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INDONESIA
Educate
Published by Universitas Pesantren Tinggi Darul ulum
ISSN : 23015101     EISSN : -     DOI : -
Core Subject : Education, Engineering,
Aerospace Engineering Education Languange, Linguistic, Communication & Media
Jurnal ilmiah tentang pendidikan bahasa dan Sastra diterbitkan oleh Prodi. Pendidikan Bahasa Inggris FBS Unipdu Jombang.
Arjuna Subject : -
Articles 91 Documents
 1   2   3   4   5 
GRAMMATICAL OVERGENERALIZATION MADE BY LEVEL 1 LEARNERS OF FIRDAUS ENGLISH COURSE (FEC) PATIANROWO, NGANJUK Yusuf, Adi
Educate Vol 1, No 1 (2012): EDUCATE
Publisher : Educate

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Abstract

Adi Yusuf University of Pesantren Tinggi Darul Ulum Jombang Adi_yoesop@yahoo.co.id Abstract Besides the influence of first language (L1), learners’ poor knowledge of second language (L2) often leads to mistakes (errors). The phenomenon of second language acquisition errors (L2) caused by the second language (L2) is called overgeneralization (negative intralingual transfer). This study describes grammatical overgeneralization often made by Level 1 students´ of Paradise English Course (FEC) Patianrowo, Nganjuk and the factors causing them. The errors at least can be categorized into twelve kinds of errors: tense-related errors, modal-related errors, infinitive-related errors, gerund-related errors, present participle-related errors, noun clause-related errors, pronoun-related errors, article-related errors, preposition-related errors, singular and plural-related errors, and word order-related errors. Those errors are caused by two aspects, they are inductive and deductive reasoning. Keywords: transfer, intralingual transfer (overgeneralization), level 1 students   Abstrak Selain bahasa pertama (L1), pengetahuan pembelajar yang buruk tentang bahasa kedua (L2) sering menyebabkan mistakes (errors). Fenomena kesalahan akuisisi bahasa kedua (L2) yang disebabkan oleh bahasa kedua (L2) disebut overgeneralization (transfer intralingual negatif). Studi ini menggambarkan tata bahasa overgeneralization yang sering dilakukan oleh para siswa tingkat 1 di Firdaus English Course (FEC) Patianrowo, Nganjuk dan faktor-faktor penyebabnya. Errors setidaknya dapat dikategorikan menjadi dua belas jenis: tense-related errors, modal-related errors, infinitive-related errors, gerund-related errors, present participle-related errors, noun clause-related errors, pronoun-related errors, article-related errors, preposition-related errors, singular and plural-related errors, and word order-related errors. Kesalahan-kesalahan disebabkan oleh dua aspek, yaitu penalaran induktif dan deduktif.   Kata kunci: transfer, transfer intralingual (overgeneralisasi), siswa level 1
THE IMPORTANCE OF PERSONALITY FACTOR FOR TEACHERS IN TEACHING PROCESS Putri, Trikaloka H
Educate Vol 1, No 1 (2012): EDUCATE
Publisher : Educate

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Abstract

Trikaloka H. Putri Universitas Pesantren Tinggi Darul Ulum princess.naura@gmail.com  Abstract Many investigations have been conducted to find out the best formula for successful teaching and learning process. Many factors have been found related to the findings. Teacher is one of important factors that influence the successful teaching and learning process. Teacher is the one who knows well the condition of the students. Social and sociable seem to be important factors in teaching. The teacher who has the two factors will express friendly feelings for others. This teacher enjoyed their relationship with students and preferred nondirective to directive classroom procedures. This kind of teacher listens to the students, accepts students’ contribution and draws ideas from them. Keywords: personality factor, social, sociable   Abstrak Banyak penelitian telah dilakukan untuk mengetahui formula terbaik untuk mendapatkan proses belajar mengajar yang sukses. Banyak faktor yang telah ditemukan. Guru merupakan salah satu faktor penting yang mempengaruhi kesuksesan proses belajar mengajar. Guru adalah orang yang tahu benar kondisi siswa. Sifat social and sociable menjadi faktor penting dalam mengajar. Guru yang memiliki dua faktor itu akan mengekspresikan perasaan ramah pada orang lain. Guru seperti ini menikmati hubungan mereka dengan siswa dan lebih menyukai prosedur kelas nondirective kepada para siswanya. Model guru ini mendengarkan para siswa, menerima masukan siswa dan menarik ide-ide dari mereka. Kata kunci: faktor kepribadian, sosial, dapat bersosialisasi
THE EFFECTIVENESS OF CALLA MODELS ON IMPROVING ENGINEERING STUDENTS’ COMMUNICATIVE COMPETENCE Cahyaningati, Desi Tri
Educate Vol 1, No 1 (2012): EDUCATE
Publisher : Educate

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Abstract

Desi Tri Cahyaningati Politeknik Perkapalan Negeri Surabaya dtricahyaningati@yahoo.com   Abstract This research was intended to meet the objective of the study: to examine the effectiveness of CALLA Models in improving students’ communicative competence. This study revealed several important findings. Firstly, group of students who receive CALLA Model is more effective in improving students’ communicative competence compared to control group who do not receive Strategies-Based Instruction. The statistical computation also shows that there was enough evidence to reject the null hypothesis. Based on the result of this study, there were some suggestions made by the writer which are addressed to English teacher, students and future researchers. It is hoped that English teachers could not only know how to teach the language, but also know how to develop students’ learning strategies. Thus, learners are demanded to learn and use more learning strategies. The students may try or use any learning strategies which enable them to be better in speaking English. Key Words: CALLA Models, communicative competence   Abstrak Penelitian ini bertujuan untuk mengetahui efektivitas Model Calla dalam meningkatkan kompetensi komunikatif siswa. Penelitian ini mengungkapkan beberapa temuan penting. Pertama, sekelompok mahasiswa yang menerima Model Calla lebih efektif dalam meningkatkan kompetensi komunikatif siswa dibandingkan dengan kelompok kontrol yang tidak menerima Strategies-Based Instruction. Perhitungan statistik juga menunjukkan bahwa ada cukup bukti untuk menolak hipotesis nol. Berdasarkan hasil penelitian, ada beberapa saran yang ditujukan kepada guru bahasa Inggris, mahasiswa dan peneliti masa depan. Diharapkan bahwa guru bahasa Inggris tidak hanya tahu bagaimana mengajarkan bahasa, tetapi juga tahu bagaimana mengembangkan strategi belajar siswa. Dengan demikian, peserta didik dituntut untuk belajar dan menggunakan strategi belajar yang lebih baik. Para siswa dapat mencoba atau menggunakan strategi pembelajaran yang memungkinkan mereka menjadi lebih baik dalam berbicara bahasa Inggris. Kata Kunci: Model CALLA, kompetensi komunikatif
THE EFFECTIVENESS OF COLLABORATIVE STRATEGIC READING (CSR) FOR TEACHING READING COMPREHENSION AT MUHAMMADIYAH UNIVERSITY OF SIDOARJO Novita, Dian
Educate Vol 1, No 1 (2012): EDUCATE
Publisher : Educate

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Abstract

Dian Novita Universitas Muhammadiyah Sidoarjo dheenov@yahoo.com   Abstract The study deals with the effectiveness of Collaborative Strategic Reading (CSR) strategy in teaching reading comprehension. The strategy is the combined-strategies instruction that draws on both reciprocal teaching and cooperative learning. Specifically, the study is aimed at finding out the significant improvement of students’ reading comprehension achievement after being taught using Collaborative Strategic Reading (CSR). Based on the calculation of a t-test, the results show that there is a significant improvement in the students’ achievement after they got treated using Collaborative Strategic Reading (CSR) strategy when studying reading comprehension in the classroom. The t-test indicates that the score of the tvalue is higher than ttable (2.18 > 2.021). Here, the experimental group represents a better improvement after they received the treatment. Key words: Collaborative Strategic Reading (CSR), Reading Comprehension  Abstrak Penelitian ini berhubungan dengan keefektifan strategi  Collaborative Strategic Reading (CSR) dalam pengajaran membaca. Strategi ini merupakan kombinasi dari dua strategi reciprocal teaching dan cooperative learning. Secara khusus, penelitian ini bertujuan untuk mengetahui apakah terdapat peningkatan kemampuan membaca mahasiswa secara signifikan setelah belajar dengan menggunakan  Collaborative Strategic Reading (CSR).Berdasarkan perhitungan dengan menggunakan t-test diketahui bahwa terdapat peningkatan kemampuan membaca mahasiswa secara signifikan setelah belajar dengan menggunakan Collaborative Strategic Reading (CSR). Hal ini dibuktikan dengan nilai thitung lebih tinggi dibandingkan ttabel (2.18 > 2.021). Dapat disimpulkan bahwa kelas eksperimental mengalami peningkatan setelah menggunakan strategi Collaborative Strategic Reading (CSR) dalam belajar reading comprehension. Kata Kunci: Collaborative Strategic Reading (CSR), pemahaman membaca  
EMBEDDING ICT IN THE TEACHING OF WRITING: WEBLOG AS AN ALTERNATIVE TOOL Utari, Dian Asa
Educate Vol 1, No 1 (2012): EDUCATE
Publisher : Educate

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Dian Asa Utari Muhammadiyah University of Sidoarjo dian_asa_demos@yahoo.com   Abstract The arrival of digital technology has done much to change the way in which learning is displayed, shared, and analyzed in multimedia, as well as hypermedia environments. The adoption level of emerging web technologies is on the rise in academic settings. Students become more technologically literate and the trends of writing are shifting from paper-based texts to screen based texts. This paper first points out the teaching of writing in the digital age, with the integration of Information and Communication Technologies where Weblog is used as a promising tool. Toward this end, this paper further explains briefly about Weblog in writing course, its features and types, and technical matters concerning how to use weblog for writing instruction. The advantages of using Weblog are also described in this paper, carrying out the idea of utilizing Weblog in the writing subjects in the higher level of education.   Key words:  information and communication technologies, weblog, teaching of writing Abstract Kedatangan teknologi digital telah banyak mengubah cara pembelajaran dimana pembelajaran ditampilkan, dibagi, dan dianalisis dalam multimedia, demikian juga lingkungan hypermedia. Tingkat adopsi teknologi web meningkat di setting akademik. Siswa menjadi lebih melek teknologi dan tren penulisan beralih dari berbasis kertas naskah berbasis layar teks. Makalah ini pertama menunjukkan pengajaran menulis di era digital, dengan integrasi Teknologi Informasi dan Komunikasi di mana Weblog digunakan sebagai alat yang menjanjikan. Sampai disini, tulisan ini lebih lanjut menjelaskan secara singkat tentang Weblog dalam mata kuliah writing, fitur dan jenis-jenisnya, dan hal teknis mengenai bagaimana menggunakan weblog dalam pengajaran writing. Keuntungan menggunakan Weblog juga dijelaskan dalam makalah ini, melaksanakan ide memanfaatkan Weblog dalam mata kuliah writing di level universitas. Kata kunci: information and communication technologies, weblog, teaching of writing      
DESIGNING EPT TRAINING SYLLABUSES FOR NON-ENGLISH DEPARTMENT STUDENTS OF UNIPDU JOMBANG (A STUDENTS’ NEEDS ANALYSIS) Fanani, Ahmad
Educate Vol 1, No 1 (2012): EDUCATE
Publisher : Educate

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Abstract

Achmad Fanani Universitas Pesantren Tinggi Darul Ulum Jombang akufanani@gmail.com  Abstract The EPT test is an internationally accepted standard of English that measures the academic English proficiency of a non-native speaker of English. This research is aimed at designing EPT training syllabuses that meet the needs of non-English department students of UNIPDU Jombang with low level of English proficiency. In general, the contents of the syllabuses based on the students’ needs analysis are as follows: 1. Listening comprehension: PART A:  meaning questions, suggestion, prediction, implication, inferences, PART B: topics of conversations, details of conversations, PART C: topics of talks/lectures, details of talks/lectures; 2. Structure and Written Expression: a. Incomplete sentences: conjunctions, comparisons, subject missing, adjective clauses, b. Underlined words: count/non-count nouns, banana rule, adjectives, prepositions, noun-pronoun agreement, singular/plural nouns; 3. Reading Comprehension and Vocabulary: References, passage organization, exception, inferences, topics, main ideas. Keywords: EPT, students’ needs, syllabuses   Abstrak EPT test adalah tes Bahasa Inggris berstandard internasional yang mengukur kemampuan bahasa Inggris akademik para petutur bahasa Inggris non-native. Penelitian ini dimaksudkan untuk mendesain silabus untuk pelatihan EPT yang memenuhi kebutuhan mahasiswa dari jurusan non bahasa Inggris UNIPDU Jombang yang berkemampuan bahasa Inggris kurang. Secara umum isi dari silabus berdasar analisis kebutuhan siswa adalah sebagai berikut: 1. Listening comprehension: PART A:  meaning questions, suggestion, prediction, implication, inferences, PART B: topics of conversations, details of conversations, PART C: topics of talks/lectures, details of talks/lectures; 2. Structure and Written Expression: a. Incomplete sentences: conjunctions, comparisons, subject missing, adjective clauses, b. Underlined words: count/non-count nouns, banana rule, adjectives, prepositions, noun-pronoun agreement, singular/plural nouns; 3. Reading Comprehension and Vocabulary: References, passage organization, exception, inferences, topics, main ideas. Kata kunci: EPT, kebutuhan siswa, silabus
TEACHING ENGLISH TO YOUNG LEARNERS (PENGAJARAN BAHASA INGGRIS PADA ANAK USIA DINI) Nurhadi, Achmad
Educate Vol 1, No 1 (2012): EDUCATE
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Achmad Nurhadi Universitas Pesantren Tinggi Darul Ulum Jombang fiais_noha@yahoo.co.id   Abstract Early childhood education essentially aims at providing stimulation in all aspects of child development including physical, intellectual, social, emotional and language development to develop optimally. To provide good education in early childhood we have to understand their characteristics and know their needs according to their developmental level. So we need to provide activities that meet the students needs and present them in a proper way as well. In accordance with the world of early childhood, children learn through play (learning through play) and play is a learning process for them (playing is learning). Therefore we have to give them activities which are appropriate with their world: playing. Keywords: early childhood education, developmental level, learning through play  Abstrak Pendidikan anak usia dini pada dasarnya bertujuan untuk memberikan rangsangan dalam semua aspek perkembangan anak termasuk perkembangan fisik, intelektual, sosial, emosional dan bahasa untuk berkembang secara optimal. Untuk memberikan pendidikan yang baik pada anak usia dini kita harus memahami karakteristik dan kebutuhan mereka sesuai dengan tingkat perkembangan anak. Jadi kita harus menyediakan kegiatan yang sesuai dengan kebutuhan anak didik dan menyampaikannya dengan cara yang tepat pula. Sesuai dengan dunia anak usia dini, anak belajar melalui bermain (learning through play) dan bermain adalah proses belajar bagi mereka (playing is learning). Oleh karena itu kita harus memberi mereka kegiatan dengan cara yang sesuai dengan dunia mereka: bermain.Kata kunci: pendidikan anak usia dini, tingkat perkembangan, belajar dengan bermain
COMMON GRAMMATICAL ERRORS MADE BY BEGINNER LEVEL STUDENTS (A STUDY OF LANGUAGE INTERFERENCE) -, Maisarah
Educate Vol 1, No 2 (2012): Jurnal Educate
Publisher : Educate

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ABSTRACT First language has a significant effect on the second language acquisition. Indonesian ESL learners, particularly those of beginner learners, often refer to Bahasa Indonesian (L1) when they produce English sentences or utterance. This kind of phenomenon in the study of second language acquisition is called the interference of first language into second language (negative interlingual transfer). The result of the study showed that the errors occurred are preposition errors, article errors, verb errors, noun errors, conjunction errors, adjective errors, word order errors, and time expression errors. Markedness, besides the fact that they were intermediate-level students, was the most obvious factor that contributes to the errors. This means when a certain grammar rule in L2 (English) is more complex, the students were inclined to make errors. Some different structures between English and Bahasa Indonesia might contribute to errors as well. When the respondents faced certain English grammar which was different from that of Bahasa Indonesia, they tended to use their knowledge of L1 to construct the sentences. As a result, their sentence production sometimes fell into errors. Keywords: L1 interference, markedness, First-year  students
THE EFFECT OF ROLE PLAYING TECHNIQUE APPLIED ON STUDENTS` SPEAKING COMPETENCE Budi, Kartika Marta
Educate Vol 1, No 2 (2012): Jurnal Educate
Publisher : Educate

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Abstract This study aims to see the effect of the role playing technique application in on students` speaking competence, that covers (1) How is the effect of Role Playing teaching technique applied to the students` speaking competence on experimental class; and (2) How is the effect of conventional teaching applied to students` speaking competence on control class. The subjects are the students of Junior High 2 level book program in YPIA English Course, Jalan Sumatera Branch, Surabaya. The data of this study were the students` scores, and from the tests` scores it can be seen that there is a positive significant difference in the experimental group. The t-test shows that there is an improvement on the students` speaking competence achievement. In conclusion, the role playing application effects on the significant difference on the students speaking competence achievement. Keywords: Role Playing, Speaking Competence
SELF-QUESTIONING IN TASK-BASED READING INSTRUCTION Fauziyah, Nailul
Educate Vol 1, No 2 (2012): Jurnal Educate
Publisher : Educate

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Abstract English is, in context, as the first foreign language taught in Indonesia. This has become one of a major subject in our national academic curriculum for every grade. Hence, English has been taught in all kind of disciplines and professions. And English is being taught from the early learners as pre-school students till university learners. In English foreign language teaching, reading comprehension is one of the most important factors in assessing a learner’s linguistic competence. Where the ability to read in EFL learners is acknowledged to be the most stable and durable of the second language modalities. In other words, reading plays a vital role in second language acquisition. Indeed, it is a common problem for some English teachers to understand what happens when EFL read? And what classroom activities can promote successful reading in a foreign/second language?  Then, self-questioning is the ongoing process of asking questions before, during, and after reading that are used by a reader to understand text. The questions posed are based on clues that are found in the text and are generated to spark curiosity that focuses the reader´s attention on investigating, understanding, and connecting to the text. A Self-Questioning Strategy is a set of steps that a student follows to generate, think about, predict, investigate, and answer questions that satisfy curiosity about what is being read. Thus, its strategy guides the EFL learners to achieve a successful reading of English text. Key words: Self-Questioning, Task-Based Reading Instruction.

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