BAHAN AJAR WRITING FOR ACADEMIC PURPOSES BERBASIS SELF-MOTIVATED LEARNING

This study is aimed at devising teaching materials for Writing for Academic Purposes (WAP). In context of English for Academic Purposes (EAP), writing is the core materials together woth reading comprehension and critical thinking. The study used Recursive Reflective Design and Development (R2D2) from Willis (1995). The main data if this study were writing materials for academic purposes and the subjects of the study included lecturer, students, and expert in writing. The study revealed two main ifndings. In the Defining Stage, the findings indicated that WAP should include writing for academic purposes that start from paragraph, three paragraph-composition, and 3-5 paragraph essay. The model of the essay is argumentative or persuasive essay as it is applicable for Test of Written English (TWE) for the TOEFL. In the Design and Development Stage, the WAP materials were developed into four components of instructional design: Competency Standard, Basic Competency, Indicators, and Core Materials. In overall outline, the design of WAP is begun with paragraph and its component and the essay for TWE

PENGEMBANGAN MODEL KURIKULUM PENDIDIKAN BAHASA INGGRIS BERBASIS KKNI

The objective of this study is to promote model English language education curriculum in reference to Indonesian Qualifiation Framework (IQF), practically KKNI-Based English Curriculum. Curriculum evaluation implementing content analysis was used and qualitative approach that involved document analyses, interview, discussion, and workshop was utilized for data collection. This study discovers that alignment of terms of CBC and KKNI-Based Curriculum is required, learning outcomes for institution and course learning outcomes are formulated prior to devise list of courses and course distribution. Admittedly, credits of the whole program and semesterly credits distribution are successivey determined. The recent curriculum has put its quality assurance and it might be applicable to adopt

Teaching Practice is not Enough for EFL Teachers: Voices from IAIN Surakarta

This study explores teaching practices for English Language Education program of IAIN Surakarta were implemented to link the gaps between theory and actual needs at schools. Relying on the qualitative approach, this study used content analysis as the main data sources, observation and interview to collect data.  The results of the study show that teaching practice for the ELT in IAIN Surakarta indicate restrictions.  With overall duration of 16 weeks, teaching practices at IAIN Surakarta is set in 6 credits, each of which consists of (1) micro teaching (2 credits), (2) administrative observation, (3) classroom observation, (4) classroom teaching practices.  During the field practices, complaints from mentor teachers appear that practican students are not well prepared in teaching skills and limited knowledge is performed to English competence performance in the classroom. Students claim that preparation in the itinerary of teaching practice they received from campus are not definitely sufficient as too many administrative processes are emphazised and mentoring system does not suffice to equip teaching skill

INSTRUCTIONAL DESIGN IN ENGLISH LESSON PLANS

The objectives of this study are to describe how indicators, learning objectives and teaching materials are stated in English lesson plans for Elementary School Students based on the criteria of instructional designs using School-Based Curriculum.  Five English lesson plans available online are analyzed in this study using content analysis design.  The results show that statements of indicators and learning objectives are not matched with the criteria of good instructional design.  In addition, learning objectives do not indicate actual teaching materials and action verbs to indicate measurable teaching-learning outcomes do not match to each other

MODEL RPP BAHASA INGGRIS BERBASIS BELAJAR MANDIRI

This study examines instructional objectives, teaching materials, and teaching strategies in English lesson plan. The study uses evaluation design implementing content analysis. An English lesson plan obtained from online data is analyzed. The study reveals that the lesson plan does not formulate appropriately components of instructional objectives and its indicators. The use of action verbs in Bloom taxonomy of instruction is not well identified in the indicators and instructional objectives. Sequence of instructional objective shows that instruction analysis is not applied. As a result, teaching materials are not well designed to show topics as the main teaching materials. Indication of how teacher develops a teaching material that links to instructional objectives, teaching strategies, and evaluation is absent. The lesson plan needs modification in all levels of instructional design more considerably

Corrections on Grammar, Sentence Variety and Developing Detail to Qualify Academic Essay of Indonesian Learners

This experimental research examines: (1) significant differences of corrections on grammar, sentence variety and developing details on the quality of the essay by Indonesian learners; and (2) different effect of corrections on grammar, sentence variety, and developing details on the quality of the essay. Treatments for each were served as follows: corrections on grammar for the group A (22), corrections on sentence variety for the group B (20), and corrections on the developing details for the group C (24).  Data were analyzed using One-Way Anova Test.  The study revealed: (1) As the teaching technique, corrections on grammar, sentence variety and developing details were significantly different; (2)  Contribution on the differences respectively came from sentence variety (t=4.377), developing details (t=3.933), and grammar (t=3.756). Upon beta test, contribution varied from sentence variety (58.5%), developing details (46.5%), and grammar (38.6%). Evidently, sentence variety is the most dominant technique to improve quality of the essay up to 58.5%

SMART VILLAGE: MASYARAKAT CERDAS DALAM PEMANFAATAN INTERNET DI ERA DIGITAL (Implementasi Surat edaran Bupati Nomor 140/913/405.14/2022. Di desa Prajegan Kec. Sukorejo, Ponorogo)

Smart Village merupakan konsep desa cerdas yang memiliki 3 Indikator yaitu, Smart Govenment, Smart Community/ society, dan Smart Environment. Penelitian ini memfokuskan atau membatasi diri untuk lebih dalam membahas tentang Smart Community/ Society. Smart Community/ Society merupakan Komunitas atau masyarakat yang erdas dalam pemanfaatan teknologi di berbagai bidang antai 1. Bidang pendidikan, 2. Ekonomi, 3. Budaya. Tujuan penelitian ini untuk mencari tahu bagaimana masyarakat cerdas sebagai bagian dari Smart Village dalam menggunakan internet di era digital, bagaimana tingkat pemahaman, kesiapan, dan pengembangannya. Hasil penelitian ini adalah masyarakat cerdas yang ada di Desa Prajegan diperankan oleh Karang Taruna sebagai penggerak utama pengembangan Desa Prajegan. Dan tidak dipengaruhi berdasarkan usianya, tingkat pendidikan terakhir, ataupun dukungan dari pemerintahannya untuk menjadikan masyarakat desa Prajegan Sebagai Masyarakat Cerdas. Melainkan dari adanya Kemauan dan kesadaran masyarakatnya sendiri. Kata Kunci : Masyarakat Cerdas, Pemahaman, Kesiapan, dan Pengembanga

PENERAPAN METODE ROLE PLAY PADA MATAKULIAH PUBLIC SPEAKING UNTUK MAHASISWA JURUSAN PENDIDIKAN BAHASA INGGRIS DI IAIN SURAKARTA

This study explores instructional process, individual performance, and attainments on public speaking. Classroom action research design with three cycles and 12 meetings was used.  Conducted in IAIN Surakarta on March to June 2016, it assigned 26 students of semester IV-B as subject. Check list, interview, and field notes were used as the instruments.  The analyses foused on classroom participation, individual performance, and scores on formative test. This study revealed that: (1) In Cycle I, motivation, partipation and  performance were low, mean scores of classrom participation was 64.10% (fair), individual performance 58.46 (low) and formative test 65.12 (fair); (2) In Cycle II, learning participation, encouragement and motivation increased. Average scores on classroom participation was 81,41% (good), individual performance 71,92% (fair) and formative test 74,81 (fair). (3) Cycle III achieved higher gains in participation, motivation, enrouragement, and test. Average scores on classroom participation, individual performance and formative test attainments were 83,98% (good), 81,54% (good), and 80,27 (good). The use of 14 aspects of public speaking as template and appeals of persuation from Aristoteles: ethos, pathos and logos was crucial