Articles
<![CDATA[FIRST LANGUAGE ACQUISITION, THE PROCESSES AND DEVELOPMENT ]]>
<![CDATA[Sarwanti, Sri .]]>
<![CDATA[ Majalah Transformatika Vol . 20 No. 9 Mei 2010 ]]>
Publisher : <![CDATA[Majalah Transformatika ]]>
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<![CDATA[This article attempts to find out the processes and development of first language Acquisition. The processes are started from the first day children are born. Because of the existence  of  a  device  called Language Acquisition Device (LAD) the children are able to undergo several stages before they eventually arrive  to  a  position  which enables them to master the first language. The stages are reflexive crying and vegetative sounds, cooing and laughter, vocal Play, reduplicated babbling, non-reduplicated babbling  and  expressive jargon. Keywords :first language, LAD, processes, first words, first meaning, fis  phenomenon]]>
<![CDATA[Physical Environment of Rural School in Conducting Effective Collaborative Learning ]]>
<![CDATA[Sarwanti, Sri]]>
<![CDATA[ English Language and Literature International Conference (ELLiC) Proceedings Vol 2 (2018): 2nd ELLiC Proceedings: Education 4.0: Trends and Future Perspectives in English Educa ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Semarang ]]>
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<![CDATA[Education has undergone tremendous development. The education paradigm has shifted from teacher-centered towards student-centered. In this new paradigm, Brown (2015) states that students have more emphasize and participation in the teaching learning process. Collaborative learning is an umbrella term for a variety of approaches in education that involve joint intellectual effort by students or students and teachers. Collaborative learning refers to methodologies and environments in which learners engage in a common task in which each individual depends on and is accountable to each other. Unesco (2017) states that learning takes place in multiple settings and the learning environment can be structured or unstructured and the learning in different environments can complement each other. Formal and non-formal education occurs mainly in structured environments in the form of institutions (schools, community centers, multimedia centers, learning villages/cities, etc.). The learning environment in the classroom is vital to studentsâ success and impacts them in many ways. This study reveals the physical environment of rural school in conducting the teaching and learning process. The data are collected by using observation and questionnaire. The study is qualitative exploratory. The results of this study show genuine data of the condition of physical environment in rural school. The results would be an input for researchers or decision makers who are keen on rural development.]]>
<![CDATA[Pendidikan Karakter melalui Permainan Interaktif di Kelas ]]>
<![CDATA[Ratnaningsih, Endah]]>;
<![CDATA[Sarwanti, Sri]]>
<![CDATA[ Edukasi Journal Edisi Khusus: Call of Paper Seminar Nasional FKIP 2018 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Magelang ]]>
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DOI: 10.31603/edukasi.v0i0.2346
<![CDATA[Permainan merupakan aktivitas yang pada umumnya dilakukan oleh anak-anak secara natural, tanpa paksaan dan biasanya tanpa didesak oleh rasa tanggung jawab. Apabila dipahami lebih lanjut, dengan bermain banyak aspek kecrdasan anak yang terasah. Berdasarkan hasil pengamatan yang kami lakukan di MI Ma’arif Arrosydin Pucang, Kecamatan Secang, Kabupaten Magelang. Berdasarkan hasil observasi, tidak semua aktivitas dalam kegiatan belajar mengajar yang ada di MI Ma’arif Arrosydin Pucang, Kecamatan Secang, Kabupaten Magelang mampu memberikan dampak yang signifikan terhadap kreativitas dan kontribusi peserta dalam kegiatan ini. Kegiatan belajar mengajar berlangsung secara konvensional, misalnya pengajar memberikan contoh membaca huruf-huruf hijaiyah kemudian peserta langsung menirukan. Belum ada aktivitas yang melibatkan permainan-permainan dalam kegiatan tersebut. Proses belajar mengajar yang biasanya berlangsung secara konvensial perlu mendapat sentuhan istimewa yang akan meningkatkan ketertarikan, keterlibatan, kreativitas, keceriaan anak-anak yang menjadi peserta didik MI Ma’arif Arrosydin Pucang, Kecamatan Secang, Kabupaten Magelang. Mempertimbangkan paparan kondisi di atas, perlu adanya suatu Pemanfaatan Permainan Interaktif bagi Siswa MI Ma’arif Arrosyidin Pucang untuk Meningkatkan Partisipasi Siswa di Kelas. Program ini memberikan pendampingan bagi para bagi siswa MI Ma’arif Arrosyidin Pucang untuk Meningkatkan Partisipasi Siswa di Kelas dan praktek langsung dalam kegiatan permainan interaktif yang dilakukan oleh tim pengabdian UNTIDAR bekerja sama dengan pengajar/pembina MI Ma’arif Arrosyidin Pucang.]]>
<![CDATA[Pembentukan Guru Berkarakter dengan Meningkatkan Kompetensi Pedagogis Mahasiswa Calon Guru Melalui Peer Mentoring ]]>
<![CDATA[Sarwanti, Sri]]>;
<![CDATA[Ratnaningsih, Endah]]>
<![CDATA[ Edukasi Journal Edisi Khusus: Call of Paper Seminar Nasional FKIP 2018 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Magelang ]]>
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DOI: 10.31603/edukasi.v0i0.2347
<![CDATA[Guru yang berkarakter merupakan dambaan semua mahasiswa calon guru untuk mencapainya. Guru yang berkarakter memenuhi semua kriteria kecakapan atau kompetensi yang meliputi kompetensi pedagogis, kompetensi kepribadian, kompetensi sosial, dan kompetensi profesional. Keterampilan mengelola pembelajaran menjadi keterampilan khas yang membedakan profesi guru dengan profesi yang lainnya. kemampuan mengelola pembelajaran ini disebut kompetensi pedagogis. seorang guru dituntut untuk memiliki kompetensi pedagogis ini. mahasiswa calon guru juga dituntut untuk memiliki kompetensi pedagogis agar mampu melaksanakan pembelajaran yang berhasil. Kompetensi pedagogis ini bisa ditingkatkan dengan berbagai cara. Salah satunya adalah dengan mentoring. Penelitian ini akan meneliti peran mentoring dalam peningkatan kompetensi pedagogis yang harus dimiliki mahasiswa calon guru untuk bisa menjadi guru yang berkarakter. Mentoring bisa dilakukan oleh beberapa sumber. Menurut observasi peneliti dan hasil wawancara dengan guru-guru pamong di SMA El Shadai Magelang dan SMA Muhammadiyah Muntilan, kompetensi pedagogis mahasiswa praktikan program pengalaman lapangan yang mendukung guru berkarakter masih harus ditingkatkan. Cara paling mengena adalah dengan mentoring yang dilakukan oleh teman sejawat karena prosesnya akan lebih terbuka dan santai. Penelitian ini dilakukan dengan observasi dan pemberian angket. Observasi digunakan untuk mengetahui kondisi karakter mahasiswa calon guru sebelum menjalani peer mentoring. Sedangkan angket digunakan untuk mengetahui persepsi mahasiswa akan penerapan mentoring dalam peningkatan karakter guru.]]>
<![CDATA[GALLERY WALK+PEER TALK IN LANGUAGE TESTING AND ASSESSMENT: STUDENTS’ PERSPECTIVES ]]>
<![CDATA[Sarwanti, Sri]]>
<![CDATA[ JOLLT Journal of Languages and Language Teaching Vol 8, No 1 (2020) ]]>
Publisher : <![CDATA[UNDIKMA Mataram (Eks. IKIP Mataram) ]]>
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DOI: 10.33394/jollt.v8i1.2211
<![CDATA[A useful conceptual understanding of ZPD can benefit the students from having talks with others in increasing their capability of knowing something. This idea of social constructivism underpins the need for opportunities for collaboration and support, and for learning. Individuals are required to construct self-knowledge and develop new perspectives, by engaging in hands-on activities rather than using structured information. If peer talk is combined with gallery walk where the students have the opportunity to share ideas, the combination bears such an active class activity. This study reveals the students? achievements on how they negotiate their problems through conversing with each other. The problem-based conversation plays among students themselves in their initial academic development. This study supports theory highlighting the importance of talk in social interaction as a prerequisite for increasing students? achievement. The results of this study show that the combination of gallery walk-peer talk able to improve the students? achievements and also the students? participation in class. The results also uncovers why they enjoy learning by doing gallery walk-peer talk.]]>
<![CDATA[Scientific Method in English Language Teaching ]]>
<![CDATA[Sri Sarwanti]]>
<![CDATA[ TRANSFORMATIKA Vol 12, No 1 (2016): TRANSFORMATIKA ]]>
Publisher : <![CDATA[Universitas Tidar ]]>
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DOI: 10.31002/transformatika.v12i1.200
<![CDATA[ Scientific Method menjadi terkenal di Indonesia saat Kurikulum 2013 diluncurkan olen Kementrian Pendidikan dan Kebudayaan di tahun 2013. Metode ini dipercaya bisa lebih meningkatkan hasil belajar siswa. Proses belajar mengajar seharusnya tentang memberikan kesempatan kepada siswa untuk mengontruksikan pengetahuan di dalam proses kognitifnya.Prinsip yang nyata dari scientific method adalah bahwasanya metode ini berpusat pada siswa (student-centered). Situasi dan kondisi yang membuat guru dan siswa untuk selalu berkolaborasi dengan apik di dalam melaksanakan kegiatan di kelas.Bagaimana para siswa belajar dan bagaimana para guru mengajar bahasa Inggris memungkinkan para guru ini untuk menerapkan scientific method di dalam kegiatan di kelas tanpa mengganti pendekatan dan metode yang sudah ada. Ini karena scientific method tidak hanya merupakan sekumpulan langkah-langkah yang bisa digunakan di dalam mengajar. ]]>
<![CDATA[AUTHENTIC ASSESMENT IN WRITING ]]>
<![CDATA[Sri Sarwanti]]>
<![CDATA[ TRANSFORMATIKA Vol 11, No 2 (2015): TRANSFORMATIKA ]]>
Publisher : <![CDATA[Universitas Tidar ]]>
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DOI: 10.31002/transformatika.v11i2.207
<![CDATA[When talking about teaching and learning, assesment is also discussed to know how far the process achieves its goals. What kind of assesment teachers use will depend on the material they transfer to their students. There are several kinds of assesment. Since the paradigm in education is shifted, the way teachers asses their students’ performance is also shifted as well. Therefore nowadays authentic assesment is broadly introduced, learned, and applied in most teaching learning process.Since the paradigm in education has shifted, the way teachers assess the students’ writing is shifted as well following the new paradigm beyond constructivism. More and more rubrics are set to exactly show the real condition and processes of the writing itself.Authentic assessment in writing plays a very important role in its teaching since the impact will be huge to the students. The process of this assessment really show the students’ performance. Key words: authentic assessment, paradigm shift, writing ]]>
<![CDATA[PENDAMPINGAN PENERAPAN ENERGIZER DALAM PEMBELAJARAN BAGI GURU MI AL IMAN BALESARI KECAMATAN WINDUSARI, KABUPATEN MAGELANG ]]>
<![CDATA[Sri Sarwanti]]>;
<![CDATA[Endah Ratnaningsih]]>
<![CDATA[ TRANSFORMATIKA Vol 1, No 2 (2017): TRANSFORMATIKA ]]>
Publisher : <![CDATA[Universitas Tidar ]]>
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DOI: 10.31002/transformatika.v1i2.519
<![CDATA[The teaching-learning process in this school is still run traditionally in which a teacher-centered approach is occured. The teacher explains the subject matter and after that the students are asked to do the exercises. There are no activities that increase students’ motivation to increase students’ concentration and interest in the lesson.In relation to the problems, a structured and integrated training and mentoring are needed to be done. The skill of creating activities that lasted 2 to 3 minutes aimed at maintaining the concentration and motivation of students is absolutely necessary for the learning process to be effective. In addition, it takes some time for the brain to process new information in it.This program started with training activities to change the mindset and increase teachers' insight into the importance of energizers in learning. In this training, teachers are required to be creative in creating various kinds of fun activities on the sidelines of learning. Furthermore, the energizers application of this training applied in the classroom.Keywords: energizers, active learning, teachers]]>
<![CDATA[THE TEACHING OF SPEAKING : IMPLEMENTATION OF STUDENT-CENTERED ACTIVITIES ]]>
<![CDATA[Sri Sarwanti]]>
<![CDATA[ TRANSFORMATIKA Vol 11, No 1 (2015): TRANSFORMATIKA ]]>
Publisher : <![CDATA[Universitas Tidar ]]>
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DOI: 10.31002/transformatika.v11i1.108
<![CDATA[Berbicara adalah keterampilan aktif yang dikuasai dalam mempelajari bahasa setelah keterampilan mendengarkan. Keterampilan mendengarkan dan berbicara tidak dapat dipisahkan karena proses tersebut meliputi kemampuan mendengarkan dan berbicara. Mengajar keterampilan berbicara tidaklah mudah. Guru dilengkapi dengan media dan aktifitas untuk menjalankan proses belajar mengajar menjadi lebih hidup dan menarik. Ada banyak aktifitas yang mungkin diterapkan yang fokus kegiatan pembelajaran pada peserta didik. Salah satunya adalah model pembelajaran kooperatif dan kolaboratif.Situasi dan kondisi siswa dan kelas juga sangat memberikan pengaruh yang cukup besar.Keywords: speaking, cooperative learning, collaborative learning, student-centered activities.]]>
<![CDATA[RIAS Learning Model: a Character Education Innovation ]]>
<![CDATA[Ahmad Muhlisin]]>;
<![CDATA[Sri Sarwanti]]>;
<![CDATA[Gentur Jalunggono]]>;
<![CDATA[Arnanda Yusliwidaka]]>;
<![CDATA[Sukron Mazid]]>;
<![CDATA[Achmad Busrotun Nufus]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 13, No 1 (2021): AL-ISHLAH: JURNAL PENDIDIKAN ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v13i1.520
<![CDATA[Character education has not been well facilitated in every learning process; hence, several indications of low character among college students are found. This research aims to develop a new learning model based on character education to enhance students’ spiritual and social attitudes. The research was a research and development by adopting Borg Gall’s research and development procedures. The research procedures consist of the following steps: 1) Library study, 2) designing a model design, 3) learning model development, 4) expert validation, and 5) focus group discussion with users and students. Instruments used in the research include content validity and construct validity sheets of the learning model with an assessment scale score of 1-5 that ranges from (1) not feasible, (2) less feasible, (3) fairly feasible, (4) feasible, and (5) very feasible. The research results indicate that 1) character-based learning innovation resulted in RIAS learning model with main steps of Reading, Identification, Analysis, and Self-reflection, 2) RIAS learning model has a validation score of 4.6 within a valid category; thus, it is feasible to be utilized to enhance social and spiritual attitudes. The suggested for further research is testing the effectiveness of the RIAS learning model on a wide scale and testing the effect of the RIAS learning model on problem-solving and student learning outcomes. ]]>
