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All Journal TRIHAYU: Jurnal Pendidikan Ke-SD-an Journal of English Language and Pedagogy Progressive of Cognitive and Ability
Yuyun Yulia
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Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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KEBUTUHAN MAHASISWA PGSD TERHADAP MATA KULIAH BAHASA INGGRIS Yuyun Yulia
TRIHAYU: Jurnal Pendidikan Ke-SD-an Vol 3 No 3 (2017)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (387.048 KB) | DOI: 10.30738/trihayu.v3i3.1884

Abstract

Government Regulation No 19 Year 2005 stipulated that the aim of language teaching is  language  competences,  that  is  to communicate.  Basically,  teachers  are  required  to  have  four competences – personal, social, pedagogical and professional – with the two last competences being critical since teachers are considered as language models, particularly in classroom activities. As well,  teachers’ competences  can  drive  students’  motivation  to  learn  over  both  the  short-term  as well as the long-term.This paper aims at describing students needs – necessities, lacks and wants of students in primary school teacher in structuring teaching and learning in class in the Indonesian context.  The  subject  of  the  research  werestudents  in  early  and  late  semester  of  primary  school teacher department (Pendidikan Guru Sekolah Dasar) either in government or private universities in the Yogyakarta province. A survey schedule as well as class observation were used to gather the data. The result shows that English is learnt to develop their teaching professionalism, pursue further study as well as to gain knowledge. In relation to the goal, students need to learn not only to know the language but also to how to teach English in primary schools.
Students’ Writing Competence of the Fourth Semester Students of English Department of Tidar University in Academic Year 2014/2015 Bondan Eri Christianto; Yuyun Yulia
Journal of English Language and Pedagogy Vol 1 No 1 (2018)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (308.506 KB) | DOI: 10.36597/jelp.v1i1.2791

Abstract

Meaning plays an important role for communication. This research is aimed at describing interpersonal, ideational and textual meanings found in the students’ hortatory exposition texts. The method of this research is a discourse analysis which analyzed meanings. The interpersonal meaning is to analyze the Mood and Modality; the ideational meaning is Transitivity; and the Textual meaning is Thematic Structure. The result of the research showed three points of conclusion. First, in terms of interpersonal meaning, it shows that the students used Declarative Mood types in their texts to give information. Most of the students used simple present tense to give related information based on the topic. Most of the students used high nominalization as the subjects of their clauses. This implies that the texts are in the form of written texts. Second, transitivity system is about people activities in particular place and time. It can be seen from the occurrence of the dominant use of of material process, relational process, and circumstance of location. Third, thematic structure showed that the clauses mostly used ideational theme. The reseacher found that the most dominant theme was the unmarked theme. It implies that the students used high nominalization because they frequently used subjects and circumstances as the nominalization in the beginning of the clauses. Thus, it is expected that metafunctions can improve students’ writing competence in the form of meaningful texts.
An Analysis of Teachers’ Questions in English Language Classroom: A Case Study in Year 10 of SMK N 1 Nunukan Eka Pratiwi; Yuyun Yulia
Journal of English Language and Pedagogy Vol 1 No 1 (2018)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (425.173 KB) | DOI: 10.36597/jelp.v1i1.2792

Abstract

In English language classroom, teachers’ questions are important parts of teaching English language. Teachers need to know what kind of questions which potentially support students learning target language.  However, students did not actively participate in learning particularly when responding teachers’ questions. To overcome this problem, it is important for teachers to modify their question through some techniques in order to get students’ responses. This study reports the types of teachers’ questions used by English teachers in classroom, and the classification of modification questions used by teachers during teaching English language in class.This research belongs to classroom discourse analysis. The research was conducted at tenth grade of SMKN 1 Nunukan. The data were collected through observation, video recording, and interview. The teachers’ questions were analyzed using Miles and Huberman’s (1995) model of qualitative data analysis.The research findings show that both teachers pose more questions of knowledge level than other levels, and the teachers used various techniques to modify their questions when the students did not give response. The modification of modifying questions are repeating and rephrasing. Then sometimes teachers negotiated questions by in Bahasa Indonesia or first language (local language). The domination of knowledge level questions and how teachers modified the questions is influenced by teachers’ competence, students’ competence, situation of teaching English language, and teaching material.
An Evaluation of English Program at Pesantren Ali Maksum Syaiful Mujab; Yuyun Yulia
Journal of English Language and Pedagogy Vol 1 No 1 (2018)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (611.522 KB) | DOI: 10.36597/jelp.v1i1.2798

Abstract

This research is aimed at describing the implementation of English program at Pesantren Ali Maksum in terms of the Community Language Learning, and reveal the strengths and weaknesses of English program in English teaching and learning process in Pesantren Ali Maksum in terms of Community Language Learning (CLL).This research is an evaluation research employing CLL model by Larsen-Freeman (2000) and Richard-Rodger (2003). The data were collected through in-depth interviews, observation and document analysis. The data were analyzed using Miles, Huberman and Saldana’s flow model of qualitative data research which included data collection, data condensation, data display and conclusion drawing.The implementation of English program indicates that English program has been generally well-conducted through six characteristics and eight activities although from some parts need to be improved or changed such as in Larsen-Freeman characteristics. Aggression item the tutor needs to keep a distance to junior students to avoid disrespectful. Richard-Rodger activities term has been well-implemented through eight activities some needs improvement and change. Translation term, the tutor needs training. Group work and listening terms need a change in managing the place in order to avoid disturbance each group.
“Triggers and Spurs” of English Language Teaching at Junior High School in Yogyakarta Avansa Naufal Hakim; Yuyun Yulia
Journal of English Language and Pedagogy Vol 1 No 2 (2018)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (311.281 KB) | DOI: 10.36597/jelp.v1i2.4129

Abstract

This research is aimed at describing activities used to make the students enthusiastic to participate in English learning activities. It is a descriptive qualitative study involving four English teachers from two schools that have different characteristics in terms of school management. The first school is under Ministry of National Education (MONE) and another is under Ministry of Religion Affairs (MORA). The data gained are from observation, Focus Group Discussion (FGD), in-depth interview, and documentation. The findings of this research shows that the students were more delighted in learning when the teacher implemented exciting learning activities. Teachers used activities to make the students enthusiastic to participate in English learning activities and to make them spurred in learning English. The teacher triggered the students by implementing activities such as Near Peer Role Model (NPRM), Mingling Games and Tiered. As a result, students become spurred because the social interaction is involved.
Motivasi Mahasiswa Mengikuti Program Pertukaran Mahasiswa Merdeka (PMM) Zainnur Wijayanto; Imam Ghozali; Trisharsiwi; Widodo Budhi; Yuyun Yulia; Betty Kusumaningrum
Progressive of Cognitive and Ability Vol. 2 No. 3 (2023): Juli
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jpr.v2i3.415

Abstract

Perkembangan ilmu pengetahuan dan teknologi yang sangat pesat telah membawa perubahan yang sangat pesat pula dalam berbagai aspek kehidupan. Oleh karena itu, diperlukan transformasi pembelajaran untuk bisa membekali dan menyiapkan lulusan pendidikan tinggi agar menjadi generasi yang unggul. Kebijakan Merdeka Belajar-Kampus Merdeka (MBKM) yang diluncurkan oleh Menteri Pendidikan dan Kebudayaan merupakan kerangka untuk menyiapkan mahasiswa menjadi sarjana yang tangguh, relevan dengan kebutuhan zaman, dan siap menjadi pemimpin dengan semangat kebangsaan yang tinggi. Salah satu kebijakan yang diluncurkan adalah Pertukaran Mahasiswa Merdeka (PMM). Program PMM merupakan sebuah program yang akan mengajak para mahasiswa untuk mendapatkan pengalaman belajar di perguruan tinggi (PT) terbaik di seluruh Indonesia. Pada penerapannya, Program PMM memberikan tantangan sendiri bagi mahasiswa yang mengikuti program tersebut. Oleh karena itu, penelitian ini bertujuan mengetahui motivasi mahasiswa dalam mengikuti Program PMM. Penelitian ini merupakan penelitian studi kasus deskriptif.  Data primer dalam penelitian ini diperoleh dengan metode survei dengan menggunakan kuesioner online. Hasil penelitian menunjukkan, motivasi mahasiswa mengikuti program PMM yaitu ingin: 1) Mengunjungi provinsi lain; 2) Menambah relasi; 3) Mendapatkan pengalaman baru; dan 4) Mendapatkan credit transfer.
Co-Authors Avansa Naufal Hakim Betty Kusumaningrum Bondan Eri Christianto Eka Pratiwi IMAM GHOZALI Syaiful Mujab Trisharsiwi Trisharsiwi, Trisharsiwi Widodo Budhi Zainnur Wijayanto