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INTEGRATING TARGET CULTURE IN EFL CLASS Tarwiyah, Siti
VISION Vol 3, No 1 (2014): Journal Vision
Publisher : VISION

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Abstract

AbstractLanguage is a part of culture. Language and culture are formulatedin the forms of concepts, propositions, memory, and inferencesor it can be seen through behavior patterns, arts, beliefs, institutionsand all other products of human work and thought. Eachspeech community has different ways of communicating information,ideas, attitudes, and standpoints. They have different normsof speech. Breaking the norms of speech results in communicationconstrains, misunderstanding between interlocutors. Teachers ofEFL class should have big concern in integrating target languageculture of the language being taught into their learning. This waystimulates students’ awareness of the target language culture whichlater results in effi cient global communication using the target language.Key Words: language, culture, cross-cultural communication, integrate,EFL class
THE APPROPRIACY OF ASSESSMENT IN THE JUNIOR HIGH SCHOOL ENGLISH TEXT BOOKBASED ON THE 2013 CURRICULUM Tarwiyah, Siti
VISION Vol 3, No 2 (2014): Journal Vision
Publisher : VISION

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AbstractAssessment is one of important means to identify the success of learning process, since it gives information about students com- petence, which is in line with learning aims or targetted competence. Information from assessment may be used as the consideration to set the policy of teaching learning process.   The 2013 curriculum emphasizes more on authentic assess- ment, encompassing knowledge, skill, and attitude. Through this assessment, good attitude building as one of the priorities of the curriculum may be realized. cognitive and psychomotoric domains variedly in the student book. But affective domain, as the Drst pri- ority of  the curriculum has not been provided by instrument in the student book and clear instruction on how to proceed it in the teacher book.   Key words: assessment, authentic, affective, cognitive, psychomo- toric
The Influence of Waste of Pineapple’s Peel (Ananas Comosus (L) Merr) As The Source of Bromelain Enzyme to Increase Meat (Local Beef) Quality Alawiyah, Nur; Nirwana, Ratih Rizqi; Tarwiyah, Siti
Journal Of Natural Sciences And Mathematics Research Vol 1, No 2 (2015): Volume 1, Nomor 2, 2015
Publisher : Faculty of Science and Technology, State Islamic University Walisongo Central Java

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/jnsmr.2015.1.2.1622

Abstract

The subjects of this research are waste of pinepple’s peel (Ananas Comosus (L) Merr) and local beef that were obtained from Jrakah traditional market, Ngaliyan-Semarang. The data technique analysis of this research is descriptive statistics. The result of this research shows that there is influence of waste of pineapple’s peel as source of bromelain enzyme to increase meat quality, especially tenderness. The higher the bromelain enzyme concentration used, the  more tender the meat, although will be may increase the score of cooking loss. The meat that is submerged with the highest concentration (40%) of bromelain enzyme solution has score of 0.6662 and 45% of cooking loss. The organoleptic quality identification of meat that is submerged with bromelain enzyme solution, generally is better than the control meat. The meat that is submerged with bromelain enzyme solution gives better appearance, flavor, juiceness, and tenderness than the control meat. © 2015 JNSMR UIN Walisongo. All rights reserved.
Pendampingan Pembelajaran Berbasis Lesson Study dan Penelitian Tindakan Kelas dalam Rangka Optimalisasi Kinerja Guru Mapel Bahasa Inggris Tarwiyah, Siti
Dimas: Jurnal Pemikiran Agama untuk Pemberdayaan Vol. 16 No. 2 Tahun 2016
Publisher : LP2M of Institute for Research and Community Services - UIN Walisongo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (571.559 KB) | DOI: 10.21580/dms.2016.162.1098

Abstract

English Language Learning in some schools had not been conducted maximally.  One of the influencing factors was the pedagogic and professional competence of the teachers which had not met the standard as mentioned in the Permendikbud No 16 Year 2007. Lesson Study and Classroom Action was expected to enhance pedagogic and professional competence to meet the process standard and the quality of English teaching learning process in general.  The achievement indicators of this program were: (1) arranging lesson plan based on the requirement of process standard, (2) understanding and implementing contextual learning, (3) creating varied learning activities based on text-based learning, (4) choosing and developing learning media appropriately, (5) developing and delivering learning materials, (6) Arranging instrument and conducting assessment and evaluation, (7) doing reflective teaching, (8) enhancing teaching preparedness, (9) planning a Classroom Action Research.
Coachee-centered Coaching: Toward the Implementation of Learner-centered Learning in The Context of Indonesian 2013 Curriculum Tarwiyah, Siti
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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Coaching is a type of professional development focusing on professional dialogue to build teacher capacity to enhance the success of learning and the quality of education in general. Coachee-centered coaching gives model to the coachees the implementation of learner-centered learning. This paper describes the model of presenting coaching materials through coachee-centered coaching dealing with the implementation of 2013 curriculum in EFL class. The study was designed qualitatively. The data were accessed from 6 teachers of English at State Islamic Junior High School in Semarang-Indonesia (MTsN2 Semarang). The materials and the procedures of implementation were formulated based on need analysis through teaching observation, lesson plan analysis, and Focus Group Discussion. In term of material presentation, the coachee-centered coaching was implemented through such methods as Demonstration, Scientific Approach, Lecturing and Discussion, Problem-Based Learning, Task-Based Learning, Inquiry Learning, Presentation-Practice-Production.
Coaching Program to Develop Teachers’ Pedagogical Competence: a Description of Experience Tarwiyah, Siti; Dewi, Nuna Mustikawati; Widyaningrum, Lulut
Vision: Journal for Language and Foreign Language Learning Vol 7, No 2 (2018)
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/vjv7i22966

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The educational practices of Indonesian schools today are executed under the 2013 Curriculum. Although it has been implemented 5 years, problems of its realization are still found. It is partly due to insufficient knowledge and skills of teachers in terms of planning, implementing, assessing and evaluating a sequence learning processes. Coaching is one of professional development programs which may enhance teachers’ skill and will. It emphasizes on good relationship between the coach and the coachee so that they can work as coworkers so that it makes the coachee feel at ease to consult the problems of learning.  This paper shares some experiences of a coaching program to develop 7 teachers’ pedagogical competence of 5 Islamic Junior High Schools in Semarang. The implementation covers assessing needs, developing materials, designing assessment, presenting materials, implementing the materials, and making reflection.
FUNCTIONING GRAPHIC ORGANIZER AS ONE OF LITERACY MEDIA Tarwiyah, Siti
Vision: Journal for Language and Foreign Language Learning Vol 4, No 1 (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/vjv4i11635

Abstract

Graphic organizer may be used as alternative media in literacyclass. GO stimulates students to think of information through someways. Through the use of GO students’ habbit to copy others’ ideaswill be minimized. Students only need to take the key words repre-senting the digest of the information in a text and think of the re-lationship among the words. Some kinds of graphic organizer maybe used are story map, fi shbone or ishikawa diagram, venn diagram,and KWL table.
A Portrait of Learner’s Autonomy through Metacognitive Strategy on Reading Comprehension (A Study At SMP N 32 Semarang) Septiningrum, Kartika Ayu; Tarwiyah, Siti; Mariam, Siti
Vision: Journal for Language and Foreign Language Learning Vol 7, No 1 (2018)
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/vjv7i12805

Abstract

Autonomy or the capacity to take charge of one's learning is seen not only as a favorite topic but also as a crucial necessity in language learning.In Indonesia, the principle of autonomous learning was implemented in the 2013 curriculum. This research aimed to capture the practice of learner autonomy and its role in the learning process through a strategy which is used in practicing autonomy. Metacognitive strategy, which has a planning process, monitoring process, problem-solving process, and evaluating process is necessary for learners' autonomy. The qualitative research method was used in conducting this research. Three data collection methods were used in capturing the data in all metacognitive's process. Each method has its dimension in collecting the data. A participatory observation was used to collect data from activeness dimension. A student questionnaire was used to find out awareness dimension while an interview was used for responsibility and ability dimensions. The data from these data collection methods were triangulated. This research has the flexibility to be conducted in any institution where the 2013 curriculum is implemented. SMP N 32 Semarang was chosen for this reason. Based on the research, the learners are autonomous, they are active, aware, responsible, and able to take control of their learning in all metacognitive strategy processes (planning, monitoring, problem-solving and evaluating), yet they are not completely free from teacher’s guidance, they need it in making a plan, monitoring, solving problem, and evaluating their learning.
Enhancing Students’ Ability in Writing Descriptive Text through Graphic Organizers Maslichah, Maslichah; Tarwiyah, Siti
Vision: Journal for Language and Foreign Language Learning Vol 6, No 2 (2017)
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/vjv6i21792

Abstract

Graphic organizers are visual displays of crucial content information designed to benefit learners who have difficulty organizing information and it could help the students to build and generate ideas. The study was aimed at finding the answers to the following research questions: (1) How is the implementation of graphic organizers to enhance students' ability in writing the descriptive text? (2) How is the enhancement of students' ability in writing descriptive text through graphic organizers? This study was a classroom action research. The data were obtained through documentation, observation, and test. It was conducted in three cycles with the 24 eighth grade students of MTs Nurul Islam Juwangi in the academic year of 2016/2017. The result of this research showed that students’ ability was improved in each cycle after they were taught using graphic organizers. They were better in their descriptive text writing concerning content, organization, vocabulary, language use, and mechanic.
Male and Female Speech in Pride and Prejudice Novel by Jane Austen and Its Implication in Teaching Speaking Janah, Nuria Dhotul; Tarwiyah, Siti
Vision: Journal for Language and Foreign Language Learning Vol 6, No 2 (2017)
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/vjv6i21793

Abstract

The study of gender is essential to the study of language. It is quite clear that male and female characters are different in many aspects. They not only different in their physical aspect but also in using a language. This research aimed to uncover the differences of a linguistic feature in the speech of male and female characters based on woman’s language theory revealed by Robin Tolmach Lakoff, linguistic features which are dominantly used by male and female characters and its implication in teaching speaking. Lakoff is a linguist who began the research of the feature of woman’s language. The data of this research were taken from conversations of male and female main characters in Pride and Prejudice novel by Jane Austen. Data collection technique used was documentation which was applied two steps they are reading the novel thoroughly and enlisting all speeches uttered by the main characters of the novel. The instrument of this research was Documentation Guideline. The researcher analyzed the data by using analysis technique according to Mile and Huberman, namely data reduction, data display, and verification. This research revealed that male and female character differs in their number of using of linguistic features. Female characters are stated use more lexical hedge, avoidance of strong swear word, rising intonation on declarative, empty adjective, intensifier, emphatic stress and super polite form than male do. Female characters use those features to show their uncertainty toward things; they tend to avoid strong swear word and use more superpolite form. Therefore, female expressions are considered more polite than male. Consequently, they can avoid friction in their conversation and build effective communication across gender. This result is in line with Lakoff theory. The researcher found that the feature which is dominantly used by male and female is an intensifier. Furthermore, the implication of this research in teaching speaking especially complimenting and interrupting expression as the functional expression is the student needs to exposed expressions of complimenting and interrupting appropriately.