No abstract

Salah satu tujuan dari Merdeka balajar dalam perguruang tingga adalah melahirkan lulusan yang memiliki daya saing dalam skala Internasional. Tadris Bahasa Inggris Fakultas Tarbiyah UIN Imam Bonjol Padang merupakan Program Studi yang diharapkan mampu melahirkan tamatan yang memiliki kopetisi global dan kreativitas untuk bersaing didunia kerja setelah menamatkan pendidikan. Dengan adanya pencanangan Merdeka Belajar oleh mentri Pendidikan dan Kebudayaan, sebagai respon perkembangan zaman yang sudah diwarnai oleh perkembangaan teknologi dalam bentuk digitalisasi, maka perubahan permintaan dan kebutuhan masyarakat akan lulusan Tadris Bahasa Inggris juga berkembang. Tidak hanya untuk menjadi guru dikelas para tamatan Program Studi ini diharapkan mampu menjadi para professional d pada bidang pengajaran bahasa Inggris dengan memanfaatkan ketersediaan teknologi dan sumberdaya lainnya seperti menjadi erterpreneur pembelajaran bahasa Inggris Online, kursus Online, ELT Aplication Creator dan lain -lain. Untuk merespon hal ini maka pihak Program Studi disamping mampu menciptakan program dan mengadakan penyesuaian terhahadap kurikulum yang dipakai pihak Prodi juga diharapkan mampu merespon Kebijakan Merdeka Belajar sehingga mampu meningkatkan kompetensi yang dimiliki oleh calon lulusan. Untuk itu, perlu adanya kajian yang membahas tentang Kesiapan dan Prospek Kerja Mahasiswa Tadris Bahasa Fakultas Tarbiyah dan Keguruan UIN Imam Bonjol Padang.

This study aimed to analyze the effectiveness of the Think-Pair-Share strategy towards English teaching and learning. This research used a meta-analysis study. The technique of collecting data was coding datasheets. The researcher has to code the information of the research articles of journals about using the Think-Pair-Share strategy in English teaching and learning. The measurement of effect size analyzed the data. The research findings revealed that the overall effect size of the Think-Pair-Share strategy in English teaching and learning was calculated at 1.41 or in the category of large effect. The Think-Pair-Share is an influential and effective language teaching strategy in terms of the region in Indonesia, with an effect size of 1.67 in Sumatra, 1.2 in Java, and 1.18 in Sulawesi. Besides, based on educational level, the effect size is 1.25 in Junior High School, 1.61 in Senior High School, and 0.98 in university. Meanwhile, the effect size on students' English skills is 1.84 in speaking, 1.67 in reading, and 0.9 in writing. It can be concluded that the Think-Pair-Share strategy is effective to apply in English teaching and learning because it has a high impact in any educational level and region and enhances students' English skills in many aspects. Therefore, it is recommended that English teachers and curriculum designers implement and develop a Think-Pair-share strategy in the ELT classroom to enhance students’ English language skills.

In the midst of covid 19 endemic, educators all over the world realized that learning can be achieved everywhere via E-learning. In this study, the researchers investigated students' perceptions of E-learning and face-to-face learning by performing qualitative and quantitative studies that involved 311 students from public and private universities in Malaysia and State Islamic University Imam Bonjol of Padang, Indonesia. The objectives were to investigate and analyse students' perceptions of learner preferences, performance, study load, interactivity, and obstacles in E-learning and face-to-face learning. Findings disclosed that students demonstrated different perceptions and learning experiences. Most of the respondents indicated that they often experienced poor internet signal quality as the dominant factor especially those living in rural areas. In the interview, some students shared that they prefer a mix of face-to-face classes and a few online meetings. They also shared that their interest in online learning seemed to decrease and they appreciate face-to-face learning more. It was also disclosed that instructors are advised to be more creative and strengthen themselves with more advanced IT skills. As for the instructors, online instruction was a time-consuming resource and caused a work-life imbalance which not only impacts their families but also their social relations.

This study investigates the effect of formative exams and communicative grammar teaching strategies on the students’ oral response-ability. This research had a 2x2 factorial experimental design where 80 third-year university students were assigned using multistage cluster probability random sampling. The data were analyzed using a two-way covariance analysis (ANCOVA) to test the research hypotheses. The study outcomes demonstrated that students taught with constructive formative tests had higher achievement than those receiving the selective formative examination. The result indicated that deductive learning with concept maps was more effective in improving students’ ability of communicative competence compared to inductive learning. Additionally, this study found that students taught with deductive grammar instructional strategy accompanied by English concept maps demonstrated higher achievement in communicative competence than those taught with inductive grammar instructional strategy in the group of students treated with the selective formative test. Deductive learning procedures with concept maps had positive impacts from the inductive strategy to the student capacity to respond orally among students who were given constructive formative examinations. Notably, the effectiveness of various sub-instructional tactics and sub-formative test combinations on students’ verbal response capacity varied. Thus, English teachers must create formative examinations by considering constructive formative tests. Based on the research findings, recommendations for how teachers can improve students’ oral-response ability by adopting appropriate assessments using more deductive learning are discussed.