Pendampingan Pembelajaran Berbasis Lesson Study dan Penelitian Tindakan Kelas dalam Rangka Optimalisasi Kinerja Guru Mapel Bahasa Inggris

2016 ◽  
Vol 16 (2) ◽  
pp. 367
Author(s):  
Siti Tarwiyah
Keyword(s):  
Language Learning ◽  
Lesson Study ◽  
English Language ◽  
Professional Competence ◽  
Lesson Plan ◽  
Assessment And Evaluation ◽  
Teaching Preparedness ◽  
Teaching Learning ◽  
Achievement Indicators

English Language Learning in some schools had not been conducted maximally.  One of the influencing factors was the pedagogic and professional competence of the teachers which had not met the standard as mentioned in the Permendikbud No 16 Year 2007. Lesson Study and Classroom Action was expected to enhance pedagogic and professional competence to meet the process standard and the quality of English teaching learning process in general.  The achievement indicators of this program were: (1) arranging lesson plan based on the requirement of process standard, (2) understanding and implementing contextual learning, (3) creating varied learning activities based on text-based learning, (4) choosing and developing learning media appropriately, (5) developing and delivering learning materials, (6) Arranging instrument and conducting assessment and evaluation, (7) doing reflective teaching, (8) enhancing teaching preparedness, (9) planning a Classroom Action Research.

scholarly journals Bridging the Gap Between Discourse Analysis and Language Classroom Practice

2019 ◽  
Vol 12 (8) ◽  
pp. 79
Author(s):  
Maha H. Alsoraihi
Keyword(s):  
Discourse Analysis ◽  
Language Learning ◽  
Classroom Practice ◽  
English Language ◽  
Language Teaching ◽  
Social Contexts ◽  
English Language Teaching ◽  
Linguistic Knowledge ◽  
Teaching Learning

This paper deals with the emergence of discourse analysis (DA), its significance and its application in the classroom environments. It also sheds light on (DA) dimensions and how its relevance to English language teaching (ELT) will enhance the quality of teaching/learning a language. This research paper supports the fact that language cannot be learned or taught in isolation. Effective language learning/teaching requires learners to be engaged in actual/social contexts in order to apply their knowledge and skills for achieving a successful communication which is the ultimate goal of learning a language. This paper discusses various associated applications of discourse analysis in language classrooms in an attempt improve the quality of language teaching/learning techniques and outcomes. The researcher also reviews the most prominent challenges that hinder the effective implementation of this approach and provide certain solutions that can be used in order to overcome these challenges. This paper assumes that learners who focus on relating linguistic knowledge to social and cultural contexts will demonstrate high levels of communicative performance and self-confidence.

scholarly journals THE EFFECT OF REFLECTION IN LESSON STUDY

JURNAL SMART ◽  
2020 ◽  
Vol 6 (2) ◽  
pp. 108-117
Author(s):  
Imaniar Tiara Ningrum ◽  
Rahmatika Kayyis ◽  
Mifathul Jannah ◽  
Kurniati Kurniati ◽  
Fitri Wulandari ◽  
...  
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Lesson Study ◽  
Teaching And Learning ◽  
English Language ◽  
Boarding School ◽  
Data Collection Technique ◽  
Teaching Learning ◽  
The Impact

This descriptive qualitative research aimed to describe, explain, and analyzing about the impact of Lesson Study Reflection on teachers' ability in teaching English Language and to find out the impact of lesson study in the teaching and learning process in 8th B Class of SMP IT Insan Mulia Boarding School Prigsewu. The data collection technique uses questionnaires and documentation. Data analysis uses Interactive. The result of this research presented that Lesson Study improve the quality of the teaching-learning process, the students' enthusiasm in learning English improved step by step as the lesson goes on, and it affect students learning outcomes.

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 Influence of Reinforcement in English Language Learning at Primary Level of Education in Bangladesh

BELTA Journal ◽  
2017 ◽  
Vol 1 (1) ◽  
pp. 83-104
Author(s):  
Mohammed Rashel Uddin ◽  
Sharmin Hena ◽  
Ariful Hoq Shanil
Keyword(s):  
Language Learning ◽  
Positive Reinforcement ◽  
English Language ◽  
Negative Reinforcement ◽  
English Language Learning ◽  
Primary Level ◽  
Classroom Activities ◽  
Self Confidence ◽  
Teacher Student ◽  
Teaching Learning

This research focuses on the effect of reinforcement during English Language Learning (ELL) classroom activities of Bangladeshi primary level education. The findings of the research indicate that teachers follow both positive and negative reinforcement as part of their teaching-learning activities depending on the actual situation of the class. Positive reinforcement helps students to enhance their mental growth and also boost their learning behaviour. There are some negative influences on students’ behaviour when the teacher treats them with any kind of negative reinforcement. Although all the teachers believe that positive reinforcement helps to improve motivation, self-confidence, classroom participation, teacher-student relationship and effective learning of students during ELL classroom activities, a few teachers still use negative phrases which demotivate students towards learning rather than creating the eagerness to learn.

Education and E-Learning Evaluation and Assessment

2009 ◽  
pp. 189-194
Author(s):  
Emilio Lastrucci ◽  
Debora Infante ◽  
Angela Pascale
Keyword(s):  
Learning Environments ◽  
Needs Analysis ◽  
Assessment And Evaluation ◽  
Face To Face ◽  
Learner Centered ◽  
E Learning ◽  
New Perspective ◽  
Definition Of ◽  
Teaching Learning

The assessment of e-learning shares most of the needs and requirements of face-to-face teaching, including clarity of the main objective, needs analysis, comprehensibility of objectives, definition of resources, and balance report (Calvani & Rotta, 2000). However, in e-learning environments the qualities of both monitoring and formative assessment have prominence, and can even determine the success of the course (Moore & Kearsley, 1996). In the learner-centered approach, typical in e-learning, the student is the protagonist of the teaching-learning process and thus, assessment is considered from a new perspective. It can be defined as the systematic process of correction, revision, collection, and use of information regarding both the students and the course in order to favor the progress and the learning of each student (Palomba & Banta, 1999). Assessment and evaluation are two different concepts even though they are interconnected: the former determines the student’s knowledge, skills and attitudes while the latter is necessary to express an opinion on learning results and on the quality of teaching.

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 Smart Teacher Smart Class Portal in Enhancing Secondary School English Teachers’ English Language Teaching Knowledge in Bangladesh

2015 ◽  
Vol 19 (1-2) ◽  
pp. 147-157
Author(s):  
SM Kamruddin Ropum ◽  
Md Yasin Arafat
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
English Language ◽  
Language Teaching ◽  
Lesson Plan ◽  
English Teachers ◽  
English Language Teaching ◽  
Teaching Knowledge ◽  
Post Test ◽  
Teaching Learning

Smart teacher smart class (STSC) is a portal developed by Dnet which contains curriculum, teachers’ guide, education policy, textbook, lesson plan, multimedia contents, and teaching-learning strategies on different subjects aiming to provide content and pedagogical support to the secondary school teachers in Bangladesh. Making an offline CD, the STSC portal is provided to the respective teachers of secondary schools Dnet works with. The regular use of the STSC portal helps the teachers to improve their knowledge about effective teaching-learning techniques. The study was designed as one group pre-test post-test quasi-experimental method to find the effect of STSC portal on secondary school English teachers’ English language teaching knowledge (ELTK). Twenty eight English teachers from 14 secondary schools were selected purposively to form the group and the tests were administered on them considering 6 months intervention (STSC portal) period. The test was adapted from Cambridge language teaching knowledge (TKT) test focusing on different ELT aspects. The tests scores of the teachers were categorized in 4 knowledge levels: limited, basic, deep and extensive. The findings of the study show that the STSC portal induces a significant improvement of the teachers’ ELTK. Most of the teachers showed better performances in the post-test than the pre-test. Moreover, significance (0.001) and effect size score (0.91) also depict a clear and large effect in enhancing teachers’ ELTK. DOI: http://dx.doi.org/10.3126/nelta.v19i1-2.12087 Journal of NELTA, Vol 19 No. 1-2, December 2014: 147-157

The Impact of Mobile Phones on English Language Learning: Perceptions of EFL Undergraduates

2016 ◽  
Vol 7 (2) ◽  
pp. 264 ◽  
Author(s):  
George Mathew Nalliveettil ◽  
Talal Hail Khaled Alenazi
Keyword(s):  
Saudi Arabia ◽  
Language Learning ◽  
Mobile Phone ◽  
Mobile Phones ◽  
English Language ◽  
English Language Learning ◽  
Advanced Country ◽  
Educational Value ◽  
Teaching Learning ◽  
The Impact

Researchers across the world are examining the educational value and effectiveness of integrating the latest electronic gadgets with teaching-learning activities in the classroom. In spite of the availability of latest electronic gadgets like iPods, tablets, and smartwatches, researchers are more interested in the educational value of the mobile phones for the teaching-learning of English. In a technologically advanced country like Saudi Arabia, the third and fourth generation (3G, 4G) mobile devices are available at affordable prices, and people of all streams find it necessary to own a mobile phone for connecting with their friends and relatives.  Moreover, it has become a common trend among undergraduates to carry a mobile phone to the classroom as well. The present study examines the impact of mobile phones on students’ English language learning.  A field study was conducted on fifty-two undergraduate male students majoring in English language and literature at Aljouf University, Saudi Arabia.  The methodology of data collection included a self-report for students and a teacher questionnaire.   Findings of the study are significant for EFL teachers and researchers for introducing innovative methods and resourceful materials for the English classroom.

scholarly journals Students’ Attitude Towards English Language Learning

2019 ◽  
Vol Volume 2 Nomor 3 ◽  
Keyword(s):  
Qualitative Research ◽  
Elementary Schools ◽  
Language Learning ◽  
Positive Attitude ◽  
English Language ◽  
English Language Learning ◽  
Know How ◽  
Qualitative Research Methodology ◽  
Young Learner ◽  
Teaching Learning

This study is try to find out the students’ attitude towards English language learning in Jombang elementary schools. Attitude is one of the factors that influence the language acquisition. The study used qualitative research methodology. The data were gathered by using questionnaire. The findings showed that most of the students have positive attitude towards English. But, there is a finding that showed the students’ competence in learning English is poor. Positive attitude did not influence their competence in acquiring English. Some suggestions for government to make a guide or curriculum of English teaching –learning in elementary school. So that the teachers know how to teach English for young learner appropriately.

scholarly journals PENGGUNAAN MEDIA GAMBAR UNTUK MENINGKATKAN PENGUASAAN VOCABULARY ANAK

2020 ◽  
Vol 2 (1) ◽  
pp. 53-65
Author(s):  
Nurul Ulfah Putri Utami ◽  
Taopik Rahman
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Lesson Plan ◽  
English Language Learning ◽  
Media Images ◽  
Media Image ◽  
Research Activities ◽  
The Media ◽  
Image Pattern

ABSTRACTThis study triggered by the lack of mastery of vocabulary in English language learning. It is based on interviews and learning activities of researchers at TK Pertiwi DWP Tasikmalaya on the activities of the implementation of the PPL UPI Tasikmalaya in 2017, as well as the data pre action before the research activities carried out which shows that there are still many students who do not abide by the minimum completeness criteria (KKM ). Low mastery of vocabulary students are not separated from the ineffectiveness of the media used and the ability of teachers to plan and implement teaching and learning. This study aims to determine the planning, implementation and improvement ofmastery of vocabulary children'sthrough the use of media images. Media image is a kind of learning media by using the image (pattern / graffiti a form) that is projected onto the two-dimensional form. By using media images of children will obtain data about an object in full shape, appearance and the name of the object. So that the child will be faster remember a word well. This is certainly very suitable to be applied on English language learning. In this study the research method used was classroom action research (PTK) is adapted from the model Kemmis and Mc Taggart with three cycles. Subjects in this study is the researchers themselves and the children in group A2 TK Pertiwi DWP Tawang District of Tasikmalaya, amounting to 13 people. Data was collected by APKG and observation sheet. Based on the results obtained by an increase in the ability of teachers to create lesson plan reached 92.18%, enhancements to the ability of teachers in implementing the learning reached 93.12% and themastery of vocabulary child'sof 92.3%. In general the increase occurred after be applied using media imagesPenelitian ini dilatar belakangi oleh rendahnya penguasan kosa kata pada pembelajaran bahasa inggris. Hal ini didasarkan pada hasil wawancara dan kegiatan belajar mengajar peneliti di TK Pertiwi DWP Kota Tasikmalaya pada kegiatan pelaksanaan PPL UPI Tasikmalaya tahun 2017, serta data hasil pra tindakan sebelum kegiatan penelitian dilaksanakan yang menunjukan bahwa masih banyak siswa yang tidak memenuhi nilai kriteria ketuntasan minimal (KKM). Rendahnya penguasaan vocabulary siswa tidak terlepas dari tidak efektifnya media yang digunakan dan kemampuan guru dalam merencanakan dan melaksanakan kegiatan belajar mengajar. Penelitian ini bertujuan untuk mengetahui perencanaan, pelaksanaan dan peningkatan penguasaan vocabulary anak melalui penggunaan media gambar. Media gambar adalah suatu jenis media pembelajaran dengan menggunakan gambar (pola/coretan suatu bentuk) yang diproyeksikan ke dalam bentuk 2 dimensi. Dengan menggunakan media gambar anak akan memperoleh data mengenai suatu benda secara lengkap baik bentuk, tampilan maupun  nama benda tersebut. Sehingga anak akan lebih cepat mengingat suatu kata dengan baik. Hal ini tentunya sangat cocok diterapkan pada pembelajaran bahasa inggris. Pada penelitian ini metode penelitian yang digunakan adalah penelitian tindakan kelas (PTK) yang mengadaptasi dari model Kemmis dan Mc Taggart dengan tiga siklus. Subjek dalam penelitian ini adalah peneliti sendiri dan anak kelompok A2 TK Pertiwi DWP Kecamatan Tawang Kota Tasikmalaya yang berjumlah 13 orang. Pengumpulan data dilakukan dengan APKG dan lembar observasi. Berdasarkan hasil penelitian diperoleh peningkatan kemampuan guru dalam membuat rencana pelaksanaan pembelajaran mencapai 92,18 %, peningakatan kemampuan guru dalam melaksanakan pembelajaran mencapai 93,12 % dan hasil penguasaan vocabulary anak mencapai 92,3 %. Secara umum peningkatan terjadi setelah diterapakan penggunaan media gambar. 

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