5 research outputs found
English for Professional Training Classes: When the Online Classroom and the Work Field are in one Corporation
Get PDFBridging background knowledge and present issues or demand, as well as preparing students for facing the future need to have pivotal positions during the teaching and learning process. Particularly in the context of teaching students who are working while pursuing higher study, the process of teaching and learning English for professional classes has its challenges both for teachers and students. EFL classrooms, then, should be able to bring contextual meaning through suitable materials, activities, and assessments. This present study is a retrospective study that elaborates on how an online professional English training class in STT STIKMA Malang was conducted based on the students’ work to match the students’ needs. It was found out that the use of work-based materials blended with the current issues is found to be effective to promote the students’ critical thinking during the teaching and learning process. The work-based activities assessments are also able to increase students’ online participation throughout the process of the language classroom. Furthermore, from the study, it was also found that students also give positive responses due they can link the English language learned in the class with the specific work that the students have
Persepsi mahasiswa dan dosen STT STIKMA internasional terhadap penerapan Program Merdeka Belajar Kampus Merdeka
No full textPenelitian ini bertujuan untuk melihat persepsi mahasiswa dan Dosen terhadap implementasi MBKM dalam meningkatkan kreativitas untuk menunjang daya saing di pasar kerja. Merdeka Belajar-Kampus Merdeka (MBKM) adalah kebijakan baru dari Menteri Pendidikan dan Kebudayaan Indonesia. Proses pembelajaran yang digunakan selama ini dianggap kurang efektif karena hanya bertumpu pada pendidik, sehingga peserta didik tidak terlibat aktif dalam pembelajaran. Dibutuhkan pembelajaran mandiri yang diharapkan mampu mengembangkan pengetahuan berdasarkan pengalaman belajar. Kemajuan teknologi dan perkembangan zaman, membutuhkan Sumber Daya Manusia yang unggul dan berkarakter serta kreative. Perencanaan konsep Kampus Merdeka ini pada dasarnya merupakan inovasi pembelajaran untuk mendapatkan kualitas pembelajaran yang terbaik. Metode penelitian yang digunakan adalah metode survey. Data persepsi Dosen dan Mahasiswa dikumpulkan menggunakan instrumen yang sama. Instrumen survey yang telah divalidasi, digunakan untuk mengumpulkan data dari instrumen yang dibagikan melalui google form secara online. Dari hasil penelitian yang diperoleh, masih banyak dosen dan mahasiswa yang belum mengetahui tentang MBKM. Oleh karena itu perlu treatment lanjutan untuk memaksimalkan program MBKM di STT STIKMA Internasional
Using K-W-L Strategy to Improve the Reading Comprehension of Seventh Graders of SMP Negeri 8 Malang
No full textThis research was intended to improve the students’ ability in reading comprehension along with the students’ vocabulary mastery. This research belongs to the Classroom Action Research which was conducted in two cycles. A cycle consists of four stages: planning, implementing, observing and reflecting. The subjects for this research were 44 students of VII-B students of SMP Negeri 8 Malang. Based on the preliminary study, the result showed that the main problem is low achievement in reading ability because of the lack of vocabulary knowledge. Therefore, the researcher wanted to improve the students’ ability in reading along with vocabulary knowledge by implementing K-W-L strategy. The instruments used for this research were interview guide, observation checklists, questionnaire, field notes, reading and vocabulary tests, K-W-L worksheets, students’ works in the exercise and students’ active participation tables. The data were analyzed and reflected to see whether or not the research passed the criteria of success. The criteria of success were 70% students passed the minimum passing standard score which is 75 and minimum 60% students are active during the teaching and learning process in the classroom. The researcher, together with the English teacher determined the criteria of success. The result of this research showed that K-W-L Strategy improved the students’ reading comprehension and vocabulary mastery. From cycle II, 87% students passed the minimum passing standard score and 100% students were active during the teaching and learning process. In conducting the strategy, the researcher distributed K-W-L worksheets which were divided into three columns, K, W and L columns to each student. Before starting the lesson, the researcher told the students about the topic of the text for the meeting. Later, the researcher implemented the strategy which required three steps. First, the students were assigned to brainstorm any information and the vocabulary they have known about a certain topic by listing it in the K column on the worksheet. Second, the students were asked to think of any information about what they want to know by creating questions to be written in W column on the worksheet. The last, the students were assigned to write down the information and the vocabulary that they have learned after reading the text by answering the questions they made earlier and listing the new vocabulary from the text. Since the strategy is also implemented to teach vocabulary, dictionary was used during the teaching and learning process to find the meaning of the difficult words covered in the text. During the implementation of the strategy, the students are assigned to work individually and work in group.Based on the result, it is suggested that English teachers implement K-W-L strategy as an alternative teaching technique especially in teaching reading in order to improve the students’ ability in reading comprehension and vocabulary mastery.
INSTAGLISH: WHEN INSTAGRAM IS BEYOND ONLINE PHOTO-SHARING PLATFORM TO INDUCE YOUR ENGLISH
Get PDFMotivated by the growth of social media throughout the globe, including in Indonesia, educational practitioners need to be creative and make use of this opportunity to boost up the learning goals, for example making use of Facebook, Twitter, Instagram, Line, and many others (social media) in educational settings. Among those social media, Instagram has increased its popularity, particularly in Indonesia, with its 22 million users. It is an online platform in which users can share their stories via uploaded photos. Recently, it is not merely used as photo story sharing but also online shopping, news updating, and video conferencing. As Instagram offers promising features, this study explored how this platform was applied to improve the students English written competence, focusing on reading and writing. This study is action research that investigates the use of Instagram as a social-and-educational medium that offers beyond new language learning experiences in the project called InstaGlish, Instagram English. The data were collected from the classroom observation during the project, students' Instagram photo posts, captions and comments, and students' reading and writing scores after project implementation. A questionnaire and direct interview to the students were also carried out to give a more thorough and deeper understanding of the students' responses toward how effective InstaGlish helps them learn and induce their English. In addition, the findings of this current study were expected to give fruitful insight on how to use social media not merely as the fun-without-meaning activity yet fun-and-meaningful new learning experiences
Error analysis of undergraduate students' writing performances: IELTS-based activities
Get PDFAs English as a Foreign Language (EFL) students, it is expected that they should have good ability in four skills of English, including writing skill. However, errors are still found in students’ written works. This paper examines the different types of writing errors made by 10 Indonesian undergraduate students who were enrolled in an IELTS preparation class. Descriptive qualitative research was employed in this study. The errors in the term papers were identified and classified accordingly. The students’ works were assessed based on four aspects: task achievement, cohesion and coherence, lexical resource, grammatical range, and accuracy. The result of this study showed that the highest percentage of students’ errors was in terms of lexical resource and grammatical range (accuracy), followed by three other common errors: singular or plural, word choice, and punctuation. Regarding to the task achievement, in Task 1, most of the students addressed the task but they didn't cover all the information needed. While in Task 2, some students presented clear opinions but with limited and inadequately developed ideas and gave no conclusion. Furthermore, for the results of cohesion and coherence in Task 1, most students showed good logical sequence and overall progression but with faulty cohesion devices. However in Task 2, some students presented either incoherent or illogical ideas or information. These results contribute as fruitful insights for language learners who want to enhance the IELTS comprehension, particularly writing performance
