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THE EFFECTIVENESS OF STUDENT TEAMS ACHIEVEMENT DIVISION TO TEACH WRITING VIEWED FROM STUDENTS’ CREATIVITY Rahmatika, Annisa; Asib, Abdul; Suparno, Suparno
EXPOSURE : JURNAL PENDIDIKAN BAHASA DAN SASTRA INGGRIS Vol 7, No 2 (2018): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (678.745 KB) | DOI: 10.26618/exposure.v7i2.1699

Abstract

Student Teams Acievement Division (STAD) is one of the simplest of all cooperative learning methods, where team works in learning English provides students with the team opportunity to express and to communicate with each other. One of the ways to make them express and communicate with each other is by dividing the class into several team works or groups. This experimental study sought to find out the effectiveness of STAD to teach writing viewed from students’ creativity in the tenth grade of SMAN 1 JATIWARAS Tasikmalaya in the academic year of 2017/2018. Recruitment strategy was through cluster random sampling resulting 2 classes which consist of 28 students of each class contributed to the study. Data collection technique encompassed creativity test and writing test. The data were analyzed thoroughly by using 2x2 Multifactor Analysis of Variance (ANOVA) and Tukey’s HSD Test. The result revealed that: (1) Student Teams Acievement Division (STAD) is more effective than Direct Method to teach writing; (2) students having high creativity have better writing skill than those having low creativity. (3) there is an interaction between teaching methods and students’ creativity.
REFLECTING TO LEARN: THE ASPECTS OF REFLECTION AS REFLECTED BY ENGLISH TEACHERS IN THEIR REFLECTIVE PRACTICE Tosriadi, Tosriadi; Asib, Abdul; Marmanto, Sri
EXPOSURE : JURNAL PENDIDIKAN BAHASA DAN SASTRA INGGRIS Vol 7, No 2 (2018): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (701.505 KB) | DOI: 10.26618/exposure.v7i2.1423

Abstract

Reflective practice has become central issue in teacher professional development. Through reflective practice, it is expected teachers can improve their teaching quality and develop their professionalism as well. As a tool of professional development, reflective practice offers opportunities to teachers to reflect on their teaching. There are some aspects that can be included in teachers’ reflection. This qualitative case study was aimed at investigating some aspects of English teachers reflected in their reflective practice. 4 in-service English teachers were involved as respondents of the study. Data were collected through interview and documentation. Then, they were analyzed by using interactive model analysis for qualitative study. The results of data analysis were elaborated by using narration. There were four major findings emerged as the aspects of teachers’ reflection in their reflective practice; classroom management, teaching strategy, teaching and learning material, and students difficulties in learning
A Correlational Study Between Vocabulary Mastery, Student’s English Interest, And Student’s English Achievement Mega, Iful Rahmawati; Rais, A. Dahlan; Asib, Abdul
JoLLIET Vol 2, No 1 (2015)
Publisher : JoLLIET

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Abstract

The study is aimed to find out the correlation between vocabulary mastery and student’s English interest  toward student’s English achievement of the second grade students of SMPN 3 Sukoharjo; both partially and simultaneously. This study used a test, a questionnaire, and a documentation to collect the data. The population of the study is all of the second grade students while the sample is 50 students taken by cluster random sampling technique. The techniques used to analyze the data are simple and multiple correlation and regression by using SPSS 17. The results of the study show that there is a positive correlation between vocabulary mastery and student’s English interest toward student’s English achievement, both partially and simultaneously. The positive correlation indicates that vocabulary mastery and student’s English interest tend to go up or to go down together with student’s English achievement.
PRE-SERVICE ENGLISH TEACHERS’ ATTITUDE TOWARDS STUDENTS’ WILLINGNESS TO COMMUNICATE Amalia, Suci Nugrah; Asib, Abdul; Marmanto, Sri
English Language and Literature International Conference (ELLiC) Proceedings Vol 3 (2019): 3rd ELLiC Proceedings: Reimagining New Cyber-based Research in English Education, Lit
Publisher : Universitas Muhammadiyah Semarang

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Abstract

The present instrumental case study focused on probing into pre-service English teachers’ attitude towards students’ willingness to communicate (WTC). 10 pre-service English teachers were purposively chosen regarding their familiarity and comprehension with the study issue. The data were solicited from interview and questionnaire. Their attitude was manifested in their positive evaluative judgments towards the hypothesized model of WTC whereby those judgments also represented three domains of attitude subsuming affective, cognitive, and behavioral domain. The results indicated that in spite of some situational restrictions, all of the participants had a positive attitude towards students’ WTC which guides them to carry out communicative learning activities in the classroom. Further studies are highly recommended to more deeply deal with the realm of WTC implementation in Indonesian contexts. Such studies can be meaningful references for Indonesian English teachers to encourage students to have a high WTC.
Developing Computer-Assisted Tutorial Instructional Program for Teaching Grammar In Higher Education Untari, Elizabeth Bunga Dwi; *, Ngadiso; Asib, Abdul
Proceeding of International Conference on Teacher Training and Education Vol 1, No 1 (2016): Proceeding of International Conference on Teacher Training and Education
Publisher : Sebelas Maret University

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Abstract

The aims of this research were to: (1) gain information on the existing condition of learning media which are used by lecturers to teach grammar, (2) develop the proper media which is suitable for the students’ need and appropriate to teach grammar, and (3) find out the feasibility of the proposed media. Research and Development method was used in this research. The research consisted of exploration stage and development stage. Observation, questionnaire, and interview were used to gain the data, while Spiral Data Analysis was used to analyze the data. From the exploration stage, it was found out that the media usually used by the lecturer to teach grammar were Power Point Presentation and handouts. The weaknesses of these media were lecturer dependent, bad presentation, time consuming, non-independent learning, device malfunction, and limited exercises. It was also revealed that Computer Assisted Instruction was not used to teach grammar while it was needed. Moodle based English Grammar Gate was designed as an answer to the students’ need. It consisted of two major parts; they are: tutorial part and exercise part. Expert judgment was done to validate the product. The experts suggested several improvements and revision was made regarding the evaluation given. The revised product was then used in field testing to find out the feasibility of the product. Facing two field testing processes and having several revision toward the product, it was then stated feasible.
Developing Computer-Assisted Tutorial Instructional Program for Teaching Grammar In Higher Education Untari, Elizabeth Bunga Dwi; *, Ngadiso; Asib, Abdul
Proceeding of International Conference on Teacher Training and Education Vol 1, No 1 (2016): Proceeding of International Conference on Teacher Training and Education
Publisher : Sebelas Maret University

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Abstract

The aims of this research were to: (1) gain information on the existing condition of learning media which are used by lecturers to teach grammar, (2) develop the proper media which is suitable for the students’ need and appropriate to teach grammar, and (3) find out the feasibility of the proposed media. Research and Development method was used in this research. The research consisted of exploration stage and development stage. Observation, questionnaire, and interview were used to gain the data, while Spiral Data Analysis was used to analyze the data. From the exploration stage, it was found out that the media usually used by the lecturer to teach grammar were Power Point Presentation and handouts. The weaknesses of these media were lecturer dependent, bad presentation, time consuming, non-independent learning, device malfunction, and limited exercises. It was also revealed that Computer Assisted Instruction was not used to teach grammar while it was needed. Moodle based English Grammar Gate was designed as an answer to the students’ need. It consisted of two major parts; they are: tutorial part and exercise part. Expert judgment was done to validate the product. The experts suggested several improvements and revision was made regarding the evaluation given. The revised product was then used in field testing to find out the feasibility of the product. Facing two field testing processes and having several revision toward the product, it was then stated feasible.
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
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
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