Articles
<![CDATA[LINGUISTIC CREATIVITY AND ITS IMPLICATIONS ON ELT ]]>
<![CDATA[Daniel Ginting]]>
<![CDATA[ Jurnal Bahasa Lingua Scientia Vol 4 No 1 (2012) ]]>
Publisher : <![CDATA[Pusat Pengembangan Bahasa IAIN Tulungagung ]]>
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DOI: 10.21274/ls.2012.4.1.16-20
<![CDATA[There are at least two reasons why linguistic creativity is appealing and hence worth discussing in this paper: Firstly, linguistic creativity serves profound explanation to individual differences in the sense that people have unique ways to express themselves in a language. In the perspective of a stilistic approach we can sense how literary authors are obviously unique to one another in terms of their writing styles even when they have to depict the same theme. Secondly, linguistic creativity also serves profound explanation to the fact that a human’s language is basically a product of his mental ability that operates according to the rules of grammar. In this sense, human’s linguistic creativity is viewed as rule-governed creativity.]]>
<![CDATA[Building 21-Century Indonesian Teachers’ Teaching Capacities through the Integration of Technology into Classrooms ]]>
<![CDATA[Dan Ginting]]>
<![CDATA[ KLAUSA (Kajian Linguistik, Pembelajaran Bahasa, dan Sastra) Vol 2 No 02 (2018): KLAUSA Vol. 02 No. 02 Year 2018 ]]>
Publisher : <![CDATA[Ma Chung Press ]]>
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DOI: 10.33479/klausa.v2i02.154
<![CDATA[This research aimed to present an empirical sketch on the implementation of the IMOOC (Indonesian Massive Open Online Course). This online program sought to raise teachers’ awareness of the importance of technology for teaching while at the same time promoting their teaching skills in using technology for learning. The samples of this study included thirty-seven pre and in-service English teachers. This study found the IMOOC served as a reliable online instruction promoting essential aspects of 21-century education such as critical thinking, collaborative, creative and innovative learning, self-reliance, and individualized learning.]]>
<![CDATA[PENERAPAN CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL) PADA PELAJARAN MATEMATIKA DI TINGKAT PENDIDIKAN DASAR DI INDONESIA ]]>
<![CDATA[Bebasari Amiroh]]>;
<![CDATA[Daniel Ginting]]>;
<![CDATA[Cindy Fortunasari]]>
<![CDATA[ KLAUSA (Kajian Linguistik, Pembelajaran Bahasa, dan Sastra) Vol 4 No 02 (2020): Klausa Vol. 4 No. 2 Year 2020 ]]>
Publisher : <![CDATA[Ma Chung Press ]]>
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DOI: 10.33479/klausa.v4i02.334
<![CDATA[This article aims to describe the fitness of Content and Language Integrated Learning (CLIL) in Mathematics subject for elementary education in Indonesia. The research was a qualitative study conducted through a case study. The case study was conducted in the context of elementary education. This research discovered that CLIL needed to be conducted in consideration of the urgency of teaching Mathematics in English, the appropriate method of teaching Mathematics in English, the appropriate duration of applying CLIL, and the impacts of CLIL on learners. Through the application of CLIL in teaching Mathematics in English, Indonesian students will be accustomed to the concept of understanding word problems in English, be accustomed to the application of higher order thinking in solving math problems, have higher interest in math and English, and have a stronger foundation for a more complex math learning at a higher level.]]>
<![CDATA[Ethical Research Dilemmas and Their Implications In English Language Teaching Studies ]]>
<![CDATA[Daniel Ginting]]>
<![CDATA[ Acitya: Journal of Teaching and Education Vol 4 No 1 (2022): Acitya: Journal of Teaching and Education ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Kalimantan Timur ]]>
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DOI: 10.30650/ajte.v4i1.3200
<![CDATA[Researchers across the disciplines, including those whose passions are in English teaching studies, are always challenged to continuously contribute their research findings to the development of science. However, ethical considerations must be adhered to when they involve humans as participants in their study. Ethical dilemmas, even though they are considered important, are still rarely discussed. Thus, depicting the sketch of a comprehensive configuration of ethical dimensions is extremely needed for ESL researchers to serve as a guidance to carry out their research. This paper concludes with some ethical implications for researchers to carry out research ethically]]>
<![CDATA[TEACHER PROFESSIONAL DEVELOPMENT IN THE PERSPECTIVE OF TECHNOLOGY PEDAGOGICAL CONTENT KNOWLEDGE THEORETICAL FRAMEWORK ]]>
<![CDATA[Daniel Ginting]]>;
<![CDATA[Andini Linarsih]]>
<![CDATA[ Jurnal Visi Ilmu Pendidikan Vol 14, No 1 (2022): Januari 2022 ]]>
Publisher : <![CDATA[Universitas Tanjungpura ]]>
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DOI: 10.26418/jvip.v14i1.49334
<![CDATA[Teacher development is an ongoing process through which teachers keep growing with their capabilities. They must be adaptive to the demands of changing times and open to self-professional development. Today, teacher development is challenged to develop not only mastery of science and teaching abilities but also technology. In the perspective of Technology Pedagogical Content Knowledge (TPACK), the meeting of these three competence dimensions can be further divided into seven sub-competencies: technological knowledge, pedagogical knowledge, knowledge of course content, technological pedagogical knowledge, technological content knowledge, pedagogical content knowledge, and technological pedagogical content knowledge. This paper ends with pedagogic implications for teacher professional development that demands high quality and perceived as valuable.]]>
<![CDATA[Teachers’ Efforts to Stay Resilient during the Emergency Remote Teaching ]]>
<![CDATA[Daniel Ginting]]>
<![CDATA[ INTERACTION: Jurnal Pendidikan Bahasa Vol 9 No 1 (2022): INTERACTION: Jurnal Pendidikan Bahasa ]]>
Publisher : <![CDATA[Universitas Pendidikan Muhammadiyah (UNIMUDA) Sorong ]]>
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DOI: 10.36232/jurnalpendidikanbahasa.v9i1.2623
<![CDATA[Education worldwide faces a daunting challenge following the closure of schools in response to the pandemic protocols. Many schools have switched to distance teaching to ensure the implementation of education for all students. ERT is meant to start a temporary shift in instructional delivery to an alternative teaching and learning delivery due to crisis conditions. This paper presents a sketch of teachers (Guru Penggerak) who have shared their experience during the emergency remote teaching. Although they had gone through their ERT quite well, they admitted that their teaching needed improvement. Some of their best teaching practices are presented as follows: enhancing professional development through trainings, establishing collaborative atmosphere through mentorship, taking initiatives to design learning materials independently, promoting commitment through favorable communication, and delivering materials in a measurable and scheduled manner. This paper provides several practical teaching pedagogic implications to enhance teachers’ professional development during the new normal.]]>
<![CDATA[IMPLEMENTING BLENDED LEARNING IN A PRAGMATIC CLASS FOR COLLEGE STUDENTS: WHAT MAKES BLENDED LEARNING ENGAGING? ]]>
<![CDATA[Daniel Ginting]]>;
<![CDATA[Yemima Ratih Tegar Putri]]>
<![CDATA[ Journal of English Educational Study (JEES) Vol 5, No 1 (2022): May Edition ]]>
Publisher : <![CDATA[STKIP Persada Khatulistiwa Sintang ]]>
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DOI: 10.31932/jees.v5i1.1448
<![CDATA[Looking into blended learning practices in a Pragmatic course attended by the English Letters students, this study aims to investigate the performance of that course based on the point of view of cognitive presence and practical online courses. This study has found that teaching online is a complex phenomenon involving multi-facet aspects. Above all, the students mostly find online learning enjoyable if the facilitators can create a triggering situation; facilitate the learning process; be active in giving comments/feedback to the students, and use multi-learning media to deliver instructions. ]]>
<![CDATA[Virtual Class for Sunday School Teachers During the Covid-19 Pandemic ]]>
<![CDATA[Daniel Ginting]]>;
<![CDATA[Ratri Kusuma Wijaya]]>;
<![CDATA[Roike Roudjer Kowal]]>
<![CDATA[ Jurnal Pendidikan Agama Kristen (JUPAK) Vol. 2 No. 2 (2022) ]]>
Publisher : <![CDATA[Sekolah Tinggi Teologi Kadesi Yogyakarta ]]>
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DOI: 10.52489/jupak.v2i2.77
<![CDATA[Sunday School programs play an important role in promoting the spiritual growth of children. Educating children is a must. Children are God's inheritance to parents. Conducting ministry to children has been started since the Old Testament times as God commanded Moses (Exodus 12:25-27). Today, the COVID-19 pandemic has forced Sunday School teachers to adapt to technology. In the perspective of the cognitive load theory of multimedia-based learning, the media is a central factor determining the successful attainment of learning objectives. Effective media makes learning easy that enables the Sunday School students to process and integrate new information with their prior knowledge. In so doing, the reconstruction of new knowledge during the learning process via multimedia is possibly generated. However, the extent to which Sunday school teachers can make use of technology in the context of Sunday School teaching has not extensively been explored in the pandemic studies. This paper aims to provide a sketch of the implementation of teaching and learning activities carried out by Sunday school teachers at church X during the pandemic. About eight Sunday school teachers are involved as the subjects of this study: one male Sunday school teacher (12%) and seven female Sunday school teachers (88%). This paper finds that Sunday School teachers can adapt to technology. To design an effective teaching media, the teachers minimize extrinsic load to promote effective learning while maintaining appropriate difficulty level of the new topics being presented (intrinsic load).]]>
<![CDATA[Peningkatan Kemampuan Menyimak Melalui Metode Top-Down Bottom-Up ]]>
<![CDATA[Dhatu Sitaresmi]]>;
<![CDATA[Daniel Ginting]]>
<![CDATA[ Jurnal Pendidikan Vol 10 No 2 (2022): Jurnal Pendidikan ]]>
Publisher : <![CDATA[Universitas Pendidikan Muhammadiyah Sorong ]]>
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DOI: 10.36232/pendidikan.v10i2.2086
<![CDATA[Penelitian ini bertujuan untuk mengetahui pengaruh penerapan strategi Top-down Bottom up dalam pembelajaran menyimak. Metode penelitian yang digunakan adalah penelitian tindakan kelas. Penelitian dilakukan pada mahasiswa program studi pendidikan bahasa Mandarin Universitas Ma Chung. Analisis data yang digunakan dalam penelitian adalah analisis uji t dengan model Paired Sample T-Tes. Hasil penelitian menunjukkan penerapan strategi Top-down Bottom-up dapat meningkatkan hasil belajar siswa. Hal ini dibuktikan dengan peningkatan nilai rata-rata hasil pre-test dan post-test. Hasil uji pre-test diperoleh nilai rata-rata sebesar 68.36, sedangkan hasil uji post-test diperoleh nilai rata-rata sebesar 81.68. Dengan demikian terdapat selisih angka 13.32 antara pre-test dan post-test. Hasil uji Paired Sample t-tes menunjukkan signifikansi sig- 0,001 sehingga kurang dari taraf siginikan 0,05. Artinya terdapat pengaruh positif pada penerapan strategi Top-down Bottom-up dalam pembelajaran menyimak.]]>
<![CDATA[Academic writing centers and the teaching of academic writing at colleges: Literature review ]]>
<![CDATA[Daniel Ginting]]>;
<![CDATA[Yusawinur Barella]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 16, No 3: August 2022 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v16i3.20473
<![CDATA[Although colleges have offered academic writing courses, many students still struggle with this writing ability. Their poor writing skills are also associated with a lack of teacher guidance The tasks given by teachers are sometimes beyond their capabilities. Students are not accustomed to writing long academic papers. As a result, they do not enjoy writing essays, and they are not confident in their writing skills. This research is intended to collect and analyze articles related to Academic Writing Courses and the teaching of academic writing at colleges. The design used is a literature review, articles are collected using search engines such as JStore, Academic One file, Sciencedirect, and Proquest. The criteria for the articles used are those published in 2008-2021. Based on the articles collected the result is that academic writing centers (AWC) does not guarantee better grades for the students. Instead, it is time to help them fulfill their needs: i) Becoming self-directed; ii) Independent writers; iii) Building the confidence of writers; and iv) Helping writers with advanced writing tasks.]]>
