EMPLOYING JIGSAW IN ENGLISH ACADEMIC WRITING: AN ACTION RESEARCH IN AN EFL CLASS IN INDONESIA

The aims of the study were to get increasing of students’ English academic writing ability through the jigsaw technique. It is done in the English Education Program Study of Postgraduate Program Universitas Indraprasta PGRI Jakarta. In this study has emphasized teamwork learning. The research approach is mixed research using action research method. The process of collecting data used test, observation, documentation, interviews, and daily note. The technique of data analysis used qualitative analysis and quantitative analysis. The sample of the study is 20 students. The result of the study shown that the average score of the student English academic writing test is different. The average of the test in cycle 1 is 51.1, cycle 2 is 51,2 and cycle 3 is 79,6.Keywords: Academic Writing, English, Jigsaw Tujuan dari penelitian ini adalah untuk mendapatkan peningkatan kemampuan menulis akademik bahasa Inggris menggunakan teknik Jigsaw. Penelitian dilakukan di Program Studi Pendidikan Bahasa Inggris pada Program Pascasarjana Universitas Indraprasta PGRI Jakarta. Penelitian ini menitiberatkan pada pembelajaran kerja tim. Pendekatan penelitian adalah penelitian campuran menggunakan metode penelitian tindakan. Proses mengumpulkan data menggunakan tes, observasi, dokumentasi, wawancara dan catatan harian. Teknik analisis data terdiri dari analisis data kualitatif dan analisis data kuantitatif. Sampel penelitian sebanyak 20 mahasiswa. Hasil penelitian menunjukkan perbedaan nilai tes menulis akademik bahasa Inggris. Nilai rata-rata tes pada siklus 1 sebesar 51.1, siklus 2 sebear 51,1 dan siklus 3 sebesar 79,6..Kata Kunci: Menulis Akademik, Bahasa Inggris, JIgsa

LEARNING ENGLISH (Ethnographic Studies at SMAN 81 East Jakarta)

ABSTRACT This research is aimed at analyzing learning and teaching process at Senior High School (SMA) 81 East Jakarta in academic years 2013/2014. The research used a qualitative approach. The research method is ethnographic methods. Tha data were collected through observation, interview, and document analysis. The research analysis used Spradley’s terms; domain, taxonomy, and componential analysis, then discovering cultural themes.The research findings showed that 1) the purpose of English learning in SMAN 81 focused on the acquisition of communicative competence; 2) Syllabus was developed by proportional syllabus that emphasized the structure, functions, processes, and experience of language acquisition; 3) Approaches, methods, and techniques used literacy approach based on functional and interactional language theory and constructivism, humanism, behaviorism and cognitive language learning theory; Meanwhile, 4) the evaluation of learning used were written tests, performance tests, portofolios, and product or project.The results of this research showed that the process of learning was effective and students can improve English competence. In addition, the learning process was also well supported by students whom were motivated to learn and the teachers were always eager to continue their innovation as well as a means of learning self-sufficient.Keywords: the English learning, qualitative and ethnography ABSTRAK Penelitian ini bertujuan untuk mengidentifikasi dan menganalisis proses pembelajaran bahasa Inggris di Sekolah Menengah Atas Negeri 81 Jakarta Timur tahun ajaran 2013/2014. Penelitian ini menggunakan pendekatan kualitatif dengan metode etnografi. Pengumpulan data dilakukan melalui pengamatan, wawancara, dan kajian dokumentasi. Analisis data dilakukan berdasarkan model analisis Spradley dengan menggunakan analisis domain, taksonomi, komponensial dan analisis tema budaya.Temuan budaya menunjukan bahwa: 1) bentuk tujuan pembelajaran diarahkan pada penguasaan kompetensi komunikatif; 2) Silabus yang dikembangkan adalah silabus proporsional yang memberikan penekanan seimbang pada struktur, fungsi, proses serta pengalaman memperoleh bahasa; 3) Pendekatan menggunakan pendekatan literasi yang berdasarkan pada teori bahasa fungsional dan interaksional serta teori belajar bahasa konstruktivisme, humanisme, behaviorisme dan kognitivisme; 4) sistem penilaian yang digunakan antara lain; tes tertulis, tes penampilan, portofolio, produk atau proyek.Hasil penelitian tentang proses pembelajaran bahasa Inggris di SMAN 81 menunjukan sangat baik dan efektif dalam meningkatkan kompetensi dalam penguasaan bahasa Inggris karena semua proses pembelajaran yang dilakukan dibuat berdasarkan suatu perencanaan yang matang. Selain itu, proses pembelajaran yang baik tersebut juga di dukung oleh siswa yang termotivasi untuk belajar dan para guru yang senantiasa bersemangat untuk terus melakukan inovasi diri serta sarana pembelajaran yang memadai.Kata Kunci: Pembelajaran Bahasa Inggris, Kualitatif, Etnografi, Pendekatan Literas

MEDIA SOSIAL DAN PEMBELAJARAN: STUDI EFEKTIVITAS PENGGUNAAN FACEBOOK DALAM PEMBELAJARAN BAHASA INGGRIS

Abstrak Penelitian ini adalah kajian tentang efektivitas penggunaan media sosial, yaitu facebook, untuk meningkatkan kemampuan mahasiswa dalam menulis deskriptif berbahasa Inggris. Penelitian ini adalah penelitian tindakan kelas. Data dikumpulkan dari observasi, dokumentasi, dan tes. Hasil analisis data menunjukkan bahwa: 1) proses pembelajaran menulis deskriptif bahasa Inggris menggunakan facebook lebih bervariasi dan menyenangkan, dan 2) ada peningkatan kemampuan menulis deskriptif bahasa Inggris yang ditandai dari peningkatan hasil tes. Hal tersebut terlihat pada hasil nilai rata-rata pre-test sebesar 66.25, dan hasil rata-rata post-test sebesar 80.15. Dengan demikian dapat disimpulkan bahwa facebook dapat dimanfaatkan untuk meningkatkan hasil belajar dalam pembelajaran bahasa Inggris. Abstract This research is a study of the effectiveness of using social media, namely Facebook, to improve students' ability to write descriptive English. This research is a classroom action research. The data are taken from observation, documentation, and tests. The results of data analysis show that: 1) the process of learning descriptive English using Facebook is more varied and enjoyable, and 2) there is an increase in students’ ability to write descriptive English which is marked by an increase in test results. This can be seen from the average of the pre-test and pos-test score, which is 66.25 and 80.15 respectively. Thus it can be concluded that Facebook can be used to improve learning outcomes in learning English. &nbsp

THE EFFECTS OF LEARNING MODEL AND LEARNING MOTIVATION TOWARDS ENGLISH ACHIEVEMENT

This research is an experimental study  of private vocational school in West Jakarta, academic year of 2018-2019. The number of sample is 60 students who taken randomly from several private vocational schools in East Jakarta. The purpose of this research are (1) to find out the effects of learning motivation towards improvement of the students English achievement. (2) To find out the effect of learning motivation towards improvement of the student English achievement. (3) Next, to find out simultaneous effects learning model and learning motivation towards improvement of the student English achievement. Collecting data are carried out by giving questioner , observation and a test. Data analysis used by a two-way anova method. The statistical test used  t test and f test. The results of this research are (1) there is a significant effect of using learning model towards English achievement students of private vocational school in West Jakarta. It is proven by getting sig score = 0.004 < 0.05 and f test = 8.9673). (2) There is a significant effect of learning motivation towards English achievement students of private vocational school in West Jakarta. It is proven by getting sig score = 0.008  < 0.05 and f.test  = 7.563.  ( 3) There are significant effects of learning model and learning motivation towards English achievement students of private vocational school in West Jakarta.  Those are proven by getting sig score = 0.015 < 0.05 and f test = 6.278Key words : Learning model, learning motivation, English achievement

Students’ Perception of YouTube as Authentic Material in Online Learning

The purpose of the study was to analyze students' perceptions of YouTube as authentic teaching material in online classes. The research method uses qualitative. Participants were taken from the Grammar and Speaking classes as many as 50 students from the English Language Program at Universitas Indraprasta Jakarta. Data were collected using interviews and questionnaires. Data analysis used interactive model analysis form Miles and Huberman that were the stages of data reduction, data display, and concluding. The results show that YouTube can become authentic material if it has content, plot, duration, and originality that suit the needs and learning objectives. Videos on YouTube also have quality and clear sound. However, YouTube is not only assumed to be the main authentic teaching material, but it will be better if it is equipped with journals, websites and books. The results of this study have implications that teachers must know the needs of students regarding teaching materials and videos that are made should be by the level of learning need

Students’ Perception on Online Application in Speaking Skill e-Learning

Online applications become a medium that helps the learning process of English in the classroom easier. Many online applications can be used to learn to speak English. Therefore, the aim of this study is to identify suitable online applications for learning to speak English that suits student needs. The research method uses descriptive qualitative. The data collection process is interview, observation, and questionnaire. Data analysis used three steps, namely data reduction, data display, and conclusion drawing. The results showed that the zoom and google hangouts meet is a popular video application. While website Youtube is a web application chosen interestingly for English speaking learning and social media WhatsApp is easy to use in English speaking learning. It is able to make a group. The implication of study is to increase teacher’s creativity to use the online application

KARAKTER DAN NILAI MORAL DALAM FILM SOCIAL NETWORK YANG DISUTRADARAI OLEH DAVID FINCHER

The purpose of the research is to find out 1). The main character in the film The Social Network directed by David Fincher, 2) Moral values in the film The Social Network directed by David Fincher. The method used in this research is descriptive qualitative. The technique used in this research is the literature method. The results showed: 1) The characters contained in the film "Social Network" directed by David Fincher are 50% including the characters of Mark and Aduardo who are protagonist with 5 data and antagonists with 5 data. 2) Moral Value contained in the film "Social Network" directed by David Fincher is amounting to 50%, namely the character of Mark contained moral values 1) Good learners with 3 data 2) Compassion with 2 data 3) Successful and famous with 2 data, and Eduardo contained good moral values: 1) familiar with 1 data, and 2) many relations with 2 data

THE PORTRAYAL OF CHARACTERS AND EDUCATIONAL VALUES IN “THE LAND OF FIVE TOWERS

Abstract: The objective of the research is to know: 1) The characters in the novel "The Land of Five Towers" 2) The educational value in the novel "The Land of Five Towers." The data is the novel "The Land of Five Towers" by Ahmad Fuadi. This research is qualitative. The writer analyzes the characters by using Nurgiyantoro's categories of characterization. There are six main characters, and they have about 19 personalities. The dominant is religious as all the characters have this personality. The direct method characterization is about 44%, while the indirect method is about 56%. 2) Besides, the educational value is analyzed by Tirtarahardja and Sulo's definitions of values. The dominant one is a moral value: about 80% and religious value is about 20%. In moral value, the dominant is sincerity (31%), and the dominant one in religious value is faithful to God (40%). The novel has a more powerful portrayal of the character and educational value. Hopefully, by analyzing those, the readers will apply the positive lesson they get from the novel in their life.Keywords: character education; educational value; novel analysi

Increasing Students’ English Reading Comprehension Through Novel Text in Extensive Reading Class: English

    Abstract  The purpose of this study was to determine the effectiveness of fiction  novel texts in improving students' English reading comprehension skills. This study used an experimental approach using a one-group pre-test and post-test design. The sample of this research was postgraduate students of the English Education Study Program, at Indraprastha University, Jakarta. There were 50 students involved in the research process. The process of collecting data using tests and observations. The data that has been obtained will be tested for its normality level using the Kolmogorov-Smirnov test and the data homogeneity test using the Analysis of Variance test with a confidence level = 0.05. Data that has been declared normal and homogeneous is then processed using a two-sample paired t-test for the average. The results showed that t stat < t-table (-28.767 < 2.0638). This means that novel texts have a positive influence on students' English reading comprehension and that for literal, inferential and critical understanding. This finding has implications for lecturers that the learning resources provided by the problems faced can have a good impact on student learning outcomes

EFFECTS OF LEARNING METHODS AND EMOTIONAL INTELLIGENCE ON THE ABILITY TO WRITE ENGLISH NARRATIVE TEXT

This study aims to show the influence of Learning Methods and Emotional Intelligence on the Ability to Write Students' English Narrative Texts. The research hypotheses tested include: 1).Effect of Learning Methods on the Ability to Write English Narrative Texts. 2).The Effect of Emotional Intelligence on the Ability to Write English Narrative Texts.3).The interaction effect of Learning Methods and Emotional Intelligence on the Ability to Write English Narrative Texts. This study uses an experimental method. Research results:1).There is a significant influence of learning methods on students' ability to write English narrative texts at students.This is evidenced by the summary of sig values 0.016<0.05,with Fcount=6.062. 2).Theren is a significant influence of emotional intelligence on students' ability to write English narrative texts at students. This is evidenced by the summary value of sig 0,000<0.05,with Fcount=15.638. 3).There is a significant interactive effect of learning methods and emotional intelligence on students' ability to write narrative English texts at students. This is evidenced by the summary of Sig. 0.047<0.05, with Fcount=4.058.key words: learning Methods; emotional Intelligence; ability to write english narrative texts