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Edukasi: Jurnal Pendidikan dan Pengajaran
Published by Universitas Islam Negeri Raden Fatah Palembang
ISSN : 23553669     EISSN : 25032518     DOI : https://doi.org/10.19109/hf26hz57
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
Edukasi: Jurnal Pendidikan dan Pengajaran provides a vital forum for exchanging ideas in order to enrich the theories and practices of Education in general and English, Indonesian, and other language education in Indonesia and across the globe. The journal focuses, but not limited to, on the following topics: Education in general, English or Indonesian language teaching, language teaching and learning, language teaching methodologies, pedagogical techniques, teaching and curricular practices, curriculum development and teaching methods, program, syllabus, and materials design, second and foreign language teaching and learning, language education, teacher education and professional development, teacher training, cross-cultural studies, bilingual and multilingual education, translation, language teaching for specific purposes, new technologies in language teaching, and testing and evaluation. It provides an academic platform for teachers, lecturers, and researchers to contribute innovative work in the field.
Arjuna Subject : Umum - Umum
Articles 171 Documents
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L2 teachers' knowledge of L2 learners’ listening and oral interpretation problems: Any correspondence? Karim Sadeghi; Mohammad Ali Rahimi
Edukasi Vol 6 No 2 (2019): Edukasi: Jurnal Pendidikan dan Pengajaran
Publisher : State Islamic University of Raden Fatah Palembang, South Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/ejpp.v6i2.3905

Abstract

The study was aimed at comparing learners’ knowledge of their listening and oral interpretation problems with their teachers’ perception and knowledge of the same problems. Fifty two learners in company with their three instructors participated in the study. The study tapped the students’ reflections on cognitive, affective and linguistic factors impinging on listening and oral interpretation processes and teachers’ perception and knowledge of the same real time listening and interpretation tasks. Introspection techniques, observation and interviews were the main techniques of data collection. Data analysis revealed many congruencies between the learners and their instructors in terms of the listening experiences and perceptions. They included such themes as ‘ineffective strategy of focusing on words’, ‘speedy delivery’, ‘difficulty level of the material’, ‘accent effect’ and ‘parsing problem’. However, some discrepancies were also identified with regard to such core themes as ‘modality’ and affective issues such as ‘stress’, ‘sense of fatigue’ and ‘concentration loss’. The results suggest that instructors’ perception and awareness of their learners’ listening processing and oral translation skills coupled with those of learners can provide rich information in developing listening and oral interpretation programs for translation students and trainers. Key words: oral interpretation, listening processing, knowledge, perception
Challenges and Strategies in Teaching English to Heterogeneous Classes: A Case Study Sri Gustiani
Edukasi Vol 6 No 2 (2019): Edukasi: Jurnal Pendidikan dan Pengajaran
Publisher : State Islamic University of Raden Fatah Palembang, South Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/ejpp.v6i2.3909

Abstract

Heterogeneous classes, also known as mixed-ability classes, in English competency have been threatening to teachers of English at State Polytechnic of Sriwijaya. The effects of teaching English to the heterogeneous classes at Polytechnic of Sriwijaya have been a calling for this study to provide suggesting solutions for the English teachers in this institution. Using purposive sampling, there were eight teachers of English who participated in this study. They were grouped into teachers of English who taught in: (1) engineering departments; and (2) commerce departments. The collected data via individual semi-structured interviews and a focus group interview were analyzed using thematic analysis. The results revealed that there was frequency in the case of challenges like students’ different learning styles and interest, teaching and learning materials as well as its methodology in teaching the heterogeneous classes which, in turned, needed appropriate solutions. The most effective solutions in handling the heterogeneous classes in English learning were applying differentiated instructions, and appropriate classroom management. However, these solutions did not relate to the departments where the teachers of English placed. In fact, student-centered approach is the best strategy in this situation.
Non-Native English Teachers and Varieties of English: Ready, or Not? Yunisrina Qismullah Yusuf
Edukasi Vol 6 No 2 (2019): Edukasi: Jurnal Pendidikan dan Pengajaran
Publisher : State Islamic University of Raden Fatah Palembang, South Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/ejpp.v6i2.3913

Abstract

Language is dynamic. And thus, for English as an international language, it keeps on changing and developing over time. Now there are more non-native English speakers compared to native speakers around the world. Thus, intelligibility becomes fundamental in the world of Englishes. Besides teaching in the English accent (i.e. American or British English) as part of the educational policy given by schools, respectively, non-native English teachers must also be prepared to inform their non-native students of the Englishes around the world. Moreover, research in identifying the varieties of English spoken in different areas around the world are rapidly progressing. Especially in the field of acoustic phonetics, in which the studies here assist researchers and teachers to identify vowel distinctions among different group of English speakers and the extent of the first language (L1) influence. Specifically, the analysis in phonological variations can help teachers deal with variation in varieties of English. Understanding the varieties of English that exist today and having mutual intelligibility can improve communication with different people from different countries around the world.
Instructional Media and English: Using Macromedia Flash to Teach EFL Writing Ponimin Ponimin; Hilma Suryani
Edukasi Vol 6 No 2 (2019): Edukasi: Jurnal Pendidikan dan Pengajaran
Publisher : State Islamic University of Raden Fatah Palembang, South Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/ejpp.v6i2.3971

Abstract

The objectives of this study were to find out whether or not (1) Macromedia Flash enhanced students’ writing competence, and (2) there was significant difference between the students taught by using Macromedia Flash and those who were not. This study employed quasi experimental design, pretest and posttest nonequivalent groups. There were 39 students of one of junior high schools in Jambi participating in this study. They were grouped in two different classes. The experimental group consisted of 20 students while the other 19 students were in control group. The data were collected by using writing test. Students’ paragraphs writing scores in pretest and posttest were analyzed through the use of paired sample and independent sample t-test statistical analysis. The findings showed that first, based on the result of paired sample t-test, there was significant improvement of the students’ writing competence after the intervention. Second, with regard to the result of independent sample t test, there was significant difference of students’ writing competence in experimental group and control group.
|Vol. 6| No. 2|Year 2019 Editorial Team
Edukasi Vol 6 No 2 (2019): Edukasi: Jurnal Pendidikan dan Pengajaran
Publisher : State Islamic University of Raden Fatah Palembang, South Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/ejpp.v6i2.4648

Abstract

Edukasi: Jurnal Pendidikan dan Pengajaran provides a vital forum for exchanging ideas in order to enrich the theories and practices of English education in Indonesia and across the globe. The journal focuses, but not limited to, on the following topics: English language teaching, language teaching and learning, language teaching methodologies, pedagogical techniques, teaching and curricular practices, curriculum development and teaching methods,program, syllabus, and materials design, second and foreign language teaching and learning, language education, teacher education and professional development, teacher training, crosscultural studies, bilingual and multilingual education, translation, language teaching for specific purposes, new technologies in language teaching, and testing and evaluation. It provides an academic platform for teachers, lecturers, and researchers to contribute innovative work in the field.
An Analysis of Visual Social Semiotics in English Textbook Miratul Qoriah
Edukasi Vol. 7, No. 1, June 2020
Publisher : State Islamic University of Raden Fatah Palembang, South Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/ejpp.v6i2.5518

Abstract

The objectives of the study were (1) to analyze the embedded meanings of visual images, and (2) to analyze the suitability between visual and written messages in an English textbook entitled “Pathway to English for SMA/MA Grade X”. The approach of this study was a qualitative one by using grounded theory method. The visual images and written text were analyzed by using the descriptive framework proposed by Kress and Leeuwen (2006). This study revealed that (1) the visual images embedded three visual meanings, namely representation, interactive and composition meaning, and (2) the analysis of the visual messages, then, compared to the written messages in the texts. As the result, some messages (between visual and written messages) were suitable and others were not.
Teaching Narrative Reading Texts by Using MURDER Method to the Eleventh Grade Students Anadya Kavorina
Edukasi Vol. 7, No. 1, June 2020
Publisher : State Islamic University of Raden Fatah Palembang, South Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/ejpp.v7i1.5535

Abstract

Mood, understand, recall, detect, elaborate and review (MURDER) method is an alternative method which enables the students comprehending reading texts, particularly narrative texts, by collaboration working between two groups. The objectives of this study were to find out (1) the significant improvement on the eleventh grade students’ reading comprehension achievement in narrative reading texts before and after being taught by using MURDER method and (2) the significant difference on the eleventh grade students’ reading comprehension achievement in narrative reading texts between those who were taught by using MURDER method and those who were not. This study used quasi experimental design by using pretest and posttest non-equivalent groups design. There were 111 eleventh grade students of SMA Muhammadiyah 2 Palembang in academic year 2016/2017 were used as the population of this study. 57 students from two classes were taken as sample by using convenience sampling. 28 students from class XI IPA 2 were as the experimental group and 29 students from class XI IPA 1 were as the control group. In collecting the data, multiple choice tests were used in pretest and posttest to experimental and control groups. The data of pretest and posttest were analyzed by using independent sample t-test and paired sample t-test in SPSS program. The findings showed that the p-output from independent sample t-test was lower than 0.05 and the result of p-output from paired sample t-test was lower than 0.05. It means that MURDER method can be implemented as one of alternative method in teaching narrative reading texts.
The Correlation between Self-Regulation Learning and Listening Comprehension of the Eleventh Grade Students Desi Yulianti
Edukasi Vol. 7, No. 1, June 2020
Publisher : State Islamic University of Raden Fatah Palembang, South Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/ejpp.v7i1.5566

Abstract

This research aimed to describe the correlation between self-regulation and listening comprehension. The method which was used in this research was correlational research. The population of the research was the eleventh grade students of SMA Muhammadyah 2 Palembang. There were 105 students from four classes as the population in this research. The sample was taken by using a total sampling which consists of 99 students. Furthermore, there were two variables in this research. The first one was self-regulation (variable X) and the second one was listening comprehension (variable Y). The self-regulation score was taken from the MSLQ questionnaire whereas the student’ comprehension in listening was taken from TOEFL Junior descriptive statistics for the MSLQ and listening comprehension. Based on Pearson Product Moment Correlation Coefficient, the result indicated that the pattern of correlation between self-regulation and listening comprehension was negative. The correlation coefficient or the r-obtained (.300) was higher than r-table (.0.1663). Then, the level of probability (p) significance (sig.2-tailed) was .003. It means that p (0.03) was lower than .05. Thus, there was a significant correlation between the self-regulation and listening comprehension.
Using Guided Writing Strategy Strategy in Teaching Descriptive Writing to the Tenth Grade Students Nelly Megawati
Edukasi Vol. 7, No. 1, June 2020
Publisher : State Islamic University of Raden Fatah Palembang, South Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/ejpp.v7i1.5590

Abstract

The objectives of the study were to find out whether or not there was a significant difference on the tenth grade students’ descriptive text writing who were taught by using Guided Writing Strategy Strategy and those who were not, and to find out whether or not there were significant differences on the tenth grade students’ descriptive writing in excellent, good, average and poor categories by using Guided Writing Strategy Strategy at SMA Muhammadiyah 6 Palembang. The population of this study consisted of 132 students of SMA Muhammadiyah 6 Palembang in the academic year of 2017/2018. There were 64 students taken as sample. Each class consisted of 32 students from class X.IPA A chosen as experimental group and class X.IPA C chosen as control group. The sample of this study was taken by using purposive sampling method. The instrument used in collecting the data was written test. The test was administered twice, as the pretest and posttest for both experimental and control group. The results of the test were analyzed by using independent sample t-test and Two-way ANOVA. From the result of the independent sample t-test, it was found that there was a significant difference from students’ posttest experimental and control group, since the p-output (0.002) was lower than 0.05. From the result of the Two-way ANOVA, it was found that there were significant differences on students’ descriptive text writing who were taught by using Guided Writing Strategy Strategy, since the p-output (0.197) was higher than 0.05. The result alsho showed that there was no significant interaction effect of students’descriptive writing in excellent, good, average and poor categories.
Students’ and Teachers’ Beliefs on English Language Teaching: A Study in One Islamic Boarding School Mustika Rini
Edukasi Vol. 7, No. 1, June 2020
Publisher : State Islamic University of Raden Fatah Palembang, South Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/ejpp.v7i1.5697

Abstract

This study was done to find out (1) whether there was a significant difference between students and teachers belief in one Islamic boarding school in Palembang, (2) the teacher beliefs on English language teaching in Islamic boarding school in Palembang, and (3) students’ beliefs on English language teaching in one Islamic boarding school Palembang. This study employed a mixed method research design. Participants for collecting quantitative data were 55 students and 1 teacher, meanwhile the participants for qualitative data were 6 students and 1 teacher. In order to collect the quantitative data, questionnaire was used, and for qualitative data, interview was used. These instruments were used to find the difference of beliefs between students and teacher on English language teaching. From this study, it was found out the difference beliefs between students and teacher on English language teaching toward communicative language strategy and target language use. Moreover, from the interview results, the differences between students and teachers’ beliefs in communicative language strategies and target language use were also found.

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