scholarly journals DESIGNING ENGLISH TRANSLATION TOWARDS INDONESIAN MODERATE RELIGIOUS BASED SCHOOL

2020 ◽  
Vol 8 (3) ◽  
pp. 302-309
Author(s):  
Mohammad Iskandar Dzulkurnain ◽  
Sunardi ◽  
Siswandari ◽  
Asrowi
Keyword(s):  
Instructional Design ◽  
Language Learning ◽  
Learning Process ◽  
National Curriculum ◽  
School Curriculum ◽  
Learning Objective ◽  
English Teaching ◽  
The Government ◽  
Teaching Learning ◽  
Holy Book

Purpose of the study: The purpose of this research is to unearth English teaching, delivering and translating the holy book of instructional design in Pesantren Budi Utomo (PBU) which is the Indonesian moderate religious-based school of East Java, Indonesia in terms of kind of syllabus, learning objectives, materials instruction, evaluation, teaching designs, vigor and its debility of instructional design in English teaching. Methodology: It is qualitative research with ethnographic design. The data conducted in this research are the intended activities in the teaching-learning process, informants, and essential documents relied on the teaching-learning process. The data is collected through observation, interviews, and documentation. The collected data are analyzed through data reduction, categorization of data, and synthesis and arrange work hypothesis. Main Findings: The syllabus that applies as a reference for preparing lesson plans is based on the National Curriculum and the Pesantren (religious-based school) Curriculum. The learning objective includes general learning and specific learning purpose. The learning objective of English learning at PBU is in line with English for Specific Purposes (ESP). The application of curriculum is 50% for the religious-based school curriculum and 50% for the government curriculum. There are many instructional teaching materials such as print, audio, and visual and non-printed. Class activities are another sketch to make students spend their full attraction and attention. Evaluations are conducted periodically. Applications of this study: The syllabus produced from this study is used by the religion-based Islamic school at the secondary level. It has a function to become a bridge for language learning to ease the students for English acquisition. Novelty/Originality of this study: Some similar researches were done to find out more about translation but it has not found yet research that focused on creating a syllabus to facilitate the student in learning the holy book of Islam through translation.

scholarly journals Evaluation of ELLIS Program at SMP Bopkri 3 Yogyakarta Based on CIPP Model

2019 ◽  
Vol 1 (2) ◽  
Author(s):  
Pranesti Widhi Hapsari
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
Evaluation Research ◽  
English Teaching ◽  
Cipp Model ◽  
Collection Data ◽  
Teaching Learning ◽  
Learning English

This research aimed to describe the evaluation of ELLIS (English Language Learning and Instruction System) Program in English teaching and learning process in SMP Bopkri 3 Yogyakarta in terms of the context, input, process, and product aspects.This research is an evaluation research employing CIPP model by Stufflebeam (2010). The data were collected through observation, open questionnaires, and interviews and were analyzed using Miles, Huberman and Saldana’s flow model of qualitative data research which included data collection, data condensation, data display and conclusion drawing.The findings revealed that the evaluation of ELLIS Program in English teaching and learning process in SMP Bopkri 3 Yogyakarta related to the process of context was in line with the objective of the program that is improving the students’ English skills and the program can support the English teaching-learning process. In term of input, the program is appropriate according to the required standard for good teaching learning English, this program is supported by the school’s entire component, the facilities of the teaching-learning process is completed, the material in ELLIS program can apply consecutively to be able to improve students’ English skill. On the process of teaching and learning has appropriated, the schedules of ELLIS program is held correctly and on time, every meeting the teacher always use ELLIS, the procedures and activities ELLIS program are implemented correctly, the students always participate actively during the learning process, the students more interested in learning English. Dealing with product the students more understand, easier in catching the material and more comfortable in taking part of the learning process, they feel happy and feel that their ability in learning English increase, the students’ English skill can improve successfully, the students can communicate with the teacher and their other friends in English correctly, the aim of this program can hold successfully. Between 250-300 words; must focus on: aims of the study, methods, findings, conclusions, and implications.

scholarly journals NORMA PEDAGOGIS DAN ANALISIS KEBUTUHAN BELAJAR DALAM PEMBELAJARAN BAHASA INDONESIA UNTUK PENUTUR ASING (BIPA)

Diksi ◽  
2015 ◽  
Vol 15 (1) ◽  
Author(s):  
Imam Suyitno
Keyword(s):  
Language Learning ◽  
Learning Style ◽  
Learning Process ◽  
Learning Objective ◽  
Learning Needs ◽  
Teaching Materials ◽  
Cultural Backgrounds ◽  
Teaching Learning ◽  
Bahasa Indonesia ◽  
Selection Of

The teaching-learning process of Indonesian involving foreigners as thelearners differs in characteristics from the teaching-learning process of Indonesianin general. The differences are due to the learners' cultural backgrounds. Ananalysis of their learning needs and pedagogical norms of language learning isrequired in the selection of the materials and strategies for the teaching-learningprocess of Indonesian involving them as the learners. Results of analysis on theirentry level, learning style, and learning objective will direct the teachers inselecting the language teaching materials and strategies. In addition, the materialsand strategies are also influenced by the teachers' own pedagogical norms.Keywords: needs analysis, pedagogical norms, teaching materials, teachingstrategies

scholarly journals ANALISA PEMANFAATAN LEARNING MANAGEMENT SYSTEM (LMS) SEBAGAI MEDIA PEMBELAJARAN ONLINE SELAMA PANDEMI COVID-19

2020 ◽  
Vol 4 (2) ◽  
pp. 1
Author(s):  
Yuni Fitriani
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Management System ◽  
Process Model ◽  
Learning Management System ◽  
Education Sector ◽  
Learning Management ◽  
Face To Face Learning ◽  
The Government ◽  
Teaching Learning

Pandemi COVID-19 menuntut sektor pendidikan untuk melakukan berbagai perubahan maupun inovasi dan adaptasi demi pelaksanaan proses pembelajaran tetap berjalan baik. Pandemi COVID-19 mendorong sektor pendidikan terutama perguruan tinggi untuk melakukan perubahan pada model proses pembelajaran dimana proses pembelajaran berpindah dari pembelajaran konvensional atau tatap muka di kelas menjadi pembelajaran online atau daring. Dengan demikian, tenaga pengajar yaitu dosen dan mahasiswa harus siap beradaptasi dan menghadapi terobosan maupun tantangan baru terhadap perubahan sistem dalam  pembelajaran yang diterapkan perguruan tinggi. Learning Management System (LMS) adalah salah satu cara yang digunakan oleh perguruan tinggi untuk mendukung dan mengelola pembelajaran secara online agar proses belajar mengajar tetap berjalan dengan baik selama pandemic COVID-19. Metode penelitian yang digunakan dalam penelitian ini adalah metode semi deskriptif   kuantitatif. Dimana tujuan  dalam  penelitian ini adalah untuk  menjelaskan pemanfaatan Learning Management System sebagai media pembelajaran online yang digunakan selama pandemic COVID-19. Aplikasi Learning Management System seperti Google Classroom, Edmodo, Moodle, serta SEVIMA Edlink dan LMS yang dikembangkan oleh perguruan tinggi maupun yang disediakan oleh pemerintah sangat bermanfaat sebagai media pembelajaran online atau daring selama pandemi COVID-19. Dimana dengan aplikasi LMS ini, sistem pembelajaran dan komunikasi tetap berjalan dengan baik dengan memanfaatkan fasilitas yang tersedia dalam aplikasi LMS tersebut.   Kata kunci: komponen; Learning Mangement System, Pembelajaran Online, COVID-19   Abstract: The COVID-19 pandemic requires the education sector to make various changes and innovations and adaptations for the implementation of the learning process to continue. The COVID-19 pandemic encouraged the education sector, especially universities, to make changes to the learning process model where the learning process moves from conventional or face-to-face learning in the classroom to online or online learning. Thus, faculty, lecturers and students must be ready to adapt and face breakthroughs and new challenges to the system changes in learning implemented by universities. Learning Management System (LMS) is one of the ways used by universities to support and manage online learning so that the teaching learning process continues well during the COVID-19 pandemic. The research method used in this study is a semi-descriptive quantitative method. Where the purpose in this study is to explain the utilization of Learning Management System as an online learning medium used during the COVID-19 pandemic. Learning Management System applications such as Google Classroom, Edmodo, Moodle, and SEVIMA Edlink and LMS developed by universities as well as provided by the government are very useful as online or online learning media during the COVID-19 pandemic. Where with this LMS application, the learning and communication system continues to run properly by utilizing the facilities available in the LMS application.   Keywords: Learning Mangement System, Online Learning, COVID-19

scholarly journals Students’ Perceptions towards Using Mobile Application in Learning Speaking

2019 ◽  
Vol 2 (4) ◽  
pp. 499-514
Author(s):  
Desika Rinanda ◽  
Suparno Suparno ◽  
Sri Samiati Tarjana
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Mobile Applications ◽  
Mobile Application ◽  
English Language ◽  
Learning Experience ◽  
School Students ◽  
Central Java ◽  
Innovative Learning ◽  
Teaching Learning

The dramatic advancement technologies, particularly mobile applications, have influenced the education sector. The integration of mobile applications in education to change the teaching-learning process has taken place and led to innovative learning, including English language learning. Hence, this study aimed to find out the students’ perceptions and the factors influencing students’ perceptions toward the use of mobile application in learning English particularly speaking. To reach the objectives, this study used case study as the research method. The data were collected mainly through interview and observation. The participants were five vocational school students in Surakarta, Central Java, Indonesia. They were purposively selected because they had been familiar with mobile application and they had been taught speaking English using mobile application by their teacher, so that they could give adequate information.  The research findings showed positive perception from the students toward the use of Learn English Conversation application in learning speaking. They declared that the use of Learn English Conversation application could facilitate them in practicing speaking, bring fun and enjoyable learning during the learning process. Moreover, their positive perceptions were influenced by several factors such as the flexibility and the new learning experience given by the mobile application, the ease to run the mobile application and unrequired a lot of internet quota when the students run the mobile application.

scholarly journals INTEGRATION OF INTERACTIVE MEDIA INTO FOREIGN LANGUAGE LEARNING TO SUPPORT EFFICIENCY OF STUDY PROCESS

2017 ◽  
Vol 3 ◽  
pp. 515 ◽  
Author(s):  
Laima Kuprienė ◽  
Vaida Žegunienė
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Learning Process ◽  
Interactive Media ◽  
Foreign Language Learning ◽  
Education Institution ◽  
Professional Career ◽  
Technology Innovations ◽  
Study Process ◽  
Teaching Learning

Contemporary society is actively engaged into technology innovations due to their multi-purposeful usage for personal, professional and educational reasons. Many new terms defining information communication technologies appear but the paper focuses on the interactive media, which may be considered as an integral part of the phenomenon. It is aimed to analyze and discuss the possibilities of integration of interactive media into language learning process to support the efficiency of the study process taking into consideration the needs and achievements of students. The lectures organized with traditional teaching material are getting old-fashioned gradually; therefore, new trends appear in the education process and technologies have to be successfully integrated by the teachers working in higher education institutions. Currently life pace is extremely fast, and rapid changes influence the life of young people who want to be well-educated and prepared for the further professional career. The research was organized to investigate whether the students of higher education institution demonstrate willingness to integrate interactive media into language learning process, i.e. students do not have to be passive users but actively apply and use interactive media in the learning process. Consequently, the teachers have to be familiar with the opportunities provided by the interactive media and acknowledge the necessity of its integration, but still some considerations and uncertainty exist. The methods used for the research are as follows: analysis of the scientific literature sources, content analysis, and questionnaires. Findings of the research are formulated after analysis of the collected data and they revealed the capabilities of the students to use interactive media and perception of the importance and usefulness of such measures.Majority of teachers demonstrate conservative attitude towards innovations and implementation of modern teaching/learning methods, but the situation will be improved putting the efforts in order to seek positive learning outcomes and modernize the study process.

scholarly journals Negocjowanie programu nauczania języka obcego z uczniami w Polsce

Neofilolog ◽  
1970 ◽  
pp. 143-156
Author(s):  
Paweł Sobkowiak
Keyword(s):  
Decision Making ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Foreign Language Learning ◽  
Learning And Teaching ◽  
Teaching Learning ◽  
Different Levels

This paper aims to explore the rationale of classroom negotiation - understood as a discussion between all participants in the teaching/learning process to decide on the organization of foreign language learning and teaching. It outlines relevant issues connected with the process syllabus and the benefits that can be expected from involving students in classroom decision making. The article presents results of research conducted in Polish schools among both students and teachers at different levels of education in order to see to what extent the foreign language syllabus is negotiated there.

Linguistics, language teaching objectives and the language learning process

2020 ◽  
Vol 1 (1) ◽  
pp. 34-43
Author(s):  
Henry Widdowson
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Language Teaching ◽  
Primary Objective ◽  
Frame Of Reference ◽  
Learning Objective ◽  
Language Pedagogy ◽  
Linguistic Description ◽  
Teaching Objectives

Abstract Linguistics has always been taken as the authoritative frame of reference for how language is represented as a pedagogic subject, and as approaches to linguistic description have changed so accordingly have approaches to language teaching. But the purposes that determine what aspects of language are to be abstracted as relevant for linguistic description do not correspond with those of language pedagogy. What linguistics provides are ways of specifying what is to be taught as the eventual learning objective in relative disregard of the learning process, a process that it is the essential purpose of pedagogy to promote. An alternative to this customary objective driven approach, would be to focus not on acquiring competence in a particular and separate L2 but on extending the general capability for using language as a communicative resource that learners have already acquired in their L1. Such an approach effectively makes the primary objective of pedagogy the development of the learning process itself.

scholarly journals Do Learners Like Project in Their English Classes?: Impact of PBL on Students’ Attitudes

2018 ◽  
Vol 42 ◽  
pp. 00084
Author(s):  
Ni Luh Putu Ning Septyarini Putri Astawa ◽  
Luh Putu Artini ◽  
Putu Kerti Nitiasih
Keyword(s):  
Language Learning ◽  
Junior High School ◽  
Learning Process ◽  
English Language ◽  
Qualitative Data ◽  
Project Based Learning ◽  
Learning Ability ◽  
English Language Learning ◽  
Field Note ◽  
Teaching Learning

This article presents the results of a study on the effect of Project-Based Learning (PBL) on students’ English language learning (ELL) attitudes and how the activities influence teaching-learning process in a junior high school in Bali. This research applied an embedded mixed-method design in which the quantitative data were collected using close-ended questionnaires test, and the qualitative data were collected using interview, observation checklist, open-ended questionnaire, and field note. Paired-samples t-test was used to analyse whether or not there is a significant effect on students’ attitude after being taught using PBL, while the qualitative data were analysed descriptively. The analysis shows a significant effect on students’ attitude. PBL enhances students’ learning quality in term of enthusiasm, confidence, and creativity learning ability while it also promotes teacher’s teaching satisfaction. This study supports the implementation of PBL which enhances students’ English Language Learning attitude and teaching-learning process.

scholarly journals Integrating Content and Language in Business English Teaching in China: First Year Students’ Perceptions and Learning Experience

2018 ◽  
Vol 11 (8) ◽  
pp. 86 ◽  
Author(s):  
Elaine Ruth Martyn
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Foreign Language Learning ◽  
Difficulty Level ◽  
First Year ◽  
Business English ◽  
English Teaching ◽  
First Semester ◽  
Teaching Learning

Content and language integrated learning (CLIL) is a key construct in Business English teaching in universities in China today. While there is a plethora of articles on implementation in European contexts, there is limited evidence in the literature of the teaching/learning experience in other foreign language learning environments—despite its wide application in, for example, south-east Asia and China in particular. As CLIL programs have been developed in a variety of ways to meet the unique needs of learners and societal expectations, the context of teaching and learning is critical. This paper focuses on the perceptions and learning experiences of students in a first year, first semester course, Introduction to Contemporary Business, in a Chinese university. Lesson observations, questionnaires, and interviews explore the experience of learners. While most students found the course very challenging in their first semester, they met the challenge. Coping with both language and content is always a double challenge: most students found their Introduction to Contemporary Business their most difficult course, yet they perceived it as manageable and worthwhile. Students coped with the difficulty level in two main ways: either by spending much time in review and translating the textbook prior to class, or by focusing on the teacher’s PowerPoint slides after class—as they considered these were the key points and the textbook was too difficult. Suggestions for a closer integration between language and content within CLIL courses are offered, such as a case-task-based approach, a greater variety of input, and the role of content teachers in English enhancement.

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