Article Per Year (5 Year)
p-Index From 2019 - 2024
1.006
P-Index
This Author published in this journals
All Journal Jurnal S2 Pendidikan Bahasa Inggris JoLLIET Proceeding of International Conference on Teacher Training and Education Jurnal Pendidikan Bahasa IJoLE: International Journal of Language Education English Language and Literature International Conference (ELLiC) Proceedings
Abdul Asib
Universitas Sebelas Maret
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

Published : 16 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 16 Documents
Search

 1   2 
A Correlational Study Between Vocabulary Mastery, Student’s English Interest, And Student’s English Achievement Mega, Iful Rahmawati; Rais, A. Dahlan; Asib, Abdul
JoLLIET Vol 2, No 1 (2015)
Publisher : JoLLIET

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The study is aimed to find out the correlation between vocabulary mastery and student’s English interest  toward student’s English achievement of the second grade students of SMPN 3 Sukoharjo; both partially and simultaneously. This study used a test, a questionnaire, and a documentation to collect the data. The population of the study is all of the second grade students while the sample is 50 students taken by cluster random sampling technique. The techniques used to analyze the data are simple and multiple correlation and regression by using SPSS 17. The results of the study show that there is a positive correlation between vocabulary mastery and student’s English interest toward student’s English achievement, both partially and simultaneously. The positive correlation indicates that vocabulary mastery and student’s English interest tend to go up or to go down together with student’s English achievement.
Developing Computer-Assisted Tutorial Instructional Program for Teaching Grammar In Higher Education Untari, Elizabeth Bunga Dwi; *, Ngadiso; Asib, Abdul
Proceeding of International Conference on Teacher Training and Education Vol 1, No 1 (2016): Proceeding of International Conference on Teacher Training and Education
Publisher : Sebelas Maret University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (109.916 KB)

Abstract

The aims of this research were to: (1) gain information on the existing condition of learning media which are used by lecturers to teach grammar, (2) develop the proper media which is suitable for the students’ need and appropriate to teach grammar, and (3) find out the feasibility of the proposed media. Research and Development method was used in this research. The research consisted of exploration stage and development stage. Observation, questionnaire, and interview were used to gain the data, while Spiral Data Analysis was used to analyze the data. From the exploration stage, it was found out that the media usually used by the lecturer to teach grammar were Power Point Presentation and handouts. The weaknesses of these media were lecturer dependent, bad presentation, time consuming, non-independent learning, device malfunction, and limited exercises. It was also revealed that Computer Assisted Instruction was not used to teach grammar while it was needed. Moodle based English Grammar Gate was designed as an answer to the students’ need. It consisted of two major parts; they are: tutorial part and exercise part. Expert judgment was done to validate the product. The experts suggested several improvements and revision was made regarding the evaluation given. The revised product was then used in field testing to find out the feasibility of the product. Facing two field testing processes and having several revision toward the product, it was then stated feasible.
Developing Computer-Assisted Tutorial Instructional Program for Teaching Grammar In Higher Education Untari, Elizabeth Bunga Dwi; *, Ngadiso; Asib, Abdul
Proceeding of International Conference on Teacher Training and Education Vol 1, No 1 (2016): Proceeding of International Conference on Teacher Training and Education
Publisher : Sebelas Maret University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (83.736 KB)

Abstract

The aims of this research were to: (1) gain information on the existing condition of learning media which are used by lecturers to teach grammar, (2) develop the proper media which is suitable for the students’ need and appropriate to teach grammar, and (3) find out the feasibility of the proposed media. Research and Development method was used in this research. The research consisted of exploration stage and development stage. Observation, questionnaire, and interview were used to gain the data, while Spiral Data Analysis was used to analyze the data. From the exploration stage, it was found out that the media usually used by the lecturer to teach grammar were Power Point Presentation and handouts. The weaknesses of these media were lecturer dependent, bad presentation, time consuming, non-independent learning, device malfunction, and limited exercises. It was also revealed that Computer Assisted Instruction was not used to teach grammar while it was needed. Moodle based English Grammar Gate was designed as an answer to the students’ need. It consisted of two major parts; they are: tutorial part and exercise part. Expert judgment was done to validate the product. The experts suggested several improvements and revision was made regarding the evaluation given. The revised product was then used in field testing to find out the feasibility of the product. Facing two field testing processes and having several revision toward the product, it was then stated feasible.
THE EFFECTIVENESS OF INQUIRY BASED TEACHING TO TEACH GRAMMAR VIEWED FROM STUDENTS’ RISK-TAKING Isnaini, Eris; Asib, Abdul; Sujoko, Sujoko -
ENGLISH LANGUAGE TEACHING IN INDONESIA Vol 1, No 5 (2014): ELTINDO
Publisher : Magister Pendidikan Bahasa Inggris Pascasarjana FKIP UNS

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (371.188 KB)

Abstract

This research is aimed at finding out whether : first, inquiry based teaching is more effective than lecture method to teach grammar; second, the students with highlevel of risk-taking have better grammar mastery than those with low level of risktaking; and third, there is an interaction between the teaching methods and students’ risk-taking in teaching grammar. This research is an experimental study. It was carried out at the English Education Department of Veteran Bangun Nusantara University Sukoharjo in the Academic Year of 2013/2014. The population of this research is the first semester students of the English Education Department of Veteran Bangun Nusantara University Sukoharjo in the Academic Year of 2013/2014.The sample of this research consists of two classes; class A was used as theexperimental group treated by using inquiry based teaching and class B as thecontrol group treated by using lecture method. The sampling technique used iscluster random sampling. The instruments used to collect the data are students’ risktaking questionnaire and grammar mastery test. The data were analyzed by using multifactor analysis of variance (ANOVA 2X2) and Tukey test. Based on the results of the analysis, the findings of this research are: (1) inquiry based teaching is more effective than lecture method to teach grammar; (2) the students with high level of risk-taking have better grammar mastery than those with low level of risk-taking; and (3) there is an interaction between teaching methods and students’ risk-taking to teach grammar. In addition, the result of Tukey test shows that: (a) for the students having high risk taking, inquiry based teaching differs significantly from lecture method to teach grammar because qo (between A1B1and A2B1) is higher than qt andinquiry based teaching is more effective than lecture method to teach grammar because the mean of A1B1 is higher than A2B1; and (b) for the students having low risk taking, lecture method does not differ significantly from inquiry based teaching to teach grammar because qo (between A1B2and A2B2) is lower than qt. Based on the above findings, it can be concluded that inquiry based teaching is an effective method to teach grammar for the first semester students of the English Education Department of Veteran Bangun Nusantara University Sukoharjo in the Academic Year of 2013/2014. The effectiveness of the method is influenced by the students’ level of risk-taking.Key words: Inquiry based Teaching, Lecture Method, Grammar Mastery, Risk-taking, Experimental Study
The Effectiveness of Teaching Speaking Using Role-Play Viewed from Students’ Motivation Nugroho, Radityo Tri; Asib, Abdul; Martono, Martono
ENGLISH LANGUAGE TEACHING IN INDONESIA Vol 1, No 5 (2014): ELTINDO
Publisher : Magister Pendidikan Bahasa Inggris Pascasarjana FKIP UNS

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (161.628 KB)

Abstract

This research is aimed at finding out whether: first, Role-Play is more effective than DirectInstruction in teaching speaking in the eighth grade students of SMPN 3 Colomadu in the academic year of 2012/2013; second, the students with high motivation have better achievement in speaking than the students with low motivation; and third, there is an interaction between teaching techniques and the students’ motivation in teaching speaking.The research was carried out at SMPN 3 Colomadu from Oktober 2012 to April 2013. The research method was used as experimental study. The independent variables in this research were the use of teaching methods (Role-Play and Direct Instruction) and the attributive factor was students’ learning motivation, while the dependent variable was speaking achievement. The samples were two classes. In taking the sample, cluster random sampling technique was used. The writer took the data from the second semester students of the eighth grade at SMPN 3 Colomadu. Group 1 and 2 were the sample of the research. The first group was used as the experimental class and the second group was used as the control class. Each class consists of 24 students. They were a non-test technique (aquestionnaire for students’ motivation) and a test technique (speaking test). Furthermore, to analyze the data, the researcher applied the descriptive statistics in looking for mean, median, mode and standard deviation. ANOVA and Tuckey’s test were used as inferential statistics. However, the researcher conducted two prerequisite tests before applying inferential statistics. They were normality test adopting Liliefors method and homogeneity test adopting chi-square (χ2) test.After analyzing the data, the findings are as follows: first, Role-Play is more effective than Direct Instruction to teach speaking; second, The students who have high motivation have better speaking mastery than those having low motivation; third, There is an interaction effect between teaching methods and motivation on students’ speaking achievement. Based on the result above, it can be concluded that Role-Play is more effective to teach speaking competence. The effectiveness is affected by the students’ motivation. Moreover, teachers are suggested to be more creative and innovative in using or even mixing the various kinds of methods in order to facilitate the students who have different characteristics in learning speaking.Keywords: Role Play, Direct Instruction, Student’s Motivation
THE EFFECTIVENESS OF PWIM TO TEACH WRITING VIEWED FROM STUDENTS’ CREATIVITY (An Experimental Research at the Eighth Grade Students of SMP Negeri 3 Delanggu in the Academic Year of 2013/2014) Mousa, Abdusalam Ali; Ngadiso, Ngadiso; Asib, Abdul
ENGLISH LANGUAGE TEACHING IN INDONESIA Vol 1, No 5 (2014): ELTINDO
Publisher : Magister Pendidikan Bahasa Inggris Pascasarjana FKIP UNS

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (483.844 KB)

Abstract

Background: Students usually get difficulty in how to start writing sentences if the teacherdoes not give the list of verbs they should use in their sentences. Their sentences do not havecorrect punctuation: they use commas and full stop without any good reason or there is nopunctuation where there should be some. Their writing ideas have not been presented in anorder that easily makes sense to the reader. The word selection is not appropriate with thecontext. The purposes of the study are: (1) to reveal whether PWIM is more effective thanGuided Writing in teaching writing for the eighth grade students of SMP Negeri 3 Delanggu;(2) to reveal whether the eighth grade students of SMP Negeri 3 Delanggu who have highcreativity have better writing skill than those having low creativity; (3) to reveal whetherthere i s an interaction between teaching methods and students’ creativity to teach writingfor the eighth grade students of SMP Negeri 3 Delanggu. Subjects and Methods: The experimental research was conducted at SMP Negeri 3Delanggu, from November to December 2013. The sample of the research was two classes;those were V D which was treated as experimental class taught by using PWIM and V Bwhich was treated as control class taught by using Guided Writing. Each of them consisted of22 students. The data were in the form of quantitative data that were taken from writingtest and creativity test. The data of writing test were used to know the students’ writing skill.The data of creativity test were used to know the students’ level of creativity. The data ofwriting test were the scores of students’ writing test that was administered after having ninetimes treatments for each class. The researcher analyzed the data using ANOVA and TukeyTest. Result: PWIM is an effective method to teach writing for the students at the eighth gradestudents of SMP Negeri 3 Delanggu. Conclusion: The use of PWIM in teaching writing is effective. Keywords: PWIM, Guided Writing, creativity
IMPLEMENTATION OF SCAFFOLDING TEACHING TECHNIQUE TO IMPROVE STUDENTS’ WRITING SKILL (A Classroom Action Research at the Tenth Grade Students of SMA Negeri I Sumberlawang in the 2011/ 2012 Academic Year) Wulandari, Tri Agustina; Ngadiso, Ngadiso; Asib, Abdul
ENGLISH LANGUAGE TEACHING IN INDONESIA Vol 1, No 5 (2014): ELTINDO
Publisher : Magister Pendidikan Bahasa Inggris Pascasarjana FKIP UNS

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (572.436 KB)

Abstract

The general objective of this research is to improve students’ writingskill of the tenth grade students of SMA Negeri 1 Sumberlawang in the 2011/2012 Academic Year. The research is specifically aimed at finding out (1)whether scaffolding teaching technique improves the students’ writing skill ofthe tenth grade students of SMA Negeri I Sumberlawang; and (2) whathappens in the class when scaffolding teaching technique is administered. Theresearch was a classroom action research which applied scaffolding teachingtechnique to improve students’ writing skill. The research was conducted atSMA Negeri I Sumberlawang; the subjects of the research were 31 students ofclass X3 in the academic year 2011/2012. The research was conducted in twocycles with three meetings of each. Each cycle consisted of four steps:planning, acting, observing and reflecting. The researcher used bothquantitative (the students’ score of writing test) and qualitative data (theinformation about the implementation of scaffolding teaching technique andthe students’ reactions to the technique. The former data were taken from thewriting test; pre-test and post-test of every cycle. The qualitative data weretaken from observation, interview and document analysis. The quantitativedata were analyzed using descriptive statistic. The qualitative data wereanalyzed using Constant-comparative technique proposed by Strauss andGlasser. The results of the research showed that: (1) Scaffolding teachingtechnique can improve students’ writing skill in terms of: (a) developing theinformation/ ideas appropriate with the topic provided; (b) organizing a text;(c) using vocabularies precisely appropriate with the topic provided; (d) usinggrammatical patterns and sentence pattern appropriate with text; (e) spellingthe words appropriately and using suitable punctuation in text; and (2)Scaffolding teaching technique can improve class situation, in terms of: (a)improving students’ participation; (b) creating live teaching atmosphere; (c)improving students’ attention to the lesson; (d) improving the classcooperation. The result of the research showed that scaffolding teachingtechnique was beneficial to improve the students’ writing skill and classsituation. Therefore, scaffolding teaching technique is very potential to beapplied in English class.Key word: writing skill, scaffolding
English Teachers’ Perception on Educational Supervision Praditya, Dion Wildan; Asib, Abdul; Rochsantiningsih, Dewi
English Language and Literature International Conference (ELLiC) Proceedings Vol 2 (2018): 2nd ELLiC Proceedings: Education 4.0: Trends and Future Perspectives in English Educa
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The objective of this study was to describe the English teachers’ perception on educational supervision. This research was a qualitative study using purposive sample. The research was conducted in the three senior high schools which had different accreditation in Kalirejo, Lampung. The data were collected from the interview with three English teachers. Each of them represented different school. The data the researcher had included were all about how the English teachers’ perceptions on educational supervision in Kalirejo, Lampung. All the subjects in this research had been supervised before, thus they could describe their perceptions on educational supervision. The result of the research showed that the teachers believed that educational supervision is an ongoing process to observe the way teachers teach in the classroom according to the lesson plan and to improve their teaching skills.
EFL Teachers Engagement in Reflective Practice: What tools do EFL teachers utilize to reflect their teaching? Tosriadi, Tosriadi; Asib, Abdul; Marmanto, Sri
English Language and Literature International Conference (ELLiC) Proceedings Vol 2 (2018): 2nd ELLiC Proceedings: Education 4.0: Trends and Future Perspectives in English Educa
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study was aimed at reviewing some reflective practice tools utilized by EFL teachers in reflecting their classroom performance as an attempt to improve their teaching. 4 English teachers with teaching experience ranging from 7-24 years were involved in this study. Data were collected through interview, observation, and document analysis. The result of data analysis informed some individual differences among EFL teacher’s preference in doing reflection over their teaching. Basically, there are 4 tools utilized by respondents to evaluate their teaching; learning journal, students’ feedback, peer observation, and action research. It is shown the role of reflective practice in teacher development is very vital.
THE EFFECTIVENESS OF DRAMA TO TEACH SPEAKING VIEWED FROM STUDENTS’ SELF-ACTUALIZATION Wiyanti, Senny; Asib, Abdul; Ngadiso, Ngadiso
Jurnal Pendidikan Bahasa Vol 7, No 2 (2018): Jurnal Pendidikan Bahasa
Publisher : IKIP PGRI Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (331.568 KB) | DOI: 10.31571/bahasa.v7i2.1020

Abstract

The main objective of the research is to find out: (1) whether Drama technique is more effective than Guided Conversation Activity Technique to teach Speaking; (2) whether the students who have high self-actualization have better speaking skill than those who have low self-actualization; and (3) whether there is an interaction between teaching techniques and students’ self-actualization. The method of this research was quantitative research using an experimental design. The research findings are: (1) Drama Technique is significantly different from Guided Conversation Activity (GCA) technique to teach speaking because Fo is higher than Ft. (2) the speaking skill of the students who have high self-actualization is significantly different from that of those who have low self-actualization if viewed from the result of ANOVA because Fo is higher than Ft. (3) there is an interaction between teaching techniques and self-actualization for teaching speaking because Fo is higher than Ft.Keywords: drama, self-actualization, guided conversation, speaking.
Co-Authors A. Dahlan Rais Amalia, Suci Nugrah Apriliani, Agustin Armala, Intan Dewi Rochsantiningsih Elizabeth Bunga Dwi Untari, Elizabeth Bunga Dwi Eris Isnaini Fauzia, Endang Iful Rahmawati Mega, Iful Rahmawati Martono Martono Mousa, Abdusalam Ali Mutammimah, Heppy Ngadiso *, Ngadiso Ngadiso Ngadiso Nugroho, Radityo Tri Nur Arifah Drajati Pitoyo, Muhammad Dafit Praditya, Dion Wildan Rani Rahmawati Sri Marmanto, Sri Sujoko, Sujoko - Sumardi . Tosriadi, Tosriadi Tosriadi, Tosriadi Wiyanti, Senny Wulandari, Tri Agustina