Articles
<![CDATA[Enhancing Literacy in Enriching Academic Writing Capacity ]]>
<![CDATA[Yamin, Moh.]]>;
<![CDATA[Setiawan, Slamet]]>
<![CDATA[ VELES Voices of English Language Education Society Vol 3, No 2 (2019): VELES Voices of English Language Education Society ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/veles.v3i2.1572
<![CDATA[This study was conducted to find out the importance of enhancing literacy for enriching the academic writing capacity. The expected study is that it has significance in teaching writing to produce new awareness through literacy and also aims to influence the paradigm in writing use for social practices. The descriptive qualitative method is applied. The data are taken from four research articles on literacy dealing with academic writing. Findings and results from each research article are the data for this study. Every finding and result of research article becomes the data source to discuss. The findings show that literacy contributes towards the success in academic writing. The good academic writing does not only deal with how the one writes, but also detects whether one?s writing is the social reflection or not or respond to the social issues or not.]]>
<![CDATA[Learning From Students’ Experiences in Writing Paragraph ]]>
<![CDATA[Moh. Yamin]]>
<![CDATA[ Metathesis: Journal of English Language, Literature, and Teaching Vol 3, No 2 (2019): Metathesis: Journal of English Language, Literature, and Teaching ]]>
Publisher : <![CDATA[English Education Study Program, Faculty of Education and Teachers Training, Tidar Univer ]]>
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DOI: 10.31002/metathesis.v3i2.1736
<![CDATA[This article aims to describe the students' ability in writing a paragraph. It is a descriptive qualitative in which the number of respondents is 60 students. All samples are taken from the guided writing class as the first subject series of a writing class. The data collection is obtained through a number of assignments they did and uploaded in a blog. From all assignments of writing task, only six assignments of writing task were taken and analyzed, based on top ones in writing quality starting from topic sentence, supporting sentences, and concluding sentence. Based on the analysis result, students’ ability is located on weakness in determining the topic sentence, starting the topic sentence, and writing supporting sentences. Their weakness appears because of the inability to formulate the topic, topic sentence, and difficulty to find the relevant supporting sentences to write for supporting the topic sentence. The inability of formulating topic, topic sentence, and supporting sentences contributes towards inability to apply the unity knowledge in making supporting sentences united.]]>
<![CDATA[ENHANCING INNOVATIVE PEDAGOGY IN TEACHING ENGLISH AS AN INTERNATIONAL LANGUAGE FOR INDONESIAN LEARNERS ]]>
<![CDATA[Moh. Yamin]]>;
<![CDATA[Oikurema Purwati]]>
<![CDATA[ English Teaching Journal : A Journal of English Literature, Language and Education Vol 9, No 2 (2021) ]]>
Publisher : <![CDATA[Universitas PGRI Madiun ]]>
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DOI: 10.25273/etj.v9i2.10117
<![CDATA[English at present is not viewed as a foreign language concerning global needs that should be learned and understood by students with isolation. Therefore, English undergoes shifting from foreign into international language or English as International Language (EIL). This paper describes the importance of EIL teaching to Indonesian students through innovative pedagogy as an effort to speed their English competence in written and spoken. At present theories and research studies dealing with EIL and innovative pedagogies are presented. All confirm that it is time to teach EIL to make the students having their identity although they use English. In EIL, students respect the local identity while learning English. Innovative pedagogy is the instruction strategy to make the students interactive and interested in English. Hence, the teachers’ role in teaching English through innovative pedagogy is required. Teachers should use the students’ environment as teaching material with global knowledge.]]>
<![CDATA[Language Power in the Classroom Viewed from Nietzsche and Heidegger ]]>
<![CDATA[Moh. Yamin]]>;
<![CDATA[Fabiola Dharmawanti Kurnia]]>;
<![CDATA[Ali Mustofa]]>
<![CDATA[ OKARA: Jurnal Bahasa dan Sastra Vol. 14 No. 1 (2020): OKARA: Jurnal Bahasa dan Sastra ]]>
Publisher : <![CDATA[IAIN MADURA ]]>
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DOI: 10.19105/ojbs.v14i1.2683
<![CDATA[Language should be viewed as the space to build the interaction. The classroom practice in which the teacher and students interact in a teaching-learning activity should be empowered through language. To produce a language aura that can be paid attention by the participants, it is important to put language as the power in the positive side in which every participant respect the language as the power to tie each other. This study aims to explore Nietzsche's and Heidegger's views on the use of language and language power in the classroom and to compare both of their views in the classroom. The expected study is that it has the significance of using the language as the center of communication and teaching-learning. The descriptive qualitative method is applied. The data are taken from four research articles on Nietzsche's and Heidegger’s views dealing with language power in the classroom. Findings and results from each research article are the data for this study. Every finding and result of the research article becomes the data source to discuss. The findings show that the capability in using language can be the space of power so that it drives the class to become effective and there is an interactive dialogue between the teacher and students.]]>
<![CDATA[STUDENTS’ ACTIVITIES IN INTEGRATED THEMATIC TEXTBOOKS FOR PRIMARY SCHOOL TO MEET 21st CENTURY SKILLS ]]>
<![CDATA[Vivi Aulia]]>;
<![CDATA[Moh Yamin]]>
<![CDATA[ Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Vol 11, No 3 (2020): September ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Mataram ]]>
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DOI: 10.31764/paedagoria.v11i3.2617
<![CDATA[Abstrak: Penelitian ini bertujuan untuk mengetahui apa saja aktivitas keterampilan siswa pada buku teks tematik terpadu jenjang SD yang dibutuhkan pada abad 21 saat ini. Buku teks tematik terpadu yang diteliti berjudul Bumiku dan Menjelajah Angkasa Luar untuk kelas enam yang diterbitkan oleh Kementerian Pendidikan dan Kebudayaan RI tahun 2018 sesuai dengan Kurikulum 2013. Metode penelitian ini adalah deskriptif dengan pendekatan kualitatif. Kriteria yang digunakan dalam menganalisis aktivitas keterampilan siswa pada buku ini mengadaptasi kriteria Partnership for 21st century skills yaitu critical thinking and problem solving skills, communication skill, collaboration skill, dan creativity and innovation skills. Hasil analisis menunjukkan bahwa aktivitas keterampilan siswa yang dominan muncul pada kedua buku ini berdasarkan kriteria tersebut adalah memunculkan ide dan membuat kesimpulan untuk mendorong siswa memiliki critical thinking and problem solving skills, saling berdiskusi untuk mendorong siswa memiliki communication skill, bekerjasama dalam kelompok untuk mendorong siswa memiliki collaboration skill, serta membuat hasil karya sendiri secara kreatif untuk mendorong siswa memiliki creativity and innovation skills. Berdasarkan hasil analisis ini, buku teks tematik terpadu untuk jenjang SD diharapkan dapat memberikan variasi aktivitas keterampilan abad 21 lebih banyak sebagai bekal mempersiapkan siswa dari jenjang dasar untuk bersaing di era globalisasi pada masa yang akan datang.Abstract: The aim of this research was to know what kind of skills in the today’s 21st century were promoted by integrated thematic textbooks for primary school. Two integrated thematic textbooks have been investigated. They were Bumiku and Menjelajah Angkasa Luar for the sixth grade of primary school published by the Indonesia Ministry of Education and Culture following 2013 Curriculum. The research was descriptive with a qualitative approach. The criteria for century skills used to analyze the content of those textbooks were adapted from the Partnership for 21st century skills. They were critical thinking and problem solving skills, communication skill, collaboration skill, as well as creativity and innovation skills. The result of the analysis showed that the dominant student activities occuring in these textbooks were generating idea and making inference activities to promote critical thinking and problem solving skills, discussing activity to promote communication skill, working in group to promote collaboration skill, and creating product creatively to promote students’ creativity and innovation skills. It was expected that the activities on integrated thematic textbooks would further enhance the skills of primary school students in the 21st century as the first step at the level of education preparing them along with future globalization.]]>
<![CDATA[Enhancing Literacy in Enriching Academic Writing Capacity ]]>
<![CDATA[Moh. Yamin]]>;
<![CDATA[Slamet Setiawan]]>
<![CDATA[ VELES Voices of English Language Education Society Vol 3, No 2 (2019): VELES Voices of English Language Education Society ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/veles.v3i2.1572
<![CDATA[This study was conducted to find out the importance of enhancing literacy for enriching the academic writing capacity. The expected study is that it has significance in teaching writing to produce new awareness through literacy and also aims to influence the paradigm in writing use for social practices. The descriptive qualitative method is applied. The data are taken from four research articles on literacy dealing with academic writing. Findings and results from each research article are the data for this study. Every finding and result of research article becomes the data source to discuss. The findings show that literacy contributes towards the success in academic writing. The good academic writing does not only deal with how the one writes, but also detects whether one’s writing is the social reflection or not or respond to the social issues or not.]]>
<![CDATA[Enhancing Critical Thinking in Analyzing Short Story “The Lazy Jack” Viewed from Identity Theory ]]>
<![CDATA[Moh. Yamin]]>;
<![CDATA[Ajah Saputra]]>;
<![CDATA[Nurhamsi Deswila]]>
<![CDATA[ Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 3, No. 1, January 2021 ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta, Indonesia ]]>
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DOI: 10.23917/ijolae.v3i1.9948
<![CDATA[This paper aims to describe and discuss the messages and meanings of the short story “The Lazy Jack”. The significance of this research is for building new frame that analyzing literary work is only viewed from the setting or character in a simple manner, but also can be viewed from identity theory assisted with critical thinking as the thinking approach rationally and based on the reason. The basis of reasoning is based on the researchers’ capacity in deepening and learning the situations and conflict happening to the character in the story. It is qualitative research in which the data collection is started from coding obtained from the text “The Lazy Jack” in line with the goal of the research. The result of this research shows that Jack does not have a firm personal identity, firm life principle, life vision, and struggling for survival. He is the one dependent on others although he always fails to learn to be better. It means that Jack is without personal and social identity. ]]>
<![CDATA[KAJIAN TENTANG NILAI-NILAI KARAKTER DALAM PEMBELAJARAN BAHASA INGGRIS JURUSAN IPS TINGKAT SMAN DI KOTA BANJARMASIN ]]>
<![CDATA[Moh Yamin]]>;
<![CDATA[Wahyu wahyu]]>;
<![CDATA[Mariatul Kiptiah]]>
<![CDATA[ Scientia: Jurnal Hasil Penelitian Vol 1 No 2 (2016): Scientia Desember ]]>
Publisher : <![CDATA[LP2M IAIN Syaikh Abdurrahman Siddik Bangka Belitung ]]>
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<![CDATA[this research aims to find out the appropriate material and character values that should be insertted in teaching English to high school students majoring in social studies in Banjarmasin. The method used is a qualitative descriptive intended to describe the material and values through English. The results showed that the text that can be used in learning the English language-based character education cover the text on character; one's experience; history and stories about everyday life; text about history and everyday life; text about the social, religious, economic, cultural and others; text about the warriors of the nation and world leaders; the story of the cunning hare and the crocodile; text about social life and history; text on ethics and the importance of implementing in their daily lives; text that contains a positive value for the students; the story of the good trustee; text about student's discipline, caring and sharing; text on myth and legend; local stories; funny stories that educate and contains a mandate for good daily; text about the self development for interaction; and text about lessons of life.]]>
<![CDATA[KEBIJAKAN LITERASI UNTUK MENINGKATKAN PRODUKTIVITAS PUBLIKASI DI PERGURUAN TINGGI ]]>
<![CDATA[Mohammad Yamin]]>
<![CDATA[ JAS-PT (Jurnal Analisis Sistem Pendidikan Tinggi Indonesia) Vol 2 No 1 (2018): JAS-PT Edisi JULI 2018 ]]>
Publisher : <![CDATA[Forum Dosen Indonesia ]]>
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DOI: 10.36339/jaspt.v2i1.120
<![CDATA[This research studies the importance of literacy as an integral part of building a higher education institution through upholding the academic culture. This study is a policy study that analyzes the act of higher education, technology, and research No. 20/2017. This study deals with the need for universities to encourage every lecturer to revive the academic atmosphere and one of them is a scientific publication as the manifestation of the three tasks of higher education. It means that when the academic atmosphere of publication is formed well, it can encourage lecturers to write the scientific publications. Keywords: literacy policy, scientific publication, and three tasks of higher education]]>
<![CDATA[EFL Students' Perspectives on the Use of Blog towards Their Writing Performance ]]>
<![CDATA[Moh. Yamin]]>;
<![CDATA[Slamet Setiawan]]>;
<![CDATA[Syafi’ul Anam]]>
<![CDATA[ Jurnal Pedagogy Vol 8 No 2 (2020): Pedagogy: Journal of English Language Teaching ]]>
Publisher : <![CDATA[State Institute for Islamic Studies IAIN of Metro ]]>
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DOI: 10.32332/pedagogy.v8i2.1793
<![CDATA[Obtaining English Foreign Language (EFL) students’ views dealing with their preferences of blog to assist their writing skills in practice is needed in order to make them more helpful in writing practice. This research aims at finding out significant correlation between students’ perspective on the use blog in writing activity and their writing performance. It is correlational study that correlates two variables: blog use and writing performance. The result of this research shows that there is no significant correlation between the students’ perception on blog use in writing activities with their writing performances. Although the students have high and positive perception toward blog use in writing actives done by the teacher in the class, it does not give high response to the students’ writing performance. It happens because some extraneous and possible factors may influence the result of this research. Finally, this research is expected to contribute towards enriching teaching approach knowledge in writing.]]>
