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All Journal BAHASA DAN SASTRA INTEKNA Research and Innovation in Language Learning Jurnal IMPACT: Implementation and Action
Siti Kustini, Siti
Politeknik Negeri Banjarmasin
Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Electrical & Electronics Engineering Languange, Linguistic, Communication & Media Social Sciences Other

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THE TEACHING OF CRITICAL THINKING IN READING Kustini, Siti
INTEKNA Vol 12, No 1 (2012)
Publisher : Politeknik Negeri Banjarmasin

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Recent trends in the educational domain emphasize the importance of critical thinking skills for academic success and for life.  Learners should be taught how to think rather than what to think. Judging, reasoning, problem solving, decision making are vital for successful academic and social lives (Collier, et al., 2002 cited in Alagozlu, 2006). Fur-ther, Dewey (1933), in his book, How We Think, proposes that critical thinking or reflec-tive thinking be one of education’s principal aims (cited in Fisher, 2001, Lipman, 2003). Ennis (1962), Paul and Elder (2002), Siegel (1990), Lipman (2003) and McPeck (1981) also are scholars associated with the tradition of using reflection for training in thinking. According to this tradition, educational institutions should not primarily provide students with facts and specific systems of knowing or meanings. Students should be equipped with skills and knowledge, so they can become critical learners who are cooperative, open-minded, reflective, and autonomous. Fostering students’ ability to think critically, to reason, and to use judgment in decision making enables them to successfully adapt to an ever-changing world.Critical thinking is also particularly important in a democratic society life in this twenty first century (Beyer, 1985, Klentz, 1987 cited in Gustine, 2007). Dam and Volman (2004) point out that, critical thinking is the essence of thoughtful, democratic citizenship, and thus oc-cupies a central position in education in modern world. Marzano et al. (1988) hold a similar view: “The success of any democratic system depends on the individual’s ability to analyze problems and make thoughtful decisions. It has been also claimed that critical thinking is the basis of “progressive” thinking; thus it is valued by democratic social insti-tutions. Many educators propose different teaching methods to foster students’ critical thinking ability. For example, Beyer (2001a cited in Buranapatana, 2006) indicates that teaching students to think critically is to give students opportunities to engage in productive learn-ing tasks that require them to produce or construct something new. It has also been indicated in literature that writing is a learning tool that can be effectively used to assist students in clarifying and evaluating their thinking and it is also an essential ingredient in critical thinking instruction since it promotes greater self-reflection and the taking of broa-der perspectives than does oral expression (Olson, 1984). Further, Paul (1993 cited in Emilia, 2005) asserts that critical writing promotes critical reading and critical thinking which in turns enhances critical writing. Applying critical thinking to the process of read-ing, which commonly known as critical reading (Kurland, 2000; Chafee, et al, 2002 cited in Emilia 2005), is other suggested method than can be conducted in the teaching of critical thinking.
BEDAH PAPER: SOLUTIONS TO SECURITY AND PRIVACY ISSUES IN MOBILE SOCIAL NETWORKING Indrasary, Yoenie; Kustini, Siti
INTEKNA Vol 12, No 1 (2012)
Publisher : Politeknik Negeri Banjarmasin

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Pada paper ini akan dipresentasikan permasalahan privasi dan keamanan yang signi-fikan yang muncul pada hampir seluruh sistem jejaring sosial bergerak, khususnya yang berbasis konteks lokasi (Location-Aware Mobile Social Network-LAMSN). Paper ini mem-buat tiga masukan utama dalam  makalah ini yakni: 1. Mengidentifikasi bahwa terdapat  tiga macam masalah privasi dan keamanan pada sistem jejaring sosial bergerak: (1) persoalan direct anonymity, (2) per-soalan indirect atau K-anonymity, dan (3) serangan eavesdropping, spoofing, replay, dan wormhole attacks. Di sini akan dibahas bagaimana persoalan tersebut dapat memunculkan tantangan tersendiri untuk kasus sistem jejaring sosial bergerak. 2. Mengetengahkan rancang-an untuk suatu sistem, yang dinamakan server identitas (identity server), yang menyediakan solusi bagi masalah keamanan dan privasi ini. 3. Menjelaskan implementasi server identitas yang dimaksud.
A PRAGMATIC ANALYSIS OF THE FLOUTING MAXIMS IN KICK ANDY TALK SHOW: “LASKAR PELANGI” BASED ON GRICE’S COOPERATIVE PRINCIPLE ., Evidoyanti; Kustini, Siti
INTEKNA Vol 12, No 1 (2012)
Publisher : Politeknik Negeri Banjarmasin

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The present study addresses the issue of flouting maxims in talk show conversations viewed from a Gricean perspective. Conversations in Kick Andy talk show; “Laskar Pe-langi” were analyzed with regard to acts of flouting of Grice’s maxims. The qualitative da-ta of the study gave evidence that three out of four Gricean maxims were flouted. The most frequently maxim flouted encountered was the maxim of quantity (71.42%); the se-cond maxim flouted was the maxim of relevance (61.90%); and the least frequent maxim flouted was the maxim of manner (42%). Giving long-winded responses, changing the topic of the conversation abruptly, giving too much information than the situations requir-ed, and lacking of ability to interpret the questions were considered to be the causal fac-tors of the speakers’ failure in fulfilling the maxims.
GAMES IN TEACHING CHILDREN GRAMMAR Krisdyawati, Ninit; Kustini, Siti
INTEKNA Vol 11, No 1 (2011)
Publisher : Politeknik Negeri Banjarmasin

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Nowadays Teaching English to Young Learners has become a trend. In every school, English is taught as one of the main subjects. Teaching young learners is different from teaching adults, children have their own way of learning. Since children like to play and have fun, the learning and teaching process should be suited with the nature of the chil-dren themselves. One of the forms of fun activities for children is through games. This study explored the effectiveness of games in improving students’ grammar competence in expressing degree of comparison and to find out students’ attitudes toward games. This study used a qualitative and quantitative approach employing one group pretest-posttest design of experimental research and open questionnaire for the data collection. The instrument of this study was a general test of English proficiency, a pretest, and a posttest. The general test was a standard and validated test based on the book “Games for Children” by Gordon Lewis and Gunther Bedson (1999). Twenty multiple-choice items were selected from the book. One part was considered as the pretest, and the other one as the posttest. The results from the quantitative data showed that there was significant difference in the performance of the students after they received treatment with 95% degree of reliability. Meanwhile, the result from the qualitative data showed that fun learn-ing with games was perceived by the students positively. They expressed their frank opinion that learning English through games was fun. They felt happy when the lesson was delivered in a fun way since it could lower their anxiety. The results revealed that the language games used in this study were found to be effective in promoting learning of the comparative degree. Testing the selected before carrying it out in actual teaching was ad-visable. This was to enable the teacher to make necessary changes to ensure the smooth flow of the games.
TEACHERS’ PERCEPTION AND PROBLEMS IN THE IMPLEMENTATION OF SCHOOL-BASED CURRICULUM (A CASE STUDY) Kustini, Siti; ., Evidoyanti
INTEKNA Vol 11, No 1 (2011)
Publisher : Politeknik Negeri Banjarmasin

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Since 2006 (in decentralization era) Indonesia has been implementing school level curri-culum based on national standard of education (content and competence standards in particular) considering the goal of a certain level of education, learning experiences that should be provided to achieve the goal, the methods used to manage the learning expe-riences, and methods of evaluation to measure the goal achievement. The development of a school-level curriculum is a new phenomenon for the school community in Indonesia, consequently, in the early stage of its implementation some obstacles were found in a number of schools. The change in the role of schools from curriculum implementer to curriculum developer has made the school community confused. The changes of English curriculum in Indonesia are in line with the changes of the educational curriculum. This present study was intended to find out teachers’ understanding and perception on SBC as well as to identify problems faced by the teacher in the implementation of SBC parti-cularly in the English teaching. The research was conducted in SMAN 5 Cimahi, there-fore three English teachers from that school were chosen as the participants. The qualitative research design was employed in this research and the data were taken from the questionnaire with 5 (five) open question and 29 (twenty-nine) checklist question for-mat. The questionnaire was primarily used to collect the information to survey the tea-chers’ general understanding and perception as well as problems in SBC implementation. The result of the study showed that teachers possessed good understanding and percep-tion on SBC and they did not encounter any serious problems in the implementation. The successful implementation of this curriculum should be continuously maintained so that the goal of Indonesian education to develop learners’ basic intelligence, knowledge, per-sonality, noble character, as well as skills to live independently can be achieved.
Pengembangan Karakter Cerdas Melalui Pembelajaran Bahasa Inggris Kustini, Siti
INTEKNA informasi teknik dan niaga Vol 16 No 2 (2016)
Publisher : P3M Politeknik Negeri Banjarmasin

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Artikel ini secara sistematis membahas pengembangan karakter cerdas melalui pembelajaran Bahasa Inggris. Sebagai salah satu mata pelajaran di sekolah, Bahasa Inggris diasumsikan memiliki potensi besar dalam proses pembinaan dan pengembangan karakter dan budi pekerti siswa. Implementasi integrasi pengembangan karakter ini dapat direfleksikan dalam semua aktivitas pembelajaran yang diselenggarakan di kelas. Cakupan bahasan dalam artikel ini akan disajikan dalam bentuk paparan yang berisi tentang hakikat karakter, hakikat pendidikan karakter, dan proses integrasi pengembangan karakter dalam pembelajaran Bahasa Inggris. Kesimpulan dari seluruh pembahasan dan implikasi serta rekomendasi akan disajikan pada bagian akhir tulisan ini.
THE TEACHING OF CRITICAL THINKING IN READING Kustini, Siti
INTEKNA informasi teknik dan niaga Vol 12 No 1 (2012)
Publisher : P3M Politeknik Negeri Banjarmasin

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BEDAH PAPER: SOLUTIONS TO SECURITY AND PRIVACY ISSUES IN MOBILE SOCIAL NETWORKING Indrasary, Yoenie; Kustini, Siti
INTEKNA informasi teknik dan niaga Vol 12 No 1 (2012)
Publisher : P3M Politeknik Negeri Banjarmasin

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GAMES IN TEACHING CHILDREN GRAMMAR Krisdyawati, Ninit; Kustini, Siti
INTEKNA informasi teknik dan niaga Vol 11 No 1 (2011)
Publisher : P3M Politeknik Negeri Banjarmasin

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BEYOND TRADITIONAL LITERACIES: A MULTIMODAL-BASED INSTRUCTION TO FOSTERING STUDENT DIGITAL LITERACY LEARNING Kustini, Siti; Suherdi, Didi; Musthafa, Bachrudin
Jurnal Pendidikan Bahasa dan Sastra Vol 20, No 1 (2020): APRIL 2020
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/bs_jpbsp.v20i1.25969

Abstract

The fourth Industrial Revolution (IR 4.0) marked by artificial intelligence and cyber-physical systems has transformed the landscape of education including English literacy instruction. Some literacy educators claim that the success of students’ today as millennial kids (Gen-Zs) and future employees has been linked to digital literacy. This term is defined as the skills associated with using digital technology to enable users to locate, organize, understand, evaluate and create information and using those skills to solve problems in technology-rich environments. This study attempts to investigate the extent to which multimodal pedagogy helps improve students’ digital literacy skills in an English for Specific Purposes (ESP) setting in a vocational higher education. A theoretical multimodal semiotic approach along with multiliteracies pedagogy is served as the overarching guideline in the overall instructional procedures grounded specifically from the principles of learner-centeredness, constructivist learning, and social interaction. A qualitative case study approach was adopted to provide an in-depth explication and analysis of students’ literacy development. Data collection included classroom observations and students’ digital artefacts. In the course of the study, the students were engaged in the creation of two digital projects of different genres: digital information report in the form of text-image creation and digital persuasive talk in the form digital video production. The key findings of this study suggest that multimodal pedagogy is an effective instructional method for digital literacy learning in that several aspects of digital literacy had proven to be significantly improved.
Co-Authors Bachrudin Musthafa Evidoyanti ., Evidoyanti Herlinawati Herlinawati I Gusti Bagus Wiksuana Indrasary, Younie Ninit Krisdyawati, Ninit Subandi Subandi Suherdi, Didi Wardiah, Isna Yoenie Indrasary