ERLIN

ACHIEVEMENT MOTIVATION AND ACADEMIC ACHIEVEMENT DIFFERENCESOF ENGLISH STUDENTS

Teacher's Questions in EFL Classroom

Building Students’ Learning Autonomy through Collaborative Learning to Develop Their Language Awareness

Language awareness is defined as person’s sensitivity to and conscious awareness of the nature of language and its role in human life. It refers to the develpment in learners of enhancing consciousness and sensitivity to the form and function of the language itself. Students’ language awareness is very important to be developed as it contributes much towards students on how they should learn language, being well-motivated and how they come into language comprehensively. The activity of students’ learning in the classroom typically seems to concern with learnig which they need to learn for achievement of life goals than being aware of what they learn. This is exactly what happened in learning English as a foreign language for Indonesian students. They seem to not have any responsibility for their own learning. This paradigm makes students become more less-motivated and increase their passivity. Students need to develop their own learning strategies so that as far as possible to be autonomous learners. Students having learning autonomy tend to be more competitive in learning because they have a capacity for detachment, critical reflection, decision making and independent actions. This autonomy enables students to develop their own potential. The widespread of autonomy provides an environment which stimulate students’ critical self-awareness. It also supports awareness-raising about the nature of languages, cultures and language learning. Collaborative learning seems to be one effective teaching technique to foster learners’ autonomy. This paper aims to promote the idea of how to build students’ learning autonomy through collaborative learning to develop their language awareness.

Developing Students’ Language Awareness through Discovery learning in English Language Teaching

language acquisition has strong relation with language awareness which is very important in order to be a good language user, because it is a person’s sensitivity to and conscious awareness of language and its role in human life. It deals with explicit knowledge about language, and conscious perception and sensitivity in language learning, language teaching and language use. Language awareness includes knowledge about language, a conscious understanding of how language work, of how people learn them and use them. In English language teaching the use of language in classroom interaction is not only for communication, it also used to deliver norm through languages, meanwhile in Indonesia, most of students is multilingual where they have already acquired languages, including their mother tongue and their national language, the students’ awareness in learning foreign language such English is a crucial issue to be considered. One of technique that can be used to develop students’ language awareness is through discovery learning. It is an inquiry-based theory which encourages students to be active agents in their own process, inclusing i language learning. Discovery learning in English language teaching allows the students to work on language by having a role in their own learning and developing their activity through the language. So, this paper aims to give an overview how to apply discovery learning in in English language teaching to develop student language awareness

SURE: Developing Learners' Language Awareness through Pragmatic Instruction in the EFL Classroom

A large number of English language learners in Indonesia tend to be recognised as “fluent fools” learners. They can make all correct sentences following the grammar rules but cannot communicate in appropriate manner. The phenomenon of this ‘incompetent learners” has been observed as a result of the absence of learners’ language awareness. Activities aimed at raising learners’ pragmatic competence and activities offering opportunities for communicative practice can be used as a way out of this faulty. The goal of this paper is to discuss activities utilized in pragmatic instruction. It has acronym named SURE—(See, Use, Review and Experience). Hopefully, this strategy will enable learner gradually to gain how language works and how to use language approppriate to a variety of communicative settings.

Building Academic Honesty in Scientific Writing

Character has become a central aspect of education. It has given much more influences on the success of education in the nation. The term of character is defined as an individual’s set of psychological characteristics that affect person’s ability and inclination to fuction morally. It is comprised of those characteristics that lead a person to do or not to do the right thing. There are numerous character values in education which have been discussed and proposed by experts. One of them is honesty which significantly affects learners’ attitudes and behavior to do an act properly. Building character of honesty in language learning can be done in many ways. One of them is through scientific writing. Writing is not only about “what” and :how” to write. Further, it deals with academic honesty which requires students to behave in accordance with character values. At this point, the issue of plagiarism should come into attention in order to build students’ characters. This paper aims to discuss how scientific writing promotes character building especialy in language learning.

Teacher’s Role in Building Students’ Character through English Language Teaching Classroom

Teacher plays an essential role in education process. The success of a learning process in changing students behavior depends on how well the teacher treat the students. The teachers also have to be good model for the students in every classroom interation. Teaching English will be meaningful when the teacher can integrate the teaching process into the development of students’ character. When the students behave with proper manner in society, the education process can be said meet the goal of education. Any subject matter in education needs to concern about this issue, especially in English language teaching. The students are not only taught about the linguistic structure of the language but also how their character can be built through the classroom interaction. This paper aims to give an overview about the teacher’s role in building students’ character through Engliah language teaching classroom. It is dealing with what is the nature of character and its importance in education. It also describes the roles of teacher as character educator and how to integrate character education into English language teaching which can be done through some ways, such as habituation, integrating character education into English material, cooperative learning in English teaching classroom and instructional media of English teaching.

Using Humour in EFL Classroom Interaction: an Effective Way of Byrning Students’ Interest in Learning English

Teaching English at secondary school level is meant to enable students to grasp out communicative competences. To attain this purpose fruitfully, English teacher needs to consider strategy how to encourage students to take a part in classroom interaction. One of strategy that can be played by English teacher is “humour” because it is like a battery—creating good circumstances in doing communication. This study approaches teacher-students interaction in EFL classroom from pragmatic perspective. This study explores the types and functions of humours used by English teacher in classroom interaction at the tenth grade of Islamic Senior High School. The data were video recorded from three different classrooms in 90 minutes English lessons. The data were anlyzed based on the theory of Gay and Airasian (2000), Miles and Hubberman (1983) and Chelimsky (1989). The results of the study shows that (1) there are five types of humour used by English teacher in classroom interaction, namely (a) irony, (b) teasing, (c) banter, (d) language play and (e) jokes; and (2) the humours used by English teacher functions as (a) developing open and supportive communication climates, (b) enhancing positive interaction, (c) creating amusement, (d) lowering students’ anxiety, and (e) fostering students to be courageous to take part in classroom interaction.

Bridging Critical Reading and Self-Critical Writing: EAP Task-Based Teaching for Post Graduate Students

Teaching English for students studying for a master degree in English for Academic Puposes (EAP) context should enable the students to be a critical reader of literature in order to have capability to write critical literature review in their area of study. In EAP context, meaningful and challenging tasks are essential element of the teaching process. One of the main assumptions of EAP is that teaching materials should enable learners to acquire the variaety of language and skills they will need in typical situation they meet in their academic or professioal life. To accomplish the tasks well, the student is enquired to be capable to apprehend meaning of various authentic materials, such as research-based article (IMRAD format article), book chapter, book review, etc. To comprehend these scientific literatures, they should be provided with strategies and skills—integrated reading and writing. These will be conveyed through an effective methodology in the classroom—Task-based Language Teaching (TBLT). One of the principles of TBLT is using authentic materials to link classroom language learning with real world tasks. This present paper aims at describing how TBLT, as an effectual instructional method of teaching English, comes out to help the students be a skilled reader of AIMRAD format of research-based article. The implementation of this technique begins with critical reading activities which are divided into three stages—pre-reading task, while-reading task and post reading task—and terminate with writing summary as critical literature review. Fauthfully, this strategy can facilitate the students completing their academic tasks.

Integrasi Pendidikan Karakter dan Pendidikan Moral dalam Pembelajaran Sastra (Sebuah gagasan Pengembangan Nilai-nilai Karakter Bangsa dalam Pembelajaran Bahasa Inggris

It cannot be denied that character and moral educations is a must for Indonesian young generation nowadays. mOne of effective ways to do it is by integrating character traits and moral values in curriculum for every course includes English. According to content standard (in school level-based curriculum) or main competency (in 2013 curriculum), narrative text is the best teaching material to instill character traits and moral value to the students. The implementation of the integration of moral and character education in narrative text will work well if the teacher use the combination of integrative approach (Savvidou, 2004; Divsar, 2009) and reflecyive approach (Wang, 2003) as recommended model. The phases of teaching English narrative text follow four stages, namely: (1) the preliminary phase: to provide students with linguistic analysis and aims at building students’ comprehension; (2) the content-cultural phase: providig students with certain aspects of culture and literature; (3) synthesis phase:providing an overall evaluation of the text and includes expression and exchange of students’ reactions to the literary text and their understanding as well; and (4) reflective phase: involving students with real-life situation in the narrative text. This can be done by asking students to do role-play, debate, writing “if-then” essay or playing game. By using this model, literature helps students develop linguistic competence, communicative skills as well as their knowledge of language accross discourse type, besides develop students’ character traits and moral values.

Perilaku Sintaktis Konstituen Negatif Paduan (KNP) “TANPA” dalam Bahasa Indonesia

Negasi merupakan masalah universal yang terdapat dalam bahasa di dunia. Pengungkapannya secara gramatika berbeda karena konstituen atau pemarkah negatifnya juga berbeda, di samping sistem bahasa juga berbeda. Namun pada hakikatnya, fungsinya sama. Penelitian negasi dalam bahasa Indonesia masih sangat terbatas jumlahnya. Pada umumnya kajian masalah negasi dalam buku-buku tatabahasa Indonesia baru mengupas kulitnya, yaitu baru menyangkut inventarisasi konstituen negatif, status kekategorialan konstituen pengungkap negasi dan beberapa contoh pemakaian konstituen negatif dalam bahasa Indonesia. Hasil penelitian menunjukkan bahwa perilaku sintaktis konstituen negatif paduan “TANPA” berbeda dari konstituen negatif lainnya. Penggunaannya cukup produktif ditemukan dalam kalimat-kalimat bahasa Indonesia. Hal inilah yang menjadikan kajian ini menarik. Dalam kajian literatur terhadap beberapa buku tatabahasa Indonesia diketahui bahwa sebagian pakar sudah mencantumkan kata “tanpa” sebagai konstituen negatif namun belum dibahas di bawah topik pengingkaran (negasi). Berdasarkan temuan penelitian ini diketahui bahwa kata “tanpa” termasuk konstituen negatif paduan yang mengimplikasikan makna negatif. Hal ini terlihat jelas ketika KNP TANPA bergabung dengan konstituen negatif lainnya, seperti bukan, misalnya bukan tanpa pemberitahuan, yang menghasilkan makna positif. Temuan penelitian ini adalah (1) kategori sintaktis KNP ‘tanpa’ adalah PREP and KONJSUBJ; (2) fungsi sintatisnya adalah sebagai (a) KET baik berbentuk frasa maupun klausa yang menunjukkan hubungan penyerta, cara dan alat dan (b) APOSISI sebagian (partly aposition)

POSITIVE POLITENESS STRATEGIESIN EFL CLASSROOM

Learning a foreign language involves not only knowing how to speak and write well, but also how to behave linguistically. Therefore, the teacher-student interaction in class is influenced by their pragmatic knowledge, how to behave and respond in different situations and contexts. This study approaches teacher-student interaction in EFL classroom from pragmatic perspective.It focuses on linguistic politeness; that is, the ways the teacher expresses politeness verbally through teachers’ use of language.This study explores positive politeness strategies used by teacher in three 90-minute English lessons in a senior high school. The data were videorecorded from three different classroom settings where English is the object and the medium of teaching learning process. The analysis is based on Brown and Levinson‘s politeness strategies. The result shows that there are six strategies that emerged in the teacher-student interaction namely, strategy 2, Exaggerate interest, approval, sympathy with hearer; strategy 4, use ingroup identity markers; strategy 5, seek agreement; strategy 10, offers, promise; strategy 12, including both speaker and hearer in activity and strategy 13, giving or asking a reason. The age difference, institutional setting, power, and the limitation of the linguistic ability of the students has contributed to the different choices of positive politeness strategies.

Asas-asas penelitian behavioral

SERVICE HANDPHONE DI KOTO BARU KABUPATEN DHARMASRAYA (Tinjauan Hukum Islam Terhadap Akad, Ujrah dan Tanggung Jawab)

DELVI YUMERLIN, NIM 14 204 007 judul Skripsi “SERVICE HANDPHONE DI KOTO BARU KABUPATEN DHARMASRAYA (Tinjauan Hukum Islam Terhadap Akad, Ujrah Dan Tanggung Jawab)” Jurusan Hukum Ekonomi Syariah Fakultas Syariah Institut Agama Islam Negeri (IAIN) Batusangkar. Pokok Permasalahan dalam skripsi ini adalah mengenai pelaksanaan transaksi yang terjadi di Koto Baru Kabupaten Dharmasraya tentang service dan perdagangan atau jual beli handphone. Pengusaha yang memperjualbelikan sekaligus membuka jasa service handphone biasanya disebut counter. Di counter tersebut terjadi transaksi pelanggan mengupahkan perbaikan handphone nya yang rusak dan pihak counter memperbaikinya. Dalam situasi pemilik counter sedang tidak di tempat maka pegawainya juga tetap menerima langganan, dalam hal ini penentuan harga dan biaya service cenderung sepihak oleh pihak counter. Di samping itu tanggung jawab pada service handphone. Persoalannya ialah bagaimana bentuk akad, harga atau ujrah dan tanggung jawab pada counter di Koto Baru Kabupaten Dharmasraya. Jenis penelitian ini adalah field research atau penelitian lapangan yang bersifat deskriptif kualitatif. Data dikumpulkan melalui survei dan wawancara. Pengolahan data dilakukan secara deskriptif kualitatif, kemudian diuraikan serta melakukan klasifikasi terhadap aspek masalah tertentu dan memaparkan melalui kalimat yang efektif. Hasil penelitian ini ialah bawha dari beberapa counter di Koto Baru kabupaten Dharmasraya ada sebagian melakukan transaksi jual beli dan service handphone dalam melakukan service handphone akad yang digunakan yaitu akad ujrah yang mana termasuk ke dalam upah mengupah, akan tetapi ada beberapa counter yang tidak memenuhi rukun dan syarat akad ujrah dalam melakukan transaksi dengan konsumen, dimana konsumen tidak di minta persetujuan lebih lanjut untuk dilakukan perbaikan oleh counter. Akan tetapi masih ada counter yang melakukan upah mengupah sesuai dengan hukum Islam, yang mana counter meminta persetujuan konsumen terlebih dahulu untuk di lakukan perbaikan handphone konsumen. Dilihat dari standar penaksiran harga atau upah pihak ada beberapa counter menaksir dengan cara menggolongkan menjadi beberapa tipe handphone tidak dengan melihat kerusakan yang terdapat pada handphone konsumen. Di samping itu counter lain menetapkan harga atau upah dengan cara melihat terlebih dahulu kerudakan pada handphone konsumen apabila memerlukan biaya banyak maka akan mahal sesuai dengan barang yang diganti dan harga beli barang tersebut. pada setiap konsumen yang melakukan perbaikan akan diberikan jaminan 2 minggu setelah perbaikan, yang mana bertujuan untu membuktikan pekerjaan counter baik. Akan tetapi ada counter yang tidak memberikan jaminan sama sekali apabila terjadi kerusakan kembali pada handphone konsumen, counter tersebut memberikan alasan jika telah berakhir transaksi counter tidak memiliki tanggung jawab lagi terhadap handphone yang diperbaiki.

Pengantar Filsafat Ilmu

Statistik Terapan: Aplikasi untuk Riset Skripsi, Tesis dan Disertasi

"""Buku statistik terapan ini merupakan sekumpulan prosedur statistik yang tingkat frekuensinya tinggi dan populer karena seringnya dipakai dalam riset di kalangan mahasiswa. Dalam buku ini dijelaskan tidak hanya cara menghitung dengan menggunakan bantuan perangkat lunak komputer, tetapi juga dijelaskan mengenai teori yang mendasari penggunaan prosedur tersebut sehingga saat pembaca akan menggunakan dalam riset akan dapat memahami maknanya secara benar dan mengaplikasikan dalam konteks riset yang sesuai dengan persyaratan masing-masing prosedur. Selengkapnya buku ini berisi: - Prosedur dalam mendeskripsikan data - Beberapa prosedur dalam statistik non-parametrik populer: Uji Mc Nemar, Uji Tanda, Uji Peringkat Bertanda Wilcoxon, Chi Kuadrat untuk Uji Dua Sampel Independen, Uji Median, Uji Mann Whitney, Kolmogorov - Smirnov, Uji Cohran, Uji Friedman, Chi Kuadrat untuk K Sampel Independen, Uji Kruskall - Wallis, Korelasi Berjenjang Spearman dan Korelasi Kendal - Prosedur dalam statistik parametrik untuk membandingkan rata-rata dua sampel: Uji T Sampel Berpasangan / dependen dan Uji T Sampel Bebas / independen. - Prosedur dalam statistik parametrik untuk membandingkan rata-rata lebih dari dua sampel dengan menggunakan data berskala metrik (interval / rasio): Analysisi of Variance (One Way ANOVA) dan Analysisi of Variance (ANOVA Factorial / Two Way ANOVA) - Prosedur untuk menganalisis hubungan antar variabel dengan data berskala metrik (interval / rasio): Korelasi Pearson untuk Melihat Hubungan Dua Variabel Berskala Interval, Korelasi Parsial untuk Melihat Hubungan Lebih Dari Dua Variabel Berskala Interval, dan Korelasi Kanonikal untuk Melihat Hubungan Beberapa Variabel Bebas dengan Beberapa Variabel Tergantung Berskala Interval - Prosedur untuk melihat pengaruh variabel bebas terhadap variabel tergantung dan memprediksinya dengan data berskala metrik (interval / rasio): Pengaruh Satu Variabel Bebas Terhadap Satu Variabel Tergantung dengan Regresi Sederhana dan Pengaruh Lebih dari Satu Variabel Bebas Terhadap Satu Variabel Tergantung dengan Regresi Berganda. - Prosedur untuk melihat pengaruh variabel bebas terhadap variabel melalui variabel perantara dengan data berskala metrik (interval / rasio) dengan menggunakan Analisis Jalur Model Mediasi Dalam SPSS - Prosedur analisis data berskala metrik (interval / rasio) jika terdapat variabel laten dengan menggunakan Structural Equation Modelling (SEM) Dalam AMOS - Beberapa prosedur yang menggunakan variabel - variabel berskala non metrik dengan metrik: Regresi Variabel Dummy Dengan Variabel Bebas Berskala Nominal dan Variabel Tergantung Berskala Interval dan Regresi Logistik Biner Dengan Variabel Bebas Berskala Interval, Variabel Tergantung Berskala Nominal dan Analisis Diskriminan untuk Variabel Bebas Berskala Interval dan Variabel Tergantung Berskala Nominal - Metode Suksesif Interval (Method of Successive Interval / MSI): prosedur untuk mengubah data ordinal menjadi data berskala interval secara manual dan menggunakan Excel."""

Buku informasi potensi wisata TWA Wera & TWA Bancea

Papers Presented on Lightning Protection Seminar at Fakulti Kejuruteraan, 28-29 November 1977

Laporan penyelidikan dalam rangka pengamanan benda cagar budaya yang dilindungi monumenten ordonnantie S. 1931-238 di Daerah Istimewa Yogyakarta dan sekitarnya

How Far the Poisoning