Pedagogy: Critical Approaches To Teaching Literature, Language, Composition, and Culture最新文献

{"title":"English Needs of Occupational Safety and Health (OSH): The Multinational and National Companies’ Voice in Indonesia","authors":"S. Haryati, Dewi Rochsantiningsih, D. Wahyuni","doi":"10.32332/pedagogy.v7i2.1669","DOIUrl":"https://doi.org/10.32332/pedagogy.v7i2.1669","url":null,"abstract":"The vast growths of multinational and national companies to world class companies in Indonesia result in the advanced demand of English mastery in every working sector including Occupational Safety and Health (OSH). This article aims at investigating the needs and actual use of English in working environment specifically at OSH. This research adopted mix method which use questionnaire and open-ended interview to obtain the data on the needs of English in OSH field matching to the prerequisite test in recruitment as well as the use of English from fifteen multinational and national companies. The result of the investigation revealed that English certification positioned as a prerequisite test and getting the high priority in job recruitment. When recruiting, companies expect at least an intermediate level for English. Recruits at least have to be able to manage communicative competence for daily conversation and perform a solid knowledge and skills of general OSH vocabulary. Productive skills are more required for communicating to expatriates, leading the meeting, doing presentation, writing report and designing Standard Operational Procedure (SOP). This research implies that in spite of positioned as the foreign language in Indonesia, English has the vital role in working environment.","PeriodicalId":448364,"journal":{"name":"Pedagogy: Critical Approaches To Teaching Literature, Language, Composition, and Culture","volume":"454 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132903103","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Influence of Biography-Used to Students' Personalities in EFL Classroom","authors":"N. Ain","doi":"10.32332/pedagogy.v7i2.1607","DOIUrl":"https://doi.org/10.32332/pedagogy.v7i2.1607","url":null,"abstract":"Students’ personality is one of factors that has influence in students’ achievement. Beside having good achievement, students who have good personality is one of the goals of learning process. The use of biography in teaching learning process can help the teacher to know the students’ personality. The objectives of this research are: (1) to find out the outstanding characters of biography the students read; and (2) to explore the influences of biography to the students’ personality. The method used for the research was descriptive qualitative research. The subject of the research was the fifth semester of English department students in the academic year of 2016/2017. The data of this research were collected through closed and opened questionnaires. The data of this research were analyzed through data reduction, data presentation, and conclusion drawing. The findings of the research revealed two major points consisting of (1) eight outstanding characters ranging over the rates the students found by reading biography; and (2) the influences of biography to the students’ personality to be better. To sum up, the English lecturers who teach English prose are supposed to use biography as the main media because through biography the students can learn various characters of famous figures to be successful. In addition, biography can influence the students’ personality to have more positive behaviour.","PeriodicalId":448364,"journal":{"name":"Pedagogy: Critical Approaches To Teaching Literature, Language, Composition, and Culture","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127835923","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Analyzing English Pronunciation Skills of Indonesian Bilingual School Teachers Using Phonetic Transcription","authors":"L. Rahayu, Barli Bram, Dyah Ayu Kusumawardani","doi":"10.32332/pedagogy.v7i2.1499","DOIUrl":"https://doi.org/10.32332/pedagogy.v7i2.1499","url":null,"abstract":"This paper analyzes English pronunciation skill of teachers in one of Indonesian bilingual schools which apply a combined curriculum to provide high quality of education. The teachers are demanded to have good English proficiency. Pronunciation is considered to be crucial in English speaking skill since the teachers have the responsibility to teach Cambridge International Primary Program (CIPP) subjects, such as Math, English and Science. It is to give good examples in pronouncing words and not to mislead the students during the content delivery in teaching. Fifteen homeroom teachers involved as participants in the research. It considered their having essential role in developing the students’ English abilities and become a model to speak English despites their various English abilities since they graduated from non-English departments. The researchers used the recordings of the testing instrument involving 15 teachers and a questionnaire to collect data. Findings showed the words best, both, first, high, question, sure, table, television, with and wrong were frequently mispronounced by the teachers.","PeriodicalId":448364,"journal":{"name":"Pedagogy: Critical Approaches To Teaching Literature, Language, Composition, and Culture","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115212961","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Creative Teachers in Teaching Speaking Performance","authors":"A. Setiawan, Ahmad Munir, S. Suhartono","doi":"10.32332/pedagogy.v7i2.1670","DOIUrl":"https://doi.org/10.32332/pedagogy.v7i2.1670","url":null,"abstract":"Creativity has an important role in teaching process. However, the students’ achievement are not realeased by the role of creative teachers. This study aims at exploring some factors that used by creative teachers in teaching speaking performance. As media and strategies are the crucial factors that used by the teachers to help the students understand the material easily. The qualitative study was applied in this research. The technique of collecting the data were interview, and questionnaire from the English teachers in five shcools in Surabaya. This study described the role of creative teachers in teaching speaking performance such as (1) media usage: power point presentation, chunks of familiar pictures, attention grabbing pictures, music ball and eye-catching cup as well as some online exercise links; (2) strategies election: by performing ball and cup moving, “boom” counting, guessing game, chained word game and listening comprehension taken from Google translate recording; (3) designing the lesson plan; (4) organize the material. In conclusion, the creative teachers applied some factors in teaching speaking performance to enhancing students speaking performance. Keyword: Creativity, Creative teacher, speaking performance. INTRODUCTION Nowdays, teaching is recognised as crucial activity in learning process. However, it can be understood as an art in conveying the material to the students. The process can be more interesting when a teacher has good creativity to elaborate the material, media, and strategy in the process. Creativity is one of important aspects in teaching process, because as a teacher needs it to make interesting performance and help the students to understand the material easlily in the classroom (Sawyer, 2004). It can make students enjoyble and sucessful in learning process (Jacobs & Lawson, 2017). Therefore, many teachers often create the creativity in teaching and learning process. Moreover, teachers realize the necessity for their students, that they are required to conduct creative teaching to build more alive and meaningful teaching and learning course. The","PeriodicalId":448364,"journal":{"name":"Pedagogy: Critical Approaches To Teaching Literature, Language, Composition, and Culture","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125330169","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Effects Of Presentation Method And Learning Skill Toward English Abilities For Eleventh Grade Students At Senior High Schools In East Lampung","authors":"Pudjiono Sukoco","doi":"10.32332/PEDAGOGY.V5I2.1009","DOIUrl":"https://doi.org/10.32332/PEDAGOGY.V5I2.1009","url":null,"abstract":"Learning activities is an educational process which has various ways and can give the impacts of student’s learning English abilities. In fact most students find some difficulties specially in mastering English lesson at school.  The different views about learning in educational process are met in the kind of initial conclusion that education is a process of preparing the young generation learning to live out and fulfill their destiny more effectively and efficiently. Some of the ways to make students are able to master an English lesson is by presentation method and students learning skill. The research has the following objectives: to determine the effects of presentation method on student abilities; to determine the influences of students’ learning skill to students’ abilities; to determine the effects of presentation method and student skill to students English abilities.  The result obtained that the value of  tcount is greater than ttable by calculating the Fvalue of 7.976. Medium Ftable  (0,05) N = 30 is equal with 2.92. So Fcount > Ftable or 7.976 > 2.92. Therefore, H0 is rejected and Ha is accepted. It can be concluded that the method of presentation and student learning skill together give positive impacts toward student English ability. From the summary table is obtained the value of Rsquare of 0.371. This means that the two independent variables X1 and X2 together can influent of 37.1% and the balance of 62.9% affected by other factors that are not observed by the researcher.","PeriodicalId":448364,"journal":{"name":"Pedagogy: Critical Approaches To Teaching Literature, Language, Composition, and Culture","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125854861","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Increasing the Students’ Writing Narrative Text Ability Through Brainstorming Technique","authors":"Eny Maulita Purnama Sari","doi":"10.32332/pedagogy.v5i2.938","DOIUrl":"https://doi.org/10.32332/pedagogy.v5i2.938","url":null,"abstract":"This script discusses the increasing students’ ability through brainstorming technique in teaching writing, especially in increasing students’ writing narrative text ability. This study is aimed at responding the following questions: (1) Can brainstorming as a technique increase the students’ Narrative paragraph writing Performance? (2) Can brainstorming as a technique improve the learning process?. The population of this research is the eighth grader of SMPN 3 BatanghariNuban. The number of population is 152 students. The researcher used sampling random technique to take sample. The research design was Classroom Action Research design. The instrument used to collect data was writing test because the students’ scores can be the basic data. The finding result shows that: (1) Brainstorming technique can make good students’ score in writing narrative text ability. (2) Brainstorming technique is effective in teaching writing, especially in writing narrative text.","PeriodicalId":448364,"journal":{"name":"Pedagogy: Critical Approaches To Teaching Literature, Language, Composition, and Culture","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128684877","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"the Application of Classroom Management in English Language Teaching to Increase Students’ Speaking Ability at Tenth Grade of SMK Trisakti Bandar Lampung","authors":"Ani Susanti","doi":"10.32332/pedagogy.v5i2.937","DOIUrl":"https://doi.org/10.32332/pedagogy.v5i2.937","url":null,"abstract":"This research focused on the application of classroom management in English language teaching to increase students’ speaking ability at private vocational high school at Bandar Lampung. Data come from tenth class X accounting 1consists of35 students involving a writer and an English teacher. The research was conducted through a Classroom Action Research (CAR). The result showed that classroom management could be used to increase students’ speaking in learning English by implementing proper classroom management. Classroom management could be effective if it is supported by the ability of the teacher in managing a classroom. How teachers’ talk and behave are important factors in managing a class. Making a classroom climate was comfortable and condusive by proper classroom managing and adequate classroom facilities. The successful application of classroom management can be seen from the students’ positive response and their active participation in speaking learning activities.","PeriodicalId":448364,"journal":{"name":"Pedagogy: Critical Approaches To Teaching Literature, Language, Composition, and Culture","volume":"20 4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130558058","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"COMPARATIVE ANALYSIS OF INTERLANGUAGE ERRORS MADE BY JUNIOR HIGH SCHOOL AND SENIOR HIGH SCHOOL","authors":"Lilik Nuraini","doi":"10.32332/pedagogy.v5i2.939","DOIUrl":"https://doi.org/10.32332/pedagogy.v5i2.939","url":null,"abstract":"This study deals with the comparative analysis of interlanguage errors made by Junior High School and Senior High School. The objective of this research is to identify the types of interlanguage errors made by the Junior High School and Senior High School. The similarities and the differences of interlanguage error made by Junior High School and Senior High School,  and the extend do the native language and the target language influence the student interlanguage system. The data are students’ errors in writing. The erroneous sentences are taken from 40 pieces of the junior high school students’ writing, and 40 pieces of the senior high school students’ writing. The data analyzed qualitatively, especially in using Error analysis Framework. The results indicate that the interlanguage errors made by Junior High School and Senior High School have the similarities and differences. The similarities of interlanguage errors that found by researcher are: wrong spelling of word, the use of Indonesian word, and omission of bond morpheme‘s/es’ as the plural marker. The researcher found ‘the wrong spelling of word, the use of Indonesian word, and omission of bond morpheme ‘s/es as the plural marker” in Junior High School, in Senior High School composition. The differences of interlanguage error made by Junior High School and Senior High School as follow: the use of V-ing for past event in Junior High school, it is not found in Senior high school composition. The errors that found in Senior High School, such as: False friend, Additional apostrophe (’s) is not appropriate, Additional‘s’ as Singular Marker, Omission of preposition, The use of singular noun for plural noun, The use of subjective pronouns for objective pronouns, and Omission of Article (a,an,the) , these errors are not found in Junior High School composition. There are two influences in students’ English namely influenced by first language and influenced by target language; the most dominant influence in students’ interlanguage in Junior high school and Senior high school is influenced by the target language.  It can be seen from the percentages of it, 85, 71% in Junior High School and  85, 71% in Senior High School composition.","PeriodicalId":448364,"journal":{"name":"Pedagogy: Critical Approaches To Teaching Literature, Language, Composition, and Culture","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125627383","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"ROLE-PLAY IN TEACHING ENGLISH LITERATURE","authors":"N. Syuhada","doi":"10.32332/PEDAGOGY.V5I2.940","DOIUrl":"https://doi.org/10.32332/PEDAGOGY.V5I2.940","url":null,"abstract":"The important thing in teaching and learning process is teaching method. However, the teacher’s creativity is more important than the method itself. This paper offers a method for EFL students to study English through literature. Role-play as a teaching method to increase students’ linguistic competence through narrative as one of literary works. This paper also offers evaluation system to measure the students’ competence in learning literature study through narratives of Hodja.","PeriodicalId":448364,"journal":{"name":"Pedagogy: Critical Approaches To Teaching Literature, Language, Composition, and Culture","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126987970","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A SYNTACTICAL INTERFERENCE FOUND IN EFL STUDENTS’ ENGLISH COMPOSITION","authors":"A. Samingan","doi":"10.32332/pedagogy.v5i2.936","DOIUrl":"https://doi.org/10.32332/pedagogy.v5i2.936","url":null,"abstract":"The purpose of this study is to analyze syntactical interference found in EFL Students’ English composition of IAIN Salatiga. The objectives are to find out type of interference, frequency of each type, the most dominant type, and the factors contribute to language interference in EFL students’ composition. This is a descriptive-qualitative research. The data were taken through elicitation technique, and then analyzed by using theory of language interference. The findings of this study showed that EFL students made five categories of interference error that belong to syntactical interference: the use of L1 structure in target language, the use of L1 structure in English noun phrase, literal translation in negation of verbal sentence, literal translation in negation of nominal sentence, and literal translation in nominal sentence of affirmative form.","PeriodicalId":448364,"journal":{"name":"Pedagogy: Critical Approaches To Teaching Literature, Language, Composition, and Culture","volume":"78 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2017-12-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133343921","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}