USING ENGLISH MOVIE AKEELAH AND THE BEE WITH ENGLISH SUBTITLE TO IMPROVE STUDENTS’ LISTENING ABILITY

Penelitian ini menggunakan objek film Inggris dengan English subtitle bahasa Inggris. Menonton film Inggris dengan subtitle bahasa Inggris dapat menjadi salah satu cara alternatif dalam mengajarkan kemampuan berbahasa berkaitan dengan keterampilan listening. Akeelah and the Bee adalah film yang akan digunakan oleh peneliti untuk memfasilitasi dan memotivasi siswa dalam belajar bahasa Inggris dari keterampilan listening dengan antusias tanpa beban apapun. Tujuan dari penelitian ini adalah untuk mengetahui peningkatan kemampuan listening siswa melalui penggunaan film Inggris dengan English subtitle dan tahu bagaimana listening instruction menggunakan film Inggris dengan subtitle bahasa Inggris mempengaruhi sikap dan kinerja dalam mendengarkan siswa. Penelitian dilakukan dengan menggunakan penelitian tindakan kelas dalam program sarjana dari Jurusan Bahasa Inggris Pendidikan di Universitas Muhammadiyah Semarang pada tahun akademik 2014/2015. Pengumpulan data menggunakan kuesioner, catatan pengamatan kinerja, pre-test dan posttest. Penelitian dilakukan dengan model siklus melalui langkah-langkah perencanaan, pelaksanaan, observasi, dan refleksi. Hasil penelitian ini menunjukkan hubungan yang signifikan antara belajar siswa dengan film Inggris dengan subtitle yang berhubungan dengan keterampilan mendengarkan mereka seperti yang ditunjukkan dalam perbaikan mereka dari post test dan tanggapan positif dari siswa. Kuesioner menunjukkan bahwa lebih dari 75% siswa merasa mudah untuk memahami materi listening dari penutur asli. Akibatnya, ia menyarankan bahwa proses belajar mengajar menggunakan film Inggris dengan subtitle bahasa Inggris dianjurkan dalam proses pembelajaran untuk meningkatkan keterampilan mendengarkan siswa di kelas bahasa Inggris

DEVELOPING TEACHING AND LEARNING INSTRUMENT OF ENGLISH FOR NURSING ‘DAILY COMMUNICATION IN NURSING’ THROUGH CONTEXTUAL APPROACH BASED ON CHARACTER EDUCATION

The character education can be one alternative solution to eliminate moral problems of teenagers or students. It creates future generations who are not only good at cognitive aspect but also good at affective and psychomotoric aspects. This research aims to develop teaching and learning instrument of English for Nursing ‘Daily Communication in Nursing’ through contextual approach based on character education that is valid, effective, and practical for optimizing students’ learning achievement. The research employed R&D with trueexperimental design using pre-test-post-test group design. Research subjects consist of two classes that are control class and experimental class of nursing students at Univesitas Muhammadiyah Semarang in academic year 2013/2014. The data collecting techniques are teaching and learning validation sheet, test, observation and questionnaire. The results showed that the developed instruments are valid, effective and practical. The validity is proved with validation mean of syllabus, lesson plan, learning module that were excellent and good category based on scoring rubrics. The effectiveness is proved by students’ learning achievement test reached completeness with mean score 79,06. The practicality is proved with student responses 90,3% who enjoy learning. Keywords: Contextual approach, Character Education, and English for Nursin

The Analysis of Students' Listening Proficiency and Their Motivation in (Meta)-Cognitive Collaboration Strategy Instruction

Students motivation is important in mastering English especially in mastering listening skill. The aim of the study is to find out the students listening proficiency viewed from their motivation. Quantitative analysis was used to investigate the findings of this research by using pre-test post-test one group design. The research aims at finding the results of students listening proficiency viewed from their motivation after they have been treated by using M-CCSI as (meta)-cognitive collaboration strategy instruction. The instruments of the research are TOEFL Test of listening section and Motivation questionnaire. The participants of study 28 EFL students from one class at Muria University of Kudus (UMK) the 3 semester of year 2016-2017.After analyzing the improvement of delta score, the students who have low motivation has 5.81 of gain score after doing treatment by using M-CSSI. Meanwhile, the students who have high motivation have a gain score 6.75.The results shows that the students motivation do not influence significantly with p value 0.493 which is above the 5% of significant level

EFL Student Teachers’ Perception and Challenges toward Online Platforms in Language Pedagogy

This research aims to investigate EFL Student teachers’ perception and challenges of performing online platforms of Interactive Multimedia on Language Teaching and Learning. This study used mixed methods, qualitative and quantitative in nature. The participants of the study were 15 learners who have involved in the learning process of Interactive Multimedia on Language Learning Class. Questionnaires and interviews were used as data collection instruments. The data were analyzed and interpreted through qualitative and quantitative procedures. The results reveal that the online platforms of interactive multimedia such as Edmodo, PlayPosit, and Duolingo, TED Videos are very helpful and beneficial in improving their pedagogical competence. However, the limited time and facilities coupled with a poor Internet connection were challenges for EFL student Teachers to carry them out in educational process. The results of this study give meaningful insights for policy makers in education such principals in relation to provide the facilities to accommodate English teachers who want to employ online platforms of interactive multimedia in English teaching and learning in the classroom

EFL Learners' Listening Strategy Awareness Viewed From Their Learning Styles in the Extensive Listening Class

. Albeit listening comprehension as the vital role of language input, most EFL students have a somewhat negligent concern of it in the process of mastering EFL. Accordingly, the listening educators need to confirm students' listening strategy awareness related to their learning styles for enhancing the quality of teaching listening. To this end, the study aims at assaying EFL students' listening strategy awareness between visual, auditory, and kinesthetic learners who got an explicit strategy instruction of Extensive listening class and those who did not get the explicit strategy instruction. The participants of the study were 38 sophomore EFL students of English departments at Universitas Muhammadiyah Semarang. Listening strategy awareness questionnaire, learning style questionnaire, and interview were utilized as the data collection instruments. The results elucidated that explicit listening strategy instructions have raised students' direct attention strategies. Strategies of interpreting the meaning in their head and translating keywords that they have listened potentially impact on students' mental translation strategy awareness. Indeed, visual learners in the control group have a higher strategy awareness dealing with person knowledge than in an experimental group. Then, auditory learners have similar scores for both groups — meanwhile, a bit higher score of person knowledge possessed by the kinesthetic learners in the experimental group. However, the statistical findings elucidate that there are no significant differences between the experimental and control group. Interview results confim that explicit strategy instruction of extensive listening class enables learners to create a good atmosphere in listening class, and their competence of listening instruction

THE ANALYSIS OF STUDENTS? RESPONSES IN IMPLEMENTING COLLABORATION PICTURE & PICTURE AND THINK PAIR SHARE IN TEACHING WRITING OF NARRATIVE TEXT

Tujuan dari penelitian ini adalah untuk mengetahui opini siswa mengenai implementasi kegiatan mengajar menulis (writing) dengan menggunakan penelitian tindakan (action research) yang dilakukan di kelas VIII-2 di MTs Nurrussalam Tersono Batang tahun ajaran 2013/2014. Disimpulkan bahwa respon siswa terhadap proses pembelajaran teks naratif melalui picture & picture dan think pair share bagus. Hasil penelitian ini menunjukkan bahwa kolaborasi antara picture & picture dengan think pair share membuat para siswa lebih mudah untuk menulis teks naratif, dan membuat mereka lebih mudah di dalam mengeksplorasi ide mereka di dalam menulis teks naratif serta membuat mereka antusias di dalam mengikuti proses pembelajaran

PENGARUH TASK-BASED LANGUAGE TEACHING (TBLT) TERHADAP KEMAMPUAN BAHASA INGGRIS DAN SOFT-SKILLS MAHASISWA S1 KEPERAWATAN UNIMUS

The process of teaching and learning for nursing using TBLT and Soft-skills that suit the learner’s interests and needs contributed to facilitate students’ learning can prepare students for having English communication. The research aimed to find out the effectiveness of implementing the ENP learning model toward students’ English mastery and their Soft-skills improvement. The research employed experimental design using experimental class 40 students and control class 35 students in Semester 2 of year 2015/2016. The data collecting techniques were observation, documentation and questionnaire. The results showed the ENP model of ENP has significant influence on student nurses’ English mastery and their Soft-skills .Keywords: English for nursing purposes (ENP), task-based language teaching (TBLT) and Soft-skill

THE ROLE OF BLENDED LEARNING IN ENHANCING STUDENTS’ WRITING PARAGRAPH

The use of efficient and appropriate learning media-based learning is needed at all levels of education.  In English language teaching (ELT) at the university level, the use of media can help to improve paragraph writing. The objective of this study was to determine the effect of Blended Learning on improving learning outcomes of EFL university students' writing paragraphs in English. This quasi-experimental research entailed non-parametric statistical analysis. The results indicated a statistically significant improvement after getting treatment of blended learning.  The average pretest score was 65.9 and the average posttest score was (86.6) which means higher than the pre-test. These results also indicated that the Blended Learning model stimulated students to explore more ideas in writing activities. In addition, the results of the questionnaire showed that 85% of students were enthusiastic and enjoyed the learning process. Since the dearth of the research sample, further research has to be conducted in a broad research sample to be a more generalizable pedagogical implication.Keywords: blended learning, writing, paragraph

Developing English for Nursing Materials Integrated With Task-Based Language Teaching (TBLT) and Soft-Skills

Abstract. The ENP materials integrated with TBLT and soft-skills that suit the learners interests and needs contributed to facilitate students learning can prepare students for professional communication order to be ready in global competitive work. The research aimed to find out the existing ENP materials, to develop ENP Materials integrated with TBLT and soft-skills, and to know the effectiveness of implementing Developed ENP materials. The research employed R&D cycles including introductory phase, developing phase, testing and validating phase, and implementing phase. The data collecting techniques were validation sheet, test, observation and questionnaire. The results showed the developed ENP materials were valid, effective and practical. The validity was proved with validation mean of score were excellent and good category based on scoring rubrics. The effectiveness is proved by students learning achievement test with mean score 79. The practicality is proved with student responses 80% who enjoyed to use the ENP materials in learning

METADISCOURSE MARKERS WRITTEN IN INTRODUCTION SECTION OF FINAL PROJECT OF UNIMUS EFL LEARNERS

Metadiscourse marker is one of determining indicators of the quality of the writers’ writing. Metadiscourse markers enable the writers to interact with the readers effectively. What commonly happens to many undergraduate students studying English as a foreign language is that they are not able to develop an engagement between themselves, their texts, and their readers. Thus, this study investigates the types of metadiscourse markers used by Unimus EFL learners in final project introduction sections, and markers that are frequently used by them in their writing. By using qualitative and quantitative research method, seven introduction sections of final project of Unimus EFL learners focusing on qualitative and qualitative research methods were chosen purposively. As result, the study revealed that in writing introduction sections, the students used various metadiscourse markers, including interactive resources (transitions, frame markers, endophoric markers, evidentials, and code glosses) and interactional resources (hedges, boosters, attitude markers, engagement markers, and self-mensions). Among those categories, interactive resources were found to be frequently used by the learners rather than interactional resources. It means that the writers tended to give attention to and guided the readers through the text by establishing their interpretations explicitly rather than involving the readers in the argument through the use of markers in interactional dimension