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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
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BETWEEN ACQUISITION AND LEARNING: ADULT SECOND LANGUAGE ACQUISITION PROCESS Muhammad Saifuddin
Educate Vol 3, No 2 (2014)
Publisher : Universitas Pesantren Tinggi Darul Ulum Jombang

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Muhammad Saifuddin Unipdu – Jombang saifuddin.unipdu@gmail.com Abstract Language acquistion and learning posit the way children get their second language. It defines the process of getting the language in which they may develop it in different circumstance. In the early ages, they acquire their second language in which it can be done through children - mother‟s communication or even through their social communication. Later, they tend to learn the second language. On the other hand, as they grow older and become adult, they conciously learn language. However, it is not always assumed that adult get their second language through learning but it is rather acquiring. Adult have more time exposure to a language acquisition that it shows their acquisition process is bigger than children‟s. The input also determines the acquirers to stimulate the language production where it refers to language competence and language performance in which both of them are also the principle of language acquisition. Keywords: Acquisition, Learning, Language Process Abstrak Proses pemerolehan dan belajar bahasa mengandaikan cara anak-anak mendapatkan bahasa kedua mereka. Artikel ini mendefinisikan proses pemerolehan bahasa di mana mereka mengembangkannya dalam situasi-situasi yang berbeda. Pada usia dini, mereka memperoleh bahasa kedua mereka melalui komunikasi ibu - anak atau bahkan melalui komunikasi sosial mereka. Kemudian, mereka cenderung untuk belajar bahasa kedua. Di sisi lain, saat mereka tumbuh dewasa dan menjadi dewasa, mereka dengan sadar belajar bahasa. Namun, itu tidak bisa diasumsikan bahwa orang dewasa mendapatkan bahasa kedua mereka selalu melalui pembelajaran tetapi sebenarnya mereka hanya sekedar mengakuisisi. Orang dewasa memiliki waktu akuisisi bahasa yang lebih banyak sehingga menunjukkan proses akuisisi mereka lebih besar dari pada anak-anak. Input juga merangsang produksi dan kompetensi bahasa pengakuisisi dimana keduanya juga merupakan prinsip akuisisi bahasa. Kata kunci: Akuisisi, Belajar, Proses Bahasa
DESIGNING A READING TEACHING MATERIAL BASED ON THE STUDENTS’ WEAKNESS POINTS IN ANSWERING UN READING TESTS AT SMA EXCELLENT AL-YASINI Putri Nurul Hidayati; Achmad Fanani
Educate Vol 4, No 1 (2015)
Publisher : Universitas Pesantren Tinggi Darul Ulum Jombang

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The senior high school students often had difficulty understanding and answering UN Reading questions so that they had English UN scores less than 4,00. This research is aimed at designing a reading teaching material for the twelfth grade students of SMA Excellent Al-Yasini Kraton Pasuruan. The teaching material was based on the students‟ weakness points in answering UN reading questions. The method used of this research was quantitative analysis. Meanwhile, the sampling was cluster random consisting of 20 students. The data were collected through test and analyzed by using percentage calculation. The findings of this research as follows, the students mainly had difficulty on three types of questions in explanation text: word meaning (100%), unstated information (90%), and main idea (80%), in discussion text, it was identified that the students had problem dealing unstated information (85%) and detailed information (75%), the most problematic question for the students in news item was detailed information (95%) and in exposition text, detailed information (85%) was also the students‟ difficulty. Based on the findings, it can be concluded that the teaching material developed consisted of the materials that were in accordance with the students‟ proficiency level as shown by the results of the research
IDENTIFYING NON-ENGLISH DEPARTMENT STUDENTS’ WEAKNESS POINTS ON COMMONLY FOUND EPT GRAMMAR PROBLEMS (A STUDENTS’ NEEDS ANALYSIS) Afifa S. Zulfikar
Educate Vol 3, No 2 (2014)
Publisher : Universitas Pesantren Tinggi Darul Ulum Jombang

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Abstract The EPT test is a test that measures the academic English proficiency of a non-native speaker of English. This research is aimed at identifying the students‟ weakness points on commonly found grammar problems in EPT. The identification is then used as the basis for constructing a syllabus that meets the students‟ need. In general, the students‟ needs based on the analysis are as follows: 1. Incomplete sentences: conjunctions, comparisons, subject missing, adjective clauses, 2. 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, grammar problems Abstrak Tes EPT adalah sebuah tes standar bahasa Inggris yang mengukur kemampuan berbahasa Inggris akademik para petutur non bahasa Inggris. Penelitian ini bertujuan untuk mengidentifikasi kelemahan-kelemahan siswa pada masalah-masalah umum tata bahasa yang sering ditemukan di EPT. Identifikasi tersebut kemudian digunakan sebagai dasar untuk membangun sebuah silabus yang memenuhi kebutuhan siswa. Secara umum, kebutuhan siswa berdasarkan analisis yang telah dilakukan adalah sebagai berikut: 1. Incomplete sentences: conjunctions, comparisons, subject missing, adjective clauses, 2. 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, masalah tata bahasa
DESIGNING A READING TEACHING MATERIAL BASED ON THE STUDENTS’ WEAKNESS POINTS IN ANSWERING UN READING TESTS AT SMA EXCELLENT AL-YASINI IN ACADEMIC YEAR 2014/2015 Putri Nurul Hidayati
Educate Vol 4, No 2 (2015)
Publisher : Universitas Pesantren Tinggi Darul Ulum Jombang

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Abstract

The senior high school students often had difficulty understanding and answering UN Reading questions so that they had English UN scores less than 4,00. This research is aimed at designing a reading teaching material for the twelfth grade students of SMA Excellent Al-Yasini Kraton Pasuruan. The teaching material was based on the students’ weakness points in answering UN reading questions. The method used of this research was quantitative analysis. Meanwhile, the sampling was cluster random consisting of 20 students. The data were collected through test and analyzed by using percentage calculation. The findings of this research as follows, the students mainly had difficulty on three types of questions in explanation text: word meaning (100%), unstated information (90%), and main idea (80%), in discussion text, it was identified that the students had problem dealing unstated information (85%) and detailed information (75%), the most problematic question for the students in news item was detailed information (95%) and in exposition text, detailed information (85%) was also the students’ difficulty. Based on the findings, it can be concluded that the teaching material developed consisted of the materials that were in accordance with the students’ proficiency level as shown by the results of the research Key word: UN, student’s needs, teaching material
PENGEMBANGAN SILABUS TOEFL LISTENING UNTUK MAHASISWA NON BAHASA INGGRIS DENGAN TINGKAT KEMAMPUAN BAHASA INGGRIS RENDAH Maisarah Maisarah
Educate Vol 3, No 1 (2014)
Publisher : Universitas Pesantren Tinggi Darul Ulum Jombang

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Oleh: Maisarah, S.S., M.Si 1 Endang Suciati, M.A 2 Fakultas Bahasa dan Sastra Unipdu Jombang (inmai5@yahoo.com) ABSTRAK Artikel ini membahas tentang identifikasi kelemahan mahasiswa non bahasa Inggris dengan kemampuan rendah (skor TOEFL < 450) dalam mengerjakan soal TOEFL Listening dalam rangka penyusunan silabus pelatihan TOEFL Listening. Berdasarkan analisis butir soal, jenis soal yang paling sering muncul pada Listening part A adalah: meaning question, prediction, suggestion, implication, dan inference. Sedangkan pada listening part B, jenis soal yang paling sering muncul adalah topics dan details. Pada listening part C, jenis soal yang sering muncul adalah topics dan details. Setelah melakukan tes pada responden, pada Listening Part A, semua responden mengalami kesulitan dalam menjawab jenis soal meaning question. Pada Listening part B, jenis soal topics juga dirasakan sulit bagi semua responden. Pada listening part C, jenis soal details adalah jenis soal yang menjadi kendala para responden. Dengan demikian, penyusunan silabus harus disesuaikan dengan kebutuhan mahasiswa berdasarkan analisis kempuan mahasiswa dalam TOEFL Listening. Kata Kunci: TOEFL Listening, Mahasiswa jurusan non bahasa Inggris, Analisis Kebutuhan, Silabus.
IMPROVING THE STUDENTS' ABILITY IN WRITING REPORT PARAGRAPH THROUGH GROUP INVESTIGATION IN COOPERATIVE LEARNING Muhammad Saifuddin
Educate Vol 2, No 2 (2013)
Publisher : Universitas Pesantren Tinggi Darul Ulum Jombang

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IMPROVING THE STUDENTS' ABILITY IN WRITING REPORT PARAGRAPH THROUGH GROUP INVESTIGATION IN COOPERATIVE LEARNING
THE EFFECTIVENESS OF CALLA MODELS ON IMPROVING ENGINEERING STUDENTS’ COMMUNICATIVE COMPETENCE Desi Tri Cahyaningati
Educate Vol 1, No 1 (2012): Jurnal Educate
Publisher : Universitas Pesantren Tinggi Darul Ulum Jombang

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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
JENIS KESALAHAN YANG BIASA TERJADI DALAM KARANGAN SISWA BERBAHASA BAHASA JEPANG Sri Aju Indrowaty
Educate Vol 3, No 2 (2014)
Publisher : Universitas Pesantren Tinggi Darul Ulum Jombang

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Sri Aju Indrowaty Unibraw – Malang Ayumirza9220@gmail.com Abstract The use of different languages raises various language errors, either consciously or unconsciously. The process of learning a second language cannot be separated from errors they may make. Making errors is a hallmark of learning. However, errors in language production is very disturbing in achieving the goal of attaining a good language. The types of errors made range from errors in listening (kiku), errors in speaking (hanasu), errors in reading (yomu), errors in writing (kaku). Using Japanese in writings, especially in an essay, often results in various errors. This article describes the grammatical errors that are often made by the students in their writings. This study at least find errors in morphological level, errors in phrasal level, and errors in syntactic level. Keywords: Errors, writing, type of errors Abstrak Pengunaan berbagai bahasa menimbulkan berbagai kesalahan berbahasa, baik disadari maupun tidak disadari. Proses pembelajaran bahasa kedua tidak terlepas dari adanya kesalahan. Kesalahan merupakan ciri dari pembelajaran. Namun demikian kesalahan dalam berbahasa sangat mengganggu dalam usaha tujuan pencapaian bahasa yang baik. Jenis kesalahan yang dilakukan bervariasi mulai dari kesalahan mendengarkan (kiku), kesalahan berbicara (hanasu), kesalahan membaca (yomu), kesalahan menulis (kaku). Penggunaan bahasa Jepang dalam penulisan, terutama dalam sebuah karangan sering menimbulkan berbagai kesalahan. Artikel ini menjelaskan tentang kesalahan-kesalahan gramatika yang sering dibuat oleh para siswa dalam karangan-karangan mereka. Penelitian ini setidaknya menemukan kesalahan dalam hal kesalahan morfologis, kesalahan frasa, dan kesalahan sintaksis. Kata kunci: Kesalahan, karangan, jenis kesalahan
PELAFALAN BUNYI PANJANG BAHASA JEPANG PADA MAHASISWA, PENGAJAR DAN PENUTUR ASLI BAHASA JEPANG PROGRAM STUDI PENDIDIKAN BAHASA JEPANG UNIVERSITAS BRAWIJAYA. Rike Febriyanti; Sri Aju Indrowaty
Educate Vol 4, No 1 (2015)
Publisher : Universitas Pesantren Tinggi Darul Ulum Jombang

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Penelitian ini menunjukkan bahwa (1) pelafalan kosakata bunyi panjang yang dihasilkan pengajar dan mahasiswa cenderung lebih pendek daripada penutur asli. (2) Tidak ada perbedaan yang signifikan antara pelafalan kosakata bunyi panjang oleh pengajar dengan penutur asli. (3) Tidak ada perbedaan yang signifikan antara pelafalan kosakata bunyi panjang oleh mahasiswa dengan penutur asli. (4) Pelafalan kosakata bunyi panjang oleh mahasiswa lebih pendek daripada pengajar tetapi data pelafalan kosakata bunyi panjang oleh pengajar standar deviasinya sangat tinggi daripada mahasiswa dan penutur asli. Kata Kunci: pelafalan, kosakata bunyi panjang, guru, murid, penutur asli
AIMS FOR USING FUN GAMES TO IMPROVE THE ESL STUDENTS’ SPEAKING ABILITY . Maisarah
Educate Vol 3, No 2 (2014)
Publisher : Universitas Pesantren Tinggi Darul Ulum Jombang

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Maisarah Unipdu – Jombang Inmai5@yahoo.com Abstract This article reveals the reasons why fun games are effective to help the students improve their vocabularies and use the language actively. The use of games can be a good language learning tool. During the games, a student not only competes with other students to achieve the learning goal but also collaborates with the others. This process makes the students do the game as good as possible for the sake of winning. When the games are applied, the students are „forced‟ to speak and they will try to use vocabularies related to the theme of the game. It would be very helpful especially for the students in building their confidence and improving their speaking ability. Moreover, games can be used to help the students of beginning level through the silent period. They facilitate the students through many kinds of learning so that the ESL students can absorb the language very well. Not only the reasons to use fun games in the classroom, this article also shares how to choose suitable games for the students completed with their application in the classroom. Keywords: Fun games, ESL students, speaking ability

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