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INDONESIA
Jurnal S2 Pendidikan Bahasa Inggris
Published by Universitas Sebelas Maret
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Articles 7 Documents
 1 
THE EFFECTIVENESS OF INQUIRY BASED TEACHING TO TEACH GRAMMAR VIEWED FROM STUDENTS’ RISK-TAKING Isnaini, Eris; Asib, Abdul; Sujoko, Sujoko -
ENGLISH LANGUAGE TEACHING IN INDONESIA Vol 1, No 5 (2014): ELTINDO
Publisher : Magister Pendidikan Bahasa Inggris Pascasarjana FKIP UNS

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Abstract

This research is aimed at finding out whether : first, inquiry based teaching is more effective than lecture method to teach grammar; second, the students with highlevel of risk-taking have better grammar mastery than those with low level of risktaking; and third, there is an interaction between the teaching methods and students’ risk-taking in teaching grammar. This research is an experimental study. It was carried out at the English Education Department of Veteran Bangun Nusantara University Sukoharjo in the Academic Year of 2013/2014. The population of this research is the first semester students of the English Education Department of Veteran Bangun Nusantara University Sukoharjo in the Academic Year of 2013/2014.The sample of this research consists of two classes; class A was used as theexperimental group treated by using inquiry based teaching and class B as thecontrol group treated by using lecture method. The sampling technique used iscluster random sampling. The instruments used to collect the data are students’ risktaking questionnaire and grammar mastery test. The data were analyzed by using multifactor analysis of variance (ANOVA 2X2) and Tukey test. Based on the results of the analysis, the findings of this research are: (1) inquiry based teaching is more effective than lecture method to teach grammar; (2) the students with high level of risk-taking have better grammar mastery than those with low level of risk-taking; and (3) there is an interaction between teaching methods and students’ risk-taking to teach grammar. In addition, the result of Tukey test shows that: (a) for the students having high risk taking, inquiry based teaching differs significantly from lecture method to teach grammar because qo (between A1B1and A2B1) is higher than qt andinquiry based teaching is more effective than lecture method to teach grammar because the mean of A1B1 is higher than A2B1; and (b) for the students having low risk taking, lecture method does not differ significantly from inquiry based teaching to teach grammar because qo (between A1B2and A2B2) is lower than qt. Based on the above findings, it can be concluded that inquiry based teaching is an effective method to teach grammar for the first semester students of the English Education Department of Veteran Bangun Nusantara University Sukoharjo in the Academic Year of 2013/2014. The effectiveness of the method is influenced by the students’ level of risk-taking.Key words: Inquiry based Teaching, Lecture Method, Grammar Mastery, Risk-taking, Experimental Study
IMPROVING STUDENTS’ ENGLISH SPEAKING SKILL THROUGH PORTOFOLIO CONFERENCE (A Classroom Action Research at Politeknik Madiun) Mulyani, Mulyani; Tarjana, Samiati; Tarjana, Heribertus
ENGLISH LANGUAGE TEACHING IN INDONESIA Vol 1, No 5 (2014): ELTINDO
Publisher : Magister Pendidikan Bahasa Inggris Pascasarjana FKIP UNS

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Abstract

This study belongs to Classroom Action Research (CAR). This classroomaction research was conducted in Politeknik Madiun in the second semesteracademic year 2012 – 2013, during October to December period with 6 meetingsdivided into 2 cycles. The subyects of this research are the students of PoliteknikMadiun especially students in the second semester which consist of 37 students,they are 35 boys and 2 girls. Portfolio conference had changed the teaching and learning condition. Theteaching and learning condition has progressed positively in one meeting toothers. Eventhough the condition of the class changed from not conducive intoconducive, inactive into active, not alive into alive, uninteresting becameinteresting. The progress can also be seen from the improvement of the amount ofstudents who participated through the students’ presence, discussion, interaction,and performance in the speaking class.Key words : portofolio conference, speaking skill and data reduction
The Effectiveness of Teaching Speaking Using Role-Play Viewed from Students’ Motivation Nugroho, Radityo Tri; Asib, Abdul; Martono, Martono
ENGLISH LANGUAGE TEACHING IN INDONESIA Vol 1, No 5 (2014): ELTINDO
Publisher : Magister Pendidikan Bahasa Inggris Pascasarjana FKIP UNS

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Abstract

This research is aimed at finding out whether: first, Role-Play is more effective than DirectInstruction in teaching speaking in the eighth grade students of SMPN 3 Colomadu in the academic year of 2012/2013; second, the students with high motivation have better achievement in speaking than the students with low motivation; and third, there is an interaction between teaching techniques and the students’ motivation in teaching speaking.The research was carried out at SMPN 3 Colomadu from Oktober 2012 to April 2013. The research method was used as experimental study. The independent variables in this research were the use of teaching methods (Role-Play and Direct Instruction) and the attributive factor was students’ learning motivation, while the dependent variable was speaking achievement. The samples were two classes. In taking the sample, cluster random sampling technique was used. The writer took the data from the second semester students of the eighth grade at SMPN 3 Colomadu. Group 1 and 2 were the sample of the research. The first group was used as the experimental class and the second group was used as the control class. Each class consists of 24 students. They were a non-test technique (aquestionnaire for students’ motivation) and a test technique (speaking test). Furthermore, to analyze the data, the researcher applied the descriptive statistics in looking for mean, median, mode and standard deviation. ANOVA and Tuckey’s test were used as inferential statistics. However, the researcher conducted two prerequisite tests before applying inferential statistics. They were normality test adopting Liliefors method and homogeneity test adopting chi-square (χ2) test.After analyzing the data, the findings are as follows: first, Role-Play is more effective than Direct Instruction to teach speaking; second, The students who have high motivation have better speaking mastery than those having low motivation; third, There is an interaction effect between teaching methods and motivation on students’ speaking achievement. Based on the result above, it can be concluded that Role-Play is more effective to teach speaking competence. The effectiveness is affected by the students’ motivation. Moreover, teachers are suggested to be more creative and innovative in using or even mixing the various kinds of methods in order to facilitate the students who have different characteristics in learning speaking.Keywords: Role Play, Direct Instruction, Student’s Motivation
AN EVALUATION OF ‘ENGLISH SKILLS FOR THE FUTURE’ FOR TENTH GRADE USING THE PERSPECTIVE OF REVISED 2013 CURRICULUM Seniwegiasari, Femy; Rochsantiningsih, Dewi; Kristina, Diah
ENGLISH LANGUAGE TEACHING IN INDONESIA Vol 1, No 1 (2018): ELTINDO
Publisher : Magister Pendidikan Bahasa Inggris Pascasarjana FKIP UNS

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Abstract

This article reports book evaluation in the textbook entitleds ‘English Skills for the Future’ designed forthe tenth grade students of senior high school. The main objective of the research are to: (1) discoverwhether English Skills for the Future is relevant to the English language and literature syllabus ofCurriculum 2013, (2) find out whether English Skills for the Future develops the scientific approach, (3)determine whether English Skills for the Future develops authentic assessment and (4) discover whetherEnglish Skills for the Future meets the characteristics of good English textbook. The data of this study isdocument analysis and observation. The data were collected by using document analysis. The techniqueanalyzing data on the textbook involves data collection, data reduction, data display and drawingconclusion as proposed by Miles and Huberman (1992 : 16). The result confirmed that ES book had met71% criteria of good book with coverage 63% for relevance of the materials to the curriculum, 75% formaterial accuracy, 73% for supporting learning materials, 76% for language appropriateness, 81% forpresentation technique, 71% for teaching and learning technique, 100% for presentation coverage and71% evaluation standard of 2013 curriculum. ES book was relevant to the 2013 Curriculum due to thepresentational activities and activities for character building Keywords : content analysis, English and literature, curriculum 2013, scientific approach, authentic assessment
IMPROVING THE STUDENTS COMPETENCE USING EDMODO POSTING Santoso, Satriyo Imam; Rochsantiningsih, Dewi; Sujoko, Sujoko
ENGLISH LANGUAGE TEACHING IN INDONESIA Vol 1, No 5 (2014): ELTINDO
Publisher : Magister Pendidikan Bahasa Inggris Pascasarjana FKIP UNS

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Abstract

The objectives of the research are: (1) to describe in detail whether Edmodo posting can improve the students’ competence in reading (2) to identify what are the difficulties of implementing Edmodo posting in teaching readings. The method of this research was classroom action research. It was conducted in two cycles which covered planning, implementing, observing, and reflecting. This research was conducted at SMP Negeri 17 Surakarta. The subject of the research was the nine gade students of class D consisting of 27 students. The result of the research showed that (1) edmodo posting can improve the students reading competence in identifying reading indicator in terms of: (a) the students can determine the purpose of the text (b) the student can find out the content of the text (c) the student can determine the main idea of the text and main idea in each paragraph and (d) the students can find the specific and detailed information in each paragraph. (e) the students can find out the references. The means of the students score improved from cycle to cycle. The mean in pre-test: 62, post-test 1: 76, post-test 2: 84 compared with the KKM for reading: 72. (2) edmodo posting can improve the class climate in the term of: (a) the students cooperation looked maximal and alive, (b) the students become active because the reseacher gave them motivation, help, support and encouragement maximally, (c) the task orientation become effective, (d) the involvement of the student make good atmosphere. Keywords: reading competence; edmodo, edmodo posting; classroom action research
THE EFFECTIVENESS OF PWIM TO TEACH WRITING VIEWED FROM STUDENTS’ CREATIVITY (An Experimental Research at the Eighth Grade Students of SMP Negeri 3 Delanggu in the Academic Year of 2013/2014) Mousa, Abdusalam Ali; Ngadiso, Ngadiso; Asib, Abdul
ENGLISH LANGUAGE TEACHING IN INDONESIA Vol 1, No 5 (2014): ELTINDO
Publisher : Magister Pendidikan Bahasa Inggris Pascasarjana FKIP UNS

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Abstract

Background: Students usually get difficulty in how to start writing sentences if the teacherdoes not give the list of verbs they should use in their sentences. Their sentences do not havecorrect punctuation: they use commas and full stop without any good reason or there is nopunctuation where there should be some. Their writing ideas have not been presented in anorder that easily makes sense to the reader. The word selection is not appropriate with thecontext. The purposes of the study are: (1) to reveal whether PWIM is more effective thanGuided Writing in teaching writing for the eighth grade students of SMP Negeri 3 Delanggu;(2) to reveal whether the eighth grade students of SMP Negeri 3 Delanggu who have highcreativity have better writing skill than those having low creativity; (3) to reveal whetherthere i s an interaction between teaching methods and students’ creativity to teach writingfor the eighth grade students of SMP Negeri 3 Delanggu. Subjects and Methods: The experimental research was conducted at SMP Negeri 3Delanggu, from November to December 2013. The sample of the research was two classes;those were V D which was treated as experimental class taught by using PWIM and V Bwhich was treated as control class taught by using Guided Writing. Each of them consisted of22 students. The data were in the form of quantitative data that were taken from writingtest and creativity test. The data of writing test were used to know the students’ writing skill.The data of creativity test were used to know the students’ level of creativity. The data ofwriting test were the scores of students’ writing test that was administered after having ninetimes treatments for each class. The researcher analyzed the data using ANOVA and TukeyTest. Result: PWIM is an effective method to teach writing for the students at the eighth gradestudents of SMP Negeri 3 Delanggu. Conclusion: The use of PWIM in teaching writing is effective. Keywords: PWIM, Guided Writing, creativity
IMPLEMENTATION OF SCAFFOLDING TEACHING TECHNIQUE TO IMPROVE STUDENTS’ WRITING SKILL (A Classroom Action Research at the Tenth Grade Students of SMA Negeri I Sumberlawang in the 2011/ 2012 Academic Year) Wulandari, Tri Agustina; Ngadiso, Ngadiso; Asib, Abdul
ENGLISH LANGUAGE TEACHING IN INDONESIA Vol 1, No 5 (2014): ELTINDO
Publisher : Magister Pendidikan Bahasa Inggris Pascasarjana FKIP UNS

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Abstract

The general objective of this research is to improve students’ writingskill of the tenth grade students of SMA Negeri 1 Sumberlawang in the 2011/2012 Academic Year. The research is specifically aimed at finding out (1)whether scaffolding teaching technique improves the students’ writing skill ofthe tenth grade students of SMA Negeri I Sumberlawang; and (2) whathappens in the class when scaffolding teaching technique is administered. Theresearch was a classroom action research which applied scaffolding teachingtechnique to improve students’ writing skill. The research was conducted atSMA Negeri I Sumberlawang; the subjects of the research were 31 students ofclass X3 in the academic year 2011/2012. The research was conducted in twocycles with three meetings of each. Each cycle consisted of four steps:planning, acting, observing and reflecting. The researcher used bothquantitative (the students’ score of writing test) and qualitative data (theinformation about the implementation of scaffolding teaching technique andthe students’ reactions to the technique. The former data were taken from thewriting test; pre-test and post-test of every cycle. The qualitative data weretaken from observation, interview and document analysis. The quantitativedata were analyzed using descriptive statistic. The qualitative data wereanalyzed using Constant-comparative technique proposed by Strauss andGlasser. The results of the research showed that: (1) Scaffolding teachingtechnique can improve students’ writing skill in terms of: (a) developing theinformation/ ideas appropriate with the topic provided; (b) organizing a text;(c) using vocabularies precisely appropriate with the topic provided; (d) usinggrammatical patterns and sentence pattern appropriate with text; (e) spellingthe words appropriately and using suitable punctuation in text; and (2)Scaffolding teaching technique can improve class situation, in terms of: (a)improving students’ participation; (b) creating live teaching atmosphere; (c)improving students’ attention to the lesson; (d) improving the classcooperation. The result of the research showed that scaffolding teachingtechnique was beneficial to improve the students’ writing skill and classsituation. Therefore, scaffolding teaching technique is very potential to beapplied in English class.Key word: writing skill, scaffolding

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