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Evaluating "Ing Ngarso, Ing Madyo, Tut Wuri" in English Teaching: Success or failure? Sirwan, Lalu Banu; Ghozali, Imam
Journal of English Language and Pedagogy Vol 6 No 2 (2023)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v6i2.6756

This research aimed to (1) ascertain the context, (2) describe the quality inputs, (3) investigate the process, and (4) examine the product. This research is evaluation research employing the CIPP model by Stufflebeam (2007). The data were collected through classroom observation, interviews, and documentation. The result shows that the context contributes to the product because the vision and mission indicated how the implementation of the teaching of Tamansiswa especially 2 Ings and Tut implicitly. Quality of input does not contribute to the product, because the data shows insufficiency of available facilities, hence requiring the provision of more facilities, and the English teacher should have a good enough background in English education and Ketamansiswaan. The process shows that the English teacher applied “Ing Ngarso Sung Tulodo, Ing Madyo Mangun Karso, Tut Wuri Handayani” well but the teacher had missed applying Problem-Based Learning in the 2006 curriculum, which means that the process contributes to the product. The product of the English teaching in implementing “Ing Ngarso Sung Tulodo, Ing Madyo Mangun Karso, Tut Wuri Handayani” does not produce satisfactory quality outcomes in the form of students’ participation in English competitions and students cannot speak English fluently, even in class conversations. The researcher concludes that the implementation of “Ing Ngarso Sung Tulodo, Ing Madyo Mangun Karso, Tut Wuri Handayani” in English Language Teaching for second grade of SMA Taman Madya Ibu Pawiyatan Yogyakarta still opens to improvement for a better outcome.

Developing supplementary speaking material for the fifth grader of SDN Banjaranyar Faridatunnisa, Ichda
Journal of English Language and Pedagogy Vol 6 No 2 (2023)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v6i2.9225

The objectives of this study are, firstly, to develop supplementary speaking materials for the young learners in the fifth grade of SDN Banjaranyar and secondly, to describe the efficacy of the supplementary speaking material. This research belongs Rto esearch and Development (R&D) using simplified six steps of Borg and Gall’s model (1983). (1) Conducting need analysis, (2) Constructing the course grid, (3) Developing the Preliminary Material (4) Tryout of Preliminary Material, (5) Evaluation and revision by the experts, and (6) Final product. The findings showed that 1) the developed supplementary materials were to fulfill the students’ needs. The result of the need analysis was used to develop the supplementary materials. The content of the material was designed and based on the Preparation, Practice, and Production (PPP) approach. The developed supplementary speaking materials were distributed to experts to have the expert judgment to evaluate the product, 2) the efficacy of the developed supplementary speaking material helped students to experience an attractive and fun way of learning English so that they are more familiar with English to further have better confidence in using English. Furthermore, the developed speaking materials of this study provide appropriate learning activities for the fifth grader that suit their cognitive competence and needs.

Developing local-based content supplementary reading material for senior high school in Lubuklinggau Indriani, Indriani; Seli, Sastika; Syafitri, Dewi
Journal of English Language and Pedagogy Vol 6 No 2 (2023)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v6i2.11084

The aim of this research was to find out the validity, practicality, and effectiveness of a developed book entitled Developing Local Based Content Supplementary Reading Material for Senior High School in Lubuklinggau. In conducting the research, Research, and Development, written by Branch (2009), consisting of analysis, design, development, implementation, and evaluation (ADDIE) was used as steps in developing the product; meanwhile, Formative Evaluation written by Tessmer (1993) was used to evaluate the data. To determine the validity of the book, three experts were included to review the product, namely a content expert, an instructional design expert, and a layout quality expert. To determine the practicality and effectiveness of the product, three students were involved in a one-to-one trial, six students were involved in a small group trial, and ten students were involved in a field test. The practicality and effectiveness values were obtained from tenth-grade students in Senior High School number 1 Lubuklinggau in the academic year 2021-2022 which were taken as subjects of the research. To collect the data, a questionnaire, interviews, and a test were used. The collected data were analyzed qualitatively for the interview and quantitatively by using average scores for the questionnaire and the test. After all, the data had been analyzed, it could be concluded that the product as a book was categorized as highly valid with an average score of 3.76, categorized as very highly practical with an average score of 4.67 at the one-to-one trial and 4.32 at small group trial, and categorized very highly effective with average score 90.

Unveiling English textbook tasks: Littlejohn's second-level analysis evaluation Abdulali, Adim Muhammed Adim; Sacko, Makan; Sumekto, Didik Rinan
Journal of English Language and Pedagogy Vol 6 No 2 (2023)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v6i2.12826

This research was conducted to reveal the book evaluation based on level 2 analysis by Littlejohn criteria. This research aims to (1) analyze to what extent tasks in the textbook “The 21st Century English for Libya Preparatory 2” meet one of the criteria of a good textbook suggested by Littlejohn and (2) discover the strengths and the weaknesses of the textbook used by eight graders of Junior High School in Libya. This study is qualitative research data that was collected by analyzing the textbook using Littlejohn criteria. The level 2 analysis by Littlejohn was used to analyze the textbook by doing a checklist. One unit was analyzed as the evaluation sample, and it was named Unit 1. Two major findings emerged from the research using this level of analysis. Firstly, the tasks in “The 21st Century English for Libya Preparatory 2” are categorized as a good element to support the book as a good book. Secondly, the research found both strengths in the textbook. The strengths were discovered in the book. Based on level 2 of analyses from Littlejohn, the research found both strengths to the textbook. Every unit has tasks stated by Littlejohn, except songs. They can encourage students to speak and share their ideas and experiences with their classes. However, in terms of weaknesses, most of the tasks are not balanced – still dominated by receptive skills, reading, and listening. In addition, the activities outside class are also still rare served by the textbook. Based on the results above, it can be inferred that this evaluation is truly important to be done to know the quality of the textbook as an important element in the teaching and learning process.

The simple past tense learnability in reading for eight-graders Wisnuwardhani, Sitaresmi Imaniyati; Robiasih, RR.Hasti; Sukur, Silvester Goridus
Journal of English Language and Pedagogy Vol 6 No 2 (2023)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v6i2.15363

The study aims to determine the simple past tense learnability in reading for eighth-grade students. This study uses qualitative research methods. Data were collected through observation, interviews, document studies, and questionnaires. The analysis used is the analysis of the Miles and Huberman models. Observations were made to see how students produce simple past tense sentences directly without the reading text. The reading comprehension test is used to see how students produce the simple past tense with reference to the reading. Student errors during observation and when doing tests are used to see the learnability. Interviews and questionnaires were used as supporting data from the reading comprehension test results and observation. Based on the results of data analysis, it can be concluded that simple past tense learnability in reading for eighth graders is low. This can be seen from the errors made by students. Based on the observation, students make overgeneralized, global, and local errors. Most students make global errors and misinformation through the reading comprehension test. Reading only helps a little in understanding the sentence structure of the simple past tense. Students tend to imitate the sentences in the reading. However, when students produce sentences independently, they need help correctly using the simple past tense sentence structure.

Evaluating "Ing Ngarso, Ing Madyo, Tut Wuri" in English Teaching: Success or failure? Sirwan, Lalu Banu; Ghozali, Imam
Journal of English Language and Pedagogy Vol 6 No 2 (2023)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v6i2.6756

This research aimed to (1) ascertain the context, (2) describe the quality inputs, (3) investigate the process, and (4) examine the product. This research is evaluation research employing the CIPP model by Stufflebeam (2007). The data were collected through classroom observation, interviews, and documentation. The result shows that the context contributes to the product because the vision and mission indicated how the implementation of the teaching of Tamansiswa especially 2 Ings and Tut implicitly. Quality of input does not contribute to the product, because the data shows insufficiency of available facilities, hence requiring the provision of more facilities, and the English teacher should have a good enough background in English education and Ketamansiswaan. The process shows that the English teacher applied “Ing Ngarso Sung Tulodo, Ing Madyo Mangun Karso, Tut Wuri Handayani” well but the teacher had missed applying Problem-Based Learning in the 2006 curriculum, which means that the process contributes to the product. The product of the English teaching in implementing “Ing Ngarso Sung Tulodo, Ing Madyo Mangun Karso, Tut Wuri Handayani” does not produce satisfactory quality outcomes in the form of students’ participation in English competitions and students cannot speak English fluently, even in class conversations. The researcher concludes that the implementation of “Ing Ngarso Sung Tulodo, Ing Madyo Mangun Karso, Tut Wuri Handayani” in English Language Teaching for second grade of SMA Taman Madya Ibu Pawiyatan Yogyakarta still opens to improvement for a better outcome.

Developing supplementary speaking material for the fifth grader of SDN Banjaranyar Faridatunnisa, Ichda
Journal of English Language and Pedagogy Vol 6 No 2 (2023)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v6i2.9225

The objectives of this study are, firstly, to develop supplementary speaking materials for the young learners in the fifth grade of SDN Banjaranyar and secondly, to describe the efficacy of the supplementary speaking material. This research belongs Rto esearch and Development (R&D) using simplified six steps of Borg and Gall’s model (1983). (1) Conducting need analysis, (2) Constructing the course grid, (3) Developing the Preliminary Material (4) Tryout of Preliminary Material, (5) Evaluation and revision by the experts, and (6) Final product. The findings showed that 1) the developed supplementary materials were to fulfill the students’ needs. The result of the need analysis was used to develop the supplementary materials. The content of the material was designed and based on the Preparation, Practice, and Production (PPP) approach. The developed supplementary speaking materials were distributed to experts to have the expert judgment to evaluate the product, 2) the efficacy of the developed supplementary speaking material helped students to experience an attractive and fun way of learning English so that they are more familiar with English to further have better confidence in using English. Furthermore, the developed speaking materials of this study provide appropriate learning activities for the fifth grader that suit their cognitive competence and needs.

Developing local-based content supplementary reading material for senior high school in Lubuklinggau Indriani, Indriani; Seli, Sastika; Syafitri, Dewi
Journal of English Language and Pedagogy Vol 6 No 2 (2023)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v6i2.11084

The aim of this research was to find out the validity, practicality, and effectiveness of a developed book entitled Developing Local Based Content Supplementary Reading Material for Senior High School in Lubuklinggau. In conducting the research, Research, and Development, written by Branch (2009), consisting of analysis, design, development, implementation, and evaluation (ADDIE) was used as steps in developing the product; meanwhile, Formative Evaluation written by Tessmer (1993) was used to evaluate the data. To determine the validity of the book, three experts were included to review the product, namely a content expert, an instructional design expert, and a layout quality expert. To determine the practicality and effectiveness of the product, three students were involved in a one-to-one trial, six students were involved in a small group trial, and ten students were involved in a field test. The practicality and effectiveness values were obtained from tenth-grade students in Senior High School number 1 Lubuklinggau in the academic year 2021-2022 which were taken as subjects of the research. To collect the data, a questionnaire, interviews, and a test were used. The collected data were analyzed qualitatively for the interview and quantitatively by using average scores for the questionnaire and the test. After all, the data had been analyzed, it could be concluded that the product as a book was categorized as highly valid with an average score of 3.76, categorized as very highly practical with an average score of 4.67 at the one-to-one trial and 4.32 at small group trial, and categorized very highly effective with average score 90.

Unveiling English textbook tasks: Littlejohn's second-level analysis evaluation Abdulali, Adim Muhammed Adim; Sacko, Makan; Sumekto, Didik Rinan
Journal of English Language and Pedagogy Vol 6 No 2 (2023)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v6i2.12826

This research was conducted to reveal the book evaluation based on level 2 analysis by Littlejohn criteria. This research aims to (1) analyze to what extent tasks in the textbook “The 21st Century English for Libya Preparatory 2” meet one of the criteria of a good textbook suggested by Littlejohn and (2) discover the strengths and the weaknesses of the textbook used by eight graders of Junior High School in Libya. This study is qualitative research data that was collected by analyzing the textbook using Littlejohn criteria. The level 2 analysis by Littlejohn was used to analyze the textbook by doing a checklist. One unit was analyzed as the evaluation sample, and it was named Unit 1. Two major findings emerged from the research using this level of analysis. Firstly, the tasks in “The 21st Century English for Libya Preparatory 2” are categorized as a good element to support the book as a good book. Secondly, the research found both strengths in the textbook. The strengths were discovered in the book. Based on level 2 of analyses from Littlejohn, the research found both strengths to the textbook. Every unit has tasks stated by Littlejohn, except songs. They can encourage students to speak and share their ideas and experiences with their classes. However, in terms of weaknesses, most of the tasks are not balanced – still dominated by receptive skills, reading, and listening. In addition, the activities outside class are also still rare served by the textbook. Based on the results above, it can be inferred that this evaluation is truly important to be done to know the quality of the textbook as an important element in the teaching and learning process.

The simple past tense learnability in reading for eight-graders Wisnuwardhani, Sitaresmi Imaniyati; Robiasih, RR.Hasti; Sukur, Silvester Goridus
Journal of English Language and Pedagogy Vol 6 No 2 (2023)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v6i2.15363

The study aims to determine the simple past tense learnability in reading for eighth-grade students. This study uses qualitative research methods. Data were collected through observation, interviews, document studies, and questionnaires. The analysis used is the analysis of the Miles and Huberman models. Observations were made to see how students produce simple past tense sentences directly without the reading text. The reading comprehension test is used to see how students produce the simple past tense with reference to the reading. Student errors during observation and when doing tests are used to see the learnability. Interviews and questionnaires were used as supporting data from the reading comprehension test results and observation. Based on the results of data analysis, it can be concluded that simple past tense learnability in reading for eighth graders is low. This can be seen from the errors made by students. Based on the observation, students make overgeneralized, global, and local errors. Most students make global errors and misinformation through the reading comprehension test. Reading only helps a little in understanding the sentence structure of the simple past tense. Students tend to imitate the sentences in the reading. However, when students produce sentences independently, they need help correctly using the simple past tense sentence structure.

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name
Hanandyo Dardjito

Contact Email
hanandyo@ustjogja.ac.id

Phone
+6282133007356

Journal Mail Official
-

Editorial Address
Pendidikan Bahasa Inggris, Program Magister Pendidikan, Program Pascasarjana Pendidikan, Gedung Pascasarjana Universitas Sarjanawiyata Tamansiswa Jalan Kusumanegara 157, Yogyakarta

Location
Kota yogyakarta,

Daerah istimewa yogyakarta

INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Hanandyo Dardjito

Contact Email hanandyo@ustjogja.ac.id

Phone +6282133007356

Journal Mail Official -

Editorial Address Pendidikan Bahasa Inggris, Program Magister Pendidikan, Program Pascasarjana Pendidikan, Gedung Pascasarjana Universitas Sarjanawiyata Tamansiswa Jalan Kusumanegara 157, Yogyakarta

Location Kota yogyakarta, Daerah istimewa yogyakarta INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
Hanandyo Dardjito

Contact Email
hanandyo@ustjogja.ac.id

Phone
+6282133007356

Journal Mail Official
-

Editorial Address
Pendidikan Bahasa Inggris, Program Magister Pendidikan, Program Pascasarjana Pendidikan, Gedung Pascasarjana Universitas Sarjanawiyata Tamansiswa Jalan Kusumanegara 157, Yogyakarta

Location
Kota yogyakarta,

Daerah istimewa yogyakarta

INDONESIA