Articles
6
Documents
LESSON STUDY AS A PLATFORM FOR ENGAGING SPEAKINGLECTURERS IN DOING TEACHER PROFESSIONAL DEVELOPMENT

Perspective Jurnal Pendidikan Bahasa Inggris Vol 2, No 2 (2015): Perspective Volume 2, Number 2, Mei 2015
Publisher : Perspective Jurnal Pendidikan Bahasa Inggris

Show Abstract | Original Source | Check in Google Scholar | Full PDF (349.335 KB)

Abstract

Abstract This case study aims at investigating the implementation of Lesson Study at English Education Department of a private university in Indonesia. Particularly, it reveals the activities of lesson study and teachers prolonged engagement in reflection activities. This studyprovides worthwhile chance for teachers to create a learning community in which they can develop their knowledge as professionals. There were four speaking lecturers, one lecturer as a model and others as participants, who worked collaboratively to formulate learning goals, lesson plan, classroom observation, teaching learning reflection, revision of the lesson for improvement, and re-teaching the revised lesson. The data were collected from the classroom observation, interview, community discussions, and reflection in two cycles. The findings reveal that the activities of Lesson Study facilitate the lecturers in designing proper teaching objectives and materials. Furthermore, it also can be regarded as a platform for teachers to have a learning community in which they can share and develop their teaching qualification. Keywords: Lesson Study, Teachers Professional Development, Prolonged Engagement

METACOGNITIVE AS ONE OF THE STRATEGYIN TEACHING READING COMPREHENSION

ELT Perspective Jurnal Pendidikan Bahasa Inggris Vol 1, No 2 (2014): Perspective Volume 1, Number 2, Mei 2014
Publisher : ELT Perspective Jurnal Pendidikan Bahasa Inggris

Show Abstract | Original Source | Check in Google Scholar | Full PDF (8717.373 KB)

Abstract

ABSTRACT This study aims at investigating further about the effectiveness of Metacognitive Strategy implementation for students’ reading comprehension at the second grade of SMA Negeri 1 cilimus and finding the students’ responses vividly after learning reading comprehension through Metacognitive Strategy at the second grade of SMA Negeri 1 cilimus.The method that used in this study was Quasi Experimental Research with pre-test post-test non-equivalent group design. The population of this study was the second grade students of SMAN 1 Cilimus in the academic year 2014/2015; itconsists of eight classes. Two classes were as samplewhich were taken by purposive sampling, they were XI MIA 3 as experimental class and XI MIA 1 as control class.The use of Metacognitive Strategy was proven as an effective technique for teaching reading comprehension.It showed that there were the significantvalue of the implementation of KWL chart as a metacognitive strategy in teaching reading comprehension. In addition, the implementation of KWL chart had strong responses from the students. It could be seen from the result ofquestionnaire that described the strong responses of students toward the implementation of KWL chart as the metacognitive strategy. It could be concluded that the use of KWL chart as metacognitive strategy was effective in teaching reading comprehension. Thus, teachers probably use this technique as one of the variation for teaching reading comprehension. Keywords : Metacognitive Strategy, KWL Chart, Reading Comprehension

Metacognitive as One of the Strategy in Teaching Reading Comprehension

Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 1, No 2 (2014)
Publisher : Universitas Swadaya Gunung Jati

Show Abstract | Original Source | Check in Google Scholar

Abstract

This study aims at investigating further about the effectiveness ofMetacognitive Strategy implementation for students' reading comprehension at the second grade of SMA Negeri 1 cilimus and finding the students' responses vividly after learning reading comprehension through Metacognitive Strategy at the second grade of SMA Negeri 1 cilimus.The method that used in this study was Quasi Experimental Research with pre-test post-test non-equivalent group design. The population of this study was the second grade students of  SMAN 1 Cilimus in the academic year 2014/2015; itconsists of eight classes. Two classes were as samplewhich were taken by purposive sampling, they were XI MIA 3 as experimental class and XI MIA 1 as control class.The use of Metacognitive Strategy was proven as an effective technique for teaching reading comprehension.It showed that there were the significantvalue of the implementation of KWL chart as a metacognitive strategy in teaching reading comprehension. In addition, the implementation of KWL chart had strong responses from the students. It could be seen from the result ofquestionnaire that described the strong responses of students toward the implementation of KWL chart as the metacognitive strategy. It could be concluded that the use of KWL chart as metacognitive strategy was effective in teaching reading comprehension. Thus, teachers probably use this technique as one of the variation for teaching reading comprehension.

Lesson Study as a Platform for Engaging Speaking Lecturers in Doing Teacher Professional Development

Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 2, No 2 (2015)
Publisher : Universitas Swadaya Gunung Jati

Show Abstract | Original Source | Check in Google Scholar | Full PDF (349.335 KB)

Abstract

This case study aims at investigating the implementation of Lesson Study at English Education Department of a private university in Indonesia. Particularly, it reveals the activities of lesson study and teachers prolonged engagement in reflection activities. This study provides worthwhile chance for teachers to create a learning community in which they can develop their knowledge as professionals. There were four speaking lecturers, one lecturer as a model and others as participants, who worked collaboratively to formulate learning goals, lesson plan, classroom observation, teaching learning reflection, revision of the lesson for improvement, and re-teaching the revised lesson. The data were collected from the classroom observation, interview, community discussions, and reflection in two cycles. The findings reveal that the activities of Lesson Study facilitate the lecturers in designing proper teaching objectives and materials. Furthermore, it also can be regarded as a platform for teachers to have a learning community in which they can share and develop their teaching qualification.

Risk-Taking, Speaking Ability, and Australasian Parliamentary Debate; Do They Really Appertain?

Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 2, No 1 (2014)
Publisher : Universitas Swadaya Gunung Jati

Show Abstract | Original Source | Check in Google Scholar | Full PDF (1169.127 KB)

Abstract

The purposes of this study are: (1) to find out whether there is any positive correlation between risk-taking and Australasian Parliamentary English Debate; (2) to find out whether there is any positive correlation between apeaking ability and Australasian Parliamentary English Debate; (3) to find out whether there is any positive correlation between risk-taking, speaking ability, and Australasian Parliamentary English Debate of the fifthh semester students of English Education Department of Unswagati in academic year 2014-2015.This research is carried out at English Education Department of Unswagati Cirebon. This research was conducted in 3 months, from January to March 2015. The population of this research was the fifth semester students of English Education Department of Unswagati Cirebon. There were 80 students taken as sample for this study using random sampling technique. the data used for this study were collected using performance tests and questionnaire. The data gained from questionnaire and tests were then being analyzed using simple correlation and multiple linier regression.Based on the result of the study, it can be concluded that: (1) there is significant positive correlation between risk-taking and Australasian Parliamentary English Debate.

Extensive Listening Activities of EFL Learners in Higher Level of Education

Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 6, No 2 (2018)
Publisher : Universitas Swadaya Gunung Jati

Show Abstract | Original Source | Check in Google Scholar

Abstract

Even the most difficult, listen to foreign language materials can be a pleasure, especially when it is done outside the classroom. Students can freely choose what they want to listen and can anywhere do listening activities. This study examines how the learners did their extensive listening activities. From all the links given, thirty-nine students who took listening course in the fourth semester only accessed youtube and chose song and movie as the materials for supporting their listening activities, and they are mostly interested in listening to song. They mostly listen to song five times a week with the duration four minutes for each listening activity.