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All Journal Cendekia Kodifikasia: Jurnal Penelitian Islam EXPOSURE JOURNAL Studies in English Language and Education
Susilo, dkk, Andi
IAIN PONOROGO
Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences

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 1 
STUDENTS’ SCHEMATA ACTIVATION IN EXTENSIVE READING AT STAIN PONOROGO Susilo, Andi; Ahmadi, Ahmadi; Widiyawati, Wiwin
Kodifikasia Vol 7, No 1 (2013)
Publisher : Kodifikasia

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study was aimed at investigating the extent to which the lecturer employedstrategy and occupied effective classroom language to assist students’ schemataactivation on Extensive Reading class at English Department-STAIN Ponorogo. Tomeet with the objectives, qualitative case study formed the methodological basis ofthis present research involving an extensive reading lecturer as the researchsubject with one of her respective classes consisted of 32 students of fourthsemester. The data were derived from lecturer’s utterances (verbal) and bodylanguage (nonverbal). Those data were obtained from the transcripts of therecorded lecturer’s utterances during two periods of meeting, and note-takingtaken from observations and interviews. The results revealed that the lecturer usedto employ questioning technique to activate students’ schemata. Various strategieswere predominantly occupied in lecturer’s questioning behaviors to engagestudents in question-answer activities, such as probing, redirecting andreinforcement. Generally, those strategies were observed not only to providemotivation and focus students’ attention towards the topic being discussed, but alsoto give a wide chance of opportunity for them to recall their prior knowledge andease them to predict the content of reading texts they were going to read. Besides,the language the lecturer used under this investigation was fairly fulfilled therequirements to be communicative as some communicative features of talks wereutilized properly, such as referential questions, content feedback, and speechmodification to optimize students participation and performance in the process ofreading.
EMPLOYING EFFECTIVE TEACHERS’ LANGUAGE TO CREATE COMMUNICATIVE INTERACTION IN EFL CONTEXT Susilo, Andi
Cendekia: Jurnal Kependidikan Dan Kemasyarakatan CENDEKIA VOL 12 NO 2 TAHUN 2014
Publisher : IAIN Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/cendekia.v12i2.231

Abstract

Abstract: Di samping penerapan metode/teknik pembelajaran, aplikasi bahasa yang digunakan pendidik atau dikenal dengan istilah teacher talk (TT) merupakan faktor utama penunjang kualitas proses dan hasil pembelajaran. TT tidak hanya sebagai sumber utama belajar bahasa, tetapi juga sebagai alat untuk mengajarkan target bahasa. TT berperan vital sebagai piranti pendidik dalam melaksanakan proses pembelajaran, mengelola, dan mengevaluasi proses serta hasil belajar peserta didik. Pendidik diharapkan mampu mengeksplorasi bahasa yang digunakan secara tepat sesuai dengan tujuan pembelajaran, tingkat penguasaan bahasa dan kebutuhan belajar peserta didik. Untuk menciptakan interaksi komunikatif, pendidik diharapkan mampu menerapkan ragam strategi bertanya yang efektif khususnya jenis pertanyaan referential untuk menggali ide peserta didik, merespon dan memberikan umpan balik fokus pada ide yang disampaikan, menggunakan modifikasi bahasa yang komunikatif ketika berbicara, menjelaskan materi, bertanya, atau dalam memberikan instruksi agar input yang diberikan mudah dipahami dan melakukan negosiasi makna dengan peserta didik. Dapat dikatakan bahwa ada atau tidak adanya aspek-aspek tersebut dalam proses pembelajaran akan mempengaruhi tingkat kualitas interaksi komunikatif di kelas. ثيدح ملعم وأ برم وهو فورعم وه امك ةمدختسلما ةغللا قيبطتو ،ملعتلا تاينقت / بيلاسأ قيبطت بناج لىإ ملعتل ايسيئر اردصم طقف سيل TT .جئاتنلاو ةيميلعتلا ةيلمعلا ةدوج معدت تيلا ةيسيئرلا لماوعلا يه )TT( ،ةرادإو ،ملعتلا ةيلمع ذيفنت في برم ةادأك TT ايويح ارود .فدلها ةغللا ميلعتل ةادأك اضيأ نكلو ،ةغللا اقفو بسانم لكشب ةمدختسلما ةغللا فاشكتسلا ينبرلما عقوتلما نمو .بلاطلا ىدل ملعتلا جئاتنو ةيلمع مييقتو عقوتلما نمو ،يلصاوتلا لعافتلا قللخ .ينملعتلما ىدل ملعتلا تاجايتحاو ةغللا ناقتإ ىوتسمو ،ملعتلا فادهلأ فاشكتسلا ةلئسلأا نم ةيعجرم عاونأ اديدتح لئس ةلاعفلا تايجيتاترسلاا نم ةعونتم ةعوممج ذيفنتل ينبرلما ليدعت مادختساب كلذو ،ةحورطلما راكفلأا ىلع زيكترلل ةدترلما ةيذغتلا يرفوتو ةباجتسلااو ،ينملعتلما نم ةركف تلاخدم مهفن نأ لهسلا نم تيلا تاميلعتلا ءاطعإ في وأ ،لأسن ،داولما حرشو ،ثيدلحا دنع ةيلصاوتلا ةغللا رثؤيو ملعتلا ةيلمع في بناولجا هذه دوجو مدع وأ دوجو نأ لوقلا نكيمو .ينملعتلما عم نيعي ضوافتلاو ةنيعم.ةيساردلا لوصفلا في يلصاوتلا لعافتلا ةيعون ىوتسم ىلع
ACADEMIC CONTROVERSY MODEL AS AN ALTERNATIVE STRATEGY FOR TEACHING SPEAKING AT UNIVERSITY LEVEL Susilo, Andi
Cendekia: Jurnal Kependidikan Dan Kemasyarakatan CENDEKIA VOL. 11 NO 2 TAHUN 2013
Publisher : IAIN Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/cendekia.v11i2.205

Abstract

Abstrak: Academic controversy model merupakan sebuah strategi pengajaran dengan menggunakan konflik  intelektual dalam proses pembelajaran untuk meningkatkan pencapaian belajar peserta didik dan meningkatkan kualitas kemampuan pemecahan masalah, membuat keputusan, berfikir kritis, mampu menyampaikan argumentasi dengan efektif, menciptakan hubungan interpersonal yang baik, menumbuhkan rasa percaya diri dan meningkatkan kompetensi  sosial mereka. Academic controversy model adalah salah satu strategi alternatif dalam pembelajaran kooperatif yang dapat diterapkan dalam matakuliah Speaking untuk membantu mahasiswa memperluas dan memperdalam kemampuan pemahaman terkait dengan sebuah materi, masalah, atau  topik. Artikel  ini membahas beberapa  isu  terkait penerapan  strategi  tersebut dalam pembelajaran speaking di tingkat universitas, antara lain: konsep pengajaran kemampuan berbicara, pengajaran kemampuan berbicara melalui pembelajaran kolaboratif, academic controversy model sebagai salah satu alternatif strategi dalam pembelajaran kooperatif dan prosedur implementasinya dalam aktivitas pembelajaran berbicara. Pada akhir bahasan, artikel  ini memuat  sebuah aktifitas pembelajaran berbicara melalui academic controversy model. ف فرعلا عازنلا مادختساب ميلعتلا ف تايجيتايتسلا يدحإ وه يجذومنلا ييداكلا ضقانتلا نإ :صخلم يكفتلاو ، تارارقلا ذخأو لكاشلا  ّ لح ىلع ةردقلا ةيعون ةيقرتو بلطلا ملعت ةجيتن ةيقتل ميلعتلا ةيلمع كلذكو ،سفنلاب  ةقثلا  ةيمنتو ،دارفلا  يب  تاقلعلا  ءاشنإو ،ايلاعف  يهابلا  ءادبإ  ىلع ةردقلاو ،يدقنلا نكي يكاتشلا ميلعتلا ف يطايتحا بولسأ وه بولسلا نم عونلا اذهو .بلطلا ىدل ةيعامتجلا ةيافكلا ةداب ةقلعتلا مهفلا ىلع ةردقلا قيمعتو ةعسوت ف يعمالا بلاطلا ةدعاسل ،ملكلا ةراهم ةدام ف هقيبطت ميلعت ف بولسلا اذه قيبطتب ةقلعتلا تاعاشلا ف ثحبلا ةلاقلا هذه تلواح .ام عوضوم وأ ،ةلأسلا وأ ،ام ،يكاتشلا ميلعتلا قيرط نع ملكلا ةراهم ميلعت ،ملكلا ةراهم ميلعت موهفم اهنم .ةعمالا ف ملكلا ةراهم فو .ملكلا ةراهم ةيلمع ف هقيبطت تاوطخو يكاتشلا ميلعتلا ف يطايتحا بولسأك بولسلا نم عونلا اذهو.يجذومنلا ييداكلا ضقانتلا بولسأ بع ملكلا ةراهم ميلعت ةيلمع تركذ ةلاقلا ةياهن
PUBLIC SPEAKING INTENSIVE COURSE FOR STUDENTS OF NON-ENGLISH DEPARTMENT (A Study in English Language Centre) Restu Mufanti; Andi Susilo; Rohfin Andria Gestanti; Elok Putri Nimasari
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 7, No 2 (2018): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (2437.21 KB) | DOI: 10.26618/exposure.v7i2.1510

Abstract

Many strategies have always been used to improve students’ speaking ability, especially how to speak in front of public. To speak in public, people need to have good abilities both in verbal and non-verbal. An intensive course program of public speaking held by English Language Centre (ELC) of Universitas Muhammadiyah Ponorogo (UMPo) has been used as the program preference to enhance students’ competence in public speaking for last two years. This study aims to investigate the program of that teaching; public speaking intensive course helps students raise their speaking competency and reduce their anxiety. At the beginning of the semester, pre-test of public speaking is given to the students to know their ability before joining the program. At the end of the semester, the students are given post test and questionnaire. The questionnaire is also given to 6 instructors who involving in teaching public speaking program. The result of the students’ scores after following this program indicates that this program is successful to enhance their public speaking. The questionnaire given to the students also reveals that they can build their confidence or reduce their anxiety in speaking. This evidence is also supported by the results of questionnaire given to the instructors for asking their perception after completing this program. The result of perception entails that this program is appropriate for all students, particularly those who have passion in public speaking and want to get more benefits from it.
Promoting EFL students’ critical thinking and self-voicing through CIRC technique in Academic Writing courses Andi Susilo; Restu Mufanti; Aris Fitriani
Studies in English Language and Education Vol 8, No 3 (2021)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (484.878 KB) | DOI: 10.24815/siele.v8i3.21149

Abstract

Critical thinking and self-voicing are two demanding skills that facilitate students to produce concise, authorial academic texts. While most writing programs and research have paid much attention to improving students’ writing achievement, less attention is given to promote these two skills in English as a Foreign Language (EFL) writing classrooms. This article reports a classroom-based study investigating the use of the Cooperative Integrated Reading and Composition (CIRC) technique to promote EFL students’ academic writing skills. It particularly examines how the CIRC technique helps to foster students’ critical and self-voicing stance in developing argumentative texts. A participatory qualitative study was employed, involving 64 undergraduate students majoring in English Education. Data were generated from the participants’ writing portfolios, observations, and the teacher’s reflections. The collected data were managed, classified, and analyzed using NVivo 12 to elicit the emerging themes. Drawing on the qualitative content analysis, the results showed that the CIRC technique helped to shape the participants’ critical thinking and self-voicing skills which were consistently demonstrated during the student-centered activities and their writing results. The participants could engage in productive writing processes, such as critical reading, note-taking, summarizing, drafting and revising composition, peer-reviewing, and other related collaborative skills. The findings indicated that the development of students’ critical thinking and self-voicing skills simultaneously affected the quality of their academic writing texts.
Co-Authors A.A. Ketut Agung Cahyawan W Aris Fitriani Elok Putri Nimasari Restu Mufanti Rohfin Andria Gestanti Wiwin Widiyawati, Wiwin