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All Journal Cakrawala : Jurnal Kajian Manajemen Pendidikan Islam dan Studi Sosial English Education and Literature Journal (E-jou)
Hastri Firharmawan
University of Ma’arif Nahdlatul Ulama Kebumen
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Implementing Reciprocal Teaching Technique to Teach Reading Comprehension for The Tenth Graders Of Ma Ma’arif Nu Sadang Hastri Firharmawan; Yuniarsih
English Education and Literature Journal (E-Jou) Vol. 1 No. 01 (2021): English Education and Literature Journal
Publisher : Universitas Ma'arif Nahdlatul Ulama Kebumen

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (777.951 KB) | DOI: 10.53863/ejou.v1i01.113

Abstract

Pembelajaran merupakan sebuah proses yang kompleks yang menuntut para guru agar kreatif demi tercapainya tujuan pembelajaran. Tujuan penelitian ini adalah untuk mendeskripsikan implemantasi dan efektifitas dari “reciprocal teaching technique” untuk meningkatkan pemahaman siswa dalam membaca teks descriptive pada siswa kelas X di MA Ma’arif NU Sadang, Kebumen. Metode yang digunakan dalam penelitian ini adalah penelitian tindakan kelas dengan dua siklus yang masing-masing terdiri dari perencanaan, tindakan, observasi, dan refleksi. Data berupa hasil test yang menunjukkan peningkatan kemampuan siswa dalam membaca. Hasil penelitian menunjukkan bahwa penerapan “reciprocal teaching technique” dalam pembelajaran pada siswa kelas x MA Ma’arif NU Sadang Kebumen terbukti dapat meningkatkan kemampuan membaca siswa. Hal ini dilakukan dengan cara melakukan modelling strategi fab four pada siklus I dan memacu siswa untuk menggunakan strategi fab four pada kelompok-kelompok kecil secara lebih mandiri pada siklus II. Peningkatan pembelajaran ditunjukkkan dengan pemerolehan nilai rata-rata hasil tes siswa yang mengalami peningkatan dari 73.9 pada siklus I dan 81.87 pada siklus II. Artinya, reciprocal teaching technique layak digunakan sebagai salah satu solusi guru untuk membantu peningkataan hasil pembelajaran siswa. Keyword: reciprocal teaching technique, implementasi, teks deskriptif
An Error Analysis of Descriptive Writing Based on Surface Strategy Taxonomy Made by the Eight Grade Students of SMP N 6 Kebumen in the Academic Year of 2019 / 2020 Hastri Firharmawan; Ida Komariyah
English Education and Literature Journal (E-Jou) Vol 1 No 02 (2021): English Education and Literature Journal (E-jou)
Publisher : Universitas Ma'arif Nahdlatul Ulama Kebumen

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (484.847 KB) | DOI: 10.53863/ejou.v1i02.147

Abstract

To support success in the future, the mastery of writing is significant for school students. However, acquiring this ability may take time because students have to learn to minimize errors. This research aims to describe the students’ errors in their writing of descriptive texts and finding out the degree of the errors made by the eight grade students of SMP N 6 Kebumen in the academic year of 2019 / 2020. The writer used descriptive qualitative method in conducting the study. The research involved 32 students of grade VIII in the academic year of 2019 / 2020 at SMP N 6 Kebumen as participants that were selected by purpose. Data in this research were in the forms of words and sentences showing the students’ writing ability of descriptive texts taken from the worksheet documents done by the students. The writer analysed the documents by using the surface strategy taxonomy proposed by Dulay et.all. (1982:152). Data validity was gained by using investigator triangulation. It is how examination of the credibility of the data is done by making use of other observers for checking the degree of trust of the data.The results of the research showed that there had been found 123 items of errors in the descriptive writings made by the students of grade VIII at SMP N 6 Kebumen in the academic year of 2019/2020. These errors consisted of four types. They covered errors of ommision, errors of misformation, errors of addition, and errors of misordering. The sequence of the errors from the most dominant type to the least one was errors of misformation (61%), errors of omission (20%), errors of addition (15%), and errors of misordering (4%). This research was described the students’ errors in writing descriptive texts. Accordingly, this possibly helps students correct their errors to produce better writing later. Keywords: Error analysis, descriptive writing, surface strategy taxonomy
Evaluating English Training Program for The Local People of Kampung Inggris Kebumen Based On Cipp Hastri Firharmawan; Alek Andika
Cakrawala: Jurnal Kajian Manajemen Pendidikan Islam dan studi sosial Vol 3 No 1 (2019)
Publisher : LPPM IAINU Kebumen

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (136.888 KB)

Abstract

Evaluating a program is an important process by which program administrators can see the program effectiveness and make right decision about the program. This study was to evaluate the effectiveness of the English training program for the local people of KampungInggrisKebumen (KIK) at Jatijajar village, Ayah, Kebumen. The evaluation was conducted qualitatively by using CIPP evaluation model which focused on evaluating contexts, inputs, processes, and products of the program. The research involved the students, the tutors, and the chief of the program. Data were obtained through observation, in depth interview, and analysis of the documents gained. The data were analyzed through four steps, namely: 1) Data collecting, 2) Data reducing, 3) Data serving; and, 4) Concluding or verifying. Data sources triangulation was used for data validating. The research discovered that the program was ineffective due to four main factors. First, the context of teaching-learning was less supportive to the program success. Second, the inputs were in lack of quality. Third, the teachinglearning process did not show good teaching practices. Fourth, the course products did not reflect the program goals.This proves Dunkin’s and Biddle’s theory (1974) that context, presage, process, and product variables are interrelated to affect the success of teaching-learning for a course program.
Co-Authors Alek Andika Ida Komariyah Yuniarsih