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EDULITE: Journal of English Education, Literature and Culture

edulite
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Published by Universitas Islam Sultan Agung

ISSN : 24775304 EISSN : 25284479 DOI : 10.30659/e

Core Subject : Education,

Education

EduLite Journal of English Education, Literature and Culture is a blind peer review international journal which publishes manuscripts within the fields of teaching English as a first, second or foreign language, English language teaching and learning, English language teachers' training and education, English language and literary studies, literature, and cultures in general (more on focus & scope). It is published by Language and Communication Science Faculty (former Language Faculty), Universitas Islam Sultan Agung twice a year in February and August.

Arjuna Subject : Psikologi - Psikologi (Lain-Lain)

Articles 8 Documents

Search results for , issue "Vol 2, No 2 (2017): August 2017" : 8 Documents clear

DEVELOPING WRITING MATERIALS FOR DEAF STUDENTS Hamdan Anwari
EduLite: Journal of English Education, Literature and Culture Vol 2, No 2 (2017): August 2017
Publisher : Universitas Islam Sultan Agung

This research is aimed at finding out the suitable writing material for deaf students. This research belongs to research and development. The participants of this research were the eleventh graders of SLB Muhammadiyah Dekso Kalibawang of semester 1 in academic year 2013/2014 which consisted of two students. The instruments used in collecting data were questionnaires. The questionnaires were used in the need analysis, material evaluation and students’ response. The data were analyzed descriptively by using percentage. Based on the need analysis, it was found out that students’ need is suitable with material for writing. In developing syllabus, existing syllabus must be added with some exercises. In developing material is in the form of hand out. The hand out is writing material for the deaf students. The developed material is for the first semester academic year of 2013/2014. It consists of three units, five topics and nineteen activities. In the material evaluation from two experts, the developed materials facilitate the deaf students to write. Based on the student’s response, the developed material is appropriate with their English level competence.

IMPROVING STUDENTS’ WRITING NARRATIVE THROUGH WRITING GAMES FOR ACCELERATION CLASS Kheryadi Kheryadi
EduLite: Journal of English Education, Literature and Culture Vol 2, No 2 (2017): August 2017
Publisher : Universitas Islam Sultan Agung

This study addresses how writing games improve acceleration students’ writing narrative achievement, also observe how students’ behavior during playing the games and also the teacher on conducting the games along the research. This study has been conducted in acceleration students. It uses classroom action research, the data analyzed from qualitative and quantitative data. The qualitative data are about teacher’s interview and students’ questionnaire, while the quantitative data is about their scores on writing narrative. To solve the problem, the teacher has implemented Writing Games as a technique. Writing Games contain of games which tend to writing ability and in this case, the teacher chose two kinds of writing games; they are “Silly Story” and “What’s Next?”. “Silly Story” focuses on students’ ability on writing sentences and “What’s Next?” focuses on students’ ability on making paragraph. This research consists of two cycles and each of it has planning, action, observation and reflection. These findings implicate that acceleration students were interested with writing games and involved in it well. However, during the research, especially in the first cycle, there was still one group was less active in “Silly Story” because they could not discuss each other and the group was quiet big.

PREZI, CLOUD-BASED PRESENTATION, FOR TEACHING: HOW IS IT INTERESTING? Santiana Santiana; Asri Siti Fatimah
EduLite: Journal of English Education, Literature and Culture Vol 2, No 2 (2017): August 2017
Publisher : Universitas Islam Sultan Agung

This study aims at analyzing reflection of the use of prezi as instructional media for teaching English in Indonesian context. Prezi is presentation software which is not commonly used in Indonesia producing a cloud-based presentation and storytelling tool for presenting ideas on a virtual canvas. This study is conducted based on the previous survey study done by Fox et.al (2016) finding that all of the students in their study preferred prezi rather than power point as a presentation tool in the areas of ease of use, fun to use, text, graphics, and usage in future presentations. However, this study has a purpose to reflect the student-teacher’s experience when using prezi in teaching English. To obtain the data, journal writing and self-observation by using video recording are used. It deeply investigates: 1) how he creates prezi for teaching English and 2) challenges and benefits of using it for teaching. The finding revealed that prezi is a powerful tool attracting the students’ attention which creates better classroom atmosphere and meaningful learning experience. On the other hand, it encourages the teacher to have high access of internet and be creative on making prezi presentation.

MOTIVATING ENGLISH TEACHERS BASED ON THE BASIC NEEDS THEORY AND AN EXPECTANCY THEORY Hidayatus Sholihah
EduLite: Journal of English Education, Literature and Culture Vol 2, No 2 (2017): August 2017
Publisher : Universitas Islam Sultan Agung

There are two main motivation theories. a hierarchy of basic needs theory, and an expectancy theory. In a Hyrarchy of basic needs theory, Maslow has stated that the basic needs as a main behaviour direction are structured into a hierarchy. There are five basic human needs. The first: Physiological needs such as: salary, bonus or working condition. The second: the safety needs, such as: safe job environment, job security or health cover. The third, social needs, such as union and team work. The next is self esteem, such as getting an award, medal, certificate or any other recognisition. Then the last is self actualization, for example is by providing an opportunity to share knowledge, skills and eprerience. The evaluation of this theory are: there is no spiritual needs as human basic needs is a main weakness of this theory. Then it is possible that different level of needs have to be satisfied in the same time, or not in hierarchy level or, not always have to be fulfilled in order. The next motivation theory is an Expectancy Theory. This theory is based on three main factors. The first factor is: English teachers will be motivated to work harder if they have a good perception to their own competences in accordance with their job. The second, individual motivation depends on the rewards given when they finish a particular job. Finally, it also depends on their regards to the rewards given from the job that they do. Expectancy theory is a good theory, however, it is not easy to be implemented because the principals should provide various types of reward to satisfy the expectation of their English teachers. Considering the strengths and weaknesses of these two theories, it is better to combine both of them in the practice to get more effective results.

ENHANCING STUDENTS’ ENGLISH GRAMMAR ABILITY WITH ONLINE WEBSITE LINK Nur Ekaningsih
EduLite: Journal of English Education, Literature and Culture Vol 2, No 2 (2017): August 2017
Publisher : Universitas Islam Sultan Agung

Today’s activities are now using technology not only on business activities but also education. There are so many facilities on technology especially for improving students’ capability in learning knowledge such as e-learning and distance learning course. Lecturers as the facilitator in transferring knowledge, it is very beneficial to master good technology when they deliver knowledge. As written by Dick et al. (2005) that students are carried together with lecturer or on-line content, and are guided through class actions such as on-line exercises, discussion board and interaction with classmates. This occurred also for English lecturers to do teaching learning process. In this classroom action research which is done at English Education Department of UNISSULA on the third semester, the researcher shows new interesting classroom website on-line activities in learning English grammar. Using useful on-line link sources of students’ classroom for two cycles makes the students’ grammar capabilities improved better. The result of average class scores improved suggestively from 83 on the first cycle then 88 on the second cycle. So, suitable access to students on searching learning materials from internet must be provided well with preparation before action.

G+ COMMUNITY: MEASURING TEACHERS’ READINESS AND ACCEPTANCE Mohd Faisal Farish Ishak; Rashidah Rahamat; Muhammad Hazrul Haris Fadzilah; Abdul Ghani Abu
EduLite: Journal of English Education, Literature and Culture Vol 2, No 2 (2017): August 2017
Publisher : Universitas Islam Sultan Agung

The purpose of this paper is to explore teachers’ acceptance and readiness in using the cloud-based community as a platform for professional collaboration related to their teaching and learning. Familiarity with certain social networking platforms has made the preferable collaboration among teachers only limited to using Facebook, WhatsApp or Telegram. However, with time and space constraints in schools, some of the sharing sessions could not be done effectively most of the time. The study focuses on teachers’ acceptance and readiness of having their community in the cloud when they were introduced to the platform during a Continuous Professional Development (CPD) course. A total number of 61 teachers used Google Community named as ‘Contemporary Children’s Literature (CCL) 2016’ as a platform for their Professional Learning Community (PLC) during the course. Descriptive analysis was done using Google Sheets and the findings show that these teachers are receptive towards Google Community in terms of its engagement level, usefulness as well as ease of use. The introduction to Google Community has created a new pathway for their collaboration especially for teaching and learning purposes. In a nutshell, their acceptance towards the cloud-based community indicates that, given the right training channel, teachers are positive and opened to utilising and integrating the cloud-based technology in their current teaching practice.

DISCOURSE AND THIRD SPACE IN FRANK MCCOURT’S NOVEL "TEACHER MAN" AND TOM SCHULMAN’S PLAY "DEAD POETS SOCIETY"; A REFLECTIVE PRACTICE FOR TEACHERS Eka Sugeng Ariadi
EduLite: Journal of English Education, Literature and Culture Vol 2, No 2 (2017): August 2017
Publisher : Universitas Islam Sultan Agung

Pahl and Rowsell (2005) elucidate that Discourse is ways of dressing, speaking and acting which delineates person’s identities in literacy practices, while a third space is as a meeting spaces between home space and school space, blend and mix space, in which lets teachers think how their students’ meaning-making are happened between school and home. This paper investigates how these theories are fruitfully presented in the character of Mr. McCourt Teacher Man and Mr. Keating Dead Poets Society. Subsequently, it is interconnected with educational theory A taxonomy for Learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives, as recommended by Anderson and Krathwohl (2001). The result shows that the Metacognitive Knowledge domain prominently becomes the intersection as it is emphasizing on the student’s awareness of one’s own cognition and cognitive processes, particularly contextualizing students’ knowledge and general knowledge. Mr. McCourt and Mr. Keating have succeeded in shifting frighten and strict classroom situation generated by most teachers become so challenging and much interesting by utilizing multimodal styles and skills, and piloting third space activity. Henceforth, the writer recommends teachers to maximize their own potentials characters to accommodate their students’ preferences or styles in learning the subjects. In addition, designing teaching and learning process in-between home and school is necessary to be done, in order to contextualizing and perceiving real life experiences.

THE APPLICATION OF INDIRECT FEEDBACK TO IMPROVE STUDENTS’ PARAGRAPH WRITING Mega Mulianing Maharani
EduLite: Journal of English Education, Literature and Culture Vol 2, No 2 (2017): August 2017
Publisher : Universitas Islam Sultan Agung

Writing is one of the important skills should be mastered by students of English education program. Mastering writing forces students to be able to produce good paragraph. Paragraph is said to be good if it is well organized. Organizing good paragraph is the problem faced by the second semester students of English education of Sultan Agung Islamic University. Based on that problem, the writer decided to apply indirect feedback to the students’ paragraph writing. The writer wants to know the way indirect feedback applied to improve the students’ paragraph writing. The writer used action research to come up to the objective of the research. There was one cycle of the research which consisted of planning, acting, observing, and reflecting. The writer adopted the steps of analyzing the data as proposed by Burns (1999) which consisted of assembling, coding, comparing, building meaning and interpretation and reporting the outcomes. The result was that the way the writer used underline to the students’ writing could improve the students’ paragraph writing. The students could provide correct final revision of their inappropriate writing

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Home Page

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Reviewer

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Journal Mail Official reviews_edulite@unissula.ac.id

Editorial Address Jl.Raya Kaligawe Km.4, PO BOX 1054/SM Semarang 50112

Location Kota semarang, Jawa tengah INDONESIA

Abstract

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-

Contact Email
-

Phone
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Journal Mail Official
reviews_edulite@unissula.ac.id

Editorial Address
Jl.Raya Kaligawe Km.4, PO BOX 1054/SM Semarang 50112

Location
Kota semarang,

Jawa tengah

INDONESIA