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All Journal Edukasi: Jurnal Pendidikan Jurnal Pendidikan Bahasa JET (Journal of English Teaching) Adi Buana
Hamid Asman, Hamid
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Education Languange, Linguistic, Communication & Media

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THE EFFECTIVENESS OF METACOGNITIVE INSTRUCTION TO TEACH LISTENING SKILL VIEWED FROM STUDENTS’ SCHEMATA Asman, Hamid
Jurnal Pendidikan Bahasa Vol 4, No 1 (2015): Jurnal Pendidikan Bahasa
Publisher : IKIP PGRI Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (289.022 KB) | DOI: 10.31571/bahasa.v4i1.42

Abstract

The objectives of this research are to reveal whether: (1) Metacognitive instruction method is more effective than Cognitive instruction method to teach listening skill; (2) the students with high level of schemata have better listening skill than those with low level of schemata; and (3) there is an interaction between the teaching methods and students’ schemata in teaching listening skill. This experimental study was carried out at the English Education Department of IKIP-PGRI Pontianak in the Academic Year of 2014/2015. Data analysis reveals research findings as follows: (1) Metacognitive Instruction Method is significantly different from Cognitive instruction method to teach listening  skill; (2) The listening skill of the students who have high schemata  is significantly different from that of those who have low schemata; and (3) There is an interaction between teaching methods and students’ schemata for teaching listening skill. Based on the findings, it can be concluded that Metacognitive Instruction Method is effective to teach listening skill. The effectiveness of the method depends on the degree of the students’ schemata. Key word :  Metacognitive Instruction,Ccognitive Instruction,  Listening Skill, Students’ Schemata and Experimental Study.
THE CAPACITY OF MICROTEACHING LESSON STUDY IN PROMOTING TEACHING PRACTICE AND PEDAGOGICAL DEVELOPMENT Asman, Hamid
Jurnal Pendidikan Bahasa Vol 5, No 2 (2016): Jurnal Pendidikan Bahasa
Publisher : IKIP PGRI Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (222.997 KB) | DOI: 10.31571/bahasa.v5i2.325

Abstract

The purposes of this research are to investigate the implementation of Microteaching lesson study in promoting teaching practice and pedagogical development of the pre-service teachers in English Education Study Program. Method used in this research was case study. This case study involved 9 students of English Education Study Program who take Microteaching class. Data of this research was taken from interview. The finding of this research revealed that microteaching lesson study allowed participative discussion about learning and teaching and opportunities for a collaborative approach in which both lecturer and student-teachers focused on the improvement of pedagogy and teaching practice. It is found that microteaching lesson study leads to the pedagogical development as well as collaborative opportunity to explore the complex system of classroom-oriented processes. Seeing teacher development in relation to an emergent holistic concept of pedagogic development implies a comprehensive dynamic vision of how teaching quality develops.Keywords: microteaching lesson study, pre-service teachers, teaching practice and pedagogical development.
PENINGKATAN MENULIS KARYA ILMIAH BERBAHASA INGGRIS DENGAN METODE TASK BASED LANGUAGE TEACHING PRODI PENDIDIKAN BAHASA INGGRIS Sari, Dian Shinta; Asman, Hamid; Rodhi, Rodhi
Edukasi: Jurnal Pendidikan Vol 16, No 1 (2018): Edukasi: Jurnal Pendidikan
Publisher : LPPM IKIP PGRI Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (322.794 KB) | DOI: 10.31571/edukasi.v16i1.841

Abstract

Penelitian bertujuan untuk meningkatkan keterampilan menulis mahasiswa Prodi Pendidikan Bahasa Inggris melalui penggunaan metode Task Based Language Teaching (TBLT) dalam menulis karya ilmiah. Desain penelitian menggunakan Penelitian Tindakan Kelas (PTK) yang terdiri atas dua siklus. Subjek penelitian adalah 30 mahasiswa yang mengikuti mata kuliah Introduction to Thesis Writing. Teknik pengumpul data menggunakan pengukuran dan pengamatan langsung. Alat pengumpul data menggunakan tes dan lembar observasi. Teknik analisis data menggunakan triangulasi data. Hasil penelitian menunjukkan bahwa: (1) Metode TBLT terbukti meningkatkan aktivitas belajar mahasiswa, interaksi dalam pembelajaran, dan kemandirian mahasiswa; (2) Peningkatan rerata kemampuan mahasiswa dalam menulis karya ilmiah yang pada siklus I hasilnya 5,21 meningkat menjadi 7,1 pada siklus II; dan (3) Proses belajar mengajar penulisan karya ilmiah lebih berbobot, menarik, dan menyenangkan.                                                                                                                                     Kata Kunci: Task Based Language Teaching, keterampilan menulis, peningkatan.
HUBUNGAN ANTARA KETERAMPILAN MEMBACA DENGAN SELF ESTEEM MAHASISWA Syahadati, Elly; Astuti, Desi Sri; Asman, Hamid
Jurnal Pendidikan Bahasa Vol 7, No 2 (2018): Jurnal Pendidikan Bahasa
Publisher : IKIP PGRI Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (125.569 KB) | DOI: 10.31571/bahasa.v7i2.1012

Abstract

Penelitian studi kasus ini dimaksudkan untuk mecari tahu apakah ada hubungan antara keterampilan membaca dengan self-esteem mahasiswa semestrer dua Program Studi Bahasa Inggris IKIP PGRI Pontianak tahun akademik 2016/2017. Adapun kelas yang menjadi sampel adalah kelas A sore yang berjumlah 34 orang. Penelitian ini menggunakan metode analisis korelasi, yakni studi yang membahas tentang derajat hubungan antara variabel-variabel. Pengumpulan data dalam penelitian ini menggunakan dua metode yaitu soal tertulis dan kuesioner. Dari data yang diperoleh dapat disimpulkan bahwa harga diri/self esteem memainkan peran penting dalam keterampilan membaca. Mahasiswa dengan harga diri yang tinggi cenderung tidak merasa malu atau takut ketika mereka membaca teks. Sementara mahasiswa dengan harga diri yang rendah cenderung takut melakukannya.Kata kunci: mahasiswa, keterampilan membaca, teks bacaan, self esteem
Teaching Academic Listening through Metacognitive Instruction Viewed from Students’ Interest Asman, Hamid
JET ADI BUANA Vol 1 No 02 (2016)
Publisher : English Education Department, Faculty of Teacher Training and Education, Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/jet.v1.n02.2016.1339

Abstract

This experimental study was carried out at the English Education Department of IKIP-PGRI Pontianak in the Academic Year of 2015/2016. The population was the third semester students and the sample consisted of two classes. The experimental group was treated by using metacognitive instruction; while the control group was treated by using Cognitive instruction. The sampling technique used was cluster random sampling. The instruments used to collect the data were questionnaire and listening test. The data were analyzed by using multifactor analysis of variance (ANOVA 2X2) and tukey test. The findings were: (1) metacognitive instruction was more effective than Cognitive instruction to teach academic listening; (2) the students with high listening interest have better ability; and (3) there was an interaction between teaching instruction and students’ interest. It can be concluded that metacognitive instruction is an effective way to teach academic listening
Co-Authors Desi Sri Astuti, Zulkarnaen, Desi Sri Astuti, Elly Syahadati, Elly Rodhi Rodhi Siti Zubaidah