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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 INTERNAL CONSISTENCY OF UNIPDU'S ENGLISH PROFICIENCY TEST Fanani, Achmad
Educate Vol 2, No 2 (2013)
Publisher : Educate

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Abstract

THE INTERNAL CONSISTENCY OF UNIPDU'S ENGLISH PROFICIENCY TEST
MODEL PENGAJARAN LANGSUNG DALAM PEMBELAJARAN BAHASA JEPANG MELALUI MEDIA ORIGAMI UNTUK SISWA SD KELAS AWAL Andari, Novi; Wahyudin, Zida
Educate Vol 3, No 1 (2014)
Publisher : Educate

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Abstract

Novi Andari 1 Zida Wahyuddin 2 Jurusan Bahasa Jepang Untag Surabaya Abstrak Membuat proses belajar yang menarik perhatian siswa adalah tugas guru. Guru harus memahami jurus mengajar yang sesuai dengan karakteristik belajar siswanya. Terutama ketika memperkenalkan bidang pembelajaran baru di luar bidang pembelajaran utama di kelas. Agar siswa tertarik dan memperoleh manfaat belajar dalam mempelajari hal baru diperlukan pemilihan model pembelajaran yang tepat. Dalam makalah ini membahas tentang simulasi pembelajaran bahasa Jepang dasar untuk siswa kelas awal sekolah dasar terutama kelas 2 dan 3 melalui media origami yang menggunakan model pembelajaran langsung. Model pembelajaran langsung mengutamakan pendekatan deklaratif dengan titik berat pada proses belajar konsep dan keterampilan motorik, sehingga menciptakan suasana pembelajaran yang lebih terstruktur. Simulasi ini dilakukan dalam kegiatan penelitian yang bertujuan untuk mengetahui keberhasilan penggunaan model pembelajaran langsung dalam proses memperkenalkan bahasa Jepang dasar bagi siswa sekolah dasar kelas awal melalui media origami. Hasil evaluasi belajar ditunjukkan dalam bentuk prosentase pemahaman siswa terhadap bahasa Jepang dasar dan keterampilan origami. Kata Kunci : Model Pembelajaran Langsung, Bahasa Jepang, Media Belajar, Origami
PELAFALAN BUNYI PANJANG BAHASA JEPANG PADA MAHASISWA, PENGAJAR DAN PENUTUR ASLI BAHASA JEPANG PROGRAM STUDI PENDIDIKAN BAHASA JEPANG UNIVERSITAS BRAWIJAYA. Febriyanti, Rike; Indrowaty, Sri Aju
Educate Vol 4, No 1 (2015)
Publisher : Educate

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Abstract

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
THE EFFECT OF ROLE PLAYING TECHNIQUE APPLIED ON STUDENTS` SPEAKING COMPETENCE Budiana, Kartika Marta
Educate Vol 2, No 2 (2013)
Publisher : Educate

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Abstract

This study aims to see the effect of the role playing technique application in on students` speaking competence, that covers (1) How is the effect of Role Playing teaching technique applied to the students` speaking competence on experimental class; and (2) How is the effect of conventional teaching applied to students` speaking competence on control class. The study based on the several language teaching technique principles such as the role playing technique and the speaking itself and some related previous studies. This study uses quantitative approach, specifically the experimental one. In this technique, there are two groups as the subjects, experimental and control and two instruments. The experimental group contains thirty students and the control group contains twenty five students. The experimental group has the role playing technique as the treatment, while the control doesn`t. Before the treatment given, both of the group is given the pre-test to check their ability level. Then, after the treatment is given, the post-test is given to the both groups. The instruments to get the data are the oral test and questionnaire for the discussion. The subjects are the students of Junior High 2 level book program in YPIA English Course, Jalan Sumatera Branch, Surabaya. The data of this study is students` score and from the tests` score it can be seen there is a positive significant difference in the experimental group. The t-test to test hypothesize also shows that it is accepted which said that there is an improvement on the students` speaking competence achievement. In conclusion, the role playing application effects on the significant difference on the students speaking competence achievement. Keywords: Role Playing, Speaking Competence
PEMBUATAN LAGU UNTUK PENGAJARAN IRREGULAR ADVERBS DAN IRREGULAR PLURALS BERIRAMA QASIDAH maisarah, maisarah
Educate Vol 4, No 2 (2015)
Publisher : Educate

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Abstract

Penelitian ini bertujuan membantu pelajar khususnya santri di pondok pesantren Darul Ulum Jombang dalam mengingat kosa kata bahasa Inggris melalui lagu Berirama qasidah. Kosa kata bahasa Inggris yang dimaksud adalah Irregular Adverbs dan Irregular Plural. Model pengembangan Hannafin dan Peck Design diterapkan dalam penelitian ini. Ada tiga fase dalam model ini, yaitu fase Analisis Kebutuhan, fase Pendesainan, dan fase Evaluasi/Penilaian. Penelitian ini menghasilkan dua lagu. Lagu pertama yaitu Mabruk Alfa Mabruk yang digunakan untuk menghapalkan kosa kata Irregular Adverbs. Dalam lagu ini siswa dapat menghapal sebanyak 8 irregular Adverbs lengkap dengan perubahan serta artinya. Lagu kedua yaitu Mayjuz yang digunakan untuk menghapalkan kosa kata Irregular Plural. Dalam lagu ini siswa dapat menghapal sebanyak 26 irregular adverbs beserta perubahannya.
EMBEDDING ICT IN THE TEACHING OF WRITING: WEBLOG AS AN ALTERNATIVE TOOL Utari, Dian Asa
Educate Vol 1, No 1 (2012): Jurnal Educate
Publisher : Educate

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Abstract

Dian Asa Utari Muhammadiyah University of Sidoarjo dian_asa_demos@yahoo.com   Abstract The arrival of digital technology has done much to change the way in which learning is displayed, shared, and analyzed in multimedia, as well as hypermedia environments. The adoption level of emerging web technologies is on the rise in academic settings. Students become more technologically literate and the trends of writing are shifting from paper-based texts to screen based texts. This paper first points out the teaching of writing in the digital age, with the integration of Information and Communication Technologies where Weblog is used as a promising tool. Toward this end, this paper further explains briefly about Weblog in writing course, its features and types, and technical matters concerning how to use weblog for writing instruction. The advantages of using Weblog are also described in this paper, carrying out the idea of utilizing Weblog in the writing subjects in the higher level of education.   Key words:  information and communication technologies, weblog, teaching of writing Abstract Kedatangan teknologi digital telah banyak mengubah cara pembelajaran dimana pembelajaran ditampilkan, dibagi, dan dianalisis dalam multimedia, demikian juga lingkungan hypermedia. Tingkat adopsi teknologi web meningkat di setting akademik. Siswa menjadi lebih melek teknologi dan tren penulisan beralih dari berbasis kertas naskah berbasis layar teks. Makalah ini pertama menunjukkan pengajaran menulis di era digital, dengan integrasi Teknologi Informasi dan Komunikasi di mana Weblog digunakan sebagai alat yang menjanjikan. Sampai disini, tulisan ini lebih lanjut menjelaskan secara singkat tentang Weblog dalam mata kuliah writing, fitur dan jenis-jenisnya, dan hal teknis mengenai bagaimana menggunakan weblog dalam pengajaran writing. Keuntungan menggunakan Weblog juga dijelaskan dalam makalah ini, melaksanakan ide memanfaatkan Weblog dalam mata kuliah writing di level universitas. Kata kunci: information and communication technologies, weblog, teaching of writing      
DESIGNING EPT TRAINING SYLLABUSES FOR NON-ENGLISH DEPARTMENT STUDENTS OF UNIPDU JOMBANG (A STUDENTS’ NEEDS ANALYSIS) Fanani, Ahmad
Educate Vol 1, No 1 (2012): Jurnal Educate
Publisher : Educate

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Abstract

Achmad Fanani Universitas Pesantren Tinggi Darul Ulum Jombang akufanani@gmail.com  Abstract The EPT test is an internationally accepted standard of English that measures the academic English proficiency of a non-native speaker of English. This research is aimed at designing EPT training syllabuses that meet the needs of non-English department students of UNIPDU Jombang with low level of English proficiency. In general, the contents of the syllabuses based on the students’ needs analysis are as follows: 1. Listening comprehension: PART A:  meaning questions, suggestion, prediction, implication, inferences, PART B: topics of conversations, details of conversations, PART C: topics of talks/lectures, details of talks/lectures; 2. Structure and Written Expression: a. Incomplete sentences: conjunctions, comparisons, subject missing, adjective clauses, b. 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, syllabuses   Abstrak EPT test adalah tes Bahasa Inggris berstandard internasional yang mengukur kemampuan bahasa Inggris akademik para petutur bahasa Inggris non-native. Penelitian ini dimaksudkan untuk mendesain silabus untuk pelatihan EPT yang memenuhi kebutuhan mahasiswa dari jurusan non bahasa Inggris UNIPDU Jombang yang berkemampuan bahasa Inggris kurang. Secara umum isi dari silabus berdasar analisis kebutuhan siswa adalah sebagai berikut: 1. Listening comprehension: PART A:  meaning questions, suggestion, prediction, implication, inferences, PART B: topics of conversations, details of conversations, PART C: topics of talks/lectures, details of talks/lectures; 2. Structure and Written Expression: a. Incomplete sentences: conjunctions, comparisons, subject missing, adjective clauses, b. 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, silabus
GRAMMATICAL OVERGENERALIZATION MADE BY LEVEL 1 LEARNERS OF FIRDAUS ENGLISH COURSE (FEC) PATIANROWO, NGANJUK Yusuf, Adi
Educate Vol 1, No 1 (2012): Jurnal Educate
Publisher : Educate

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Abstract

Adi Yusuf University of Pesantren Tinggi Darul Ulum Jombang Adi_yoesop@yahoo.co.id Abstract Besides the influence of first language (L1), learners’ poor knowledge of second language (L2) often leads to mistakes (errors). The phenomenon of second language acquisition errors (L2) caused by the second language (L2) is called overgeneralization (negative intralingual transfer). This study describes grammatical overgeneralization often made by Level 1 students' of Paradise English Course (FEC) Patianrowo, Nganjuk and the factors causing them. The errors at least can be categorized into twelve kinds of errors: tense-related errors, modal-related errors, infinitive-related errors, gerund-related errors, present participle-related errors, noun clause-related errors, pronoun-related errors, article-related errors, preposition-related errors, singular and plural-related errors, and word order-related errors. Those errors are caused by two aspects, they are inductive and deductive reasoning. Keywords: transfer, intralingual transfer (overgeneralization), level 1 students   Abstrak Selain bahasa pertama (L1), pengetahuan pembelajar yang buruk tentang bahasa kedua (L2) sering menyebabkan mistakes (errors). Fenomena kesalahan akuisisi bahasa kedua (L2) yang disebabkan oleh bahasa kedua (L2) disebut overgeneralization (transfer intralingual negatif). Studi ini menggambarkan tata bahasa overgeneralization yang sering dilakukan oleh para siswa tingkat 1 di Firdaus English Course (FEC) Patianrowo, Nganjuk dan faktor-faktor penyebabnya. Errors setidaknya dapat dikategorikan menjadi dua belas jenis: tense-related errors, modal-related errors, infinitive-related errors, gerund-related errors, present participle-related errors, noun clause-related errors, pronoun-related errors, article-related errors, preposition-related errors, singular and plural-related errors, and word order-related errors. Kesalahan-kesalahan disebabkan oleh dua aspek, yaitu penalaran induktif dan deduktif.   Kata kunci: transfer, transfer intralingual (overgeneralisasi), siswa level 1
TEACHING ENGLISH TO YOUNG LEARNERS (PENGAJARAN BAHASA INGGRIS PADA ANAK USIA DINI) Nurhadi, Achmad
Educate Vol 1, No 1 (2012): Jurnal Educate
Publisher : Educate

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Abstract

Achmad Nurhadi Universitas Pesantren Tinggi Darul Ulum Jombang fiais_noha@yahoo.co.id   Abstract Early childhood education essentially aims at providing stimulation in all aspects of child development including physical, intellectual, social, emotional and language development to develop optimally. To provide good education in early childhood we have to understand their characteristics and know their needs according to their developmental level. So we need to provide activities that meet the students needs and present them in a proper way as well. In accordance with the world of early childhood, children learn through play (learning through play) and play is a learning process for them (playing is learning). Therefore we have to give them activities which are appropriate with their world: playing. Keywords: early childhood education, developmental level, learning through play  Abstrak Pendidikan anak usia dini pada dasarnya bertujuan untuk memberikan rangsangan dalam semua aspek perkembangan anak termasuk perkembangan fisik, intelektual, sosial, emosional dan bahasa untuk berkembang secara optimal. Untuk memberikan pendidikan yang baik pada anak usia dini kita harus memahami karakteristik dan kebutuhan mereka sesuai dengan tingkat perkembangan anak. Jadi kita harus menyediakan kegiatan yang sesuai dengan kebutuhan anak didik dan menyampaikannya dengan cara yang tepat pula. Sesuai dengan dunia anak usia dini, anak belajar melalui bermain (learning through play) dan bermain adalah proses belajar bagi mereka (playing is learning). Oleh karena itu kita harus memberi mereka kegiatan dengan cara yang sesuai dengan dunia mereka: bermain.Kata kunci: pendidikan anak usia dini, tingkat perkembangan, belajar dengan bermain
THE IMPORTANCE OF PERSONALITY FACTOR FOR TEACHERS IN TEACHING PROCESS Putri, Trikaloka H
Educate Vol 1, No 1 (2012): Jurnal Educate
Publisher : Educate

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Abstract

Trikaloka H. Putri Universitas Pesantren Tinggi Darul Ulum princess.naura@gmail.com  Abstract Many investigations have been conducted to find out the best formula for successful teaching and learning process. Many factors have been found related to the findings. Teacher is one of important factors that influence the successful teaching and learning process. Teacher is the one who knows well the condition of the students. Social and sociable seem to be important factors in teaching. The teacher who has the two factors will express friendly feelings for others. This teacher enjoyed their relationship with students and preferred nondirective to directive classroom procedures. This kind of teacher listens to the students, accepts students’ contribution and draws ideas from them. Keywords: personality factor, social, sociable   Abstrak Banyak penelitian telah dilakukan untuk mengetahui formula terbaik untuk mendapatkan proses belajar mengajar yang sukses. Banyak faktor yang telah ditemukan. Guru merupakan salah satu faktor penting yang mempengaruhi kesuksesan proses belajar mengajar. Guru adalah orang yang tahu benar kondisi siswa. Sifat social and sociable menjadi faktor penting dalam mengajar. Guru yang memiliki dua faktor itu akan mengekspresikan perasaan ramah pada orang lain. Guru seperti ini menikmati hubungan mereka dengan siswa dan lebih menyukai prosedur kelas nondirective kepada para siswanya. Model guru ini mendengarkan para siswa, menerima masukan siswa dan menarik ide-ide dari mereka. Kata kunci: faktor kepribadian, sosial, dapat bersosialisasi

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