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.
Articles
133 Documents
<![CDATA[THE IMPLEMENTATION OF RESEARCH-BASED TEACHING METHOD IN THE ENGLISH FOR ACADEMIC WRITING COURSE ]]>
<![CDATA[Marisca Revani Putri]]>
<![CDATA[ Acitya: Journal of Teaching and Education Vol 1 No 2 (2019): ACITYA JOURNAL OF TEACHING & EDUCATION ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Kalimantan Timur ]]>
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DOI: 10.30650/ajte.v1i2.217
<![CDATA[Writing has been regarded as the most difficult language skills since students in Indonesia were not familiar with this skill in the early and middle education level. On the other hand, in higher education level the students should produce a thesis to complete their study. Facilitating the students to ready for the thesis writing, English for Academic Writing course was delivered to the students. Research-based teaching method was implemented in the course in order to help the students improved their writing skills. The purpose of this research was to investigate the implementation of the research-based teaching method in the English for Academic Writing course. Case study was implemented to reach the conclusion. Thirty seven (37) Global Class students majoring in Information Technology were observed to gain the data. Questionnaire result was also used to support the observation data. The result showed that the students had improvement in writing skills after implementing the research-based teaching-learning method, especially the skills in citation, referencing, quoting, and paraphrasing. Besides, the feedback from the lecturer had a significant role in the implementation of research-based teaching method. This method also could facilitate the students to gain the knowledge and skills related to their field of study, in this case in the information technology field. This method also helped the students to improve and implement the 21st century skills such as critical thinking, collaboration, information literacy, technology literacy, initiative, and productivity.]]>
<![CDATA[A A STUDY OF LISTENING COMPREHENSION PROBLEMS ENCOUNTERED BY THE THIRD SEMESTER STUDENTS AT STMIK PRABUMULIH ]]>
<![CDATA[Hepnyi Samosir]]>
<![CDATA[ Acitya: Journal of Teaching and Education Vol 1 No 2 (2019): ACITYA JOURNAL OF TEACHING & EDUCATION ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Kalimantan Timur ]]>
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DOI: 10.30650/ajte.v1i2.230
<![CDATA[Even though listening is often categorized as a passive activity, it is not a simple process as it may seem. There is an active process because in it. Listeners must focus on the spoken language and actively draw what message is being delivered. There are some factors that make a listener may need a lot of work to comprehend a spoken language such as colloquialism, accent, intonation, hesitation, word or phrase clusters, and content. Preliminary data gained from pre-observation at STMIK Prabumulih showed that the third semester students found themselves hard to acquire information from spoken language, hence it is necessary to find out the causes so that make an effort to develop their listening skills. The method used is descriptive research design. The result reveals that students encounter various kinds of listening problems in learning comprehension such as unfamiliar words, the length and of the spoken text, speed rate, lack of concentration and pronunciation, and the noises around come from both the background sound of the spoken language recording and environmental sound such as sound from outside classroom. Keywords: listening; comprehension; listening comprehension problems; descriptive]]>
<![CDATA[TEACHERS' UNDERSTANDING AND PRACTICES IN ASSESSING HIGHER ORDER THINKING SKILLS AT PRIMARY SCHOOLS ]]>
<![CDATA[Elin Driana]]>;
<![CDATA[Ernawati Ernawati]]>
<![CDATA[ Acitya: Journal of Teaching and Education Vol 1 No 2 (2019): ACITYA JOURNAL OF TEACHING & EDUCATION ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Kalimantan Timur ]]>
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DOI: 10.30650/ajte.v1i2.233
<![CDATA[The aim of this research was to explore primary school teachers’ understanding about higher order thinking skills (HOTS), its implementation in classroom assessments, and the quality of the HOTS assessment instrument constructed by the teachers. This qualitative research that was conducted from August to December 2018 involved 10 public and private primary school teachers in Jakarta and it is surrounding areas. Data about the teachers’ understanding of HOTS and how teachers applied the assessment of HOTS were obtained through semi-structured interviews. Meanwhile, the quality of the HOTS assessment instrument constructed by the teachers was analyzed to assess its alignment with basic competencies which have become the purpose of learning and the revised Bloom’s taxonomy to determine the level of cognitive process in each item. The research results showed that the primary school teachers that participated in this research have not had a comprehensive understanding of HOTS. The majority of the HOTS items that they made were still limited to analysis in the form of multiple choice items. There were also misunderstandings about the HOTS items. In general, the HOTS instrument constructed by the primary school teachers had good content validity, but there was a difference regarding the cognitive process involved in the items the between the perception of the teachers and the perception of the expert. Teachers had the tendency to perceive the items that they have made as HOTS items, although those items were categorized as remembering and understanding. This difference in perception occurred because the teachers did not have a comprehensive understanding of HOTS yet.]]>
<![CDATA[CA CONJUNCTIVE ADVERBS IN UNDERGRADUATE STUDENTS’ ARTICLES ]]>
<![CDATA[Dawi Yanti]]>
<![CDATA[ Acitya: Journal of Teaching and Education Vol 1 No 2 (2019): ACITYA JOURNAL OF TEACHING & EDUCATION ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Kalimantan Timur ]]>
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DOI: 10.30650/ajte.v1i2.238
<![CDATA[ABSTRACT: The main purpose of this study was to investigate conjunctive adverbs in undergraduate students’ articles. This study employed descriptive quantitative design which focused on the corpus analysis. The samples of the study were 73 articles selected from English department students’ articles at State University of Malang in the graduation academic year 2012/2013. After collecting all the articles, the researcher used the data that were classified into four types and the function was described using theory of conjunctive adverbs proposed by Halliday and Hasan; they are additive, adversative, causal and temporal. The instruments used to analyze the data were Ant.conc 3.41w sofware and interview guide. The results showed that there were 20 conjunctive adverbs in articles; causal categories (37%) were the mostly used by students writing, and then followed by adversative categories (26%), temporal categories (22%) and the last were additive categories (15%). The most frequent conjunctive adverbs was Because in causal categories which got 603 times (55.37%). Furthermore, the reason of students to choose conjunctive adverb Because as the most connectors used in the articles was because they think these conjunctive adverbs were the simplest and easiest connectors. Keywords: conjunctive adverbs, articles]]>
<![CDATA[THE IMPLEMENTATION OF CURRICULUM 2013 FOR PHYSICAL EDUCATION, SPORT AND HEALT OF JUNIOR HIGHSCHOOL IN SAMARINDA ]]>
<![CDATA[Muhammad Sukron Fauzi]]>
<![CDATA[ Acitya: Journal of Teaching and Education Vol 1 No 2 (2019): ACITYA JOURNAL OF TEACHING & EDUCATION ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Kalimantan Timur ]]>
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DOI: 10.30650/ajte.v1i2.249
<![CDATA[This study aims to determining the Implementation of Curriculum 2013 in the scope of content standard, process standar, and assessment standar for Physical Education, Sport, and Health of junior high school. This study was an evaluation research based on mix method of deskriptif quantitative approach. The evaluation model was responsive that had an objective to find out the responses of teachers about the implementation of curriculum 2013. This study was taken place in Junior High School. The total of the population was 81 School and the sample used in this study were 20 school based on the proportionate stratified random sampling technique. The data collection instrument were quesionaire for teachers physical education sport and healt. The findings showed. The implementation of Curriculum 2013 in the scope of content standar was apropriate with the guidance of Curriculum 2013 with the percentation of responden’s response was 82,4%, The implementation of Curriculum 2013 in the scope of process standar was apropriate with the rules of Curriculum 2013 with the percentation of responden’s response was 82,8%, The implementation of Curriculum 2013 in the scope of assessment standar was apropriate with the guidance of Curriculum 2013 with the percentation of responden’s response was 80,4%. Conclusions are the implementation of the 2013 curriculum including content standards, process standards, and assessment standards for junior high schools in the city of Samarinda, which have run according to the format, guidelines and policies of the government regarding the implementation of the 2013 curriculum.]]>
<![CDATA[THE CORRELATION STUDY OF STUDENTS’ LEARNING STYLES AND ENGLISH ACHIEVEMENT ]]>
<![CDATA[Dzul Rachman]]>;
<![CDATA[Aniq Hudiyah Bil Haq]]>;
<![CDATA[Rio Arif Pratama]]>;
<![CDATA[Bayu Prasetyo]]>
<![CDATA[ Acitya: Journal of Teaching and Education Vol 1 No 2 (2019): ACITYA JOURNAL OF TEACHING & EDUCATION ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Kalimantan Timur ]]>
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DOI: 10.30650/ajte.v1i2.252
<![CDATA[This research aimed to find out the students learning styles, the English achievement, and the correlation between students’ learning styles and English achievement of the second-semester students of University of Muhammadiyah Kalimantan Timur. The design of this study was quantitative research with a correlation design. The sample of the study was 56 students. The instruments of the study were the questionnaire of students’ learning styles and English achievement test. In order to make data become linear one, the researcher converted those data into Z-score and then correlated the converted data using correlate bivariate. The result of the study showed that the mean score of students’ learning styles was 50, that means fair. There were 21 students (38%) preferred visual learning styles, 15 (27%) of students preferred reading learning styles, 13 (23%) students preferred kinesthetic learning styles, 4 (7%) students preferred auditory learning styles and 3 (5%) preferred used two learning styles. Thus, the mean score of students’ English achievement was 50, that means fair. On the other word, there was a significant correlation between students’ learning styles and English achievement. Based on the finding above, it is suggested to language learner to be familiar with their learning styles so that they can benefit the strength of styles and manipulate the weakness of styles. For language teacher, they may take learners style into account for the sake of different learning strategies and ways in carrying out the lesson in the classroom so that they can promote learner’s need.]]>
<![CDATA[Utilizing Edmodo in writing class: Why and how? ]]>
<![CDATA[Wensi Alka]]>
<![CDATA[ Acitya: Journal of Teaching and Education Vol 2 No 1 (2020): ACITYA JOURNAL OF TEACHING & EDUCATION ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Kalimantan Timur ]]>
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DOI: 10.30650/ajte.v2i1.268
<![CDATA[ABSTRACT This paper comes up to discuss the theories and previous studies about using Edmodo in writing class. Using social network system in the Industrial era 4.0 helps teaching and learning activities become more effective because students can learn in and outside the class. Thus, it is helpful especially in writing class which require long learning time to use this kind of application. Therefore, utilizing an online applications in writing class can help students to improve their writing skill and to make learning time more efficient. One of online applications that is widely used in writing is Edmodo. Generally, this paper then will discuss about explanation of writing processes, problems in writing, explanation about learning media, description of online application, description of Edmodo,benefits of Edmodo, and how to apply Edmodo in writing course. Some previous research highlighting the effect of Edmodo on student’s writing skill is the next discussion. This paper finally gives conclusion and pedagogical implication as the closing. Keywords: writing class, online application, Edmodo]]>
<![CDATA[MOBILE ASSISTED LANGUAGE LEARNING: INCREASING STUDENTS’ READING INTEREST TROUGH E-BOOK ]]>
<![CDATA[Faradilla Fatich Narulita Mahendra]]>
<![CDATA[ Acitya: Journal of Teaching and Education Vol 2 No 1 (2020): ACITYA JOURNAL OF TEACHING & EDUCATION ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Kalimantan Timur ]]>
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DOI: 10.30650/ajte.v2i1.272
<![CDATA[The purpose of this article is to review theories and previous studies about the potential offered by e-Book to increase students’ interest in reading. In Indonesian context, where English serves as a foreign language, the problem is the students tend to have low reading habits. According to PISA, by the level of literacy in Indonesia ranks the second lowest from 61 countries. Another fact shows that Indonesia is the country with the fourth largest active smartphone users in the world after China, India and America.one of the alternative ways to deal with this problem is that students must be directed to read text on the screen through online application like e-Books. This article then will discuss deeper about the theory of reading and e-Book, the reason why using e-Book as media of learning reading and how to use e-Book in reading class. Some previous research highlighting the effect of e-Book on the students’ reading interest and how e-Book can increase students’ reading interest will be the next discussion. This paper finally presents conclusion and pedagogical implication as the closing remarks.]]>
<![CDATA[GAMIFICATION TO IMPROVE STUDENTS’ ENGAGEMENT IN LEARNING ENGLISH ]]>
<![CDATA[Hadirotun - Nikmah]]>
<![CDATA[ Acitya: Journal of Teaching and Education Vol 2 No 1 (2020): ACITYA JOURNAL OF TEACHING & EDUCATION ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Kalimantan Timur ]]>
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DOI: 10.30650/ajte.v2i1.277
<![CDATA[ABSTRACT This paper aim to review some theories and previous studies on the application of game-based learning platform to improve students’ engagement in learning English. Learning English is crucial and is not negotiable in an Industry 4.0 era to communicate and to collaborate globally. In fact, not a few students find it difficult and lack of enthusiasm in learning English. One of the major problems is the teaching method which is less interesting and tends to be boring. Therefore, one of the solutions to resolve this problem is through the implementation of gamification. One of the most well-known employed gamification tools is Kahoot. Kahoot is one of the most used application to impove students’ engagement in learning English. Kahoot is a free game-based learning platform that can be used by teachers and students. Hence, this paper will describe at first the challenges in teaching English language in digital era. Further, it discusses the theory of gamification in education, advantages of gamification, the description of Kahoot, advantages of using Kahoot and how to apply Kahoot in English classroom. Some previous research highlighting the effect of using Kahoot on the students’ engagement in learning English is the main point covered next. The last part of this paper will present conclusion and pedagogical implication as a closing note. Keywords : gamification, Kahoot, students’ engagement]]>
<![CDATA[EFFECT OF STEP PATTERN TECHNIQUE TO SIDE AND MOVEMENT STEP STRAIGHT AHEAD TO SABIT KICKNESS ]]>
<![CDATA[Julianur Julianur]]>;
<![CDATA[Januar Abdilah Santoso]]>;
<![CDATA[Jeane Betty Kurnia Jusuf]]>;
<![CDATA[Andri Tria Raharja]]>;
<![CDATA[Nanda Alfian Mahardhika]]>
<![CDATA[ Acitya: Journal of Teaching and Education Vol 2 No 1 (2020): ACITYA JOURNAL OF TEACHING & EDUCATION ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Kalimantan Timur ]]>
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DOI: 10.30650/ajte.v2i1.278
<![CDATA[This study aims to determine the effect of exercise on stepwise pattern and exercise a straight forward move towards crescent kick agility in UKM PSHT students of Muhammadiyah University of East Kalimantan (UMKT). The population in this study were students who were still actively participating in the UKM PSHT UMKT. Sampling uses a random sampling system, divided into 2 groups, namely group A by practicing stepwise patterns and group B by practicing a straight forward step. Each group consists of 10 sample people, so the total sample is 20 people. The results showed that: (1) There was the effect of training the step-by-step pattern on crescent kick agility on UMKT PSHT UKM students who obtained the value of tcount = 9.531> t table = 2.262 with a probability value of 0.000 <α 0.05. (2) There is the effect of a straight-forward exercise on crescent kick agility on UMKT PSHT UKM students who obtained a tcount = 6.975> t table = 2.262 with a significance probability value of 0.000 <α 0.05. (3) There is a difference in the effect of step-to-side pattern training and straight-forward motion training on crescent kick agility in Mulawarman University PSHT UKM students by obtaining a tcount = 4.348> t table = 1.734 with a significance probability value of 0.000 <α 0.05.]]>
