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All Journal PROSIDING SEMINAR NASIONAL LITE: Jurnal Bahasa, Sastra, dan Budaya Abdimas Jurnal Penelitian Pendidikan Language Circle : Journal of Language and Literature English Review: Journal of English Education JEES (Journal of English Educators Society) Jurnal Ilmiah Lingua Idea E-Structural Journal of Teaching and Learning English Issues Belajar Bahasa : Jurnal Ilmiah Program Studi Pendidikan Bahasa dan Sastra Indonesia English Language and Literature International Conference (ELLiC) Proceedings Jurnal Surya Masyarakat JALL (Journal of Applied Linguistics and Literacy) English Focus: Journal of English Language Education Getsempena English Education Journal Madaniya Jurnal Surya Masyarakat Journal of English Teaching and Learning Issues Community Empowerment Studies in English Language and Education Prosiding Seminar Nasional Pascasarjana Warta LPM
Dodi Mulyadi
English Education, Universitas Muhammadiyah Semarang, Indonesia
Religion Arts Humanities Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Public Health Social Sciences Other

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Journal : JEES (Journal of English Educators Society)

 1 
Implementing basal reading program in EFL upper secondary school settings Sajidin; Dodi Mulyadi; Hasti Robiasih
JEES (Journal of English Educators Society) Vol 6 No 2 (2021): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v6i2.1535

Abstract

Basal readers have been selected by the school to cope with students’ lack of vocabulary size. With some positively perceived learning outcomes, the readers continued to be used from year to year and were decided as a school program, in addition to ELT national curriculum. The research is aimed at exploring the following aspects: (1) the teacher’s use of basal readers in the classrooms, (2) the classroom procedures developed by the teacher understudy, and (3) the students’ response to the implementation of the basal reading program. A descriptive case study with classroom observation as a main data collection technique was employed to explore the phenomena. The research brings several points to consider. First, basal readers have been extensively used by the school for different purposes: 1) for vocabulary enrichment, (2) for intensive reading materials, (3) as resource making classroom tests, and (4) a basis for writing phonetic symbols, and (5) for promoting speaking skills. Second, the school has developed its own strategies to use the readers with specific procedures. Third, the use of basal readers was positively responded to by the students with some suggestions for better implementation. HIGHLIGHTS: Basal reading program was implemented with a specific procedure developed by the local school English teachers. Basal readers selected for the reading program were utilized to develop reading skills in which vocabulary memorization and pronunciation drills were used to support the skills. The program was positively responded by the students with some suggestions for a better implementation.
Integrating hybrid learning and team-based project in EFL writing class Testiana Deni Wijayatiningsih; Muhammad Muhibbi; Dodi Mulyadi; J-Roel B.Semilla
JEES (Journal of English Educators Society) Vol 8 No 2 (2023): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v8i2.1738

Abstract

This study aimed to describe the integration of hybrid learning and team-based projects in learning to write and to explain the effectiveness of implementing hybrid and team-based projects in improving students' writing performances. This research method was mixed with quantitative analysis using quasi-experiments and questionnaires, while qualitative analysis used observations in writing classes. The instruments applied were writing tests, questionnaires, and observations. The results of this study were feasible to be used and tested in a small-scale class in the third semester of English Education at the Universitas Muhammadiyah Semarang. The average result of the validation is more than four scores, so it is in the excellent category. Meanwhile, the results of the analysis of student perspectives on learning through Team-Based Projects are divided into four, namely; student perspectives and motivation regarding the implementation of hybrid learning, student perspectives on the effectiveness of Team-Based Projects, student perceptions of independent learning through team-based projects and hybrid learning, and student perceptions about working in groups. All of the indicators were categorized as excellent. In addition, the integration of hybrid learning and team-based project in the English Language Education Study Program with the participation of seventy-two students with the final grades of all students being in the complete category above seventy so that the integration of hybrid learning and team-based projects is effectively implemented in genre text writing classes. Therefore, the results of this study can make a good contribution because they can motivate students to write texts and improve independent student learning. HIGHLIGHTS: Integrating hybrid learning and team-based projects is suitable for use and testing in small class scales in the third semester of English Education at the Muhammadiyah University of Semarang. The average result of the validation results is more than 4.00, so it is in the excellent category. The student perspectives on learning through Team-Based Projects are divided into four: student perspectives on motivation and their writing results, student perspectives on the effectiveness of Team-Based Projects, student perceptions of independent learning through Team-Based Projects and Hybrid understanding, and student perceptions about working in groups. The lecturers should apply hybrid learning and team-based projects to motivate and train students to learn independence and provide experiences of a harmonious learning process. Next, for future researchers, it is advisable to expand the research subject so that the results obtained are more in-depth and can be implemented in other English skills, namely speaking, listening, and reading.
Co-Authors Adip Rohadi Akhmad Faturrahman, Akhmad Anggi Uswatun Najikha Anjar Setiawan Anjar Setiawan Anjar Setiawan Annisa Noerkhalifah Aufa Rafika Nur Budi Tri Santosa Charanjit Kaur Swaran Singh Chattaphorn Sriprasert Cicilia San San Indah Nilla Utomo Dian Candra Prasetyanti Dian Candra Prasetyanti Diana Hardiyanti Dini Anggraheni Dini Anggraheni, Dini Eng Tek Ong Eng Tek Ong Eva Anis Shofi`ah Eva Dina Mareta Febiyanti Liza Riani Gina Sonia Haque, Syaiful Henita Rahmayanti Heri Dwi Santoso, Heri Dwi Irma Oktaviani J-Roel B.Semilla Lestari Nurjanah, Sri Eka llmi Zajuli Ichsan Maemonah, Maemonah Maria Dewi Arumsari Muhammad Muhibbi Muhfiyanti Muhfiyanti Muhimatul Ifadah Muhimatul Ifadah Muhimatul Ifadah Murdiana, Sesi Nadya Khansa Rohimah Nasywa Kamila Rahmah Noerkhalifah, Annisa Noor Alhusna Madzlan Nor Azmi Mostafa Novia Wulan Ari Nurul Inayah Tihurua Reesky Adi Nugroho Riana Eka Budiastuti Riana Eka Budiastuti Riana Eka Budiastuti, Riana Eka Rohadi, Adip Rr. Hasti Robiasih Safuan Safuan Sajidin Shofi`ah, Eva Anis Siti Aimah Siti Aimah Siti Aimah Siti Aimah Siti Rohaya Sharif Siti Shuhaida Shukor Sobirin Sobirin Sri Nikmatu Rupiah Sufiyah Dueraseh Syaiful Haque Tarsame Singh Masa Singh Tee Tze Kiong Testiana D.W, Testiana Testiana Deni W Testiana Deni W, Testiana Deni Testiana Deni Wijayatiningsih Testiana Deni Wijayatiningsih Ullayah Fathina Az Zahra Yoga Yuniadi Yuniarti, Nanda Eka Yunita Nugraheni Yustinah Yustinah