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Sutami Dwi Lestari
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Jl. Ikan Tongkol No. 22 Kertosari Banyuwangi Jawa Timur
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INDONESIA
LUNAR: Journal of Language and Art
Published by Universitas PGRI Banyuwangi
ISSN : -     EISSN : 25416804     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
The subject covers textual and fieldwork studies with various perpectives of English Education, English Education for young, English learning, literature analysis and all studies in the field of learning, education, curriculum and literature.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 6 Documents
 1 
Search results for , issue "Vol 1 No 1 (2017)" : 6 Documents clear
PROMOTING TEACHER NETWORK FOR TEACHER PROFESSIONAL DEVELOPMENT IN INDONESIA Kusumawardhani, Aurora P.; Munfa’ati, Farid
LUNAR Vol 1 No 1 (2017)
Publisher : Prodi Pendidikan Bahasa Inggris, Universitas PGRI Banyuwangi

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Abstract

Teacher Professional Development (TPD) is very important for teachers in Indonesia for maintaining their quality of profession. Also, by conducting TPD, the teachers could improve their competences and skills for the enhancement of their teaching practice which brings the increase of students’ achievement and the quality of national education later. Various activities can be conducted by the teachers for their TPD; nevertheless, many Indonesian teachers are unwilling to do TPD effectively. In this paper, we propose teacher network to be used by Indonesian teachers. The compatible and cost-effective nature of teacher network would be advantageous for the teachers. This paper provides three ways to do of teacher learning networks along with their advantages which can be considered to assist Indonesian teachers to have an effective TPD.
UNDERSTANDING MOTIVATION TO DEVELOP MOTIVATIONAL PLAN IN LANGUAGE CLASSROOM: A HINT FOR LANGUAGE TEACHERS Taufan, Gullit Tornado
LUNAR Vol 1 No 1 (2017)
Publisher : Prodi Pendidikan Bahasa Inggris, Universitas PGRI Banyuwangi

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Abstract

Motivation is considered as one of the key elements that lead to students’ success in L2 learning. Teacher’s role in building and maintaining motivating atmosphere inside the classroom is undoubtedly crucial. In this case, the teacher should understand what motivation is, how this influences students’ behavior, and what to do to help them motivated.A motivational plan can be developed to help language teacher create and maintain motivating classroom conditions. Regarding this, there are four principle aspects to take into account including: creating the basic motivational conditions, generating initial student motivation, maintaining and protecting motivation, and encouraging positive retrospective self-evaluation.
DEVELOPING READING MATERIALS TOWARD CRITICAL DISCOURSE APPROACH (CDA) IN READING COMPREHENSION OF EFL LEARNERS Prasetyaningsih, Rahayu
LUNAR Vol 1 No 1 (2017)
Publisher : Prodi Pendidikan Bahasa Inggris, Universitas PGRI Banyuwangi

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Abstract

Reading comprehension is commonly implemented in classroom only focus on language features without any interact with the written text in meaningful ways. Some teachers guide their students in analyzing linguistics structure or new vocabulary items in reading class, while reading actually not only focus on those activities. By reading, the learners as readers should also consider about the implicit meaning of the text and the way the writers express their ideas and thoughts toward a particular topic. Nabi. AEbrahimi and Ali Rahimi’s article “Toward a more efficient EFL reading comprehension classroom environment: The Role of content and critical reading” in 2013 clearly state that most of EFL teachers were often to select the reading text which is only present the survival or without involving the general interest material for their students. They also state that, in selecting the reading passage the teachers should contextually such as social, discursive and textual. Ebrahimi and Rahimi’s research was conducted to investigate the effect of a change in reading content and in structure but also lot of enjoyment and information of particular topic could be gained in order to improve their knowledge in many kinds of reading text which is teaching reading via a Critical Discourse Approach (CDA) framework on students’ perceptions of their reading classroom environment. But, they did not provide some criteria toward a good reading passage and close to the contextual meaning for the students. In order to help teachers in selecting or developing their own reading passage which is involved some social aspects, latent message of the text and also writers’ ideologies and thoughts, the writer suggest that EFL teachers should consider about some criteria deal with a good reading passage to enrich students awareness that a reading passage not only study about words and interesting.
EDMODO: EXTENDING ENGLISH LEARNING BEYOND THE CLASSROOM Wijayani, Pungky Wahyu; Weny, Eka Yanita
LUNAR Vol 1 No 1 (2017)
Publisher : Prodi Pendidikan Bahasa Inggris, Universitas PGRI Banyuwangi

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Abstract

The implementation of Kurikulum 2013 in Indonesia national education has created a great polemic among English teachers. The problem which most English teachers face is the limited face-to-face teaching periods. The English subject in SMAs now is only taught in one meeting per week. This few in-class teaching session is considered to be insufficient for addressing students’ needs to master English. In digital era, bringing digital flipped classroom into ELT will be a good solution not only for students but also for teachers to increase the English teaching and learning experience. Here, we would like to introduce Edmodo as an online website for learning which can be used in flipped classrooms. Edmodo offers various online applications in the form of website that has unique and interesting features for teachers to use in English classes. By integrating Edmodo into their teaching process, teachers are expected to extend the English teaching beyond the classroom. Teachers will be able to tackle the problem in terms of decreasing in-class time to build students’ English proficiency. In this paper, we would like to discuss more the implementation, features and strength of Edmodo in teaching English.
TEACHERS’ ROLE IN 21st CENTURY: TEACHER IS A FACILITATOR, NOT A DICTATOR Anggraeni, Kartika Ajeng; Yusnita, Rani
LUNAR Vol 1 No 1 (2017)
Publisher : Prodi Pendidikan Bahasa Inggris, Universitas PGRI Banyuwangi

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Abstract

Teachers’ significant contribution to the success of their students learning leads to some consequences, among those relate to their role and also the teaching–learning process they endorse. Facing the challenges of the 21st century where the teacher is no longer as the sole source of the information for the students impact on the necessity to adjust their role from a ‘dictator’ to a facilitator. This also brings changes to the method on how the teaching–learning process should be conducted. Teacher-centered learning which opened the opportunity for the teacher to act as a ‘dictator’ is no longer appropriate to implement. Rather, teachers should act and position themselves as a facilitator and the appropriate learning method would be student-centered learning. This synergy would enforce the students to be active, critical, independent and creative to face the challenges in their future.
EXPLORING EFL LEARNER'S SELF-EFFICACY, BELIEFS AND METACOGNITIVE STRATEGIES USE TO ENHANCE THE ENGLISH PROFICIENCY IN INDONESIA Muslikan, Muslikan
LUNAR Vol 1 No 1 (2017)
Publisher : Prodi Pendidikan Bahasa Inggris, Universitas PGRI Banyuwangi

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Abstract

Individual differences among EFL learners have been widely accepted playing important roles on successful English learners. EFL teachers should encourage the language learners to improve their self-efficacy and language learning strategy use especially metacognitive by seeking the ways to increase their experience or years of English study. This also should necessarily result in change in their beliefs and learning strategy use especially about foreign language learning because people with high self-efficacy—that is, those who believe they can perform well—are more likely to view difficult tasks as something to be mastered rather than something to be avoided. Moreover, metacognitive strategies are needed for planning, monitoring, and evaluating learning. Started from this understanding, it can be widely believed that both learners’ self-efficacy and metaconitive strategy are undoubtedly powerful variables on enhancing the learners’ English proficiency. Thus, this paper will focus on exploring EFL learner's self-efficacy beliefs and metacognitive strategies use to enhance their English proficiency.

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