Dwi Rosita Sari

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Educational research has been carried out for decades, but few discuss the concept of microteaching. According to the need-analysis conducted, it was found that IKIP PGRI Madiun, particularly Department of English Teaching, requires an effective microteaching model of which is able to strengthen the students’ ability to teach English. Thus, this study aimed to (1) obtain a microteaching model implementing instructional approaches to the students of English Teaching Department, and (2) determine the effectiveness of the model in improving students’ teaching skills (pedagogical competence). This study used a Research and Development Model developed by Borg and Gall. The limited trials-testing used a single model of one-shot case study, while extensive field-testing used a quasi-experiment design with non-equivalent group pre-test post-test. The population was students of English department programming microteaching class in the academic year of 2013/2014 with a number of 326 students, of which the samples are 6b.1, 6b.2, 6e.1, 6e.2, 6f.1, and 6f.2. The data collection techniques used were in the form of performance test of student during practicing teaching, and non-test in the form of observation to obtain natural data implementing instructional approach; a questionnaire to obtain feedback from the supervisors and the students of microteaching; and interviews to collect qualitative data which cannot be gained using observation and questionnaire. The data were analyzed both qualitatively using descriptive statistics and quantitatively using t-test to know the effectiveness of the model. The results showed the implementation of an innovative microteaching model based on instructional approach is divided into 4 phases namely preparation, pre-implementation, implementation, and evaluation. Moreover, the results of both limited and extensive testing of this model showed (1) the substance of the content and structure of the model are flexibly designed, (2) The application of the model ease the lecturers in preparing lesson plans, implementing learning, and evaluating the learning outcomes; and (3) The application of the model is able to improve the students’ basic skills of teaching. Therefore, it is suggested to the lecturers of microteaching class to use this model, and recommended for department of English Teaching IKIP PGRI Madiun to regulate the application of the model into microteaching class.

Keywords: Instructional Approach, Microteaching, Research and Development.

Prosiding Bahasa Inggris -- 2014




The objectives of this research are to identify the effectiveness of Digital Story Media in teaching listening, and whether there is an interaction between the media and students’ schemata. This experimental study was conducted at a university in Madiun, East Java.The population was the second semester students of this university in the academic year of 2012/2013. Cluster random sampling was used to select 132 students for obtaining two classes of sample and they are randomly classified into two groups: experimental and control group. The instruments of this research were listening test and students’ schemata questionnaire. The data were analyzed using Liliefors and Bartlete tests to investigate the normality and the homogeneity of the data. After that, ANOVA and TUKEY tests were used to test the hypotheses. The research findings show that: (1) Digital Story Media is more effective than Animation Video in teaching listening; (2) the students having high schemata have better listening skill than the students having low schemata; and (3) there is an interaction between teaching media and students’ schematain teaching listening. That Digital Story Media is effective to teach listening, however teachers are suggested to improve the students’ schemata because it affects students listening achievements.

Key words:
Digital Story Media, animation video, students’ schemata, listening, experimental study.

Dwi Rosita Sari. DIGITAL STORY: AN EFFECTIVE MEDIA TO TEACH LISTENING FROM THE PERSPECTIVE OF STUDENTS’ SCHEMATA Jurnal Prodi Bahasa Inggris [online]. 2013, vol. 01, no. 02 [seen [now]]



The purpose of this article is to identify the definition of schemata and the importance of the process of activating the schemata in listening skill. Furthermore, the relation of schemata and listening skill is seen from the students’ schemata, low and high schemata. The achievement of listening skill is seen from the difference quality of the schemata. The students who have low-schemata will be more difficult to activate and relate the schemata with the message from listening activity. Vice versa, students who have high-schemata will be easier to activate and relate the schemata with the message from listening activity. 


Key terms : schemata, high and low schemata, listening


Dwi Rosita Sari. SCHEMATA ACTIVATION: AS A PRE-REQUIREMENT IN LEARNING LISTENING Jurnal Prodi Bahasa Inggris [online]. , vol. , no. [seen [now]]

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