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Edulingua: Jurnal Linguistiks Terapan dan Pendidikan Bahasa Inggris
ISSN : 23565535     EISSN : 25492667     DOI : -
Core Subject : Education,
Arjuna Subject : -
Articles 7 Documents
Search results for , issue "Vol 7, No 2 (2020)" : 7 Documents clear
CULTURAL CONTENT ANALYSIS ON GOVERNMENT-ISSUED ENGLISH LEARNING TEXTBOOKS Ryan Ghassan Albari; Harumi Manik Ayu Yamin
Edulingua: Jurnal Linguistiks Terapan dan Pendidikan Bahasa Inggris Vol 7, No 2 (2020)
Publisher : Universitas Islam Nahdlatul Ulama Jepara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34001/edulingua.v7i2.1393

Abstract

In today’s world, the English language is seen as the international language for its world-wide use in all aspects of life. The language thus becomes the medium in bridging communication gaps between countries by providing a common ground for communication. To cater to the need of human resources with intercultural communicative competence (ICC), the government in Indonesia has issued textbooks for English learning for middle school students. In Indonesian national curriculum, English language is first formally learned in middle school, where the students are at the age of shaping their own ideology and values, which could also come from learning. This study examines the English textbooks issued by the government by analyzing their cultural content. The cultural elements are examined and divided into three components using the framework from Yuen’s cultural elements, a modified version of Cortazzi and Jin’s cultural aspects by Tazeddin & Teimournezhad, and Gomez Rodriguez’s surface culture and deep culture. The results show that the cultural content is disproportionate, and it might lead to the failure of creating ICC learners as it dismisses other aspects and elements of culture that are important in nurturing ICC.
APPLICATION OF THE MODEL INQUIRY LEARNING FOR EFFORTS TO IMPROVE ENGLISH LEARNING ACHIEVEMENT (A Case Study in Class XII IPA-3 MAN 2 Students in Odd Semester Academic Year 2019/2020) Muzammil Muzammil
Edulingua: Jurnal Linguistiks Terapan dan Pendidikan Bahasa Inggris Vol 7, No 2 (2020)
Publisher : Universitas Islam Nahdlatul Ulama Jepara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34001/edulingua.v7i2.1402

Abstract

This research is intended to describe the Inquiry Learning (IL) Model in order to improve students' English learning achievement. The purpose of this study was to determine whether there was an increase in the English learning achievement of students in class XII IPA-3 Madrasah Aliyah Negeri 2 Pati, in the Odd Semester of the 2019/2020 Academic Year. The research subjects were 36 students of class XII IPA-3 Madrasah Aliyah Negeri 2 Pati. The research variables consisted of student variables (students' ability to solve questions) and teacher variables (planning and implementing learning by teachers in the classroom). The research was conducted in two cycles and each cycle consisted of four stages, namely: planning, implementing, observing and reflecting. Success indicators are determined when at least 75% of students achieve learning completeness after the Inquiry Learning (IL) Model is applied. From the research results, it was found that there was an increase in students' English learning achievement as indicated by: (1) the average student achievement in cycle I was 7.29, cycle II was 7.49 and cycle III cycle III was 8.81 ; (2) in the first cycle there were 22 students or 61.11% who completed the study; and those who did not complete were 14 students or 38.89%; in cycle II there were 26 students or 72.22% complete learning; and students who did not complete there were 10 students or 27.78%; and in cycle III there are 36 students or 100% complete learning; and there are no students who do not complete; and (3) completeness of classical learning in the first cycle is 61.11%; in cycle II classical completeness became 72.22%; while in cycle III it reached 100.00%. This means that the competency test / evaluation results in cycle I, cycle II and cycle III always increase. There is an increase in student activity during the learning process, both individually and in groups. Student response to the implementation of the Inquiry Learning (IL) Model is 85.22% (strongly agree or in the very high category.
IMPLEMENTATION OF LEARNING MODELS TEAM GAME TOURNAMENT TO IMPROVE STUDENTS 'ENGLISH LEARNING ACHIEVEMENT (A class Action Research at Grade X IPA-2 MAN 1 Pati 2019/2020) Bambang Budiyono
Edulingua: Jurnal Linguistiks Terapan dan Pendidikan Bahasa Inggris Vol 7, No 2 (2020)
Publisher : Universitas Islam Nahdlatul Ulama Jepara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34001/edulingua.v7i2.1401

Abstract

The purpose of this study was to determine whether the Team Game Tournament (TGT) Learning Model improves the English learning achievement of students of The class X IPA-2 odd semester Madrasah Aliyah Negeri 1 Pati in the 2019/2020 academic year. The design of this study is a classroom action research conducted in three cycles. Each cycle consists of planning, implementing, observing and reflecting. The research subjects were students of The class X IPA-2 odd semesters Madrasah Aliyah Negeri 1 Pati in the 2019/2020 academic year. The research variables consist of student achievement variables and teacher activity variables. The data collection method is the observation questionnaire method, and the test method. The data analysis method is qualitative data analysis. From the results of the study, information was obtained that there was an increase in the English learning achievement of The class X IPA-2 students in the odd semester of Madrasah Aliyah Negeri 1 Kudus for the 2019/2020 academic year. This increase is indicated by: (1) the average student achievement in cycle I is 7.14; in the second cycle cycle was 7.44; and in cycle III is 8.84; (2) student learning completeness in cycle I was 17 students or 47.22% and 19 students or 52.78% who did not complete; in cycle II students who completed were 26 students or 72.22% and those who did not complete were 10 students or 27.78%; in cycle III, students who completed 36 students or 100% and there were no students who did not complete; (3) completeness of classical learning in the first cycle was 47.22%, in the second cycle it was 72.22; and in cycle III it reaches 100%. This means that it has reached the predetermined indicator. Besides that, there is also an increase in student activity during the learning process, both individually and in groups. Student responses or responses to the application of the TGT learning model were classified as high, reaching 83.14%.
USING PHONETIC TRANSCRIPTION TO IMPROVE STUDENTS’ PRONUNCIATION SKILLS Bambang Irawan; Muhammad Ahsan Tampubolon
Edulingua: Jurnal Linguistiks Terapan dan Pendidikan Bahasa Inggris Vol 7, No 2 (2020)
Publisher : Universitas Islam Nahdlatul Ulama Jepara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34001/edulingua.v7i2.1325

Abstract

For EFL students especially the students of English Letters Department at Pamulang University, mastering English is something challenging. There are several problems which they face in learning English. One of the most crucial problems is pronunciation. Hence, appropriate teaching methods such as using phonetic transcription are needed to help the students to improve their pronunciation. This research focused on using phonetic transcription to improve the pronunciation skills of the fourth semester students of English Letters Department of Pamulang University. It was aimed to reveal if the utilization of phonetic transcription was able to improve the students’ pronunciation. It was also aimed to figure out how phonetic transcription improved the students’ pronunciation. This research implemented Classroom Action Research which was carried out from February until April 2020. There were two cycles in this research and each cycle consisted of three meetings. In collecting the data, the writers used field notes, interviews and tests. The average of the students’ score in the pre-cycle and cycle 1 were 59,86 and 66,07 which were still lower  than 75 as the target. In the cycle 2, the average of the students’ score was 75,56 which was higher than 75. Based on the results of the study, it can be concluded that phonetic transcription was able to improve the students’ pronunciation. Phonetic transcription had role in improving both segmental and supra segmental features of the students’ pronunciation. 
Teachers’ Knowledge about Higher-order Thinking Skill and It’s Implementation in Teaching Reading Classroom: A Case Study in a Higher Secondary School in Indonesia Desy Pusparini; Suparno Suparno; Teguh Sarosa
Edulingua: Jurnal Linguistiks Terapan dan Pendidikan Bahasa Inggris Vol 7, No 2 (2020)
Publisher : Universitas Islam Nahdlatul Ulama Jepara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34001/edulingua.v7i2.1255

Abstract

ABSTRACTHigher-order Thinking Skills (HOTS) is a well-known term that is nowadays being discussed among researchers, especially in education contexts. In this globalization era, developing students’ ability to think with HOTS becomes teachers’ challenging task to do. They are responsible to enrich their knowledge about HOTS and update findings and ideas of HOTS implementation in teaching. So, they will be able to implement HOTS in teaching they believe will be ideal and effective to develop students’ HOTS. This research aims to investigate teachers’ knowledge about HOTS and investigate how they implement their knowledge of HOTS in teaching reading classroom. This is a qualitative research with case study as the research design. The data were collected using in-depth interviews followed by observation. The participants of this research are three English teachers from a senior high school who teach different grades. The results of this research show that the teachers’ knowledge of HOTS is still low. They do not understand HOTS conceptually. However, their implementation of HOTS in teaching reading show that they implement HOTS to teach reading that enables students to activate their HOTS. They include the concept of effective HOTS teaching suggested by Fogarty (2009).
A Need Analysis in English for Business Material at Economic Faculty of Pandanaran University Tiara Nove Ria; Djamaludin Malik
Edulingua: Jurnal Linguistiks Terapan dan Pendidikan Bahasa Inggris Vol 7, No 2 (2020)
Publisher : Universitas Islam Nahdlatul Ulama Jepara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34001/edulingua.v7i2.1380

Abstract

This article’s aim is to find out what students’ of Economic Faculty of Pandanaran University need in learning English for Business course to improve the materials design. Since in Indonesia there are so many companies have already engaged with overseas client or customer, they have already applied English as media for communication in their daily work. Then, for preparing the readiness of the graduates to work at such company, there is English for Business course that must be taken by the students of Economic Faculty. However, the materials which are taught to students, so far, do not meet the students’ interest and need. That is why this study conducted to put the students first in improving materials. This quantitative and qualitative study used Needs Analysis Theory. Questionnaire and interview were conducted to collect the data and get all information to improve the materials design of English for Business Course. The participants of this study were an English lecturer, two HRD of multinational company, and 50 students of Economic Faculty at Universitas Pandanaran. The result of this study showed several found of materials that can be taught. Furthermore, it can be implemented in English for Business teaching.
ENTERPRENEURIAL-BASED ENGLISH LEARNING (MISS MAYA) TO BUILD ENTREPRENEURIAL LEADERSHIP FOR STUDENTS COLLEGE Eko Heriyanto; Amin Khudlori
Edulingua: Jurnal Linguistiks Terapan dan Pendidikan Bahasa Inggris Vol 7, No 2 (2020)
Publisher : Universitas Islam Nahdlatul Ulama Jepara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34001/edulingua.v7i2.1392

Abstract

The industrial revolution is a fusion of automation technology with cyber. The current trend in the industrial world is starting to touch the virtual world with several systems such as cyber physical systems, internet of things (IoT), cloud computing, and cognitive computing. Revolution 4.0 implements intelligent technology that can be connected to various lines of life, including students’ needs. They must be active to form their entrepreneurial leadership to face these challenges. Absolutely, this must be supported by encouragement, collaboration and integration of learning in the field of entrepreneurship. The purposes of this research are to describe the steps of implementing the Miss Maya, to find and describe the advantages of Miss Maya in building a concrete entrepreneurial leadership, and to determine the effectiveness of Miss Maya in English learning. The method used is mix method; qualitative and quantitative research design. Primary data include references/ literature/ journals/ books related to the discussion. Secondary data include documentation and field data of the implementation obtained through observation and interviews. The results of this research are the implementation of Miss Maya can be done through the preparation, implementation and assessment. Through t-test analysis which showed that sig. (2-tailed) of all = 0.000 and the probability less than 0.05, Miss Maya is an effective strategy to be used in English learning. Miss Maya is a futuristic imaginative integrative English learning method with six main elements of doing business which is expected to be able to foster the students’ entrepreneurial leadership to face the industrial revolution 4.0.

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