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INDONESIA
IJEE (Indonesian Journal of English Education)
Published by Universitas Islam Negeri Syarif Hidayatullah Jakarta
ISSN : 23561777     EISSN : 24430390     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
IJEE (Indonesian Journal of English Education) is a peer-reviewed journal of English Education Department, Faculty of Tarbiyah and Teachers Training, UIN Syarif Hidayatullah Jakarta. The journal aims at improving the quality of research on the area of English education which is issued twice in a year.
Arjuna Subject : -
Articles 149 Documents
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Peer-Discussion in TOEFL Preparation Class Nyak Mutia Ismail; Sri Wahyuni
IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 4 | NO.1 | 2017
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v4i1.4837

Abstract

ABSTRACT The aim of this study was to see whether the technique of peer-discussion during the TOEFL preparation class benefits the students in increasing their score in Section Two of TOEFL Test,  Structure and Written Expression. According to Porter et al. (2001), during the process of students’ interaction with their peer(s), students have more open chances to ask conceptual questions; and as their peer(s) respond, they can understand more correctly and individually the questions. This study adopted quasi-experimental design involving  one class consisting of 24 second semester college students at Economics Faculty, Syiah Kuala University, Aceh, Indonesia. The result showed that the technique posed positive result on the students’ score in Section Two of TOEFL. The findings revealed that the Ha is accepted for the tvalue is 0.37 (df 22, α=0.05, -0.404 ≤ t ≥ 0.404 ). Also, it is significant for the sigvalue is 0.9 (sigvalue ≥ α=0.05). Hopefully, the result can contribute to the  theoretical gap in the TOEFL domain since there have not been many experimental studies about this technique used in TOEFL class. The technique indeed helps the students in overcoming the problems that they face in the Section Two of TOEFL. Besides, it can also boost their motivation in preparing for the TOEFL test.   ABSTRAK Tujuan dari studi ini adalah untuk melihat apakah diskusi dengan teman selama kelas persiapan TOEFL dapat memberi manfaat kepada siswa dalam meningkatkan skor mereka di bagian kedua tes TOEFL, yakni Structure and Written Expression. Seperti dikatakan oleh Porter et al. (2001) bahwa selama proses interaksi dengan teman, siswa mempunyai lebih banyak kesempatan untuk menanyakan pertanyaan konseptual; dan diwaktu mereka merespon, mereka mampu untuk mengerti dengan lebih baik dan secara individu pertanyaan tersebut. Studi ini menggunakan desain quasi-experimental yang melibatkan satu kelas yang terdiri dari 24 siswa dari semester 2 di Fakultas Ekonomi, Universitas Syiah Kuala University, Aceh, Indonesia. Hasil penelitian ini menunjukkan bahwa teknik ini mempunyai hasil positif terhadap skor siswa dalam bagian kedua tes TOEFL. Hasil yang didapat menerima Ha dengan nilai t 0.37 (df 22, α=0.05, -0.404 ≤ t ≥ 0.404 ). Dan hasil ini juga signifikan dengan nilai signifikansi 0.9 (sigvalue ≥ α=0.05).  Diharapkan hasil dari studi ini dapat memberi kontribusi kepada kajian teoritis dalam karena masih belum banyak studi eksperiment tentang ini dalam pengajaran TOEFL. Teknik ini mampu membantu siswa dalam menghadapi masalah dalam TOEFL di bagian kedua. Di samping itu, teknik ini juga mampu meningkatkan motivasi siswa di dalam menghadapi tes TOEFL.   How to Cite: Ismail, N. M. Wahyuni, S. (2017). Peer-Discussion in TOEFL Preparation Class. IJEE (Indonesian Journal of English Education), 4(1), 63-70 doi:10.15408/ijee.v4i1.4837.DOI: http://dx.doi.org/10.15408/ijee. v4i1.4837
Teaching English in Non-English Departments: Empowering Teacher Towards Improvement Ninuk Sholikhah Akhiroh
IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 4 | NO.1 | 2017
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v4i1.5341

Abstract

ABSTRACT English Language Teaching (ELT) in non-English majors already has its “home” but not its “host”. It means that the parties involved in the teaching have not been able to manage an effective ELT yet. There could be many aspects related to this, yet this paper prefers to propose a solution to improve the effectiveness of English teaching in non-English majors by empowering the English language lecturer. This paper refers to the results of research conducted on the teaching of English in the Faculty of Social Sciences that use lecturers and students as the main informant, as well as interviews, observation and document analysis as data collection techniques. The results showed that some important improvement in ELT for non-English majors can be initiated by the lecturers. There are some necessary steps to do to reinforce the role of lecturers in ELT implementation. They are involving the lecturer in designing or revising the curriculum, building connection with fellow ESP lecturers and lecturers of relevant field of study, and activating Focus Group Discussion among teaching team. These steps hopefully will be complemented by the improvement of other aspects in ELT for non-English departments to build an effective teaching.   ABSTRAK Pengajaran bahasa Inggris di jurusan non-bahasa Inggris baru memiliki “rumah” saja, belum “tuan rumah”nya. Ini berarti bahwa pihak-pihak yang terlibat dalam pembelajaran belum dapat menata sebuah pengajaran bahasa Inggris yang efektif. Ada banyak hal yang dapat dilakukan, namun tulisan ini memilih untuk mengajukan sebuah solusi perbaikan pengajaran bahasa Inggris di jurusan non-bahasa Inggris dengan cara memberdayakan dosen pengampu matakuliah. Tulisan ini  merujuk pada hasil penelitian yang dilakukan terhadap pengajaran bahasa Inggris di Fakultas Ilmu Sosial dengan menggunakan dosen dan mahasiswa sebagai informan utama, serta wawancara, observasi dan analisis dokumen sebagai teknik pengumpulan data. Hasil penelitian menunjukkan bahwa beberapa perbaikan penting dalam penegajaran bahasa Inggris dapat difasilitasi oleh dosen pengampu matakuliah. Langkah-langkah yang dapat dilakukan adalah: melibatkan dosen dalam menyusun kurikulum pengajaran bahasa Inggris; membangun hubungan dengan sesama dosen pengajar ESP dan dosen ahli bidang ilmu tertentu; mengaktifkan forum diskusi antar anggota tim pengajar. Langkah-langkah ini diharapkan dapat dilengkapi dengan perbaikan dari aspek-aspek lain guna mewujudkan pembelajaran yang efektif. How to Cite: Akhiroh, N. S. . (2017). Teaching English in Non-English Departments: Empowering Teacher Towards Improvement. IJEE (Indonesian Journal of English Education), 4(1), 49-62. doi:10.15408/ijee.v4i1.5341  
The Application of Language Learning Strategies of High School Students In Indonesia Alfian A.
IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 3 | NO.2 | 2016
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v3i2.5509

Abstract

ABSTRACT The purpose of this study is to investigate language learning strategies (LLS) use by high school students in Indonesia. By employing a mixed-method design, eighty  participants responded to the Strategy Inventory of Language Learning (SILL) questionnaire for the quantitative data. Eight  language learners were interviewed for qualitative data. The descriptive statistics using SPSS was used to analyze the questionaire, and thematic analysis was used  to analyze the interviews. The results indicated that first; metacognitive, cognitive and social strategies use were reportedly employed the most frequently of all strategies. Second, the strategies employed by males participants are not different with those employed by females Third, successful students used more strategies than those of less successful students. The interview findings demonstrated  that successful language learners mostly used practicing strategies ( practice four language skills). This study provides the implication for classroom practice, especially raising teacher’s awareness of their teaching methodology. ABSTRAK Tujuan dari penelitian ini adalah untuk mengetahui strategi-strategi  pembelajaran bahasa yang digunakan oleh siswa SMA di Indonesia. Penelitian ini menerapkan metode mix-method dimana  Delapan Puluh telah mengisi angket strategi belajar bahasa (SILL) untuk data kuantitatif dan Delapan siswa telah diwawancarai untuk data kualitatif. Data dari angket dianalisa dengan SPSS sedangkan metode analisis tematik digunakan untuk menganalisis hasli wawancara. Hasil penelitian ini menunjukkan bahwa pertama; Metakognitif, kognitif dan strategi sosial dilaporkan paling sering digunakan dari semua strategi pembeljaran bahasa. Kedua, strategi yang digunakan oleh siswa laki-laki tidak berbeda dengan yang laporkan oleh siswa perempuan. Ketiga, siswa yang sukses dalam pembelajaran bahasa  menggunakan lebih banyak strategi daripada siswa yang kurang sukses. Dari hasil wawancara didapatkan bahwa pelajar bahasa yang berhasil kebanyakan menggunakan strategi berlatih (berlatih empat keterampilan bahasa). Penelitian ini memberikan implikasi untuk proses belajar mengajar dalam  kelas, terutama untuk meningkatkan kesadaran guru terhadap pemilihab metodologi pengajaran mereka. How to Cite: Alfian. (2016). The Application of Language Learning Strategies of High School Students In Indonesia. IJEE (Indonesian Journal of English Education), 3(2), 140-157 doi:10.15408/ijee.v3i2.5509. Permalink/DOI: http://dx.doi.org/10.15408/ijee.v3i2.5509
The Voices of Preservice EFL Teachers on the Implementation of Teacher Educators‘ Effendi Limbong
IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 3 | NO.2 | 2016
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v3i2.5511

Abstract

ABSTRACT This research investigate pre-service EFL teachers’ voices toward teacher educators’ implementation of flipped classroom combined with Facebook throughout TPACK that can be observed by pre-service EFL teachers during their teacher training program. This study employed phenomenology of semi-structure interview and document e-portfolio projects of eight pre-service EFL teachers. This research revealed although not all participants were unfamiliar with flipped classroom, this approach to combine with Facebook as media to upload e-portfolios of previous pre-service EFL teachers and various website links to design and develop PACI model was effective and efficient in understanding the content of PACI model before they have face to face classes. The significance of this study is useful for pre-service EFL teachers to witness the use flipped classroom combine with Facebook to extend the use of technology for being self-discipline and self-directness to design and develop PACI model throughout the TPACK framework in supporting them to be 21st future teachers. ABSTRAK Penelitian ini mengungkap pengalaman para calon guru terhadap penerapan kelas terbalik dengan menggunakan Facebook sebagai media oleh dosen dengan TPACK yang dapat diamati oleh para calon guru selama mengikuti perkuliahan agar nantinya dapat mereka terapkan. Dengan menggunakan phenomenology semi interview terstruktur terhadap delapan calon guru dan menganalisa hasil unjuk kerja berbasis portofolio elektronik. Penelitian ini menemukan walaupun tidak semua calon guru terbiasa dengan pendekatan kelas terbalik, penggabungan metode ini dengan Facebook sebagai media untuk memasukkan materi ajar dari Internet ditambah dengan hasil kerja mahasiswa sebelumnya berbasis elektronik portofolio untuk mendesain dan membuat materi ajar berbasis teknologi dengan menggunakan PowerPoint, Audacity, Camtasia, dan Internet (PACI) efektif dan efisien untuk difahami dan diterapkan oleh calon guru sebelum mengikuti perkuliahan dan meningkatkan penggunaan teknologi untuk belajar mandiri, mendesain, dan membuat PACI model berdasarkan TPACK untuk menjadi guru abad 21. How to Cite: Limbong, E. (2016). The Voices of Preservice EFL Teachers on the Implementation of Teacher Educators’ Flipped Classroom in Designing and Developing PACI Model. IJEE (Indonesian Journal of English Education), 3(2), 171-191 doi:10.15408/ijee.v3i2.5511. Permalink/DOI: http://dx.doi.org/10.15408/ijee.v3i2.5511  
A Voluntary Reading Program (VRP) to Stimulate EFL Reading Interest Erna Iftanti
IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 3 | NO.2 | 2016
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v3i2.5512

Abstract

ABSTRACT This article explores the implementation of a Voluntary Reading Program (VRP) which aims at stimulating an EFL reading interest among Indonesian EFL college students. This qualitative study conducted within seven weeks to EFL college students of State Islamic Institute of Tulungagung attending a practice course on Cultivating EFL Reading Habits formally set for eight meetings. This course is intended to address a big concern on the strategy to better stimulate EFL students’ reading habits. By the end of the program, through an interview done to all participants, the program indicates positive effect on stimulating the EFL college students to read for some reasons. Reading brings about great advantages to widen their knowledge and set awareness that reading is not a difficult activity since they can read a lot through their mobile phones (online reading).  wriiten texts found anywhere, or even any ads hanged on the walls. In a nutshell, this program proves to be a good way of stimulating good habit of EFL reading for EFL college students. ABSTRAK Artikel ini mengeksplorasi implementasi Program Membaca Sukarela (PMS) yang bertujuan menstimulasi daya tarik membaca bacaan berbahasa Inggris bagi mahasiswa Indonesia yang belajar bahasa Inggris sebagai bahasa asing. Penelitian qualitative dalam waktu 7 minggu kepada mahasiswa Prodi Pendidikan Bahasa Inggris yang mengikuti mata kuliah praktikum “Cultivating EFL Reading Habits” secara formal dijadwalkan dalam waktu 8 minggu. Penelitian ini dilakukan karena perhatian besar terhadap permasalahan kebiasaan membaca para pembelajar bahasa Inggris sebagai bahasa asing. Di akhir Program, melalui wawancara kepada seluruh peserta, Program ini mempunyai efek positif untuk menstimulasi mahasiswa bahasa Inggris untuk membaca karena membaca bermanfaat untuk memperluas pengetahuan mereka dan memunculkan kesadaran bahwa membaca merupakan kegiatan yang tidak sulit karena mereka bisa membaca banyak hal melalui HP (Online reading), tulisan-tulisan yang ditemukan dimana-mana atau bahkan iklan yang dipasang di dinding. Singkatnya, Program Membaca Sukarela terbukti sebagai cara yang baik untuk menstimulasi mahasiswa bahasa Inggris untuk mencintai membaca bacaan-bacaan berbahasa Inggris. How to Cite: Iftanti, E. (2016). A Voluntary Reading Program (VRP) to Stimulate EFL Reading Interest. IJEE (Indonesian Journal of English Education), 3(2), 192-207 doi:10.15408/ijee.v3i2.5512. Permalink/DOI: http://dx.doi.org/10.15408/ijee.v3i2.5512Key words: Voluntary Reading Program, to Stimulate, Reading Interest.
EFL Students’ Performance and Expectation Towards Peer Response in Writing Classroom M. Zaini Miftah
IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 3 | NO.2 | 2016
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v3i2.5513

Abstract

ABSTRACT This study investigates the EFL students’ performance and expectation towards peer response in writing classroom. A survey research method was applied. Data were collected through a questionnaire containing 20 items. The questionnaire was distributed to 12 Indonesian EFL students enrolling in a writing course at the English Department of IAIN (State Islamic Institute) Palangka Raya, Central Kalimantan, Indonesia. The findings of the study showed that the tendencies of the tasks performed by the student reviewers are asking about peers’ ideas and meanings of their essays, of the student-writers responses to peer response are paying attention to clear correction and correcting mechanical errors, and of the student-writers expectations from the peer response are commenting on ideas and meanings, providing clear corrections, and correcting mechanical errors. ABSTRAK Penelitian ini mengkaji performa dan harapan mahasiswa dalam konteks EFL terhadap respon teman sejawatnya dalam kelas menulis. Metode penelitian survey diterapkan dalam penelitian ini. Data dikumpulkan menggunakan kuesioner dengan 20 pertanyaan. Kuesioner ini diberikan kepada 12 mahasiswa EFL di Indonesia pada kelas menulis Prodi Pendidikan Bahasa Inggris IAIN (Institut Agama Islam Negeri) Palangka Raya, Kalimantan Tengah, Indonesia. Sebagai hasil dari penelitian, terlihat bahwa kecenderungan tugas yang dilakukan oleh mahasiswa sebagai penyunting adalah bertanya tentang ide-ide dan makna dari esai teman sejawatnya, kecenderungan tanggapan dari mahasiswa sebagai penulis terhadap respon teman sejawat adalah memperhatikan koreksi yang jelas dan mengoreksi kesalahan mekanik, dan kecenderungan harapan mahasiswa sebagai penulis terhadap respon teman sejawat yaitu mengomentari ide dan makna, memberikan koreksi yang jelas, dan juga mengoreksi kesalahan mekanik dari esai teman sejawatnya. How to Cite: Miftah, M., Z. (2016). EFL Students’ Performance and Expectation Towards Peer Response in Writing Classroom. IJEE (Indonesian Journal of English Education), 3(2), 208-223 doi:10.15408/ijee.v3i2.5513. Permalink/DOI: http://dx.doi.org/10.15408/ijee.v3i2.5513  
The Non Standard English Used by Women in the Help Movie Aal Inderajati; U Ubaidillah
IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 3 | NO.2 | 2016
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v3i2.5514

Abstract

ABSTRACT This research discusses the grammatical features of Non-Standard English that is used by women characters in The Help movie and also the factors that influence it. The discussion in this research uses the theory from Trudgill (1999) and Holmes (1992). Further, SPEAKING formula proposed by Dell Hathaway Hymes (1974) is also used to determine the factors that influence the use of Non-Standard English. The study found five features of non-standard English used by women characters; they are missing auxiliary verbs, construction words, grammatical mistakes, wrong pronouns, and double negatives. Those features were found in the 108 data or conversations. The researcher analyzed those features through SPEAKING formula to find the factors. The factors which affect the use of non-standard English are Setting and Scene, Participants, Ends, and Genre. Moreover, Participants is the factor that mostly influences the use of Non-Standard English by women in The Help movie.   ABSTRAK Dalam penelitian ini akan dibahas tentang fitur-fitur gramatikal bahasa Inggris non-standard yang digunakan oleh karakter wanita dalam film The Help dan juga faktor yang mempengaruhi penggunaannya. Pembahasan dalam penelitian ini menggunakan teori dari Trudgill dan Holmes. Disamping itu, teori SPEAKING yang dikemukakan oleh Dell Hathaway Hymes juga akan digunakan untuk mengetahui faktor yang mempengaruhi penggunaan bahasa Inggris non-standard tersebut. Dari hasil analisis, peneliti menemukan lima fitur bahasa Inggris non-standard yang digunakan oleh karakter wanita; fitur tersebut yaitu missing auxiliary verb, construction words, grammatical mistakes, wrong pronoun, dan double negative. Faktor yang mempengaruhi penggunaan bahasa non-standard ialah Setting and Scene, Participants, Ends, dan Genre. Participants adalah faktor yang paling banyak mempengaruhi penggunaan bahasa Inggris nonstandard oleh karakter wanita dalam film The Help. How to Cite: Inderajati, A. Ubaidillah. (2016). The Non Standard English Used by Women in the Help Movie. IJEE (Indonesian Journal of English Education), 3(2), 106-122 doi:10.15408/ijee.v3i2.5509. Permalink/DOI: http://dx.doi.org/10.15408/ijee.v3i2.5509   
Utilizing Cooperative Learning in Islamic College Students’ Classroom Abdul Gafur Marzuki
IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 3 | NO.2 | 2016
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v3i2.5528

Abstract

ABSTRACT The research aims at utilizing cooperative learning in teaching reading skill for Islamic college students. The research was classroom action research which was conducted in two cycles where each cycle consisted of planning, implementation, observation and reflection. The subject were taken from PAI 5 which contained 30 students. The data of this research were obtained from the test, observation checklist, and field notes. The findings of research showed that cooperative learning was effective in developing students’ reading skill. The findings revealed that there were nineteen students who achieved the minimum criteria of achievement in cycle 1, which percentage was 63.3%. In cycle 2, it was found that there were twenty five students who achieved the minimum criteria of achievement, which percentage increased to 83.3%. Both of the classical and individual achievements have met the criteria of success. Besides, students were active in joining classroom activities and completing their classroom tasks. Therefore, it can be concluded that the cooperative learning was effective to develop the students’ reading skill. ABSTRAK Penelitian ini bertujuan untuk memanfaatkan pembelajaran kooperatif dalam pembelajaran keterampilan membaca mahasiswa di perguruan tinggi Islam. Penelitian ini merupakan penelitian tindakan kelas yang dilakukan dalam dua siklus dimana setiap siklus terdiri dari perencanaan, pelaksanaan, observasi dan refleksi. Subjek penelitian diambil dari kelas PAI 5 yang terdiri dari 30 mahasiswa. Data penelitian ini diperoleh dari hasil tes, lembar observasi, dan catatan lapangan. Temuan penelitian menunjukkan bahwa pembelajaran kooperatif efektif dalam mengembangkan keterampilan membaca mahasiswa. Temuan menunjukkan bahwa ada sembilan belas mahasiswa yang mencapai kriteria pencapaian minimal pada siklus 1, dengan persentase 63,3%. Pada siklus 2, ditemukan bahwa ada dua puluh lima mahasiswa yang mencapai kriteria pencapaian minimum dengan persentase 83,3%. Persentase klasik dan individual telah memenuhi kriteria keberhasilan. Selain itu, mahasiswa aktif mengikuti kegiatan kelas dan menyelesaikan tugas kelas mereka. Oleh karena itu, dapat disimpulkan bahwa pembelajaran kooperatif efektif untuk mengembangkan keterampilan membaca mahasiswa. How to Cite: Marzuki, A., G. (2016). Utilizing Cooperative Learning in Islamic College Students’ Classroom. IJEE (Indonesian Journal of English Education), 3(2), 123-139 doi:10.15408/ijee.v3i2.5528. Permalink/DOI: http://dx.doi.org/10.15408/ijee.v3i2.5528 
The Effect of Blended Learning to the Students’ Achievement in Grammar Class Arina Isti'anah
IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 4 | NO.1 | 2017
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v4i1.5697

Abstract

ABSTRACT Blended learning is believed to improve students’ understanding in learning second language. The employment of offline and online activities is expected to give better outcome than the traditional face-to-face activities. This article presents how blended learning was applied in an English grammar class and whether it significantly improved students’ achievement after the treatment. The participants involved in this research were 26 students of the the second semester students of the English Letters Department, Sanata Dharma University. A pre-experimental research was conducted by comparing the means of the participants’ scores in both pre-test and post-test. The analysis figured out that there was a significant improvement, proven by the paired t-test analysis. The p-value 0.00 was less than alpha 0.05. This research concluded that blended learning was effective to assist the students to learn English grammar. To strengthen the findings, this research also involved pre-questionnaire and post-questionnaire to understand students’ responses on the use of blended learning. In the end of the semester, most students found that online activities help them comprehend and practice the materials. Students’ reflective journals also revealed that blended learning was able to improve their understanding and interest in learning English grammar.  ABSTRAK Blended learning dipercaya mampu meningkatkan pemahaman siswa dalam memahami bahasa asing. Penggunaan aktifitas offline dan online diharapkan mampu memberi luaran yang lebih baik dibandingkan aktifitas tatap muka secara tradisional. Artikel ini menyajikan bagaimana blended learning diterapkan dalam kelas English grammar dan mengungkapkan apakah blended learning memberikan perbedaan berarti dalam pencapaian mahasiswa sebelum dan setelah perlakuan. Partisipan yang dilibatkan dalam penelitian ini adalah mahasiswa semester dua dari Program Studi Sastra Inggris, Universitas Sanata Dharma. 26 partisipan dilibatkan dalam penelitian ini. Penelitian pra-eksperimen diterapkan dengan membandingkan rata-rata nilai dari peserta dalam pre-tes dan pos-tes. Hasil analisis menunjukkan bahwa terdapat perbedaan signifikan rata-rata dari kedua tes, yang ditunjukkan dengan analisis pasangan t-tes. Nilai p menunjukkan 0.00 dan lebih kecil dari alpha 0.05. Penelitian ini menyimpulkan bahwa blended learning efektif untuk mendampingi mahasiswa belajar English grammar. Untuk memperkuat penemuan tersebut, penelitian ini juga melibatkan pre-kuesioner dan pos-kuesioner. Pada akhir semester, sebagian besar mahasiswa menemukan bahwa aktifitas online membantu mereka memahami dan melatih materi yang mereka pelajari. Jurnal reflektif mahasiswa juga menunjukkan bahwa blended learning mampu meningkatkan kemampuan mereka belajar English Grammar.How to Cite: Isti’anah, A. (2017). The Effect of Blended Learning to the Students’ Achievement in Grammar Class. IJEE (Indonesian Journal of English Education), 4(1), 16-30 doi:10.15408/ijee.v4i1.5697.DOI: http://dx.doi.org/10.15408/ijee. v4i1.5697  
Self and Group Initiated Professional Development Pursuits of EFL Teachers Nana Priajana
IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 4 | NO.1 | 2017
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v4i1.6597

Abstract

ABSTRACT Teachers’ quality plays a paramount role in the improvement of  education quality. One of the ways to ensure high quality teachers is through effective continuous professional development for teachers. This present study is aimed to explore how EFL teachers develop their professionalism, particularly in terms of pedagogical and professional competencies. This research involved seven outstanding English teachers teaching at junior and senior high schools from two different areas covering one municipality and a district in Cirebon. The result showed that there are two main themes of professional development pursuits of the outstanding teachers comprising of self-initiated or individual and group professional development activities. ABSTRAK Kualitas guru berperan penting dalam menjaga kualitas pendidikan. Salah satu cara memastikan guru untuk tetap berkualitas adalah melalui aktivitas pengembangan profesionalisme yang efektif bagi guru. Penelitian ini bertujuan untuk mengeksplorasi bagaimana aktivitas guru bahasa Inggris mengembangkan profesionalisme mereka terutama dalam hal kompetensi pedagogis dan profesional. Penelitian ini melibatkan tujuh guru bahasa Inggris  luar biasa yang mengajar di tingkat SMP dan SMA dari dua wilayah yang berbeda yang mencakup satu kotamadya dan sebuah kabupaten di Cirebon. Hasil penelitiannya menunjukkan bahwa ada dua pola utama aktivitas pengembangan profesional dari guru bahasa Inggris yang terdiri dari kelompok sendiri / individu, dan kelompok. Penelitian ini menyimpulkan bahwa guru bahasa Inggris dapat melakukan kegiatan profesinya yang diinisiasi sendiri dan kelompok untuk mempertahankan profesionalisme mereka sebagai guru. How to Cite: Priajana, N. (2017). Self and Group Initiated Professional Development Pursuits of EFL Teachers. IJEE (Indonesian Journal of English Education), 4(1), 31-48 doi:10.15408/ijee.v4i1.6597. 

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