Articles
4
Documents
Implementing Project-Based Learning (PBL) Learning Course in ESP Classroom

Nidhomul Haq : Jurnal Manajemen Pendidikan Islam Vol 1 No 2 (2016): Islamic Education of Management
Publisher : Prodi Manajemen Pendidikan Islam Institut Pesantren KH Chalim Mojokerto

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Abstract

Some studies have been conducted concerning the use of project based learning (PBL) in language teaching and learning. Besides, those studies have been fruitful for explaining the benefits of PBL, it is also in compliance with the 21st century era where the digital technology influences the young generation to be more creative. That is why the use of PBL in Indonesia today is urgently need to facilitate students to develop their creativity. However, to implement PBL in teaching and learning process cannot be applied freely since every single subject has distinct characteristic. The methodology used in the class is one the crucial issues to determine the successfulness of implementing PBL in the classroom. These can be happened in English for specific purposes (ESP) speaking class which the characteristic of the learning process is technical English skill. Hence, this paper will present how to implement PBL appropriately accordance with the need of ESP speaking class in which the method develops students to have useful research and study skill, such as the use of reference resources and modern technology which are beneficial for learning. The implementation of PBL in ESP classroom will guide to the high English proficiency in some areas especially speaking skill

Involving Culture in English Language Learning

Nidhomul Haq : Jurnal Manajemen Pendidikan Islam Vol 2 No 1 (2017): Islamic Education of Management
Publisher : Prodi Manajemen Pendidikan Islam Institut Pesantren KH Chalim Mojokerto

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Abstract

Nowdays, culture takes a significant role in language teaching and learning. It happens when the universal communication has become the reality that cannot be ignored. The border of countries, in terms of communication, is not relevant anymore. Surely, there will be cross cultural phenomenon when people from different background communicate each other. Hence, need of the learners is not only about their linguistic knowledge, but also the use of language involving cross cultural understanding in real life circumstances. In line with this situation, Indonesia’s 2013 curriculum emphasizes cultural understanding in language teaching and learning. It is expected that the learners have no difficulties in communication which may consist of cultural aspects. Understanding the cultural aspects in communication make them achieve meaningful communication in which the knowledge and the use of language including culture are not separated. This paper discusses information about the relationship between culture and language teaching and learning, the principles of involving culture in language teaching and learning, and the involvement of culture in English subject of 2013 Curriculum as well.

Teaching Vocabulary Using Modified Snakes and Ladders Game

ALSUNA: JOURNAL OF ARABIC AND ENGLISH LANGUAGE Vol 1 No 2 (2018): Teaching Innovation
Publisher : Prodi Bahasa Arab dan Lembaga Bahasa Institut Pesantren KH Abdul Chalim Mojokerto

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Abstract

Many teachers fail to create a creative learning activity based on the children’s characteristics. In fact, many of today’s elementary schools are equipped with modern technology facilities that can encourage the children’s motivation in vocabulary learning. Unfortunately, the facilities are still used monotonously in learning activity.  This invariable learning activity may cause boredom for young learners. One of the ways to solve the problem is by developing a suitable teaching aid to increase vocabulary learning quality for young learners; it is the electronic Snakes and Ladders game. Therefore, this study aims to develop the conventional format of Snakes and Ladders game into electronic format for the teaching of English vocabulary to the second graders and to investigate the students’ responses toward the game developed. The results in revision I and revision II shows that there are some revisions made dealing with the features and content during the development of the game. While the content is revised by adding more questions amount and variation. Overall the material used and the features exposed in electronic Snakes and Ladders game are appropriate with the second graders characteristics and learning objective. Furthermore, the students show positive response toward the electronic Snakes and Ladders game.  

Digital Storytelling

ALSUNA: JOURNAL OF ARABIC AND ENGLISH LANGUAGE Vol 1 No 1 (2018): Teaching Second Language
Publisher : Prodi Bahasa Arab dan Lembaga Bahasa Institut Pesantren KH Abdul Chalim Mojokerto

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Abstract

In 21st century, a huge change happens in which students prefer to learn by using digital technology. Some interesting digital technology devices are expected to apply by the teachers in the process of teaching and learning. One of the technologies that can be used in teaching activities is digital storytelling. The teachers can combine both personal narratives and the use of technology in their English classes. Thus, this study was conducted to describe the implementation of digital storytelling, the students’ responses to the use of digital, and the students’ digital storytelling works after implementing the media in the teaching and learning process. The design of this research was a descriptive qualitative. The researcher used Field notes, students’ digital storytelling, and interview as instruments of collecting data. The researcher used data condensation, data display, and drawing conclusion to analyze the data. From Some findings of this study, the media can be considered as very attractive. They are eager to speak English during the process of video production. The media has significant role to decrease the students’ anxiety in speaking. It has empowered them to make the digital storytelling video either inside or outside the classroom. At last, the students’ ability is varied. The speaking criteria from O’Malley and Pierce’s scoring rubric is not reached by all students.