Makrifatul Khasanah, Sri Jumini, Nugroho Prasetya Adi
Pembelajaran fisika adalah proses belajar siswa dalam menguasai konsep matematis dalam kehidupan yang diselesaikan melalui sebuah rumus yang rumit. Hal ini menuntut para pendidik untuk lebih aktif mengajak siswa tidak hanya memahami konsep tetapi juga mampu menemukan dan mengaplikasikannya. Penelitian bertujuan untuk mengetahui pengaruh serta kenaikan pemahaman konsep dan keterampilan generik sains siswa dalam pelajaran fisika. Penelitian ini termasuk ke dalam jenis penelitian kuantitatif (eksperimen) dengan desain quasi experimen menggunakan the One Group Pretest-Posttest Design. Pemilihan sampel penelitian menggunakan jenis Nonprobability sampling (sampel total atau jenuh) yang berjumlah 18 siswa kelas VIII. Teknik pengumpulan data menggunakan tes dan observasi. Hasil uji statistik menunjukkan thitung < ttabel menunjukkan adanya pengaruh penggunaan model pembelajaran. Penelitian menyimpulkan bahwa penggunaan model pembelajaran MASTER (Motivating, Acquiring, Searching, Triggering, Exhibiting, and Reflecting) dengan metode diskusi dapat meningkatkan pemahaman konsep dan keterampilan generik sains siswa pada mata pelajaran fisika. Penerapan model pembelajaran MASTER mampu meningkatkan pemahaman konsep dan keterampilan generik sains siswa ditinjau dari hasil tes sebelum dan sesudah perlakukan dengan hasil tes sesudah lebih tinggi dibandingkan tes sebelum perlakukan. Hasil penelitian memperlihatkan Uji N-Gain variabel pemahaman konsep yakni 0,18 dan variabel keterampilan generik sains 0,7.
{"title":"Analisis Keterampilan Generik Sains dan Pemahaman Konsep Siswa pada Pembelajaran MASTER","authors":"Makrifatul Khasanah, Sri Jumini, Nugroho Prasetya Adi","doi":"10.51454/jet.v4i2.222","DOIUrl":"https://doi.org/10.51454/jet.v4i2.222","url":null,"abstract":"Pembelajaran fisika adalah proses belajar siswa dalam menguasai konsep matematis dalam kehidupan yang diselesaikan melalui sebuah rumus yang rumit. Hal ini menuntut para pendidik untuk lebih aktif mengajak siswa tidak hanya memahami konsep tetapi juga mampu menemukan dan mengaplikasikannya. Penelitian bertujuan untuk mengetahui pengaruh serta kenaikan pemahaman konsep dan keterampilan generik sains siswa dalam pelajaran fisika. Penelitian ini termasuk ke dalam jenis penelitian kuantitatif (eksperimen) dengan desain quasi experimen menggunakan the One Group Pretest-Posttest Design. Pemilihan sampel penelitian menggunakan jenis Nonprobability sampling (sampel total atau jenuh) yang berjumlah 18 siswa kelas VIII. Teknik pengumpulan data menggunakan tes dan observasi. Hasil uji statistik menunjukkan thitung < ttabel menunjukkan adanya pengaruh penggunaan model pembelajaran. Penelitian menyimpulkan bahwa penggunaan model pembelajaran MASTER (Motivating, Acquiring, Searching, Triggering, Exhibiting, and Reflecting) dengan metode diskusi dapat meningkatkan pemahaman konsep dan keterampilan generik sains siswa pada mata pelajaran fisika. Penerapan model pembelajaran MASTER mampu meningkatkan pemahaman konsep dan keterampilan generik sains siswa ditinjau dari hasil tes sebelum dan sesudah perlakukan dengan hasil tes sesudah lebih tinggi dibandingkan tes sebelum perlakukan. Hasil penelitian memperlihatkan Uji N-Gain variabel pemahaman konsep yakni 0,18 dan variabel keterampilan generik sains 0,7.","PeriodicalId":33640,"journal":{"name":"Journal of English Education and Teaching","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134999601","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Penelitian ini bertujuan untuk memetakan perkembangan penelitian dengan tema digital leadership yang dipublikasikan. Penelitian ini bertujuan untuk memberikan gambaran mengenai topik digital leadership sehingga dapat memberikan masukan mengenai kebaruan penelitian di bidang digital leadership yang publikasikan. Penelitian ini menggunakan metode bibiliometrik, yaitu studi kepustakaan yang melihat statistik terhadap suatu publikasi. Basis data publikasi yang digunakan adalah google scholar (tahun 2012 hingga 2022). Untuk membantu peneliti dalam mengumpulkan data bibliografi, peneliti menggunakan aplikasi Publish or perish. Dari hasil penelitian didapatkan 455 artikel, kemudian diolah menggunakan aplikasi MS Excel dan VOSviwer. Hasil penelitian ini menujukan bahwa penelitian tentang digital leadership terus mengalami peningkatan setiap tahunnya hal ini pun sejalan dengan tingkat sitase yang terus meningkat sebelum akhirnya turun di tahun 2020 sampai 2022. Berdasarkan hasil penelitian peneliti menemukan bahwa belum adanya penelitian yang mendalam antara kepimpinan digital dan manajemen sekolah Secara langsung, yang dapat dilihat dari segi mutu, kepuasan, layanan serta supervisi yang digital yang mungkin dapat dilakukan oleh pemimpin institusi Pendidikan.
{"title":"Kepemimpinan Digital dalam Pendidikan: Sebuah Analisis Bibliometrik","authors":"Erna Kusumawati","doi":"10.51454/jet.v4i2.254","DOIUrl":"https://doi.org/10.51454/jet.v4i2.254","url":null,"abstract":"Penelitian ini bertujuan untuk memetakan perkembangan penelitian dengan tema digital leadership yang dipublikasikan. Penelitian ini bertujuan untuk memberikan gambaran mengenai topik digital leadership sehingga dapat memberikan masukan mengenai kebaruan penelitian di bidang digital leadership yang publikasikan. Penelitian ini menggunakan metode bibiliometrik, yaitu studi kepustakaan yang melihat statistik terhadap suatu publikasi. Basis data publikasi yang digunakan adalah google scholar (tahun 2012 hingga 2022). Untuk membantu peneliti dalam mengumpulkan data bibliografi, peneliti menggunakan aplikasi Publish or perish. Dari hasil penelitian didapatkan 455 artikel, kemudian diolah menggunakan aplikasi MS Excel dan VOSviwer. Hasil penelitian ini menujukan bahwa penelitian tentang digital leadership terus mengalami peningkatan setiap tahunnya hal ini pun sejalan dengan tingkat sitase yang terus meningkat sebelum akhirnya turun di tahun 2020 sampai 2022. Berdasarkan hasil penelitian peneliti menemukan bahwa belum adanya penelitian yang mendalam antara kepimpinan digital dan manajemen sekolah Secara langsung, yang dapat dilihat dari segi mutu, kepuasan, layanan serta supervisi yang digital yang mungkin dapat dilakukan oleh pemimpin institusi Pendidikan.","PeriodicalId":33640,"journal":{"name":"Journal of English Education and Teaching","volume":"615 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136245871","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-24DOI: 10.33369/jeet.6.4.610-621
Herawati Herawati
Nowadays, the learners are interested in finding way to learn English easily. They are able to have home resources such as technological tools at home and opportunities to use it in their learning process. Google Classroom is a part of the online Google Apps for Education suite of productivity applications for teachers and students in online learning. This study aimed to find out the effectiveness of Google Classroom in enhancing students’ English. The design of this study is a quasi-experimental design (Non design) by one group pre-test and post test design. The population of this study was all of the first semester students of Universitas Musi Rawas. The sample was Karyawan Class students of the first semester of Universitas Musi Rawas. The total of students was as many as 50 students of Karyawan Class. The research sample was selected based on purposive sampling technique. The instruments used in this study were observation and test. The result of this study shows that the significance level smaller than significance (0.05) which indicates that the null hypothesis (H0) is rejected and the alternative hypothesis (Ha) is accepted. It means that Using Google Classroom influences teaching learning process positively.
{"title":"Google Classroom as Online Media in English Teaching and Learning","authors":"Herawati Herawati","doi":"10.33369/jeet.6.4.610-621","DOIUrl":"https://doi.org/10.33369/jeet.6.4.610-621","url":null,"abstract":"Nowadays, the learners are interested in finding way to learn English easily. They are able to have home resources such as technological tools at home and opportunities to use it in their learning process. Google Classroom is a part of the online Google Apps for Education suite of productivity applications for teachers and students in online learning. This study aimed to find out the effectiveness of Google Classroom in enhancing students’ English. The design of this study is a quasi-experimental design (Non design) by one group pre-test and post test design. The population of this study was all of the first semester students of Universitas Musi Rawas. The sample was Karyawan Class students of the first semester of Universitas Musi Rawas. The total of students was as many as 50 students of Karyawan Class. The research sample was selected based on purposive sampling technique. The instruments used in this study were observation and test. The result of this study shows that the significance level smaller than significance (0.05) which indicates that the null hypothesis (H0) is rejected and the alternative hypothesis (Ha) is accepted. It means that Using Google Classroom influences teaching learning process positively.","PeriodicalId":33640,"journal":{"name":"Journal of English Education and Teaching","volume":"47 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85725183","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-16DOI: 10.33369/jeet.6.4.578-597
Sherin Putri Indanna, Arasuli Arasuli, I. Damayanti
This research focuses on women’s language features used by the three Indonesian female travel bloggers on blogspot.com and wordpress.com. It was aimed to investigate types of women’s language features used by the three Indonesian female travel bloggers and the most dominant types of women’s language features used by the three Indonesian female travel bloggers. This research was carried out using descriptive qualitative research. The data came from the script of 15 blog posts written by the three Indonesian female travel bloggers. The findings revealed that the three Indonesian female travel bloggers utilized nine types of women’s language features, they are lexical hedges or fillers, tag question, rising intonation on declaratives, empty adjectives, intensifiers, hypercorrect grammar, super polite forms, avoidance of strong swear words, and emphatic stress. The scripts of the three Indonesian female travel bloggers contain a total of 628 language features. During the analysis of the data, it revealed that the researchers were unable to discover precise colour terms because it was unrelated to the 15 blog posts. There was no correlation among the theme on 15 blog posts and the ability to use precise colour terms back then. The three Indonesian female travel bloggers dominantly employed hypercorrect grammar to prove that they concerned about their grammar.
{"title":"An Analysis of Women's Language Features used by the Three Indonesian Female Travel Bloggers","authors":"Sherin Putri Indanna, Arasuli Arasuli, I. Damayanti","doi":"10.33369/jeet.6.4.578-597","DOIUrl":"https://doi.org/10.33369/jeet.6.4.578-597","url":null,"abstract":"This research focuses on women’s language features used by the three Indonesian female travel bloggers on blogspot.com and wordpress.com. It was aimed to investigate types of women’s language features used by the three Indonesian female travel bloggers and the most dominant types of women’s language features used by the three Indonesian female travel bloggers. This research was carried out using descriptive qualitative research. The data came from the script of 15 blog posts written by the three Indonesian female travel bloggers. The findings revealed that the three Indonesian female travel bloggers utilized nine types of women’s language features, they are lexical hedges or fillers, tag question, rising intonation on declaratives, empty adjectives, intensifiers, hypercorrect grammar, super polite forms, avoidance of strong swear words, and emphatic stress. The scripts of the three Indonesian female travel bloggers contain a total of 628 language features. During the analysis of the data, it revealed that the researchers were unable to discover precise colour terms because it was unrelated to the 15 blog posts. There was no correlation among the theme on 15 blog posts and the ability to use precise colour terms back then. The three Indonesian female travel bloggers dominantly employed hypercorrect grammar to prove that they concerned about their grammar.","PeriodicalId":33640,"journal":{"name":"Journal of English Education and Teaching","volume":"60 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90268793","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-16DOI: 10.33369/jeet.6.4.598-609
Rina Mutiarawati, Ami Nur Najmillah, Z. Lestari
The aim of this study is to analyze the meaning of the word “over” through syntactic and semantic analysis based on its structure. Moreover, this study also evaluates the features of the word “over” based on the structure whether they are used as an adverb, an adjective, a preposition, or a phrasal verb. This research employs qualitative descriptive research where the data are taken from the novel “One Hundred Years of Solitude” by Gabriel Garcia Marquez. As a result of data analysis, the researchers found that word over not only functions as a pure preposition, but also as an adverb, an adjective, and a phrasal verb. It can be seen from the position and function of the word “over” in a sentence. In semantic analysis, the particle “over” is analyzed as a pure preposition, an adverb, an adjective, and a phrasal verb based on the definition of “over” from two well-known dictionaries. Hopefully, the study result can be beneficial theoretically and practically for teachers or future researchers who were passionate about analyzing words from a syntactic and semantic point of view.
{"title":"Syntactic and Semantic Analysis of Word “Over” In Gabriel Garcia Marquez’s Novel “One Hundred Years of Solitude”","authors":"Rina Mutiarawati, Ami Nur Najmillah, Z. Lestari","doi":"10.33369/jeet.6.4.598-609","DOIUrl":"https://doi.org/10.33369/jeet.6.4.598-609","url":null,"abstract":"The aim of this study is to analyze the meaning of the word “over” through syntactic and semantic analysis based on its structure. Moreover, this study also evaluates the features of the word “over” based on the structure whether they are used as an adverb, an adjective, a preposition, or a phrasal verb. This research employs qualitative descriptive research where the data are taken from the novel “One Hundred Years of Solitude” by Gabriel Garcia Marquez. As a result of data analysis, the researchers found that word over not only functions as a pure preposition, but also as an adverb, an adjective, and a phrasal verb. It can be seen from the position and function of the word “over” in a sentence. In semantic analysis, the particle “over” is analyzed as a pure preposition, an adverb, an adjective, and a phrasal verb based on the definition of “over” from two well-known dictionaries. Hopefully, the study result can be beneficial theoretically and practically for teachers or future researchers who were passionate about analyzing words from a syntactic and semantic point of view.","PeriodicalId":33640,"journal":{"name":"Journal of English Education and Teaching","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82110679","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-15DOI: 10.33369/jeet.6.4.555-577
Rachelina Larasati, Paulus Kuswandono
It has been acknowledged in the literature that a good self-concept of teachers will enable teachers to adapt to changing situations, which might result in effective teaching that will benefit students. On the contrary, negative self-concept results in teachers’ burnout and inability to perform well in teaching. This mixed-methods study aims to investigate whether teacher self-concept can be enhanced by the implementation of self-regulation strategies. Two research questions are formulated in this study: (1) To what extent do Indonesian teachers implement self-regulation in their teaching? (2) What is the correlation between teachers’ self-regulation and the concept of their competency and satisfaction in teaching? In the quantitative phase, sixty teachers from different parts of Indonesia participated in the study by completing an online questionnaire. The data gathered was submitted to the SPSS and was analyzed using the Pearson correlation method. The result showed that there were positive correlations between teacher self-regulation and teacher self-concept of competence with r=.381 and satisfaction with r=.372. To gain a deeper understanding, in the qualitative phase, interviews were done with three of the teachers. The data resulted that teachers have highly implemented teacher self-regulation and affirmed that it has contributed to the enhancement of their self-concept of competence and satisfaction.
{"title":"Indonesian Teachers’ Self-Regulation, Their Self-Concept of Competence and Satisfaction in Teaching","authors":"Rachelina Larasati, Paulus Kuswandono","doi":"10.33369/jeet.6.4.555-577","DOIUrl":"https://doi.org/10.33369/jeet.6.4.555-577","url":null,"abstract":"It has been acknowledged in the literature that a good self-concept of teachers will enable teachers to adapt to changing situations, which might result in effective teaching that will benefit students. On the contrary, negative self-concept results in teachers’ burnout and inability to perform well in teaching. This mixed-methods study aims to investigate whether teacher self-concept can be enhanced by the implementation of self-regulation strategies. Two research questions are formulated in this study: (1) To what extent do Indonesian teachers implement self-regulation in their teaching? (2) What is the correlation between teachers’ self-regulation and the concept of their competency and satisfaction in teaching? In the quantitative phase, sixty teachers from different parts of Indonesia participated in the study by completing an online questionnaire. The data gathered was submitted to the SPSS and was analyzed using the Pearson correlation method. The result showed that there were positive correlations between teacher self-regulation and teacher self-concept of competence with r=.381 and satisfaction with r=.372. To gain a deeper understanding, in the qualitative phase, interviews were done with three of the teachers. The data resulted that teachers have highly implemented teacher self-regulation and affirmed that it has contributed to the enhancement of their self-concept of competence and satisfaction.","PeriodicalId":33640,"journal":{"name":"Journal of English Education and Teaching","volume":"80 11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80608419","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-14DOI: 10.33369/jeet.6.4.527-537
I. Irmayani, L. Masruroh, Eka Cristin Wulandari
This study used pre-experimental research, conducting one group pre-test and post-test to examine the effectiveness of using Jamboard application media to improve students' writing skills. Furthermore, this study focused on common writing challenges that students face, such as using acceptable grammar, vocabulary, and mechanics when writing personal letters. Twenty-eight senior high school students majoring in Teknik Kendaraan Ringan were carefully chosen from SMK Abdurrahman Wahid Banjarmadu (TKR). The data revealed an improvement in the students' writing ability in personal letters utilizing jamboard by Wilcoxon signed rank test. According to the data, the positive learning outcomes for pre-test and post-test with a mean rank or average rise 14,50. While the number of sum of ranks is 406,00. Based on statistic value of Wilcoxon test the significance (2-tailed) < 0,05. It signifies that the alternative hypothesis (H1) was accepted because there was a substantial difference in the students' writing skills before and after treatment with Jamboard, whereas the null hypothesis (Ho) was denied. After examining the data, the researcher concluded that jamboard could be an alternate media for improving students' personal letter writing abilities. There are a total of 406,00 rankings. The Wilcoxon test has a significance threshold of 0.05 based on the statistic value (2-tailed). It signifies that the alternative hypothesis (H1) was accepted since there was a substantial difference in the students' writing ability before and after treatment with Jamboard, whereas the null hypothesis (Ho) was denied. Following an examination of the data, the researcher concluded that jamboard could be a viable alternative medium for boosting students' personal letter writing talents.
{"title":"The Utilization of Jamboard to Improve Students` Writing Skills in Personal Letter","authors":"I. Irmayani, L. Masruroh, Eka Cristin Wulandari","doi":"10.33369/jeet.6.4.527-537","DOIUrl":"https://doi.org/10.33369/jeet.6.4.527-537","url":null,"abstract":"This study used pre-experimental research, conducting one group pre-test and post-test to examine the effectiveness of using Jamboard application media to improve students' writing skills. Furthermore, this study focused on common writing challenges that students face, such as using acceptable grammar, vocabulary, and mechanics when writing personal letters. Twenty-eight senior high school students majoring in Teknik Kendaraan Ringan were carefully chosen from SMK Abdurrahman Wahid Banjarmadu (TKR). The data revealed an improvement in the students' writing ability in personal letters utilizing jamboard by Wilcoxon signed rank test. According to the data, the positive learning outcomes for pre-test and post-test with a mean rank or average rise 14,50. While the number of sum of ranks is 406,00. Based on statistic value of Wilcoxon test the significance (2-tailed) < 0,05. It signifies that the alternative hypothesis (H1) was accepted because there was a substantial difference in the students' writing skills before and after treatment with Jamboard, whereas the null hypothesis (Ho) was denied. After examining the data, the researcher concluded that jamboard could be an alternate media for improving students' personal letter writing abilities. There are a total of 406,00 rankings. The Wilcoxon test has a significance threshold of 0.05 based on the statistic value (2-tailed). It signifies that the alternative hypothesis (H1) was accepted since there was a substantial difference in the students' writing ability before and after treatment with Jamboard, whereas the null hypothesis (Ho) was denied. Following an examination of the data, the researcher concluded that jamboard could be a viable alternative medium for boosting students' personal letter writing talents.","PeriodicalId":33640,"journal":{"name":"Journal of English Education and Teaching","volume":"18 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88907573","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-14DOI: 10.33369/jeet.6.4.538-554
A. Halim, Nur Mutmainna Halim
Detail English literary materials were selected and processed to establish a course-book to be implemented in Junior-High Schools. The materials were designed to ignite students’ language study skills namely inspiration, interactivity and creativity as important aspects in English education. The study was a developmental research and experimental study. The data were collected through (a) an English essay test involving different difficulty levels of questions (cognitive, analytic, evaluative and creative), and (b) classroom observation and interview. Results from this study identified that the learning processes and learning results clearly reflected the three language study skills. By providing and facilitating proper interactive reading materials and a lively atmosphere of classroom discussion, students got inspired to get their own ideas, got free to write their own sentences and this circumstance assigned students to become more creative. Such content of an inspirational, interactive and creative course book must be relevant to the students’ preferences like interest and need to induce students think critically by relating things into facts.
{"title":"Igniting Students’ Language Study-Skill: An Overview of the Practice of English Literary Material","authors":"A. Halim, Nur Mutmainna Halim","doi":"10.33369/jeet.6.4.538-554","DOIUrl":"https://doi.org/10.33369/jeet.6.4.538-554","url":null,"abstract":"Detail English literary materials were selected and processed to establish a course-book to be implemented in Junior-High Schools. The materials were designed to ignite students’ language study skills namely inspiration, interactivity and creativity as important aspects in English education. The study was a developmental research and experimental study. The data were collected through (a) an English essay test involving different difficulty levels of questions (cognitive, analytic, evaluative and creative), and (b) classroom observation and interview. Results from this study identified that the learning processes and learning results clearly reflected the three language study skills. By providing and facilitating proper interactive reading materials and a lively atmosphere of classroom discussion, students got inspired to get their own ideas, got free to write their own sentences and this circumstance assigned students to become more creative. Such content of an inspirational, interactive and creative course book must be relevant to the students’ preferences like interest and need to induce students think critically by relating things into facts.","PeriodicalId":33640,"journal":{"name":"Journal of English Education and Teaching","volume":"13 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85215447","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-13DOI: 10.33369/jeet.6.4.514-526
Dwi Eka Putri, Arasuli Arasuli, Erni Sukesi
This research was intended to observe, evaluate, and discover the quality of the speaking materials which appear in Think Globally Act Locally textbook for ninth grade of junior high school published by the Ministry of Education and Culture 2018 revised edition. Researchers evaluated the speaking materials by using the Scott’s theory of good speaking materials. It was conducted by using descriptive qualitative research design. The research object was Think Globally Act Locally textbook, specifically the whole speaking materials on that book. The instruments consisted of evaluation table, documentation, and interview. The data were collected through six necessary steps, included (1) read the textbook thoroughly, (2) find out all the speaking materials, (3) observe all the speaking materials that was found, (4) identify the speaking materials regarding to the four criteria, (5) report the data through evaluation table, and (6) present the data in detail. The result of this study showed that there were 40 speaking materials found in the textbook, 30 of them filled the category of “good”, and 10 others reached the category of “sufficient”. In conclusion, overall the speaking materials in this textbook were classified as good. Therefore, researchers recommend this textbook to be implemented as the main source for speaking activities in classroom interaction.
{"title":"An Evaluation of Speaking Materials in Think Globally Act Locally Textbook for Ninth Grade of Junior High School","authors":"Dwi Eka Putri, Arasuli Arasuli, Erni Sukesi","doi":"10.33369/jeet.6.4.514-526","DOIUrl":"https://doi.org/10.33369/jeet.6.4.514-526","url":null,"abstract":"This research was intended to observe, evaluate, and discover the quality of the speaking materials which appear in Think Globally Act Locally textbook for ninth grade of junior high school published by the Ministry of Education and Culture 2018 revised edition. Researchers evaluated the speaking materials by using the Scott’s theory of good speaking materials. It was conducted by using descriptive qualitative research design. The research object was Think Globally Act Locally textbook, specifically the whole speaking materials on that book. The instruments consisted of evaluation table, documentation, and interview. The data were collected through six necessary steps, included (1) read the textbook thoroughly, (2) find out all the speaking materials, (3) observe all the speaking materials that was found, (4) identify the speaking materials regarding to the four criteria, (5) report the data through evaluation table, and (6) present the data in detail. The result of this study showed that there were 40 speaking materials found in the textbook, 30 of them filled the category of “good”, and 10 others reached the category of “sufficient”. In conclusion, overall the speaking materials in this textbook were classified as good. Therefore, researchers recommend this textbook to be implemented as the main source for speaking activities in classroom interaction.","PeriodicalId":33640,"journal":{"name":"Journal of English Education and Teaching","volume":"24 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73757124","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-12DOI: 10.33369/jeet.6.4.489-497
A. Umam, Movi Riana Rahmawanti, Alan Jaelani
Even though the implementation of higher-order thinking skills has been mandated by the Curriculum 2013, some English teachers find it complex, especially during the covid-19 outbreak. This study aims at finding out the problems faced by three English teachers in implementing higher-order thinking skills. It is framed under a case study design in which documentation and semi-structured interview were used for data collection. Data gathered from both semi-interviewed and documentation were analyzed using thematic analysis in which the data were coded into some themes. The finding reveals that teachers have some external and internal problems in the implementation of higher-order thinking skills. For the internal factors, the teachers admitted that they lacked training and exposure to the integration of higher-order thinking skills. They acknowledged that they frequently employ instructional strategies they have used successfully in the past. While for the external factors, the teachers asserted that the students lack the motivation to learn English online. The majority of students choose not to participate in learning activities. This study suggests that teachers must engage in continuing professional development (CPD), which can be accomplished in a variety of methods, in order to encourage the integration of higher-order thinking abilities in the classroom. If the government and the schools where the instructors educate support this CPD, it will be successful.
{"title":"EFL Teachers’ Problems in HOTS Implementation during Covid Pandemic","authors":"A. Umam, Movi Riana Rahmawanti, Alan Jaelani","doi":"10.33369/jeet.6.4.489-497","DOIUrl":"https://doi.org/10.33369/jeet.6.4.489-497","url":null,"abstract":"Even though the implementation of higher-order thinking skills has been mandated by the Curriculum 2013, some English teachers find it complex, especially during the covid-19 outbreak. This study aims at finding out the problems faced by three English teachers in implementing higher-order thinking skills. It is framed under a case study design in which documentation and semi-structured interview were used for data collection. Data gathered from both semi-interviewed and documentation were analyzed using thematic analysis in which the data were coded into some themes. The finding reveals that teachers have some external and internal problems in the implementation of higher-order thinking skills. For the internal factors, the teachers admitted that they lacked training and exposure to the integration of higher-order thinking skills. They acknowledged that they frequently employ instructional strategies they have used successfully in the past. While for the external factors, the teachers asserted that the students lack the motivation to learn English online. The majority of students choose not to participate in learning activities. This study suggests that teachers must engage in continuing professional development (CPD), which can be accomplished in a variety of methods, in order to encourage the integration of higher-order thinking abilities in the classroom. If the government and the schools where the instructors educate support this CPD, it will be successful.","PeriodicalId":33640,"journal":{"name":"Journal of English Education and Teaching","volume":"17 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89539442","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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