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THE EFFECTIVENESS OF PWIM TO TEACH WRITING VIEWED FROM STUDENTSâ CREATIVITY (An Experimental Research at the Eighth Grade Students of SMP Negeri 3 Delanggu in the Academic Year of 2013/2014) Mousa, Abdusalam Ali; Ngadiso, Ngadiso; Asib, Abdul
ENGLISH LANGUAGE TEACHING IN INDONESIA Vol 1, No 5 (2014): ELTINDO
Publisher : Magister Pendidikan Bahasa Inggris Pascasarjana FKIP UNS

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Background: Students usually get difficulty in how to start writing sentences if the teacherdoes not give the list of verbs they should use in their sentences. Their sentences do not havecorrect punctuation: they use commas and full stop without any good reason or there is nopunctuation where there should be some. Their writing ideas have not been presented in anorder that easily makes sense to the reader. The word selection is not appropriate with thecontext. The purposes of the study are: (1) to reveal whether PWIM is more effective thanGuided Writing in teaching writing for the eighth grade students of SMP Negeri 3 Delanggu;(2) to reveal whether the eighth grade students of SMP Negeri 3 Delanggu who have highcreativity have better writing skill than those having low creativity; (3) to reveal whetherthere i s an interaction between teaching methods and studentsâ creativity to teach writingfor the eighth grade students of SMP Negeri 3 Delanggu. Subjects and Methods: The experimental research was conducted at SMP Negeri 3Delanggu, from November to December 2013. The sample of the research was two classes;those were V D which was treated as experimental class taught by using PWIM and V Bwhich was treated as control class taught by using Guided Writing. Each of them consisted of22 students. The data were in the form of quantitative data that were taken from writingtest and creativity test. The data of writing test were used to know the studentsâ writing skill.The data of creativity test were used to know the studentsâ level of creativity. The data ofwriting test were the scores of studentsâ writing test that was administered after having ninetimes treatments for each class. The researcher analyzed the data using ANOVA and TukeyTest. Result: PWIM is an effective method to teach writing for the students at the eighth gradestudents of SMP Negeri 3 Delanggu. Conclusion: The use of PWIM in teaching writing is effective. Keywords: PWIM, Guided Writing, creativity

IMPLEMENTATION OF SCAFFOLDING TEACHING TECHNIQUE TO IMPROVE STUDENTSâ WRITING SKILL (A Classroom Action Research at the Tenth Grade Students of SMA Negeri I Sumberlawang in the 2011/ 2012 Academic Year) Wulandari, Tri Agustina; Ngadiso, Ngadiso; Asib, Abdul
ENGLISH LANGUAGE TEACHING IN INDONESIA Vol 1, No 5 (2014): ELTINDO
Publisher : Magister Pendidikan Bahasa Inggris Pascasarjana FKIP UNS

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The general objective of this research is to improve studentsâ writingskill of the tenth grade students of SMA Negeri 1 Sumberlawang in the 2011/2012 Academic Year. The research is specifically aimed at finding out (1)whether scaffolding teaching technique improves the studentsâ writing skill ofthe tenth grade students of SMA Negeri I Sumberlawang; and (2) whathappens in the class when scaffolding teaching technique is administered. Theresearch was a classroom action research which applied scaffolding teachingtechnique to improve studentsâ writing skill. The research was conducted atSMA Negeri I Sumberlawang; the subjects of the research were 31 students ofclass X3 in the academic year 2011/2012. The research was conducted in twocycles with three meetings of each. Each cycle consisted of four steps:planning, acting, observing and reflecting. The researcher used bothquantitative (the studentsâ score of writing test) and qualitative data (theinformation about the implementation of scaffolding teaching technique andthe studentsâ reactions to the technique. The former data were taken from thewriting test; pre-test and post-test of every cycle. The qualitative data weretaken from observation, interview and document analysis. The quantitativedata were analyzed using descriptive statistic. The qualitative data wereanalyzed using Constant-comparative technique proposed by Strauss andGlasser. The results of the research showed that: (1) Scaffolding teachingtechnique can improve studentsâ writing skill in terms of: (a) developing theinformation/ ideas appropriate with the topic provided; (b) organizing a text;(c) using vocabularies precisely appropriate with the topic provided; (d) usinggrammatical patterns and sentence pattern appropriate with text; (e) spellingthe words appropriately and using suitable punctuation in text; and (2)Scaffolding teaching technique can improve class situation, in terms of: (a)improving studentsâ participation; (b) creating live teaching atmosphere; (c)improving studentsâ attention to the lesson; (d) improving the classcooperation. The result of the research showed that scaffolding teachingtechnique was beneficial to improve the studentsâ writing skill and classsituation. Therefore, scaffolding teaching technique is very potential to beapplied in English class.Key word: writing skill, scaffolding

Studentâs Satisfaction in Doing Assessment by Using Lasvita Fitria, Yuanovita Prihatianti; Ngadiso, Ngadiso; Sumardi, Sumardi
English Language and Literature International Conference (ELLiC) Proceedings Vol 2 (2018): 2nd ELLiC Proceedings: Education 4.0: Trends and Future Perspectives in English Educa
Publisher : Universitas Muhammadiyah Semarang

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When final examination (UNBK) by using conventional assessment tends to facilitate cheating, another offer in language learning assessment has been done, i.e., computer-based test. However this test has weakness, because it is only held at school because of the server connection reason. One of the solution being proposed here is having assessment by using Lasvita. Lasvita itself, is an android-based program which is designed to help teachers both do teaching and assessing. The easiness to organize, manage, practical, and support eco-learning makes Lasvita is considered to give satisfaction for students in doing assessment. This research will dig up more the satisfaction of the students by using questionnaire. Quantitative method will be used, while for analyzing data, satisfaction index theory will also be employed here. Describing the details of the research, it is expected that this research will give a reference for schools to do an effective assessment in language learning.

THE EFFECTIVENESS OF DRAMA TO TEACH SPEAKING VIEWED FROM STUDENTSâ€™ SELF-ACTUALIZATION Wiyanti, Senny; Asib, Abdul; Ngadiso, Ngadiso
Jurnal Pendidikan Bahasa Vol 7, No 2 (2018): Jurnal Pendidikan Bahasa
Publisher : IKIP PGRI Pontianak

The main objective of the research is to find out: (1) whether Drama technique is more effective than Guided Conversation Activity Technique to teach Speaking; (2) whether the students who have high self-actualization have better speaking skill than those who have low self-actualization; and (3) whether there is an interaction between teaching techniques and studentsâ€™ self-actualization. The method of this research was quantitative research using an experimental design. The research findings are: (1) Drama Technique is significantly different from Guided Conversation Activity (GCA) technique to teach speaking because Fo is higher than Ft. (2) the speaking skill of the students who have high self-actualization is significantly different from that of those who have low self-actualization if viewed from the result of ANOVA because Fo is higher than Ft. (3) there is an interaction between teaching techniques and self-actualization for teaching speaking because Fo is higher than Ft.Keywords: drama, self-actualization, guided conversation, speaking.

Self-Reflection of Attitude after Teaching Abroad: A Narrative of Teaching Indonesian to American Students Andawi, Dyan Ayu; Ngadiso, Ngadiso; Drajati, Nur Arifah
Humaniora Vol 10, No 1 (2019): Humaniora
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/humaniora.v10i1.5284

This research aimed at exploring how the former participant of teaching abroad reflects intercultural experience in order to know the development of attitude as one of the descriptors of intercultural competence. The attitude being explored were (1) acknowledging the identities of others, (2) respecting otherness, (3) having empathy, (4) identifying positive and negativeemotion, and (5) tolerance for ambiguity. This research applied a qualitative method. The data were taken from the former grantee of Fulbright Foreign Language Teaching Assistant (FLTA) who taught Indonesian to the students of higher education in the U.S in the academic year of 2015/2016. The former grantee was examined after two years of the program. The researchwas based on a narrative inquiry that used an instrument named the Autobiography of Intercultural Encounters. It was a selfreflection portfolio made specifically to reflect an intercultural encounter from the eye of the participant. The results indicate that the participant shows a considerable degree of reflection to five elements of attitude aforementioned. It gives a significant implication that the self-reflection increases the participant awareness upon the experience of otherness thus reinforcing the ability to evaluate the changes in attitude.

SCHOOLOGY AS A LEARNING MEDIA PLATFORM FOR WRITING SKILL Apriliani, Agustin; Asib, Abdul; Ngadiso, Ngadiso
English Language and Literature International Conference (ELLiC) Proceedings Vol 3 (2019): 3rd ELLiC Proceedings: Reimagining New Cyber-based Research in English Education, Lit
Publisher : Universitas Muhammadiyah Semarang

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Teacher needs to give various methods to teach writing in order to increase the students’ writing achievement. To help the students write better, teacher should be able to be more creative and innovative in teaching writing. In 4.0 era, the students prefer using modern technologies (online media). Modern technologies can help the teacher and students access the lesson material, update the information that relevant with the lesson, communicate each other, or watch the teacher’s videos like on YouTube about the materials easily. There are many digital technologies such as; Blog, Website, and others. Those media can be used as learning media to support students’ writing skill, one of them is Schoology. Schoology is micro blog educational website that can be applied by teacher and students for collaborating about resources, assessment, and content on a secure and safe learning management platform. Students can post their writing task in Schoology group that created by the teacher. Then, the teacher can evaluate the students’ writing and give some suggestion or comments. In other words, Schoology give stimulation for students to try their ability in writing achievement and increase the students’ interest. This literature study reviews several papers studying the implication of Schoology as a learning media platform. The purpose of the study is to find out the implication using Schoology to the teachers and students. The findings expected that Schoology can be an alternative learning media platform that used by the teacher and the students to support teaching and learning process in writing.

AN EVALUATION OF TEFL UNDERGRADUATE'S QUESTIONING CLASSROOM ACTIVITIES BASED ON BLOOM'S REVISED TAXONOMY Cahyaningtyas, Dhestyn Ervina Sigit; Basuki, Yudi; Nurkamto, Joko; Ngadiso, Ngadiso
English Language and Literature International Conference (ELLiC) Proceedings Vol 3 (2019): 3rd ELLiC Proceedings: Reimagining New Cyber-based Research in English Education, Lit
Publisher : Universitas Muhammadiyah Semarang

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Lecturers’ talk during classes stimulates active students, as a means of a successful lecture. This study investigated the levels of questioning used by lecturers. The data, collected from the participants having more than ten year professional experience, were described qualitatively. Observation and interview were used to generate the data. The findings of this study indicated the questions level based on Bloom’s revised taxonomy. Mostly used was the low and middle order thinking, less encouraging students’ critical thinking. Noted 66 questions or about 73% of the total question belong to low order. 22 questions or 25% of all were included medium order. The rest of them, the least of all, 2 questions or equally to 2% were high order. Thus, students and lecturers could use the Bloom taxonomy to administer class activities with sufficient preparation, while further research might examine how to employ high order thinking skill in various areas.

ROLE PLAYING AS TECHNIQUE FOR TEACHING SPEAKING TO HELP DEVELOPING THE STUDENTSâ€™ CHARACTER Arifah, Kurnia Fitri; Santosa, Riyadi; Ngadiso, Ngadiso
Research And Innovation In Language Learning (RILL) Vol 1, No 2 (2018)
Publisher : Lembaga Penelitian Universitas Swadaya Gunung Djati Cirebon, Indonesia

Teaching speaking gives opportunity to provide fluency practice for language learners. The students can practice to speak by role playing as one of techniques in teaching speaking. However, students with the high speaking ability are worthless without good morals. For this reason, today the teacher has responsibility towards the student?s character. Unfortunately, the character building for students cannot be taught in isolation because it is not included in language skills. Therefore, the character building should be infused to the teaching learning process. This paper addresses the issue of role play as a technique in teaching speaking and developing students? character.

AN EVALUATION OF TEFL UNDERGRADUATE'S QUESTIONING CLASSROOM ACTIVITIES BASED ON BLOOM'S REVISED TAXONOMY Cahyaningtyas, Dhestyn Ervina Sigit; Basuki, Yudi; Nurkamto, Joko; Ngadiso, Ngadiso
English Language and Literature International Conference (ELLiC) Proceedings Vol 3 (2019): 3rd ELLiC Proceedings: Reimagining New Cyber-based Research in English Education, Lite
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (469.811 KB)

Lecturersâ€™ talk during classes stimulates active students, as a means of a successful lecture. This study investigated the levels of questioning used by lecturers. The data, collected from the participants having more than ten year professional experience, were described qualitatively. Observation and interview were used to generate the data. The findings of this study indicated the questions level based on Bloomâ€™s revised taxonomy. Mostly used was the low and middle order thinking, less encouraging studentsâ€™ critical thinking. Noted 66 questions or about 73% of the total question belong to low order. 22 questions or 25% of all were included medium order. The rest of them, the least of all, 2 questions or equally to 2% were high order. Thus, students and lecturers could use the Bloom taxonomy to administer class activities with sufficient preparation, while further research might examine how to employ high order thinking skill in various areas.Â

Islamic Javanese Ideas in The Poetry Collection of Air Kata Kata by Sindhunata Fatimah, Siti -; Nurkamto, Joko; Setiawan, Budi; Ngadiso, Ngadiso
IBDA` : Jurnal Kajian Islam dan Budaya Vol 16 No 2 (2018): IBDA': Jurnal Kajian Islam dan Budaya
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat, Institut Agama Islam Negeri Purwokerto

This study aims to describe the views of Islamic Javanese ideas in Sindhunata's poem Air Kata Kata. The Islamic Javanese view is obtained by using the deep interpretation of the symbols in the texts and images/ paintings contained in poems by a Catholic Pastor who has a humanist spirit and is familiar with Islamic Javanese life. Based on this research, the researcher obtained an Islamic Javanese view in Catholic poetâ€™s works who was close to the daily life of Moslems. Therefore, his works are influenced by Islam and the life of Moslems.

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