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Sriwijaya University Learning and Education International Conference
Published by Universitas Sriwijaya
ISSN : -     EISSN : -     DOI : -
Core Subject : Education,
Education
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Articles 191 Documents
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CONSTRUCTING A STANDARDIZED TEST SOFENDI SOFENDI
Sriwijaya University Learning and Education International Conference Vol 2, No 1 (2016): 2nd SULE-IC
Publisher : Sriwijaya University Learning and Education International Conference

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This paper is aimed at describing what a standardized test is and how it is constructed. A standardizedtest should yield good validity and reliability as well as practicality. This kind of the test is consideredas a good instrument of measurement. Constructing a standardized test requires some steps. Thesesteps lead to getting good validity, realibility, and practicality of the test. The only valid and reliabletest can be an interpretable mesurement.
THE DEVELOPMENT OF TEACHING MATERIALS INTERACTIVE MULTIMEDIA-BASED ON CHEMICAL BONDING FOR STUDENTS OF GRADE X AT SEKOLAH MENENGAH ATAS NEGERI 1 INDRALAYA UTARA F. EKA SAFITRI; FUAD ABD. RACHMAN; HARTONO HARTONO
Sriwijaya University Learning and Education International Conference Vol 2, No 1 (2016): 2nd SULE-IC
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The purpose of the research are to produce teaching materials valid and practicalmultimedia-based and had effectivity towards students’ learning output on chemicalbonding grade X. The methodology used in this research was development researchby using Alessi and Trollip models whichcarried out in three phases, namelyplanning, design, and development. The validity was tested by alpha test, thepractice of the teaching materials was tested by using betha test, whereas theeffectivity of the learning output was tested by field test on the real class. The resultof field test showed that the students’ learning output increase 44,37 with theaverage of the pretest score 32,19, meanwhile the result of the posttest was 76,56with N-gain score 0,65 ( mid category). The conclusion of the research was that theteaching materials interactive multimedia-based that was developed was valid,practical and had effectivity towards students’ learning output. The suggestion forother researcher, it is that they are expected to develop quiz and games for metalbonding, random question for evaluation process, and closing evaluation program inorder that the evaluation would not be able to be opened by the students before thetime;(2) for the teacher, it is expected that the teaching material will be able to beapplied as one of the teaching material in order the learning process would be easier;(3) for the school, it is expected that the teaching material interactive multimedia –based will be used as a learning resources in the teaching chemistry at X grade andas a model for other teacher.
USING DRAW LABEL CAPTION (DLC) STRATEGY TO IMPROVE NARRATIVE WRITING ACHIEVEMENT OF THE ELEVENTH GRADE STUDENTS OF MAN SAKATIGA INDRALAYA INTIFADHAH INTIFADHAH; RITA INDERAWATI; HARISWAN PUTERA JAYA
Sriwijaya University Learning and Education International Conference Vol 2, No 1 (2016): 2nd SULE-IC
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The objectives of this study were (1) to find out whether or not there was a significant difference in students‟ writing achievement before and after they were taught by using Draw Label Caption (DLC) strategy and (2) to find out whether or not there was a significant difference in writing achievement between the students who were taught by using Draw Label Caption (DLC) strategy and those who were not. This study was experimental research design and used quasi experimental research method that applied pre-test and post-test control group design. The population was taken from the eleventh grade students of MAN SakatigaIndralaya in academic year 2015-2016 and the number of sample was 80 students. In taking the sample, purposive sampling technique was used. The experimental group was taught by using Draw Label Caption (DLC) strategy while the control group did not receive any treatment. The data of this research were obtained by means of writing test. The writing tests in this study consisted of the pre-test and the post-test. The results of test were analyzed by using t-test: paired sample t-test and independent sample t-test. By using SPSS v.22 for Windows program, the result showed that (1) there was a significant difference in students‟ writing achievement before and after they were taught by using Draw Label Caption (DLC) strategy (mean diff=16.88, and ρ.value=.000) and (2) there was a significant difference in writing achievement between the students who were taught by using Draw Label Caption (DLC) strategy and those who were not(mean diff=8.19, and ρ .value=.000). Therefore, it can be concluded that Draw Label Caption (DLC) strategy was effective to improve students' writing achievement.
IMPROVING THE ELEVENTH GRADE STUDENTS’ READING EXPOSITORY TEXT ACHIEVEMENT BY USING CRITICAL READING STRATEGY AT SMA PLUS NEGERI 4 OKU NOVARITA NOVARITA
Sriwijaya University Learning and Education International Conference Vol 2, No 1 (2016): 2nd SULE-IC
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The purpose of this study were to find out (1) whether or not the usage of CriticalReading Strategy significantly improve the eleventh grade students’ readingexpository text achievement at SMA Negeri 4 OKU, (2) whether or not there issignificant difference in reading expository text achievement between the studentswho are taught by using Critical Reading Strategy and those who are taught by usingcommon strategy, (3) whether or not there is significant difference among theeleventh grade male students in reading expository text achievement who are taughtby using Critical Reading Strategy and those who are taught by using the commonstrategy, (4) whether or not there is significant difference among the eleventh gradefemale students in reading expository text achievement who are taught by usingCritical Reading Strategy and those who are taught by using the common strategy,(5) whether or not there is significant difference between the eleventh grade malestudents and female students in reading expository text achievement who are taughtby using Critical Reading Strategy, and (6) what The eleventh grade students’perception on the implementation of Critical Reading Strategy in their classroom.The population of this study covered all of the eleventh grade students of SMA N 4OKU in academic 2011/2012. The sample were selected using purposive randomsampling from the whole population. The writer chose fifteen male’s student andfemale’s students in experimental and control groups. The study was conducted inform of an experiment by doing 16 meetings of teaching including pre-test and posttest.During the research, the students in experimental group were taught readingmaterial by using critical reading strategy. The reading material were taken based onvalidity of the test. They are the levels of difficulty and the levels of appropriatenessof reading test items. To check whether the application of the instruction could runwell, the students were given reading comprehension tests. The obtained data wereanalyzed using t-test. The findings showed that there was a statistically significantprogress in the English reading achievement of the students who were taught byusing critical reading strategy. The questionnaire was used to find out the studentsperception on the implementation of critical reading strategy in their classroom. Theresults of t-test was used by the writer showed that there was significant different forall objective. In conclusion, Critical Reading Strategy was considered applicable toimprove reading expository text achievement at SMA Negeri 4 OKU.
THE LEARNING MODEL ANALOGY IN IMPROVING THE MULTICULTURAL WRITING CREATIVITY SAKDIAH WATI
Sriwijaya University Learning and Education International Conference Vol 2, No 1 (2016): 2nd SULE-IC
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The learning model analogy in linguistics was the similarities between the forms which became thebasis of other forms. Analogy was one of the morphology processes, where there was a formulation ofthe new words from the existed word. Analogy was done because from something that has beencompared and its comparation has the same function and role. By doing analogy, a person couldexplain something which was abstract or complicated to be something that easy to be understood(inductive and logic analogy). Multicultural was a term that used to describe someone’s point of viewabout the life on this earth, or the policy which focused on different culture acceptance, citizen,system, culture, customs, and politics they have. At least, main thing that need to be planted by themwas done by teacher or lecturer, will be disturb by the literature management, finding information,practice the dialogue, and create a creative outside and multicultural. This study was qualitativeresearch, which had to test the language learning model affectivity. The objective of this study was tocreate creative multicultural learning method. In order to reach the objective, the method used in thisstudy was research and development system from Gall and Borg (2003). The specific target of thisresearch was the learning method, analogy. For all the students of Bahasa Indonesia study program insome university in Palembang with this specification : (1) the objective of learning based oncurriculum 2013; (2). Could be done with or without the lecturer; and (3 ) could develop creativelearning for students. Based on the method , (1) teaching and learning observation in quasyexperiment classroom. (2) selecting short story to be a material for teaching; (3). Learning modelcomposition; (4) learning models tested; (5). Result evaluation; and (6). Learning model revision
FUNCTIONING LOCAL CULTURE IN EFL READINGS Utami Kusuma Ningtyas; Chuzaimah D. Diem; Machdalena Vianty
Sriwijaya University Learning and Education International Conference Vol 2, No 1 (2016): 2nd SULE-IC
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Curriculum has mandated that communicative competence is the main objective of teaching English in Indonesia. Therefore, target culture is embedded with language in classroom. Globalization, in other hand, has imposed teachers to reconsider the inclusion of local culture. Reading material is one of the medium to promote local culture. This paper elaborates schemata theory and cultural aspects included in reading materials utilized by students.
INTEGRATING THE ARTS INTO SCIENCE TEACHING AND LEARNING Kathy Cabe Trundle; Kathryn Green; Maria Shaheen
Sriwijaya University Learning and Education International Conference Vol 2, No 1 (2016): 2nd SULE-IC
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One way to enhance learners’ natural propensity for wonder andinterest in science is to integrate arts into science learning.Combining arts with science builds on students’ interests in naturewhile allowing them the joy and pleasure of artistic expression.Although educators often discuss integrating the arts into sciencelearning, empirical support is relatively recent (Gullatt, 2008).This study synthesizes previous empirical studies and theoreticalliterature published on arts integration, how the arts are integratedinto science teaching, and the efficacy of arts integration forscience learning.
LINGUISTICALLY INTERCULTURAL PROBLEMS IN LEARNING ENGLISH AS A GLOBAL LINGUA FRANCA (EGLF) DIEMROH IHSAN
Sriwijaya University Learning and Education International Conference Vol 2, No 1 (2016): 2nd SULE-IC
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In learning English as a Lingua Franca (ELF) of the globe, Indonesian learners ofEnglish as a Foreign Language (EFL) need great effort and seriousness to copewith certain linguistic and incultural problems. If beginning EFL learners makeerrors in making sentences using certain words, it is not surprising but it is whenthey are made by quite advanced learners. However, errors should be respectedand accepted as signs of learning as no learners create errors on purpose.Teachers should realize that errors are committed due to some factors that arebeyond learners’ awareness linguistically as well as culturally. This paper isintended to describe some linguistic and incultural errors made by advanced EFLlearners and discuss some possible causes and offer ways to help them improvetheir competence and performance in the English language. The data used in thisstudy are in forms of (a) sentences made by 30 Magister program students usingcertain words given, and (b) answers they provide based on Yes/No questions andTag-questions asked. The study reveals that to make correct sentences using certainwords and correct answers to certain questions in English EFL learners arerequired to build some linguistic, pragmatic, and intercultural comptence both inIndonesian and English.
DEVELOPMENT OF INTERACTIVE MULTIMEDIA BASED MULTIPLE INTELLIGENCE ON THE SOUND WAVES FOR STUDENTS OF CLASS XII SENIOR HIGH SCHOOL HELSY DINAFITRI; KETANG WIYONO; ABIDIN PASARIBU
Sriwijaya University Learning and Education International Conference Vol 2, No 1 (2016): 2nd SULE-IC
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This study aims to produce interactive multimedia based multiple intelligence on the sound waves for students of class XII High School are valid, practical and know the potential effects of use. The method used is development research by adapting Rowntree development model which consists of several steps: (1) the planning stage; (2) the development stage; and (3) the evaluation stage. Phase evaluation is done by using Tessmer formative evaluation model consisting of five stages, namely: (1) self evaluation; (2) The expert review; (3) one-to-one evaluation; (4) small group; and (5) field test. Data collection techniques used are sheets of expert validation, questionnaire responses and test student learning outcomes. The results showed on the stage of expert reviews on a percentage of average total validator experts of 93.6% to the category of very valid and at the stage of a small group average percentage of 96.78% with a very practical category. The test results on the field test phase obtained N-gain of 0.69 which showed an increase in the potential effects of the use interactive multimedia based multiple intelligences on the sound waves included in the medium category. Based on the results of this study concluded that interactive multimedia based multiple intelligences on the sound waves for students of class XII High School developed have been valid, practical and have a potential effect on improving student learning outcomes.
THE ILLOCUTIONARY ACT OF ISLAMIC VIDEO ENTITLED “THE MEANING OF LIFE” BY TALK ISLAM MUHAMMAD FATKHU ARIFIN; FITRI PALUPI
Sriwijaya University Learning and Education International Conference Vol 2, No 1 (2016): 2nd SULE-IC
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The title of this research is “The Illocutionary Act of Islamic Video Entitled „The Meaning of Life‟ by Talk Islam”. This research is purposed to answer the problem formulation that questioning about the types of the utterances, the functions of illocutionary acts, and the context of illocutionary act‟s functions.This research used descriptive qualitative method that described the data which have been collected. The object of this research is the illocutionary acts of the video entitled “The Meaning of Life” by Talk Islam. The data are collected by downloading the video through You Tube site. The collected data, then was analyzed by dividing the illocutionary acts into some types of utterance, they are; imperative, interrogative, and declarative. To find the context, the illocutionary acts are divided into some functions, those are; representative, directive, expressive, commisive, and declarative. Furthermore, The result shows that the speaker spoke mostly declarative utterances followed by interrogative utterances, and then imperative utterances. The speaker delivered most of his illocutionary acts with representative function, the following illocutionary acts are with expressive function, directive function, declarative function, and commisive function. Seeing the percentages, it shows that the speaker intended to provides the strong argument with the massive evidences sourced from the Holy Quran.

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