Garuda - Garba Rujukan Digital

ENGLISH SCHOLARLY PUBLISHING ACTIVITIES IN THE INDUSTRIAL REVOLUTION 4.0: WHAT, WHY, AND HOW? Turmudi, Dedi
English Language Teaching Educational Journal Vol 3, No 1 (2020)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v3i1.1890

The presence of the Industrial Revolution (IR) 4.0 has inevitably affected the way how scholars proceed to write. Thus, activities intended to yield a piece of scientific writing facilitated by the obtainability and accessibility of internet browsing is called scholarly publishing. Since English has indisputably become the language of international scholarship and research, it is urgent to have the skill in writing scientific articles benefitting the support from IR 4.0 principles. What is going on with academics and what should they do dealing with the IR 4.0 pertinent to their scholarly writing activities, benefits, and drawbacks. This paper discusses what scholarly publishing in the Industrial Revolution 4.0 and how it supports the process of writing articles for publishing. The purposes of this paper are to explain (1). What are scholarly publishing and industrial revolution? (2). Why is it essential for academics? (3) How does writing scholarly publication in Industrial Revolution 4.0 work? Writing the scholarly publication in English has become obligatory for Teacher-Educator Authors (TEAs) and undergraduate students to doctoral students in Indonesia. The study was a descriptive qualitative library to build a conceptual paper for the purpose of a further study. The method was by reviewing any related kinds of literature to provide sufficient arguments for the three research questions. The outcome is several claims, arguments, and evidence gambits for any author to consider. Theoretically, the IR 4.0 principles have significantly eased the flexibility of the process, the quality, and the credibility of research outputs.

English Scholarly Publishing Activities in the Industrial Revolution 4.0: What, Why, and How? Dedi Turmudi
English Language Teaching Educational Journal Vol. 3 No. 1 (2020)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v3i1.1890

Â The presence of the Industrial Revolution (IR) 4.0 has inevitably affected the way how scholars proceed to write. Thus, activities intended to yield a piece of scientific writing facilitated by the obtainability and accessibility of internet browsing is called scholarly publishing. Since English has indisputably become the language of international scholarship and research, it is urgent to have the skill in writing scientific articles benefitting the support from IR 4.0 principles. What is going on with academics and what should they do dealing with the IR 4.0 pertinent to their scholarly writing activities, benefits, and drawbacks. This paper discusses what scholarly publishing in the Industrial Revolution 4.0 and how it supports the process of writing articles for publishing. The purposes of this paper are to explain (1). What are scholarly publishing and industrial revolution? (2). Why is it essential for academics? (3) How does writing scholarly publication in Industrial Revolution 4.0 work? Writing the scholarly publication in English has become obligatory for Teacher-Educator Authors (TEAs) and undergraduate students to doctoral students in Indonesia. The study was a descriptive qualitative library to build a conceptual paper for the purpose of a further study. The method was by reviewing any related kinds of literature to provide sufficient arguments for the three research questions. The outcome is several claims, arguments, and evidence gambits for any author to consider. Theoretically, the IR 4.0 principles have significantly eased the flexibility of the process, the quality, and the credibility of research outputs.

THE COMPARISON OF DESCRIPTIVE TEXT WRITING ABILITY USING YOU TUBE DOWNLOADED VIDEO AND SERIAL PICTURES AT THE STUDENTS’OF SMPN 2 METROACADEMIC YEAR 2012/2013 Eka Bayu Pramanca; Dedi Turmudi
Premise: Journal of English Education and Applied Linguistics Vol 2, No 2 (2013): Premise Journal: p-ISSN: 2089-3345
Publisher : UNIVERSITAS MUHAMMADIYAH METRO (MUHAMMADIYAH UNIVERSITY OF METRO)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v2i2.165

This research discusses about how two different techniques affect the students’ ability in descriptive text at SMP N 2 Metro. The objectives of this research are (1) to know the difference result of using YouTube Downloaded Video and Serial Pictures media toward students’ writing ability in descriptive text and (2) to know which one is more effective of students’ writing ability in descriptive text instruction between learning by using YouTube Downloaded Video and Serial Pictures media. The implemented method is quantitative research design in that both researchers use true experimental research design. In this research , experimental and control class pre-test and post test are conducted. It is carried out at the first grade of SMP N 2 Metro in academic year 2012/2013. The population in this research is 7 different classes with total number of 224 students. 2 classes of the total population are taken as the samples; VII.1 students in experimental class and VII.2 students in control class by using cluster random sampling technique. The instruments of the research are tests, treatment and post-test. The data analyzing procedure uses t-test and results the following output. The result of ttest is 3,96 and ttable is 2,06. It means that tcount > ttable with the criterion of ttest is Ha is accepted if tcount > ttable. So, there is any difference result of students’ writing ability using YouTube Downloaded Video and Serial Pictures Media. However; Youtube Downloaded Video media is more effective media than Serial Pictures media toward students’ writing ability. This research is consistent with the previous result of the studies and thus this technique is recommended to use in writing instruction especially in descriptive text in order that students may feel fun and enjoy during the learning process.

THE COMPARISON OF STUDENTS’ WRITING DESCRPTIVE TEXT ABILITY BY USING JIGSAW AND SCAFFOLDING TECHNIQUE IN EVEN SEMESTER AT GRADE X STATE SENIOR HIGH SCHOOL 1 SEPUTIH RAMAN ACADEMIC YEAR 2012/2013 Ni Putu Ayu Dian Anggraeni; Dedi Turmudi
Premise: Journal of English Education and Applied Linguistics Vol 2, No 1 (2013): Premise Journal: p-ISSN: 2089-3345
Publisher : UNIVERSITAS MUHAMMADIYAH METRO (MUHAMMADIYAH UNIVERSITY OF METRO)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v2i1.166

Writing as one of the four skills has always been as a part of the syllabus in teaching of English. The techniques presented as a solution in this research about writing ability are Jigsaw and Scaffolding technique. There are three problems of the study, (1) Is Jigsaw technique effective to improve students’ writing descriptive text ability? (2) Is Scaffolding technique effective to improve students’ writing descriptive text ability? (3) Is there any significant difference of students’ writing descriptive text ability by using Jigsaw and Scaffolding technique? The objective of this research is (1) To know whether Jigsaw technique is effective to improve students’ writing descriptive text ability. (2) To know whether Scaffolding technique is effective to improve students’ writing descriptive text ability. (3) To know whether there is any significant difference of students’ writing descriptive text ability by using Jigsaw and Scaffolding technique. The method of investigation is held through quantitative experimental research. The researchers uses modified pretest-posttest control group design. In this experiment, the employees control group pre test post test design. The researchers is conducted at the grade X of State Senior High School 1 Seputih Raman in academic year 2012/2013. The popolation in this research is 210 students. It is consist 7 classes and each class consist 30. The researchers takes 90 students from total population as the sample. 30 students as experiment class of Jigsaw, 30 students as experiment class of Scaffolding, and 30 as control class that matching based on classification of student level. And the researchers use cluster random sampling as technique sampling. To analyze data, the researchers uses One Way ANOVA. The researchers got the result of Ft 1% = 7.31 and Ft 5% = 4.08 and it seems that FO > Ft 1% and Ft 5% in which FO = 7.31 > Ft 1% = 7.31 and Ft 5% = 4.08. The criteria of One Way ANOVA is FO ≥ Ft 1%, Ha is accepted. So, there is any difference result of students’ writing ability using Jigsaw and Scaffolding technique. Jigsaw technique is more effective than Scaffolding technique toward students writing descriptive text ability at the grade X of State Senior High School 1 Seputih Raman academic year 2012/2013. The suggestions are to raise the students’ writing descriptive text ability, it uses Jigsaw technique in writing instruction. The students must be fun and enjoy in using Jigsaw technique.

RETHINKING ACADEMIC ESSAY WRITING: SELECTED GENRES IN COMPARISON Dedi Turmudi
Premise: Journal of English Education and Applied Linguistics Vol 6, No 2 (2017): Premise Journal: e-ISSN:2442-482x, p-ISSN:2089-3345
Publisher : UNIVERSITAS MUHAMMADIYAH METRO (MUHAMMADIYAH UNIVERSITY OF METRO)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v6i2.1052

How do opinion, discussion, and argumentative convince readers? How does each of them look different from each other seen from the generic structure, and language use? This conceptual paper is exploring how three selected genres in academic writing differ from each other. By reviewing journals of related topic of recently published, the writer convinces that opinion genre is less strong in persuading readers, and argumentative is very strong in assuring readers, whereas discussion is neutral in affecting readers The implication is that each genre has its own place to make readers satisfied and each of which indicates the level of ego and sophisticated countering back the statement called rebuttal and arguments and example. By reading this article readers will detect the tone of each genre and to what extent does each genre reach the readers’ mind. The implication is that any teacher or lecturer is best recommended to present this model, particularly in EFL context.

EDUCATION SYSTEM AND ENGLISH LANGUAGE TEACHING IN THE PHILIPPINES: IMPLICATIONS FOR INDONESIAN EFL LEARNING Dedi Turmudi; Bonjovi Hassan Hajan
Premise: Journal of English Education and Applied Linguistics Vol 9, No 1 (2020): Premise Journal: e-ISSN:2442-482x, p-ISSN:2089-3345
Publisher : UNIVERSITAS MUHAMMADIYAH METRO (MUHAMMADIYAH UNIVERSITY OF METRO)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v9i1.2791

The Philippines is held as one of the largest English-speaking countries worldwide with most of its people possessing at least some degree of fluency in the target language. The prestige of the English language in this country has attracted the attention of many foreign students including Indonesian. In this paper, we aimed to discuss the education system and the English language teaching (ELT) in the Philippines so that practical insights can be gained to reflect on Indonesian EFL learning. To this end, we first described how the Philippine education system looks like and how the English language is taught in schools from elementary to tertiary level. We then explored some prevailing challenges surrounding the ELT, and established links relating the benefits of learning English in this country to Indonesian EFL context. Drawing on qualitative approach, we realized our research objectives by carefully selecting sources and data through critical review of articles from journals, books, websites, and other reliable sources retrieved online. Ultimately, we conducted this inquiry to find out answers so that some lessons learned can be adopted to make ELT in Indonesia better and more resilient since Indonesia remains left behind in the spectrum of English literacy.

INVESTIGATING THE INDONESIAN EFL STUDENTS’ ARGUMENT IN ARGUMENTATIVE ESSAY Dedi Turmudi
Premise: Journal of English Education and Applied Linguistics Vol 9, No 2 (2020): Premise Journal: e-ISSN:2442-482x, p-ISSN:2089-3345
Publisher : UNIVERSITAS MUHAMMADIYAH METRO (MUHAMMADIYAH UNIVERSITY OF METRO)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v9i2.3079

This study investigates the written test results of the Indonesian undergraduate students’ argumentative essay. For that reason, three research questions are made. 1). what is the level of achievement of the students in the argumentative essay quantitatively? 2). what aspects of an essay appear in respect to the argumentative essay generic structure as formulated? 3). how well did they use the rhetoric reputation and argument in their essay?. 27 handwriting' answer sheets of undergraduate English Department students enrolled at semester four of a state university in Indonesia were taken purposively. The data analysis uses a quantitative and qualitative approach. The results show that the students quantitatively achieved average score 76,74 which means good. All parts of generic structures were expressed in different quality. However; the organization of the essay is the lowest part compared to the other four parts respectively content, vocabulary, and language use seen from their segmented scores. This study is confirmed to be inline the previous study in that the majority of the students did not present the refutation section in both their English essays. This implies that teachers should be more aware of promoting this absent aspect as this refutation or rebuttal is a distinguishing marker in argumentative and discussion essays.

RESPONSES TOWARD INDUCTIVE AND DEDUCTIVE METHOD IN TEACHING WRITING Dedi Turmudi
Premise: Journal of English Education and Applied Linguistics Vol 1, No 1 (2012): Premise Journal: p-ISSN: 2089-3345
Publisher : UNIVERSITAS MUHAMMADIYAH METRO (MUHAMMADIYAH UNIVERSITY OF METRO)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v1i1.1101

This study discusses the effects of inductive and deductive approaches in teaching writing to students' understanding and learning achievements at the 2011 Academic Year Muhammaadiyah University of Metro. This approach is like the teacher centered learning model, a student-centered learning model (Students Centered Approach). To illustrate the effects of this approach, researchers conducted research with the Lesson Study approach in which the inductive and deductive approaches were applied sequentially and separately. There are 44 UM Metro semester III students who are taken as the research subjects. They experienced the teaching and learning process in two cycles: the first cycle with an inductive approach and the second cycle with a deductive approach. The purpose of this research is to describe and explore how deep the effects of the inductive and deductive approaches are. The results showed that the deductive approach proved to be more effective and had a positive effect on the comprehension of students' understanding in the writing subject 2 with a ratio of 23.8% positive for the inductive approach and 58.2% positive for the deductive approach. It implies that the deductive approach mainly occupy the mindset of the Indonesian EFL students.

Hybrid learning in EFL classes: attitudes, reasons, and implementation of the Indonesian millennial professors and Zen students Dedi Turmudi; Muhamad Nova; Bambang Eko Siagiyanto
Journal on English as a Foreign Language Vol 13, No 2 (2023): Issued in September 2023
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v13i2.6979

The EFL professors and Zen students experienced dynamic learning during the pandemic. Thus, new scenarios in the new normal are required. This study investigates (1) what EFL millennial English professors (MEPs) and EFL Zen students (EZSs)' attitude to hybrid learning (HL), (2) why MEPs and EZSs need HL, and (3) how the MEPs and EZSs will implement the HL in New Normal. It is a survey study using a questionnaire that resulted in ordinal and content data. 174 MEPs and EZSs from diverse universities in Indonesia participated. The data were taken through online Google Forms and were analyzed descriptively based on critical success factors and criteria content analysis. The result shows that MEPs and EZSs responded positively (51.15%), neutrally (31.61%), and negatively (17.24%) to HL in EFL classrooms. The respondents think that HL is inevitable and challenging. The ratio online and offline is on-off (75:25), on-off (50:50), and on-off (25:75). The sequence of HL covers first-half all online, first-half all offline, in turn, online and offline, and in turn: offline and online. Most MEPs and EZSs (56.8 %) believe that HL is promising. The study carried out the proportional scenarios for HL; thus, MEPs and EZSs should be well prepared.

MENINGKATKAN MINAT BELAJAR PESERTA DIDIK MELALUI PENERAPAN MODEL TEAM GAMES TOURNAMENT MEDIA KARTU DOMINO PADA MATA PELAJARAN SEJARAH INDONESIA KELAS XI 11 SMAN 1 GEDONGTATAAN Saputri, Wulan; Turmudi, Dedi; Wicaksono, Satrio; Santoso, Dodik
Swarnadwipa Vol 7, No 1 (2023): SWARNADWIPA
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/sd.v7i1.2866

Penelitian ini bertujuan meningkatkan minat belajar peserta didik pada pembelajaran Sejarah. Desain pembelajaran pada penelitian ini menggunakan model Team Games Tournament Media Kartu Domino. Subjek penelitian ini adalah 33 peserta didik. Teknik pengumpulan data dilaksanakan secara sistematis dengan menggunakan lembar observasi. Berdasarkan pengamatan pada siklus pertama, minat belajar peserta didik termasuk dalam kategori sedang dengan rata-rata skor perolehan sebesar 2.9. Pada siklus kedua, terjadi peningkatan pada rata-rata skor yang diperoleh peserta didik yaitu sebesar 3.9 dan dilanjutkan dengan peningkatan yang signifikan pada siklus III yaitu dengan nilai rata-rata perolehan sebesar 4.7 dengan temuan dan hasil pengamatan dari siklus pertama sampai siklus ketiga terjadi kenaikan yang signifikan dan mencapai indikator yang ditetapkan oleh peneliti. Hasil penelitian ini membuktikan penerapan model Team Games Tournament Media Kartu Domino dapat meningkatkan minat belajar peserta didik. Temuan ini diharapkan dapat menjadi salah satu rujukan bagi guru guna meningkatkan minat belajar peserta didik.Kata kunci: Minat Belajar, Model Teams Games Turnament media Kartu Domino.

Title

Found 11 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 11 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 11 Documents
Search