ACITYA Journal of Teaching & Education
ACITYA Journal of Teaching & Education provides scientific article of teaching and education that can be publications of scientific articles, book reviews, original research reports, and reviews in education. This journal consists of three sections. Paper must be submitted according to the section. Section English Language Teaching, English Literature, & English for Specific Purpose Section Curriculum Development, Teacher Education, ICT & Learning Media Section Phisycal Education, Classroom Action Research, & Educational Studies.
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<![CDATA[Uncovering Students’ Ability in Writing Simple Sentences Using Pictures ]]>
<![CDATA[Asma Subur]]>;
<![CDATA[Juhansar Juhansar]]>;
<![CDATA[Hasse Jubba]]>;
<![CDATA[Mustaqim Pabbajah]]>;
<![CDATA[Nichella Ayu Clarita]]>
<![CDATA[ Acitya: Journal of Teaching and Education Vol 5 No 1 (2023): Acitya: Journal of Teaching and Education ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Kalimantan Timur ]]>
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DOI: 10.30650/ajte.v5i1.3293
<![CDATA[The development of technology affects the education sector in urban and rural areas. Teachers-students in rural areas find it difficult to apply it for some reasons. Therefore, teachers must be more creative and innovative in the learning-teaching process besides using technology, such as pictures. This research describes students' ability to write simple English sentences using pictures. The type of this research is descriptive quantitative. The respondents were tenth-grade students of SMA Negeri 29 Halmahera Selatan, which consisted of 13 males and seven females. The data were collected through an English simple sentence test consisting of 4 pictures. Each student wrote five sentences in a picture. This research showed that the mean score of students' ability to write simple English sentences using pictures is 2.95, referring to the good category. This research recommends that future research investigate the effectiveness of pictures as media used in rural and urban areas' learning-teaching process.]]>
<![CDATA[Strategies of Language Learning among Tourism College Students in Bali ]]>
<![CDATA[Dika Pranadwipa Koeswiryono]]>;
<![CDATA[I Wayan Suadnyana]]>;
<![CDATA[Francisca Titing Koerniawaty]]>
<![CDATA[ Acitya: Journal of Teaching and Education Vol 5 No 1 (2023): Acitya: Journal of Teaching and Education ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Kalimantan Timur ]]>
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DOI: 10.30650/ajte.v5i1.3337
<![CDATA[This study is conducted to discover the learning strategies used by more successful and less successful language learners at a tourism college in Bali. This mix-method research combined quantitative data from the questionnaire with qualitative narration obtained from a semi-structured interview. Thirty students were asked to fill in the Strategy Inventory of Language Learning (Oxford 1990). The next step was the interview, whose questions were based on their SILL results; it scrutinized the explanation of the low or high rate that they had given. The result showed that metacognitive strategies were the most prevalent among students in both groups. On the other side, the least used strategies for more successful learners were those of memory, whereas the less successful ones most rarely used compensation strategies. The interview revealed that the more successful participants improve their English by watching movies or reading books. The other strategies were taking notes and using new words in conversation, as well as making guesses on new words, and writing in a diary. Language learners could refer to those strategies to accelerate their learning progress. Teachers should also be aware of the diverse strategies and inform the students about the other alternative strategies that might suit their weaknesses, strengths, or learning style. It is also very helpful to provide an environment where students could explore different strategies, either by making access to native speakers available or by assigning diary writing and portfolio.]]>
<![CDATA[An Analysis of Figurative Languages Used in Lokamase Ceremony ]]>
<![CDATA[Yanto Yanto]]>;
<![CDATA[Rikardus Nong Siga]]>
<![CDATA[ Acitya: Journal of Teaching and Education Vol 5 No 1 (2023): Acitya: Journal of Teaching and Education ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Kalimantan Timur ]]>
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DOI: 10.30650/ajte.v5i1.3454
<![CDATA[The use of language in human life is very diverse, one of which is figurative language. Figurative language is the use of beautiful words with figurative language created from the author's feelings to give effect by comparing one thing with another object that is more general. The objectives of the study are to describe the types of the figurative language found in Lokamase Ceremony to identify the contextual meaning of the figurative language. This research is a qualitative research method. The method used in collecting the data related to the subject of this research is observation, interviews and documentation method. This study was conducted by collecting any relevant data and information about the topic or problem of the study from head of Lokamase and journal that are available for the analysis. The data collection used the following steps: collecting, reduction, display, and drawing conclusion and then selecting the data that used the types of figurative language. While the steps to analyze the data are identifying the types of figurative language, identifying the contextual meaning of the figurative language, and the last is interpreting the data. The result shows that found simile and hyperbole types of figurative language used in Lokamase ceremony and have their own meaning. Summing up the overall language of the figurative meanings used in the lokamase traditional ceremony is to uphold self-respect, human rights and also maintain indigenous culture.]]>
<![CDATA[The European Profiling Grid (EPG) Pre-service Teachers’ Level in Lesson and Course Planning Competence ]]>
<![CDATA[Neni Nurkhamidah]]>
<![CDATA[ Acitya: Journal of Teaching and Education Vol 5 No 1 (2023): Acitya: Journal of Teaching and Education ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Kalimantan Timur ]]>
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DOI: 10.30650/ajte.v5i1.3465
<![CDATA[It is recognized that teachers’ quality affects students’ performance. Therefore, the stakeholders have to make sure that teachers have the competence to perform the role as a qualified teacher. English Department of MNC University employs The European Profiling Grid (EPG) to assess preservice teacher competencies. The graduates of this department have to minimally achieve novice teachers’ level of EPG. This study aims at finding the preservice teacher level in lesson and course planning based on EPG standards. The descriptive qualitative method is applied. This research involves 17 students of MNC University in the Praktik Keterampilan Lapangan or Teaching Practice. The data is obtained from the lesson plans developed by preservice teachers and interviews. The result shows that the 13 preservice teachers of the English Department of MNC University are at the level of novice teacher and 4 preservice teachers are at the level of experienced teacher. The result indicates that all of the preservice teachers involved in this research have achieved the minimum requirements of graduates based on EPG, especially in lesson and course planning competence.]]>
<![CDATA[An Analysis of Students' Problems in Writing a Research Proposal ]]>
<![CDATA[Afifa Rastri]]>;
<![CDATA[Yanti Sri Rezeki]]>;
<![CDATA[Urai Salam]]>;
<![CDATA[Dwi Riyanti]]>;
<![CDATA[Surmiyati Surmiyati]]>
<![CDATA[ Acitya: Journal of Teaching and Education Vol 5 No 1 (2023): Acitya: Journal of Teaching and Education ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Kalimantan Timur ]]>
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DOI: 10.30650/ajte.v5i1.3479
<![CDATA[This research aimed to determine undergraduate students’ problems and factors causing the problems in writing a research proposal. Ninety-one English Education Study Program undergraduate students in FKIP Universitas Tanjungpura, Pontianak, West Kalimantan, participated in this research. This descriptive research used forty items in a questionnaire as the instrument modified from Dwihandini, Marhaeni, and Suarnajaya’s (2013) model. The model utilized three factors causing students’ problems in writing a research proposal, namely (1) psychological factors, (2) socio-cultural factors, and (3) linguistic factors. To report the findings of the results, the researcher used the descriptive statistics technique to display each factor's percentage score. The findings indicated that the score of linguistic factors got the highest (75,49%), which highly affected students' writing in research proposals. The conclusion is each factor causes problems, so it affects students in writing a research proposal, and linguistic factors become the dominant factor among others.]]>
<![CDATA[Improving Students’ Reading Comprehension of Narrative Text Through Directed Reading-Thinking Activity Strategy ]]>
<![CDATA[Ahmad Fawahid]]>;
<![CDATA[Y Gatot Sutapa Yuliana]]>;
<![CDATA[Luwandi Suhartono]]>
<![CDATA[ Acitya: Journal of Teaching and Education Vol 5 No 1 (2023): Acitya: Journal of Teaching and Education ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Kalimantan Timur ]]>
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DOI: 10.30650/ajte.v5i1.3484
<![CDATA[This study aim was to find out how directed reading-thinking activity strategy could improve students’ reading comprehension of narrative text. The directed reading-thinking activity strategy was applied to teach the ninth grade students of SMPS Awaluddin in the academic year of 2021/2022. This study was a classroom action research. The research findings showed that the students paid attention to the teacher’s explanation, the students were very active and brave to ask the teacher, looked enthusiastic and understood the reading comprehension of narrative text through directed reading-thinking activity strategy. It also was proven by the students’ individual reading test, in which their scores got increase because many students’ individual score got 72 until 84 which included good category, and two students got 88 until 92 as excellent category. Therefore, it can be concluded that directed reading- thinking activity strategy successfully improved the students’ reading comprehension of narrative text. The researcher hopes this strategy is used by the teachers in teaching reading comprehension.]]>
<![CDATA[Developing a Guide Book of Project-Based Learning Utilizing Tiktok Videos for Online English Classes ]]>
<![CDATA[Dwi Susanto Ali Purwoko]]>;
<![CDATA[Regina Regina]]>;
<![CDATA[Iksanudin Iksanudin]]>
<![CDATA[ Acitya: Journal of Teaching and Education Vol 5 No 1 (2023): Acitya: Journal of Teaching and Education ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Kalimantan Timur ]]>
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DOI: 10.30650/ajte.v5i1.3485
<![CDATA[The pandemic has migrated learning activities from offline to online as the effort to break the chain of the spread of Covid 19. Capability in utilizing technology in teaching is essential to support teaching English activities. Developing the appropriate learning model and instruction media in current situation is required to create the online teaching learning activities to be more innovative, attractive and effective. Based on the need analysis obtained from the English teachers who joint BIMTEK of TikTok as teaching Media, they have experienced implementing learning model proposed by Kemendikbud (Project-Based), but they have not utilized TikTok as teaching media. Therefore, the purpose of research is to develop a guide book of project-based learning utilizing TikTok videos for online classes. Development research was used in this research based on ADD. The data were collected through questionnaires, field notes, and participants’ reflection and comments. The data indicated that providing the appropriate learning model by utilizing the familiar media among the students in current situation is needed to ensure the English teaching activities are acceptable in giving meaningful experiences for the students who learn from their respective homes. The result of this research is a guide book of TikTok Project Based teaching consisted of learning model implemented (project-based learning), the media utilization (TikTok videos), the sample of project-based TikTok activities, the sample of material designs, and video tutorials.]]>
<![CDATA[Developing a Dayak Folk Storybook as Supplementary Material for Teaching Narrative Text ]]>
<![CDATA[Gabriella Lyonni]]>;
<![CDATA[Ikhsanudin Ikhsanudin]]>;
<![CDATA[Eka Fajar Rahmani]]>
<![CDATA[ Acitya: Journal of Teaching and Education Vol 5 No 1 (2023): Acitya: Journal of Teaching and Education ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Kalimantan Timur ]]>
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DOI: 10.30650/ajte.v5i1.3488
<![CDATA[This study aimed to develop a Dayak Folk Storybook that can be used as supplementary material to teach the narrative text. This research is Design and Development Research. The respondents of this research were year-8 students of SMP Pelita Harapan Pontianak. This research was done by conducting three phases of the ADDIE approach: Analyze, Design, and Develop. The researchers analyzed the needs focusing on identifying the materials and tasks that should be created based on the result of students’ questionnaires, teacher’s interviews, and syllabus reviews in the analysis phase. Then, the phase continued to design the materials, creating the draft of the materials and tasks. Finally, it was finalized in the development phase of the product. The result of this research is a supplementary folk storybook for learning narrative text, namely Collection of Kalimantan Dayaknese Legends for Learning English Reading. From the result of internal evaluation of the product, it was indicated that the product was appropriate and relevant with the teacher’s and students’ background, needs, and preferences. Therefore, the supplementary storybook is recommended to be used by teachers to teach narrative text to 8th Grade students of junior high school.]]>
<![CDATA[The Use of Natural Disaster Picture as a Medium of Learning to Write Report Text ]]>
<![CDATA[Ayu Setiya Ningsih]]>;
<![CDATA[Sayit Abdul Karim]]>
<![CDATA[ Acitya: Journal of Teaching and Education Vol 5 No 1 (2023): Acitya: Journal of Teaching and Education ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Kalimantan Timur ]]>
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DOI: 10.30650/ajte.v5i1.3491
<![CDATA[Writing is one of the language skills that is considered difficult for most Indonesian EFL students. Teachers are challenged to provide an interesting medium of learning to increase students' writing skills and motivation. Natural disaster pictures can be utilized as an alternative medium for learning to write report text. Therefore, this study aims to find out students' ability in writing report texts using natural disaster picture and to describe perceptions of students in using natural disaster picture as a medium of learning to write report texts. The respondents were 22 students in the tenth grade at SMA N 1 Binangun in the academic year 2021/2022. A descriptive quantitative study was utilized in the present study. To collect the data needed, the researchers used tests and questionnaires. Furthermore, a test is used to collect the data on students' achievement in writing report text, meanwhile, a questionnaire is used to find out students' perceptions of using natural disaster picture as a learning medium to write report text. The results of the study revealed that the total score of students is 1308 and the mean score is 60. It means that the achievement of tenth-grade students at SMA N 1 Binangun is categorized as "Enough" as per the scoring rubric conversion scale. Meanwhile, the results of the questionnaire showed that using natural disaster picture as a medium of learning may motivate students to learn, create an interesting atmosphere, and provide new experiences in learning to write report text.]]>
<![CDATA[Designing Supplementary Materials Entitled “Learning Recount Texts through Local Photograph” For Reading Recount Text ]]>
<![CDATA[Eka Novi Dianti]]>;
<![CDATA[Yanti Sri Rezeki]]>;
<![CDATA[Eni Rosnija]]>
<![CDATA[ Acitya: Journal of Teaching and Education Vol 5 No 1 (2023): Acitya: Journal of Teaching and Education ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Kalimantan Timur ]]>
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DOI: 10.30650/ajte.v5i1.3502
<![CDATA[The purpose of this study was to create supplementary material to assist teachers in teaching recount text to tenth-grade students. This study used development research with the ADDIE instructional model. Due to time constraints, only three stages were carried out: analysis, design, and development. According to the findings of the needs analysis phase, teachers had difficulty finding appropriate supplementary material about recount text. The design phase focused on how the researcher designed the product's draft by focusing on six factors: learning objectives, topic, language skill, text genre, grammar, and task. During the development phase, the researcher used Microsoft Word and Adobe Photoshop software to develop materials. Microsoft Word was used to create the content, and Adobe Photoshop was used to create the illustration. Internal validation was also performed in this study to determine whether or not the supplementary materials met the standard. The researcher received a percentage score of 95.8 percent for the content of supplementary material (very good criteria), while the illustration received a score of 100 percent (very good criteria). This implied that the materials were appropriate and capable of supporting recount text teaching and learning.]]>
