Garuda - Garba Rujukan Digital

An Implementation of Demonstration Using Project-Based Learning to Teach Speaking of Procedure Text Hardika, Bunga Satya; Bambang Widi Pratolo
Loquen Vol 17 No 1 (2024): January-June
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/loquen.v17i1.9904

The study entitled Implementation of Demonstration Using Project-Based Learning to Teach Speaking of Procedure Text at the Broadcasting Class XI of SMK Muhammadiyah Prambanan has been conducted to provide the answer to the research problem. This research is concerned with implementation of the demonstration technique to teach speaking of procedure text to the eleventh graders of SMK Muhammadiyah Prambanan. It tries to answer the questions of (1) how is the implementation of the demonstration technique to teach speaking of procedure text to the Broadcasting Class XI of SMK Muhammadiyah Prambanan, (2) how is the students’ speaking ability after the implementation of the demonstration technique using Project-Based Learning (3) what are the students’ responses toward the implementation of the demonstration technique to teach speaking of procedure text. The subjects of this research were all the 35 students of Broadcasting class XI of SMK Muhammadiyah Prambanan. This study employed descriptive qualitative approaches. The implementation of text procedure demonstrations through project-based learning. Students' speaking ability using demonstration on procedure text with project-based learning approaches has increased in terms of performance and courage. Because it was done in groups, students who were afraid and shy to speak, became motivated and willing to speak. Meanwhile, students' responses to the application of demonstration techniques with a project-based learning were positive. It was seen from the results of observations and questionnaires that the students were happy to learn speaking of procedure text by demonstration. The use of a collaborative project-based learning approach also makes it easier for students.

Difficulties and Strategies on Speaking among English Literature Student of Ahmad Dahlan University: An Interview Study Vyeri, Al Ariq Rayhan; Bambang Widi Pratolo
EDULANGUE Vol. 7 No. 1 (2024): Edulangue: Journal of English Language Education
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/edulangue.v7i1.9616

This research aims to identify the difficulties faced by English literature students at Ahmad Dahlan University in developing their English speaking skills and the strategies they employ to overcome those challenges. This qualitative study involved in-depth semi-structured interviews with two 5th semester English literature students. The interview results revealed that speaking anxiety and fear of negative evaluation were common psychological obstacles. However, the specific difficulties of the two participants varied, ranging from vocabulary retrieval, pronunciation, fluency to expanding academic vocabulary. Both utilized individualized strategies tailored to their particular gaps, such as repetition practice or vocabulary expansion through reading. These findings highlight the contextualized, personalized nature of attaining speaking mastery. Supporting students in articulating their specific difficulties and building customized solutions is pivotal. Open dialogue, personalized guidance, and addressing psychological barriers are key to empowering English literature students to achieve academic speaking competence. Keywords: speaking skills, English literature, strategies, difficulties, interviews

A Visual Semiotic Analysis of Multicultural Values in An Indonesian English Textbook for Primary School Students: A Qualitative Study Melya Putri Astari; Bambang Widi Pratolo
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i1.5299

Most previous studies have analyzed multicultural values from various countries and school levels, yet not extensively examined the Indonesian textbooks for young learners. To fill this gap, this study conducts a visual semiotic analysis to explore the representation of multicultural values in an Indonesian English textbook for primary school students. Utilizing Barthes' visual semiotic theory, the research examines images from the textbook "My Next Words" focusing on four multicultural value keys: respecting other people’s traditions (ROPT), appreciating other people’s perspectives (AOPP), appreciating other people’s cultural products (AOPCP), and appreciating women’s equal rights (AWER). The first finding shows that appreciating women's equal rights (AWER) is the most frequently represented multicultural value in the textbook while appreciating other people’s cultural products is the least represented. The second finding indicates that the images in the textbook primarily represent universality across cultures (UC), with no portrayal of intercultural interaction (ICI). The study concludes that the textbook has an imbalanced representation of multicultural values. Therefore, textbook authors and teachers must address this imbalance. Textbooks should offer more images that represent balanced multicultural values. Meanwhile, teachers should actively engage in selecting appropriate textbooks, reviewing and evaluating multicultural values and cultural references, and providing feedback to publishers. By comparing similarities and differences from different cultures and countries, learning activities can improve students' multicultural awareness and enhance their intercultural communicative competence (ICC).

Multicultural Values in English Textbook for Senior High School: A Critical Discourse Analysis Eva Listiani; Bambang Widi Pratolo
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i1.5307

This research examines the representation of multicultural values in the 12th-grade high school English textbook "Life Today". In the era of globalization, incorporating cultural values into English Language Teaching (ELT) is very important to foster intercultural understanding and tolerance. This research uses qualitative descriptive methods and critical discourse analysis, focusing on visual and verbal content in textbooks. Visual data was analyzed using Barthes' visual semiotic theory, and verbal data was examined using Halliday's systemic functional linguistics and Cortazzi and Jin's cultural components framework. Findings show that the visual content in textbooks represents multicultural values such as Appreciating Other People's Cultural Products (AOPCP), Appreciating Women’s Equal Rights of Women (AWER), and Appreciating Other People's Perspectives (AOPP), with limited representation of Respecting Other People's Traditions (ROPT). Meanwhile, the multicultural value of verbal content in textbooks shows a bias towards universal culture. This study highlights the importance of balanced cultural content in ELT textbooks to improve students' intercultural communicative competence and suggests further research on strategies for teaching multicultural values.

Investigating the use of AI for academic writing among EFL college students: A case study at English Education Study Program of Universitas Ahmad Dahlan Yogyakarta Riviyanti; Bambang Widi Pratolo
Indonesian TESOL Journal Vol. 7 No. 1 (2025): Indonesian TESOL Journal (March)
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/itj.v7i1.6123

The rapid growth of Artificial Intelligence (AI) has transformed various educational practices, particularly in enhancing students’ academic writing. This study investigates the effectiveness of Grammarly, an AI-based writing assistant, in improving English as a Foreign Language (EFL) students’ academic writing. Using a descriptive qualitative case study, data were collected through semi-structured interviews with five university students who regularly used Grammarly in their writing tasks. Findings revealed that four participants reported noticeable improvements in grammar accuracy and writing structure, while three participants stated that Grammarly helped them expand their vocabulary and refine their writing style. Most participants agreed that Grammarly’s real-time feedback enhanced their writing fluency and self-assurance, allowing them to produce more coherent and polished academic texts. Furthermore, its instructional explanations enabled students to recognize and correct recurring errors, fostering independent learning and long-term writing competence. However, two participants expressed concern about over-reliance on the tool, emphasizing the importance of maintaining self-editing and critical thinking skills. Overall, Grammarly proved to be a valuable support system that bridges the gap between technology and language learning, helping students write more effectively. The study concludes that integrating AI tools such as Grammarly can complement traditional instruction by offering personalized, immediate feedback that promotes both accuracy and autonomy in writing. Future research is recommended to explore how AI-based applications can be further adapted to diverse academic contexts and writing disciplines to maximize their pedagogical potential.

A Visual Semiotic Analysis of Multicultural Values in An Indonesian English Textbook for Primary School Students: A Qualitative Study Melya Putri Astari; Bambang Widi Pratolo
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i1.5299

Most previous studies have analyzed multicultural values from various countries and school levels, yet not extensively examined the Indonesian textbooks for young learners. To fill this gap, this study conducts a visual semiotic analysis to explore the representation of multicultural values in an Indonesian English textbook for primary school students. Utilizing Barthes' visual semiotic theory, the research examines images from the textbook "My Next Words" focusing on four multicultural value keys: respecting other people’s traditions (ROPT), appreciating other people’s perspectives (AOPP), appreciating other people’s cultural products (AOPCP), and appreciating women’s equal rights (AWER). The first finding shows that appreciating women's equal rights (AWER) is the most frequently represented multicultural value in the textbook while appreciating other people’s cultural products is the least represented. The second finding indicates that the images in the textbook primarily represent universality across cultures (UC), with no portrayal of intercultural interaction (ICI). The study concludes that the textbook has an imbalanced representation of multicultural values. Therefore, textbook authors and teachers must address this imbalance. Textbooks should offer more images that represent balanced multicultural values. Meanwhile, teachers should actively engage in selecting appropriate textbooks, reviewing and evaluating multicultural values and cultural references, and providing feedback to publishers. By comparing similarities and differences from different cultures and countries, learning activities can improve students' multicultural awareness and enhance their intercultural communicative competence (ICC).

Multicultural Values in English Textbook for Senior High School: A Critical Discourse Analysis Eva Listiani; Bambang Widi Pratolo
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i1.5307

This research examines the representation of multicultural values in the 12th-grade high school English textbook "Life Today". In the era of globalization, incorporating cultural values into English Language Teaching (ELT) is very important to foster intercultural understanding and tolerance. This research uses qualitative descriptive methods and critical discourse analysis, focusing on visual and verbal content in textbooks. Visual data was analyzed using Barthes' visual semiotic theory, and verbal data was examined using Halliday's systemic functional linguistics and Cortazzi and Jin's cultural components framework. Findings show that the visual content in textbooks represents multicultural values such as Appreciating Other People's Cultural Products (AOPCP), Appreciating Women’s Equal Rights of Women (AWER), and Appreciating Other People's Perspectives (AOPP), with limited representation of Respecting Other People's Traditions (ROPT). Meanwhile, the multicultural value of verbal content in textbooks shows a bias towards universal culture. This study highlights the importance of balanced cultural content in ELT textbooks to improve students' intercultural communicative competence and suggests further research on strategies for teaching multicultural values.

A Content Analysis of Speaking Materials in English Textbook “My Next Words” used by Fifth Grade Elementary School Shafira Amaliawati; Tessana Agustiningrum; Bambang Widi Pratolo
Edumaspul: Jurnal Pendidikan Vol 8 No 1 (2024): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v8i1.7549

The aim of this study is to find out the quality of the materials in the English textbook for the fifth grade of primary school. The analysis of speaking sections from the elementary school English textbook is the main goal of this study. It was a descriptive research study that used quantitative data from textbook assessment scores that were gathered using a textbook evaluation sheet. The sheet's framework was created using theories by Bao (2013) about the constituting aspects of a good textbook and learning resource selection. The research revealed that the textbook's speaking material was sufficient. This indicates that the textbook's speaking materials fall short of the requirements outlined in the framework. Based on the research findings, the researcher proposed that the textbook's speaking materials should be enhanced. As a result, the textbook's content should be taken into consideration by both ELT teachers and textbook authors in light of Dat Bao's framework for the improvement of the materials

EFL STUDENTS’ ATTITUDE TOWARD ENGLISH LANGUAGE LEARNING Novi Dwi Yuliani; Lailatun Najmiah; Beny Hamdani; Bambang Widi Pratolo
Journey: Journal of English Language and Pedagogy Vol. 6 No. 1 (2023): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v6i1.610

Attitude revealed as a serious issue in foreign language learning. It is a way for someone to behave on a situation, whether like or dislike, good or bad, and positive or negative. This study investigates the EFL students’ attitude toward English language learning. This study aims to identify the students’ attitude toward English language learning in three aspects; they are behavior, cognitive and affective. A close-ended questionnaire was distributed to 10 students of post-graduate Program of Ahmad Dahlan University. Then, an interview was also conducted with three students as representatives from every aspect of attitude. The results of this qualitative study showed a positive attitude toward English language learning in three aspects; behavioral, cognitive, and affective. Furthermore, the result also showed the influence of attitude toward students’ achievement and motivation in English language learning.

Title

Found 9 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 9 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 9 Documents
Search