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SEVEN ISSUES AND DILEMMAS IN LITERATURE TEACHING IN EFL CONTEXT: LESSONS FROM INDONESIA Musthafa, Bachrudin
Indonesian Journal of Applied Linguistics Vol 4, No 2 (2015): Vol 4 No. 2 January 2015
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v4i2.690

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Abstract: Using literature instruction practices in different “literature programs” as a point of departure, this article discusses some knotty issues and dilemmas confronting English literature instructors and researchers in Indonesia, especially those working in the context of English as A Foreign Language (EFL). First some commonly adopted approaches to literature teaching are outlined and specific issues and dilemmas located. Next, using Indonesian current situation as a case in point, these perceived issues and dilemmas are fleshed out and possible solutions from diverse fronts are then sketched out.
EXPERIENCING POETRY: UNLEARNING AND RELEARNING LITERATURE TO DEVELOP READING INTERESTS IN LITERARY WORKS Musthafa, Bachrudin
International Journal of Education Vol 7, No 1 (2013): December 2013
Publisher : UPI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v7i1.5303

Abstract

Building on results of a classroom-based survey on students’ literacy habits, this article reportson how an exploratory study on experiencing poetry can change EFL students’ “ways withliterature.” First problems from past experiences with literature are discussed and theoreticalinsights proposed which will bring to fore the need for a change in pedagogical orientations.Next the idea of “experiencing poetry” is flashed out by addressing the knotty problemsliterature teaching has been faced with. Step-by-step instructional procedures are discussedtogether with their corresponding pedagogical considerations. Some guiding pedagogicalprinciples are then proposed and discussed to complete the workshop. From this exploratorystudy, it is evident that students learned from one another in the context of sharing of literaryexperiences and from observing how the literature instructor as a more knowledgeable memberof the culture demonstrated the way he experienced the poem he was reading. More specifically,from experiencing poetry and sharing about what they like from what they experience andenjoy, students learn to reflect critically on what they get from reading.Keywords: experiencing poetry; EFL literature-learning; literature for empowerment
PENINGKATAN KEMAMPUAN MENULIS MELALUI KEGIATAN JURNALIS CILIK DENGAN STRATEGI REACT (RELATING, EXPERIENCING, APPLYING, COOPERATING, AND TRANSFERRING) Asmahasanah, Salati; Musthafa, Bachrudin; Damaianti, Vismania S
AT-TA`DIB Vol 1, No 1 (2015)
Publisher : Program Studi PGMI

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (16.118 KB)

Abstract

Students have problem in writing news. Writing news is not interesting and it is a difficult subject for them. In order to solve that problem, researcher implemented using the young journalist with REACT strategy (relating, experiencing, applying, cooperating, and transferring) to improve news writing skills for fifth graders of elementary student. The aim of this research is to prove and to describe the young journalist learning process by using REACT strategy, the learning effectivity to improve the news writing ability, and students responses to the learning activity. The method of this research is quasi experiment. This research involved 60 elementary students at Lab. School UPI and divided. The result data of pre-test and post-test scores were analyzed by using t-test. The conclusion based on data analysis is the average n-gain score of the experiment class (0.05) is better than the average n-gain score of the controlled class (0.28). The difference of those two scores is statistically significant, the probability value was less then significancy degree (0.023<0.05). Students give the positive responses to the learning activity and it can be concluded that teaching young journalist by using effective REACT strategy could increase the ability of writing news.
Program Membaca Ekstensif: Meningkatkan Motivasi Membaca Siswa Putra, Dondian; Musthafa, Bachrudin; Wirza, Yanty
Jurnal Penelitian Pendidikan Vol 19, No 3 (2019): PERMASALAHAN PENDIDIKAN
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jpp.v19i3.22326

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Penelitian ini bertujuan untuk memverifikasi apakah program membaca ekstensif (extensive reading program) mampu mempromosikan motivasi membaca bahasa Inggris siswa sekolah menengah atas. Kegiatan extensive reading program (ERP) diadakan selama 10 minggu dengan 30 peserta kelas XI yang terdaftar pada tahun ajaran 2019/2020 dari sekolah menengah atas di Riau. Kuisioner individu fokus kemudian dilakukan untuk semua 30 peserta yang dipilih, sampel penelitian ini dipilih melalui metode purposive sampling. Kriteria sampel adalah siswa yang memilih klub bahasa Inggris untuk kegiatan ekstrakurikuler. Data penelitian dikumpulkan melalui penyebaran angket motivasi membaca sebelum dan sesudah implementasi program membaca ekstensif. Kemudian data dianalisis dengan menggunakan uji T berpasangan (Uji T berpasangan) program SPSS 16.0. Temuan mengungkapkan bahwa ada perbedaan yang signifikan antara kuesioner pertama dan kuesioner kedua dari motivasi membaca siswa. Dapat disimpulkan bahwa perbedaan yang signifikan tersebut disebabkan oleh implementasi program membaca ekstensif yang telah dilakukan selama 10 minggu.
“I start learning English through speaking”: Social agency demand and inter-school readiness for Indonesian young English learners Setyarini, Sri; Musthafa, Bachrudin; Muslim, Ahmad Bukhori
Indonesian Journal of Applied Linguistics Vol 10, No 1 (2020): Vol. 10, No. 1, May 2020
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v10i1.25062

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Preserving Indonesian as a national identity and institutional readiness to perform the national curriculum 2013 instruction has become a critical factor in the exclusion of English as a compulsory subject at the elementary school level. This leaves rooms for teachers’ confusion and creativity, leading to various practices at different school clusters, depending on parental demands and school readiness. This study thus tries to cast light on the social agency demand and inter-school readiness for young learners in the Indonesian EFL pedagogical contexts. This instrumental case study portrays the practices of English language teaching at three clusters of Indonesian primary schools; local, national, and independent, as well as responses of parents and students to these practices. Involving 4-6 grade students and English teachers of six primary schools, the data were garnered through classroom observation, interviews, and document analysis. The findings revealed that although teaching English to young learners is somehow communicative and fun, it more emphasises  literacy skills (reading, writing, and grammar), particularly at local schools as the majority cluster across the country. Since English is a non-phonetic language, this literacy-focused practice is rather contradictory to what parents as social agencies expect, that is, to develop their children’s English oral proficiency. The study also offers ways by which teachers and schools can accommodate this social agency’s needs for speaking skills by focusing more on student-centred and oral English proficiency activities and assessment.
BEYOND TRADITIONAL LITERACIES: A MULTIMODAL-BASED INSTRUCTION TO FOSTERING STUDENT DIGITAL LITERACY LEARNING Kustini, Siti; Suherdi, Didi; Musthafa, Bachrudin
Jurnal Pendidikan Bahasa dan Sastra Vol 20, No 1 (2020): APRIL 2020
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/bs_jpbsp.v20i1.25969

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The fourth Industrial Revolution (IR 4.0) marked by artificial intelligence and cyber-physical systems has transformed the landscape of education including English literacy instruction. Some literacy educators claim that the success of students’ today as millennial kids (Gen-Zs) and future employees has been linked to digital literacy. This term is defined as the skills associated with using digital technology to enable users to locate, organize, understand, evaluate and create information and using those skills to solve problems in technology-rich environments. This study attempts to investigate the extent to which multimodal pedagogy helps improve students’ digital literacy skills in an English for Specific Purposes (ESP) setting in a vocational higher education. A theoretical multimodal semiotic approach along with multiliteracies pedagogy is served as the overarching guideline in the overall instructional procedures grounded specifically from the principles of learner-centeredness, constructivist learning, and social interaction. A qualitative case study approach was adopted to provide an in-depth explication and analysis of students’ literacy development. Data collection included classroom observations and students’ digital artefacts. In the course of the study, the students were engaged in the creation of two digital projects of different genres: digital information report in the form of text-image creation and digital persuasive talk in the form digital video production. The key findings of this study suggest that multimodal pedagogy is an effective instructional method for digital literacy learning in that several aspects of digital literacy had proven to be significantly improved.
Policies on language education in Indonesia Hamied, Fuad Abdul; Musthafa, Bachrudin
Indonesian Journal of Applied Linguistics Vol 9, No 2 (2019): Vol. 9, No. 2, September 2019
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v9i2.20279

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This article discusses policies on language education in Indonesia by covering six major sections. The linguistic make-up and history of languages currently spoken in the country are first introduced as the background to the discussion.  Then, building on the background factual information on the language education policies once adopted in Indonesia, a review and critical discussion regarding the design, implementation, and evaluation of the language education policies in the country are put forward. This is then followed by an elaboration of how currently adopted language education policies position different languages and what status and roles each language is accorded, and how these statuses and roles compare with English. Afterward, a prediction for the future status and role of the relevant languages under discussion is brought to light. Finally, a conclusion is made, accompanied by suggestions for further reading which will enable enrichment of knowledge-base on relevant aspects of policies on language education in Indonesia.
An Analysis of Grade IV Elementary Students’ Reading Comprehension Skills in Narrative Texts Fajrianti, Rafni; Musthafa, Bachrudin
International Conference on Elementary Education Vol. 2 No. 1 (2020): Proceedings The 2nd International Conference on Elementary Education
Publisher : Elementary Education Study Program School of Postgraduate Studies Universitas Pendidikan Indonesia in collaboration with UPI PRESS

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (455.993 KB)

Abstract

The present study aims to analyze the reading comprehension skills of the students of SDN 202 Suryalaya Bandung. The investigated indicators include to know main ideas, to figure out important messages and information within the text, to find facts and opinions, and to draw conclusions in the narrative text. This is a descriptive study employing the qualitative approach. The test and interviews were used as the data collection methods. The grade IV students were selected as the research subjects, with a sample of 6 students consisting of 2 high-skilled students, 2 medium-skilled students, and 2 low-skilled students. The results indicate that the high-skilled students have no difficulty reaching the specified indicators, while the medium-skilled experience some difficulties and confusion in reaching several indicators including to figure out messages in the text, to find opinions, and to draw conclusions. Meanwhile, the low-skilled have difficulties achieving the reading comprehension skills indicators because some of them have not been able to read well and also experience difficulties in understanding the provided problems
Learning from Home Activity Using Google Form Application toward Online Learning Assessment in Elementary School Hadianti, Yeni; Musthafa, Bachrudin; Fuadah, Ulfah Samrotul
International Conference on Elementary Education Vol. 3 No. 1 (2021): Proceedings The 3rd International Conference on Elementary Education
Publisher : Elementary Education Study Program School of Postgraduate Studies Universitas Pendidikan Indonesia in collaboration with UPI PRESS

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (160.179 KB)

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The research is based on the urgency of Indonesian learning in the Covid-19 pandemic situation. In the covid-19 pandemic, some strenuous effort is needed to prevent or stop the virus spread. One action in dealing with the covid-19 pandemic situation is Learning from Home. One application that is used in Learning from Home is Google Form. This study aimed to determine the implementation of Learning from Home using Google Form application toward online learning assessment. The research used Pre- experimental design methods One Shoot Case Study type with grade 3 students of Cimahi City Elementary School as the research subject. The result showed that Learning from Home with google form application has the fluctuation in assessment result based on a theme with the same material delivery technic. This result means that variations of media are needed to increase learning online results.
Persepsi Guru terhadap Pembelajaran Berbasis Proyek di Sekolah Menengah Kejuruan Sari, Ratih Apri; Musthafa, Bachrudin; Yusuf, Fazri Nur
Jurnal Penelitian Pendidikan Vol 21, No 2 (2021)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jpp.v21i2.36972

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AbstrakPembelajaran berbasis proyek merupakan salah satu model pembelajaran yang direkomendasikan untuk digunakan dalam pembelajaran menurut kurikulum 2013. Pelaksanaan proses pembelajaran di Sekolah Menengah Kejuruan (SMK) memiliki karakteristik yang berbeda dengan pelaksanaan pembelajaran di Sekolah Menengah Atas (SMA). Guru SMK harus mampu mengembangkan model pembelajaran yang dapat menghasilkan aspek keterampilan kerja. Salah satu masalah paling kritis dalam proses belajar mengajar Bahasa Inggris di Sekolah Menengah Kejuruan adalah keengganan dan kreativitas guru yang kurang untuk menemukan cara agar pembelajaran lebih kreatif dan menyenangkan. Untuk mengetahui sejauh mana pemahaman siswa tentang suatu materi yang telah diajarkan dalam proses belajar mengajar, guru harus memberikan tugas kepada siswa. Penugasan dapat dilakukan dengan model Pembelajaran Berbasis Proyek (PjBL). Tujuan dari penelitian ini adalah untuk mengetahui bagaimana persepsi guru tentang pembelajaran berbasis proyek. Penelitian ini dilakukan dalam desain deskriptif kualitatif yang melibatkan tiga guru Bahasa Inggris SMK di Kabupaten Indragiri Hilir, Provinsi Riau sebagai responden. Penelitian ini menggunakan wawancara semi terstruktur sebagai instrumen pengumpulan data. Hasil analisis menunjukkan bahwa guru memiliki persepsi positif terhadap pembelajaran berbasis proyek. Dapat ditarik kesimpulan bahwa pembelajaran berbasis proyek perlu dilakukan oleh guru di kelas Bahasa Inggris sebagai salah satu model dalam proses belajar mengajar karena berfokus pada siswa.Kata Kunci: Pembelajaran Berbasis Proyek, Persepsi Guru, dan Sekolah Menengah Kejuruan. AbstractProject-based learning is one of the recommended learning models to be used in learning according to the 2013 curriculum. The implementation of the learning process in Vocational High Schools have different characteristics from the implementation of learning in Senior High Schools. Vocational high school teachers must be able to develop learning models that can produce aspects of work skills. One of the most critical problems in teaching and learning English at Vocational High School is teachers’ unwillingness and less creativity to find ways to make learning more creative and fun. To find out what extent students understand about the material that has been taught in the teaching and learning process, the teachers must give assignments to the students. The assignments can be done with the model Project-Based Learning. The aim of this study was to investigate how teachers’ perception about project-based learning. This research conducted in descriptive qualitative design which involved three vocational high school English teachers in Indragiri Hilir Regency, Riau Province as respondents. This research used semi-structured interview as an instrument to collect the data. The result of the analysis showed that teachers have positive perception toward project-based learning. The conclusion can be drawn that project-based learning was needed to do by the teachers in EFL classroom as one of the models in teaching and learning process because its focus on student-centered.Keywords: Project-Based Learning, Teachers’ Perception, and Vocational High School.How to cite (APA Style): Sari, R., Musthafa,B., Yusuf, F.N. (2021).  Persepsi Guru terhadap Pembelajaran Berbasis Proyek di Sekolah Menengah Kejuruan.  Jurnal Penelitian Pendidikan, 21 (2), 2021. 1-11. doi: https://10.17509/jpp.v21i2.36972