<p>This study aimed at designing a model of instructional materials for Academic Writing Course focusing on research paper writing. The model was designed based on the Curriculum at the English Education Study Program, Faculty of Language and Art Education of IKIP PGRI Bojonegoro, East Java, Indonesia. This model was developed in order to improve students’ skill in writing research paper which is one of the prerequisite tasks before graduating from university. The steps of this research and development consist of needs analysis, document analysis, model design, model development, and model experimentation. The researchers conducted needs analysis to the fifth semester students and three academic writing teachers, in order to generate information dealing with the students’ needs in academic writing course materials. The needs analysis and documents analysis were dug up through questionnaire, interview, and discussion among students and academic writing teachers. The documents analyzed in this study were syllabus, lesson plan, and the existing textbook. The model design used is derived from Borg and Gall (1983) and Sukmadinata (2008), in which there are four steps, i.e. (1) exploration phase; (2) model development phase; (3) model experimentation phase; and (4) dissemination and model implementation phase. The results of needs analysis questionnaire reveal that students need to be taught how to write academic writing in terms of journal article since it will be the final project of the students at the end of their study in university. Instructional materials with different strategies focused on research paper writing are needed by the students.</p>
Abstract-The present study investigated the effects of writing reader response journals (RRJ) on the quality of responses to literary works assigned. The study is underpinned by Rosenblatt's Reader Response Theory, literacy principles, and sociocultural views. The study assumes that readers' responses to literature involve critical and aesthetic reading-writing (literacy) events that are collaboratively constructed. The study involved an intact group (N=22) comprising EFL teacher trainees of a private education college in Ciamis, Indonesia, taking Literature Criticism subject. This time series pre-experimental study entailed repeated measurements of critical reading and assessments of aesthetic responses before and after the treatment. Before the treatment, New Critics' conventional text-based teaching strategies were given. Findings of the study suggest that, quantitatively, as ANOVA proved, the use of reader response journal gave effects on the constantly better achievements, and, as the Paired t-Test indicated, the treatment resulted in better quality. Additionally, qualitative evidences revealed from observation, interviews, and document analysis showed better quality of the trainees' aesthetic experiences reflecting varied reader response strategies. The study recommends further studies develop reader response-based literature teaching model across contexts in reference to gender issues.
The teaching of English to speakers of other languages (TESOL) has been criticized for having some negative impacts on marginalization of local languages, infiltration of English (Western) culture, and the spread of Christianity. For this reason, in Islamic institutions especially for students of Islamic Education Department (IED), English should be taught by incorporating Islamic values. This can be done by teaching English as English for Specific Purposes (ESP). This research is an educational Research and Development (R and D) aimed at developing an ESP reading syllabus for students of IED. The research was conducted in three phases: exploration phase, model development phase, and model testing phase. In the exploration phase, a descriptive research was conducted to describe the existence and quality of the present syllabus. During the model development phase, the draft of ESP reading syllabus was developed, revised, and tried out. In the model testing phase, the draft was experimentally tested to see its effectiveness in developing the students' reading comprehension skill. The experiment proved that the students taught using the reading materials taken from the designed syllabus performed better in reading comprehension test compared to the students who were taught using the materials taken from the present syllabus.
Abstract:One of the professional competences that should be owned by English teachers is classroom English skill since they have to deliver instructions in various classroom context. Consequently, it becomes a challenge for teacher training and education institutions to prepare their student teachers with good English speaking skills for instructional purposes. Student teachers usually have to complete a teaching internship program for one semester at school so as to engage them in a real situation of teaching experience. In that period of time, they will have to use appropriate classroom language when giving instructions to their students. Therefore, student teachers should be provided enough opportinuties for practicing their classroom English skill. In Indonesian English Education Department there is a compulsory course named 'micro teaching class' that should be attended by student teachers before they have a teaching internship program at school. This study aims at describing how peer teaching is practiced by the students of the English Education Department of Universitas Muria Kudus as a simulation activity to use classroom English in delivering classroom's instruction. The study will explore to what extent this simulation can help student teachers improve
Abtract This research is to develop one method of learning that is a video containing tutorial about praying procedures in
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