Article Per Year (5 Year)
p-Index From 2017 - 2022
0.453
P-Index
This Author published in this journals
All Journal Dinamika Ilmu Konstruktivisme: Jurnal Pendidikan & Pembelajaran
Imroatus Solikhah, Imroatus
IAIN Surakarta
Education Languange, Linguistic, Communication & Media Social Sciences

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

Found 5 Documents
Search

 1 
PENGEMBANGAN MODEL KURIKULUM PENDIDIKAN BAHASA INGGRIS BERBASIS KKNI Solikhah, Imroatus
Konstruktivisme: Jurnal Pendidikan & Pembelajaran Vol 8, No 1 (2016): Januari 2016
Publisher : FKIP Universitas Islam Balitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30957/konstruk.v8i1.2

Abstract

The objective of this study is to promote model English language education curriculum in reference to Indonesian Qualifiation Framework (IQF), practically KKNI-Based English Curriculum.  Curriculum evaluation implementing content analysis was used and qualitative approach that involved document analyses, interview, discussion, and workshop was utilized for data collection.  This study discovers that alignment of terms of CBC and KKNI-Based Curriculum is required, learning outcomes for institution and course learning outcomes are formulated prior to devise list of courses and course distribution.  Admittedly,  credits of the whole program and semesterly credits distribution are successivey determined.  The recent curriculum has put its quality assurance and it might be applicable to adopt.       
MODEL RPP BAHASA INGGRIS BERBASIS BELAJAR MANDIRI Solikhah, Imroatus
Konstruktivisme: Jurnal Pendidikan & Pembelajaran Vol 9, No 1 (2017): Januari 2017
Publisher : FKIP Universitas Islam Balitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30957/konstruk.v9i1.148

Abstract

 This study examines instructional objectives, teaching materials, and teaching strategies in English lesson plan. The study uses evaluation design implementing content analysis. An English lesson plan obtained from online data is analyzed.  The study reveals that the lesson plan does not formulate appropriately components of instructional objectives and its indicators.  The use of action verbs in Bloom taxonomy of instruction is not well identified in the indicators and instructional objectives.  Sequence of instructional objective shows that instruction analysis is not applied.   As a result, teaching materials are not well designed to show topics as the main teaching materials. Indication of how teacher develops a teaching material that links to instructional objectives, teaching strategies, and evaluation is absent.  The lesson plan needs modification in all levels of instructional design more considerably.             
BAHAN AJAR WRITING FOR ACADEMIC PURPOSES BERBASIS SELF-MOTIVATED LEARNING Solikhah, Imroatus
Konstruktivisme: Jurnal Pendidikan & Pembelajaran Vol 6, No 2 (2014): Juli 2014
Publisher : FKIP Universitas Islam Balitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30957/konstruk.v6i2.28

Abstract

 This study is aimed at devising teaching materials for Writing for Academic Purposes (WAP).  In context of English for Academic Purposes (EAP), writing is the core materials together woth reading comprehension and critical thinking.  The study used Recursive Reflective Design and Development (R2D2) from Willis (1995). The main data if this study were writing materials for academic purposes and the subjects of the study included lecturer, students, and expert in writing. The study revealed two main ifndings.  In the Defining Stage, the findings indicated that WAP should include writing for academic purposes that start from paragraph, three paragraph-composition, and 3-5 paragraph essay. The model of the essay is argumentative or persuasive essay as it is applicable for Test of Written English (TWE) for the TOEFL.  In the Design and Development Stage, the WAP materials were developed into four components of instructional design:  Competency Standard, Basic Competency, Indicators, and Core Materials.  In overall outline, the design of WAP is begun with paragraph and its component and the essay for TWE.               
Reading and Writing as Academic Literacy in EAP Program of Indonesian Leaners Solikhah, Imroatus
Dinamika Ilmu: Jurnal Pendidikan Dinamika Ilmu Vol 15 No 2, December 2015
Publisher : IAIN Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (257.737 KB) | DOI: 10.21093/di.v15i2.261

Abstract

This study investigates academic literacy imposed in reading and writing for academic purposes in the EAP program. This study uses descriptive design elaborating data from curriculum documents and interviews.  Involving 45 participants from IAIN Surakarta and Veteran University, data were analyzed using constant-comparison and inductive analysis tecniques. The study diseovers that academic literacy is prominent to serve and recently it has been the growing learning outcomes universities should provide besides discipline and experise. Academic literacy in EAP program is embedded into academic vocabulary, grammar, reading and writing for academic purposes.  Consequently, academic literacy should be incurred in the curriculum, syllabus, aims and objectives, and teaching materials.
Corrections on Grammar, Sentence Variety and Developing Detail to Qualify Academic Essay of Indonesian Learners Solikhah, Imroatus
Dinamika Ilmu: Jurnal Pendidikan Dinamika Ilmu Vol 17 No 1, June 2017
Publisher : IAIN Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (459.933 KB) | DOI: 10.21093/di.v17i1.783

Abstract

This experimental research examines: (1) significant differences of corrections on grammar, sentence variety and developing details on the quality of the essay by Indonesian learners; and (2) different effect of corrections on grammar, sentence variety, and developing details on the quality of the essay. Treatments for each were served as follows: corrections on grammar for the group A (22), corrections on sentence variety for the group B (20), and corrections on the developing details for the group C (24).  Data were analyzed using One-Way Anova Test.  The study revealed: (1) As the teaching technique, corrections on grammar, sentence variety and developing details were significantly different; (2)  Contribution on the differences respectively came from sentence variety (t=4.377), developing details (t=3.933), and grammar (t=3.756). Upon beta test, contribution varied from sentence variety (58.5%), developing details (46.5%), and grammar (38.6%). Evidently, sentence variety is the most dominant technique to improve quality of the essay up to 58.5%.
Co-Authors