Garuda - Garba Rujukan Digital

The effect of using computer-assisted reading with inquiry-based learning on student reading comprehension Zakiyuddin Zakiyuddin; Mutmainnah Mustofa; Muhammad Yunus
English Education Journal Vol 13, No 1 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/eej.v13i1.25164

This study aims to determine whether there is a difference between students who read using computer-assisted reading and those who read using other means in terms of reading. The sample was 23 students studying at two senior high schools in Sumenep, East Java, Indonesia. They were selected from student representatives based on their English language skills. The experiment was divided into six stages which include learning and testing. The researchers used lexical-tutor where there are audio-assisted reading, concordance, and online dictionary. For the learning process, researchers use inquiry-based learning, which focuses on student activity. To determine whether there is an effect on reading comprehension, the researcher used a paired sample t-test and an independent sample test to determine whether there is a difference in student reading comprehension score using an inquiry-based computer aid with those who do not use it. Based on the results of the study, there is no effect and no difference between reading using computer-assisted reading with inquiry-based learning and those who did not use computers. When viewed from individual scores, the results of the study showed little progress. The results of the observation show that not all students like to read while listening to audio.

EFL teacher educators’ experiences in teaching critical reading: evidence from Indonesia Muhammad Yunus; M. Faruq Ubaidillah
Journal on English as a Foreign Language Vol 11, No 2 (2021): Issued in September 2021
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v11i2.3133

While extensive studies have explored issues of teaching critical reading in English as a foreign language (EFL) classes, there is a paucity of research that examines teacher educators’ conceptions of teaching critical reading in the EFL contexts. To fill the gap, this phenomenological study probes into EFL teacher educators’ experiences in teaching critical reading. It specifically looks at teacher educators’ conceptions of teaching critical reading and how their teaching practices contribute to the development of students’ critical reading skills. Data were generated through in-depth interviews with nine teacher educators in a private university in Malang, Indonesia. Findings suggest that the teacher educators’ conceptions of teaching critical reading, as geared by their lived experiences, involve basic conceptions of teaching critical reading, teaching critical reading from a philosophical lens, and critical thinking empowerment in reading classes. The study also documents that teaching critical reading encompasses higher order thinking skills enacted in the process of reading. Practically, the study’s findings call for the enactment of pedagogic trainings for teacher educators in order to construe their basic tenets of teaching critical reading, the philosophies behind such a teaching practice, and the empowered learning activities in the reading classes.

Kajian Kritis Pendidikan Karakter Dalam Perspektif Nilai-Nilai Aswaja Muhammad Yunus
An Nahdhoh Jurnal Kajian Islam Aswaja Vol 1, No 1 (2021): An Nahdhoh Jurnal Kajian Islam Aswaja
Publisher : An Nahdhoh Jurnal Kajian Islam Aswaja

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (724.554 KB)

Tulisan ini bertujuan untuk mengkaji pendidikan karakter dalam perspektif nilai-nilai aswaja. Tujuan utamanya adalah mengelaborasi konsep pendidikan karakter yang diimplementasikan di Indonesia dan melihat nilai-nilai karakter tersebut dalam perspektif nilai-nilai aswaja. Metode yang dipakai adalah kajian pustaka dengan telaah kritis terhadap nilai-nilai pendidikan karakter bangsa dan nilai-nilai aswaja. Ditemukan bahwa ada relefansi atau keterikatan antara nilai-nilai aswaja dalam nilai-nilai pendidikan karakter. Lima pendidikan karakter bangsa dan lima nilai-nilai aswaja memiliki nilai-nilai yang relefan dan tidak bertentangan satu dengan lainnya. Artinya adalah jika pendidikan mampu menginternalisasikan nilai-nilai tersebut akan mampu mengantarkan peserta didik memiliki karakter sesuai dengan yang diharapkan, menjadi generasi bangsa yang ideal; toleran, harmoni, dan sebagainya. Disarankan pendidikan untuk terus memhembuskan baik nilai-nilai karakter aswaja ataupun karakter bangsa tersebut dalam proses pembelajaran sehingga mampu membentuk karakter anak bangsa yang toleran, terampil, terdidik, dan berdaya saing.

EFL teacher educators’ experiences in teaching critical reading: evidence from Indonesia Muhammad Yunus; M. Faruq Ubaidillah
Journal on English as a Foreign Language Vol 11, No 2 (2021): Issued in September 2021
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v11i2.3133

While extensive studies have explored issues of teaching critical reading in English as a foreign language (EFL) classes, there is a paucity of research that examines teacher educators’ conceptions of teaching critical reading in the EFL contexts. To fill the gap, this phenomenological study probes into EFL teacher educators’ experiences in teaching critical reading. It specifically looks at teacher educators’ conceptions of teaching critical reading and how their teaching practices contribute to the development of students’ critical reading skills. Data were generated through in-depth interviews with nine teacher educators in a private university in Malang, Indonesia. Findings suggest that the teacher educators’ conceptions of teaching critical reading, as geared by their lived experiences, involve basic conceptions of teaching critical reading, teaching critical reading from a philosophical lens, and critical thinking empowerment in reading classes. The study also documents that teaching critical reading encompasses higher order thinking skills enacted in the process of reading. Practically, the study’s findings call for the enactment of pedagogic trainings for teacher educators in order to construe their basic tenets of teaching critical reading, the philosophies behind such a teaching practice, and the empowered learning activities in the reading classes.

Exploring Teachers' Strategies In Teaching English Speaking Skill (A Case Study at SMP Negeri 12 Malang) Ghovinda Ghovinda; Muhammad Yunus; Mutmainnah Mustofa; Dwi Fita Heriyawati
Language-Edu Vol. 11 No. 2 (2022): Language-Edu Journal
Publisher : Graduate Program, University of Islam Malang

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

The teaching strategies have a significant impact on the students' understanding in a process of learning. This study aimed to investigate the teachersâ€™ strategies and problems faced by the English teachers in applying the strategy especially in teaching English speaking skills at SMP Negeri 12 Malang. The study involved three English teachers as participants of the study. This research design was qualitative research of case study. Based on the end of the result, it was discovered that there were some strategies that the English teachers used in teaching English speaking skills. The strategies that the English teachers used are the active learning method which combines with role-play strategy and the expository learning method which combine it with the drilling strategy. Besides those strategies, the teachers also have another technique to solve any problems in conducted speaking class such as lack of vocabulary, lack of confidence in speaking English and pronunciation problem. To overcome this issue, each of the English teachers has different techniques in solving this problem.

THE EFFECT OF USING COMPUTER-ASSISTED READING WITH INQUIRY BASED LEARNING ON STUDENT READING COMPREHENSION Zakiyuddin Zakiyuddin; Mutmainnah Mustofa; Muhammad Yunus
Language-Edu Vol. 11 No. 2 (2022): Language-Edu Journal
Publisher : Graduate Program, University of Islam Malang

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

This study aims to determine whether there is a difference between students who read using computer-assisted reading and those who do not. Students' reading ability may depend on what they do every day. There are some students who understand vocabulary better by listening than what is written. reading while listening may be another way to overcome students' reading comprehension, There are some students who will memorize vocabulary for a long time because the vocabulary is often found in several sentences, and Some students will also easily memorize a lot of vocabulary because of the use of online dictionaries.Â With this, the researcher used lexical-tutor where there are audio-assisted reading, concordance, and online dictionary. For the learning process, researchers use inquiry based learning which focuses on student activity. For data collection, the researcher gave a question sheet based on what had been studied previously. The teaching materials are taken from the corpus in the lexical-tutor applicationÂ Â Â Research subject are selected from the student's representative on the basis of the student's English language skills. In order to understand whether students have an impact on their reading understanding of second-grade students, researchers use one-on-one T-TT test samples, as well as independent sample tests, to see if students use survey-based computer-aided reading to understand scores that differ from non-users.Â Based on the results of this study, the results of the study were then analyzed with paired TT-Test specimens, resulting in a Sig(2-Tailed) value of 0.052 > 0.05, while the data analyzed by the independent specimen test resulted in 679 >0.05. It can be concluded that there is no effect and no difference between survey-based learning with computer-assisted reading and reading without computer-assisted reading. In terms of individual scores, the findings suggest little progress. The researchers' monitoring results showed that not all students enjoyed reading while listening to audio. It is my hope that through this study, future researchers will be able to examine the learning process and the techniques used. In addition, more researchers can also take advantage of this research in the form of offline classes.

INVESTIGATING THE PROBLEM OF STUDENTSâ€™ LOW SCORE IN READING SECTION AT TOEFL CLASS Torikin Torikin; Muhammad Yunus; Mutmainnah Mustofa; Sonny Elfiyanto
Language-Edu Vol. 11 No. 2 (2022): Language-Edu Journal
Publisher : Graduate Program, University of Islam Malang

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

Â Â The main focus of this research is to investigate the studentsâ€™ ability in English as a second of foreign language in the reading section. The subject of this study was ten students of Kanzun Najah Batu. The research was a survey qualitative. The data collection technique was a questionnaire survey via Google Sheets and in-depth interview techniques recorded face-to-face using smartphones. Ten students participated in the questionnaire survey and five students participated in the in-depth interviews. Analyze and interpret data through qualitative procedures. The study focused on finding out the difficulties students face when answering TOEFL questions in the reading section. The study was limited to the difficulties faced by Kanzun Najah Batu students who had previously taken the test of TOEFL for any purpose of answering the TOEFL test. The findings of this study are the difficulties students face in answering TOEFL test questions in the reading section, mainly due to a lack of basic skills, less practice, less motivation, and individual differences among students.Keywords: TOEFL, Reading

Using songs to improve students’ pronunciation Nur Laili Rizky Rahmawati; Muhammad Yunus
Journal of Research on English and Language Learning (J-REaLL) Vol. 1 No. 1 (2020): Journal of Research on English and Language Learning (J-REaLL)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/j-reall.v1i1.5115

This research was designed to improve students’ pronunciation at MTs Almaarif 01 Singosari, Malang through songs. In the preliminary study, the researcher found that the students have trouble pronouncing words correctly and confirmed by the result of their English test in oral test that was 57.20. Besides 43 students were taken in VIII A class at MTs Almaarif 01 Singosari, Malang as the sample of the study, this research consists of two cycles; Cycle One with three meetings and Cycle Two with two meetings. In the planning stage, the researcher designed a lesson plan, preparing material, and formulating the criteria of success. The criteria of success that was 70 or more. Additionally, the first result of Cycle One got 63.25. At the final, the result of Cycle Two showed another increase, there were 71.16. In the research finding, it is concluded that the use of songs in teaching pronunciation can improve the pronunciation of the students. All in all, for the teacher should give English songs according to their level; beginner, intermediate, or advanced, for students are suggested to choose other genre of the song for their learning media, such as jazz, rock, and etc. For future researchers are suggested to conduct similar studies on using songs in a different context, subject, or method.

Investigating the pleasure of reading habit during the Covid-19 pandemic: A study in University of Islam Malang Rara Dwi Ayuningtyas; Muhammad Yunus
Journal of Research on English and Language Learning (J-REaLL) Vol. 3 No. 2 (2022): Journal of Research on English and Language Learning (J-REaLL)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/j-reall.v3i2.18268

This research aimed at investigating the students' pleasure reading habit during pandemic since they spend most of their time at home including their school activities done at home. This research used qualitative descriptive method. There were 25 students of 8th semester of English education Department of University of Islam Malang as the subjects of this study. The data were collected using questionnaire and interview. The findings showed that the students' reading habits during this pandemic continued but with a different frequency than before the pandemic. Then, the students revealed that their duration of using devices, especially mobile phones increased because they spent most of their time at home during the pandemic. All students said that they used their mobile phones more often to read because it was more practical. Next, from the data collected, it could be concluded that the main factor that hindered students from reading during the pandemic was social media.

Willingness to Communicate in English: An Interview Study with Indonesian Vocational High School Students Muhammad Yunus; Erfan Efendi; Ronald Ronald; M. Faruq Ubaidillah; Huan Yik Lee
Langkawi: Journal of The Association for Arabic and English Vol 9, No 1 (2023)
Publisher : Institut Agama Islam Negeri (IAIN) Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/lkw.v0i0.5921

Research into willingness to communicate in English has gained momentum in second/foreign language learning recently. Applied linguists have argued for the factors that may hinder learners to communicate in English. However, although extensive studies on willingness to communicate in English have been carried out, the studies have much focused on university and high school students. As a result, very little is known about the hindrances of students' willingness to communicate in English in the context of vocational high schools. To fill such a lacuna, this study was designed to explore hindrances of willingness to communicate in English among Indonesian vocational high school students. In-depth interviews were conducted with 6 participants from three Indonesian vocational high schools with regard to the hindrances they encountered when communicating in English. To analyze the data, we employed Braun and Clarke’s (2006) thematic analysis. Findings from the study suggest four emerging themes: 1) lack of self-confidence, 2) presence of fear, 3) teacher's teaching style, 4) and vocabulary provision. Our study reveals that, even though the participants are aware of the problems, situated supports in the forms of out-of-class English communications are needed to help solve their hindrances in English communications. Pedagogical implications of this study are offered at the end of this article.

Title

Found 13 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 13 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 13 Documents
Search