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All Journal JURNAL PENDIDIKAN TAMBUSAI Suar Betang ENGLISH FRANCA : Academic Journal of English Language and Education
Anshori, Sakut
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Religion Education Languange, Linguistic, Communication & Media Social Sciences

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INDONESIAN EFL TEACHERS’ CONCEPTUALIZATION OF CULTURE IN THE 21ST CENTURY EFL CLASSROOM (Konseptualisasi yang Dimiliki Guru Bahasa Inggris Indonesia Terkait dengan Kultur dalam Pembelajaran Bahasa Inggris sebagai Bahasa Asing pada Abad XXI) Morganna, Ruly; Anshori, Sakut
SUAR BETANG Vol 13, No 2 (2018): Desember 2018
Publisher : Balai Bahasa Kalimantan Tengah

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (804.007 KB) | DOI: 10.26499/surbet.v13i2.86

Abstract

In dealing with the 21st century EFL pedagogy where interculturality and multiculturality are promoted to be the crucial aspects of EFL learning, this study is oriented towards investigating Indonesian EFL teachers? conceptualization of culture in EFL classroom. The conceptualization in this sense is emphasized on their knowledge construction underlying their teaching principles. This study was conducted qualitatively by engaging three Indonesian EFL teachers selected purposively. The data of this study were garnered from open-ended questionnaires and interview. Regarding the teachers? conceptualization, this study revealed that culture referred to the way of living becoming the framework of language use since language per se referred to a social semiotic, and the framework of learning going on inter and intra-individually. In EFL learning, culture was viewed from its interculturality. Interculturality was supported although two teachers stayed in native-speakerism specifically for linguistic competence. This study is meaningful since it serves a set of contributive knowledge vis-a-vis culture in EFL learning for EFL teachers and curriculum developers. However, this study is still delimited on cultural conception. Further studies are expected to work on the practice of cultural conception to deal with the 21st century EFL learning in Indonesia.
Pengaruh Literasi Digital dan Media Pembelajaran Berbasis TIK terhadap Kompetensi Pedagogik Guru PAI MTs Se-Kabupaten Kepahiang Supriyadi, Supriyadi; Kusen, Kusen; Anshori, Sakut
Jurnal Pendidikan Tambusai Vol. 8 No. 1 (2024): April 2024
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jptam.v8i1.13890

Abstract

Pemahaman guru PAI terhadap literasi digital dan pemanfaatan sarana pembelajaran sangat penting yang seharusnya mampu meningkatkan kompetensi pedagogik guru PAI. Penelitian ini bertujuan untuk melihat pengaruh literasi digital dan media pembelajaran berbasis TIK terhadap kompetensi pedagogic guru Pendidikan Agama Islam (PAI) di MTs se-Kabupaten Kepahiang. Penelitian ini menggunakan metodologi penelitian kuantitatif. Metode sampel yang digunakan dalam penelitian ini adalah complete sampling dengan total 33 guru PAI dari 99 MTs yang tersebar di Kabupaten Kepahiang. Penelitian menemukan bahwa guru PAI MTs di Kabupaten Kepahiang memiliki tingkat literasi digital yang tinggi, dengan 86,5% guru sadar akan sumber belajar digital. Mereka mampu menggunakan materi pembelajaran berbasis TIK, menggunakan aplikasi, jejaring sosial, dan internet untuk mencari dan menyediakan media pembelajaran. Pemanfaatan teknologi di dalam kelas dinilai baik dengan skor rata-rata 85,6%. Guru PAI menunjukkan kemampuan pendidikan yang baik, antara lain menilai keterampilan siswa, menawarkan pembelajaran terstruktur secara sistematis, mengidentifikasi masalah pembelajaran, dan mengevaluasi pembelajaran secara efektif. Literasi digital berdampak signifikan terhadap keterampilan pedagogi guru PAI MTs di Kabupaten Kepahiang, meningkatkan kompetensi pedagogiknya. Media pembelajaran berbasis TIK meningkatkan desain pembelajaran, komunikasi, kerjasama tim, dan pengembangan pengetahuan siswa. Namun, guru harus terus memperkuat keterampilan teknologinya agar tetap relevan di era digital.
The Impact of a Three-Step Interview on Students’ Speaking Ability Arafah, Rifda; Danim, Sudarwan; Dharmayana, Wayan; Anshori, Sakut; Prihantoro, Prihantoro
ENGLISH FRANCA : Academic Journal of English Language and Education Vol 5, No 2 November (2021): ENGLISH FRANCA : Academic Journal of English Language and Education pro
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v5i2.2329

Abstract

The goal of this study was to determine the impact of employing a Three-Step Interview on students' speaking abilities. This study's population consisted of all 80 students in their first year at MAN Talang Leak Kabupaten Lebong. The sample consisted of 56 individuals drawn from two courses. The students were separated into two groups: the experimental group got therapy utilizing the Three-Step-Interview method, while the control group was taught using traditional methods. The data will be collected using several methods in the exam. The pre-test will be given once before the therapy begins, and the post-test will be given once the study is completed. This research includes seven treatment meetings. It is based on MAN Talang Leak's academic timetable and semester program. The post-test would be given to the students after they had received seven treatments for each topic. The results from this study will be statistically analyzed using the t-test for the pre-and post-tests. The post-test will be used to collect data on the influence of using the Three-Step-Interview method on students' speaking performance. The disparity between the two classes was substantial. According to the data analysis, the outcome demonstrates that the Three-Step-Interview approach may increase students' speaking abilities. It is possible to conclude that the usage of the Three-Step-Interview had a beneficial influence on students' speaking skills. Based on the findings, teachers are advised to utilize the Three-Step-Interview approach when training senior high school pupils to talk.
Co-Authors Arafah, Rifda Dharmayana, Wayan Kusen Kusen, Kusen Prihantoro Prihantoro Ruly Morganna, Ruly Sudarwan Danim Supriyadi Supriyadi