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PENGEMBANGAN MODEL PEMBELAJARAN BERBASIS STORYTELLING: SEBUAH TEROBOSAN DALAM UPAYA MENINGKATKAN OUTPUT PEMBELAJARAN BAHASA INGGRIS ANAK USIA DINI Setyarini, Sri
Jurnal Penelitian Pendidikan Vol 15, No 2 (2015): PENGEMBANGAN MODEL
Publisher : Universitas Pendidikan Indonesia

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Abstract

Penelitian ini terfokus pada pengembangan model pembelajaran berbasis Storytelling dalam upaya meningkatkan hasil pembelajaran bahasa Inggris anak usia dini. Subyek penelitian ini adalah kelas 4A SD PN Setiabudhi. Tujuan penelitian ini adalah mengetahui jenis cerita seperti apa yang sesuai untuk siswa SD, bagaimana mengimplementasikan dan apa kendala dan solusi yang perlu diambil. Jenis penelitian ini adalah penelitian tindakan kelas yang berlangsung dalam dua siklus. Selain hasil observasi kelas sebagai hasil selama tindakan, interview kepada guru dan siswa juga dilakukan untuk mendapatkan data yang akurat yang melengkapi data dari observasi kelas. Untuk mengetahui kemampuan awal siswa dalam berbahasa Inggris, Pre-assesemen diberikan. Sebaliknya untuk mengetahui sejauhmana kemampuan siswa meningkat, mereka diberi post-assesment. Materi dalam Pre dan Post assesmen tidak sama persis tetapi beberapa soal disusun secara acak penomerannya sehingga siswa tidak dapat menghafal jawabannya. Data yang terkumpul dari beberapa sumber dianalisis dengan mengacu pada teori pembelajaran anak usia dini dan menginterpretasikannya. Hasil analisis kemudian dideskripsikan untuk menjawab beberapa pertanyaan penelitian. Secara umum, temuan penelitian ini menunjukkan bahwa Storytelling dapat dijadikan salah satu alternatif dalam meningkatkan hasil pembelajaran bahasa Inggris  bagi siswa SD. Hal ini dikarenakan model ini dapat menawarkan banyak kesempatan kepada siswa untuk berlatih berkomunikasi dalam bahasa Inggris.Namun demikian, ada beberapa kendala yang masih dihadapi oleh guru dalam menerapkan metode ini, diantaranya: bahan cerita yang masih terbatas, tidak memadainya waktu untuk pelajaran bahasa Inggris, kelas yang besar, dan target pencapaian materi yang ditentukan oleh kurikulum dan silabus membuat guru kurang leluasa dalam menerapkan metode ini. Mempertimbangkan kendala tersebut, mereka mengajukan beberapa solusi yaitu: membuat sistem co-teachers dengan dosen EYL(English for young learners), penambahan jam pelajaran, meningkatkan sarana dan prasarana, dan partisipasi aktif dari stakeholders.Kata kunci: storytelling, pre-assesmen, post-assesmen,solusi,inovasi, fun
Dialogic supervision: Investigating supervision practices of English pre-service teachers in a professional training program (PLP) Amirulloh, R. Della Nuridah Kartika Sari; Lengkanawati, Nenden Sri; Setyarini, Sri
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.v9i2.20241

Abstract

This paper serves as a preliminary study of the dialogic supervision as a breakthrough to improve the performance of pre-service English teachers in a Program Latihan Profesi/Professional Training Program (PLP). In detail, this research is aimed at: (1) investigating the pattern of ongoing PLP supervising, (2) identifying if there is an indication of dialogical supervision and (3) identifying the difficulties the pre-service teachers faced during their supervision. The Research and Development was designed for three years. The subjects of this research are pre-service teachers, supervisory teacher and supervisory lecturer.  The data were collected through three instruments, such as observation, interview with pre-service teachers, interview with both supervisory teachers and lecturers, and questionnaires distributed to the pre-service teachers. The first-year findings show that the current supervision pattern tends to be conventional as seen from several aspects: face-to-face technique, formal situation, instructional language, supervisory lecturer and the teacher still dominate in the supervision discussion, non-problem based supervision topic, and the low frequency of meetings. On the other hand, some points are identified within the pattern of dialogical supervision, i.e., collegial language, independent reflection, friendly, flexibility of time and place.  Besides, there are some problems faced by the supervisory lecturers and teachers, among other time limitation, less contextual supervision material, poor coordination, ineffective feedback. Therefore, the solutions include supervision planning coordinated by all three parties and made into a schedule, optimum use of social media, supervision material selection is based on the needs of the pre-service teachers.
IN HOUSE TRAINING (IHT) MODEL TO IMPROVE THE ABILITIES OF ENGLISH TEACHERS IN DEVELOPING TEACHING MATERIALS Lengkanawati, Nenden Sri; Setyarini, Sri; Sari, R. Della Kartika; Moecharam, Nicke Yunita
Indonesian Journal of Applied Linguistics Vol 5, No 1 (2015): Vol. 5 No 1 July 2015
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v5i1.829

Abstract

The Ministerial Regulation Number 16 of the year 2007 on academic qualification standards and teacher competencies requires teachers to demonstrate four competencies: personality, social, pedagogical, and  professional. However, there are two competencies (pedagogical and professional) which become the stumbling obstacles for teachers of English in their professional involvement. Therefore, this study was designed to aim at: (1) creating a conceptual framework for enhancing teachers’ capabilities in developing and implementing teaching materials; (2) designing a model of IHT to improve the ability of teachers to develop and implement the use of teaching materials; and (3) piloting and implementing the IHT model in teacher training programs. The method used in the data analysis adopted a qualitative design with reference especially to the theory of the development of teaching materials (Crowford: 2002) and the design of IHT (Wallace: 1993). The results showed that most respondents tended to resort to the textbook as the primary source for students’ learning activities, with some enrichment materials obtained from the Internet and other sources. Nevertheless most of the teachers were still found to encounter quite a few obstacles in developing their teaching-learning materials, appropriate to the topics as indicated in the syllabus and to the student characteristics. To alleviate this hurdle, the IHT model to be incorporated in a teacher training program could be an effective alternative to improve the ability of the teachers in developing their English teaching-learning materials.
Thinking critically while storytelling: Improving children’s HOTS and English oral competence Setyarini, Sri; Muslim, Ahmad Bukhori; Rukmini, Dwi; Yuliasri, Issy; Mujianto, Yanuarius
Indonesian Journal of Applied Linguistics Vol 8, No 1 (2018): Vol. 8 No. 1, May 2018
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v8i1.11480

Abstract

Although studies on the development of higher order thinking skills (HOTS) as part of Bloom’s revised taxonomy have grown significantly among adult learners, little is known about its use for teaching English to young learners. In the Indonesian context, HOTS is mandated by the scientific-based 2013 national curriculum. This study investigates the development of HOTS strategies and possible challenges through storytelling among seventh grade students to improve their speaking ability. This Classroom Action Research (CAR) obtains data from classroom observations, interviews with the teachers and students, and analysis of lesson plans. The findings reveal that, in its simple form, HOTS in storytelling was developed in young English learners through open-ended question, a strategy which enables students to practice speaking through giving opinion, comment, and imagination while analyzing and evaluating the story. However, due to their limited language competence and unfamiliarity with the story context, students still find difficulties in creating their own stories, the highest level of educational objective. The study finally comes up with ways to engage students in storytelling while developing their HOTS.
THE IMPLEMENTATION OF DICTOGLOSS STORYTELLING IN IMPROVING 8th GRADE STUDENTS’ WRITING ABILITY Azharra Aninda Putri Al Farid; Sri Setyarini; Nicke Yunita Moecharam
Journal of English and Education Vol 5, No 1 (2017)
Publisher : Journal of English and Education

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Abstract

This study investigates the implementation of Dictogloss Storytelling in 8th grade english classroom. It aims to see its contribution to the improvement of students’ writing performance in writing narrative texts. The study used experimental study as quantitative strand. It involved a class consisting of 19 students as the experimental group. The data were obtained from three meetings of teaching program.Hypothesis testing revealed that the post-test score (M = 64.00 , SD = 10.41) was significantly higher than pre-test score (M = 52.95, SD = 8.47), in t(18) = -10.849, p .05, r2 = .867 in 2-tailed direction. The effect size was also considered as large (r2.25), which indicated that the intervention had a large impact to the students’ score. The extent to which the students had significant improvement in their narrative writing is further explored.
“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

Abstract

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.
REMOTE LEARNING IMPLEMENTED BY BIPA TEACHERS DURING COVID-19 PANDEMIC Tri Indri Hardini; Sri Setyarini; Sri Harto
Jurnal Kependidikan Vol 5, No 1 (2021)
Publisher : Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jk.v5i1.35050

Abstract

This research aimed to describe how BIPA teachers implemented remote learning process, identify the problems encountered during COVID-19 pandemic, and explore how Indonesian cultural elements were introduced to students of primary and secondary schools. This research applied a case study design involving eight BIPA teachers in Victoria, Australia as participants. The data were collected through survey questionnaire, virtual interviews, and document analysis. The research data were analysed by making data categories regarding the implementation of remote learning, identification of its problems, and the introduction of Indonesian cultures to students. Interpretation of research findings was done by using relevant theoretical framework. The research findings indicated that the BIPA teachers implemented the remote learning through providing a learning model, listening to students’ individual reading practices, doing a discussion with the students, and implementing simple practices on the selected materials. One of the problems encountered was about students’ motivation. The elements of Indonesian cultures were introduced through identifying its types, describing the identified types of cultures, and writing short essays on the selected cultural topics.
Critical Literacy Strategy and Challenges: Voice from a High School EFL Teacher Hidayat, Raden Aulia Utami; Gustine, Gin Gin; Setyarini, Sri
Jurnal Penelitian Pendidikan Vol 20, No 3 (2020)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jpp.v20i3.25399

Abstract

This qualitative case study is proposed to investigate the implementation of critical literacy strategy in the English as a Foreign Language (EFL) classroom by one English teacher from one of the public senior high school in Indonesia. The qualitative analysis of the data collected from classroom observation and interview show that the teacher implements the five-steps instructional framework of critical literacy. In the implementation stage, the teacher conducted the framework's whole steps and emphasized the group discussion session where the students could be free to state their opinion. Although the material was taken from the textbook, the teacher could combine her teaching between the book and critical literacy teaching. She provoked her students by posing essential questions and helped students to read and think beyond the text. She also tried to develop her students' social awareness, tolerance, and responsibility through the discussion they shared. However, the teacher encountered some challenges in implementing critical literacy, such as the lack of students' language proficiency, classroom practice transformation, and the lack of teaching resources and facilities.
Portraying Teacher’s Metacognitive Knowledge to Promote EFL Young Learners’ Critical Thinking in Indonesia Riwayatiningsih, Rika; Setyarini, Sri; Azmi Putra, Rahmat Agung
International Journal of Language Education Vol. 5, No. 1, 2021
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v5i1.13043

Abstract

Teaching English as a foreign language to young learners in Indonesia requires specific strategies because young learners have different characteristics compared to adults. It demands English teachers to have sufficient metacognitive knowledge to promote students’ critical thinking skills. Therefore, this research paper presents findings on teacher’s metacognitive knowledge to promote EFL young learners critical thinking. A case study was employed involving one class of fifth-grade students with one English teacher and three instruments to collect data, namely classroom observation, interview, and document analysis. The data analysis was done by referring to the theory of metacognitive knowledge and stages in promoting critical thinking in EFL classroom. The findings reveal that the teacher performed three types of metacognitive knowledge, such as person, task, and strategic knowledge. These types of knowledge determined teacher’s strategy in running the class. It was indicated from the teacher’s statement showing that metacognitive knowledge guide herself through what, why, and how to implement learning strategies and predict outcomes by considering students’ needs and characteristics. Consequently, the students were able to analyze, evaluate, compare, contrast, and construct new information from their previous knowledge and experience.Keywords: Critical thinking, EFL young learners, English language learning, Indonesian educational context, Teacher’s metacognitive knowledge
EFL Teachers Cognition and Practices of Higher Order Thinking Skill in the Indonesian Context Ima Rahmah Hanifah; Sri Setyarini; Rojab Siti Rodliyah
Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences Vol 5, No 1 (2022): Budapest International Research and Critics Institute February
Publisher : Budapest International Research and Critics University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birci.v5i1.3731

Abstract

Since teacher’s cognition of Higher Order Thinking Skills (HOTS) is one of the factors which determines the students’ HOTS, teachers’ cognitions may predispose in English language teaching practices. Teacher’s cognition has been a determining variable in a triumph of teaching practice for it holds essential roles in shaping the students’ cognition and skills. Moreover, HOTS teaching can assist the students to respond to the 21-st century challenges that require the students to think critically, being creative and innovative, communicate well, being collaborative, and confident. Teachers’ cognition and practices of higher order thinking skills in English language teaching explored in this research.  Two EFL teachers from vocational high schools in West Java participated in classroom observations and a semi-structured interview. Meanwhile, document analysis also employed to triangulate the data.  This research employed descriptive qualitative since it aimed to investigate the teachers’ cognition and practices of higher order thinking skills that needed qualitative insights. This study revealed that the EFL teachers’ knowledge derived from Bloom’s taxonomy revised theoretical framework. They shared the same belief in teaching HOTS in English to students. And they had positive thought toward HOTS. They practiced different methods in teaching HOTS in the classroom based on their cognition, even though there was still found incongruency between their cognition of HOTS and teaching practices due to contextual factors.