Implementasi Lesson Study Untuk Peningkatan Kualitas Proses dan Kemandirian Belajar Mahasiswa

Program studi pendidikan Bahasa Inggris FKIP UMM adalah LPTK yang bertujuan untuk menghasilkan sarjana pendidikan Bahasa Inggris yang profesional, beriman, dan kompetitif yang mampu berkomunikasi dengan masyarakat pendidikan dan industri. Disamping itu Bahasa Inggris juga bertujuan menyelenggarakan pengembangan penelitian dibidang pendidikan dan sastra Inggris. Dengan harapan Prodi Bahasa Inggris bisa menghasilkan lulusan yang profesional. Guru yang profesional menurut ketentuan PP maupun UUGD adalah guru yang memiliki kompetensi pribadi, kompetensi sosial, kompetensi pedagogi dan kompetensi profesional. Kompetensi pedagogi menghendaki guru memiliki kemampuan merancang, melaksanakan dan mengevaluasi pembelajaran. Sedangkan kompetensi profesional menghendaki Dosen untuk mampu menguasai matapelajaran. Oleh karena itu diperlukan upaya peningkatan kualitas pembelajaran, perlu kiranya diterapkan pembelajaran Introduction to literature dan melalui Lesson Study. Kegiatan Lesson Study ini diterapkan pada mata kuliah Introduction to literature, pada semester Ganjil tahun 2014/2015. Pelaksanaan Lesson Study ini meliputi kegiatan plan, do dan see yang berlangsung dalam 2 (dua) putaran dengan model pembelajaran langsung dengan diskusi kelompok dan presentasi. Indikator peningkatan kemandirian belajar mahasiswa yang teramati meliputi aktivitas memecahkan masalah dengan berdiskusi kelompok dan kemampuan mahasiswa mempresentasikan hasil belajar mahasiswa serta kemampuan kritis dalam tanya jawab. Mata Kuliah Introduction to Literature pada putaran pertama, mempelajari perbedaan karya sastra antara short story, novel, drama dan puisi. Kesiapan dalam mempersiapkan materi perkuliahan secara mandiri 53%, Keaktifan mengikuti kegiatan perkuliahan 80%, Keaktifan berdiskusi dengan kelompoknya 71%, tanya jawab dengan dosen 44%. Pada Putaran II, Kesiapan mempersiapkan materi perkuliahan secara mandiri 89%, Keaktifan mengikuti kegiatan perkuliahan 89%, Keaktifan berdiskusi dengan kelompoknya 80%, tanya jawab dengan dosen 62,5%

ENHANCING STUDENTS’ SPEAKING ABILITY AT 10TH GRADE OF COMPUTER AND NETWORK ENGINEERING CLASS AT SMKN 4 MALANG THROUGH L1/L2 BASED STRATEGIES

The lack of speaking practice will cause some communication problems. When language learners do not know how to say a word in English, they can communicate effectively by using their hands, imitating sounds, using new words, or describing what they mean. Those ways can be done by the studentsas communication strategies. This research is aimed to describe the enhancement of students’ speaking ability at Computer and Network Engineering Class C of SMKN 4 Malang by using L1/ L2 based strategies. This Class Action Research (CAR) was conducted at SMKN 4 Malang. The subjects of this research were the students of thenth-grade of Computer and Network Engineering Class C, which consisted of 33 students. This classroom action research was conducted through the following procedures: preliminary observation, planning, implementing, observation, and reflection. There were two major indicators used as the criteria of success in this research. First, mean score of the post test was ≥ 75. Second, there should be 50% of students get score ≥ 75. Before conducting this research, a preliminary study was conducted to know the students’ problem in speaking skill. The result of the speaking test in preliminary study showed that the mean score of 33 students was 64.8. There were only 7 students who got score ≥ 75. In Cycle I, L1/L2 based strategy showed the improvement of students’ speaking. The mean score of Cycle I was 67.5. The Cycle 1 failed because the students who got ≥ 75 were only 6 students which were consisting of 21%. However, the mean score of Cycle II was 78.6. It means that the first criterion of success was achieved. Moreover, the students who got score ≥75 were 75.9%. Therefore, the all criteria of success were achieved. To sum up, the result of classroom action research proved that L1/L2 based strategies could enhance speaking ability at 10th Grade of Computer and Network Engineering Class C at SMKN 4 Malang

Gender differences learning strategy at English Language Education Department Students University Of Muhammadiyah Malang

Perbedaan gender dapat diasumsikan sebagai perbedaan individu yang umumnya ada dan menarik perhatian dalam pembelajaran bahasa asing. Penelitian ini bertujuan untuk mengetahui strategi yang digunakan oleh siswa dalam belajar bahasa Inggris dan perspektif siswa tentang strategi pembelajaran berdasarkan jenis kelamin mereka. Data dikumpulkan melalui kuesioner dan wawancara yang diberikan kepada mahasiswa Jurusan Pendidikan Bahasa Inggris. Studi ini menemukan bahwa siswa laki-laki dan perempuan berbeda dalam strategi pembelajaran, dan siswa perempuan mendapat skor lebih tinggi dalam penggunaan strategi pembelajaran daripada laki-laki. Strategi pembelajaran metakognitif dan sosial banyak digunakan oleh mahasiswi. Di sisi lain, siswa laki-laki menilai strategi pembelajaran kompensasi, metakognitif dan kognitif sebagai upaya mereka untuk belajar bahasa Inggris. Hasilnya juga menemukan bahwa perempuan menggunakan semua strategi lebih sering daripada laki-laki terutama pada strategi metakognitif. Selain itu, ada perbedaan dalam penggunaan strategi lain, tetapi temuannya tidak signifikan

THE IMPACTS OF TEACHER’S DIRECT AND INDIRECT FEEDBACK ON THE STUDENTS’ MOTIVATION IN INTERMEDIATE GRAMMAR AT THE SECOND SEMESTER STUDENTS OF ENGLISH LANGUAGE EDUCATION DEPARTMENT UMM

English Language Education Department Faculty of Teacher Training and Education is the institution that provides the qualified student teachers in the future. To prepare them well, the education system in the Department has to pay attention to upgrading the teaching learning process both for teacher and students. Teachers have a great responsibility to deliver students achieving success as expected. With his knowledge, teacher tried to keep their students not fail in learning. One of the ways to improve the quality of learning process is by giving feedback. Feedback is very important in the learning process both for students and teachers which functions to motivate their study, to know their weaknesses and it influences their achievement. Therefore, it is necessary to conduct a research on the impacts of teacher’s direct and indirect feedback on the students’ motivation in intermediate grammar II which purposes are a) to know the types of feedback given by the teacher, and b) to explain the impact of feedback on their learning especially motivation. The research uses descriptive qualitative method which takes place in English Department of UMM. The subject of the research is the second semester students of English Department UMM which consists of 42 students from two classes: A and B. Meanwhile, the instruments used to collect the data are observation, questionnaire and interview. After the data were compiled, it will be analyzed descriptively by using Miles dan Huberman’ model: reduction data, display data and conclusion/drawing/verification. The result of the study showed that the teacher applied indirect and direct feedback during the class. Indirect feedback is given in the end of the presentation, while direct feedback is given directly during the presentation. Based on the study, the students show positive attitude. In addition, students have very high motivation (more than 80%), which encourage them to learn Grammar. In addition, 79% of the class expect the comments of their performance. Many of them also feel well when they get a lot of comment during their presentation (71%). However, 29% of them feel discourage if they get a lot of comments. Mostly, 90% of the class feel good when the lecturer gives comments to their presentation. Similarly, the class (90% of them) welcome their classmates’ feedback