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<![CDATA[IMPROVING THE EIGHTH YEAR STUDENTS’ READING COMPREHENSION BY USING NUMBERED HEADS TOGETHER (NHT) AT SMP MUHAMMADIYAH 2 KALISAT – JEMBER ]]>
<![CDATA[Saifuddin, Muhammad]]>;
<![CDATA[Wijaya, Dedi Malik]]>
<![CDATA[ Educate Vol 4, No 1 (2015) ]]>
Publisher : <![CDATA[Educate ]]>
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<![CDATA[Reading refers to the ability to read and understand the written text. Reading is one way to find information. The use of Numbered Heads Together (NHT) model offered the students to work in groups and help them out to improve their reading comprehension. This research was done through cycle model and the data of the research were taken from the result of observation and reading test. After having two cycles of the implementation, it showed that there was an improvement. The students‟ active participation increased from 60,86% to 73.91% while the result of students reading test increased from 60,86% of the students to 73.91% or 17 students. Based on this result, it can be concluded that the use of NHT could improve the eighth year students‟ reading comprehension.]]>
<![CDATA[PENGEMBANGAN SILABUS BAHASA INGGRIS KEBIDANAN DI UNIPDU SESUAI DENGAN LEVEL 5 KKNI (SEBUAH ANALISIS KEBUTUHAN) ]]>
<![CDATA[Fitriana, Irta]]>
<![CDATA[ Educate Vol 4, No 1 (2015) ]]>
Publisher : <![CDATA[Educate ]]>
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<![CDATA[This research is based on the fact that the syllabus for learning English at D-3 Midwifery Unipdu Jombang was not appropriate with the needs of the profession of a midwife. The results showed that the syllabus‟ content of English required by the graduate of D3 midwifery Unipdu is as follows: General expressions: 1) common phrases to start and end a conversation with a client. 2) The introductory phrases. 3) Therapeutic greetings. 4) Numbers. 5) Time expressions. 6) Phrases to praise. 7) Phrases to calm someone. Grammar: 1) Yes / No questions / Wh questions. 2) Imperative sentences. Vocabulary: 1) Vocabulary about teens‟ physical changes. 2) Vocabulary on adolescent mental changes. 3) Vocabulary of the human‟s reproductive system. 4) Vocabulary related to pregnancy. 5) Vocabulary related to patient's vital signs. 6) Vocabulary of human‟s reproductive system. 7) Vocabulary related to childbirth. 8) Vocabulary related to signs of labor. 9) Vocabulary of stages of labor. 10) Vocabulary of after birth. 11) Vocabulary of contraception. 12) Vocabulary of newborn care. 13) Vocabulary of infant feeding. 14) Vocabulary of reproductive disorders in women Keywords: Syllabus, KKNI level 5, Needs Analysis]]>
<![CDATA[COMMUNICATIVE LANGUAGE TEACHING: IMPLICATIONS FOR THE COMMUNICATIVE CLASSROOM ]]>
<![CDATA[Farid, Achmad]]>
<![CDATA[ Educate Vol 4, No 1 (2015) ]]>
Publisher : <![CDATA[Educate ]]>
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<![CDATA[A linguistically informed teacher about views of language can either adopt structuralist or functionalist approach to successfully teach language in his/her classroom. The Communicative Language Teaching is aimed at attracting second language learners to purposeful classroom activities in which learners use and reproduce language as it is practiced in real communication beyond the classroom in meaningful situations. To achieve this, a linguistically well-informed language teacher needs to focus on his role as a facilitator, an interdependent member of the classroom, a needs analyst, a counsellor, and a group activity manager. In addition, the teacher needs to remember that in communicative classroom students negotiate (for meaning) between themselves in their own ways in the classroom communications. Therefore, a linguistically well-informed teacher needs to consider what classroom activities he needs to pick up to achieve the ultimate goal of the CLT, which is the communicative competence.]]>
<![CDATA[PENGEMBANGAN SILABUS TOEFL READING UNTUK MAHASISWA PRODI SELAIN BAHASA INGGRIS DI UNIPDU JOMBANG ]]>
<![CDATA[Suciati, Endang]]>;
<![CDATA[sarah, Mai]]>
<![CDATA[ Educate Vol 4, No 1 (2015) ]]>
Publisher : <![CDATA[Educate ]]>
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<![CDATA[Penelitian ini didasari pada fakta bahwa silabus TOEFL Reading yang selama ini digunakan di Unipdu Jombang masih dirasa kurang memenuhi kebutuhan para mahasiswa, sebab hanya terdiri dari materi dan sejumlah latihan soal serta kunci jawaban dengan pembahasan singkat. Secara ringkas, penelitian ini menggunakan dua tahap analisis. Pertama, dianalisis jenis soal-soal apa sajakah yang sering muncul pada TOEFL reading. Langkah kedua yaitu mengidentifikasi jenis soal yang menjadi kelemahan para mahasiswa. Penelitian ini menggunakan analisis kebutuhan berupa survey. Responden sejumlah 25 orang diberikan tes. Materi tes tersebut yaitu soal-soal reading yang sering muncul dalam TOEFL. Dari hasil tes tersebut, dapat ditarik kesimpulan mengenai materi apa saja yang harus disampaikan dalam pelatihan TOEFL reading untuk 3 pertemuan. Materi-materi tersebut adalah: vocabulary, reference, topic, exception, inference, dan passage organization Kata Kunci: TOEFL Reading, Analisis Kebutuhan, Silabus.]]>
<![CDATA[DESIGNING A READING TEACHING MATERIAL BASED ON THE STUDENTS’ WEAKNESS POINTS IN ANSWERING UN READING TESTS AT SMA EXCELLENT AL-YASINI ]]>
<![CDATA[Hidayati, Putri Nurul]]>;
<![CDATA[Fanani, Achmad]]>
<![CDATA[ Educate Vol 4, No 1 (2015) ]]>
Publisher : <![CDATA[Educate ]]>
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<![CDATA[The senior high school students often had difficulty understanding and answering UN Reading questions so that they had English UN scores less than 4,00. This research is aimed at designing a reading teaching material for the twelfth grade students of SMA Excellent Al-Yasini Kraton Pasuruan. The teaching material was based on the students‟ weakness points in answering UN reading questions. The method used of this research was quantitative analysis. Meanwhile, the sampling was cluster random consisting of 20 students. The data were collected through test and analyzed by using percentage calculation. The findings of this research as follows, the students mainly had difficulty on three types of questions in explanation text: word meaning (100%), unstated information (90%), and main idea (80%), in discussion text, it was identified that the students had problem dealing unstated information (85%) and detailed information (75%), the most problematic question for the students in news item was detailed information (95%) and in exposition text, detailed information (85%) was also the students‟ difficulty. Based on the findings, it can be concluded that the teaching material developed consisted of the materials that were in accordance with the students‟ proficiency level as shown by the results of the research]]>
<![CDATA[PELAFALAN BUNYI PANJANG BAHASA JEPANG PADA MAHASISWA, PENGAJAR DAN PENUTUR ASLI BAHASA JEPANG PROGRAM STUDI PENDIDIKAN BAHASA JEPANG UNIVERSITAS BRAWIJAYA. ]]>
<![CDATA[Febriyanti, Rike]]>;
<![CDATA[Indrowaty, Sri Aju]]>
<![CDATA[ Educate Vol 4, No 1 (2015) ]]>
Publisher : <![CDATA[Educate ]]>
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<![CDATA[Penelitian ini menunjukkan bahwa (1) pelafalan kosakata bunyi panjang yang dihasilkan pengajar dan mahasiswa cenderung lebih pendek daripada penutur asli. (2) Tidak ada perbedaan yang signifikan antara pelafalan kosakata bunyi panjang oleh pengajar dengan penutur asli. (3) Tidak ada perbedaan yang signifikan antara pelafalan kosakata bunyi panjang oleh mahasiswa dengan penutur asli. (4) Pelafalan kosakata bunyi panjang oleh mahasiswa lebih pendek daripada pengajar tetapi data pelafalan kosakata bunyi panjang oleh pengajar standar deviasinya sangat tinggi daripada mahasiswa dan penutur asli. Kata Kunci: pelafalan, kosakata bunyi panjang, guru, murid, penutur asli]]>
<![CDATA[IMPROVING THE EIGHTH YEAR STUDENTS’ READING COMPREHENSION BY USING NUMBERED HEADS TOGETHER (NHT) AT SMP MUHAMMADIYAH 2 KALISAT – JEMBER ]]>
<![CDATA[Muhammad Saifuddin]]>;
<![CDATA[Dedi Malik Wijaya]]>
<![CDATA[ Educate Vol 4, No 1 (2015) ]]>
Publisher : <![CDATA[Universitas Pesantren Tinggi Darul Ulum Jombang ]]>
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<![CDATA[Reading refers to the ability to read and understand the written text. Reading is one way to find information. The use of Numbered Heads Together (NHT) model offered the students to work in groups and help them out to improve their reading comprehension. This research was done through cycle model and the data of the research were taken from the result of observation and reading test. After having two cycles of the implementation, it showed that there was an improvement. The students‟ active participation increased from 60,86% to 73.91% while the result of students reading test increased from 60,86% of the students to 73.91% or 17 students. Based on this result, it can be concluded that the use of NHT could improve the eighth year students‟ reading comprehension.]]>
<![CDATA[COMMUNICATIVE LANGUAGE TEACHING: IMPLICATIONS FOR THE COMMUNICATIVE CLASSROOM ]]>
<![CDATA[Achmad Farid]]>
<![CDATA[ Educate Vol 4, No 1 (2015) ]]>
Publisher : <![CDATA[Universitas Pesantren Tinggi Darul Ulum Jombang ]]>
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<![CDATA[A linguistically informed teacher about views of language can either adopt structuralist or functionalist approach to successfully teach language in his/her classroom. The Communicative Language Teaching is aimed at attracting second language learners to purposeful classroom activities in which learners use and reproduce language as it is practiced in real communication beyond the classroom in meaningful situations. To achieve this, a linguistically well-informed language teacher needs to focus on his role as a facilitator, an interdependent member of the classroom, a needs analyst, a counsellor, and a group activity manager. In addition, the teacher needs to remember that in communicative classroom students negotiate (for meaning) between themselves in their own ways in the classroom communications. Therefore, a linguistically well-informed teacher needs to consider what classroom activities he needs to pick up to achieve the ultimate goal of the CLT, which is the communicative competence.]]>
<![CDATA[PENGEMBANGAN SILABUS BAHASA INGGRIS KEBIDANAN DI UNIPDU SESUAI DENGAN LEVEL 5 KKNI (SEBUAH ANALISIS KEBUTUHAN) ]]>
<![CDATA[Irta Fitriana]]>
<![CDATA[ Educate Vol 4, No 1 (2015) ]]>
Publisher : <![CDATA[Universitas Pesantren Tinggi Darul Ulum Jombang ]]>
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<![CDATA[This research is based on the fact that the syllabus for learning English at D-3 Midwifery Unipdu Jombang was not appropriate with the needs of the profession of a midwife. The results showed that the syllabus‟ content of English required by the graduate of D3 midwifery Unipdu is as follows: General expressions: 1) common phrases to start and end a conversation with a client. 2) The introductory phrases. 3) Therapeutic greetings. 4) Numbers. 5) Time expressions. 6) Phrases to praise. 7) Phrases to calm someone. Grammar: 1) Yes / No questions / Wh questions. 2) Imperative sentences. Vocabulary: 1) Vocabulary about teens‟ physical changes. 2) Vocabulary on adolescent mental changes. 3) Vocabulary of the human‟s reproductive system. 4) Vocabulary related to pregnancy. 5) Vocabulary related to patient's vital signs. 6) Vocabulary of human‟s reproductive system. 7) Vocabulary related to childbirth. 8) Vocabulary related to signs of labor. 9) Vocabulary of stages of labor. 10) Vocabulary of after birth. 11) Vocabulary of contraception. 12) Vocabulary of newborn care. 13) Vocabulary of infant feeding. 14) Vocabulary of reproductive disorders in women Keywords: Syllabus, KKNI level 5, Needs Analysis]]>
<![CDATA[PENGEMBANGAN SILABUS TOEFL READING UNTUK MAHASISWA PRODI SELAIN BAHASA INGGRIS DI UNIPDU JOMBANG ]]>
<![CDATA[Endang Suciati]]>;
<![CDATA[Mai sarah]]>
<![CDATA[ Educate Vol 4, No 1 (2015) ]]>
Publisher : <![CDATA[Universitas Pesantren Tinggi Darul Ulum Jombang ]]>
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<![CDATA[Penelitian ini didasari pada fakta bahwa silabus TOEFL Reading yang selama ini digunakan di Unipdu Jombang masih dirasa kurang memenuhi kebutuhan para mahasiswa, sebab hanya terdiri dari materi dan sejumlah latihan soal serta kunci jawaban dengan pembahasan singkat. Secara ringkas, penelitian ini menggunakan dua tahap analisis. Pertama, dianalisis jenis soal-soal apa sajakah yang sering muncul pada TOEFL reading. Langkah kedua yaitu mengidentifikasi jenis soal yang menjadi kelemahan para mahasiswa. Penelitian ini menggunakan analisis kebutuhan berupa survey. Responden sejumlah 25 orang diberikan tes. Materi tes tersebut yaitu soal-soal reading yang sering muncul dalam TOEFL. Dari hasil tes tersebut, dapat ditarik kesimpulan mengenai materi apa saja yang harus disampaikan dalam pelatihan TOEFL reading untuk 3 pertemuan. Materi-materi tersebut adalah: vocabulary, reference, topic, exception, inference, dan passage organization Kata Kunci: TOEFL Reading, Analisis Kebutuhan, Silabus.]]>
