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All Journal Jurnal Edukasi: Kajian Ilmu Pendidikan JET (Journal of English Teaching) Adi Buana Academy of Education Journal Jurnal Abdidas Seminar Nasional Hasil Riset dan Pengabdian (SNHRP) PGRI-Science Education Media of Applied Research & Technology
Yuliyanto Sabat
STKIP PGRI Sidoarjo
Education Health Professions Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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“Monolingual or Bilingual Approach?” The Best Approach to Teach Speaking for Beginner Level Yuliyanto Sabat; Aulia Kususma Wardhani
JET ADI BUANA Vol 3 No 2 (2018): Volume 03 Number 02 October 2018
Publisher : English Education Department, Faculty of Teacher Training and Education, Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (615.962 KB) | DOI: 10.36456/jet.v3.n2.2018.1721

Abstract

Some English teachers argue that the use of monolingual approach or “English Only” gives a lot of exposures to students and some others report it just makes the students reluctant to speak as they understand nothing about the topics being discussed. Considering the important roles of teaching approaches on students’ success to use English, it is very crucial to conduct a research on this topic. This article is an attempt to report which approach students like the most either “English Only” or bilingual approach in learning speaking. Besides, it also reveals the reasons why the students choose one of the teaching approaches. As the researcher teaches speaking for beginner level, he uses his students as the subject to facilitate him to collect the data. He uses qualitative research method by using interview, questionnaire, and classroom observation to collect the data. The result of this research showed that students’ negative perception on the use of English only and positive perception on the use of code switching supported by the result of questionnaire 95.65% participants chose strongly agree for code switching as their preferable teaching approach with the most common reasons on the material comprehension (86.86% strongly agree) and building self- confidence (78.26% strongly agree). Keywords: monolingual approach, bilingual approach, classroom interaction
Students’ Perception towards Written Feedback of Thesis Writing Advisory at STKIP Sidoarjo Yuliyanto Sabat; Joko Slamet
JET ADI BUANA Vol 4 No 1 (2019): Volume 4 Number 01 April 2019
Publisher : English Education Department, Faculty of Teacher Training and Education, Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (552.339 KB) | DOI: 10.36456/jet.v4.n1.2019.1885

Abstract

This research is aimed to find out the most used type of written feedback and the students’ perceptions towards lecturers’ written feedback on thesis writing advisory at STKIP PGRI Sidoarjo. This study employed descriptive qualitative method. The subjects of this study were the 7th semester students at STKIP PGRI Sidoarjo who were working the thesis writing. The source of data was the students’ writings consisting lecturers’ written feedback (indirect and direct written feedback). The instruments applied were documentation, questionnaire, and interview. The researcher distributed the questionnaires to 20 students and conducted the interview to 5 students to clarify and strengthen the data by seeing the most degree of agreement chosen. The result showed that the most type of written feedback was indirect written feedback consisting 337 items (65.44%). Meanwhile, the direct written feedback was 178 items (34.56%). The students had positive perceptions towards the lecturer’s written feedback. They preferred to get written feedback as it had been clear, useful and helpful for the students. It also could be a motivation and a guidance in the thesis writing. The researcher addresses suggestions to: lecturers to keep using written feedback by giving clear explanations and information; students to evaluate their thesis writing; other researchers to advance the implementation of written feedback; and the institution to considerate providing a new regulation deals with the efficiency of thesis writing advisory
Reflection And Insights: ELT Curricula In 21st Century Education In Indonesian Secondary Education Sectors Yuliyanto Sabat; J. Priyanto Widodo
SNHRP Vol. 4 (2022): Seminar Nasional Hasil Riset dan Pengabdian (SNHRP) Ke 4 Tahun 2022
Publisher : LPPM Universitas PGRI Adi Buana

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Abstract

The 21st century education has brought crucial impacts on ELT curricula development in Indonesia particularly in secondary education sectors. The ELT curricula should adapt to the global demands by enacting the 21st century skills in the curricula to prepare students to face their future life. However, a dramatic change in ELT curriculum has come along before coming to the most recent curriculum, 2013 ELT curriculum. There have been a lot of debates on the ELT curriculum design and its implementation in the classroom context between teachers and policy makers. Although there is much literature discussing this topic, there is limited number of literature revealing the factors of the emergence such conflicting needs and interest as well as providing some fresh insights toward these factors. To fill this gap, this paper tries to reveal the factors and recommendations into the design of ELT curricula.
AN OBVERVATIONAL STUDY ON A BATAK ENGLISH LEARNER IN CONSONANT SOUND PRODUCTION Yuliyanto Sabat
JURNAL EDUKASI: KAJIAN ILMU PENDIDIKAN Vol 5 No 1 (2019): Jurnal Edukasi: Kajian Ilmu Pendidikan.
Publisher : LPPM STKIP PGRI Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51836/je.v5i1.113

Abstract

This article reports on the result of a study aiming to describe what difficulties experienced by Batak English learner in consonant sound production and the factors which cause him difficult to produce those sounds. The study was conducted to Batak English learner who is still taking pronunciation course in the first semester in the English study program at one of private universities in East Java, Indonesia. The study used a qualitative case study research design with the data collected from the analysis of students’ English consonants production and interview. The findings showed that all sounds of voiceless dental frecative consonant [θ] in initial position were pronounced into voiceless alveolar stop consonant [t] while the research participant was pronouncing the sound of voiced dental frecative consonant [ð], he mispronounced the sound into voiced alveolar stop consonant [d] in both initial and medial position. The sound of voiced alveolar affricate consonants [dʒ] was pronounced appropriately while voiceless alveolar affricate consonant was pronounced into voiceless alveolar fricative consonant [s]. The factors which cause the participant find it difficult to learn pronunciation were afraid of making mistakes, limited time to repeat it at home, and habit.
Questioning Strategy Used by EFL Teacher in Teaching Descriptive Text at State Junior High School Siti Frastiwi; Yuliyanto Sabat; Siti Aisyah
JET ADI BUANA Vol 7 No 01 (2022): Volume 7 Number 01 April 2022
Publisher : English Education Department, Faculty of Teacher Training and Education, Universitas PGRI Adi Buana Surabaya

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Abstract

Specifically, the purpose of this study to determine what types of questions teachers ask when they are teaching descriptive text. A single-case study was conducted for the purpose of this analysis. SMPN 1 Wonoayu's class VIII-I, which had ten students and one EFL instructor, participated in this study. Observation and interview were the instruments used in this study. Analysis of instructor use questioning strategy in descriptive text on classroom teaching and learning process; analysis of teacher interview statements; and analysis of student interview statements comprised three sections of the findings. An important goal was to get a better understanding of how teachers approach teaching descriptive literature, why they choose this kind of inquiry, and how students respond to the questions they are asked. It was designed to help students remember what they had learned in the previous session, and to get the class started off on the right foot. Lecture-based questioning was utilized to keep students engaged and ensure they understood what was being spoken. In order to assist students to develop their ideas, only thinking-based questions were utilized in this course. Lecture-based questions were utilized in the classroom to keep students engaged and to ensure that they understood the material. That the teacher used questioning strategies because she thought that talking with her students would make it easier to teach descriptive text, and that the students thought the teacher was good at using questioning in the classroom can be found out.
Implementasi Pendidikan Karakter dalam Pembelajaran Bahasa Inggris Berbasis Online pada Masa Pandemi di MI Miftahul Amal Ellak Daya Lenteng Sumenep Abd Syakur; M Khusni Mubarok; Tri Achmad Budi Susilo; Yuliyanto Sabat
Jurnal Abdidas Vol. 3 No. 3 (2022): June, Pages 355-611
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/abdidas.v3i3.619

Abstract

Implementasi Pendidikan tentu tidak hanya berorientasi pada transfer ilmu pengetahuan (transfer knowledge), akan tetapi tidak kalah pentingnya adalah penanaman karakter pada diri anak didik melalui proses pembelajaran. Hal ini sesuai dengan konsep kurikulum 2013, di mana dalam terdapat 4 kompetensi inti, mulai dari keagamaan, sosial, pengetahuan, dan keterampilan. Pendidikan karakter bagi anak didik penting diimplementasikan sejak dini, termasuk sejak menempuh pendidikan di tingkat dasar, seperti di Madrasah Ibitidaiyah. Tujuan dasar dari adanya pendidikan karakter yaitu dalam rangka meningkatkan mutu penyelenggaraan pendidikan yang memberikan hasil terbentuknya karakter serta perilaku yang sesuai standar kompetensi lulusan. Rumusan ini disesuaikan dengan Undang-undang No. 20 tahun 2003 dengan fungsi mengembangkan kemapuan anak yang berkarakter. Pendidikan karakter dapat dilaksanakan dalam setiap materi ajar, termasuk dalam setiap masa, seperti di masa Pademi Covid-19. Pengabdian ini menghasilkan metode dan strategi pembelajaran Pendidikan karakter pada materi Bahasa Inggris berbasis online di Madrasah Ibtidaiyah (MI) Miftahul Amal Desa Ellak Daya Lenteng Sumenep. Penanaman karakter melalui proses pembelajaran online mampu diterapkan dengan baik di MI Miftahul Amal Ellak Daya Lenteng Sumenep. Pendidikan karakter diimplementasikan dimulai dari perencaaan, pelaksaaan hingga penilaian. Manfaat dari pembelajaran online, yaitu enhance interactivity, time and place flexibility, potential to reach a global audience, dan easy updating of content as well as archivable capabilities. Pembelajaran online dilakukan melalui aplikasi Zoom, Go Meet dan aplikasi meet lainnya. Penanaman nilai-nilai karakter yaitu melalui pemberian motivasi, mengajarkan kedisiplinan waktu, saling menghargai pendapat masing-masing anak didik, dan juga melalui permainan game yang isinya mengajarkan tentang karakter.
The Implementation of Fishbowl Strategy in Teaching Speaking Explanation to the Eleventh Grade Students at English Course Supriyanto Supriyanto; Dinna Merris Maya Sari; Yuliyanto Sabat
P-SEMART JOURNAL Vol. 2 No. 1 (2022): P-SEMART Journal
Publisher : PGRI Provinsi Jawa Timur

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Abstract

Speaking is one of language skills that are able to used by students in teaching learning process. The teacher also used fishbowl strategy in teaching speaking explanation in which students are able to share their idea and opinion in this strategy. The purpose of the research was to describe the implementation of fishbowl strategy in teaching speaking explanation to the eleventh grade students at English course and to describe students’ responses in teaching speaking by using fishbowl strategy. The research was descriptive qualitative with the data collected from filed note observation, check list observation, questionnaire, and interview. The finding of the implementation of fishbowl strategy in teaching speaking explanation to eleventh grade students at English course was the teacher gave warming up, explained explanation text, made two groups, asked students to turn and talk their opinion and idea, got discussion started, told others students to listen carefully. When the small group finished, asked students to make comment on discussion in the first meeting and the second meeting. In students’ responses by using fishbowl strategy, the percentage showed the answer YES 92,7% and NO 7,3%. It was inferred that fishbowl strategy was able to help the students more active, communicative, and confident in speaking English. The students should be critical thinking in speaking explanation text, and the teacher should remind students to be more enthusiastic.
KINDERGARTEN TEACHERS’ READINESS IN IMPLEMENTING KURIKULUM MERDEKA Esamada Rose Nursaputri; Yuliyanto Sabat
Academy of Education Journal Vol 14 No 2 (2023): Academy of Education Journal
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47200/aoej.v14i2.1715

Abstract

In order to address the education crisis, the government implemented Kurikulum Merdeka. Teachers must be able to adapt to changes in the curriculum in order for curriculum implementation to work smoothly. This study was conducted to get a knowledge of teacher readiness in implementing new curriculum, particularly in kindergarten schools. This research includes a type of descriptive research with a qualitative approach. To identify readiness, interviews were conducted towards teachers in TK Cendekia 2 Sidoarjo. According to the findings of the interviews, teachers are ready to implement kurikulum merdeka. Yet, there is still lack of awareness of the curriculum structure, and there is still a need of training about lesson plans preparation and teaching modules creation. They still don't have a clear concept of why it should be implemented. They also claimed requirements in trainings and times to understand how to integrate advanced technology into learning process.
Co-Authors Abd Syakur Aulia Kususma Wardhani Dinna Merris Maya Sari Esamada Rose Nursaputri J. Priyanto Widodo Joko Slamet M Khusni Mubarok Siti Aisyah Siti Frastiwi Supriyanto Supriyanto Tri Achmad Budi Susilo