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All Journal English Education Journal Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP Prosiding Seminar Nasional Pascasarjana Proceeding of International Conference on Science, Education, and Technology
Rudi Hartono
Universitas Negeri Semarang, Indonesia
Humanities Education Languange, Linguistic, Communication & Media Other

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Journal : Proceeding of International Conference on Science, Education, and Technology

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The Use of Language Style by Native and Non-Native Speakers of English in the Ellen Show Ade Dwi Cahyanti; Rudi Hartono
International Conference on Science, Education, and Technology Vol. 7 (2021)
Publisher : Universitas Negeri Semarang

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Abstract

Language style can help the speaker which includes native and non-native speakers of English to communicate with the interlocutor in a suitable context. Here, the speaker has to consider the use of language style based on the place and person who talk to. By applying language style properly, the speaker can avoid social consequences. This research aims to investigate the language style used by the native and non-native speaker of English in The Ellen Show. This research was qualitative research. Furthermore, the source of data was three native speakers of English and three non-native speakers of English as the guests in the talk show program namely The Ellen Show. In analyzing the data, the researcher employed the language style suggested by Martin Joos (1967). There are five types of language style that focus on the level of formality such as frozen style, formal style, consultative style, casual style, and intimate style. The findings revealed all types of language styles occurred on the utterances of both native and non-native speakers of English in The Ellen Show. The native speakers of English used two frozen styles, two formal styles, sixteen consultative styles, nineteen casual styles, and one intimate style in their utterances. Moreover, the non-native speakers of English used six formal styles, twenty-seven consultative styles, and thirteen casual styles in their utterances. Additionally, all of the user of communication both native and non-native speakers of English used language style in their utterances. However, the speaker applied it relating to the relation with the interlocutor and the occasion.
The effectiveness of mind map treatments on writing accuracy at Islamic Higher Education Aisyah Hafshah Saffura El-Muslimah; Rudi Hartono; Abdurrahman Faridi; Puji Astuti
International Conference on Science, Education, and Technology Vol. 7 (2021)
Publisher : Universitas Negeri Semarang

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The study attempted to investigate the learners’ writing accuracy amongst digital mind map, paper mind map, and non-mind map treatments. There were two variables: types of mind map having three variances: digital mind map (x1), paper mind map (x2) and non-mind map (x3) as independent variable and writing accuracy (y) as the outcome variable. The study involved L2 participants at higher education in Kalimantan consisting of three groups based on types of mind map: digital mind map/x1 (n=24), paper mind map/x2 (n=23), non-mind map/x3 (n=23).The total number of the participants was 70 students, consisting two groups: experiment 1, (digital mind map class), experiment 2, (paper mind map class), and a control class (non-mind map class). A one way Anova was used to measure an effect of types of mind map on learners’ writing score. The finding confirmed that there was a significant effect of types of mind maps at the p<.05 level for the three different treatments [F (2, 67) = 5.811, p = 0.005]. Post hoc with Tukey HSD test confirmed that the average score for digital mind map (M = 76.79, SD = 9.76) differed significantly than paper mind map (M= 68.78, SD 12.32) at p=0.050 and non-mind map at p=0.005. However, paper mind map did not differ significantly than non-mind map ((M= 65.83, SD 12.12) at p= 0 .657. The further studies with larger sample size were needed to validate the research findings. Abstracts max 200 words.
Teaching English to Young Learners: the Complexity of Reality Aprilian Ria Adisti; Issy Yuliasri; Rudi Hartono; Sri Wuli Fitriati
International Conference on Science, Education, and Technology Vol. 7 (2021)
Publisher : Universitas Negeri Semarang

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The education system in Indonesia is overgrowing along with globalization. Since English becomes the world's lingua franca, Indonesia has implemented Teaching English to Young Learner (TEYL) as the local content subject for the last two decades. This study is a descriptive qualitative study that aims to expose the realization of TEYL in kindergarten. The data collection instruments are a survey and Focus Group Discussion (FGD). A survey was conducted on 50 principals and teachers from 25 kindergartens in Salatiga, Central Java, in February 2021. The result showed that 96 percent of respondents considered introducing English as a foreign language in an early childhood education highly needed. Furthermore, the majority (100 percent) of the respondents' schools teach English as an extracurricular subject. On the aspect of teacher education background, it was found that only 14 percent of teachers in TEYL graduated from the English education department. Then, only 48 percent of respondents argued that the media in their school had already supported the TEYL program. Lastly, only 30 percent perceived that the TEYL program had been integrated with the early childhood education curriculum. In addition, the FGD also exposed the complexity of reality in TEYL. Finally, it can be concluded that in realizing an ideal TEYL is still needed many improvements in pedagogy, quality of teachers, good resources, curriculum, and media based on needs analysis.
Engaging Students’ Experiences and Practices through Computer-Mediated Communication in Learning Grammar Atik Rokhayani; Dwi Rukmini; Rudi Hartono; Dwi Anggani Linggar Bharati
International Conference on Science, Education, and Technology Vol. 7 (2021)
Publisher : Universitas Negeri Semarang

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The development of technology impacts English education in numerous ways. A computer is used by teachers and students to enhance learning in an English classroom setting. The pandemic learning process enabled students to communicate more via Computer Mediated Communication (CMC). Students may connect with others all across the globe via the use of CMC. It serves as a means of communication between people. The benefits of CMC are a significant element in the success of the EFL class. The purposes of this study were to explore the EFL university students’ experience and practices through CMC in Grammar learning. This study applied a qualitative approach. The findings of the study revealed that CMC through Human-to-Human fostered a more engaging classroom experience and offered the university students with the opportunity to actively communicate with their lecturers and peers. The students also showed the positive attitudes and could ease the learning experience on the use of low technologies in learning Grammar. The present study recommends engaging EFL students’ experiences and practices through learning tools as low technologies.
Portraiting the Implementation of Project Based Learning in Teaching Narrative Text for EFL Students with Personality Traits: Introversion and Extroversion Jumbuh Prabowo; Dwi Rukmini; Mursid Saleh; Rudi Hartono
International Conference on Science, Education, and Technology Vol. 7 (2021)
Publisher : Universitas Negeri Semarang

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Writing is still considered as the hardest skill in learning a language. It is because of its complexity. Students must consider writing elements when they express their thought and idea in written form. This research aimed at describing the students writing activities done by implementing Project Based Learning (PjBL). PjBL could encourage student motivation and develop learner autonomy. They also had opportunities for authentic meaningful language use. The data was taken by observing and recording students’ activities in teaching learning process. There were 40 participants from one class of the fourth semester students of English Department who attended Genre Based Writing class taken by using purposive sampling. The research was conducted at English department of University of Sultan Ageng Tirtayasa, Banten. The main outcome of this research was to describe the implementation of Project Based Learning in teaching narrative text. The result showed that through PjBL, both introvert and extrovert students could engage and discuss interactively. Consequently, the activities done before writing have an important role to make students more active and creative in triggering students’ idea to express in written form.
Measuring Teachers' Writing Assessment Literacy: a Case Study of Universitas Singaperbangsa Karawang Nia Pujiawati; Januarius Mujiyanto; Rudi Hartono; Issy Yuliasri
International Conference on Science, Education, and Technology Vol. 7 (2021)
Publisher : Universitas Negeri Semarang

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Abstract

Considerable amounts of students and graduates of universities were found to be deficient in writing English. To this end, several researchers have focused so far exclusively on investigating teaching and learning methodologies in the classroom, while teachers have remained untouched in their capacity for evaluation and assessment. Empirical evidence suggested that assessment activities affect students' performance. As assessment literacy should begin with an examination of its knowledge domain, this study attempts to gauge the teacher's level of writing assessment literacy by distributing a questionnaire adopted from the Language Assessment Knowledge Scale (LAKS). The findings suggested that most of the teachers have a low level of literacy in writing assessment.
Comparison of Brain Targeted Teaching Model V/S Students’ Content Schemata with Online Instruction in Reading to Students Different Motivation Level Rukminingsih Rukminingsih; Januarius Mujiyanto; Joko Nurkamto; Rudi Hartono
International Conference on Science, Education, and Technology Vol. 7 (2021)
Publisher : Universitas Negeri Semarang

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The purpose of this research is to study the effects of brain targeted teaching (BTT) model v/s activating students’ content schemata v/s in online to teach reading comprehension to students with different motivation level in one of private college in Indonesia. The participants of this research were students who were taking Critical Reading class. Class A was as the experiment class 1 and class B was as experiment class two. Every class consisted of 30 students (15 high and 15 low motivation level). This study was experimental research design by using 2 x2 factorial designs. The data collection was done by give questionnaire reading motivation level and reading comprehension test. The data was analyzed by ANOVA. The study revealed results that the BTT model and activating student content schemata were effective to teach reading comprehension to high and low students’ motivation level. BTT model gave better effect than activating students’ content schemata with high and low motivation level. The last there was an interaction between teaching techniques, students’ critical reading achievement and motivation level. In conclusion, both BTT model and activating students’ content schemata were effective applied in teaching reading achievement to students with high and low motivation level.
The Metacognitive Learning Instruction (MLI) for Teaching Listening During the Pandemic: Pros and Cons Titis Sulistyowati; Januarius Mujiyanto; Dwi Rukmini; Rudi Hartono
International Conference on Science, Education, and Technology Vol. 7 (2021)
Publisher : Universitas Negeri Semarang

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The purpose of this study is to describe the Metacognitive Learning Instruction (MLI) online classroom application along with its advantages and challenges, which teachers may consider so that they can prepare detailed planning before teaching. This study is part of more extensive experimental research, which is done to study the students' listening achievements and their factors. This paper also presents statistical data analyzing the effect of the MLI on students' listening proficiency. To explain the advantages and disadvantages of using the instruction, the researchers analyze the students’ self-evaluation questionnaires and the instructor's self-reflection questionnaire. Furthermore, this research is carried out to discover the effectiveness of MLI for teaching listening. Paired Sample T-test is performed to test the hypothesis. The test is required to prepare a comparison analysis between pre-test and post-test scores of the same groups. From the paired t-test sample, the researchers report a significant difference between the pre and post-test data. It indicates that the students' listening proficiency increases significantly. Online learning by adopting MLI within blended Synchronous and Asynchronous learning enable students to access the learning materials, ask questions, and practice their skills at any time that works for them. However, teachers need to closely monitor the students' learning progress to assist the students to become independent learners and efficiently use the time allocation to finish the task on time.
English Teachers’ Perception in Teaching Listening Episiasi Episiasi; Januarius Mujiyanto; Suwandi Suwandi; Rudi Hartono
International Conference on Science, Education, and Technology Vol. 7 (2021)
Publisher : Universitas Negeri Semarang

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Abstract

This study is aimed to investigate the English teachers’ perception in teaching listening. The English teachers have a different style of teaching. In teaching, the teachers should use three steps of teaching, they are pre-teaching, while-teaching, and closing. The case study was conducted on the seven English teachers of STKIP PGRI Lubuklinggau, South Sumatera province, Indonesia. The questionnaire and interview were used by the researcher for collecting the data. The result of the study showed that they found challenging in teaching listening. The quality of the teaching and learning process should be the important thing because it can achieve the goal of teaching and improve the student’s listening comprehension mastery.
Investigating Multiliteracy Pedagogy Practices of EFL-Speaking Teachers in Indonesia Desi Surlitasari Dewi; Rudi Hartono; Mursid Saleh; Sri Wahyuni
International Conference on Science, Education, and Technology Vol. 9 (2023)
Publisher : Universitas Negeri Semarang

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This study aims to investigate the multiliteracy pedagogy practices used by EFL-speaking teachers in Indonesia. The study consists of two research questions: 1) How do EFL-speaking teachers in Indonesia implement Multiliteracy Pedagogy in their teaching practices? 2) What are the perceived benefits of using multiliteracy pedagogy practices in EFL-speaking classrooms in Indonesia? The data were collected through open questionnaire and in-depth interview. Open questionnaires were distributed to 19 EFL-speaking teachers in Indonesia. The results indicate that these teachers are implementing some elements of multiliteracy pedagogy, and they use various modes, such as visual, audio, audiovisual, or gestural, to support their teaching. Then, interview was conducted to small sample of the respondents. The data were analyzed through content and thematic analysis. The findings show that multiliteracy pedagogy practices make learners become more active thinkers, more independent learners, and are more engaged in their learning. The benefits of using multiliteracy pedagogy practices in EFL-speaking classrooms in Indonesia include improving learners’ language proficiency, promoting critical thinking and problem-solving skills, and enhancing learners’ motivation and engagement. Overall, this study contributes to a better understanding of the current multiliteracy pedagogy practices used by EFL-speaking teachers in Indonesia and sheds light on how these practices are integrated into teaching. The findings suggest that multiliteracy pedagogy practices have several benefits for EFL-speaking learners in Indonesia.
Co-Authors Abdurrahman Faridi Ade Dwi Cahyanti Aisyah Hafshah Saffura El-Muslimah Ajeng Hidayatul Maghdalena Anjarani, Devie Reztia Aprilian Ria Adisti Aswadi Jaya Atik Rokhayani Benedikta Andriela Yuni Seran Desi Surlitasari Dewi Dwi Anggani Linggar Bharati Dwi Rukmini Egi Raputri Episiasi Episiasi Ever Nicolas Faridi, Abdurrachman Hajar Munawaroh Hendi Pratama Henrikus Joko Yulianto Issy Yuliasri Januarius Mujiyanto Joko Nurkamto Jumbuh Prabowo Katharina Rustipa Lestari, Yunda Mohammad Qushoy Muhammad Darrin Zuhri Mujib Abdillah Mursid Saleh Nia Pujiawati Novita Eka Tristiana Nur Antoni Eko Tanuso Nur Azmi Rohimajaya Nurfisi Arriyani Puji Astuti Rahayu Puji H Rahayu Puji Haryanti Rengganis Siwi Amumpuni Rukminingsih Rukminingsih, Rukminingsih Shella Gherina Saptiany Shinta Puspita Sari Siti Nurhayati Solihin, Rully Khoeru Sri Wuli Fitriati Suwandi Suwandi Suwandi Suwandi Titis Sulistyowati W, Widhiyanto Wahyuni, Sri Yan Mujiyanto Yosefina Rosdiana Su Yusi Rahmawati zulfa Sakhiyya