scholarly journals AN ANALYSIS OF AUTHENTIC MATERIAL USED IN TEACHING ENGLISH AT SD PURI ASAH DASAR AVESIENA GREEN SCHOOL MALANG

2018 ◽  
Vol 5 (2) ◽  
pp. 67-74
Author(s):  
Yuhalisana Primadona. ◽  
Santi Prastiyowati
Keyword(s):  
English Teacher ◽  
Authentic Materials ◽  
Real Thing ◽  
Authentic Material ◽  
The Real ◽  
Qualitative Research Design ◽  
Interview Guide ◽  
Field Notes ◽  
The Subject ◽  
Green School

Authentic material is a material which is used by the purpose to imitate the real-world situations. In addition, the use of authentic material is expected to bring the learners into direct contact with a reality so the students will interest during the learning process. However, the objectives of the research were to investigate kinds of authentic material, to explore the implementation of authentic material, to find out the problem faced by the Englishteacher in using the authentic material of SD PuriAsah Dasar Avesiena Green School Malang. Descriptive qualitative research design was used in this study. The techniques in collecting the data were observation and unstructured interview while field notes and interview guide were used as the instruments. The subject of this research was an English teacher of SD PuriAsah Dasar Avesiena Green School Malang. The result of the research showed that there were forty-eight authentic materials were used in five times observations. The researcher classified those varieties of authentic materials into three kinds of authentic materials: by those forty-eight authentic materials, only one referred to Authentic Visual Material, two referred to Authentic Printed Material, and the rest forty-five referred to Realia which meant it was the most favorable Authentic Material used by the English teacher. In using the authentic material, the teacher usually conducted an outdoor class activity to find out the real object related to the topic. By seeing and holding the real thing, it made the students interested and experienced the real situation. In this case, the problem faced by the teacher was in finding the authentic material which adjusted the students’ grade and topic.

scholarly journals AN ANALYSIS OF AUTHENTIC MATERIAL USED IN TEACHING ENGLISH AT SD PURI ASAH DASAR AVESIENA GREEN SCHOOL MALANG

2018 ◽  
Vol 5 (2) ◽  
pp. 67
Author(s):  
Yuhalisana Primadona. ◽  
Santi Prastiyowati
Keyword(s):  
English Teacher ◽  
Authentic Materials ◽  
Real Thing ◽  
Authentic Material ◽  
The Real ◽  
Qualitative Research Design ◽  
Interview Guide ◽  
Field Notes ◽  
The Subject ◽  
Green School

Authentic material is a material which is used by the purpose to imitate the real-world situations. In addition, the use of authentic material is expected to bring the learners into direct contact with a reality so the students will interest during the learning process. However, the objectives of the research were to investigate kinds of authentic material, to explore the implementation of authentic material, to find out the problem faced by the Englishteacher in using the authentic material of SD PuriAsah Dasar Avesiena Green School Malang. Descriptive qualitative research design was used in this study. The techniques in collecting the data were observation and unstructured interview while field notes and interview guide were used as the instruments. The subject of this research was an English teacher of SD PuriAsah Dasar Avesiena Green School Malang. The result of the research showed that there were forty-eight authentic materials were used in five times observations. The researcher classified those varieties of authentic materials into three kinds of authentic materials: by those forty-eight authentic materials, only one referred to Authentic Visual Material, two referred to Authentic Printed Material, and the rest forty-five referred to Realia which meant it was the most favorable Authentic Material used by the English teacher. In using the authentic material, the teacher usually conducted an outdoor class activity to find out the real object related to the topic. By seeing and holding the real thing, it made the students interested and experienced the real situation. In this case, the problem faced by the teacher was in finding the authentic material which adjusted the students’ grade and topic.

scholarly journals English teacher’s difficulties in designing lesson plan based on Indonesian 2013 curriculum

2020 ◽  
Vol 2 (2) ◽  
pp. 85
Author(s):  
Nurfitri Nurfitri ◽  
Regina Regina ◽  
Ryani Yulian
Keyword(s):  
Qualitative Case Study ◽  
Lesson Plan ◽  
Design Stage ◽  
English Teacher ◽  
Interview Guide ◽  
Field Notes ◽  
The Subject ◽  
Three Stages ◽  
Teaching Learning

The aim of this research was to gain deeper understanding concerning English teacher's difficulties in designing lesson plan based on the 2013 Curriculum. This qualitative case study employed observation, interview and document analysis. The instruments of collecting data consisted of observation checklists, an interview guide and field notes. The subject was one English teacher at SMP Negeri X Singkawang who has implemented the 2013 Curriculum. This research revealed that English teacher encountered difficulties in designing lesson plan based on  2013 curriculum on three stages. In pre design stage, the teacher found the difficulties in term of inability to formulate and design lesson plan due to limited time constraints. In whilst design stage, the English teacher experienced difficulties in assessment with many variables. In post-design stage, the English teacher coped with students’ reluctance in the teaching learning proces since the learning process was not appropriate with the lesson plan and lacked of facilities at school. It is recommended that the teacher should put more efforts to improve professional competencies by participating in activities such as training and workshop and accelerate knowledge improvement, creativity and technology to be able to apply the 2013 curriculum effectively.

scholarly journals AN ANALYSIS OF TEACHERS’ AND STUDENTS’ PERCEPTIONS ON FORMAL AND INFORMAL ASSESSMENT

2020 ◽  
Vol 6 (2) ◽  
pp. 143-150
Author(s):  
Nurhayati Nurhayati ◽  
Baiq Suprapti Handini ◽  
Zahratul Fikri
Keyword(s):  
Descriptive Analysis ◽  
English Teacher ◽  
Data Display ◽  
Formal Assessment ◽  
Analysis Technique ◽  
Interview Guide ◽  
Informal Assessment ◽  
Teachers And Students ◽  
The Subject ◽  
Written Test

The aim of this study was to find out the teachers’ and the students’ perception about formal and informal assessment. The subject of this study was an English teacher and 30 student class of X IPS 2 at MA NW Kotaraja. The technique of collecting data was questionnaire and interview. The instruments of the data collection were questionnaire for students and interview guide for the teacher. The data were analyzed using descriptive analysis technique applying by Miles and Hubberman model. The activities of the data analysis were data reduction, data display, and conclusion drawing/verification. The results of the study showed that teachers’ perception about formal and informal assessment was a tool that help teacher to understand the students. On the other hand the students’ perception about formal and informal assessment was surprised. There were 126 (42 %) who answered Strongly Agreed which indicated they prefer formal assessment than informal assessment (Written Test). About 23 % were choose Neutral and the rest 35 % were choose Disagree and Strongly Disagree which indicated that few of the students prefer informal assessment. From the result above, it can be concluded that the majority of the students prefer formal assessment than informal assessment in getting their score.

scholarly journals ENGLISH TEACHING METHODS IN WRITING DESCRIPTIVE TEXT OF SMK NEGERI 1 PULAU RAKYAT

2019 ◽  
Vol 7 (2) ◽  
Author(s):  
Suriya Ningsih ◽  
Rahmad Husein ◽  
Nora Ronita Dewi
Keyword(s):  
Teaching Methods ◽  
Teaching Method ◽  
Teaching Writing ◽  
English Teacher ◽  
English Teaching ◽  
Qualitative Research Design ◽  
Lecture Method ◽  
Scientific Approach ◽  
The Subject ◽  
Teaching Learning

This study was aimed to describe the English Teaching Methods in writing descriptive text and the problems faced by the teacher. This study was conducted by using descriptive qualitative research design. The subject of this research was an English teacher of SMK NEGERI 1 Pulau Rakyat. The techniques of collecting data were by observing the process of teaching writing comprehension of descriptive text at X Grade students and interviewing the English teacher. The techniques of collecting data were observation and interview. This study found that the teacher at SMK NEGERI 1 Pulau Rakyat used the method in teaching writing descriptive text. The English teacher used the lecture method and discussion method to teach in the descriptive text and the students get difficulties in comprehending the material. The application lecture method and discussion method is not appropriate with scientific approach of 2013 Curriculum. The result and response from the students to the teacher’s method are still not effective. The teacher should not apply the methods in written but also in spoken. And the problems faced by the teacher were the first is about the lack of students’ vocabularies, and the second is about the students’ participations when work in group. This study also found that the teacher’s methods not integrated with the scientific approach of 2013 Curriculum. The implementation of methods in teaching writing  should can make teaching learning process more interesting and help the students’ understanding and skill of writing comprehension better.Key words: Teaching Method, Writing, Descriptive Text.

scholarly journals Genre based Approach to Teach Writing Descriptive Text

2017 ◽  
Vol 2 (2) ◽  
pp. 119
Author(s):  
Putu Ngurah Rusmawan
Keyword(s):  
Qualitative Research ◽  
Junior High School ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Teaching Writing ◽  
English Teacher ◽  
Teaching Activities ◽  
Qualitative Research Design ◽  
Basic Competencies ◽  
The Subject

This study aims to discuss how teaching and learning activities were carried out by using Genre based Approach in teaching writing descriptive text at junior high school. This study was conducted in the classroom of VII-1. Therefore, the appropriate design was qualitative research design. The subject of the study was the English teacher. To collect data, the researcher used observation and interview. The finding of the study described that the teaching and learning activities that were carried out by the teacher fulfilled the basic competencies. The teacher carried out the opening teaching activities by greeting, asking the students’ preparation during the lesson, checking the student’s attendance list, and informing the learning objective. The teacher carried out the main teaching activities by informing about how to write a descriptive text, giving, and asking opinions, eliciting the students’ understanding, prompting and directing to do exercises. The teacher carried out the closing teaching activities by directing the student to continue at home and eliciting the students’ reflection of what they could learn at that time.

scholarly journals ANALYSIS OF TEACHER TALK IN ENGLISH CLASSES IN VOCATIONAL HIGH SCHOOL TELADAN MEDAN

2018 ◽  
Vol 1 (1) ◽  
pp. 118-124
Author(s):  
Yuni Ansari Rambe
Keyword(s):  
Classroom Interaction ◽  
Teacher Talk ◽  
Female Teacher ◽  
English Teacher ◽  
Vocational High School ◽  
English Classes ◽  
Twelfth Grade ◽  
Field Notes ◽  
The Subject ◽  
The University

The objective of this study at describing the types of Teacher Talk, the effectiveness/ineffectiveness of Teacher Talk, and the aspect of Teacher Talk in classroom observation. This study used descriptive qualitative method is employed in this study which tries to describe all phenomena that occurred in the classroom This study involved an English teacher as research subject in his class. The subject of this study has implemented English talk as a means of communication in learning process of his classroom. The subject here is a female teacher who has been teaching English for one years and graduated from the university of Medan.  This study was conducted in SMK Teladan located in Medan city. This study was done in twelfth grade.  This class consists of 22 students with 11 are males and 11 are females. The main data was taken through observation technique.  The data was collected by using recording and field notes. From analysis done, it was found that English teacher performed their interactional communicative features out of five in the classroom. The features are 1. Referential Questions 2. Content Feedback 3. Student initiated Talk. All communicative interactional features of teacher it happened in discussion activities, it could be concluded that the teacher performs their interactional communicative features in classroom interaction out of five. There  features  are: 1. Referential Questions 2. Content Feedback 3. Student initiated Talk.

TEACHER’S STRATEGIES IN TEACHING WRITING DESCRIPTIVE TEXT AT SNIOR HIGH SCHOOL

2019 ◽  
Vol 7 (1) ◽  
Author(s):  
Sintha Veronika Sianturi ◽  
Masitowarni Siregar ◽  
Johannes Jefria Gultom
Keyword(s):  
High School ◽  
Qualitative Research ◽  
Learning Strategies ◽  
Teaching Writing ◽  
English Teacher ◽  
Qualitative Research Design ◽  
New Information ◽  
Comprehensible Input ◽  
Key Concepts ◽  
The Subject

This research aimed to describe the teacher’s strategies in teaching writing descriptive text and to describe the problems faced by the teacher. It was a descriptive qualitative research design. The subject of this research was one English teacher of SMA Swasta RK Serdang Murni Lubuk Pakam. The data of this research were the teacher’s language and the activities in teaching writing descriptive. The results showed that the teacher applied seven strategies they were (1) modify comprehensible input, (2) make lesson visual, (3) link new information, (4) determine key concepts, (5) modify vocabulary instruction, (6) use cooperative learning strategies, and (7) modify testing. And the problems faced by the teacher were the lack of students’ vocabularies and the participation in group work.Keywords: Teaching Writing, Teacher’s Strategies, Descriptive Text.

scholarly journals CODE MIXING AS LANGUAGE STYLE IN COMMUNICATION THROUGH SOCIAL MEDIA TWITTER

2021 ◽  
Vol 4 (2) ◽  
pp. 91
Author(s):  
Putu Ega Meliani ◽  
Ni Made Ratminingsih ◽  
Gede Mahendrayana
Keyword(s):  
Dominant Type ◽  
Qualitative Research Design ◽  
Code Mixing ◽  
Factors Influencing ◽  
Language Style ◽  
Interview Guide ◽  
The Subject ◽  
Three Stages ◽  
Twitter Users ◽  
Collection Methods

This paper aims to recognize the types of code-mixing and factors influencing code-mixing by Twitter users. This study uses a descriptive qualitative research design. The subject of this study is Twitter users who post tweets that contained code-mixing. The researcher uses documentation and interview as data collection methods. The data for identifying the types of code-mixing were collected by documenting the tweets posted previously by Twitter users on the Twitter platform. The interview guide was used to ask questions to respondents about the factors influencing the use of code-mixing in communication as language style.  The data were analyzed through three stages: data reduction, data display, and conclusion: verifying. The data collected from documentation and interview showed that insertion code-mixing became the dominant type used among Twitter users. It is influenced by several factors from within of language speaker and external factors.

scholarly journals AUTHENTIC MATERIAL TO IMPROVE STUDENTS’ READING COMPREHENSION AT SENIOR HIGH SCHOOL LEARNERS

2020 ◽  
Vol 1 (02) ◽  
pp. 125-136
Author(s):  
SUKMAWATI SUKMAWATI SUKMAWATI
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
Reading Ability ◽  
Authentic Materials ◽  
Authentic Material ◽  
Learning And Teaching ◽  
Standard Curriculum ◽  
Good Score ◽  
The Subject ◽  
Class Room

As value of observation in the class room the students have score 6.0. This score is as a poor category. In this research the aim is to solve this problem until the students have a good score, while the standard curriculum is 6.5. This research aimed to improve the students’ reading comprehension at eleventh grade students of SMAN 10 Makassar. This research used Classroom Action Research (CAR). The research was conducted in two cycles. Each cycle consisted of four stages that is planning, acting, observing, and reflecting stages. Data were collected through test namely multiple choices and essay. The subject of research was 32 students of SMA Negeri 10 Makassar. Authentic material was obtained by internet, magazine and newspaper. The result of the study showed that there was improvement of students’ reading comprehension after being taught by using authentic materials. There was a significant improvement of the students’ reading ability, after getting the implementation of action among 2 cycles, and the finding was 18 students (56,25 %) in the first cycle and 28 students (87,5%) in the second cycle who can pass minimum completeness criteria (KKM). Therefore, the application of authentic materials in learning and teaching process can improve the students’ reading comprehension and has reached the instruction targeted in curriculum at that school. The students are more active to participate in learning reading by applying authentic materials.

scholarly journals Teacher’s Role in Managing the Class during Teaching and Learning Process

2017 ◽  
Vol 2 (1) ◽  
pp. 83
Author(s):  
Ignatius Rindu ◽  
Ariyanti Ariyanti
Keyword(s):  
Learning Process ◽  
Research Methodology ◽  
Teaching And Learning ◽  
Qualitative Approach ◽  
English Teacher ◽  
Research Subject ◽  
Real Situation ◽  
The Real ◽  
Field Note ◽  
Interview Guide

The purpose of this research is to investigate teacher’s roles which used by the English teacher in managing the class during the teaching and learning process at SMP Advent Samarinda. The research methodology used is descriptive design with qualitative approach which is aimed to describe the real situation in the field. In collecting the data, the researcher used questionnaires, observation sheet, field note and interview guide as the instruments. Moreover, the research subject is an English teacher who teaches at seventh and eighth grades of SMP Advent Samarinda. The result of the research is the teacher runs nine roles in they are as a controller, an assessor, an organizer/manager, a prompter/motivator, participant, a resource/informer, a facilitator, a demonstrator, and as a guide. There are roles which are preeminent which most applied by the teacher such as teacher as a controller and teacher as an assessor. It is shown by the result of students’ respond in the questionnaire, restrictive questions; 77% and 68% and free answer; 68% and 100%, which also found in the time the researcher did the observation. On the contrary, the teacher’s roles as a prompter and as a resource have not been played maximally by the teacher.

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