scholarly journals Islamic-Content-TED Public Speaking as a Source Material for Improving Islamic Student’s Communication Skill

2017 ◽  
Vol 2 (2) ◽  
pp. 75
Author(s):  
Lyla Anggerwina Kusuma
Keyword(s):  
Action Research ◽  
Public Speaking ◽  
Communication Skill ◽  
Research Study ◽  
Teaching Method ◽  
Communicative Competence ◽  
Source Material ◽  
Teaching English ◽  
English Program ◽  
Ted Talks

In applying communicative competence that became the utmost teaching method in teaching English program, the lecturers found the fact that the Islamic communication students are apparently reluctant to speak and communicate their ideas confidently. It happens because they thought that they do not know what they are going to say and how they are going to say their ideas. By knowing these problems the lecturers then tried to analyze the sequences of Islamic-content-TED and integrate those public speaking sequences from TED talks to STID Al-Hadid’s students to give an understanding and also to improve the confidence and quality in delivering public speaking speech for the sophomore students who are majoring Islamic Communication & Broadcasting. For further, in order to master this skill, students are also expected to find noble ideas to be shared in their personal public speaking. This action research study then found out that having sharing the sequences of TED talks, the student’s public speaking productions are more organized and powerful moreover; the fluency and also the student’s accuracy of the students could be controlled well.

scholarly journals Penggunaan Metode Show and Tell untuk Meningkatkan Keterampilan Berkomunikasi Anak Usia Dini

2017 ◽  
Vol 1 (1) ◽  
pp. 129-136
Author(s):  
Tri Lestari ◽  
Yasbiati Yasbiati ◽  
Bela Nurlaela Mustika
Keyword(s):  
Action Research ◽  
Communication Skill ◽  
Research Study ◽  
Phase 1 ◽  
Eye Contact ◽  
Classroom Research ◽  
Teaching Process ◽  
Young Learners ◽  
The Subject ◽  
Young Learner

This action  research is based on the lack of communication skill in  young learner from TAAM HIDAYATULLAH. This problem is investigated through classroom research in teaching process in the classroom.The aim of this study is describing the things related to the use of show and tell method to incease young learner communication skill. The used methodology  in this rsearch is action research with four phases model by  Kemmis and Mc. Taggart. Every phases are consist of planning phase, action phase, observation phase and reflection phase. This research is conducted  by 11 young learners as the subject of this research study. The use of show and tell method enables to increase yung learners communication skill, that is from the children  aspect are able to do eye-contact, speak out clearly,  listen and respond appropiately.The result shows that the show and tell methodology can enhance the young learners communication skill. This result can be proved from the research that there is an increase amount 12, 1% in the phase Berkembang Sesuai Harapan(BSH) from 29,3% in the phase 1 becomes 41,4 % inthe phase 4 and also there is an increase in the phase Berkembang Sangat Baik (BSB)from 0% in the phase 1 becomes 58,6% in the phase 4. Penelitian tindakan kelas ini dilatarbelakangi anak usia dini TAAM Hidayatulloh masih mulai berkembang dalam keterampilan berkomunikasi. Masalah ini ditindaklanjuti melalui penelitian tindakan kelas dalam proses pembelajaran di kelas.Tujuan dilaksanakannya penelitian ini adalah untuk mendeskripsikan hal – hal yang berkaitan dengan penggunaan metode show and tell untuk meningkatkan keterampilan berkomunikasi anak usia dini. Metode yang digunakan dalam penelitian ini adalah penelitian tindakan kelas (PTK) dengan model Kemmis dan Mc. Taggart dengan menggunakan empat siklus. Setiap siklus terdiri dari tahap perencanaan, tahap bertindak, tahap pengembangan, dan tahap refleksi. Penelitian ini dilakukan dengan subjek penelitian yang terdiri dari peneliti, peneliti mitra, dan anak sejumlah 11 orang. Penggunaan metode show and tell mampun untuk meningkatkan keterampila berkomunikasi anak usia dini, yaitu pada aspek anak mampu melakukan kontak mata, berbicara dengan jelas dan benar, serta mendengarkan dan merespon dengan tepat. Hasil penelitian menunjukan bahwa metode show and tell dapat meningkatkan keterampilan berkomunikasi anak usia dini. Hal ini dapat dibuktikan dari hasil penelitian bahwa terjadi peningkatan sebesar 12,1% pada tahap kemampuan Berkembang Sesuai Harapan (BSH) dari 29,3% pada siklus 1 menjadi 41,4% pada siklus 4 dan terjadi peningkatan sebesar 58,6% pada tahap Kemampuan Berkembang Sangat Baik (BSB) dari 0% pada siklus 1 menjadi 58,6% pada siklus 4.

scholarly journals Using Teaching Proficiency Through Reading and Storytelling (TPRS) in Teaching English for Young Learners

2018 ◽  
Vol 6 (2) ◽  
pp. 78
Author(s):  
Arini Octaviani ◽  
Vega Hesmatantya
Keyword(s):  
Action Research ◽  
Direct Observation ◽  
Learning Process ◽  
Teaching Method ◽  
Kindergarten Students ◽  
Teaching English ◽  
Qualitative Design ◽  
Young Learners ◽  
Classroom Action Research ◽  
Teaching Learning

This study was conducted in order to find out how to improve students’ skills in retelling at kindergarten students of JAC School Surabaya. It described the implementation of Using Teaching Proficiency through Reading and Storytelling (TPRS) in teaching learning process and reported students’ retelling story ability. This research used Classroom Action Research (CAR) which is conducted to solve the students’ during story telling time and students’ ability in retelling story. The study uses Burns theory. This Classroom Action Research has four steps in one cycle. Those are planning, acting, observing, and reflecting. The writer used a descriptive qualitative design to gain the information concerning process of TPRS method. There are three steps of TPRS teaching method. Those are Established the Meaning, Tell a class story and Read. There was an activity called circling in tell a class story step According to the data, the students made an improvement of retelling story use their own language from the first to the second cycle. The average of students score in retelling story rubric of the first cycle was 2 as described as fair category. While the second cycle average of retelling story rubric was 4 and categorized as excellent. The data was the result of direct observation. The analysis was done by describing the implementation of using TPRS in learning process in the classroom.

scholarly journals IMPROVING STUDENTS VOCABULARY THROUGH BBC’S VIDEO IN INSTAGRAM AT JUNIOR HIGH SCHOOL

Epigram ◽  
2021 ◽  
Vol 18 (1) ◽  
pp. 32-36
Author(s):  
Kammer Sipayung
Keyword(s):  
High School ◽  
Action Research ◽  
Junior High School ◽  
Teaching Method ◽  
Language Skills ◽  
Average Score ◽  
English Teacher ◽  
Teaching English ◽  
Class Room

Vocabulary is a linguistics ellement of language skills. The purpose of this research is to describe the role of BBC’s Video in Instagram for improving students’ mastery on vocabulary. This research is a class room action research based on the theory of Kemmis and McTaggart (1988). The researcher used three times of classroom action cycle to achieve the goal. The population of this research is students at SMP Negeri 3 Medan and the sample is students at grade seven-two. The data of this classroom action research is score from each cycle. The result of this research shows us that BBC’s Video in instagram as a media of teaching English is able to improve students’ mastery on vocabulary. It can be seen in the first cycle their average score is 60.1, in the second cycle is 72.3 and the last cycle is 85.1. This result shows us that video in instagram is a good instrument to improve the students’ mastery in vocabulary. It is suggested to other English teacher to make this media as an alternative media as far as the teaching method is supported to use.

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