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All Journal Ahmad Dahlan Journal of English Studies Proceedings of ISELT FBS Universitas Negeri Padang English Language Teaching Educational Journal UAD TEFL International Conference
Sucipto, Sucipto
Universitas Ahmad Dahlan
Arts Education Languange, Linguistic, Communication & Media Social Sciences

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DEVELOPING ENGLISH TEXTBOOK FOR MUHAMMADIYAH SCHOOL; AN IDEA TO INTEGRATE THE MUHAMMADIYAH VALUES INTO ELT Septian Dwi Cahyo; Ika Rizqi Vitasari; Sucipto Sucipto
UAD TEFL International Conference Proceedings of the 4th UAD TEFL International Conference
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/utic.v1.201.2017

Abstract

As the most common teaching materials, textbook always has significant impact toward English language teaching. An English textbook contains language culture, ideology, and behavior. While a common textbook is developed by mimicking the native language, it can be said that an English textbooks have secular knowledge for not integrating faith into its content. The Muhammadiyah proposed an education of coherence between knowledge and faith for better education by developing unique curriculum known as ISMUBA which is contain Islamic values and enhancing knowledge. The problem is most of teachers in the Muhammadiyah school use general English which does not meet with the Muhammadiyah education goal.This paper propose and give example of an idea to develop an English textbook for the Muhammadiyah schools by integrating the Muhammadiyah values into textbook. The textbook is developed by integrating Islamic values as base of language teaching materials. The textbook is also developed based on Kurikulum 2013 for English language teaching, so there is no contradiction of national education goal and the textbook itself. The textbook is developed in order to achieve coherence of knowledge and faith in the Muhammadiyah education
DEVELOPING ENGKLEK GAME USING LEARNING STYLES APPROACH TO TEACH ENGLISH VOCABULARY FOR 4TH GRADE STUDENTS OF SD MUHAMMADIYAH KAUMAN YOGYAKARTA IN ACADEMIC YEAR 2015/2016 Agustia Pristiana Maulida; Sucipto Sucipto
UAD TEFL International Conference Proceedings of the 4th UAD TEFL International Conference
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/utic.v1.145.2017

Abstract

This study was intended to develop Engklek Game using learning style approach as a media to teach English vocabulary for 4th grade students of SD Muhammadiyah Kauman Yogyakarta in academic year 2015/2016.The subject of the research was 4th grade students of SD Muhammadiyah Kauman Yogyakarta in academic year 2015/2016. The data of students’ needs and learning style was collected by the researcher by giving questionnaire, doing interviews and doing observations. The result of the data then was used to become considerations in developing Engklek Game. Then, the prototype of the product was evaluated by experts. There were English teacher as the expert in ELT and lecture of Elementary Education Department as the expert in learning styles. In order to find the effectiveness of Engklek Game, the implementation was done by giving pre-test, treatment and post-test to students. The data was calculated by using SPSS 16.00. After the implementation, the researcher did evaluation by analyzing the students’ responses to the media.The result of the evaluation done by the experts of ELT and learning styles showed that Engklek Game is suitable to be used as media to teach English vocabulary for 4th grade students of SD Muhammadiyah Kauman Yogyakarta in academic year 2015/2016. In other side, after the result of pre test and post test had been calculated, it can be seen that there was a significant enhancement of students in learning English vocabulary after taught using Engklek Game. While based on students’ response, it can be concluded that Engklek Game is appropriate to be used.
A Content Analysis of the Reading Activities in “Bright 2”an English Textbook for Junior High School Students Sucipto Sucipto; Septian Dwi Cahyo
English Language Teaching Educational Journal Vol. 2 No. 1 (2019)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v2i1.918

Abstract

This study aimed to analyze reading activities in “Bright 2” an English textbook for junior high school students grade VIII in Indonesia by using Bloom’s revised taxonomy. A content analysis was conducted to achieve the research purpose. The findings show that the textbook has dominant reading activities on the cognitive process “analyze” 27% and “apply” 21% of the total 145 reading activities, respectively.  The number of higher and lower cognitive processes in this textbook is almost balanced on 49% of higher order thinking skills and 51% of lesser order thinking skills correspondingly. There is a slight difference between the number higher thinking process and lower thinking process since most reading activities are on “analyze”, which is belong to the higher thinking process while the second most frequent reading activities are “apply”, the lower thinking process. Meanwhile, “apply” and “analyze” is placed on the 3rd and 4th in the taxonomy, it means that the textbook emphasizes the middle cognitive thinking process of Bloom’s revised taxonomy, which is formed by “apply” and “analyze”  thinking process.
Promoting Metacognitive Strategies to Listening Class Sucipto Sucipto
Ahmad Dahlan Journal of English Studies Vol 2, No 2 (2015): September
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1095.616 KB) | DOI: 10.26555/adjes.v2i2.2977

Abstract

Listening skill is often ignored. David Nunan (1997) commented that listening is the "Cinderella Skill" which is overlooked by its elder sister "speaking" in SL learning. Speaking and writing skill has become the standard of the knowledge of second language, listening and reading have been turned to be the secondary ones. On the other hand, listening is vital in the language classroom because it provides input for the learner. In fact, most English listening teachers focus on testing learners listening skill rather than on developing the learners’ listening skill. This practice tends to make them anxious and tends to become ineffective listeners. This condition brings about the learners’ difficulties in comprehending listening materials. Good English teachers should minimize such a condition. This article attempts to find ways of creating good atmosphere for listening class. What should we “as teachers’ do to respond the problem? Metacognitive is theory of awareness of what and how to learn. Based on my experience in teaching listening, metacognitive strategies are very valuable for learners to learn listening. Finally, I encourage listening class teachers to promote the strategies to their students. To promote the strategies a teacher should do several steps with the class; discussing learners’ problems, talking the nature of listening, building students’ awareness about the important of learning strategies, training the students about metacognitive strategies, and doing reflection. Keywords: Listening, Strategy, Metacognition 
The Power of Feedback to Enhance Writing Skill Sucipto Sucipto
Proceedings of ISELT FBS Universitas Negeri Padang Vol 2 (2014): Proceedings of 2nd International Seminar on English Language Teaching (ISELT)
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (868.431 KB)

Abstract

Writing is not a simple task, even in the first language. Obviously, writing in the second language is more complicated. Teachers should find appropriate techniques to assist students to overcome their difficulties in learning writing. Feedback is one alternative that can be implemented in the classrooms. Teachers provide feedback to support students’ writing development and encourage their confidence as writers. Feedback plays a significant role in writing development. According to Ur (1996 : 242) feedback is information that is given to the learner about his or her performance of the learning task, usually with the objective of improving their performance. This article describes three research findings based on the classroom action research of feedback implementation in writing class. The research findings discussed in this article show that the feedback is able to help students to enhance their writing performance.
Co-Authors Agustia Pristiana Maulida Ika Rizqi Vitasari Septian Dwi Cahyo