PERSEPSI DIRI DALAM MEMBACA PADA PEMELAJAR BAHASA INGGRIS DI PERGURUAN TINGGI

Viewed from the theoretical and practical point of view, students’ self-perceptions on reading comprehension aspects can be used as a reference for pedagogical practices which can overcome the problems in understanding reading English texts. Referring to the importance of knowing the aspects of English learners in reading, this study identifies and analyzes the self-perceptions of English learners in reading. As the main data, scores on the self-perception scale in reading were collected from a self-perception survey using the Reader Self-Perception Scale (RSPS) questionnaire. The main data in the form of four aspects of self-perception, namely progress (P), observational comparison (OC), social feedback (SF), and physiological state (PS) were analyzed qualitatively to determine the level of each aspect/dimension of self-perception studied. This study found that the progress aspect was in a low category, while the other three aspects, namely observational comparison, social feedback, and physiological state were in the medium category. Based on these results, it is hoped that the level of reading self-perception of English language learners in higher education in this context can be improved, one of which is the presence of pedagogical and psychological support that can give a positive effect on self-efficacy assessments in reading

Pelatihan Kemampuan Berbicara Bahasa Inggris Tingkat Dasar bagi Guru dan Karyawan SMP Muhammadiyah 1 Purwokerto

Program IbM ini bertujuan untuk meningkatkan kemampuan berbicara bahasa Inggris tingkat dasar bagi guru dan karyawan SMP Muhammadiyah 1 Purwokerto. Berdasarkan hasil observasi, kemampuan bahasa Inggris peserta tidak terlalu beragam, yaitu berada pada tingkat pra-pemula (sebelum tingkat dasar). Pelatihan ini dilaksanakan secara terstruktur dalam jangka waktu 4 bulan. Berdasarkan pelaksanaan pelatihan dan evaluasi hasil, penulis menyimpulkan sebagai berikut: (1) pemahaman tata bahasa guru dan karyawan SMP Muhammadiyah 1 Purwokerto meningkat secara cukup signifkan. Salah satu fokus materi dalam pelatihan ini adalah pembelajaran tata bahasa secara terintegrasi ke dalam kegiatan berbicara. Peserta pelatihan dapat memahami tata bahasa dengan lebih mudah dan aplikatif; dan (2) kemampuan berbicara bahasa Inggris guru dan karyawan SMP Muhammadiyah 1 Purwokerto meningkat secara cukup signifikan. Peserta lebih termotivasi untuk secara aktif dalam menggunakan ekspresi dalam bahasa Inggris di lingkungan kerjanya. Selain itu, kepercayaan diri dan akurasi pengucapan kosa kata bahasa Inggris peserta juga meningkat secara cukup signifikan. Pengabdian ini dilakukan pada konteks guru dan karyawan di sebuah sekolah yang memiliki sister school di luar negeri, sehingga kebermanfaatannya lebih signifikan untuk sekolah terkait. Di masa yang akan datang, pengabdian semacam ini dapat diperluas konteksnya untuk mendapatkan luaran yang lebih komprehensif

CORRELATION BETWEEN EXTROVERSION PERSONALITY, VOCABULARY MASTERY, AND SPEAKING SKILL (A Correlational Study between Extroversion Personality, Vocabulary Mastery, and Speaking Skill of the Fourth Semester Students of English Education Department of Teacher Training and Education Faculty in the Academic Year of 2012/2013)

The objectives of this research are to find out the correlation between (1) extroversion personality and speaking skill; (2) vocabulary mastery and speaking skill; and (3) extroversion personality and vocabulary mastery toward speaking skill. This research was a correlational study, carried out in June 2013 at the English Education Department of Teacher Training and Education Faculty Sebelas Maret University. The population was all the fourth semester students of English Education Department which consisted of three classes. The total number of students was 92. The sample was 30 students taken by random sampling technique. The instruments in collecting the data were questionnaire and tests. The questionnaire was used to collect the data of extroversion personality; while the tests were used to collect the data of vocabulary mastery and speaking skill. The techniques used to analyze the data were Simple Correlation and Multiple Regression Correlation The results of the data analysis show that in the level of significance α = 0.05 (1) there is a positive correlation between extroversion personality and speaking skill ( = 0.43 > = 0.361); (2) there is a positive correlation between vocabulary mastery and speaking skill ( = 0.41 > = 0.361); (3) there is a positive correlation between extroversion personality and vocabulary mastery toward speaking skill ( = 0.5226 and =5.07 > =3.35). The results of this research also show that extroversion personality and vocabulary mastery are important factors that give contribution to speaking skill. Both extroversion personality and vocabulary mastery have positive contribution to speaking skill, that is 27.19%. Thus, extroversion personality and vocabulary mastery should be considered in increasing speaking skill, although the factors do not only come from those variables. Keywords: correlation, extroversion personality, vocabulary mastery, speaking skil

PBLT (PHILOSOPHY-BASED LANGUAGE TEACHING) APPROACH: TEACHING SPEAKING VIEWED FROM STUDENTS’ RISK-TAKING

PBLT is an approach using philosophical questions to spark the discussion in the classroom in order to increase the students’ ability in speaking. This research employed an experimental study. The sampling used in this research was clustering random sampling with two classes as samples, namely experimental class taught using PBLT approach and control class taught using 3P approach. To collect the data, there were two instruments used in this research namely speaking test and risk-taking questionnaire. The data were analyzed by using 2x2 Multifactor Analysis of Variance (ANOVA) and Tukey test. The result of the research shows that: (1) PBLT approach is more effective than 3P approach to teach speaking and (2) students having high risktaking have better speaking skill than those having low risk-taking. It means that the use of PBLT approach is effective to teach speaking

THE IMPACT OF TEAM-BASED LEARNING IN THE TEACHING CAMPUS PROGRAM ON STUDENT SELF-EFFICACY AND TEACHER PROFESSIONALISM

This study aims to investigate the impact of team-based learning practice in the Teaching Campus program on the participating students' self-efficacy and the school mentor teachers' professionalism. A mixed methods approach was employed in this research. A total of 44 students (comprising 22 students who participated in the Teaching Campus program and 22 students who did not take the program) and seven teachers in partner schools were involved in the study. A questionnaire survey to assess students self-efficacy was administered. Interviews with teachers were also conducted to evaluate how much the program affected their professionalism during the activity. The responses obtained from questionnaires were analyzed using the inferential statistical tool of T-test, whereas the qualitative data elicited from interviews were analyzed using a thematic procedure. The ex-post facto design comparing self-efficacy of the two groups has shown that there is a significant difference, where the students who took part in the Teaching Campus program are  superior over those who did not. In addition, the teachers who co-worked with the students in their schools have stated that they benefited from the scheme. These results have strong implications for the 'Freedom to Learn - Freedom Campus' policy in current Indonesia's higher education system, more specifically the 'Teaching Campus' program, which includes team-based learning as an essential component. Betterment in its implementation is encouraged to make, according to results of this study