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An evaluation of English e-book ‘Think Globally Act Locally’ for the ninth graders Basra, Sri Meiweni; Purnawarman, Pupung
Journal on English as a Foreign Language (JEFL) Vol 8, No 1 (2018): March 2018
Publisher : IAIN (State Islamic Institute) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (125.831 KB) | DOI: 10.23971/jefl.v8i1.647

Abstract

This research investigated whether the 2013 curriculum English electronic book (e-book) ‘Think Globally Act Locally’ was categorized as a good quality e-book and how the e-book represented the criteria of a good quality e-book. By using the principle of qualitative research, a criteria checklist was used as the research instrument. The result showed that the e-book met 59% out of 66 criteria of a good quality e-book. The strengths of the e-book were in terms of the relation between the content provided and students’ real-life situation, amount of exposure of speaking skills and grammar, and its appealing physical appearance. However, drawbacks such as failures to promote target culture learning, to expose language skills and sub-skills equally and to accommodate supplementary materials and digital features were found. The findings of the research showed that improvements toward the e-book should be made. Hopefully, this research provides insights for e-book writers to create more improved e-books by meeting the criteria of a good e-book and for English teachers to be effective in using learning materials.
The Relationship between Indonesian Online Learners’ Learning Strategies and Learner-Instructor Interaction in Massive Open Online Course (MOOC) Astuti, Elysa Ratna; Alexandro, Marco; Purnawarman, Pupung
Humaniora Vol 8, No 3 (2017): Humaniora
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/humaniora.v8i3.3737

Abstract

This study aimed to expose the Indonesian online learners’ learning strategies used in MOOC and investigated the relationship between the learning strategies and learner-instructor interaction in MOOC. The method employed was quantitative research and used the correlational study. The data for this study were collected from 500 Indonesian online learners (359 females and 141 males) who enrolled in Sekolah TOEFL, one of the MOOCs in Indonesia. This study used translated and modified version of Motivated Strategies for Learning Questionnaire (MSLQ), students’ experience in e-learning questionnaire, and learner-instructor interaction in the online course. The three questionnaires were distributed through an electronic survey site, Google FormTM. The data were analyzed using descriptive statistics and Pearson Product Moment Formula to correlate both learning strategies and learner-instructor interaction. The findings enrich our understanding of learners’ learning strategies that are used in MOOC and reveal the relation of the learning strategies and learner-instructor interaction in MOOC.
EFL Students’ Use of Technology in English Lesson in The Digital Era Arigusman, Anggi; Purnawarman, Pupung; Suherdi, Didi
Indonesian Journal of Curriculum and Educational Technology Studies Vol 6 No 2 (2018): November 2018
Publisher : Curriculum and Educational Technology Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijcets.v6i2.26599

Abstract

Various informations and knowledge including English lesson can easily be accessed. It gives a large opportuniy to the students to take benefts from the use of technology to up grade their English ability. However, most of EFL students seem only use technology for entertainment needs rather than for learning English. Therefore, the objectives of this research are to investigate the kinds of technology tools used by high school students and their beliefs toward the use of technology in English lesson. Mix method approach is used in this research to gain more comprehensive and representative data. The results show that there are eight activities that involve fve kinds of technology that the students frequently used. Those tools are MP3 player, internet browser, cellphone, social networking site, and television. All respondents agree that the use of technology in English lesson is effective. Some advantages of using technology in English lesson appear in this research. However, some barriers or problems also found. The most disturbing barrier faced by the students is the access to internet. They also lack of information of useful technology tools which are possible to be used in English lesson. Abstrak Berbagai informasi dan ilmu pengetahuan termasuk pelajaran bahasa Inggris dapat diakses dengan mudah. Hal itu memberikan kesempatan yang besar pada siswa untuk memanfaatkan teknologi guna meningkatkan kemampuan bahasa Inggris mereka. Namun kebanyakan siswa EFL sepertinya lebih cenderung memanfaatkan teknologi untuk sekedar hiburan daripada untuk mengasah bahasa Inggris mereka. Oleh karena itu, tujuan penelitian ini adalah untuk menginvestigasi jenis-jenis teknologi yang digunakan oleh siswa SMA dan persepsi mereka terhadap penggunaan teknologi dalam pelajaran bahasa Inggris. Pendekatan mixed method digunakan dalam penelitian ini untuk memperoleh data yang lebih komprehensif dan representatif. Hasil penelitian ini menunjukan bahwa ada delapan aktiftas siswa yang melibatkan teknologi yang sering mereka gunakan. Yaitu MP3 player, internet browser, telepon seluler, situs jejaring sosial, dan televisi. Seluruh responden setuju bahwa penggunaan teknologi dalam pelajaran bahasa Inggris sangat efektif. Beberapa keuntungan pemanfaatan teknologi dalam pelajaran bahasa Inggris ditemukan dalam peneitian ini. Akan tetapi beberapa kendala juga ditemukan. Kendala yang paling mengganggu yang dihadapi oleh para siswa adalah akses terhadap fasilitas internet. Mereka juga kekurangan informasi tentang jenis-jenis produk teknologi yang berguna untuk digunakan dalam pelajaran bahasa Inggris. Keywords:  EFL students; English lesson; use of technology; internet
THE INFLUENCE OF INTEREST AND MOTIVATION ON COLLEGE STUDENTS’ LANGUAGE AND ART APPRECIATION LEARNING OUTCOMES Triarisanti, Risa; Purnawarman, Pupung
International Journal of Education Vol 11, No 2 (2019): February 2019
Publisher : UPI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v11i2.14745

Abstract

A good and appropriate learning process will motivate learners, and will eventually have an impact on improved learning outcomes. The researchers conducted an investigation into the influence of interest and motivation on learning outcomes of Korean Education Study Program students in a state university in Indonesia in the particular subject of Language and Art Appreciation. The compulsory subject is part of the faculty’s mission to cultivate literary and art appreciation of its students. A survey employing a Likert-based questionnaire consisting of 60 items was carried out, and documentary analysis was conducted to the students’ final exam grades in the subject of Language and Art Appreciation. The results show that interest and motivation had significant influence on students’ learning outcomes, as shown by their final exam grades in the subject. It can be concluded then that high level of interest and motivation determined the success of learning outcomes, especially in the subject of Language and Art Appreciation.
Students’ Perceptions on the Use of Google Docs as an Online Collaborative Tool in Translation Class Sudrajat, Winny Nur Ardy; Purnawarman, Pupung
Lingua Cultura Vol 13, No 3 (2019): Lingua Cultura
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/lc.v13i3.5969

Abstract

The research aimed at investigating students’ perceptions and experiences of using Google Docs in the translation class. Google Docs provided characteristics that can be used to promote peer interaction. However, the use of Google Docs as teaching and learning media was rarely conducted and still limited to teaching writing in Indonesia. Google Docs was commonly used by the translator to translate collaboratively, so the students worked together in a small group to solve and discuss the translation assignment by using some features through Google Docs. These activities were expected to enhance collaboration among them. This research employed a qualitative descriptive study as the research design. The questionnaire was used as the instrument to collect the data that involved fifty students (N = 50) as the participant. The results of this research show that students have a positive response to the use of Google Docs in translation class. It indicates that Google Docs is a suitable tool that can be used for educational purposes.
Teachers’ Perception on Students’ Learning Style and Their Teaching Agustrianita, Agustrianita; Suherdi, Didi; Purnawarman, Pupung
Indonesian Journal of Curriculum and Educational Technology Studies Vol 7 No 1 (2019): April 2019
Publisher : Curriculum and Educational Technology Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijcets.v7i1.26727

Abstract

Lack of teachers? understanding in students? learning styles and their teaching could cause unfacilitated teaching methods for example through the use of traditional lecturing methods. This issue brings the importance of this research objective to investigate teachers? perceptions about learning style, their teaching, and the applied methods in the classroom. This study uses a quantitative research approach that is the analysis of learning style types for different students at different grade levels. To find out the perceptions of English teachers in this study, information was collected through 20 closed questions with data analysis to find out how the learning style influenced the teaching learning process of 28 English teachers. The findings of this study suggest that teachers? understand about students? different learning styles, so they adopt their students? learning styles to their teaching. The last, teachers agree to use group discussion rather than lecturing methods by integrating ICT. In conclusion, teachers? perception on students? learning styles can increase their awareness to design teaching methods that differentiate students? learning styles. Abstrak Kelangkaan pemahaman guru mengenai gaya belajar siswa dan bagaimana cara mengajarnya yang tepat dapat disebabkan oleh metode mengajar yang tidak bersifat fasilitatif, misalnya masih berupa perkuliahan tradisional. Oleh karena itu, penting untuk meneliti persepsi guru mengenai gaya belajar, cara mengajarnya, dan implementasinya di kelas. Penelitian ini menggunakan pendekatan kuantitatif yang fokus pada beragam gaya belajar siswa pada kelas-kelas yang berbeda. Infomasi diperoleh dengan memberikan 20 pertanyaan tertutup untuk mencari tahu bagaimana gaya belajar memengaruhi proses pembelajaran di kelas Bahasa Inggris (28 guru). Penelitian ini menemukan bahwa guru memahami keragaman gaya belajar siswa, sehingga mereka mengadopsi gaya belajar siswa dalam pengajaran mereka. Guru juga sepakat menggunakan kelompok diskusi ketimbang perkuliahan tradisional dengan mengintegrasikan Teknologi Informasi dan Komunikasi (TIK). Dapat disimpulkan bahwa persepsi guru terhadap gaya belajar siswa meningkatkan kepedulian mereka dalam mengembangkan metode mengajar yang beragam sesuai keragaman belajar siswa. Keywords: Students? learning style, teaching style
Teachers’ Perception Related to the Implementation of Curriculum 2013 Mitra, Delsi; Purnawarman, Pupung
Indonesian Journal of Curriculum and Educational Technology Studies Vol 7 No 1 (2019): April 2019
Publisher : Curriculum and Educational Technology Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijcets.v7i1.27564

Abstract

The curriculum 2013 is the latest Indonesia curriculum that requires students to have 4 C?s learning (Critical thinking, Collaboration, Creativity and Communica-tion) as demanding of 21st century need. Especially for vocational school students, they have to be mastered in English as one of requirement for them to be involved in workforce. In the curriculum 2013 includes three main aspects that need to be measured; the implementation of core competence, the implementation the process of teaching and learning process and the implementation of assessment process. This study employed open-ended and close-ended questionnaires that analyzed statistically and descriptively. The finding of this study revealed the three aspects of the curriculum 2013 is well implemented yet the training and teacher development program are needed for the teachers to master the whole aspects this curriculum. Further, any attention from the students to the demands of this curriculum is also needed. Thus, it is recommended an effective and efficient trainings or in-house training of the 2013 curriculum for English teachers. Abstrak Kurikulum 2013 merupakan kurikulum nasional terbaru di Indonesia yang menuntut siswa untuk menguasai empat kecakapan Abad 21, yaitu berpikir kritis, kolaborasi, kreativitas, dan komunikasi. Terutama bagi sekolah kejuruan, siswa harus menguasai Bahasa Inggris sebagai salah satu tuntutan dunia kerja. Dalam Kurikulum 2013 terdapat tiga aspek yang perlu diukur, yaitu (1) implementasi kompetensi inti, (2) implementasi proses pengajaran dan pembelajaran, dan (3) implementasi proses penilaian hasil belajar. Penelitian ini menggunakan kuesioner terbuka dan tertutup yang hasilnya kemudian dianalisis menggunakan statistic deskriptif. Penelitian ini menemukan bahwa tiga aspek dari Kurikulum 2013 telah diterapkan dengan baik, namun tetap memerlukan program pelatihan dan pengembangan guru untuk menguasai keseluruhan aspek kurikulum. Kedepannya, perhatian dari siswa terhadap tuntutan dari kurikulum ini juga diperlukan. Oleh karena itu, in-house training Kurikulum 2013 yang efektif dan efisien direkomendasikan untuk guru Bahasa Inggris. Keywords: core competence English teacher; perception; the 2013 curriculum; vocational school
The use of Edmodo in teaching writing in a blended learning setting Purnawarman, Pupung; Susilawati, Susilawati; Sundayana, Wachyu
Indonesian Journal of Applied Linguistics Vol 5, No 2 (2016): Vol. 5 No. 2 January 2016
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v5i2.1348

Abstract

The advancement of technology provides education with varioussolutions to create new learning environments. Edmodo as a learning platform is believed to offera solution in the teaching of English, particularly for teaching writing. This research was aimed to investigate how Edmodo as a learning platform,in a blended learning setting, was implemented in teaching writing in its combination with Genre-based Approach, how Edmodo facilitated students’ engagement, and how students perceived the use of Edmodo in teaching and learning activities. This research employed a qualitative approach with case study design. The research involved 17 participants from the eleventh grade of a senior high school in Bandung, Indonesia. The data were collected through observations, document analysis, interviews, and questionnaires. The results showed that in teaching writing,it was possible to integrate Edmodo into GBA writing cycles. Edmodo also facilitated students’ engagement cognitively during classroom sessions. The students showed various responses towards the use of Edmodo based on the Uses and Gratification Theory (UGT) framework. Some issues on the use of Edmodo identified in this research were bandwidth, confusion in using Edmodo, incompatibility of smartphone applications, and students’ lack responsibilities for learning. The suggestions for the authority and areas of further research are presented.
Washback of English national exams at ninth-grade level in Thailand and Indonesia Sundayana, Wachyu; Meekaeo, Panusak; Purnawarman, Pupung; Sukyadi, Didi
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.v8i1.11478

Abstract

Washback refers to influences of testing on teaching and learning. In Thailand and Indonesia, washback of the Ordinary National Educational Test (O-NET) and Ujian Nasional (UN) inevitably occurs on teaching and learning in classrooms at every level. This present study aims to explore and compare the washback effects of the O-NET and UN on English language learning as perceived by Thai and Indonesian ninth-grade students. It is a multi-case study (Thailand case and Indonesia case) by using triangulation design as the research design. The questionnaires concerning washback effects of national exams on English language learning were distributed to 200 ninth-graders in the two cases. In addition, six students from each case were interviewed. The results reveal that in both cases, the participants focus to learn on contents and skills that were likely to appear in the national exams. The participants learned English harder to perform well in the tests rather than to improve their English ability. Moreover, the students had high anxiety during the test preparations and feared for low O-NET and UN scores. The results of the study contribute to future washback study and improvement of English language teaching and learning at ninth-grade in Thailand and Indonesia.
Teachers’ conceptions of English assessment in International Baccalaureate Curriculum – Secondary Level Maryono, Geby Devtiana; Purnawarman, Pupung; Sukyadi, Didi
ELT Forum: Journal of English Language Teaching Vol 10 No 3 (2021): ELT Forum: Journal of English Language Teaching
Publisher : English Dapartment, Faculty of Languages and Arts, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v10i3.48595

Abstract

Assessment as an essential part of teaching and learning might be perceived differently by teachers, whereas teachers' conception of assessment influences strategies and implementation of assessment. The International Baccalaureate curriculum is one of the international curricula widely used with its own assessment principles and implementation. This research aims to explore how teachers in IB secondary schools perceive English assessment in IB curriculum. By implementing a mixed-method approach, six teachers from five different IB secondary schools and two teachers from one IB secondary school participated in the questionnaire and interview. From the data, this research revealed that teachers perceive English assessment in IB curriculum as a valid and reliable means to improve teaching and learning, school accountability, and student accountability. The teachers also believe IB curriculum objectives have been well embedded in the English assessment process. Although the teachers have a positive perception of the assessment process in IB curriculum, several challenges are found, primarily in giving an authentic and personalized assessment. To solve the challenges, the teachers collaborate and share about the assessment practices they conducted in classes. Further research can be done to explore the perception of English assessment in IB curriculum from the students' point of view.