Developing Local Content-Based Instructional Graded Reading Materials for Reading Level Three Students

This research aimed at analyzing the quality of the newly developed local-content-based instructional graded reading materials for junior high school students in Lubuklinggau. The development of the instructional materials was then analyzed and evaluated in terms of their validity, practicality, and effectiveness using formative evaluation proposed, which consists of self-evaluation, experts review, one-to-one, small group, and field test. The result of expert review showed that the prototype of the product was categorized as having high validity as indicated by the average score of questionnaires on content and construct which was 3.23 (scale 1-4). Moreover, developed instructional reading materials were also considered as highly practical as indicated by the average score of one-to-one evaluation (3.39) and small group evaluation (3.18). Meanwhile, the result of field test evaluation showed that the developed reading comprehension test was highly effective to be used as reading assessment. Meanwhile, the result of field test evaluation shows that developed test could be categorized as effective because there were 20 students (74.07%) out of 27 students in reading comprehension test reached average category which was between 56 and 70. Hence, it was concluded that the developed products, either the test or the teaching materials can become alternative for teaching reading to students whose level of reading is level 3. Keywords: reading assessment; graded reading material; local content-agriculturalproduc

IMPROVING STUDENTS’ NARRATIVE WRITING ACHIEVEMENT THROUGH READER’S THEATRE STRATEGY

Abstract: The objective of this study was to find out whether or not there were significant improvements in students’ narrative writing achievement and the aspects of  narrative writing between before and after the students were taught by using RT strategy. This study also investigated whether or not there was a significant difference in narrative writing achievement between the students who were taught by using RT strategy and those who were not. The sample of this study was 52 eleventh grade students of SMA Negeri 6 Prabumulih, South Sumatera. There were control and experimental groups. To collect the data, each group was assigned a pretest and a post test. The data were analyzed statistically by using paired sample and independent sample t-tests. The findings showed there were significant improvements in students’ narrative writing achievement and the aspects of narrative writing between before and after they were taught by using RT strategy. There was also a significant difference in narrative writing achievement between control and experimental groups. Therefore, it could be concluded that RT strategy can help improve eleventh graders’ narrative writing achievement. Keywords: narrative writing achievement, Reader’s Theatre strategy, eleventh grader

EFL TEACHERS’ CAPABILITY AND BARRIERS IN USING INFORMATION AND COMMUNICATION TECHNOLOGY (ICT)

Integrating and developing ICT for the school has become an important facet and conferred a more robust pattern to get the new teaching and learning models. The combination of ICT has several benefits to form a context for teaching and learning English skills. In this pandemic situation, teachers should use kind of ICT tools for online teaching. Supported this necessity, there must be problems faced by the teacher in the access of ICT. Studying the teachers' capability and barriers in education will help teachers become successful technology adopters in the future. This study applied a qualitative descriptive research design conducted through questionnaires, observation, and interviews. The result of the questionnaire, interview, and observation was described. Participants were EFL teachers from senior-high-schools in Sanga desa. The study findings Teachers category good in capability and the main barriers faced by teachers were lack of facilities, time, training, and internet problem. The research has the purpose of exploring teachers' capability and the barriers they face to improve the quality of ICT use in teaching English in the future

TECHNOLOGICAL PEDAGOGICAL AND CONTENT KNOWLEDGE (TPACK) PERCEPTION OF ENGLISH EDUCATION STUDENTS

Abstract: Technological Pedagogical and Content Knowledge, abbreviated as TPCK or TPACK, is the interdependent, situated knowledge needed to integrate the use of digital tools and resources effectively in curriculum-based teaching. This study aims to find out the TPACK perception of English Education students at Lampung University, the way the students obtain TPACK in learning, and the role of lecturers in assisting the students to obtain TPACK in learning. By applying a mixed method, questionnaire and interview were used to gather the data. 225 English Education undergraduate students in academic year 2018/2019 and 3 lecturers participated in this study. As result, the TPACK perception of the students was generally good as the score of all domains measured (Technological Knowledge/TK, Technological Content Knowledge/TCK, Technological Pedagogical Knowledge/TPK, Technological Pedagogical Content Knowledge/TPCK, and Technology-related Learning Experiences/TLE) was 722.1. Moreover, the students obtained TPACK by observing lecturers teaching in the classroom and doing self-learning with internet as media. Further, it was found that there were five roles of the lecturers in assisting the students to obtain TPACK in learning, namely provider, model, controller, facilitator, and motivator.Keywords: TPACK; English dducation students; role of lecturers; students’ learning; ICT

STUDENTS’ ENGAGEMENT IN SOCIAL NETWORKING SITES AND ITS RELATION TO THEIR MASTERY OF CERTAIN ENGLISH FIXED EXPRESSIONS AND IDIOMS

Abstract: The objectives of the study were to find out to what extent the undergraduate students’ engagement in social networking sites and their mastery of certain English fixed expressions and idioms. This study also investigated whether or not there was a significant correlation between the students’ engagement in social networking sites and their mastery of certain English fixed expressions and idioms. One hundred and six undergraduate students of English Education Study Program of Teacher Training and Education Faculty of Sriwijaya University (Palembang Campus) were involved as population and sample of the study. A social networking sites engagement questionnaire and English fixed expressions and idioms test were used to collect the data which were statistically analized by using correlation and regression analyses. The result revealed students’ engagement on social networking sites level was very high with 82% average agreement questionnaire responses, but their mastery of certain English fixed expressions and idioms was low (60.47) with 79.2% students scored below 71.  Next, the correlation between the students’ engagement in social networking sites and their mastery of certain English fixed expressions and idioms was positive and significant (r=0.328>0.249, p-value=0.001<0.05). The finding also showed students’ engagement in social networking sites contributed 10.8% to their mastery of certain English fixed expressions and idioms. In conclusion, the students have a very high level of engagement in social networking sites, but low level of mastery of certain English fixed expression and idioms. Keywords: engagement in social networking sites, proficiency in English fixed expressions and idioms, EFL student

DEVELOPING DESCRIPTIVE READING MATERIALS ABOUT PALEMBANG HISTORICAL BUILDINGS

The purpose of this study was to find out the validity, practicality, and potential effect of developed descriptive reading materials about historical buildings. The developed reading materials were for the seventh-grade students. The development research was based on Akker’s three phases: 1) analysis, 2) design, and 3) evaluation and revision. In the evaluation phase, the formative evaluation modified by Tessmer was applied and there were five stages: self-evaluation, expert review, one-to-one evaluation, small group evaluation, and field test evaluation. The validity was determined based on the results of the experts’ review and the product was valid which was categorized as high validity. The practicality was determined based on the result of the one-to-one evaluation and the small group evaluation. The product was categorized as very high practical level. The potential effect was evaluated in the field test. The result showed that the product has a potential effect since the students reached the passing grade score. In conclusion, the developed descriptive reading materials about Palembang historical buildings were valid, practical, and has potentially effective for the seventh-grade students

THE PRACTICE AND CHALLENGES OF IMPLEMENTING CRITICAL THINKING SKILLS IN EFL TEACHERS QUESTIONING BEHAVIOR

The development of critical thinking is closely related to the questions asked by teachers as the teachers higher-order questions are cognitively demanding to promote students critical thinking. The purposes of this study are to investigate how critical thinking was implemented in EFL teachers questions in the classroom and the challenges faced by EFL teachers in integrating critical thinking questions. In addition, this study also investigated students reasons for non-response to particular questions asked by teachers. Applying mixed-method research design, the data were collected from classroom observation, interview, questionnaire and documentations. The research participants were two English teachers and 229 number of students of year 8. The results showed that the most dominant questions asked by the two English teachers were in Lower-order questions (78,8%), while the Higher-order questions were only (21,2%) questions. Second, the challenges faced by teachers were students intelligence has yet to reach the level of higher-order thinking, unconducive-classroom environment, teachers creativity itself, parental involvement and students lack of vocabulary. Third, dealing with the reason for students non-response in particular questions asked by teachers, there were some reasons, such as students are afraid of making mistakes, they could not put ideas into words, and lack of vocabularies. In conclusion, the teachers faced various challenges in implementing critical thinking questions in the classroom

USING PODCAST WITH DICTOGLOSS PROCEDURES TO IMPROVE LISTENING COMPREHENSION AND WRITING ACHIEVEMENTS OF TENTH GRADERS

Abstract: The aim of this experimental study was to investigate whether or not there was a significant improvement in students’ listening comprehension and writing achievements after being taught by using podcast with dictogloss procedure and a significant difference in listening comprehension and writing achievements of the students who got the treatment and those who did not. This study also investigated which aspects of listening comprehension and writing that had contribution towards the students’ achievements. The population of this study was all of the tenth graders of SMA Negeri 22 Palembang in academic year 2015-2016. Forty students with similar listening proficiency level were selected as the sample by using purposive sampling method. They were divided equally into experimental and control groups. Pretest and posttest were given to both groups, but only the experimental group was taught by using podcast with dictogloss procedure as the treatment. The data were obtained from listening comprehension and writing pretests and posttests in both groups and were analyzed by using both paired and independent sample t-test, and linear regression. The results showed that there were a significant improvement in listening and writing achievements in the experimental group. However, there were a significant different in listening (mean difference=11.050, p=0.006) and writing (mean difference=27.850, p=0.000) achievements between both groups. In addition, all of aspects of listening and writing gave a significant contribution to the students’ achievements after getting the treatment.   Keywords: listening comprehension, writing, podcast, dictogloss procedur

The Correlations among English Teachers’ TPACK, TISE, ITOE, and Teaching Implementation

Abstract: The Correlations among English Teachers’ TPACK, TISE, ITOE, and Teaching Implementation. Objectives: This research is correlational research that aimed to find out the correlations among Technological Pedagogical Content Knowledge (TPACK), Technology Integration Self-Efficacy (TISE), Instructional Technology Outcome Expectation (ITOE), and Teaching Implementation. Methods: TPACK-EFL Survey and Motivation of Technology Integration in Education Scale Questionnaires were distributed to 60 students of the English language teacher professional education program at Sriwijaya University in the academic year 2018/2019. Findings: The findings of this research showed that the students have a high understanding level of TPACK, high level of TISE, high level of ITOE, and good in teaching implementation, and there are positive significant correlations among TPACK, TISE, ITOE, and teaching implementation. Conclusion: Not only the technical equipment but also the qualified teachers who understand how to advance the ICT are very needed. Therefore, both understanding TPACK and acquiring TISE-ITOE are necessary.Keywords: Teacher Professional Education Program (PPG), TPACK, TISE, ITOE. Abstrak: Hubungan antara TPACK, TISE, ITOE, dan Pelaksanaan Pembelajaran oleh Guru Bahasa Inggris. Tujuan: Penelitian ini merupakan penelitian korelasional yang bertujuan untuk mengetahui hubungan antara Technological Pedagogical Content Knowledge (TPACK), Technology Integration Self-Efficacy (TISE), Instructional Technology Outcome Expectation (ITOE), dan Pelaksanaan Pembelajaran. Metode: Survei TPACK-EFL dan Motivasi Integrasi Teknologi dalam Skala Pendidikan Kuesioner dibagikan kepada 60 siswa program pendidikan profesi guru bahasa Inggris di Universitas Sriwijaya pada tahun ajaran 2018/2019. Temuan: Hasil penelitian menunjukkan bahwa siswa memiliki tingkat pemahaman TPACK yang tinggi, tingkat TISE yang tinggi, tingkat ITOE yang tinggi, dan pelaksanaan pembelajaran yang baik, serta terdapat korelasi positif yang signifikan antara TPACK, TISE, ITOE, dan pelaksanaan pembelajaran. Kesimpulan: Tidak hanya peralatan teknis tetapi juga guru-guru berkualitas yang memahami bagaimana memanfaatkan Teknologi Informasi dan Komunikasi sangat dibutuhkan. Oleh karena itu, pemahaman TPACK dan akuisisi TISE-ITOE diperlukan.Kata kunci: Program Profesi Guru (PPG), TPACK, TISE, ITOE. DOI: http://dx.doi.org/10.23960/jpp.v10.i3.20201