ACITYA Journal of Teaching & Education
ACITYA Journal of Teaching & Education provides scientific article of teaching and education that can be publications of scientific articles, book reviews, original research reports, and reviews in education. This journal consists of three sections. Paper must be submitted according to the section. Section English Language Teaching, English Literature, & English for Specific Purpose Section Curriculum Development, Teacher Education, ICT & Learning Media Section Phisycal Education, Classroom Action Research, & Educational Studies.
Articles
197 Documents
<![CDATA[STUDENTS' PROBLEMS FACE IN ONLINE LEARNING AMIDT PANDEMIC COVID 19 ]]>
<![CDATA[Joko Prayudha .S]]>
<![CDATA[ Acitya: Journal of Teaching and Education Vol 3 No 2 (2021): Acitya: Journal of Teaching and Education ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Kalimantan Timur ]]>
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DOI: 10.30650/ajte.v3i2.2197
<![CDATA[ABSTRACT The existence of the corona virus requires face-to-face teaching to be replaced with online teaching. As a new alternative in learning, it will certainly bring up several obstacles that will be faced by students while studying. This study aims to determine the difficulties faced by students during online learning by using various applications that support online learning such as WhatsApp, Google Classroom and Zoom Meeting. In this study, qualitative methods have been used and a descriptive approach was used to explain the data. In data collection, questionnaires and interviews were used to obtain in-depth information about the difficulties faced by students during online learning. The results in this study indicate that students experience various kinds of obstacles in the implementation of online learning, such as (1) operating learning applications, (2) limited internet quota, (3), incomplete learning resources / materials, (4) poor communication, and (5) decreased learning motivation during online learning, however, even though there were obstacles faced by the students, it did not stop them from continuing to study in difficult times such as the Covid 19 pandemic.]]>
<![CDATA[The Effectiveness of Virtual Classroom in TOEFL Preparation ]]>
<![CDATA[Nyayu Yayu Suryani]]>
<![CDATA[ Acitya: Journal of Teaching and Education Vol 3 No 2 (2021): Acitya: Journal of Teaching and Education ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Kalimantan Timur ]]>
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DOI: 10.30650/ajte.v3i2.2199
<![CDATA[Communication technology has grown dramatically in Indonesia. Virtual classroom is an integration of information technology through the use of the internet to connect teachers and students. The aim of this research is to find out the effectiveness the using virtual classroom in TOEFL preparation and to improve students’ score in TOEFL preparation. The population in this research was all of students Nursing Science Study Program Institute of Health Science and Technology of Muhammadiyah Palembang. In order to select the sample, the purposive sampling technique will be implemented, the sample of this research was the seventh semester students of Institute of Health Science and Technology Muhammadiyah Palembang. Nursing science Study program in Academic Year 2020/2021.The data collection of this research is carry out online through Zoom meeting. To verify the hypotheses, the data used paired sample t-test and independent sample t-test was 0.008 which was lower than 0.05.The findings show the positive effects using virtual classroom in TOEFL preparation. Keywords: TOEFL preparation;technology;virtual classroom]]>
<![CDATA[Toward An Understanding of Plurality: A Case Study of Teaching and Learning English as an International Language (EIL) Approach in an Indonesia Senior High School ]]>
<![CDATA[Susi Andriani Simanjuntak]]>;
<![CDATA[Hsi-Nancy Lien]]>
<![CDATA[ Acitya: Journal of Teaching and Education Vol 3 No 2 (2021): Acitya: Journal of Teaching and Education ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Kalimantan Timur ]]>
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DOI: 10.30650/ajte.v3i2.2208
<![CDATA[In this research study, there were 6 English teachers and two classes (Grade 1 and Grade 2, approximately with 60 students) were interviewed designed to gain an understanding of both English teachers and students’ perspectives on English as international language (EIL). There is a hegemony concepts about English perspective impart among the students and the teachers in this research community, that is native norm is the center, the most prestigious, endowed with a sense of authenticity and authority. These issues make them afraid to make any risk, little faith to apply EIL that created two different worlds of English standard and nonstandard English. From the result of the study, there are some pedagogical Implications of EIL Teaching Approach Contribution in Indonesia. They are EIL teaching required change of mind set in terms of understanding EIL model, the history and English today, and empowering Nonnative English teachers and general Public.]]>
<![CDATA[Facilitating Positive Washback through Authentic Assessment in EFL Assessment ]]>
<![CDATA[Arief Eko Priyo Atmojo]]>
<![CDATA[ Acitya: Journal of Teaching and Education Vol 3 No 2 (2021): Acitya: Journal of Teaching and Education ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Kalimantan Timur ]]>
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DOI: 10.30650/ajte.v3i2.2219
<![CDATA[Washback has become a main concern for researchers in the field of language testing proven by numerous studies which have been done. The degree, nature, and scope of washback depend on the kinds of tests employed and the contexts where the tests are administered. This present article is aimed at discussing how authentic assessment brings positive washback in EFL assessment. It is only a literature review, not an empirical research article. This article limits and focuses the discussion on the washback at micro level which means the test effects on teaching and learning at classroom level. It addresses how authentic assessment leads to positive washback in EFL assessment. It also discusses how each form of authentic assessment can uniquely generates positive washback in EFL assessment. In conclusion, authentic assessment brings positive washback in EFL classes. It links classroom instructions to students’ real-world experiences. It is suggested for EFL teachers to be literate of how to facilitate positive washback in EFL assessment and how to employ authentic assessment in assessment practices. Some kinds of further researches are also encouraged.]]>
<![CDATA[The Correlation between Students' Intelligence Level and their Achievement in Learning English ]]>
<![CDATA[Ahmad Junaedi]]>
<![CDATA[ Acitya: Journal of Teaching and Education Vol 3 No 2 (2021): Acitya: Journal of Teaching and Education ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Kalimantan Timur ]]>
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DOI: 10.30650/ajte.v3i2.2222
<![CDATA[The objective of the research was to find out the correlation between the students intelligence and their achievement in learning English at SMPN 27 Makassar. The design of this research was descriptive and employed correlational method. The population of this research was the second year students of SMPN 27 Makassar. The technique of sampling applied cluster random sampling which the total of sample was 20 students. The instruments of this research were IQ test and English test. To find out students achievement in learning English, the researcher tested the students using multiple choice test that consisted of materials from their handbook. To find out the level of students intelligence, the Psychological Department Team of State University of Makassar was given IQ test. To find out the correlation from both variables, the researcher used Pearson r formula. The result of the test shows that most of the students’ intelligence was categorized as dull average and the students’ achievement was 6.35 which is categorized as fair achievement. The result data found that there was no significant correlation between the students’ intelligence level and their achievement in learning English at the second year of SMPN 27 Makassar.]]>
<![CDATA[ENGLISH TEACHERS’ REFLECTIVE THINKING PRACTICE DURING THE ONLINE LEARNING AT SMAN 2 SINGARAJA ]]>
<![CDATA[I Wayan Sastra Oka Paramartha]]>;
<![CDATA[I Putu Ngurah Wage Myartawan]]>;
<![CDATA[Ni Putu Astiti Pratiwi]]>
<![CDATA[ Acitya: Journal of Teaching and Education Vol 3 No 2 (2021): Acitya: Journal of Teaching and Education ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Kalimantan Timur ]]>
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DOI: 10.30650/ajte.v3i2.2230
<![CDATA[The new learning system that is published by the Indonesian government as a prevention due to Covid-19 brings a new challenge for the teachers particularly in implementing 21st century learning. Teachers are suggested to do a reflection toward the online learning that has been conducted to find out the teaching and learning process quality. This study is aimed at investigating the level of teachers’ reflective thinking in which it was conducted in SMAN 2 Singaraja. There were two teachers involved in this study and the data were collected through the spreading of questionnaire and interview. The data were analyzed by using interactive data analysis to check the validity and reliability. The results showed that the awareness of the teacher in carrying out a process of reflection on learning during the online learning period. The efforts made by the English teacher at SMA N 2 Singaraja in improving the quality of learning both by discussing and innovating need to be used as an example for other teachers. In the future, of course, it is hoped that a better online learning process and learning objectives can be maximally achieved]]>
<![CDATA[THE SPIRIT OF SPORT: EXPLORING SPORTSMANSHIP AMONG PHYSICAL EDUCATION STUDENTS ]]>
<![CDATA[Louie Galvez Giray]]>
<![CDATA[ Acitya: Journal of Teaching and Education Vol 3 No 2 (2021): Acitya: Journal of Teaching and Education ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Kalimantan Timur ]]>
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DOI: 10.30650/ajte.v3i2.2232
<![CDATA[This research was conducted to explore the perception of physical education students in a Philippine school about sportsmanship. It particularly dealt with respect (1) for the opponent, (2) for rules and officials, and (3) for social conventions. This research used a qualitative descriptive method of research, with survey-questionnaire as the main data gathering tool. It was adapted from a valid and reliable instrument known as multidimensional sportspersonship orientations scale. In regard to respect for social conventions, participants perceived themselves as people who rarely congratulate the opponent, and infrequently shake hands with the opponent’s coach when they lose. Respect for the rules and the officials got good scores. Respect and concern for the opponent got low scores. They professed that they rarely do necessary actions when an opponent is unjustly penalized, hurt, or forgets his or her equipment. To achieve victory does not solely undermine character. It can be a good avenue to harness physical improvement and love for the sports. However, when the virtue of sportsmanship is discounted and forgotten, the result can be disadvantageous or even disastrous. Conclusions and recommendations were presented.]]>
<![CDATA[FIRST LANGUAGE ACQUISITION ON A THREE-YEAR-OLD CHILD ]]>
<![CDATA[Yuliana Friska]]>;
<![CDATA[Moh. Thoyib Syafi'i]]>
<![CDATA[ Acitya: Journal of Teaching and Education Vol 3 No 2 (2021): Acitya: Journal of Teaching and Education ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Kalimantan Timur ]]>
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DOI: 10.30650/ajte.v3i2.2234
<![CDATA[Studying children’s language acquisition is quite fascinating to be conducted because as we know that the astonishing advancement of their language obtaining from 0 to 3 years or more. The aim of the study is to obtain deep understanding about language acquisition on a three-year old child "Gadis Mardhiyah" and to observe language development of her. Besides, this study uses qualitative approach. In this case, researcher observes her daily conversation in her surrounding in order to get the natural result without any setting. This study was conducted at her house in Bintaro sector 9 Pd. Pucung Tangerang Selatan. Regarding this, the study was conducted for four weeks and preliminary study was done for a month before the researcher doing her observation. Data analysis was carried stage by stage in accordance prior to the focus of the problems. After the data obtained through observation and document inductively processed, then the next step is to define the meaning on the basis of phonological analysis, morphological analysis, syntactical analysis, and discourse analysis. Based on the analysis, it can be concluded that Gadis was able to communicate properly and appropriately according to her age.]]>
<![CDATA[ONLINE LEARNING IMPLEMENTATION ]]>
<![CDATA[Dedi Irwan]]>
<![CDATA[ Acitya: Journal of Teaching and Education Vol 3 No 2 (2021): Acitya: Journal of Teaching and Education ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Kalimantan Timur ]]>
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DOI: 10.30650/ajte.v3i2.2258
<![CDATA[ABSTRACT This research aimed to find out how online learning implementation affected learning practices in a senior high school in an undeveloped regency in West Kalimantan Province. Descriptive quantitative method was applied in this research. To collect the data, students’ and teachers’ questionnaire were used. The questionnaires adopted Likert scale with five options. The populations of this research were 150 students and 40 teachers, while the sample involved were 90 students and 40 teachers all together. The student sample were selected using simple random sampling. Overall, this research found that both teachers and students had similar views regarding the application of the online learning policy during covid 19 pandemic. In this regard they agreed to claim that the online learning implementation tended to show more negative influence than positive to almost all classroom learning processes. The average percentage of teachers and student who found the negative impacts of the online learning policy implementation were, respectively, 50.8% and 73.86%. Nonetheless, the percentage proportion of students who did not claim the implementation of the online learning policy brought more negative effect than positive was also big. These numbers brought down strikingly interesting findings, as discussed in this study. Keywords: Covid-19, Online Learning, high school students, English, learning impact]]>
<![CDATA[Guessing Game on Teaching Vocabulary for Intermediate Language Learners ]]>
<![CDATA[Lea Octavia Dewi]]>;
<![CDATA[Halimah Halimah]]>;
<![CDATA[Nia Kurniawati]]>
<![CDATA[ Acitya: Journal of Teaching and Education Vol 3 No 2 (2021): Acitya: Journal of Teaching and Education ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Kalimantan Timur ]]>
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DOI: 10.30650/ajte.v3i2.2265
<![CDATA[This study aims 1) to find out the effectiveness of Guessing Game implementation on teaching vocabulary, and 2) to find out the students’ perceptions of Guessing Game on teaching vocabulary. This study applied pre-experimental research method with one-shot case study design, where in this study the researcher only have one group without any control groups to make a comparison. The participants of this study are the entire students of the second grade in SMK PGRI 1 Pariwisata Cianjur consist of 58 students. Meanwhile in this study the researcher took the sample from the second grade of Banking Class in SMK PGRI 1 Pariwisata Cianjur that consists of 12 students. In collecting the data, the researcher used two instruments; test and close-ended questionnaire. The study conducted two times and ended by giving a test. Then, the result of the test showed that students’ average score is 81. It indicates that Guessing Game is effective on teaching vocabulary because the score is upper than the minimum completeness criteria (KKM). In addition, from the result of questionnaire the researcher categories the questions into three categories related to the implementation of Guessing Game; 1) Guessing Game is a joyful teaching technique, 2) Guessing Game is able to increase students’ confidence, and 3) Guessing Game is able to assist students memorize the vocabulary in longer time. Then, the result showed 100% students agree about that. Therefore, those data indicates that Ha of this study is accepted that Guessing Game is effective to increase students’ vocabulary mastery.]]>
