Articles
<![CDATA[CRITICAL READING SKILL AND ITS IMPLICATION TO SPEAKING ABILITY IN MULTICULTURAL CLASSROOM ]]>
<![CDATA[Widowati, Diah Retno]]>;
<![CDATA[Kurniasih, Kurniasih]]>
<![CDATA[ Celtic: A Journal of Culture, English Language Teaching, Literature and Linguistics Vol 5, No 2 (2018): December 2018 ]]>
Publisher : <![CDATA[University of Muhammadiyah Malang ]]>
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DOI: 10.22219/celtic.v5i2.7615
<![CDATA[People need good background knowledge before they speak. The purpose of the present study was to discuss the implication of students’ critical reading skill to their English speaking performance in classroom activity. Researchers also would like to discuss the effect of multicultural atmosphere to students’ speaking skill. This study employed descriptive qualitative design to explain students’ speaking ability after they read. Therefore, students’ speaking ability could be mapped out after being stimulated by critical reading. The major finding of this study were the fact that reading and analyzing the texts was important for students before they speak. Gaining previous information before students speak made them feel more comfortable and be able to deliver or speak up their ideas better. Besides, the multicultural background of the students were not significantly affect their speaking ability. Yet, some students felt difficult in pronouncing ‘f’ in ‘of’, ‘v’ in very’, and ‘o’ in open’ correctly. This was because of their pronunciation habit in their homeland.]]>
<![CDATA[CRITICAL READING SKILL AND ITS IMPLICATION TO SPEAKING ABILITY IN MULTICULTURAL CLASSROOM ]]>
<![CDATA[Diah Retno Widowati]]>;
<![CDATA[Kurniasih Kurniasih]]>
<![CDATA[ Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics Vol. 5 No. 2 (2018): December 2018 ]]>
Publisher : <![CDATA[University of Muhammadiyah Malang ]]>
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DOI: 10.22219/celtic.v5i2.7615
<![CDATA[People need good background knowledge before they speak. The purpose of the present study was to discuss the implication of students’ critical reading skill to their English speaking performance in classroom activity. Researchers also would like to discuss the effect of multicultural atmosphere to students’ speaking skill. This study employed descriptive qualitative design to explain students’ speaking ability after they read. Therefore, students’ speaking ability could be mapped out after being stimulated by critical reading. The major finding of this study were the fact that reading and analyzing the texts was important for students before they speak. Gaining previous information before students speak made them feel more comfortable and be able to deliver or speak up their ideas better. Besides, the multicultural background of the students were not significantly affect their speaking ability. Yet, some students felt difficult in pronouncing ‘f’ in ‘of’, ‘v’ in very’, and ‘o’ in open’ correctly. This was because of their pronunciation habit in their homeland.]]>
<![CDATA["I can rise up from my adversity”: Situational language learning strategies ]]>
<![CDATA[Febti Ismiatun]]>;
<![CDATA[Diah Retno Widowati]]>;
<![CDATA[Eko Suhartoyo]]>
<![CDATA[ JEES (Journal of English Educators Society) Vol 5 No 2 (2020): October ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
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DOI: 10.21070/jees.v5i2.512
<![CDATA[Deriving from the postulation that learning strategies are shaped from a learning situation, which is inseparable from its socio-cultural context. A paradigm has shifted language learning strategies (LLSs) studies in the new perspective of situational-based research. Using a narrative approach, this study examined one female pre-service teacher of an English education major in occupying strategies to fulfill the learning needs. To meet with the data, semi-structured interviews were carried out for the participant through a series of interconnected questions. The results marked that the use of learning strategies varied in a distinct learning situation, including the strategies to achieve the learning goal as well as to encounter the obstacles in English learning. Thus, this study has emphasized the feasibility of LLSs in context. Suggestions were also presented at the end of this paper. HIGHLIGHTS: The use of strategies is varied in changing learning situation. The appropriate strategies assist students in fulfilling the English learning needs. The application of strategy training in EFL classroom is noteworthy because it is teachable.]]>
<![CDATA[Certified Teacher is not enough as a Professional Teacher: Between Theory and Practice ]]>
<![CDATA[Eko Suhartoyo]]>;
<![CDATA[Diah Retno Widowati]]>
<![CDATA[ BRIGHT : A Journal of English Language Teaching, Linguistics and Literature Vol 1, No 2 (2018) ]]>
Publisher : <![CDATA[STKIP PGRI Tulungagung ]]>
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DOI: 10.29100/bright.v2i1.735
<![CDATA[Teachers play important role in education. As the agent of education, teachers do not simply deliver the knowledge to students. Teachers are those who conduct the learning in the classroom. In developing national education, having qualified teachers is undeniable need. This considers the important role of teachers in the process of education. Qualified teachers refer to those who have standard competence and professionalism. This paper described the theory of teacher certification and the practice in educational world and what certification do to teachers today. The researchers delivered questionnaires to 50 authoritative teacher in order to know the activity during PLPG.]]>
<![CDATA[English Conversation Class (ECC) Untuk Menciptakan English Environment Di SMA Islam Nusantara (SMAINUS) ]]>
<![CDATA[Kurniasih Kurniasih]]>;
<![CDATA[Nuse Aliyah Rahmati]]>;
<![CDATA[Atik Umamah]]>;
<![CDATA[Diah Retno Widowati]]>
<![CDATA[ Jurnal Inovasi Hasil Pengabdian Masyarakat (JIPEMAS) Vol 2, No 2 (2019): Jurnal Inovasi Hasil Pengabdian Masyarakat (JIPEMAS) ]]>
Publisher : <![CDATA[University of Islam Malang ]]>
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DOI: 10.33474/jipemas.v2i2.2571
<![CDATA[The teaching of English in Indonesia has been started from elementary school until university level because students are expected to have good knowledge of English as the international language. In order to compete with people all over the world, English learners should be able to use English both in written and spoken form. The teaching of English in SMAINUS has been conducted in a fun way supported by the innovative teacher and interactive technique. Consequently, students have positive perceptions toward English and are more motivated to improve their English. However, there is no any English club, especially on English Conversation Club (ECC) that can facilitate students to do speaking practice outside the class to improve their productive skill rapidly. Therefore, this program is the starting point of ECC in SMAINUS. This paper aims at exploiting students’ perceptions of ECC program to create English environment.]]>
<![CDATA[Analysis of Indonesian Students’ Language Transfer of English Idiomatic Sentences ]]>
<![CDATA[Diah Retno Widowati]]>;
<![CDATA[Henny Rahmawati]]>;
<![CDATA[Febti Ismiatun]]>
<![CDATA[ JL3T (Journal of Linguistics, Literature and Language Teaching) Vol 6 No 2 (2020): JL3T Vol. VI No. 2 2020 ]]>
Publisher : <![CDATA[UPT Pengembangan Bahasa ]]>
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DOI: 10.32505/jl3t.v6i2.1927
<![CDATA[The complexity of transferring language might mislead students as translators to mistranslate texts due to errors. Errors can be in the form of a message (meaning) or language, which also consists of grammar and lexicon. Transferring language also needs consideration of equivalent language transfer from the source language (SL) to the target language (TL). The present research identifies the error types, the source of errors, and the types of idiomatic translation that were done by English Department students of University of Islam Malang. The subjects of the research were 77 of the fifth semester students who took Translation course. The core data of this research were the students' translation works from English to bahasa Indonesia and unstructured interviews. This study employed a descriptive qualitative design. The data of the research were obtained from the result of the students' translation during the course. The data obtained also showed that more students commit errors on language than errors on message. The errors of language exist in the form of lexical aspect; they are conjunction, verb, and noun. In addition, the source of errors tends to happen because of the interlingual factors than the intralingual factors. The idiomatic transfer from the source language to the target language was done by shifting the meaning of idiom, instead of through word to word translation.]]>
<![CDATA[The Effect of Vocabulary Knowledge on Reading Comprehension to Seventh Grade Students of MTs Miftahul Ulum ]]>
<![CDATA[Khorida Nur Jannah]]>;
<![CDATA[Diah Retno Widowati]]>
<![CDATA[ Jurnal Penelitian, Pendidikan, dan Pembelajaran Vol 15, No 26 (2020): Jurnal Penelitian, Pendidikan dan Pembelajaran ]]>
Publisher : <![CDATA[Jurnal Penelitian, Pendidikan, dan Pembelajaran ]]>
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<![CDATA[Abstract:One of the difficulties commonly encountered by students in comprehending reading text is lack of vocabulary mastery. Therefore, the researcher in this study decides to organize research that focuses on the effect of vocabulary knowledge toward students reading comprehension ability. The purpose of this study was to investigate whether the students who experience the vocabulary knowledge treatment achieve better than those who do not experience it. The research design of this study was quantitative quasi- experimental study. While, the population of the study was the seven grade students of MTs Miftahul Ulum. From that population, the samples were 43 students of MTs Miftahul Ulum. The instruments of the research were pretest and posttest questions focusing on descriptive text. The scores of the test were collected and analyzed using IBM SPSS version 24. Wilcoxon test and Mann Whitney test were used to analyze the data. The result of the study shows that students’ score of experimental group is significanly higher than students’ score of control group. Therefore, it can be concluded that vocabulary knowledge is a suitable treatment in helping students to improve their reading comprehension.Keywords: vocabulary knowledge, students, and reading comprehension]]>
<![CDATA[Improving students' writing ability of narrative text at the first grade of SMA islam nusantara malang using joint construction ]]>
<![CDATA[Dewi Ainur Rochma]]>;
<![CDATA[Yahya Alaydrus]]>;
<![CDATA[Diah Retno Widowati]]>
<![CDATA[ Jurnal Penelitian, Pendidikan, dan Pembelajaran Vol 15, No 26 (2020): Jurnal Penelitian, Pendidikan dan Pembelajaran ]]>
Publisher : <![CDATA[Jurnal Penelitian, Pendidikan, dan Pembelajaran ]]>
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<![CDATA[ABSTRACT : This research aimed to improve students’ writing ability of narrative text at the first grade of SMA Islam Nusantara Malang. Joint construction is a teaching technique that can be used to help teacher in improving students’ writing ability. This study used a classroom action research design. This classroom action research design was conducted in one cycle which consisted of three meetings and last meeting for test. Subject of this study was on the first grade of SMA Islam Nusantara Malang in first grade of IPA with eleven students. Researcher did a pretest to know students’writing ability. Results of students’ score were lower than standard minimum score. Lesson plan was designed as a teaching instruments to reach criteria of success in SMA Islam Nusantara Malang. Criteria of success is 75.00. Besides implementing a joint construction, field notes helped this study to know the process in improving students’ writing ability. Based on result of test and field notes, this study stopped in one cycle because the criteria of success were achieved.In conclusion, joint construction helped the students improve their narrative text writing abilty by 1.) Teacher’s defining narrative text to the class 2.) Putting the student in groups of four 3.) Sharing with students about ways of writing narrative text 4.) Asking the students to have group discussion on narrative text writing 5.) Asking its group to make presentation on narrative text writing 6.) Teacher giving feedback to students’ narrative text writing 7.) Student’s revising their narrative text writing in group. This study suggests that teacher should use steps of joint construction in writing class. The researcher hopes that future researcher can add and complete this study from different research design. Keywords: writing ability, narrative text, and joint Construction.]]>
<![CDATA[Pendidikan Adaptif di Masa Covid-19 dengan Program MDR ]]>
<![CDATA[Diah Retno Widowati]]>;
<![CDATA[Farid Noor Romadlon]]>;
<![CDATA[Norita Prasetya Wardhani]]>
<![CDATA[ Jurnal Prakarsa Paedagogia Vol 5, No 2 (2022): Desember 2022 ]]>
Publisher : <![CDATA[Universitas Muria Kudus ]]>
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DOI: 10.24176/jpp.v5i2.7410
<![CDATA[The government has always tried to achieve equal education for all Indonesian people. During the Covid-19 pandemic, many educators, especially from remote areas, objected to the implementation of online-based learning for various reasons. Therefore, the Ministry of Education and Culture launched the Teaching From Home (MDR) program by involving various levels of society from various regions in Indonesia to jointly carry out learning for students at the Kindergarten (TK), Elementary School, and Junior High School levels. as a form of community service to the world of education. This is done to improve the literacy and numeracy skills of the students involved in it. This study aims to describe the activities carried out in the MDR program, the benefits obtained by teachers and students, obstacles during the learning process, and how to overcome these obstacles.]]>
<![CDATA[To read on-screen or printed texts? A quantitative study into EFL students’ reading achievement ]]>
<![CDATA[Andri Jamaul Rifiyani]]>;
<![CDATA[Diah Retno Widowati]]>;
<![CDATA[Dzurriyyatun Ni'mah]]>;
<![CDATA[M. Faruq Ubaidillah]]>
<![CDATA[ International Journal of Education and Learning Vol 4, No 3: December 2022 ]]>
Publisher : <![CDATA[Association for Scientific Computing Electrical and Engineering(ASCEE) ]]>
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DOI: 10.31763/ijele.v4i3.793
<![CDATA[The aim of this study was to compare the EFL students’ reading achievement between reading on screen and printed text. This study used a quantitative research design. The participants of this study were 60 students from two classes who took an English education major. The students were randomized into two groups. The experimental group read on screen and the control group read on printed text. The instrument of this study was a news article with 10 multiple choice questions and 10 true-false statements adopted from Breaking News English with the title “Dietary Supplements” by Sean Banville. To analyze the data, the researchers used Independent Sample T-test. The findings revealed a significant difference in students’ reading achievement based on the mean score of both groups. The mean score of the experimental group was 85.33 while the mean score of the control group was 75.00. Then, the result of Sig. (2-tailed) value showed that p value, 0.008, was lower than α 0.05, (0.008 0.05). Hence, it can be concluded that the EFL students who read on screen scored higher in reading achievement than the EFL students who read printed text. The overview of this current study on reading theory, media used, the material given, and reading screen versus paper research, may enable to help teachers and lecturers to make a consideration for their teaching reading in the classroom.]]>
