This study investigated students’ reading motivation in English text. The Quantitative research methodology carried out in this study is in order to collect information or data that is donated. Researcher used a survey with descriptive analysis that is research whose source of data and information is mainly obtained from respondents as a research sample using questionnaires as an instrument of data collection to describe students reading motivation of junior high school in Palembang. This study was conducted at SMP N 7 Pemulutan with 104 as the participants taken from the nine grade students of that school by using simple random sampling. in collecting data, the researcher used Motivation Reading Questionnaire (MRQ). The questionnaire consisted of 53 items with eleven indicators. The result covers 1. Self efficacy can make students more motivated in reading. 2. Intrinsic factor included enjoyable and students’ interest in reading. 3. Extrinsic factor covered such as for finishing assignment, for getting high getting praises, in getting high score.
{"title":"Students’ Motivation in Reading English Text: A Survey of Junior High School in Palembang","authors":"Depi Apriani, Manallulaili Manallulaili, Renny Kurniasari","doi":"10.52690/jadila.v2i1.186","DOIUrl":"https://doi.org/10.52690/jadila.v2i1.186","url":null,"abstract":"This study investigated students’ reading motivation in English text. The Quantitative research methodology carried out in this study is in order to collect information or data that is donated. Researcher used a survey with descriptive analysis that is research whose source of data and information is mainly obtained from respondents as a research sample using questionnaires as an instrument of data collection to describe students reading motivation of junior high school in Palembang. This study was conducted at SMP N 7 Pemulutan with 104 as the participants taken from the nine grade students of that school by using simple random sampling. in collecting data, the researcher used Motivation Reading Questionnaire (MRQ). The questionnaire consisted of 53 items with eleven indicators. The result covers 1. Self efficacy can make students more motivated in reading. 2. Intrinsic factor included enjoyable and students’ interest in reading. 3. Extrinsic factor covered such as for finishing assignment, for getting high getting praises, in getting high score.","PeriodicalId":408731,"journal":{"name":"Jadila: Journal of Development and Innovation in Language and Literature Education","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116704097","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 : 2021-08-12DOI: 10.52690/jadila.v2i1.179
April Liya Wulan Dari, Fera Zasrianita
Test of English for International Communication TOEIC is a test of English communication skills developed by The Educational Testing Service (ETS). Currently, the Ministry of Education and Culture, through the Directorate of Vocational High Schools (DSMK), has opened opportunities for SMK throughout Indonesia to obtain international certification assistance through the SMK English Challenge 2020 program or facilitation of English language proficiency certification exams with TOEIC. This study investigates the problems of SMKN 3 Seluma students in answering the TOEIC reading and listening test. The Aims of this study was to investigate out and provide solutions related to students’ problem in answering TOEIC reading and listening test. To analyze these problems, this study used descriptive qualitative approach and interview as a data collecting technique. The results of this study indicate that there were two factors that become students’ problem in answering TOEIC reading and listening test, namely internal and external factors. Internal factors occur in students themselves where students did not understand the questions, vocabulary, or material being tested. While external factors occur beyond the ability of students, such as the facilities needed by students to take the test are still minimal. A good solution to overcome this problem is to prepare everything needed to take the TOEIC test in the form of learning resources, teaching staff, learning facilities and the most important is the mentality of the students who will take the test.
{"title":"An Analysis the Vocational High School Students’ Problem in Answering TOEIC Reading and Listening Test","authors":"April Liya Wulan Dari, Fera Zasrianita","doi":"10.52690/jadila.v2i1.179","DOIUrl":"https://doi.org/10.52690/jadila.v2i1.179","url":null,"abstract":"Test of English for International Communication TOEIC is a test of English communication skills developed by The Educational Testing Service (ETS). Currently, the Ministry of Education and Culture, through the Directorate of Vocational High Schools (DSMK), has opened opportunities for SMK throughout Indonesia to obtain international certification assistance through the SMK English Challenge 2020 program or facilitation of English language proficiency certification exams with TOEIC. This study investigates the problems of SMKN 3 Seluma students in answering the TOEIC reading and listening test. The Aims of this study was to investigate out and provide solutions related to students’ problem in answering TOEIC reading and listening test. To analyze these problems, this study used descriptive qualitative approach and interview as a data collecting technique. The results of this study indicate that there were two factors that become students’ problem in answering TOEIC reading and listening test, namely internal and external factors. Internal factors occur in students themselves where students did not understand the questions, vocabulary, or material being tested. While external factors occur beyond the ability of students, such as the facilities needed by students to take the test are still minimal. A good solution to overcome this problem is to prepare everything needed to take the TOEIC test in the form of learning resources, teaching staff, learning facilities and the most important is the mentality of the students who will take the test.","PeriodicalId":408731,"journal":{"name":"Jadila: Journal of Development and Innovation in Language and Literature Education","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122779143","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 : 2021-08-12DOI: 10.52690/jadila.v2i1.163
Ida Yulianawati, Natalia Anggrarini, Anes Nurul Bahari
This research aimed to discuss the potential of the WhatsApp application as a tool of online learning at a higher educational level that could stimulate students’ interactions and discussion with the lecturer or their peers. With interactions, they can experience and develop an awareness of behaviors required to facilitate their participation in online learning. Therefore, this study identified the specific and general types of undergraduate students’ online interactions and investigated their patterns across time. The study was carried out by 6 undergraduate students of the 2019/2020 academic year in the English Education Department, Wiralodra University. Students’ posts in WhatsApp group discussion were analyzed in terms of online interaction types identified by MacKinnon (2000) and Jung et al. (2002). The result shows that the students mostly expressed their opinions and judgments in academic-related discussions rather than moved to a higher level of knowledge construction, such as providing their own example upon their ideas and elaborating more on certain topics in the discussion. Further investigation can be done to find the factors that affect students’ interaction, the relationship between topics, and online interactions in another online learning platform.
本研究旨在讨论WhatsApp应用程序作为高等教育水平在线学习工具的潜力，该工具可以激发学生与讲师或同龄人的互动和讨论。通过互动，他们可以体验并发展一种促进他们参与在线学习所需的行为意识。因此，本研究确定了大学生在线互动的特定类型和一般类型，并调查了它们在不同时间的模式。这项研究由维拉德拉大学英语教育系2019/2020学年的6名本科生进行。根据MacKinnon(2000)和Jung et al.(2002)确定的在线互动类型对学生在WhatsApp小组讨论中的帖子进行了分析。结果表明，学生们在学术相关的讨论中更多的是表达自己的观点和判断，而不是进入更高层次的知识构建，比如对自己的观点提供自己的例子，并在讨论中对某些话题进行更多的阐述。进一步的调查可以找到影响学生互动的因素，话题之间的关系，以及在另一个在线学习平台上的在线互动。
{"title":"Exploring Undergraduate Students’ Online Interaction in Academic Reading Classroom via WhatsApp Application","authors":"Ida Yulianawati, Natalia Anggrarini, Anes Nurul Bahari","doi":"10.52690/jadila.v2i1.163","DOIUrl":"https://doi.org/10.52690/jadila.v2i1.163","url":null,"abstract":"This research aimed to discuss the potential of the WhatsApp application as a tool of online learning at a higher educational level that could stimulate students’ interactions and discussion with the lecturer or their peers. With interactions, they can experience and develop an awareness of behaviors required to facilitate their participation in online learning. Therefore, this study identified the specific and general types of undergraduate students’ online interactions and investigated their patterns across time. The study was carried out by 6 undergraduate students of the 2019/2020 academic year in the English Education Department, Wiralodra University. Students’ posts in WhatsApp group discussion were analyzed in terms of online interaction types identified by MacKinnon (2000) and Jung et al. (2002). The result shows that the students mostly expressed their opinions and judgments in academic-related discussions rather than moved to a higher level of knowledge construction, such as providing their own example upon their ideas and elaborating more on certain topics in the discussion. Further investigation can be done to find the factors that affect students’ interaction, the relationship between topics, and online interactions in another online learning platform.","PeriodicalId":408731,"journal":{"name":"Jadila: Journal of Development and Innovation in Language and Literature Education","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128562861","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}
Classroom interactions are typical class situations where verbal contact is dominant, which means that the teacher has a significant impact on the students speaking ability. Classroom interaction and speaking ability have related to created interaction on teaching classroom process. This study purpose at analyzing the realization of classroom interaction especially teacher talk and students talk occurred during teaching speaking class. The data were taken from SMA Negeri 3 Seluma in the form of observation, interview, and documentation. The data then were analyzed by the framework adapted from Flanders Interaction Analysis Categories (FIAC). The findings showed that the classroom interaction most dominant is the teacher while students during speaking class. It also described those teacher roles during classroom interaction as director, manager, and facilitator. The study recommends the teacher support students to actively speak when learning the classroom process. Finally, this study suggests a further study to find various frameworks in analyzing classroom interaction discourse which covers different abilities.
课堂互动是典型的课堂情境，以言语接触为主，这意味着教师对学生的口语能力有显著的影响。课堂互动和口语能力与课堂教学过程中创造的互动有关。本研究旨在分析课堂互动的实现，特别是在口语教学过程中教师与学生之间的对话。数据采自SMA Negeri 3 Seluma，采用观察、访谈和文献的形式。然后采用法兰德斯相互作用分析类别(FIAC)的框架对数据进行分析。结果表明，课堂互动中最主要的是教师和学生在口语课上的互动。它还描述了教师在课堂互动中的角色，如主管、经理和促进者。本研究建议教师在课堂学习过程中支持学生主动发言。最后，本研究建议进一步研究寻找涵盖不同能力的课堂互动话语分析框架。
{"title":"Teacher and Students’ Talk in Speaking Classroom Interaction","authors":"Mellany Mellany, Risnawati Risnawati, Fera Zasrianita","doi":"10.52690/jadila.v2i1.123","DOIUrl":"https://doi.org/10.52690/jadila.v2i1.123","url":null,"abstract":"Classroom interactions are typical class situations where verbal contact is dominant, which means that the teacher has a significant impact on the students speaking ability. Classroom interaction and speaking ability have related to created interaction on teaching classroom process. This study purpose at analyzing the realization of classroom interaction especially teacher talk and students talk occurred during teaching speaking class. The data were taken from SMA Negeri 3 Seluma in the form of observation, interview, and documentation. The data then were analyzed by the framework adapted from Flanders Interaction Analysis Categories (FIAC). The findings showed that the classroom interaction most dominant is the teacher while students during speaking class. It also described those teacher roles during classroom interaction as director, manager, and facilitator. The study recommends the teacher support students to actively speak when learning the classroom process. Finally, this study suggests a further study to find various frameworks in analyzing classroom interaction discourse which covers different abilities.\u0000 ","PeriodicalId":408731,"journal":{"name":"Jadila: Journal of Development and Innovation in Language and Literature Education","volume":"217 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115280294","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 : 2021-08-12DOI: 10.52690/jadila.v2i1.184
Wulan Mayang Sari, Amalia Hasanah, Eka Sartika
The aims of this study were to find out investigate what EFL teachers do to developing their pedagogical competence in teaching implementation. The participants of this study were English teachers in SMP Xaverius 3 Palembang. Qualitative method was used in this study. The data gained from interview was analyzed by using thematic analysis. The study applied purposive sampling. The result of the study showed that the English teachers join some activities and programs as the efforts of developing their pedagogical competence. To increase the knowledge of classroom management, teachers usually did induction programs. Teachers also should join many kind of seminars, workshops, short courses or teacher trainings related to teaching in order to develop their knowledge of teaching methods. Teachers can develop their knowledge of classroom assessment by joining seminars, workshop, reading books or articles, watching youtube, and using other platforms. Lesson study activities are used by teachers to help them making lesson plan.
{"title":"EFL Teachers' Efforts in Developing Their Pedagogical Competence","authors":"Wulan Mayang Sari, Amalia Hasanah, Eka Sartika","doi":"10.52690/jadila.v2i1.184","DOIUrl":"https://doi.org/10.52690/jadila.v2i1.184","url":null,"abstract":"The aims of this study were to find out investigate what EFL teachers do to developing their pedagogical competence in teaching implementation. The participants of this study were English teachers in SMP Xaverius 3 Palembang. Qualitative method was used in this study. The data gained from interview was analyzed by using thematic analysis. The study applied purposive sampling. The result of the study showed that the English teachers join some activities and programs as the efforts of developing their pedagogical competence. To increase the knowledge of classroom management, teachers usually did induction programs. Teachers also should join many kind of seminars, workshops, short courses or teacher trainings related to teaching in order to develop their knowledge of teaching methods. Teachers can develop their knowledge of classroom assessment by joining seminars, workshop, reading books or articles, watching youtube, and using other platforms. Lesson study activities are used by teachers to help them making lesson plan.","PeriodicalId":408731,"journal":{"name":"Jadila: Journal of Development and Innovation in Language and Literature Education","volume":"190 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130218177","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 : 2021-08-12DOI: 10.52690/jadila.v2i1.185
Shalehuddin Al Ayubi, Dian Erlina, Deta Desvitasari
The aims of the study is aimed to find out English teacher’s perception on the use of authentic assessment and it’s difficulties in EFL classroom. The approach of this study used a qualitative research. One of the qualitative research designs applied in this study was case study design. The participant of this study two of the English teachers of MA Al-Fatah Palembang. The data were collected through interview. The results of this study showed that the use of authentic assessment in EFL classroom at MA Al-Fatah Palembang is very helpful by the teachers in learning process. This research finding consisted of four themes, as follows; the concept of authentic, types of authentic assessment, the steps of authentic assessment and the strengths and weakness of authentic assessment. The teachers basically supported this assessment to implement in English language teaching classroom. However, the teacher found some difficulties during instructional activities such as managing class activity, maintaining consistence scoring, and monitoring student’s work originality. Therefore, the teacher is expected to extent her insight and creativity to improve the quality of the assessment.
{"title":"English Teachers’ Perception on the Use of Authentic Assessment in EFL Classroom at MA Al-Fatah Palembang","authors":"Shalehuddin Al Ayubi, Dian Erlina, Deta Desvitasari","doi":"10.52690/jadila.v2i1.185","DOIUrl":"https://doi.org/10.52690/jadila.v2i1.185","url":null,"abstract":"The aims of the study is aimed to find out English teacher’s perception on the use of authentic assessment and it’s difficulties in EFL classroom. The approach of this study used a qualitative research. One of the qualitative research designs applied in this study was case study design. The participant of this study two of the English teachers of MA Al-Fatah Palembang. The data were collected through interview. The results of this study showed that the use of authentic assessment in EFL classroom at MA Al-Fatah Palembang is very helpful by the teachers in learning process. This research finding consisted of four themes, as follows; the concept of authentic, types of authentic assessment, the steps of authentic assessment and the strengths and weakness of authentic assessment. The teachers basically supported this assessment to implement in English language teaching classroom. However, the teacher found some difficulties during instructional activities such as managing class activity, maintaining consistence scoring, and monitoring student’s work originality. Therefore, the teacher is expected to extent her insight and creativity to improve the quality of the assessment. \u0000 ","PeriodicalId":408731,"journal":{"name":"Jadila: Journal of Development and Innovation in Language and Literature Education","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122149969","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 : 2021-08-12DOI: 10.52690/jadila.v2i1.187
Wiranda Gusti Pratami, Syamsul Rizal, Endang Haryanto
This study aims at determining the teaching materials needed by marketing students at SMKN 1 Kota Bengkulu and analyzing students' needs in learning English at SMKN 1 Kota Bengkulu. The subjects of this study were thirty four students of grade 10 students at SMKN 1 Kota Bengkulu. There were 34 students who participated in this research gathered by using purposive sampling The research method in this research was descriptive qualitative, and the instruments used in data collection were questionnaires, interviews and documentation. The results showed that teaching materials that have not been specific and English learning materials that are still general in nature, and ESP material have not yet available at SMKN 1 Kota Bengkulu. Second, the data indicated that the English language skill most needed by marketing students was speaking, and they claimed speaking was a useful skill to support their future work. In conclusion, this study recommends teachers at SMKN 1 Kota Bengkulu to pay more attention to the students ‘needs in learning English as solution to improve their abilities in learning English.
本研究旨在确定哥打明古鲁SMKN 1市场营销专业学生所需的教材，并分析学生在哥打明古鲁SMKN 1学习英语的需求。本研究以哥打明古鲁SMKN 1小学10年级34名学生为研究对象。本研究采用有目的抽样的方法，共收集了34名参与本研究的学生。本研究的研究方法为描述性定性研究，数据收集的工具为问卷调查、访谈和文献。结果显示，目前在哥打明古鲁SMKN还没有提供不具体的教学材料，英语学习材料仍然是一般性质的，以及ESP材料。其次，数据表明，市场营销专业学生最需要的英语语言技能是口语，他们声称口语是一项有用的技能，可以支持他们未来的工作。综上所述，本研究建议SMKN 1 Kota Bengkulu的教师更多地关注学生在英语学习方面的需求，以此作为提高学生英语学习能力的解决方案。
{"title":"Need Analysis on English for Specific Purposes of Marketing Major Students","authors":"Wiranda Gusti Pratami, Syamsul Rizal, Endang Haryanto","doi":"10.52690/jadila.v2i1.187","DOIUrl":"https://doi.org/10.52690/jadila.v2i1.187","url":null,"abstract":"This study aims at determining the teaching materials needed by marketing students at SMKN 1 Kota Bengkulu and analyzing students' needs in learning English at SMKN 1 Kota Bengkulu. The subjects of this study were thirty four students of grade 10 students at SMKN 1 Kota Bengkulu. There were 34 students who participated in this research gathered by using purposive sampling The research method in this research was descriptive qualitative, and the instruments used in data collection were questionnaires, interviews and documentation. The results showed that teaching materials that have not been specific and English learning materials that are still general in nature, and ESP material have not yet available at SMKN 1 Kota Bengkulu. Second, the data indicated that the English language skill most needed by marketing students was speaking, and they claimed speaking was a useful skill to support their future work. In conclusion, this study recommends teachers at SMKN 1 Kota Bengkulu to pay more attention to the students ‘needs in learning English as solution to improve their abilities in learning English.","PeriodicalId":408731,"journal":{"name":"Jadila: Journal of Development and Innovation in Language and Literature Education","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120963126","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 : 2021-08-12DOI: 10.52690/jadila.v2i1.170
Aprisa Marise Aminingsi
This study aims to investigate the values of characters in the 2013 curriculum in English textbook students at seventh grade students entitled "When English Rings a Bell (Revised 2016)" used by secondary schools in Bengkulu. This research uses content analysis techniques. in addition semi-structured interviews with English teachers were conducted teacher perceptions about character education and English textbooks in their schools. The results showed that the most dominant percentage of character values among the eighteen character values are related to self with a very large majority percentage which obtained that are discipline values with the percentage (6.39%), hard work (3.83%), Curiosity (1.22% ), Independence (0.56%), Honestly (0.44%), Creativity (0.44%), Reading interest (0.22%), Responsibility (0.11%). Then it was followed Related to Others that are Friendship / Communicative (2.11%), Achievement Appreciation (0.39%), Tolerance (0.22%), democracy (0.11%), Love of peach (0.06%) and followed Related to God, religiosity (1.22%). There was a small amount of Related to Environment (Environmental awareness (0.28%), Social cares (0.17%), and related to nation (Nationalism (0.28%), Patriotism (0.06%). Almost all character values have been applied in the English textbook.The conclusion is that the textbooks used by secondary students’ for seventh grade in Bengkulu worth used, but for the future must pay more attention to the character values in accordance with the competency standards of graduates with current student development.
本研究旨在探讨2013年班古鲁中学使用的七年级英语教材《When English Rings a Bell(2016修订版)》中人物的价值。本研究使用内容分析技术。此外，对英语教师进行半结构化访谈，了解教师对学校品格教育和英语教材的看法。结果表明，在18种人格价值中，与自我相关的人格价值占主导地位，占绝大多数，其次是纪律价值(6.39%)、勤奋价值(3.83%)、好奇心价值(1.22%)、独立性价值(0.56%)、诚实价值(0.44%)、创造力价值(0.44%)、阅读兴趣价值(0.22%)、责任感价值(0.11%)。其次是“与他人相关”的“友谊/交流”(2.11%)、“成就欣赏”(0.39%)、“宽容”(0.22%)、“民主主义”(0.11%)、“爱桃子”(0.06%)、“与上帝相关”、“宗教信仰”(1.22%)。“与环境相关”(0.28%)、“社会关怀”(0.17%)、“与民族相关”(0.28%)、“爱国主义”(0.06%)等也占少数。几乎所有的字符值都在英语教材中得到了应用。结论是，明库鲁中学七年级学生使用的教科书值得使用，但未来必须更加注重符合毕业生能力标准的品格价值观，以适应当前学生的发展。
{"title":"An Analysis of Character Values in English Textbook for Seventh Grade Students Entitled When English Rings The Bell (Revised 2016)","authors":"Aprisa Marise Aminingsi","doi":"10.52690/jadila.v2i1.170","DOIUrl":"https://doi.org/10.52690/jadila.v2i1.170","url":null,"abstract":"This study aims to investigate the values of characters in the 2013 curriculum in English textbook students at seventh grade students entitled \"When English Rings a Bell (Revised 2016)\" used by secondary schools in Bengkulu. This research uses content analysis techniques. in addition semi-structured interviews with English teachers were conducted teacher perceptions about character education and English textbooks in their schools. The results showed that the most dominant percentage of character values among the eighteen character values are related to self with a very large majority percentage which obtained that are discipline values with the percentage (6.39%), hard work (3.83%), Curiosity (1.22% ), Independence (0.56%), Honestly (0.44%), Creativity (0.44%), Reading interest (0.22%), Responsibility (0.11%). Then it was followed Related to Others that are Friendship / Communicative (2.11%), Achievement Appreciation (0.39%), Tolerance (0.22%), democracy (0.11%), Love of peach (0.06%) and followed Related to God, religiosity (1.22%). There was a small amount of Related to Environment (Environmental awareness (0.28%), Social cares (0.17%), and related to nation (Nationalism (0.28%), Patriotism (0.06%). Almost all character values have been applied in the English textbook.The conclusion is that the textbooks used by secondary students’ for seventh grade in Bengkulu worth used, but for the future must pay more attention to the character values in accordance with the competency standards of graduates with current student development. ","PeriodicalId":408731,"journal":{"name":"Jadila: Journal of Development and Innovation in Language and Literature Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114259999","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 : 2021-08-12DOI: 10.52690/jadila.v2i1.174
Rina Herlina, Didih Faridah
For EFL learners, English language is a part of the main course to consume at school. However, some of them and even English teachers are not too familiar with 2 major English varieties (EV). They are American English (AE) & British English (BE). So far, that issue doesn’t bring up responsive concern, but some questions from EFL learners prompt such an inquiry. One of those questions is; which one of those EVs has more economical benefit for their future? In addition, frequent debate might occur among EFL learners about the correct version between kid or child, lorry or truck, taxy or cab, flat or apartment and many others. This chaotic mix-up is undeniable. Thus, this study investigates learners’ attitude on both English varieties, BE and AE, in terms of learners’ prejudice and perplexity which are encountered in learning process. This survey embraced 50 university students to put forward their own perspectives on an open-ended questionnaire consisting of four questions. Next, all answers were grouped into three categories to be interpreted. The survey shows that 50% of students insist that AE is the most well-acceptable English across the globe that could contribute to their better future socially and economically, and the rest percentage shows various contradictive arguments. It is suggested that English teachers are supposed to consider the differences between BE and AE in designing teaching material to avoid EFL learners’ perplexity and prejudice on both EVs.
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Pub Date : 2021-05-07DOI: 10.52690/JADILA.V1I4.160
P. Lestari, Renny Kurniasari, Winny Agustia Riznanda
This study aimed to investigate the teacher’s difficulties in teaching listening at MAN 1 Palembang. This study used a qualitative research. One of the qualitative research designs applied in this study was case study design. The participant of this study was one of English teachers at MAN 1 Palembang. The participant of this study was taken from one of the four English teachers at MAN 1 Palembang by using criterion sampling strategy. The data were collected through interview. The data were analyzed and presented descriptively. there are six steps commonly used in analyzing qualitative data, as follows; (1) the researcher have to be familiar with entire body of data (2) generate codes, (3) search for themes (4) review themes (5) define and name themes, and (6) produce the report. The results of this study showed that the difficulties faced by the teacher’s in teaching listening at MAN 1 Palembang were related to as follows: (a) the students' psychological factor; (b) students’ background knowledge; (c) students’ attitude; (d) lack of students’ vocabulary; (e) teaching aids or media; (f) the material; and (g) method of teaching listening comprehension.
{"title":"Analysing Teacher’s Difficulties in Teaching Listening Comprehension","authors":"P. Lestari, Renny Kurniasari, Winny Agustia Riznanda","doi":"10.52690/JADILA.V1I4.160","DOIUrl":"https://doi.org/10.52690/JADILA.V1I4.160","url":null,"abstract":"This study aimed to investigate the teacher’s difficulties in teaching listening at MAN 1 Palembang. This study used a qualitative research. One of the qualitative research designs applied in this study was case study design. The participant of this study was one of English teachers at MAN 1 Palembang. The participant of this study was taken from one of the four English teachers at MAN 1 Palembang by using criterion sampling strategy. The data were collected through interview. The data were analyzed and presented descriptively. there are six steps commonly used in analyzing qualitative data, as follows; (1) the researcher have to be familiar with entire body of data (2) generate codes, (3) search for themes (4) review themes (5) define and name themes, and (6) produce the report. The results of this study showed that the difficulties faced by the teacher’s in teaching listening at MAN 1 Palembang were related to as follows: (a) the students' psychological factor; (b) students’ background knowledge; (c) students’ attitude; (d) lack of students’ vocabulary; (e) teaching aids or media; (f) the material; and (g) method of teaching listening comprehension.","PeriodicalId":408731,"journal":{"name":"Jadila: Journal of Development and Innovation in Language and Literature Education","volume":"53 4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-05-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125724773","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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