66 research outputs found


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    This study is aimed to develop effective English learning materials in accordance with the schoolbased curriculum of vocational secondary school (SMK), especially for Visual Communication Design department. The result of this study is expected to overcome the problems related to English learning materials which are less available for SMK. This study is Research and Development (R & D) and the purpose is to develop a finished product which can be effectively used in the teaching and learning process (Borg & Gall, 2007). For steps of the research, needs analysis was the first thing to do. Second, the data are used as a source to design the materials. Third, the materials were implemented. Fourth, after implementation, evaluation and revision of developed materials were done. Data were collected using questionnaire, observation, and interview. The observation and interview were analyzed qualitatively and the questionnaires were analyzed quantitatively. Based on the research finding, the effective English learning materials consist of three sections. They are warming-up tasks (Let’s get started), while-teaching tasks, and closing. In while-teaching tasks, there are two sections namely Let’s Read and Write (written cycle) and Let’s Listen and Speak (oral cycle). The materials provide grammar lessons in the written cycle, language function lessons in the oral cycle, and vocabulary lessons in the both cycles. The effective materials are also supported by the effectiveness of the task components, namely goal, input, activity, setting, learner role, and teacher role ((Nunan, 2004). The goal of the first section, Let’s Get Started is to introduce the students to the topic of the unit. Let’s Read and Write is to help the students able to use and comprehend written texts in daily life context. Then, Let’s Listen and Speak is to help the students able to express and comprehend oral language in daily life context. Otherwise, the goal of the designed materials is helping the students learn English related to their department and their future job. Pictures,simplified texts, short dialogues, phonetic transcription, and situations given for role playing are the effective input. The effective activities of the materials are answering questions, studying explanation texts, doing word puzzle, matching, completing, imitating, and role playing. Working in pairs and in small groups became the most frequent setting. The materials also give opportunity for the students to be active participants. The teacher as a controller, organizer, helper and feedback giver plays the roles well and supports the students in learning English

    Classroom Activities in Content and Language Integrated Learning

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    AbstractContent and Language Integrated Learning is an approach used to teach subjects which focus on learning a new language and content. This approach is usually implemented to teach content through a target language. In an English training program in Indonesia, this approach is applied by using English as a medium of instruction to teach concepts and theory-based subjects. Since the students should accomplish the target language and concepts of pedagogy, they need activities to assist them in the dual-focused process. This research is going to scrutinize what activities are implemented in the program to achieve the learning goal. By interviewing four sophomore students who enrolled two content subjects in semester three, the data were gained. Four classroom activities used were revealed. Those were quiz, group presentation, group teaching and classroom discussion. Students’ responses toward each activity were good. However, some notes regarding teachers’ decision and roles were addressed. It proved a teacher is a factor that brings the CLIL activities into success or failure. Keywords: Content and Language Integrated Learning, CLIL, classroom activities, students’ response

    Mind Mapping in CLIL: How It Facilitates Students’ Reading Comprehension

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    In Content and Language Integrated Learning (CLIL) where students are exposed with texts in a language that they are still learning, a mind map could be one of significant alternatives to gain students’ reading comprehension. This exploratory research discuses six EFL students’ voices about how mind map can be an instrument to comprehend English texts they read. In gaining the data, thirty-seven students who enrolled a theory-based subject in forth semester were assigned to write a reflective essay about mind map tasks and six forth semester students were interviewed to get the main data. Students’ portfolio of mind map assignment with teacher feedback was employed to triangulate the interview data. The results show that thirty-seven students agreed that mind map assisted them to comprehend English texts, yet the process was a bit complicated for them. All process that students passed through in making mind map contributed to reach L2 reading comprehension in CLIL classroom. Conclusion and recommendation are also discussed in this article

    Learning Tools for EFL Writing: What and How based on Upper Secondary School Students’ Perspectives

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    Writing in English is bit challenging since students should deal with not only organization and idea development but also the language. This study aims to explore the preferred learning tools used of upper secondary school students while writing and how the learning tools accommodate them in increasing the quality of their writing based upon their perspectives. This study belongs to descriptive qualitative research and took place at one of private upper secondary schools in Yogyakarta, Indonesia, with six students serving as research participants. A standardized open-ended interview and students’ writing works were used to acquire the data. The first finding revealed the learning tools opted by the students to support their writing are Youtube as a video sharing platform, Padlet as an online notice board, Grammarly, Google Translate, Grammar Checker as language support tools, and Google Docs and Microsoft Words for word processors. Meanwhile, from the two types of data, it is noticeable that students are helped by the tools. All of the aforementioned tools are able to linguistically and substantially improve their writing works by being language accommodation, idea development support, and writing organization assistance. Conclusion and recommendation are also discussed in this article after the findings and discussion are presented

    Book Review Podcasting in the Implementation of Extensive Reading: Exploring the Students’ Benefits

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    Book review podcasting is one of the alternatives follow up activities in extensive reading. This type of activity is a result of integrating book review, a common post-reading assignment, and podcasting, a digital recording in a share-comment internet platform. This research aims to discuss the benefits that the students get from the activity in the implementation of extensive reading. This research belongs to qualitative research and took place in one English language education department of a university in Indonesia. The researchers collected the data by interviewing four first-year students who joined a reading-writing class where the lecturer implemented extensive reading. To gain answers from different perspectives, the researchers involved two participants with high reading interest and two others with low interest in that activity. Those four participants who were all female were chosen based on the recommendation from the lecturer. The result pointed out that book review podcasting could enhance students’ reading interest, improve language skills, get a recommendation of good books from friends, and get parents’ support to cultivate reading habits. The conclusion drawn from the finding is that creating a book review podcast as the follow-up activity after the extensive reading has a positive impact on the students


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    Komunikasi merupakan salah satu faktor penting terjalinnya aktivitas. Dengan komunikasi aktivitas apapun pasti terjadi baik antar individu, kelompok, maupun organisasi. Begitu pula dalam organisasi formal atau informal komunikasi yang baik sangat mendukung kelancaran aktivitas. Oleh karena itu perlu adanya pengetahuan tentang komunikasi dan hal-hal yang berkaitan dengan komunikasi sehingga kita sebagai generasi calon pimpinan organisasi dapat menjadi pemimpin yang kompeten dalam menjalankan tugas dan tanggung jawab.. .Berdasaraan hal tersebut maka rumusan masalah dalam penelitian ini adalah apakah ada pengaruh komunikasi, lingkungan kerja dan kepemimpinan terhadap kepuasan kerja secara parsial maupun berganda. Variabel dalam penelitian ini adalah variabel independent komunikasi(X1),lingkungan kerja(X2) dan kepemimpinan(X3)variabel dependen yaitu: kepuasan kerja (Y). Jenis dan sumber datanya meliputi data primer dan sekunder, sampelnya sebanyak 51 responden, pengumpulan datanya menggunakan kuesioner, pengolahan datanya meliputi: coding, editing dan tabulating dan proses input dengan program komputer SPSS. Analisis datanya dengan menggunakan analisis deskriptif dan analisis statistik, dan analisis validitas dan reliabilitas, serta analisis regresi. Berdasarkan hasil analisis data mengenai pengaruh komunikasi, lingkungan kerja dan kepemimpinan terhadap kepuasan kerja, maka dapat diambil kesimpulan sebagai berikut: Ada pengaruh yang signifikan antara variabel komunikasi dan kepemimpinan terhadap kepuasan kerja, sedangkan lingkungan kerja tidak mempunyai dampak terhadap kepuasan kerja.Berdasarkan hasil uji F atau secara berganda maka komunikasi, lingkungan kerja dan kepemimpinan mempunyai pengaruh terhadap kepuasan kerja pada Kantor Dinas Pendidikan dan kebudayaan di Kabupaten Kudus

    Pola Komunikasi Dakwah Bil Hal Muhammadiyah pada Masyarakat Agraris

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    Not only oral (tabligh, oral, and written) da'wah that can be done to touch certain communities such as the farming community, but also the planned dakwah bil hal (da'wah with action).  Dakwah bil hal   requires a communication pattern so that various activities planned in the program can be carried out following the expectations of the parties involved. By using qualitative descriptive methods and interactive model data analysis techniques. It is known that there are four communication patterns implemented by Muhammadiyah administrators in Bandung Regency including interpersonal communication patterns, group communication, public communication, and mass communication. Interpersonal communication patterns and group communication patterns are the most effective communication used in the implementation of preaching when it comes to Muhammadiyah


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    Simpang Grabag Kabupaten Magelang merupakan simpang empat tak bersinyal. Terdapat beberapa pusat kegiatan disekitar simpang seperti pasar dan terminal. Namun kondisi lalu lintas yang ada tidak teratur, terjadi tundaan dan antrian serta rawan sekali terjadi kecelakaan. Oleh karena itu diperlukan Analisa Kebutuhan Traffic Light dan perencanaan traffic light pada simpang tak bersinyal Grabag sehingga didapat pengendalian arus simpang dan sistem traffic light yang teratur.Data diperoleh dari survey secara langsung selama 3 hari berupa data geometrik jalan dan volume lalu lintas. Sedangkan data populasi penduduk diperoleh dari BPS Kabupten Magelang. Analisa dilakukan terhadap derajat kejenuhan dan tundaanBerdasarkan Alat Pemberi Isyarat Lampu Lalu Lintas (APILL), simpang Grabag perlu dipasang traffic light karena kinerja simpang sudah tidak dapat melayani arus lalu lintas dengan baik  pada pagi dan sore hari. Didapatkan derajat kejenuhan tertinggi sebesar 0,99 yang berarti sudah melebihi ketentuan nilai derajat kejenuhan yaitu 0,85 dari kapasitas. Arus total persimpangan rata- rata yaitu sebesar 22994 kend/jam selama 8 jam. Nilai ini juga sudah melebihi batas maksimum salah satu syarat perlu traffic light yaitu 750 kend/jam selama 8 jam. Pemasangan traffic light pada Simpang Grabag sudah layak dengan pengaturan 2 fase sehingga didapatkan nilai derajat kejenuhan yaitu 0,57 - 0,71 dan rata-rata tundaan menjadi 30 det/kend
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