Garuda - Garba Rujukan Digital

A MULTIPLE CASE STUDY THAT LOOKS AT THE IMPLEMENTATION OFCHARACTER EDUCATION IN ENGLISH CLASSROOM Syaripudin, Usep; Aisyah, Siti
ELT Perspective Jurnal Pendidikan Bahasa Inggris Vol 4, No 1 (2016): ELT Perspective Vol. 4 No. 1, May 2016
Publisher : ELT Perspective Jurnal Pendidikan Bahasa Inggris

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

This research observed and analyzed the implementation of character education in English classrooms. It sought to find out how English teachers develop and select materials and strategies for implementing character education in their classroom, how the English teachers implement and integrate character education in their classroom, and what factors the teachers found to be the inhibiting and supporting system for implementing character education in their school. Three teachers from three schools â a public vocational school, a public senior high school, and a religious-based public high school â participated in this research as the respondents. The purpose of involving three different type of schools was that this research needed to observe the implementation of character education in three different settings. By implementing multiple case study, this research gathered data through interview and observation. This research found that teachers in the two schools â vocational and senior high school â begun the implementation of character education by developing a plan consisted of what character they need to develop and what materials that triggered studentsâ interest. Moreover, this research also found that the two schools share similar strategies in implementing character education as follows: using authentic materials, verbal instructions, and cultural approach. Meanwhile, in the religious-based senior high school, the teacher did not specifically develop and select materials intended to implement character education since the school had already subjects and extracurricular programs in religion teaching and intended to develop studentsâ character. Lastly, this research found that the three schools share similar supporting and inhibiting factors in implementing character education namely lack of good examples in school, family, and community, lack of partnership between school, parents, and community member, and lack of commitment among the school community members to support the character education in school. And the supporting system they had were that the schools had already developed code of conducts, rules, and extracurricular programs intended to develop studentsâ character. Keywords: character education, English learning

THE USE OF TALKING CHIPS TECHNIQUE IN STUDENTSâ IMPROMPTU SPEAKING (The Quasi Experimental Design at First Year in University of Swadaya Gunung Jati Cirebon) Syaripudin, Usep; ., Pia nuristiana
ELT Perspective Jurnal Pendidikan Bahasa Inggris Vol 1, No 2 (2014): Perspective Volume 1, Number 2, Mei 2014
Publisher : ELT Perspective Jurnal Pendidikan Bahasa Inggris

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

ABSTRACT The purpose of learning language is to communicate with people. It means that speaking is one important skill in learning language. Based on pre-observation, students encountered many problems, such as lack of vocabularies, grammar, fluency and pronunciation. Therefore, the writer wanted to solve those problems by using Talking Chips technique in teaching speaking. The aims of the study were to find out the data of the use of Talking Chips technique affects students or not, and to find out the studentsâ responses about Talking Chips technique in speaking class. The subject of this study was the First Year in University in Cirebon. The total sample was fourty students. This study used quasi experimental design with control class. In experimental class, the class which used Talking Chips technique in teaching speaking, it was conducted in three steps, such as pre-test, treatments, and post-test. The findings of this study were that Talking Chips technique is effective to studentsâ speaking ability, especially in impromptu speaking. By comparing the mean score of experimental and control class, it was found that the Talking Chips technique is effective in teaching speaking. From the data, it can be concluded that many students spoke in English very often therefore the students got higher scores. It was supported by the data of questionnaire of studentsâ responses. Those responses said that Talking Chips gives many benefits to foster studentsâ speaking ability.

A Multiple Case Study that Looks at the Implementation of character Education in English Classroom Syaripudin, Usep; Aisyah, Siti
Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 4, No 1 (2016)
Publisher : Universitas Swadaya Gunung Jati

This research observed and analyzed the implementation of character education in English classrooms. It sought to find out how English teachers develop and select materials and strategies for implementing character education in their classroom, how the English teachers implement and integrate character education in their classroom, and what factors the teachers found to be the inhibiting and supporting system for implementing character education in their school. Three teachers from three schools – a public vocational school, a public senior high school, and a religious-based public high school – participated in this research as the respondents. The purpose of involving three different type of schools was that this research needed to observe the implementation of character education in three different settings. By implementing multiple case study, this research gathered data through interview and observation. This research found that teachers in the two schools – vocational and senior high school – begun the implementation of character education by developing a plan consisted of what character they need to develop and what materials that triggered students’ interest. Moreover, this research also found that the two schools share similar strategies in implementing character education as follows: using authentic materials, verbal instructions, and cultural approach. Meanwhile, in the religious-based senior high school, the teacher did not specifically develop and select materials intended to implement character education since the school had already subjects and extracurricular programs in religion teaching and intended to develop students’ character. Lastly, this research found that the three schools share similar supporting and inhibiting factors in implementing character education namely lack of good examples in school, family, and community, lack of partnership between school, parents, and community member, and lack of commitment among the school community members to support the character education in school. And the supporting system they had were that the schools had already developed code of conducts, rules, and extracurricular programs intended to develop students’ character.

The Use of Talking Chips Technique in Students' Impromptu Speaking Syaripudin, Usep; Nuristiana, Pia
Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 1, No 2 (2014)
Publisher : Universitas Swadaya Gunung Jati

The purpose of learning language is to communicate with people. It means that speaking is one important skill in learning language. Based on pre-observation, students encountered many problems, such as lack of vocabularies, grammar, fluency and pronunciation. Therefore, the writer wanted to solve those problems by using Talking Chips technique in teaching speaking. The aims of the study were to find out the data of the use of Talking Chips technique affects students or not, and to find out the students' responses about Talking Chips technique in speaking class. The subject of this study was the First Year in University in Cirebon. The total sample was fourty students. This study used quasi experimental design with control class. In experimental class, the class which used Talking Chips technique in teaching speaking, it was conducted in three steps, such as pre-test, treatments, and post-test. The findings of this study were that Talking Chips technique is effective to students' speaking ability, especially in impromptu speaking. By comparing the mean score of experimental and control class, it was found that the Talking Chips technique is effective in teaching speaking. From the data, it can be concluded that many students spoke in English very often therefore the students got higher scores. It was supported by the data of questionnaire of students' responses. Those responses said that Talking Chips gives many benefits to foster students' speaking ability.

A Multiple Case Study that Looks at the Implementation of character Education in English Classroom Usep Syaripudin; Siti Aisyah
Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 4, No 1 (2016)
Publisher : Lembaga Penelitian (The Institute of Research) Universitas Swadaya Gunung Jati

This research observed and analyzed the implementation of character education in English classrooms. It sought to find out how English teachers develop and select materials and strategies for implementing character education in their classroom, how the English teachers implement and integrate character education in their classroom, and what factors the teachers found to be the inhibiting and supporting system for implementing character education in their school. Three teachers from three schools – a public vocational school, a public senior high school, and a religious-based public high school – participated in this research as the respondents. The purpose of involving three different type of schools was that this research needed to observe the implementation of character education in three different settings. By implementing multiple case study, this research gathered data through interview and observation. This research found that teachers in the two schools – vocational and senior high school – begun the implementation of character education by developing a plan consisted of what character they need to develop and what materials that triggered students’ interest. Moreover, this research also found that the two schools share similar strategies in implementing character education as follows: using authentic materials, verbal instructions, and cultural approach. Meanwhile, in the religious-based senior high school, the teacher did not specifically develop and select materials intended to implement character education since the school had already subjects and extracurricular programs in religion teaching and intended to develop students’ character. Lastly, this research found that the three schools share similar supporting and inhibiting factors in implementing character education namely lack of good examples in school, family, and community, lack of partnership between school, parents, and community member, and lack of commitment among the school community members to support the character education in school. And the supporting system they had were that the schools had already developed code of conducts, rules, and extracurricular programs intended to develop students’ character.

The Use of Talking Chips Technique in Students' Impromptu Speaking Usep Syaripudin; Pia Nuristiana
Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 1, No 2 (2014)
Publisher : Lembaga Penelitian (The Institute of Research) Universitas Swadaya Gunung Jati

The purpose of learning language is to communicate with people. It means that speaking is one important skill in learning language. Based on pre-observation, students encountered many problems, such as lack of vocabularies, grammar, fluency and pronunciation. Therefore, the writer wanted to solve those problems by using Talking Chips technique in teaching speaking. The aims of the study were to find out the data of the use of Talking Chips technique affects students or not, and to find out the students' responses about Talking Chips technique in speaking class. The subject of this study was the First Year in University in Cirebon. The total sample was fourty students. This study used quasi experimental design with control class. In experimental class, the class which used Talking Chips technique in teaching speaking, it was conducted in three steps, such as pre-test, treatments, and post-test. The findings of this study were that Talking Chips technique is effective to students' speaking ability, especially in impromptu speaking. By comparing the mean score of experimental and control class, it was found that the Talking Chips technique is effective in teaching speaking. From the data, it can be concluded that many students spoke in English very often therefore the students got higher scores. It was supported by the data of questionnaire of students' responses. Those responses said that Talking Chips gives many benefits to foster students' speaking ability.

Exploring student-centered instructions in English as a foreign language (EFL) learning in Indonesia through trioethnographic reflections Wungu, Ratu Nur Rozi Sekar; Nisa, Meilinda Choirun; Firdaus, Muhammad Hanif Ali; Syaripudin, Usep; Erawati, Turini
Asatiza: Jurnal Pendidikan Vol. 5 No. 3 (2024): Asatiza: Jurnal Pendidikan
Publisher : STAI Auliaurrasyidin Tembilahan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46963/asatiza.v5i3.1885

This article examines professional development through the lens of trioethnographic reflections to enhance student-centered teaching practices. Trioethnography, derived from duoethnography, is a qualitative research method where two or more researchers engage in reflective dialogue to explore an issue. We collected data through four reflective conversations, guided by faculty advisors, during our teaching practicum. Our analysis identified three key themes from these dialogues: (1) reexamining our beliefs about student-centered instruction, (2) recognizing sociocultural barriers to this approach, and (3) sharing experiences of relearning teaching methods. These conversations created a safe space to exchange insights and collaboratively build understanding. The findings have significant implications for teachers and teacher education. First, teachers must continually reassess the beliefs and assumptions that underpin their teaching. Second, understanding students more deeply is crucial for effectively implementing student-centered teaching, especially in EFL contexts. Third, preservice teacher education should emphasize the importance of self-reflection and critical examination of teaching beliefs, fostering both personal and professional growth. Lastly, future research should narrow its focus on specific practical issues within student-centered EFL teaching to further enrich the field and improve teaching practices. Collaborative reflection should become a routine part of teacher education programs to better prepare future educators.

Title

Found 7 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 7 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 7 Documents
Search