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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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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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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.
The Relationship Between Listening Proficiency and Speaking Improvement In University: Consideration in Assessing Speaking and Listening Muhammad Darrin Zuhri; Devie Reztia Anjarani; Rudi Hartono; Issy Yuliasri; Puji Astuti
International Conference on Science, Education, and Technology Vol. 9 (2023)
Publisher : Universitas Negeri Semarang

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This research study aims to explore the relationship between listening proficiency and speaking improvement among university students and to identify considerations in assessing speaking and listening skills. The study employed a mixed-methods approach, including both quantitative measures and qualitative interviews, to gather comprehensive data. The findings indicate a significant positive correlation between listening proficiency and speaking improvement, suggesting that developing strong listening skills can contribute to enhanced speaking abilities. Furthermore, the study highlights several key considerations that should be taken to account when assessing speaking and listening in educational contexts. The results of this study have implications for defining the foundations of future research in English teaching methodologies and strategies, and the second language assessment process for speaking and listening skills.
Learners’ Diary In The Implementation of Project - Based Learning Strategy In English Instructional Technology Class Novita Eka Tristiana; Rudi Hartono; Abdurrachman Faridi; Sri Wuli Fitriati
International Conference on Science, Education, and Technology Vol. 9 (2023)
Publisher : Universitas Negeri Semarang

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Learners ‘diary used to build good relationship and communication between lecturer and students on the implementation of Project-Based Learning Strategy in teaching English Instructional Technology Class. This research aims to describe about the students experience in the implementation of Project-Based Learning Strategy in teaching English Instructional Technology through learners’ diary. The descriptive qualitative is used in this research. The data collecting techniques used are learners ‘diary, observation, and interview. The participants of the research are ten pre-service teachers who take English instructional technology class in English department at one of the University in Pringsewu Lampung. The result of the study shows that the pre-service teachers know about the project topic and want to know more about the topic in implementing the project. Moreover, pre-service teachers also encounter some problems in doing the project, but they have tried to solve their problems by group discussion. Learners’ diary is important to be used in implementing project-based learning to control the students in doing the project and as the communication media for the pre-service teachers to share their experience and activities in doing the project.
Enhancing Writing Skills by Using The Project-Based Learning Model Through The Hello Talk Application Rully Khoeru Solihin; Rudi Hartono; Dwi Rukmini; Sri Wahyuni
International Conference on Science, Education, and Technology Vol. 9 (2023)
Publisher : Universitas Negeri Semarang

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This study intends to describe the project-based learning model implementation for learning to write English using the HelloTalk application and to ascertain how students react to the project-based learning model implementation using the HelloTalk application. The technique employed is a qualitative descriptive method, and it entails the process of gathering primary data through document review, field data collection, and the outcomes of student response surveys. 93 students from AKPER YPIB Majalengka's second semester served as the study's subjects. The examination of the data revealed that the student had a very high level of enthusiasm in putting the project-based learning strategy for learning to write in English using the HelloTalk program into practice. The study's findings indicate that the project-based learning model using the HelloTalk application was successfully implemented in teaching students to write in English and received a favorable response from the students. It also indicates that using the project-based learning model with the HelloTalk application can improve students' writing abilities in English. The HelloTalk program for learning to write in English met very high standards.
Extensive Listening Challenges through the Lens of the East Indonesian EFL Learners Yosefina Rosdiana Su; Rudi Hartono; Issy Yuliasri; Widhiyanto Widhiyanto
International Conference on Science, Education, and Technology Vol. 9 (2023)
Publisher : Universitas Negeri Semarang

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The benefits of extensive listening have been documented in several studies, particularly in English as a Foreign Language (EFL) listening. These studies constructed the theoretical and pedagogical frameworks for its implementation, including the typical materials students can utilize to organize extensive listening practices. In light of this, this paper presents a brief overview of the listening materials used by the students in this setting and the challenges they faced in utilizing them for extensive listening practices. This qualitative study was designed as a survey involving 79 students from a private university in East Nusa Tenggara, Indonesia. In collecting the data, the researchers administered an unstructured questionnaire combining close-ended and open-ended questions providing chances for the respondents to answer the questions in their own words. The result of this study confirmed that extensive listening is challenging to practice. In this case, students need knowledge about the pedagogy of extensive listening practices results in inappropriate material selections. This study recommends teachers' involvement in assisting the material selection that meets the student's pace to help students achieve more definite outcomes of the extensive listening practices.
Problem-Based Learning Implementation for Students’ Speaking Achievement Yunda Lestari; Rudi Hartono; Issy Yuliasri; Hendi Pratama
International Conference on Science, Education, and Technology Vol. 9 (2023)
Publisher : Universitas Negeri Semarang

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This article aims at providing a summary of various other studies that investigate how implementing Problem-Based Learning Approach can help students improve their speaking achievement. The method of study that was utilized was called a literature review, and it began with the process of seeking for research questions, searching for literature, evaluating data, and then analyzing it. After doing a search for research publications, the researcher came across five articles, then analyzed and contrasted with one another. This literature analysis came to the conclusion that the findings of the study showed that students not only improved their speaking performance after being treated through PBL activities, but also exhibited a more favorable behavioral, cognitive, and affective attitude toward English Language Learning (ELL). This was observed in the context of the study's findings that students demonstrated better speaking performance after being treated through PBL activities. PBL as a learning model for English was appropriate to make students fluent in communicating in English. Besides, PBL can also make students more active, confident, and enjoyable. As a result, problem-based learning may be one of the appropriate teaching approaches to increase students' capacity to speak English. This is because problem-based learning provides students with the opportunity to relate themselves to real-life challenges that require real-life answers.
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