scholarly journals The Use of Cue Card in Cooperative Learning for Teaching Vocabulary

2019 ◽  
Vol 8 (2) ◽  
pp. 128-135
Author(s):  
Parmi Parmi
Keyword(s):  
Cooperative Learning ◽  
Learning Process ◽  
Document Analysis ◽  
Learning Method ◽  
Grade Student ◽  
Teaching English ◽  
Case Research ◽  
The Subject ◽  
Teaching Learning ◽  
Learning English

Vocabulary is the basic of English that is very important and difficult to master. Vocabulary will help students to master the four skills of language. Therefore, teacher have to make creative and interesting a way for teaching vocabulary.This study concern about how cue card and cooperative learning is used for teaching vocabulary. This study focused on theuse cue card as learning media and cooperative learning as learning method. The subject of this study was seven grade student of SMP N 41 Semarang. The aim of this study was to describe the implementation of cue card with cooperative learning in teaching vocabulary to the students in the classroom. This study was a qualitative case research. The observation, questionnaire, interview, and document analysis was used to collect the data. The questionnaire was given at the end of the study. The observation sheet used to monitor the students and teacher’s activities during the teaching learning process. The intrview was done at the end of the meeting.Based on the result, the researcher concluded that the use of cue card for teaching English vocabulary is interesting, effective, efficient, and arffordable. In addition, cooperative learning was helpfull to increase the student’s confidence.   Keywords: Cue Card, Cooperative Learning, English Vocabulary

scholarly journals ՎԱՐԺՈՒԹՅՈՒՆՆԵՐԻ ԿԻՐԱՌՈՒՄԸ ԱՆԳԼԵՐԵՆԻ՝ ՈՐՊԵՍ 3-ՐԴ ՕՏԱՐ ԼԵԶՎԻ ՈՒՍՈՒՑՄԱՆ ԳՈՐԾԸՆԹԱՑՈՒՄ / USE OF EXERCISES IN TEACHING/LEARNING ENGLISH AS A THIRD FOREIGN LANGUAGE

2021 ◽  
pp. 117-127
Author(s):  
SIRANUSH GHAZARYAN
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Mother Tongue ◽  
Foreign Languages ◽  
Educational Institutions ◽  
Teaching English ◽  
Negative Interference ◽  
The Republic ◽  
Teaching Learning ◽  
Learning English

The article touches upon the problems of teaching English as a third foreign language in higher educational institutions of the Republic of Armenia. The students’ mother tongue, in this case, is Armenian. Russian is the first foreign language and French is the second one. Considering the fact that the students’ 2nd (French) and 3rd (English) foreign languages have significant similarities that can cause both positive transfer and negative interference, the teaching/learning process of English should be organized by paying special attention to the similarities and taking into account certain peculiarities. Accordingly, the use of correctly selected exercises can help in organizing the teaching/learning process more quickly and effectively. The author also introduces some “dangerous” language phenomena that may bring about undesirable interference in learning English after French. In addition, a number of exercise samples are provided that might be used to develop the students’ lexical, grammatical and phonological competences in teaching/learning English as a third foreign language.

scholarly journals EXAMINING EFL CLASSROOM INTERACTION BASED ON SINCLAIR AND COULTHARD MODEL

2018 ◽  
Vol 6 (1) ◽  
Author(s):  
Nurul Wulanda ◽  
Anni Holila Pulungan ◽  
Isli Iriani Indiah Pane
Keyword(s):  
Learning Process ◽  
Classroom Discourse ◽  
Classroom Interaction ◽  
English Teacher ◽  
The Subject ◽  
Teaching Learning ◽  
Response Feedback ◽  
Communicative Skill ◽  
Learning English

The aim of this study were (a) to identify classroom discourse patternings of EFL classroom interaction based on Sinclair and Coulthard Model, and (b) to describe how EFL classroom interaction affects the students’ learning process based on Sinclair and Coulthard Model. The subject of this study were an English Teacher, and 40 students of XI MIA 1, SMA Swasta Nurul Iman. The instrument for collecting data were observation and recording. The result of this research were the following, (a) it was found that in the classroom discourse, there were seven patterns initiated by the teacher and four patterns initiated by the student as the IRF (Initiation-Response-Feedback) was used more often by the teacher, (b) the interaction affects the teaching learning process in a way how the lesson passed on to the student affects the goal of learning English itself to be able to use English both inside and outside the classroom. It can be concluded that the students were not getting used to interact with English, and the goal of communicative skill in English was not achieved. Thus, the teachers should reorganize the activities which can foster more interaction by using English in the classroom. Keywords: Classroom interaction, classroom discourse, Sinclair and Coulthard, IRF Pattern.

IMPROVING STUDENTS’ SPEAKING ACHIEVEMENT THROUGH THINK-PAIR-SHARE TECHNIQUE

2013 ◽  
Vol 2 (4) ◽  
Author(s):  
Dinda Fatariq Andika Lubis And Lidiman S.M. Sinaga
Keyword(s):  
Data Analysis ◽  
Learning Process ◽  
Research Method ◽  
Qualitative Data ◽  
Teaching English ◽  
Speaking Test ◽  
Significant Achievement ◽  
The Subject ◽  
The Mean ◽  
Teaching Learning

This study attempts to improve students’ speaking achievement through think-pair-share technique by conducting action research method. The subject of this study was XI-IPA 1’s students which consisted of 36. This study was conducted in two cycles and each cycle consisted of three meetings. The instruments for collecting data were quantitative (speaking test) and qualitative data (diary notes and observation sheet). Based on the data analysis from each activity, there is a significant achievement in cycle I and cycle II. In the speaking test, the students’ score kept improving in every test, the mean of the students’ score in cycle I was 66.11 and cycle II was 73.27. Based on diary notes and observation sheet, it was found that teaching learning process ran well. The result of the research showed that by applying think-pair-share technique in teaching English, especially in speaking is effective to improve the students’ speaking achievement.

scholarly journals Implementing Comic in Learning English Vocabulary in Pharmacy Students of STIKes Buleleng

2020 ◽  
Vol 3 (2) ◽  
pp. 73
Author(s):  
Kadek Devy Marleni ◽  
Putu Windi Ridayanti ◽  
Ni Nyoman Ari Ratnadi
Keyword(s):  
Foreign Language ◽  
Adult Students ◽  
Learning Process ◽  
English Language ◽  
Teaching Strategy ◽  
Pharmacy Students ◽  
Teaching English ◽  
The Media ◽  
Teaching Learning ◽  
Learning English

The success of the teaching-learning process is not only supported by the students but also by the teacher as central learning. In this case, students and teachers have an equally important role. The students will be enthusiastic in learning when they have good teachers in transfer information, material, and knowledge. Teaching English as a foreign language to adult students is not essay job to do. It needs kinds of strategies in teaching and method to transform knowledge into them. It is because English is difficult and not an essay to be learned for them. English language as a foreign language has so many challenges to be faced when learned it. Many factors showed that English is difficult to be learned by students at a higher level such as they are lack vocabulary, confusing to express their ideas, lazy to practice English, bored in teaching strategy, or media that lecture used. In this situation, the lecture should choose appropriate media, strategy, or method when teaching. And one of the media can be used is comic. Comics are a series of pictures that contain images and balloons to write a story. This research showed that learning by implementing comics was so significant to improve students’ willingness in learning vocabulary. It prof by the increasing mark of students in English objects, the present list was always full and the atmosphere of the classroom is so lively. The class was always happy, enthusiastic, and comfortable to follow the lesson.

scholarly journals Teaching English through Online Learning System during Covid-19 Pandemic

2020 ◽  
Vol 8 (2) ◽  
pp. 138
Author(s):  
Tira Nur Fitria
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Research Method ◽  
Teaching And Learning ◽  
Learning System ◽  
The Other ◽  
Ministry Of Education ◽  
Teaching English ◽  
Teaching Learning ◽  
Learning English

In the global Covid-19 pandemic, the Ministry of Education in Indonesia also issued a policy of closing schools and replacing the teaching and learning process by using an online learning system. This study aimed at investigating the online learning system in teaching English, which included the institution's support related to the online learning system and the lecturers' opinion in using the online learning system. This research method used descriptive qualitative. The subjects of this research were 81 English lecturers of some colleges or universities in Indonesia. The result showed that the institution's support in the online learning system could be described in three categories: (1) there were 66 respondents or 83.5 % said yes, (2) thee were 8 respondents or 10.1 % said no, and (3) there were  5 respondents or 6.5 % answer with other responses. Meanwhile, the English lecturers' opinion toward implementing an online learning system showed two responses between positive and negative responses. The 77 respondents or 97.5 %, said yes, then 2 respondents or 2.5 % said no to using the online learning system. In the teaching-learning process, the English lectures mostly used one online learning system, and some lectures used two or more online learning system. The 31 respondents or 40.3 % used Google Classroom, 6 respondents or 7.8 % used Zoom, 5 respondents or 6.5 % used Schoology, 5 respondents or 6.5 % used Edmodo, 4 respondents or 5.3 % used Moodle, as 2 respondents or 2.6 % used Google Meet, 2 respondents or 2.6 % used WhatsApp group. The other responses showed that they used self-platform, SPADA System, Elena Platform, UCY Learning, English Discoveries, Email, Skype, and BlogSpot. These results suggest that the online learning system has the potential to help the lecturers and students in the teaching and learning process.  

OBSERVED AND PERCEIVED READINESS OF ENGLISH TEACHERS IN CONDUCTING TEACHING LEARNING PROCESS BASED ON 21ST CENTURY SKILLS

2020 ◽  
Vol 4 (3) ◽  
pp. 133
Author(s):  
Ni Made Pebriyanti Lestari ◽  
Ni Nyoman Padmadewi ◽  
Ni Luh Putu Eka Sulistia Dewi ◽  
Luh Putu Artini
Keyword(s):  
21St Century ◽  
Learning Process ◽  
Mixed Method ◽  
21St Century Skills ◽  
School Principals ◽  
Document Analysis ◽  
English Teachers ◽  
English Teacher ◽  
The Subject ◽  
Teaching Learning

The 21st century requires teachers to be able to integrate 21st century skills into the teaching learning process. A study on analyzing teachers’ readiness in conducting the teaching learning process based on 21st century skills in Bali has not been conducted yet. Hence, this study aimed at analyzing the Elementary English teachers’ readiness in conducting teaching learning process based on 21st century skills. This study which was done at SDK Marsudirini Negara School in Jembrana Regency used sequential embedded mixed-method as the design. The subject were one of the school principals and the English teacher. The data were obtained through questionnaires, observations, document analysis, and interview then analyzed quantitatively and qualitatively. The respondents perceived themselves as ready in conducting teaching learning process based on 21st century skills. However, the 21st century skills were not entirely inserted into the teaching learning process and the teachers are expected to be aware of the changes in the education field.

scholarly journals An Experiment on Teaching English as a Foreign Language in Romanian Schools Using Mastery Learning Strategies

2020 ◽  
Vol 6 (1) ◽  
pp. 79-96
Author(s):  
Irina Vlădescu
Keyword(s):  
Foreign Language ◽  
Learning Strategies ◽  
Learning Process ◽  
Learning Strategy ◽  
Mastery Learning ◽  
Teaching English ◽  
Democratic System ◽  
The Subject ◽  
Teaching Learning ◽  
Keywords Education

The last 29 years of education in the democratic system in Romania have shown that the use of mastery learning strategies is not present in our nowadays teaching-learning process. Even though studies were carried out to show the effectiveness of these strategies teachers still feel reluctant whether to implement a mastery learning model or not. The subject emphasized in this paper is related to the implementation of a mastery learning strategy during the teaching of English as a second language in a public school in Bucharest, Romania. Keywords: education, mastery learning, Romanian schools, knowledge, learning strategies

scholarly journals Penerapan Metode Cooperative Learning untuk Meningkatkan Hasil Belajar Renang Gaya Bebas

2019 ◽  
Vol 23 (1) ◽  
pp. 1-16
Author(s):  
Sulikan Sulikan
Keyword(s):  
Physical Education ◽  
Cooperative Learning ◽  
Learning Process ◽  
Action Observation ◽  
Class Action ◽  
Self Control ◽  
Learning Method ◽  
National Education ◽  
The Will ◽  
The Subject

Education is a conscious and planned effort to create an atmosphere of learning and learning process so that learners actively develop their potential to have spiritual, religious, self-control, personality, intelligence, noble character and skills needed by him, nation and state society (UU Sistem National Education article 1 paragraph 1). Education is organized as a process of lifelong learning of the students by giving exemplary, building the will and developing the creativity of learners in the learning process and developing the culture of reading, writing and arithmetic. The objective of the study was to improve the learning outcomes of Free Styles Swimming through the implementation of Cooperative Learning method. The problem in this research is “Whether the application of cooperative learning method can improve the learning result of Freestyle Swimming. The method of this research is class action research which involves repetitive reflection and consists of four stages: planning, action, observation and reflection. The subject of this research is Student Physical Education Health and Recreation IKIP Budi Utomo Malang force 2014 as many as 30 people. The result of the research shows that before the implementation of learning with cooperative learning method, the value of free class swimming lesson (Pre Cycle) is only equal to 16,67% with less category and in cycle I is implemented by applying cooperative learning method of learning result of freestyle pools = 63.33% with suffcient category and in cycle II which emphasize improvement in cycle I can be known implementation of cooperative learning method on free style swimming course increased and succeeded because able to reach = 93,33,00%. This is in accordance with the classical completeness criteria (KKM), which is 70%. In conclusion, the implementation of cooperative learning method can improve learning result of freestyle swimming at Student of Physical Education Health and Recreation IKIP Budi Utomo Malang Force 2014.

scholarly journals Using curriculum differentiation to respond to students’ diversity

2021 ◽  
Vol 47 ◽  
Author(s):  
Viktorija Sičiūnienė
Keyword(s):  
Statistical Analysis ◽  
Mathematics Teachers ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Method ◽  
Learning Methods ◽  
Curriculum Differentiation ◽  
The Subject ◽  
Teaching Learning

The article observes the results of the questionnaire of 1923 tenth-formers and their mathematics teachers. Statistical analysis of these results has been done using SPSS 13.0.The practice of curriculum differentiation in Lithuania is the subject of the observation.The research has shown that about 70 per cent of teachers more or less base their syllabus on the content of the textbook. The students’ achievements are dependent both on the teacher‘s understanding that syllabus has to be adapted to the students and ability to do that effectively. The following conclusion could be done: about 60 per cent of mathematics teachers should improve their competence in planning and developing syllabus.Organizing learning process about 80 per cent of teachers basically use reproductive teaching-learning method which requires little independent students’ activity. The institutions that prepare teachers and care about their competence should pay more attention to teachers’ qualification to apply teaching and learning methods in practice.The article has also observed the students and teachers’ understanding of principles and criteria and assessment used in schools and the quality of students’ feet-back.More attention should be paid to teachers’ competence providing faster and more efficient feet-back to students and help they need.

scholarly journals The Teaching Learning Process of Public Speaking from An Ethnographical Perspective

2019 ◽  
Vol 3 (1) ◽  
pp. 11-19
Author(s):  
E. T. Karmala ◽  
Diah Kristina ◽  
Slamet Supriyadi
Keyword(s):  
Learning Process ◽  
Public Speaking ◽  
Document Analysis ◽  
Placement Test ◽  
Speaking Skill ◽  
The Subject ◽  
Teaching Learning ◽  
In The Beginning

This research aims to explore how the application of public speaking at an English course in Pare, Kediri, East Java. This research was qualitative in the form of ethnography research. The research objective is from an ethnography study in an English course in Pare Kediri East Java. The subject from the research is the teacher and students from public speaking class at an English course in Pare, Kediri, East Java. The data obtained through interviews, observation, and document analysis. The findings of the implementation of public speaking at an English course in Pare, Kediri, East Java. This study shows that there are three methods which the speeches were impromptu speech in the placement test to select students. Introduction speech to describe their name or background and storytelling speech with different themes to express their ideas and knowledge. Further, in the beginning, class, the teacher gives the power words to motivate students. Moreover, the teacher stimulates the speaking skill of students with dialog in the forum; The teacher gives the evaluation of strengths and weakness from students’ speech one by one.

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