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<![CDATA[EVALUATION OF INDONESIAN TEXTBOOK USING ENGLISH LANGUAGE TEACHING CHECKLIST FOR THE TEN GRADERS SENIOR HIGH SCHOOL ]]>
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<![CDATA[A textbook is an essential part of English language teaching. In assuring the quality, the objectives of this present study are to find the quality and provide a qualitative evaluation of the general elements and teaching-learning content of the textbook entitled “Bahasa Inggris SMA/MA/SMK/MAK Kelas X 2017 revision.” This study focuses on the layout and the congruency aspect of the textbook with the curriculum and used reliable instruments of an English language teaching evaluation checklist and Indonesian national standard in analyzing the data. The present study uses a textbook analysis descriptive qualitative method in analyzing the data. The researcher gathered the data by gathering the textbook and the instruments, familiarize the data, coding, and select snapshots of the textbook. In-depth qualitative document analysis was conducted to gather the description of the material evaluation. The findings of this study reveal that the quality of the textbook has high usefulness with a score of (M= 2. 9). Additionally, the researcher also describes the qualitative implication of the evaluation checklist. The finding of the study is expected to be useful for the teacher and instructional designer in making a future decision of the textbook.]]>
<![CDATA[EFL STUDENTS' SELF-EFFICACY AND ONLINE PRESENTATION PERFORMANCE: CORRELATIONAL STUDY ]]>
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<![CDATA[The relationship between self-efficacy and online presentation performance is one of the less researched topics; that is why this study was conducted to investigate the relationship between presentation selfefficacy and online presentation performance of the EFL students in higher education. The current study uses two instruments which are self-efficacy questionnaire to obtain presentation self-efficacy level of the students and also the document which consists of students’ online performance scores. The presentation self-efficacy level of the students was gained before the students doing an online presentation, while the students’ presentation score was assessed by the lecture using their own assessment rubric. Those data from 20 EFL students of Academic Speaking Class A in Universitas Negeri Suarabaya were analyzed in order to find out whether those two variables were affected by each other. The result of this study showed that both variables indicate no correlation toward each other because of some reason. First, the main reason is because of the change in the learning circumstance during the COVID-19 outbreak. The unexpected changes in the situation which forced the students to do an online presentation instead of face-to-face presentation was affected self-efficacy level. The second reason is the students’ previous experience in performing an online presentation. Those who experienced in the necessary situation will be more confident to do the second performance, compared with those who have not experienced yet. Keywords: Self-efficacy, online presentation performance, foreign language students]]>
<![CDATA[WRITTEN AND ORAL FEEDBACK IN WRITING CLASS ]]>
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<![CDATA[As one of the skills in English, writing plays an essential role for students, especially in the academic setting. In line with, sometimes students find writing skill challenging to learn, and it may not be easy for teachers to improve their writing ability. Consequently, teacher feedback is needed to enhance students' ability in writing. In order to consider the feedback quality implemented, we need to know from the learners' perspective. Therefore, this conceptual article aims to investigate the distinctive of both oral and written teacher's feedback in writing based on students' perceptions and see which teacher's feedback type is best in improving students' writing ability. The results show that, regardless of the feedback form, students' improvement in writing could have no relation between feedback choice and the quality of revisions. As such, it may be necessary to make practical and even workable discussions and concerns between students and teachers, that oral and written input can be combined to improve student writing better. By way of making the students and teacher feel realistic and even feasibly in the discussion, it is better to implement written feedback that followed by oral feedback. Keywords: Written feedback, Oral feedback, Writing Class]]>
<![CDATA[Using Drama Activities in Taeaching Speaking Narrative Text for Senior High School ]]>
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<![CDATA[Speaking is an essential skill that should be mastered by English learner. However, many students have difficulties in learning speaking skill. It is because many factors cause students difficulty learning, one of which is a lack of confidence. To overcome this problem, the teacher should create an effective method of teaching English, especially in speaking. Engaging in the curriculum 2013, students are required to be more active in teaching and learning process. That’s why the teacher should be more creative to teach speaking. One creative method that can be used by the teacher is Drama Activities. By using drama activities, students could learn how to speak English with an enjoyable environment. They can speak freely without worries because they can act in various ways and become what they want in the story. Students can be more active to speak and become attractive during the lesson.Thisresearch is aim to describe the implementation of Drama Activities in teaching speaking narrative text to the eleventh-grade students of SMAN Mojosari. The researcher also describes the students’ responses toward the technique. This research is descriptive qualitative research. The subject of this study is students of XI MIPA 4 SMAN Mojosari. The researcher using field notes and questionnaire sheet to gain the data.Theresult of this study shows that drama activities is easily implemented by the teacher. Most of the students respond to this technique with positive and agreed that drama activities bring a joyful environment to their class. Most of them said that drama activities could help them learning speaking in different ways and make them more confident to speak English. In the end, drama can make the students understand about the character from the story easily and could learn to express their feeling when speaking.Inconclusion, drama activities is a good technique that is suitable for teaching speaking narrative text. It makes the learning activities become student-centred and it helps the students confident to speak because they learn in fun and joy.]]>
<![CDATA[The Implementation of Project-based Learning to Encourage Learner Autonomy ]]>
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<![CDATA[Project-based learning is a method that could maximize students’ role by implementing student-centered approach using a project. By maximizing students’ role, it will promote their learner autonomy. Learner autonomy is an important ability to support teaching-learning process. Therefore, this research is aimed to investigate how project-based learning could encourage learner autonomy and how the students’ perceptions toward the implementation of project-based learning to encourage learner autonomy. This study applies a qualitative research design at tenth graders in one of Senior high school in Kediri. An observation checklist, questionnaire, and semi-structured interview used to collect the data. The data were analyzed qualitatively through familiarizing and organizing, coding and reducing, also interpreting and representing step. The results show that in each step in implementing project-based learning, learner autonomy that covered by self-instruction, self-direction, self-access, and individualized instruction were implemented. Furthermore, the second results present that students assume learner autonomy can be promoted through project-based learning by giving the students larger opportunities to engage and freedom in learning.]]>
<![CDATA[Caption as a Text to Promote Students’ Critical Thinking in Reading Comprehension of Senior High School ]]>
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<![CDATA[Abstract Lately, caption text become the newest text in the 2013 curriculum. Caption text is defined as a short description used to describe an object or illustration from an image. Caption text must be informative because this would affect the implied meaning in an image (Grayam, 2010). In the 2013 curriculum, 12th-grade students in senior high school are expected to be able to understand the implied meaning of the caption text and be able to write the text according to a social function, text structure, and correct linguistic elements. In this case, reading and understanding the implicit meaning of a text requires critical thinking. Therefore, this phenomenological research aims to describe naturalistic phenomena related to the implementation of caption text as a text that can promote students' critical thinking in understanding the implied meaning of a caption, students' works, and students' responses in the teaching and learning process in class. The research subjects were 30 students and a teacher at MAN 2 Lamongan. The researcher observed the teaching and learning process in the classroom to describe the implementation of the caption text and how it can build students' critical thinking skills. The researcher also collected the students' works to describe the extent of their critical thinking skills in understanding the implied meaning of a caption text. Next, the researcher conducted interviews to describe students' responses during the teaching and learning process. Observation results showed that the implementation of caption text as text can promote the development of students' critical thinking in understanding caption text. The students' works showed that students can answer all questions beyond the picture well, especially in analyzing and evaluating a topic. Finally, the results of the interviews showed that teachers' methods and training succeeded in promoting their critical thinking in learning caption texts. Thus, teaching caption texts can promote students' critical thinking in understanding the implied meaning of the caption. Keywords: Reading comprehension, caption text, critical thinking]]>
<![CDATA[Socratic Questioning to promote The Students' Critical Thinking in Reading Explanation Text ]]>
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<![CDATA[Many students have a low reading habit in reading English text because the different language which cause many students could not comprehend the content of English text. This problem could lead another problem which makes the students having the low order thinking ability because the students prefer to look for the answer in the content of English text rather than understanding the content of the text. On the other hand, curriculum 2013 implemented the students-centered that requires the students becoming the active learner in thinking which needs the critical thinking ability to fulfil the requirement. To overcome about this problem, the teacher uses Socratic questioning technique. Socratic Questioning is a technique that give the students questions continually, the aim of the Socratic questioning is to help the students to think critically in comprehending the text. The implementation of Socratic questioning has 6 stages which is reading the explanation text, discussion, delivering the question, hypothesis, synthetizing, delivering the proof by giving the evidence. The teacher chooses to use the explanation text in implementing the Socratic questioning technique because the explanation text contains the explanation of why and how a phenomenon could happen. This study shows that the implementation of Socratic questioning to promote the students’ critical thinking in reading An English text especially in reading explanation text. This research Is a descriptive research which have several purposes: describing the implementation of Socratic questioning to help in promoting the students critical thinking ability in comprehending explanation text, the students response after the implementation of Socratic questioning and the students’ work which is formed in a summary after the implementation of Socratic questioning. The subject of this research is 11th graders from the state school in one of the big cities in Jawa Timur. The researcher conducted an observation and a file-recorded in implementing the Socratic questioning technique, the aim of it is to describe the implementation of Socratic questioning and how the implementation of the Socratic questioning technique to promote the students’ critical thinking. This research also did an interview for several students to explain about the students’ response after the implementation of Socratic questioning in promoting the students’ critical thinking. After that, the researcher also used the student task as in summary after the implementation of Socratic questioning. The result of this study is to show that the teacher had implemented the Socratic questioning well based on the stated theory. In addition, the result of the interview presented that students undergo the positive impact after the implementation of Socratic questioning. Furthermore, the researcher also collected the students’ task to show that the students were able to reach the highest level of taxonomy bloom which was creating the HOTS as an one of the example of HOTS, especially in summarizing.]]>
<![CDATA[The Use of E-portfolio Assessment To Improve Students' Writing Ability ]]>
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<![CDATA[Writing has been known as one of the product skill in learning English. According to Brown (2007), writing is not only about how the students put the words in a paper, but also composing the idea in order to persuade, inform, and entertain the readers. Therefore, the teachers need to provide the proper method to involve and guide the students in the process of writing. Hence, the combining of the technology to the assessment through the process is needed. Therefore, this study focused on the use of e-portfolio assessment in improving students writing ability. This study used quasi-experimental research which has 68 students of tenth graders as the participants. The participants were decided into two groups; experimental group and control group. The instruments of the study were pre-test and post-test in order to know the significant improvement in students’ writing ability after using e-portfolio as the assessment. Then, the study was analyzed using a Wilcoxon signed-rank test and Mann Whitney U in SPSS 24th edition since the data was skewed. Turning to the result of this study, it presented that both groups had improved scores on the post-test after the treatment. However, the experimental group had statistically higher scores than the control group. Another that, the comparison of the students’ post-test showed that there were statistically significant differences between the two groups. In other words, the use of e-portfolio, which combines technology as a tool in the process of teaching-learning, can help the students in improving their writing skill.]]>
<![CDATA[Motivational Self System among Secondary Schools Students in Urban and Rural Place ]]>
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<![CDATA[The current study investigated the L2 motivational self-system among students in secondary schools from urban and rural place. It was aimed to see whether any different L2 motivational self-system among students in two different learning places also in two different levels of study. The questionnaires were distributed to secondary schools’ students in Surabaya and Lamongan and the result showed that ideal L2 self aspect got the highest score in descriptive statistic from the two different learning places. Later, the independent t-test indicated that students in urban and rural place experienced different learning environment that lead them to have different support in learning English. The other significant results were also found in the other related aspects except language anxiety, peer influence and family influence. Furthermore, junior high school and senior high school students were found statistically different only in aspect of L2 learning experience in school.]]>
