scholarly journals The Use of Rosetta Stone® as Teaching Media to Improve Students’ Vocabulary Mastery

2018 ◽  
Vol 6 (3) ◽  
pp. 304
Author(s):  
Gigih Aji Prasetyo ◽  
Martono Martono ◽  
Suparno Suparno
Keyword(s):  
Junior High School ◽  
Learning Process ◽  
Quantitative Methods ◽  
New Words ◽  
Qualitative And Quantitative Methods ◽  
Central Java ◽  
Rosetta Stone ◽  
Academic Activities ◽  
Teaching Learning ◽  
Active Learner

<p>The objectives of the research are to identify: (1) whether the use of Rosetta Stone<sup>®</sup> can improve students‟ vocabulary mastery; (2) the strengths and weaknesses of Rosetta Stone<sup>®</sup>. The research was carried out at a Junior High School in Surakarta, Central Java in 2014/2015 academic year. It was conducted in two cycles and applied Rosetta Stone<sup>®</sup> as teaching media for teaching vocabulary. The data were analysed by qualitative and quantitative methods. The result of the research showed the improvements, students could:</p><p>(1) pronounce most of the words correctly; (2) memorized the new words more easily; (3) use the correct grammar in sentences. The class situation also improved, the students: (1) gave a full attention and did not make non- academic activities during teaching learning process; (2) tended to be active learner. In addition, the students‟ mean score also improved. The strengths of Rosetta Stone<sup>®</sup> are on the enhancement of teaching learning process. On the other hand, the weaknesses of this software are on the task preparation and the images limitation.</p><p align="left"> </p>

KINAESTHETIC LEARNING STYLE AND ITS USAGE IN LEARNING PROCESS IN BASIC SCHOOL

2018 ◽  
Vol 2 ◽  
pp. 180-190
Author(s):  
Lolita Jonāne
Keyword(s):  
Learning Style ◽  
Learning Process ◽  
Quantitative Methods ◽  
Teaching Style ◽  
Warm Up ◽  
Qualitative And Quantitative Methods ◽  
Learning Content ◽  
Basic School ◽  
Teaching Learning ◽  
Relaxation Exercises

The aim of the research is to explore the possibilities and methodological solutions of using kinaesthetic teaching style in the teaching/learning process in basic school and its impact on pupil involvement in learning activities and attainment of goals. Qualitative  and quantitative methods  - experienced teacher’s survey and student-trainee survey  after observation and analysys of lessons at school are used during the study. It is concluded that: 1)the kinesthetic style of learning involves different forms - tactile, movement-based learning, warm-up and relaxation exercises; 2)it is applicable at all stages of education and in teaching/ learning and extra-curricular activities; 3) it is effective during the classroom if it is consistent with the age of the pupils and the learning content. The survey concluded that majority of surveyed teachers positively evaluate the kinesthetic teaching/ learning style and quite often apply it in their lessons according to their competence.  

scholarly journals UN ESTUDIO DE INVESTIGACIÓN-ACCIÓN SOBRE LA PERCEPCIÓN DE LOS ESTUDIANTES SOBRE EL USO DE NICENET, UN ASISTENTE EN LÍNEA PARA EL APRENDIZAJE DEL INGLÉS COMO SEGUNDA LENGUA, EN EL SALÓN DE CLASE EN ECUADOR

2011 ◽  
Vol 1 (2) ◽  
pp. 31-45
Author(s):  
María del Carmen Boloña-López
Keyword(s):  
Action Research ◽  
Classroom Management ◽  
Language Learning ◽  
Learning Process ◽  
English Learners ◽  
Quantitative Methods ◽  
English Learning ◽  
Qualitative And Quantitative Methods ◽  
Technological Tools ◽  
Teaching Learning

AN ACTION RESEARCH STUDY OF LEARNERS’ PERCEPTION OF USING OF INTERNET ACTIVITIES THROUGH CLASS THE NICENET ICA IN THE EFL CLASSROOM IN ECUADORLa incorporación de actividades de Internet y Sistemas de Manejo de Clase en el proceso de enseñanza / aprendizaje en el idioma Inglés ha aumentado su popularidad entre los profesores y estudiantes usuarios de las Tecnologías de Información y Comunicación. La computadora es concebida como una  herramientas que favorece el desarrollo cognitivo. Como resultado, tanto profesores como estudiantes están usando frecuentemente estas tecnologías para diferentes propósitos tales como gestión de conocimiento, comunicación, interacción, participación y colaboración cuando son miembros de ambientes de aprendizaje de Inglés en línea.El propósito de este estudio fue investigar las percepciones del proceso, práctica y uso de actividades de Internet a través de Nicenet Asistente de Clase en Internet para descubrir como los estudiantes percibieron la integración y aplicación de estas tecnologías en su proceso de aprendizaje de Inglés. El estudio usó métodos cuantitativos y cualitativos de investigación en acción tales como documentos de clase, una encuesta, diarios y comentarios de los estudiantes para explorar sus reacciones y percepciones a estas dos tecnologías. Dos preguntas de investigación fueron exploradas en este estudio: (1) ¿Cómo pueden ser descritas las percepciones de los estudiantes del proceso del uso de herramientas tecnológicas? y(2) ¿Cuáles son las percepciones de los estudiantes del uso de actividades de Internet para aprender Inglés?Los participantes de este estudio consistieron de estudiantes universitarios en nivel Intermedio Superior de Inglés los cuales se graduaron en colegios públicos, religiosos y bilingües. Los resultados indican que hubo un alto nivel de aceptación de las actividades de Internet a través de Nicenet Asistente de Clase en Internet cuando los estudiantes interactúan, se comunican y gestionan conocimiento para aprender Inglés a través de ambientes colaborativos de aprendizaje en Internet.Palabras clave: Internet, aprendizaje del Inglés online, Nicenet, educaciónAbstract The incorporation of Internet activities and Classroom Management Systems in the English teaching/learning process has increased popularity among teachers and learners of these Information Communication Technologies since computers became cognitive tools to enhance learning. As a result, teachers as well as learners are frequently using these technological tools for different purposes such as knowledge management, communication, interaction, participation and collaboration when they are members of online English learning environments. The aim of this study was to investigate learners’ perceptions of the process, practice and use of Internet activities through the Nicenet Internet Classroom Assistant in order to discover how learners perceived the integration and application of these technologies in their English learning process. The study used qualitative and quantitative methods of action research: class documents, a survey, learners’ journals and learners’ comments in order to explore their reactions and perceptions to these two technologies. Two research questions were explored in this study: (1) How can learners’ perceptions of the process of using technological tools for language learning be described? and (2) What are learners’ perceptions of using Internet activities to learn English? Participants of this study consisted of upper intermediate university English learners who graduated from Ecuadorian public, religious or bilingual high schools. The findings indicate that there was a high learners’ acceptance of the Nicenet ICA Internet activities when they interact, communicate, manage knowledge to learn English through online collaborative English learning environments.Keywords: Internet activities, the Nicenet Internet Classroom Assistant, English Foreign Language Classroom

THE STUDY OF TEACHER TALK AND STUDENT TALK IN SPEAKING CLASS

2018 ◽  
Vol 2 (2) ◽  
pp. 184-198
Author(s):  
Ida Yulianawati
Keyword(s):  
Junior High School ◽  
Learning Process ◽  
Interaction Analysis ◽  
Participant Observation ◽  
Video Recording ◽  
Classroom Interaction ◽  
Verbal Interactions ◽  
Qualitative Interaction ◽  
Classroom Language ◽  
Teaching Learning

The paper concerns with investigating classroom interaction especially the classroom language used by teacher and students in teaching learning process in one Junior High School in Indramayu. Teacher’s talk signals the classroom language that is used by the teacher in the classroom throughout the class periods. Meanwhile, students’ talk signal classroom language that is used by the students. The study employs qualitative interaction analysis method involving fifty nine students and two teachers in two different classrooms. The data are gathered through non-participant observation and video recording. Classroom observations were conducted to gain the data concerning classroom interaction in teaching learning process. The data collecting was separated into twelve categories and analyzed using Flint (Foreign Language Interaction analysis) system adopted from Moscowitz that is widely used to investigate classroom interaction. The findings of this study showed that there are various verbal interactions used in classroom interaction. The data showed that the use of classroom language motivate students to speak and encourage the students to share their idea. But the data also showed that there are many obstacles in using classroom language. So it needs more effort from teachers and students to make classroom language familiar in the classroom.  

The Effect of Social Support and Hope on Resilience in Adolescents

Humaniora ◽  
2019 ◽  
Vol 10 (3) ◽  
pp. 219
Author(s):  
Novi Hidayat ◽  
Siti Rohmah Nurhayati
Keyword(s):  
Social Support ◽  
Junior High School ◽  
Quantitative Methods ◽  
Sampling Techniques ◽  
Cronbach’S Alpha ◽  
Significance Level ◽  
Cronbach's Alpha ◽  
Central Java ◽  
Ex Post ◽  
Ex Post Facto

This study intended to investigate the effect of social support and hope simultaneously and independently on resilience in adolescents. This study used quantitative methods with ex post facto design. Multistage random sampling techniques were used, which resulted in a sample of 291 adolescents in junior high school from Pagentan district, Central Java, Indonesia. They completed three questionnaires of social support, hope, and resilience. The validity of the instruments used was measured by psychology measurement experts (content validity). Then, the reliability of the instruments was analyzed using Cronbach’s alpha. The Cronbach’s alpha for each instrument was 0,854 (social support), 0,835 (hope), and 0,778 (resiliency). Data were analyzed using multiple regression at the significance level of 0,05. The results of the study reveal that there is an effect of social support and hope simultaneously and independently on resilience in adolescents. There are effective contributions of social support and hope to the resilience of about 41% (from social support 13,2% and hope of 27,8% respectively).

scholarly journals Professional Learning through Coaching: toward the Enhancement of the Teachers’ Pedagogical Competence

2019 ◽  
Author(s):  
Siti Tarwiyah ◽  
Warsono ◽  
Dwi Anggani Linggar Bharati ◽  
Djoko Sutopo
Keyword(s):  
Professional Learning ◽  
Junior High School ◽  
Lesson Plan ◽  
Group Discussion ◽  
Learning Task ◽  
Student Centered Learning ◽  
Central Java ◽  
Efl Teachers ◽  
Pedagogical Competence ◽  
Teaching Learning

Coaching is mainly purposed to build teacher capacity to enhance the success of learning and the quality of education in general. This paper is aimed at describing the coaching materials, methods, and the effectiveness of coaching in English Foreign Language (EFL) learning to strengthen the teachers’ pedagogical competence. Six Junior High School EFL teachers of Central Java, Indonesia (T1, T2, T3, T4, T5, and T6) attended three-month weekly coachee-centered coaching leading to the implementation of student-centered learning. Observation of the teaching-learning process, review of the lesson plan, and an interview with the EFL teachers through Focus Group Discussion were done before coaching was carried out to identify the coachees’ preliminary pedagogical competence and needs. The coaching materials encompassed using songs in EFL class, learning principles and activity-based learning, teaching methods, teaching vocabulary, teaching grammar, teaching the four language skills, assessing attitude, knowledge, and skill, and process skills. Coachee-centered coaching was implemented to present the materials through such methods as Demonstration, Scientific Approach, Lecturing and Discussion, Problem-Based Learning, Task-Based Learning, Inquiry Learning, Presentation-Practice-Production.

scholarly journals Students’ Perceptions towards Using Mobile Application in Learning Speaking

2019 ◽  
Vol 2 (4) ◽  
pp. 499-514
Author(s):  
Desika Rinanda ◽  
Suparno Suparno ◽  
Sri Samiati Tarjana
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Mobile Applications ◽  
Mobile Application ◽  
English Language ◽  
Learning Experience ◽  
School Students ◽  
Central Java ◽  
Innovative Learning ◽  
Teaching Learning

The dramatic advancement technologies, particularly mobile applications, have influenced the education sector. The integration of mobile applications in education to change the teaching-learning process has taken place and led to innovative learning, including English language learning. Hence, this study aimed to find out the students’ perceptions and the factors influencing students’ perceptions toward the use of mobile application in learning English particularly speaking. To reach the objectives, this study used case study as the research method. The data were collected mainly through interview and observation. The participants were five vocational school students in Surakarta, Central Java, Indonesia. They were purposively selected because they had been familiar with mobile application and they had been taught speaking English using mobile application by their teacher, so that they could give adequate information.  The research findings showed positive perception from the students toward the use of Learn English Conversation application in learning speaking. They declared that the use of Learn English Conversation application could facilitate them in practicing speaking, bring fun and enjoyable learning during the learning process. Moreover, their positive perceptions were influenced by several factors such as the flexibility and the new learning experience given by the mobile application, the ease to run the mobile application and unrequired a lot of internet quota when the students run the mobile application.

scholarly journals The use of literacy approach to teach writing of descriptive text at the seventh grade students of SMPN 1 Ngebel

2019 ◽  
Vol 7 (1) ◽  
pp. 15
Author(s):  
Tanti Yuliani
Keyword(s):  
Junior High School ◽  
Learning Process ◽  
Group Work ◽  
Teaching And Learning ◽  
Sampling Technique ◽  
Research Participant ◽  
Teaching Writing ◽  
Seventh Grade ◽  
Problems And Solutions ◽  
Teaching Learning

The main purpose of teaching learning English in Junior High School to develop the students’ competence and knowledge in four language skills, Speaking, Reading, Listening and Writing. One of the difficult skills is writing. In this research are describe how are the uses, problems, and solutions of the use of Literacy Approach to Teach Writing of Descriptive Text At The Seventh Grade Students of SMPN 1 Ngebel.  Literacy approach is one of the approaches used to teach writing especially in descriptive text because Literacy approach is the ability to read and write. There are some step of teaching writing, they are planning, composing, and revising. This research uses descriptive qualitative research. Participant/Informant of the research are the English teacher and the seventh grade students of SMPN I Ngebel Ponorogo. This research uses purposive sampling technique. The techniques which are used to collect the data are observation, interview, and documentation. Techniques of the data analysis are data reduction, data display and drawing conclusions. The result of the analyzing data indicates that the uses of literacy approach in teaching writing of descriptive text are divided into two steps. The first is preparation steps and the second is learning process. The learning process uses literacy approach includes introduce and giving explanation the descriptive text, give the modal of the descriptive text and have text to analyze, make group work to discussion the students’ ideas, give the chance to make students’ own product and also checking the students’ understanding about the material. Besides, the problem of the use literacy approach in writing of descriptive text are sometimes the students are noisy in the classroom and their vocabulary are still low. The students feel afraid to deliver their opinion and ideas in teaching and learning process. The solution of the use literacy approach in writing of descriptive are the students must make group work of the students’ worksheet, Teacher controls the students and gives scores for students.

scholarly journals Do Learners Like Project in Their English Classes?: Impact of PBL on Students’ Attitudes

2018 ◽  
Vol 42 ◽  
pp. 00084
Author(s):  
Ni Luh Putu Ning Septyarini Putri Astawa ◽  
Luh Putu Artini ◽  
Putu Kerti Nitiasih
Keyword(s):  
Language Learning ◽  
Junior High School ◽  
Learning Process ◽  
English Language ◽  
Qualitative Data ◽  
Project Based Learning ◽  
Learning Ability ◽  
English Language Learning ◽  
Field Note ◽  
Teaching Learning

This article presents the results of a study on the effect of Project-Based Learning (PBL) on students’ English language learning (ELL) attitudes and how the activities influence teaching-learning process in a junior high school in Bali. This research applied an embedded mixed-method design in which the quantitative data were collected using close-ended questionnaires test, and the qualitative data were collected using interview, observation checklist, open-ended questionnaire, and field note. Paired-samples t-test was used to analyse whether or not there is a significant effect on students’ attitude after being taught using PBL, while the qualitative data were analysed descriptively. The analysis shows a significant effect on students’ attitude. PBL enhances students’ learning quality in term of enthusiasm, confidence, and creativity learning ability while it also promotes teacher’s teaching satisfaction. This study supports the implementation of PBL which enhances students’ English Language Learning attitude and teaching-learning process.

scholarly journals The Implementation of Jigsaw Technique on Narrative Text

2019 ◽  
Vol 7 (2) ◽  
pp. 244
Author(s):  
Nanda Fikri Furqoni ◽  
Suparno Suparno ◽  
Dewi Sri Wahyuni
Keyword(s):  
Junior High School ◽  
Learning Process ◽  
Reading Ability ◽  
Narrative Text ◽  
Average Score ◽  
Classroom Situation ◽  
Research Findings ◽  
Teaching Learning ◽  
Academic Year ◽  
Jigsaw Technique

<p>This study is conducted to find out and to describe to what extent the use of Jigsaw Technique improves the students’ reading comprehension, and to describe the classroom situation when Jigsaw Technique is implemented in reading class. The population of this study is the students of grade VIII in a state junior high school in Boyolali in the academic year 2017/2018 consists of 21 students. The data were collected by observation, interview, and test. The research findings showed that the teacher dominated the teaching-learning process, while the students were not active to give responses but passive to ask questions. The  brief explanation of this study can be presented as follows. The first students reading ability could be improved through the use of Jigsaw technique, before the research was done, the average score of the students’ reading ability was only 59.6, but after the research one for cycle 1, it improved to 65. In cycle 2, it increased up to 71.5. Next, there were also improvements of class situation in teaching learning process and it helps to improve students’ reading ability and more engaged in learning process.</p>

scholarly journals TRACES OF CRITICAL SPIRITUAL PEDAGOGY IN INDONESIAN EFL TEACHERS’ CHRISTIAN-BASED CLASSES

2020 ◽  
Vol 31 (2) ◽  
pp. 259
Author(s):  
Aurelia Melinda Herka Puspita ◽  
Joseph Ernest Mambu
Keyword(s):  
Junior High School ◽  
Learning Process ◽  
English Language ◽  
Language Teachers ◽  
Spiritual Values ◽  
Language Pedagogy ◽  
Central Java ◽  
Efl Teachers ◽  
English Language Teachers ◽  
Basic English

The incorporation of critical pedagogical (CP) perspectives into ELT classrooms has been widely discussed in ELT literature, but how English language teachers in Indonesian schools integrate them in their lessons has not been sufficiently documented. This study aims to investigate to what extent CP perspectives are integrated within the learning process to teach four basic English skills, although the teachers were not familiar with CP. Two in-service English teachers from a private junior high school in Central Java, Indonesia, filled in a questionnaire designed to identify their pedagogical identity. They were also interviewed and observed to further investigate their responses in the questionnaire and to explore the realization of the CP practice. The data was classified based on the components of critical language pedagogy proposed by Crookes (2013). The results showed that as students’ wholeness was acknowledged, the learning process integrated cultural and critical contents to teach a particular language feature. During the learning process, there was a great deal of the inclusion of spiritual values as a way of demonstrating the students’ criticality.

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