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All Journal PROSIDING SEMINAR NASIONAL Jurnal Pendidikan Karakter Indonesian Journal of Applied Linguistics (IJAL) Widya Wacana : Jurnal Ilmiah Journal of Education and Learning (EduLearn) Language Circle : Journal of Language and Literature Lingua Cultura Primary: Jurnal Pendidikan Guru Sekolah Dasar TEFLIN Journal: A publication on the teaching and learning of English Ahmad Dahlan Journal of English Studies WARTA Jurnal Varidika Jurnal Penelitian Humaniora Kajian Linguistik dan Sastra EXPOSURE JOURNAL JEELS Journal on English as a Foreign Language (JEFL) ETERNAL: English Teaching Journal Indonesian Journal of English Language Studies (IJELS) AL-ISHLAH: Jurnal Pendidikan LET: Linguistics, Literature and English Teaching Journal Syntax Literate : Jurnal Ilmiah Indonesia Ranah: Jurnal Kajian Bahasa ELS Journal on Interdisciplinary Studies in Humanities JTAM (Jurnal Teori dan Aplikasi Matematika) SELAPARANG Jurnal Pengabdian Masyarakat Berkemajuan LEKSIKA International Journal of Language Teaching and Education English Language and Literature International Conference (ELLiC) Proceedings JOURNAL OF APPLIED LINGUISTICS AND LITERATURE ATTARBIYAH VELES Voices of English Language Education Society EDUKATIF : JURNAL ILMU PENDIDIKAN Humaniora Journal of English Education Sukma: Jurnal Pendidikan TLEMC (Teaching and Learning English in Multicultural Contexts) Elementa: Jurnal Pendidikan Guru Sekolah Dasar Jurnal Papeda: Jurnal Publikasi Pendidikan Dasar Buletin KKN Pendidikan Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences JURNAL PENDIDIKAN DASAR FLOBAMORATA (JPDF) Bioscientist : Jurnal Ilmiah Biologi Jurnal Sosial dan Teknologi (SOSTECH) Proceedings Series on Physical & Formal Sciences Indonesian Journal of EFL and Linguistics
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MATHEMATICS LEARNING MANAGEMENT WITH THE INTEGRATION OF RESPONSIBLE CHARACTER VALUE: A CASE STUDY AT SMA MUHAMMADIYAH 1 SURAKARTA Siti Lestari; Endang Fauziati
PROSIDING SEMINAR NASIONAL & INTERNASIONAL 2021: Proceeding The 12th International Conference On Lesson Study (ICLS-XII)
Publisher : Universitas Muhammadiyah Semarang

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Abstract

This research has objective of describing (1) learning planning (2) learning implementation and (3) mathematics learning evaluation at SMA Muhammadiyah 1 Surakarta with the integration of responsible character value. Subject of the research are principal, mathematics teacher and students of SMA Muhammadiyah 1 Surakarta. This research is qualitative research. Data collection technique for lesson plan is gained from syllabus and lesson plan (RPP) as well as documentation. Meanwhile data collection technique for implementation information and learning evaluation is used observation and interview. Qualitative data technique analysis used is interactive model. The findings of the research showed that (1) mathematics learning planning with the integration of responsible character value is implemented vary by the teachers, (2) the implementation of mathematics learning with the integration of responsible character has not fully implemented by the teachers, and (3) evaluation of mathematics learning with the integration of responsible character has not fully implemented by the teachers. From those points, it can be concluded that mathematics learning with the integration of responsible character has not fully implemented by the teachers toward students at SMA Muhammadiyah 1 Surakarta. Keywords: management, Mathematics learning, responsible character
Students’ Perception of The Implementation of Content and Language Integrated Learning (CLIL) at Senior High School Amira Muflicha Daraini; Endang Fauziati; Dewi Rochsantiningsih
AL-ISHLAH: Jurnal Pendidikan Vol 13, No 1 (2021): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v13i1.404

Abstract

This research scrutinized the students' perception of Content and Language Integrated Learning (CLIL) in the teaching and learning process. A qualitative approach as a primary framework was employed with a case study method. Twenty students were involved in this research. The information was gathered through questionnaires and interviews. Of the twenty participants, only three participated in the interview session. The results reveal that most students gave tremendous perceptions of CLIL implementation, understanding the teachers’ instructions, being comfortable at some point in the class, and enriching their vocabulary. The findings of the study are envisioned to bring light to other teachers to reflect and develop themselves. Moreover, the study aimed to contribute to the schools’ policy-making, which means undertaking the CLIL program.
FRASA NOMINA PADA SISTIM BAHASA ANTAR SISWA SMA MUHAMMADIYAH II SURAKARTA Fauziati, Endang
Widya Wacana: Jurnal Ilmiah Vol 11, No 2 (2016): Widya Wacana
Publisher : UNIVERSITAS SLAMET RIYADI

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (127.173 KB) | DOI: 10.33061/ww.v11i2.1491

Abstract

The English of Senior High Schhol students in Indonesia is quite interesting to studybecause it contanis a significant number of errors, especially in the writing of a noun phrase.This phenomenon shows that the English used contains Interlanguage. Selinker states thatInterlanguage has its own linguistic system. This study aims to describe and explain thelinguistic system of noun phrase in the leaners’ interlanguage as well as factors that contributeto the formation of the noun phrase. The subjects of this study were 40 students of SMAMuhammadiyah Surakarta II Class X. The data were collected through elicitation technique, thestudents were asked to write free composition. Data were analyzed using framework of erroranalysis which includes four stages: elicitation, identification, description and explanation orinterpretation. The results of the data analysis indicate seven noun phrase patterns as follows:(1) the use of mother tongue (Indonesian), (2) the use of combination of Indonesian and English,(3) the use of cognate, (4) the use of the Arabic already naturalized into Indonesian, (5) theexistence of miscollocation, (6) the use of false friend, and (7) the use of infinitive verbs insteadof Verb-ing. With regards to factors that contribute to the formation of the noun phrase, theresults show that these are due to the following factors: (1) muilingualism of the Englishlearners, (2) the gap between the Indonesian vocabulary repertoire and English, (3) theutilization of the previous lerned languages (Indonesia, Arabic) in their English expressions,and (4) the lack of control of the structure of the English noun phrase.Keywords: noun phrases, noun phrase patterns, factors which contribute to the formation ofnoun phrases
AN EXPLORATION ON EFL TEACHERS’ PERCEPTIONS OF EFFECTIVE 21st-CENTURY PEDAGOGICAL COMPETENCIES Renol Aprico Siregar; Endang Fauziati; Sri Marmanto
JEELS (Journal of English Education and Linguistics Studies) Vol 7, No 1: May 2020
Publisher : English Education Department, IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v7i1.1548

Abstract

The need for preparing highly qualified teachers with all the quintessential pedagogical competencies has been acknowledged as a preeminent priority in the educational world. This present study is intended to scrutinize the EFL teachers’ perspectives and preferences in the 21st century pedagogical competence. The study was qualitatively conducted as a case study to retrieve a reputable understanding of the phenomenon. A semi-structured interview and a five-Likert scale questionnaire were used to collect the necessary data.  The data of this study were taken from the purposively chosen informants regarding their familiarity and apprehension with the issue of this study. The results demonstrated that the teachers perceived the rapid development of technology and information as the key feature of the 21st-century learning, which is beneficial to furnish more comprehensive learning. Moreover, they predominantly conceived that the term 21st-century pedagogical competence focused on how teachers assimilate technology in the classroom and how to facilitate the students’ creativity due to the widely opened sources of information which positively affect students’ proficiency. It is suggested to consecutively provide more courses and training about confronting the 21st-century education to keep teachers voguish of any adjustments, innovations, and modifications in education.
Interlanguage Errors in English Textbooks for Junior High School Students in Surakarta Endang Fauziati
TEFLIN Journal: A publication on the teaching and learning of English Vol 14, No 2 (2003)
Publisher : TEFLIN

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Abstract

The present study deals with the English textbooks for Junior High School students. It is worth studying because they are marked with a significant number of errors both in the area of vocabulary and grammar. This research is to find proof that the English used is still at the level of interlanguage (IL). Theories on Error Analysis (EA) and Interlanguage (IL) have been used to analyze the data which consist of erroneous sentences taken from the reading texts only. The result reveals that the English used in the textbooks is still at the level of IL. The features of systematicity, permeability, and fossilization of an interlanguage also existed in it.
ENGLISH TASK TO DEVELOP THE STUDENTS’ COMMUNICATIVE COMPETENCE: A STUDY OF EDUKATIF WORK BOOK FOR JUNIOR HIGH SCHOOL STUDENTS Wati, Dyah Rohma; Fauziati, Endang; Nugroho, Abdillah
Jurnal Penelitian Humaniora Vol 14, No 1: Februari, 2013
Publisher : Universitas Muhammadiyah Surakarta

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Abstract

This study is mainly intended to find out the extent to which tasks in English work books are designed to develop the students’ communicative competence. The objective of this study is to describe how the tasks in Edukatif work books are designed to develop students’ discourse competence, linguistic competence, actional competence, sociolinguistic competence, and strategic competence. This study is a qualitative research which involves content analysis approach. The data are the tasks in Edukatif work books used by eight grade students of the first and second semester. In collecting the data, the writer uses documentation method. The data analysis used Huberman and Miles’ concept which involves data reduction, data display and verification. The findings show that among the five competences and its components of communicative com- petence, some components are not well developed in the work books. The tasks develop all components of discourse competence except one aspect in linguistic competence, that is, phonology. The tasks develop all components of actional competence except the speech act. The tasks develop components of sociolinguistic competence except the cultural and non-verbal communicative factor. The tasks develop only one component of strategic competence, that is, time gaining strategy. The conclusion is that the tasks in Edukatif work books are sufficient to develop the students’ discourse, linguistic, and actional competence. The tasks, however, are not sufficient to develop students’ sociolinguistic and strategic competence.
A State of the Art of Communicative Competence Theory Fauziati, Endang
Ahmad Dahlan Journal of English Studies Vol 2, No 2 (2015): Ahmad Dahlan Journal of English Studies
Publisher : Universitas Ahmad Dahlan

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Abstract

What is actually involved in learning a foreign language? What kinds of knowledge and skill to be mastered? The answer to these questions deals with language competence, that is, the knowledge of the language and the ability to use that knowledge to interpret and produce meaningful texts appropriate to the situation in which they are used. It corresponds with Ellis’s (1996: 74) statement that the goal of learning a foreign language “is concerned with the ability to use language in communicative situations” and the point of language teaching is to help the students communicate or to develop what Hymes (1972) referred to as “communicative competence”.The idea of communicative competence in language teaching is not really new. It got its first popularity in the 1960s and 1970s when communicative approach was initially adopted. This approach could be said to be the product of educators and linguists who were dissatisfied with the audiolingual and grammar-translation methods of foreign language instruction. They believed that students were not learning enough realistic, whole language; they were at a loss to communicate in the culture of the target language.            This paper tries to provide a review on the kind of knowledge and skill needed to be mastered in foreign language learning, that is, the communicative competence. Linguists often emphasize different components in their description of communicative competence. This discussion will cover the categorization of the knowledge and skill involved in language use offered by different scholars such as Dell Hymes (1972), Canale and Swain (1980), Bachman (1980), Bachman and Palmer (1986) Celce-murcia et al. (1995), and Pawlikowska-Smith (2002).
STRATEGI BELAJAR YANG TERCERMIN DALAM KESALAHAN INTERLANGUAGE SISWA MAN I SURAKARTA Darussalam, Hanif Maghruf; Fauziati, Endang
Jurnal Penelitian Humaniora Vol 16, No 1: Februari, 2015
Publisher : Universitas Muhammadiyah Surakarta

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Abstract

The current study concerns learning strategy and its relation to interlanguage  errors as Selinker believes that interlanguage errors are the result of cognitive mechanism or learning strategy used by second language learner. This specifically tries to describe the learning strategy used by the learners which result in interlanguage errors. The data are in the form of sentences containing errors taken from students’ compositions. The technique used to collect the data is elicitation and documentation. The data were analyzed qualitatively. The result of the research indicates that there are three major types of learning strategy used by the learners, namely: overgeneralization, first language transfer, and simplification and the dominant learning strategy is overgeneralization. This implies that the students have relied more on their linguistic knowledge on the target language (English) rather than on that of their first language. The pedagogical implication is that English teachers should have positive attitude on interlanguage errors since errors are inevitable process in foreign language learning. They must also provide appropriate training so that students are aware the differences between English and Indonesian. Such an understanding may help them eliminate the interlanguage errors and develop their interlanguage system.
ANALISIS PERTANYAAN PADA BUTIR SOAL READING COMPREHENSION PADA TEST TOEIC Fauziati, Endang
Jurnal Penelitian Humaniora Vol 17, No 1: Februari, 2016
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/humaniora.v17i1.2347

Abstract

Penelitian mengenai model test TOEIC ini bertujuan untuk mendapatkan deskripsi dan penjelasan yang komprehensif mengenai sejumlah aspek yang terkait dengan butir butir soal yang ada. Penelitian ini bertujuan untuk: (1) mendeskripsikan polapertanyaan pada butir soal Completion dan Error Recognition pada Reading TOEIC, (2) mendeskripsikan konteks bacaan pada soal pemahaman teks Reading TOEIC, (3) mendeskripsikan pola pertanyan pada butir soal pemahaman teks pada ReadingTOEIC, dan (4) memaparkan frekuensi masing masing tipe pertanyaan pada butir soal pemahaman teks pada Reading. Lingkup penelitian ini adalah model test TOEIC, khususnya structure dan reading comprehension yang diambil dari beberapa buku latihan test TOEIC. Data terdiri dari 500 butir soal yang yang diambil dari buku latihan TOEIC yang diterbitkan oleh Barron’s Educational Series, Prentice Hall, dan Longman. Teknik pengumpulan data berupa teknik dokumentasi. Data dianalisisdengan metode deskriptif interpretatif. Hasil penelitian menunjukkan sebagai berikut: (1) komponen linguistik yang ditanyakan pada bagian Completion and Error recognition meliputi pertanyaan tentang penguasaan vocabulary (54.34%), Classof words (15%) (Verb, Noun, Adjective), Verb tense (11.33%), determiner (5.33%) preposition (4%), conjunction (3.67%), Degree of comparison in Adjective (3.33%), dan Conditional sentence (3%); (2) Konteks bacaan pada butir soal Reading Comprehension meliputi bisnis, manufacturing, finance and Budgeting, Offices,personnel, purchasing, housing/corporate property, travel, dining out, entertainment, dan Health; (3) pola pertanyaan Reading Comprehension meliputi: (a) gagasan utama dan kemungkinan judul yang tepat, (b) informasi yang tersurat dalam teks, (c)informasi yang tersirat, dan (d) dan tujuan penulisan. Berdasarkan hasil penelitian di atas disimpulkan bahwa penguasaan kosakata sangat penting untuk keberhasilan dalam test TOEIC karena 50%-nya berupa penguasaan kosakata.
ANALISIS PERTANYAAN PADA BUTIR SOAL READING COMPREHENSION PADA TEST TOEIC Endang Fauziati
Jurnal Penelitian Humaniora Vol 17, No 1: Februari, 2016
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/humaniora.v17i1.2347

Abstract

Penelitian mengenai model test TOEIC ini bertujuan untuk mendapatkan deskripsi dan penjelasan yang komprehensif mengenai sejumlah aspek yang terkait dengan butir butir soal yang ada. Penelitian ini bertujuan untuk: (1) mendeskripsikan polapertanyaan pada butir soal Completion dan Error Recognition pada Reading TOEIC, (2) mendeskripsikan konteks bacaan pada soal pemahaman teks Reading TOEIC, (3) mendeskripsikan pola pertanyan pada butir soal pemahaman teks pada ReadingTOEIC, dan (4) memaparkan frekuensi masing masing tipe pertanyaan pada butir soal pemahaman teks pada Reading. Lingkup penelitian ini adalah model test TOEIC, khususnya structure dan reading comprehension yang diambil dari beberapa buku latihan test TOEIC. Data terdiri dari 500 butir soal yang yang diambil dari buku latihan TOEIC yang diterbitkan oleh Barron’s Educational Series, Prentice Hall, dan Longman. Teknik pengumpulan data berupa teknik dokumentasi. Data dianalisisdengan metode deskriptif interpretatif. Hasil penelitian menunjukkan sebagai berikut: (1) komponen linguistik yang ditanyakan pada bagian Completion and Error recognition meliputi pertanyaan tentang penguasaan vocabulary (54.34%), Classof words (15%) (Verb, Noun, Adjective), Verb tense (11.33%), determiner (5.33%) preposition (4%), conjunction (3.67%), Degree of comparison in Adjective (3.33%), dan Conditional sentence (3%); (2) Konteks bacaan pada butir soal Reading Comprehension meliputi bisnis, manufacturing, finance and Budgeting, Offices,personnel, purchasing, housing/corporate property, travel, dining out, entertainment, dan Health; (3) pola pertanyaan Reading Comprehension meliputi: (a) gagasan utama dan kemungkinan judul yang tepat, (b) informasi yang tersurat dalam teks, (c)informasi yang tersirat, dan (d) dan tujuan penulisan. Berdasarkan hasil penelitian di atas disimpulkan bahwa penguasaan kosakata sangat penting untuk keberhasilan dalam test TOEIC karena 50%-nya berupa penguasaan kosakata.
Co-Authors Abdillah Nugroho Abdul Asib Aditiya Dwi Prasetiyo Aditya Rini Kusumaningpuri Afiani Purnaningtyas Agus Wijayanto Agustina Tyarakanita Ahmad Fathoni Alfauziah Rahmadani Ali Maksum Fuadi Ambar Jati Amelia Santriane Amin Lestari Amira Muflicha Daraini Anatri Desstya Ani Budiarti Anida Fadhilah Jati Anindyawati, Fibrian Anisa Husni Alkaromah Ardhana Januar Mahardhani Aulia Wahyu Santosa Auranissa Putri Riyadisty Azmina, Badi'atul Azmina, Badi'atul Badi'atul Azmina Bambang Sumardjoko Budi Murtiyasa Desi Astuti Dewi Rochsantiningsih Dewi Rochsatiningsih Djalal Fuadi Drajti, Nur Arifah Drajti, Nur Arifah Dyah Rohma Wati Dyah Rohma Wati, Dyah Rohma Eka Mareta Suharyanti Endah Kurtianti Eny Pemilu Kusparlina Fibrian Anindyawati Fitria Unzurna Haniah, Amanda Ummu Hanif Maghfur Darussalam Hanif Maghruf Darussalam Hanif Maghruf Darussalam, Hanif Maghruf Harindra Dina Natamia Hartati Widiastuti Harun Joko Prayitno Hastutiningsih, Puji Hawin Amalia, Zaky Dzulhiza Hening Laksani Herlina Gantini Hikmah, Mauly Ima Kusumastuti Irwan Nurcholis Iwan Jazadi karmila karmila Karmila Karmila Koesoemo Ratih Kusumastuti, Ima Lailatun Nurul Aniq Laili Etika R Laili Etika Rahmawati Listiana Dewi Ludiya Yayang Mirana Lukluk Argita Munif Luqmanul Hakim M. Yoga Oktama Marmanto, Sri Maryadi Maryadi Masyhudianti, Ummy Khoirunisya’ Mauly Hikmah Melati Sri Utami Miftakhul Huda Muhammad Anthori Muhibuddin Fadhli N. Nurhamidah Naning Tri Wahyuni Naning Tri Wahyuni, Naning Tri Nur Arifah Drajati Nur Arifah Drajti Nur Indah Rahmawati Nurul Aisah Nurun Hidayati Phoumchay Vongvilay Pradhita Ramadhani Purwanti Purwanti Putri, Indah Wigati Randy Listiyanto Renol Aprico Siregar Rini Budiwati Ririn Tutik Faidah Rohman, Darus Sartika, Sartika Sasongko, Febry Khunto Shakesha Febrisha Shektas Shektas, Shakesha Febrisha Siregar, Renol Aprico Siti Lestari Siti Malikah Slamet Supriyadi Slamet Supriyadi Sri Marmanto Sri Marmanto Sri Marmanto Sri Marmanto Sri Marmanto, Sri Sri Samiati Tarjana Suharyanto Suharyanto Sumini Sundari Sundari Suparno Suparno Suparno Suparno Syah, M. Fahmi Johan Wiwin Wulandari Yudianto Yudianto Yugga Tri Surahman Yuni Budyastuti Yuni Yati Zaky Dzulhiza Hawin Amalia Zaky Dzulhiza Hawin Amalia