalization of content.

Designing supplementary speaking materials based on communicative language teaching (CLT) Efendi, Mutiara Yulia; Robiasih, Hasti
Journal of English Language and Pedagogy Vol 4 No 2 (2021)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v4i2.4506

Abstract: This research aims at designing supplementary speaking materials for seventh-grade students of SMP Islam Al Azhar 34 Bintan in conjunction with communicative language teaching (CLT) and the efficacy of supplementary speaking materials to improve students’ speaking skills. This research adapted Borg and Gall’s research and information collection, planning, product development, preliminary field testing, main product revision, and final product revision models. Data were collected from document analysis, classroom observation, and interviews to set up the goals. The findings showed that the designed supplementary speaking materials reflected the efficacy of students’ improvement using the communicative language teaching approach. The materials were beneficial and attractive to students in teaching and learning English involvement. Keywords: CLT, junior high school, supplementary speaking materials.

Implementing basal reading program in EFL upper secondary school settings Sajidin; Mulyadi, Dodi; Robiasih, Hasti
JEES (Journal of English Educators Society) Vol 6 No 2 (2021): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v6i2.1535

Basal readers have been selected by the school to cope with students’ lack of vocabulary size. With some positively perceived learning outcomes, the readers continued to be used from year to year and were decided as a school program, in addition to ELT national curriculum. The research is aimed at exploring the following aspects: (1) the teacher’s use of basal readers in the classrooms, (2) the classroom procedures developed by the teacher understudy, and (3) the students’ response to the implementation of the basal reading program. A descriptive case study with classroom observation as a main data collection technique was employed to explore the phenomena. The research brings several points to consider. First, basal readers have been extensively used by the school for different purposes: 1) for vocabulary enrichment, (2) for intensive reading materials, (3) as resource making classroom tests, and (4) a basis for writing phonetic symbols, and (5) for promoting speaking skills. Second, the school has developed its own strategies to use the readers with specific procedures. Third, the use of basal readers was positively responded to by the students with some suggestions for better implementation. HIGHLIGHTS: Basal reading program was implemented with a specific procedure developed by the local school English teachers. Basal readers selected for the reading program were utilized to develop reading skills in which vocabulary memorization and pronunciation drills were used to support the skills. The program was positively responded by the students with some suggestions for a better implementation.

Developing Student's Speaking Competence Through Storytelling at the Second Grade Student's of SMK Negeri 1 Magelang in Academic Year 2013 / 2014 Septanti, Rina Dewi; Ghozali , Imam; Robiasih, Hasti
Kajian Bahasa dan Sastra (KABASTRA) Vol. 1 No. 1 (2021): Kajian Bahasa dan Sastra (KABASTRA)
Publisher : UPA Bahasa Universitas Tidar And HISKI Kedu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/kabastra.v1i1.8

This research is aimed to describe the development of a model of teaching speaking competence called Storytelling, a model of teaching English to enhance the students’ speaking competence. Further, the research also reveals the strengths and limitations of aims at Storytelling activity in SMK Negeri 1 Magelang. This research belongs to an educational research and development (or called R & D). The model was developed adapting Borg and Gall’s Model (1983) simplified into six steps. The steps are (1) Theories and Studies related to Storytelling Technique or Product Analysis, (2) Planning and Preparation for doing Storytelling Technique, (3) Expert Validation and Revision Related to Storytelling Technique , (4) Developing Storytelling Technique in class, (5) Revision of Product , and (6) Final Product . The field tryout was conducted in one class of grade XI students of SMK Negeri 1 Magelang . The instruments used in this research were classroom observation sheet, students’ opened-questionnaire sheet and questions of students’ interview. The collecting data in this research were analyzed by using qualitative and analysis from Miles and Huberman (1994) consisting of four steps of collecting data, reducing data, displaying data, and verifying conclusions. Findings show that Storytelling as a model of teaching speaking shows some strengths; in development stage students’ speaking competence, students’ willingness to voluntary tell their experience in front of the class, the class’ participation in asking questions to the presenters, their willingness to attend the storytelling activity patiently, and also their disappointment due to not being given a chance to perform in front of the class get improvement. Furthermore, Storytelling is a meaningful activity which gives some benefits to the students such as developing feeling of self confidence and braveness and providing more chance to speak that can develop students’ speaking competence.

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