Article Per Year (5 Year)
p-Index From 2019 - 2024
0
P-Index
This Author published in this journals
All Journal VISION Vision: Journal for Language and Foreign Language Learning English Language and Literature International Conference (ELLiC) Proceedings
semi sukarni
semisukarni@yahoo.com
Arts Humanities Education Languange, Linguistic, Communication & Media

Published : 5 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 5 Documents
Search

 1 
CTL MODEL TO ACTIVATE STUDENTS PARTICIPATION IN SPEAKING CLASS AT ENGLISH EDUCATION PROGRAM Sukarni, Semi
VISION Vol 3, No 2 (2014): Journal Vision
Publisher : VISION

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract   In English Education Program Speaking Class starts at Semes- ter I until Semester V. It starts from imitative, intensive, responsive, interactive and extensive speaking.  In semester IV the students are expected to be able to communicate in local, national, or even inter- national settings about economic, social, environmental and politic issues.   However, speaking skill is not easily obtained. There are some factors that make speaking class is not maximal. It might be caused by class setting, teaching method, teaching materials,   students knowledge or even students interest. Further, getting speaking skills for all students in the classroom is not easy as they often face un- even participation, little talking time as certain students dominate the class. So, it is the lecturer s role to set the speaking activity that can facilitate both the active speakers and silence speakers. The si- lence speakers need to practice speaking in low-pressure situation such as in small group before practicing in high-pressure situation like presentation in class.   This research aims to describe the way to apply CTL model to activate  students  participation in  Speaking Class. Through CTL the lecturer relates the learning materials and students activities that are relevant to their needs in their real life. The reseacher choses issues on economy, social, and environment for the topic of  the discussion and she used prolem-solving approach.   The population of the research is the fourth semester of Eng-   lish Education Program in the academic year 2013/2014. The total number of population is 210 students which consists of 6 classes. The researcher took 65 students (30%)  from class A and B as the sample. The instrument used in the research were classroom obser- vation and  questionaire . The data were analyzed through descrip- tive analysis.   Based on the Dnding and the discussion, the conclusion can be drawn that CTL model is able to activate students  participation in Speaking Class of the fourth Semester of English Education Pro- gram in academic year of 2013/2014.     Key words: CTL, activate, participation, speaking  
Reading Self-efficacy and Its Influence on Students Reading Proficiency Sukarni, Semi
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

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The objective of the study is to analyze the influence of self-efficacy on students reading proficiency. The research had been done in English Education Program of Purworejo Muhammadiyah University involving 62 students from two classes of the fifth semester. Self-efficacy questionnaire and reading comprehension test were used to collect the data. The data were analyzed by using descriptive and inferential analysis. To test the hypotheses correlation product moment and linear regression were applied. The finding shows that there is a positive and significant correlation between self-efficacy and reading proficiency as the r-value is 0.332 with sig. = 0.004 < 0.05. The regression test shows that self-efficacy contributes 11% to the achievement of reading proficiency while 89% was contributed by other factors. Self-efficacy has significant influence as the t-value 2.120 with significant level 0.000. The implication of the study is it is important to develop the students with positive self-efficacy during learning process as it can influence on their language achievement particularly in reading.
AN ANALYSIS OF TEACHER AND STUDENT TALK IN THE CLASSROOM INTERACTION OF THE EIGHTH GRADE OF SMP NEGERI 18 PURWOREJO Sukarni, Semi; Ulfah, Siti
Vision: Journal for Language and Foreign Language Learning Vol 4, No 2 (2015)
Publisher : Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv4i21594

Abstract

The aims of this research are fi rstly, to describe the interactionused by the teacher and studentsconducted in the classroomof theeighth grade of SMP Negeri 18 Purworejo in the Academic Year2012/2013; secondly, to know what type of interaction characteris-tics of the teacher-student talk in the classroom interaction; thirdly,to identify languages used in the classroom interaction used duringteaching-learning process.This thesis is a descriptive qualitative study on teacher and stu-dent talk in the classroom interaction, particularly on the partici-pants’ interaction in SMP N 18 Purworejo. The data of this studyare the interaction between the teacher and the students in the class-room. In order to analyze the data, some steps are conducted. Thedata was taken by recording the classroom interaction. The subjectin this research wasthe grade VIIIG of SMP Negeri 18 Purworejo,there were 40 students and one English teacher. The researcher usedobservation and recording for collecting the data. Flanders’ Interac-tion Analysis was used to identify and analyze teacher-student talkin the classroom interaction.The result of this study shows that the teacher was more ac-tive in the interaction. Meanwhile, the student was less active than the teacher. Based on the fi nding, the researcher concludes that theteacher was dominant in the classroom interaction. The percentageof the teacher talk was 78.15%,whereas the students’ participationwas 21.16%.the studentsnot balance between Indonesianand English. Indonesian is 62% while English is only 38%. Itshows that teacher used more Indonesian than English when sheexplains the material. The interaction was in three ways communi-cation: interaction between teacher-students, students-teacher, andstudents-students.
FUNCTIONS OF CODE SWITCHING IN AN ENGLISH CLASS Sukarni, Semi
Vision: Journal for Language and Foreign Language Learning Vol 5, No 2 (2016)
Publisher : Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv5i21042

Abstract

Code Switching (CS) is shifting from one language to another in a conversation. It is a normal every day practice among people in the world for various reasons and usually an unconscious activity. This language switching might not be the whole sentence, but also can occur in brief phrases or words. Therefore, in this study, using CS as a medium of instruction was focused on. The objective of this study is to describe the functions of CS done  both by teacher and  students.The data for this study were collected at State Junor High School 18 of Purworejo on 12th and 13th July, 2013. The researcher chose the eighth grade VIII G class of SMP Negeri 18 Purworejo. The data were taken twice (two meetings; 2x80 minutes). There are 40 students and one English teacher, Ms. Titik Kusumawati, S.Pd. The data of the study were collected in the form of recorded class- room interaction with videocamera and the observer’s field notes. The two types of database were examined in order to identify what kinds of activity were involved in the teacher-student interaction. The analysis of the data was adobted from Sert (2005). The func- tions of student CS includes equivalence, floor holding, reiteration, and conflict control. While the functions of  teacher CS include- schecking understanding, asking clarification, clarification, transla- tion, and socializing adobted from Flyman-Mattson and Burenhult (1999).Code Switching (CS) is shifting from one language to another in a conversation. It is a normal every day practice among people in the world for various reasons and usually an unconscious activity. This language switching might not be the whole sentence, but also can occur in brief phrases or words. Therefore, in this study, using CS as a medium of instruction was focused on. The objective of this study is to describe the functions of CS done  both by teacher and  students.The data for this study were collected at State Junor High School 18 of Purworejo on 12th and 13th July, 2013. The researcher chose the eighth grade VIII G class of SMP Negeri 18 Purworejo. The data were taken twice (two meetings; 2x80 minutes). There are 40 students and one English teacher, Ms. Titik Kusumawati, S.Pd. The data of the study were collected in the form of recorded class- room interaction with videocamera and the observer’s field notes. The two types of database were examined in order to identify what kinds of activity were involved in the teacher-student interaction. The analysis of the data was adobted from Sert (2005). The func- tions of student CS includes equivalence, floor holding, reiteration, and conflict control. While the functions of  teacher CS include- schecking understanding, asking clarification, clarification, transla- tion, and socializing adobted from Flyman-Mattson and Burenhult (1999).
CTL MODEL TO ACTIVATE STUDENTS’ PARTICIPATION IN SPEAKING CLASS AT ENGLISH EDUCATION PROGRAM Sukarni, Semi
Vision: Journal for Language and Foreign Language Learning Vol 3, No 2 (2014)
Publisher : Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv3i2294

Abstract

In English Education Program Speaking Class starts at Semester I until Semester V. It starts from imitative, intensive, responsive, interactive and extensive speaking. In semester IV the students are expected to be able to communicate in local, national, or even inter- national settings about economic, social, environmental and politic issues.However, speaking skill is not easily obtained. There are some factors that make speaking class is not maximal. It might be caused by class setting, teaching method, teaching materials, students’ knowledge or even students’ interest. Further, getting speaking skills for all students in the classroom is not easy as they often face uneven participation, little talking time as certain students dominate the class. So, it is the lecturer’s role to set the speaking activity that can facilitate both the active speakers and silence speakers. The silence speakers need to practice speaking in low-pressure situation such as in small group before practicing in high-pressure situation like presentation in class.This research aims to describe the way to apply CTL model to activate students’ participation in Speaking Class. Through CTL the lecturer relates the learning materials and students activities that are relevant to their needs in their real life. The reseacher choses issues on economy, social, and environment for the topic of the discussion and she used prolem-solving approach.The population of the research is the fourth semester of English Education Program in the academic year 2013/2014. The total number of population is 210 students which consists of 6 classes. The researcher took 65 students (30%) from class A and B as the sample. The instrument used in the research were classroom observation and questionaire . The data were analyzed through descriptive analysis.Based on the finding and the discussion, the conclusion can be drawn that CTL model is able to activate students’ participation in Speaking Class of the fourth Semester of English Education Program in academic year of 2013/2014.
Co-Authors Siti Ulfah