Found 7 Documents

ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 2, No 2 (2017)
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (738.983 KB) | DOI: 10.24235/eltecho.v2i2.2173


Abstract: The word “testing or assessment” has always been a scarry thing for anybody especially students. This perception is worsened by the fact that time allotment of the course is limited and the scope of materials to be covered is overloaded. As a result, the students are overwhelmed, confused, and even frustrated. The paper is a report of a breakthrough syllabus in teaching language testing course resulted from a classroom action research in effectively transforming such frightening, bewildering, and discouraging nuances to be a conducive teaching-learning circumstance. Theories and concepts underpinning the study as well as research methodology will initiate the paper. The next part of the paper will discuss the so called “a breakthrough syllabus” itself as the focus of the study and its implementation and findings. The paper will not only elaborate some problems that were encountered during the implementation but also will provide some suggestions to anticipate those potential problems in the end part of the paper. The discussion last but not least enlighten every aspect involved in the study.  Keywords: Assessment, Syllabus, Language Testing
QUALITY Vol 5, No 2 (2017): QUALITY
Publisher : Pascasarjana STAIN Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/quality.v5i2.3067


Character education is perceived differently and has been implemented partially. In addition, its execution in classroom context seems to simply be on the concept level which later on leads to the ineffectiveness of the program. Therefore, a reference or guidance in the form of applicable curriculum is necessitated. The study seeks to create a model of an adaptive mutual curriculum that can provide a clear cut practical guidance for teachers in implementing character education and validates it. The mutual adaptive curriculum as the product of the study in its implementation is adjusted to contextual needs, real and existing condition, and adopted developmental requirements. The design and content of curriculum is designed and determined by the external contexts of teaching and learning. The adaptation is carried out in pre and whilst the process of the implementation. The design of mutual adaptive curriculum is actualized in the forms of objectives, content or materials, learning experiences, and evaluations which are realized in the form of curriculum manual and instructional materials and activities for students. Despite the weaknesses and the problems that the mutual adaptive curriculum has, it has in certain extent proven to be a validated model of curriculum in character education
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 3, No 1 (2018)
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (246.167 KB) | DOI: 10.24235/eltecho.v3i1.2810


Alwasilah, A. Chedar, &Alwasilah, Senny, S. 2013. PokoknyaMenulis. Bandung: PT KiblatBukuUtama.Berčíková, Pavlina. 2007. Teacher’s Role in Pair Work. A Thesis: Faculty of EducationDepartment of English Language and Literature. Brno:Masaryk University.Bijami, M., Kashef, S.H., &Nejad, Maryam, S. 2013. Peer Feedback in Learning English Writing: Advantages and Disadvantages. Journal of Studies in Education, 2013, Vol. 3, No. 4. 91-97. Malaysia: Macrothink Institute.Biri H. 2014. Contribution of Peer Assessment Method to Teacher Education. Unpublished Masters Thesis. Karadeniz Technical University Institute of Educational Sciences, Trabzon.Brown, H. Douglas. 2002. Teaching by Principles: An Interactive to Language Pedagogy (2nd ed.). London: Longman.Byrne, Donn. 1989. Techniques for Classroom Communication. UK: Longman.Creswell, John, W. 2013. Educational Research: Planning, Conducting and Evaluating Quantitative and Qualitative Research. Fourth Edition. Boston: Pearson Education Inc.Griffiths, B. Teacher Positioning in the Classroom. 2005. Teaching English. British Council.Hadfield, J. 1992. Classroom Dynamics. Oxford University Press.Hyland, Ken, & Hyland, Fiona. 2006. Language Teaching: Feedback on Second Language Students Writing. United Kingdom: Cambridge University Press. Language Teaching 2006, Volume 39, No.2. P. 83-1901 (Available on M, and Carless D. 2006. Learning-Oriented Assessment: A Technology-Based Case Study. Assessment Education, 13 (2): 179-191.Kurihara, Noriko. 2017. Peer Review in an EFL Classroom: Impact on the Improvement of Student Writing Abilities.The Asian Journal of Applied Linguistics. Vol. 4 No. 1, 2017, 58-72.Musa, F., Mansor, A. Z., Mufti, N., Aida, N. A., & Datos Kasim, F. 2012. Negotiation Skills: Teachers Feedback as Input Strategy. Procedia- social and Behavioural Sciences, 59, 221-226.Nelson, G. & Carson, J. 1995. Social Dimensions of Second-Language Writing Instruction: Peer Response Groups as Cultural Context. In D. Rubin (Ed.), Composing social identity in Written Communication (pp. 89-109). Hillsdale, NJ: Lawrence Erlbaum.Nicole, D., & Macfarlane-Dick, D. 2006. Formative Assessment and Self-Regulated Learning: A Model and Seven Principles of Good Feedback Practice. Studies in Higher Education, 31(2), 199-218.Noor, Mochammad. 2016. ‘Improving the Ability in Writing Narrative Text of Junior High School Students through Peer Feedback’. Indonesian Journal of English Language Teaching and Applied Linguistics. Vol 1, No 1, 11-21.Orsmond, P., Maw, S. J., Park. R. J., Gomez, S., & Crook, C. A. 2013. Moving Feedback Forward: Theory to Practice. Assessment & Evaluation in Higher Education, 38(2), 240-252.Özdemir, Serpil. 2016. The Opinions of Prospective Teachers on Peer Assessment. Educational Research and Reviews. Vol. 11 (20), pp. 1859-1870, 2016.Saito, H., & Fujita, T. 2004. Language Teaching Research.Characteristics and User Acceptance of Peer Rating in EFL Classrooms.Vol 8 (1), pp. 31–54.Seow, Anthony. 2002.The Writing Process and Process Writing. Richard, Jack, C. &Renandya, A. Willy.In Methodology in Language Teaching: An Anthology of Current Practice. Cambridge: Cambridge University Press.Siregar, M. Ibrahim, &Murni, Sri, Minda. 2013. The Application of Peer Feedback Strategy to Improve Students Writing Achievement in Narrative Text. LINGUISTICA Journal of Linguistics of FBS UNIMED. Vol. 2, No. 1, 2013.Vygotsky, L. 1978. Mind in Society: The Development of Higher Psychological Processes. Cambridge, MA: Harvard UniversityPress.Watcyn-Jones, Peter & Howard-Williams, Deirdre. 2002. Pair Work 1 (Elementary-Pre-Intermediate). UK: Penguin English Books.Zariski, A. 1996. Students Peer Assessment in Tertiary Education: Promise, Perils and Practice. In Teaching and Learning Within and Across Disciplines: Proceedings of the 5th Annual Teaching Learning Forum, ed. J. Abbott and L. Willcoxson. Perth: Murdoch University.
English Review: Journal of English Education Vol 3, No 2 (2015)
Publisher : University of Kuningan

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Abstract:  Writing section on IELTS test is commonly considered one of the most difficult parts of test.  The test takers can’t even understand what to do with the tasks provided. They eventually write without clearly knowing the expected direction. Therefore, there should be a fastest way to well equip students to successfully cope with such hindrances. This paper is an action research report of how to make students better understand and answer writing tasks on IELTS test by employing probing techniques  as one of test taking strategies. The paper will preliminarily elaborate the characteristics or nature of  IELTS test in general and  writing section consisting two different tasks in particular including its indicators of what expected kind of writing the testees  should be aware of. It will then discuss probing techniques in details. The attack strategies and their  sequential implementation  will afterward be discussed. The technique will assist students to respectively understand what and how to plan and write effectively on the test.Keywords: IELTS test, writing section, writing tasks, probing, attack strategies
Deradicalization Through Multicultural and Local Wisdom Literacies Based Teaching Model at Salaf and Kholaf Pesantren in West Java Rohadi, Tedi
Ijtimāiyya: Journal of Muslim Society Research Vol 2 No 1 (2017)
Publisher : Postgraduate Program, State Institute on Islamic Studies Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (632.004 KB) | DOI: 10.24090/ijtimaiyya.v2i1.1050


Indonesia has been a country with multi-ethnics, cultures, and religions. These diversities become its own wealth and treasures as well as dangers. The differences will create dynamic and meaningful human lives. On the other hand, they posit potential radicalization and conflicts that will explode anytime due to their differing meaning and perception. Education is a solution since it plays a role of social reconstruction. It can not only maintain ethnic, linguistic and cultural diversity but also achieve social inclusion, equity and intercultural understanding. The paper aims to report the result of the first stage of research and development study in developing instructional model based on multicultural, local wisdom, and literacy perspectives at Salaf and Kholaf Pesantren in West Java. The model consists of three variables which are variable of context, process, and product. The expected product is the students’ competencies and awareness of how to cater differences in order to have moderate perspective.
A Multi-Level Collaborative and Cooperative Writing Class in Inducing Character Building (A Model of An Integration Between Teaching Writing and Character Education) ROHADI, TEDI
English Journal Literacy Utama Vol 3 No 1 (2019): English Journal Literacy UTama
Publisher : Universitas Widyatama

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (134.896 KB) | DOI: 10.33197/ejlutama.vol3.iss1.2019.35


Character education should not plainly implicate socially-authorize pattern for such character as honesty and perseverance, but also and perhaps more importantly it should provide the ways in which the students believe of their own conception selves, and their essential qualities that will back the actualization of those selves. This conceit may require a more personalized or less formulaic appropriate to inscribe instruction, but the compensation of such transformations   of instructive goals and methods might well be the revitalization of democratic society in Indonesia. Taking that into account, a multi-level collaborative and cooperative writing class,  in a more specific context and scope, classroom practices, provides one of breakthroughs toward this direction. This model of writing class is either implicitly or explicitly integrated  with character education. The paper is a report of a research and development. Theories and concepts supporting the study will initiate the paper. The next part of the paper will explore the so called
Critical Literacy Based Instructional Reading Materials Rohadi, Tedi
Loquen Vol 11 No 1 (2018): January-June 2018
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (278.293 KB) | DOI: 10.32678/loquen.v11i01.1030


ABSTRACT The study aims at developing and producing a set of instructional materials used as a model of teaching/learning materials of critical reading. The model is developed through stages and procedures of research and development methods. The results of the study show that;  a) the existing instructional materials in certain extent referring to students’ and lecturers incompatibility requires variation in terms of new reading approach, skills to be trained, and types of activities; b) the type of critical reading to be developed is critical literacy; c) the models resulted from the study are theoretically and practically eligible and feasible in accordance to a panel of  expert judgement; d) the models are empirically proven effective to improve  student's skills in reading critically; e)  the final models comprise of students learning materials, teachers guidance/manual, and some supporting materials.