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INDONESIA
Educate
Published by Universitas Pesantren Tinggi Darul ulum
ISSN : 23015101     EISSN : -     DOI : -
Core Subject : Education, Engineering,
Aerospace Engineering Education Languange, Linguistic, Communication & Media
Jurnal ilmiah tentang pendidikan bahasa dan Sastra diterbitkan oleh Prodi. Pendidikan Bahasa Inggris FBS Unipdu Jombang.
Arjuna Subject : -
Articles 91 Documents
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THE STUDENTS’ SCORES ON THE DIFFERENT INSTITUTIONAL TOEFLS AT THE SIXTH SEMESTER ENGLISH DEPARTMENT STUDENTS OF THE PALANGKA RAYA STATE ISLAMIC COLLEGE -, Sabarun
Educate Vol 1, No 2 (2012): Jurnal Educate
Publisher : Educate

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Abstract

ABSTRACT The study attempts to investigate whether there is statistically difference or not on the students’ score between the Deborah’s institutional TOEFL and the Barron’s institutional TOEFL. The study belonged to Ex post facto research. The study was conducted at the sixth semester English department students of Palangka Raya State Islamic College of 2011/ 2012 academic year. The number of the subjects was 62 students.  This study was restricted to two focuses on testing: the Deborah’s institutional TOEFL and the Barron’s institutional TOEFL.  The research instruments applied in the study were test and documentation. To answer the third research problem, the t test for correlated samples was applied. The research findings showed that, based on the statistical calculation, it was found that the t value was 2.904. Based on the Table of t value, if df was 61, the 5% of significant level of t value was at 1.671 and the 1% of significant level of t value was at 2.390.  It could be seen that the empiric t value at 2.904 was higher than the t value theoretic. This could be interpreted that at the 5% and 1% of significant level, there was significant difference on the students’ score between the Deborah’s institutional TOEFL (Mean= 398.63) and the Barron’s institutional TOEFL Mean= 413.92).  This meant that Ha stating that there is statistically difference on the students’ score between the Deborah’s institutional TOEFL and the Barron’s institutional TOEFL was accepted and Ho stating that there is no statistically difference on the students’ score between the Deborah’s institutional TOEFL and the Barron’s institutional TOEFL was rejected. It meant that there was statistically difference on the students’ score between the Deborah’s institutional TOEFL and the Barron’s institutional TOEFL. In this sense, the Barron’s institutional TOEFL was easier than the Deborah’s institutional TOEFL. Key Words: Students’ Score, Institutional TOEFL.
COMMON ERRORS MADE BY PMC STUDENTS AT EEC (EFFECTIVE ENGLISH COURSE) JOMBANG IN PRONOUNCING ENGLISH SILENT-LETTERS Fanani, Achmad; Mawardi, Mohammad Yazid
Educate Vol 1, No 2 (2012): Jurnal Educate
Publisher : Educate

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Abstract

Abstract Interference is the influence of first language (L1) into second language (L2)(negative interlingual transfer) that generally leads to errors. Thus the mother tongue of first language in fact interferes to the second language. Besides, markedness is the obvious factor contributing the errors as well. This study investigates the interference of Indonesian language (L1) into the English language acquisition commonly made by PMC, Prospective Model Class, students at Effective English Course (EEC) Jombang. More specifically, this study describes the influence of Indonesian pronunciation into English pronunciation acquisition that causes errors and the language-based factors that influence the occurrence of interference. The result of this research shows that the errors related to the interference of L1 are categorized into 12 kinds of errors: pronouncing silent ‘b’, pronouncing silent ‘c’, pronouncing silent ‘d’, pronouncing silent ‘g’, pronouncing silent ‘gh’, pronouncing silent ‘h’, pronouncing silent ‘k’, pronouncing silent ‘l’, pronouncing silent ‘p’, pronouncing silent ‘s’, pronouncing silent ‘t’, and pronouncing silent ‘w’. Keywords: L1 interference, markedness, PMC students
PENGARUH METODE PEMBELAJARAN KOOPERATIF TIPE TAI (TEAM ASSISTED INDIVIDUALIZATION) TERHADAP KETERAMPILAN BERBICARA (話し方) BAHASA JEPANG SISWA KELAS XI IPS SMA NEGERI 11 SURABAYA TAHUN AJARAN 2010-2011 -, Fitrotunnaja
Educate Vol 1, No 2 (2012): Jurnal Educate
Publisher : Educate

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Abstract

Abstrak Kesulitan siswa kelas XI SMA Negeri 11 Surabaya dalam melakukan percakapan bahasa Jepang membuat proses belajar mengajar menjadi tidak efektif dan tidak menyenangkan, sehingga hasil belajar yang diperoleh siswa juga kurang memuaskan. Berdasarkan hasil dan pembahasan penelitian dapat ditarik simpulan bahwa perbedaan keterampilan berbicara bahasa Jepang dalam penelitian ini semata-mata disebabkan oleh pengaruh penerapan metode pembelajaran kooperatif tipe TAI dan metode pembelajaran konvensional, dengan demikian metode pembelajaran kooperatif tipe TAI mempunyai pengaruh positif. Hal ini dibuktikan dengan adanya peningkatan hasil belajar siswa di kelas eksperimen lebih besar dibandingkan dengan peningkatan hasil belajar siswa di kelas kontrol. Berdasarkan koefisien korelasi yang sangat rendah simpulan penelitian tidak dapat digunakan untuk memprediksi atau menggeneralisasikan pada siswa kelas XI SMA Negeri Surabaya. Jadi metode pembelajaran kooperatif tipe TAI mempunyai pengaruh positif tetapi tidak signifikan terhadap siswa kelas XI IPS SMA Negeri 11 Surabaya tahun ajaran 2010/2011. Kata kunci : pembelajara kooperatif, TAI, hanashikata
PROMOTING NATIONALISM IN TEACHING ENGLISH TO PRIMARY SCHOOL STUDENT Anjarwati, Rosi
Educate Vol 4, No 2 (2015)
Publisher : Educate

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Abstract

Primary School in Indonesia is considered to be a basic formal education which has some specific objectives. It is believed that nationalism should be introduced in these ages to build a person with good nationalism character. Anxiety about young generation’s national character causes consideration of removing English subject from Primary school curriculum while today’s demand of English competency is very high. Many people worry about the influence of western culture that can omit students’ national character if it is taught from Primary School level. In fact, the importance of teaching English at early age is clearly needed to create qualified Indonesian human resources in the future. This article aims to propose idea which can give solution to maintain nationalism through teaching English at primary school by giving some alternative models of teaching method and suggested materials. Key words: Nationalism, Primary School, teaching English Sekolah Dasar di Indonesia adalah pendidikan dasar formal yang memiliki beberapa tujuan tertentu. Banyak pendapat meyakini bahwa nasionalisme seharusnya diperkenalkan pada masa masa ini untuk membentuk insan berkarakter nasional yang baik. Kekhawatiran terhadap karakter nasional generasi muda menjadi pertimbangan dihapusnya mata pelajaran Bahasa Inggris di kurikulum Sekolah Dasar, disisi lain kebutuhan untuk memiliki kompetensi berbahasa Inggris sangatlah tinggi. Banyak orang khawatir terhadap pengaruh budaya barat yang dapat mengilangkan karakter nasional siswa jika Bahasa Inggris diajarkan mulai tingkat Sekolah Dasar. Kenyataanya, pentingnya pengajaran Bahasa Inggris sejak dini sangat diperlukan untuk menciptakan sumber daya manusia yang berkualitas di masa yang akan datang. Artikel ini bertujuan untuk mencetuskan ide yang dapat menjadi solusi mempertahankan nilai nilai nasionalisme melalui pengajaran Bahasa Inggris di Sekolah Dasar dengan memberi beberapa contoh metode pembelajaranalternatif beserta materinya. Kata Kunci: Nasionalisme, Sekolah Dasar, pengajaran Bahasa Inggris
LEARNING STRATEGY EMPLOYED BY EFL STUDENTS IN A LISTENING COMPREHENSION CLASS Handayani, Lilik
Educate Vol 3, No 1 (2014)
Publisher : Educate

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Abstract

Lilik Handayani Politeknik Perkapalan Negeri Surabaya (lily9.handayani@gmail.com) Abstract The present study was a case study undertaken to investigate the learning strategy employed by an EFL student and improvement of his listening comprehension. Participant‟s learning strategy was measured by Strategy Inventory for Language Learning (SILL) questionnaire and Strategic Listening Interview (SLI). The participant‟s listening comprehension skill was measured by an EFL listening comprehension test. The result of SILL questionnaire was calculated and analyzed to determine the most dominantly applied learning strategy. It was triangulated to the result of SLI, whereas the result of listening comprehension test was linked to the learning strategy. The findings revealed that the higher the level of strategic listening score the student obtained, the higher the score he attained on the listening comprehension test and vice versa. Keywords: learning strategy, SLI, SILL
PENGEMBANGAN SILABUS TOEFL LISTENING UNTUK MAHASISWA NON BAHASA INGGRIS DENGAN TINGKAT KEMAMPUAN BAHASA INGGRIS RENDAH Maisarah, Maisarah
Educate Vol 3, No 1 (2014)
Publisher : Educate

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Abstract

Oleh: Maisarah, S.S., M.Si 1 Endang Suciati, M.A 2 Fakultas Bahasa dan Sastra Unipdu Jombang (inmai5@yahoo.com) ABSTRAK Artikel ini membahas tentang identifikasi kelemahan mahasiswa non bahasa Inggris dengan kemampuan rendah (skor TOEFL < 450) dalam mengerjakan soal TOEFL Listening dalam rangka penyusunan silabus pelatihan TOEFL Listening. Berdasarkan analisis butir soal, jenis soal yang paling sering muncul pada Listening part A adalah: meaning question, prediction, suggestion, implication, dan inference. Sedangkan pada listening part B, jenis soal yang paling sering muncul adalah topics dan details. Pada listening part C, jenis soal yang sering muncul adalah topics dan details. Setelah melakukan tes pada responden, pada Listening Part A, semua responden mengalami kesulitan dalam menjawab jenis soal meaning question. Pada Listening part B, jenis soal topics juga dirasakan sulit bagi semua responden. Pada listening part C, jenis soal details adalah jenis soal yang menjadi kendala para responden. Dengan demikian, penyusunan silabus harus disesuaikan dengan kebutuhan mahasiswa berdasarkan analisis kempuan mahasiswa dalam TOEFL Listening. Kata Kunci: TOEFL Listening, Mahasiswa jurusan non bahasa Inggris, Analisis Kebutuhan, Silabus.
PENGGUNAAN ROLE PLAY UNTUK MENINGKATKAN KEMAMPUAN SPEAKING SISWA SMP DI JOMBANG Fatimatuzzahro, Amanita
Educate Vol 4, No 2 (2015)
Publisher : Educate

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Abstract

Speaking ability is an important factor for people in learning a language, but there are many difficulties faced by the eighth grade students of SMP DU 1. There are lack of vocabulary, motivation, and self confidence. Besides, only 40% of 29 students (11) can pass the target score of KKM (75). Therefore the researcher used role play technique to solve the students’ problems and to improve the students’ speaking ability. There are three kinds of role play, but this research used multiple role play. This research used Classroom Action Research (CAR) based on Kemmis and McTaggart which consists of planning, acting, observing and reflecting. This research used descriptive analysis which is supported by the quantitative and qualitative data. The quantitative data obtained by analyzing the result of students’ achievement test. Then, the qualitative data obtained by analyzing from the result of observation as the students’ involvement. The finding of this research indicated that the implementation of role play technique was successful. From the result of test in cycle, it showed that 26 of the students or 89% of the 29 students could pass the target score. Besides, the result of observation showed that by using role play technique, the students were actively involved during teaching and learning process. However, the improvement of speaking skill through role play could be obtained when role play were conducted under the following situations :1)The role play consisted of small groups of students (each group ideally consisted of two or three students), 2)The explanation of the material and the direction of role play were slowly delivered, 3)The teacher gave role orientation because it made the students easier to understand the task, 4) The students brought their dictionary to help them translate the expressions. Key words : Speaking, Teaching speaking, Role play, Multiple role play.
A CRITICAL PERIOD IN THE ACQUISITION OF PHONOLOGY AND SYNTAX IN A SECOND LANGUAGE farid, achmad
Educate Vol 2, No 2 (2013)
Publisher : Educate

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Abstract

A CRITICAL PERIOD IN THE ACQUISITION OF PHONOLOGY AND SYNTAX IN A SECOND LANGUAGE
IDENTIFYING NON-ENGLISH DEPARTMENT STUDENTS’ WEAKNESS POINTS ON COMMONLY FOUND EPT GRAMMAR PROBLEMS (A STUDENTS’ NEEDS ANALYSIS) Zulfikar, Afifa S.
Educate Vol 3, No 2 (2014)
Publisher : Educate

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Abstract

Abstract The EPT test is a test that measures the academic English proficiency of a non-native speaker of English. This research is aimed at identifying the students‟ weakness points on commonly found grammar problems in EPT. The identification is then used as the basis for constructing a syllabus that meets the students‟ need. In general, the students‟ needs based on the analysis are as follows: 1. Incomplete sentences: conjunctions, comparisons, subject missing, adjective clauses, 2. Underlined words: count/non-count nouns, banana rule, adjectives, prepositions, noun-pronoun agreement, singular/plural nouns; 3. Reading Comprehension and Vocabulary: References, passage organization, exception, inferences, topics, main ideas. Keywords: EPT, students‟ needs, grammar problems Abstrak Tes EPT adalah sebuah tes standar bahasa Inggris yang mengukur kemampuan berbahasa Inggris akademik para petutur non bahasa Inggris. Penelitian ini bertujuan untuk mengidentifikasi kelemahan-kelemahan siswa pada masalah-masalah umum tata bahasa yang sering ditemukan di EPT. Identifikasi tersebut kemudian digunakan sebagai dasar untuk membangun sebuah silabus yang memenuhi kebutuhan siswa. Secara umum, kebutuhan siswa berdasarkan analisis yang telah dilakukan adalah sebagai berikut: 1. Incomplete sentences: conjunctions, comparisons, subject missing, adjective clauses, 2. Underlined words: count/non-count nouns, banana rule, adjectives, prepositions, noun- pronoun agreement, singular/plural nouns; 3. Reading Comprehension and Vocabulary: References, passage organization, exception, inferences, topics, main ideas. Kata kunci: EPT, kebutuhan siswa, masalah tata bahasa
IMPROVING THE EIGHTH YEAR STUDENTS’ READING COMPREHENSION BY USING NUMBERED HEADS TOGETHER (NHT) AT SMP MUHAMMADIYAH 2 KALISAT – JEMBER Saifuddin, Muhammad; Wijaya, Dedi Malik
Educate Vol 4, No 1 (2015)
Publisher : Educate

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Abstract

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.

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