Makna Strategis Pengajaran Bahasa Inggris di SD

The teaching of English in elementary schools has astrategic and anticipatory significance. The results of theteaching of English at present will affect the quality of theIndonesian human resources early in the coming 21 * century.Because at that time Indonesia will enter the free marketera, improvements on the quality of the human resourcesthrough the teaching of English have to receive enoughattention from all parties involved. In addition, the teachingof English in elementary schools will become the basis forthat at higher levels. Failure in the teaching of English inelementary schools will exert negative effects on the successof such teaching at higher levels

THE INFLUENCE OF HIGHER ORDER THINKING SKILLS, VOCABULARY MASTERY AND READING MOTIVATION ON READING COMPREHENSION ACHIEVEMENT

This research aims at finding out the influence of Higher Order Thinking Skills (HOTS), vocabulary mastery and reading motivation on reading comprehension achievement among State SMP Students in Magelang Regency. This research was an ex post facto involving three independent variables; students’ HOTS (X1), vocabulary mastery (X2), and reading motivation (X3) and one dependent variable, students’ reading comprehension achievement (Y). The sampling technique was the proportional cluster random sampling. The research instruments were three tests and a questionnaire. The kind of validity of the tests was the content validity by experts’ judgment. The construct validity of the questionnaire was measured by factor analysis. The reliability of the tests was measured by Cronbach’s Alpha with the Alpha of HOTS test is 0.768, vocabulary mastery test’s is 0.757 and the reading comprehension achievement test’s is 0.716. The reliability of the questionnaire was measured by Cronbach’s Alpha with the Alpha is 0.862. The data were analyzed using the multiple regression analysis continued by the partial correlation. The result of the multiple regressions indicates that HOTS, vocabulary mastery and reading motivation influence reading comprehension achievement with the F=236.709 with the significant level below 0.05 which means that the three independent variables influence significantly on reading comprehension achievement. The Adjusted R Square is 0.653 which means that the reading comprehension achievement is 65.3% predicted by the three independent variables. The contribution of HOTS on reading comprehension achievement is 38.7%, vocabulary mastery is 50.3%, and reading motivation is 8.2%

Developing English Textbooks Oriented to Higher Order Thinking Skills for Students of Vocational High Schools in Yogyakarta

This article is part of research and development under the issue of developing English textbooks oriented to the enhancement of higher order thinking skills (HOTS) for students of vocational high schools (VHSs) in Yogyakarta. This relies on the evidence that the existing textbooks for secondary school levels put an emphasis on memorizing and comprehending which highlight to identify linguistic features of the target language (micro-language skills). This leads to creating the failure of acquiring English language proficiency on the part of students of secondary school levels including students of VHSs. To obtain the objective, there were 14 English teachers and 320 students of vocational high schools from three regencies, namely Sleman, Yogyakarta city, and Bantul voluntarily involved. Three techniques: questionnaire distributions, interviews, and documentation were administered to get data. Then, the gathered data were analyzed using a descriptive qualitative method. In reference to data analysis, four findings are documented as explored in this part of this article. In summary, the development of the English textbooks oriented to HOTS is positively responded by the respondents as the English textbook triggers students of VHSs to establish their higher order thinking skills which lead to students’ creativity and self-regulated learning practices

English Teachers’ Attitudes and Teaching Practices toward ICT Use in Yogyakarta.

This study aims at revealing: (1) English teachers’ attitudes toward the use of ICT in teaching; (2) English teachers’ frequency of ICT use in teaching; and (3) the differences on English teachers’ attitudes and their frequency of ICT use in teaching practices based on related demographic variables, including gender, age, years of teaching experience, and ICT training experience. It is quantitative research in the form of survey design. The participants of the research were 322 English teachers of public junior high schools in Yogyakarta. Two kinds of questionnaires were distributed as the instrument of data collection, namely: (1) ICT use attitude questionnaire adapted from Hernández-Ramos, Martínez-Abad, Peñalvo, García, & Rodríguez-Conde (2014) and (2) the using ICT in teaching practice adapted from Bebell, Russell, & O’Dwyer (2004). The data were analyzed using descriptive and inferential statistics, including one-way ANOVA and Kruskal Wallist tests. The results of the study show that (1) the English teachers had positive attitudes toward the use of ICT; (2) the English teachers medium frequency level of ICT use in teaching practice; (3) ICT training experience was the only one among other related demographic variables (gender, age, years of teaching experience), which showed the significant differences on English teachers’ attitudes and their frequency of ICT in teaching practices

EFL Learners’ Big Five Personalities, Language Learning Strategies, and Speaking Skills

Accommodating learners’ individual differences including personalities and language learning strategies is important in implementing the learner-centred instruction. This current research investigated the correlation of EFL learners’ Big Five personalities, language learning strategies, and speaking skills. It tried to answer the questions if there is (a) any correlation between the EFL learners’ Big Five personalities and speaking skills, (b) any correlation between the EFL learners’ learning strategies and speaking skills, and (c) any correlation between the predictor variables (EFL learners’ Big Five personalities and language learning strategies) and the criterion variable (speaking skills). This present study involved 357 students from 3 senior high schools in Pontianak, West Kalimantan, academic year 2018/2019. The data were obtained through questionnaires and speaking test. The data were analysed using statistical analysis through correlational and regression tests to answer the research questions. The results revealed that there was no significant correlation found between the EFL learners’ Big Five personalities and speaking skills (Sig. (2tailed)=0.464>alpha level 0.05), between the learners’ language learning strategies and speaking skills (Sig. (2tailed)=0.575>alpha level 0.05), and between the predictor variables and criterion variables (Sig. (2tailed)=0.712>alpha level 0.05). These results showed that other variables outside personality and language learning strategy might correlate to the learners’ speaking skill

The Law Principles for Village-Owned Enterprises (BUMDes) Managementin Indonesia to Improve the Village's Economy

Toward the increase in village revenue sources, a post of published Law No. 6/2014 concerning Village, it is confirmed that the village can establish village-owned enterprises (BUMDes) based on family spirit and cooperativeness. Besides, BUMDes can run a business in the field of economic and/or public service in accordance with the provisions of the legislation. BUMDes is established by the village government to utilize all potential economic, institutional, natural, and human resources in order to improve the welfare of the villagers. In fact, implementation of the BUMDes management in some areas is not fully optimized, in many cases the problem is corruption. Therefore, we need a good management or governance practices to improving the livelihoods of the village. The study used statute approach, conceptual approach, and case approach. The conclusions of this study are directed to apply the concepts of strengthening national laws relating to the management of BUMDes in order to strengthen the village's economy in Indonesia and to achieve empowerment of rural community and reduce corruptionthat often occurs and harm the economy of the village

PENGEMBANGAN MODEL PENGINTEGRASIAN PENDIDIKAN KARAKTER DALAM PEMBELAJARAN BAHASA INGGRIS DI SMA

Penelitian ini bertujuan untuk mengembangkan model pengintegrasian pendidikan karakter pada pembelajaran bahasa Inggris di SMA. Secara keseluruhan tujuan penelitian yang terbagi dalam tiga tahun ini, yakni: (1) Tahun pertama bertujuan untuk mengidentifikasi pola-pola insersi budaya Barat pada buku ajar bahasa Inggris di SMA dan penyusunan rancangan model buku ajar; (2) Tahun kedua bertujuan untuk mengembangkan model buku ajar bahasa Inggris; dan (3) tahun ketiga bertujuan untuk diseminasi model buku ajar dan pengembangan model sistem pembelajaran bahasa Inggris di SMA yang diintegrasikan dengan pendidikan karakter. Metode dan pendekatan yang digunakan dalam penelitian ini adalah research and development modelnya Gall, Gall, dan Borg (2003). Adapun langkah-langkah prosedurnya adalah: Tahun pertama, mencakup dua kegiatan besar, yakni studi pendahuluan ( define) dan perancangan (design), yang secara umum berisi dua kegiatan besar yakni: identifikasi pola-pola insersi budaya Barat pada buku ajar bahasa Inggris dan penyusunan rancangan awal model buku ajar. Tahun ke-2 merupakan tahapan pengembangan (development), yakni pengembangan buku ajar dan validasi ( validate). Tahun ke-3 merupakan tahapan pengembangan untuk produk kedua, yakni model sistem pembelajaran bahasa Inggris di SMA dan diseminasi hasil pengembangan buku ajar. Berdasarkan identifikasi kebutuhan yang telah dilakukan sebelumnya (pada penelitian tahun pertama), pada tahap kedua penelitian ini telah berhasil disusun model buku ajar bahasa Inggris untuk SMA kelas X yang mengintegrasikan nilai-nilai pendidikan karakter. Model buku ajar ini secara kesuluruhan terdiri atas tujuh unit dan tiap unit memiliki diberi topik sesuai dengan konten kebahasaan yang hendak diajarkan. Selain itu, berdasarkan hasil analisis kuesioner yang diberikan kepada siswa dan juga guru menunjukkan bahwa secara umum dapat dikatakan model buku ajar bahasa Inggris yang dikembangkan sesuai dengan kemampuan kebahasaan siswa dan dapat membantu siswa dalam belajar bahasa Inggris dan sekaligus bisa mengenalkan nilai-nilai pendidikan karakter pada siswa

Perbaikan Kualitas Collapsible Tube Printing Dengan Metode Failure Mode And Effetc Analysis

The companies always try to meet customer demands, so they must be able to provide good quality products. Quality control is always carried out by manufacturing companies in order to achieve zero defect. Collapsible tube is one type of product that is produced by the alumunium tube packaging manufactured PT XYZ. The purpose of this research is to find out what factors are causing the reject, especially in printing machines using the Failure Mode and Effect Analysis (FMEA). The problem that becomes the focus for improvement is reject colors outside the standard. Where the reject is the highest in the collapsible tube production process during November 2019. This research is concerned with identifying and preventing as many failure modes as possible as well as finding the source and root causes of quality problems. Based on the results of production data during November 2019 the percentage of rejects reached 7,6%, while the Quality Control Department set a tolerance limit of 5%. So if seen from this percentage there is a difference of 2,6% which must be studied more deeply so that the percentage of rejects falls from the previous number

Exploring the accuracy of school-based English test items for grade XI students of senior high schools

This study is set out to (1) explore the accuracy of school-based English test items developed by English teachers and (2) compare the relationship between the content covered by teacher and the students’ success level. This research used the quantitative approach. The source of the data is all grade XI students’ answers to the English test for the second semester of 2016/2017 academic year, and their English teachers’ responses to the questionnaire. During this cross-sectional survey, 241 grade XI students and six English teachers were selected by using the total population sampling technique. To analyze the data, the IRT model was prioritized with BILOG MG 3.0, WINISTEPS 3.7. The findings of the study indicate that (1) the test is valid, (2) it is reliable, (3) majority of the items are moderately difficult, (4) more than a half of all items have power to discriminate the examinees, (5) some items show fully-effective distractors, and (6) the test gives much information at -.40 of theta which means that the test is difficult for the grade XI students. Moreover, there is a wide gap between the content covered and the level of success