scholarly journals An Analysis of Teacher Questions and Student Responses in the English Teaching-Learning Process

2020 ◽  
Vol 4 (3) ◽  
pp. 247
Author(s):  
I Putu Anom Didik Susantara ◽  
I Putu Ngurah Wage Myartawan
Keyword(s):  
Data Analysis ◽  
Learning Process ◽  
Teacher Questions ◽  
Student Responses ◽  
Student Difficulties ◽  
Analysis Technique ◽  
Interview Guide ◽  
Asking Questions ◽  
English Classroom ◽  
Teaching Learning

This study aimed to analyze the types of teacher questions, the purposes of the teacher in asking questions, and student responses to the teacher questions in the English classroom. The current study was a case study. The study involved an English teacher and seventh grade students of SMP Negeri 4 Singaraja. The data were collected through observation and interview guide. The data analysis technique used was descriptive and interactive data analysis. The result of the analysis showed that the teacher more frequently asked convergent and display questions rather than divergent and referential questions. Procedural questions were also found. The teacher’s questions served several purposes such as to develop students' interests and curiosity, to examine students' knowledge, and to diagnose student difficulties in the learning process. Discussions and suggestions are further presented in this paper.

TEACHER QUESTIONS IN ENGLISH CLASSROOM INTERACTION IN GRADE TWELVE SENIOR HIGH SCHOOL

2017 ◽  
Vol 6 (3) ◽  
Author(s):  
Devi Novita Sari And Rita Suswati
Keyword(s):  
Qualitative Research ◽  
Learning Process ◽  
Classroom Interaction ◽  
English Teacher ◽  
Teacher Questions ◽  
Qualitative Research Design ◽  
Data Source ◽  
English Classroom ◽  
Main Activity ◽  
Teaching Learning

This study aims to find out the types of questions used by teachers and describe the use ofteacher‟s questions in the teaching-learning process. This study was conducted by usingdescriptive qualitative research design. The data source of research was the English teacher ofSMA Swasta RK Serdang Murni Lubuk Pakam. The data was the utterances of teacher thatdelivered questions. Techniques of collecting data were observation, recording and interviewing(the teacher). The result of this study showed that there were four types of questions used by theteacher during teaching-learning process with the total of questions were 130. Teacher spentfactual questions totally 55,4% (72 questions), empirical questions were totally 21,5% (28questions), productive questions were 3,1% (4 questions), and evaluative questions were 20%(26 questions). From those types, factual questions were dominantly used by the teacher. Thisstudy also found that the relation between teacher‟s questions and teaching-learning process isteacher‟s questions brought the process of classroom interaction from begin at last. Teacher‟squestions built interaction between teacher and students from pre-activity, main-activity, andpost-activity. The use of questions by the teacher was in order to get attract the students to bemore active and to see how far the students had mastered the lesson given. It can be concludedthat the teacher‟s questions are as the technique of teaching.

scholarly journals IMPLEMENTASI KURIKULUM 2013 PADA PEMBELAJARAN KIMIA DI SMKN 1 TELUK KUANTAN

2017 ◽  
Vol 1 (1) ◽  
pp. 51
Author(s):  
Rosa Murwindra ◽  
Nofri Yuhelman ◽  
Dwi Putri Musdansi
Keyword(s):  
Qualitative Research ◽  
Data Analysis ◽  
Data Collection ◽  
Learning Process ◽  
Questionnaire Data ◽  
Data Display ◽  
Purposive Sampling ◽  
Analysis Technique ◽  
Collection Data ◽  
Teaching Learning

Tujuan penelitian ini adalah untuk mendeskripsikan implementasi kurikulum 2013 pada pembelajaran kimia di SMKN 1 Teluk Kuantan. Penelitian ini merupakan penelitian deskriptif kualitatif dan pengumpulan data digunakan purposive sampling. Metode pengumpulan data dilakukan dengan wawancara, observasi, dokumentasi dan angket. Teknik analisis data yang digunakan dalam penelitian ini adalah pengumpulan data, reduksi data, sajian data dan penarikan kesimpulan. Berdasarkan hasil penelitian dapat disimpulkan bahwa secara umum implementasi kurikulum 2013 sudah dilaksanakan meskipun belum optimal karena adanya beberapa kendala yang akan terus diatasi agar implementasi kuriklum 2013 menjadi lebih baik. IMPLEMENTATION OF CURRICULUM 2013 IN CHEMIST TEACHING LEARNING PROCESS AT SMK NEGERI 1 TELUK KUANTAN Abstract The purpose of this research is to describe the implementation of curriculum 2013 in chemist teaching learning process at SMK Negeri 1 Teluk Kuantan. This research is kind of description qualitative research, to collect the data  this research using purposive sampling. In order to collect the data this research is using interview, observation, documentation, and questionnaire. Data analysis technique which used in this research are data collection, data reduction, data display, and conclusion drawing. Based on the result of the research, it can be concluded that generally curriculum 2013 already applied, even though it does not run well get because of  some problem which will be solved in order to improve the implementation of curriculum 2013.

scholarly journals ANALISIS PERTANYAAN GURU DALAM INTERAKSI BELAJAR-MENGAJAR BAHASA INDONESIA PADA SISWA KELAS V SEKOLAH DASAR NEGERI 7 SUSUT, BANGLI TAHUN PELAJARAN 2007/2008

2011 ◽  
Vol 1 (2) ◽  
pp. 188-203
Author(s):  
Ni Nyoman Diarta
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Cognitive Level ◽  
Teacher Questions ◽  
Fifth Grade Students ◽  
Evaluation Question ◽  
Qualitative Descriptive ◽  
Asking Questions ◽  
Observation Method ◽  
Teaching Learning

Teachers who do not have the skills in asking questions, who do not develop an attitude like to ask question, and who do not ask questions when carrying out the teaching-learning process, will get difficulty in directing the process of student learning. To improve the quality of the questions in the process of teaching and learning Indonesian language in elementary school is required data and information through scientific research. Therefore, this study was conducted to assess the problem as follows: (1) the type of teacher questions in the interaction of teaching and learning the Indonesian language, (2) the cognitive level of teacher questions in the interaction of teaching and learning the Indonesian language, and (3) functions of teacher questions in the interaction of teaching and learning Indonesian language. To achieve this goal, this study uses a qualitative descriptive design. It is assigned one teacher to teach Indonesian language to fifth grade students of SD Negeri 1 Susut, Bangli. The research data collected by observation method (aided by the recording process of teaching and learning) and interview. Data analysis is done with a series of processes, namely data reduction, data presentation, and drawing conclusions. The results of this study reveal that the teacher ask questions in the teaching-learning interaction. In terms of type, the type of narrow questions as many as 62 questions = 62.62% and the type of broad questions as much as 37 questions = 37.37%. In terms of cognitive level, the knowledge questions as much as 40 questions = 43.01% , the understanding questions as much as 42 questions = 45.16%, the application questions as much as 2 questions = 2.15% , the analysis questions as much as 1 question = 1.07%, synthesis question as much as  4 questions = 4, 30%, evaluation question as much as 4 questions= 4.30%. In terms of the function, the teacher’s question is inappropriate with the function of the question in teaching-learning process.

IMPROVING STUDENT’S VOCABULARY ACHIEVEMENT IN WITING DESCRIPTIVE TEXT THROUGH MAKE A MATCH METHOD

2013 ◽  
Vol 2 (4) ◽  
Author(s):  
Irma Lely Lumban Gaol And Johan Sinulingga
Keyword(s):  
Data Analysis ◽  
Action Research ◽  
Learning Process ◽  
Match Method ◽  
Writing Test ◽  
The Subject ◽  
Classroom Action Research ◽  
Teaching Learning ◽  
Descriptive Writing ◽  
Vocabulary Achievement

This study is concerned with the improving student’s vocabulary achievement in writing descriptive text through Make a Match Method. The objective of this study was to discover whether the use of Make a Match Method could significantly improve students’ vocabulary achievement in writing descriptive text. This study was conducted by applying Classroom Action Research which was carried out in two cycles in six meetings. The subject of this study was students of SMA Negeri 1 Pollung which consisted of 34 students. The instruments for collecting data were descriptive writing test, observation sheet, questionnaire sheet, and diary notes. The techniques for data analysis were quantitative and qualitative. It was found that teaching-learning process ran well. Students were active, enthusiastic and interested on writing descriptive text. The result of this study showed that the use of Make a Match Method significantly improved student’s vocabulary achievement in writing descriptive text.

scholarly journals THINK-PAIR-SHARE: ENGAGING STUDENTS IN SPEAKING ACTIVITIES IN CLASSROOM

2020 ◽  
Vol 1 (1) ◽  
pp. 13-19
Author(s):  
Dian Apriyanti ◽  
Mutiara Ayu
Keyword(s):  
Data Analysis ◽  
Learning Strategies ◽  
Secondary Students ◽  
Learning Process ◽  
Qualitative Method ◽  
Descriptive Analysis ◽  
Document Analysis ◽  
Process Plan ◽  
Analysis Technique ◽  
Speaking Skill

Think-Pair-Share technique is one of the cooperative learning strategies that promote student involvement in the classroom. This strategy makes students engaged in in-class activities such as discussions and provides opportunities to share their ideas with others. The purpose of this study was to describe the implementation of the Think-Pair-Share strategy in teaching speaking skill for secondary students. A qualitative method with a descriptive analysis was undertaken in this study. The sample was twenty students of eighth grade. The data was collected through interviews, observation, and document analysis. The data analysis technique used was presented in a descriptive form. The results indicated the implementation of the Think-Pair-Share technique during the learning process took place following the stages that have been stated in the learning process plan made by the teacher. Appreciation for the implementation of the Think-Pair-Share technique both from students is quite good. Students stated that they can overcome the constraints in the learning process of speaking activity through Think-Pair-Share.

scholarly journals Why Do the Students Do Disruptive Behavior in English Classroom? A Case Study On Senior High School Students in One of the Small Town in Indonesia

2019 ◽  
Vol 3 (2) ◽  
pp. 130-141
Author(s):  
Anida Fadhilah Jati ◽  
Endang Fauziati ◽  
Agus Wijayanto
Keyword(s):  
High School ◽  
High School Students ◽  
Disruptive Behavior ◽  
Learning Process ◽  
Senior High School ◽  
School Students ◽  
English Classroom ◽  
Teaching Learning ◽  
Senior High School Students

A conducive learning situation is essential in learning English. However, one problem that usually disturbs the learning situation is the appearance of disruptive behavior. Students' disruptive behavior is an inappropriate behavior conducted by students during the learning process which turns the classroom into unconducive. Exactly, there are several factors contribute to the occurrence of disruptive behavior in the English lesson, especially on senior high school students. Thus, the current study was a case study aimed to investigate several causes of students' disruptive behavior in English teaching-learning process in the classroom. The subjects of this study consisted of an English teacher and a class of twelfth-grade students in a small town in Indonesia. The data were collected using observation and interview. The result of this study showed that students' disruptive behavior in the English classroom was caused by internal factor and external factor. Feeling boredom, feeling anxiety, and seeking attention were internal factor that became the occurrence of disruptive behavior. While fatigue was the external factor that causes the emergence of students' disruptive behavior in the English teaching-learning process in the classroom.             Keywords Disruptive Behavior, English Classroom, Senior High School Students, Teachers’ Management

scholarly journals Pengembangan Media Pembelajaran Pop Up Book Pada Pembelajaran IPS Di Kelas IV SD

2020 ◽  
Vol 4 (3) ◽  
pp. 233
Author(s):  
Elyta Apriliani ◽  
Ana Nurhasanah ◽  
Zerri Rahman Hakim
Keyword(s):  
Data Analysis ◽  
Research And Development ◽  
Learning Process ◽  
Student Responses ◽  
Is Research ◽  
The Media ◽  
Expert Validation ◽  
Class Iv

In the learning process in the classroom, students often find it difficult to understand the material being taught because the use of learning media is not optimal. This study aims to develop pop-up book learning media and to determine the feasibility of the developed pop-up book learning media. The type of research used is Research and Development (R&D) with research and development procedures from Borg and Gall. The instrument used was a questionnaire sheet for expert validation and student responses. Based on the data analysis, the material expert's assessment was 95.6% in the "Very Good" category; the linguist's assessment of 87.5% is categorized as "Very Good"; the media expert's assessment of 94.3% is categorized as "Very Good" and the assessment of the response of students in class IV SD Negeri Secang by 99% is categorized as "Very Good". So that the pop-up book meets the criteria to be used as a learning medium.

scholarly journals Media Fun Thinkers Based on Calistug Questions

2021 ◽  
Vol 4 (2) ◽  
pp. 241
Author(s):  
Jummita Jummita ◽  
I Gusti Ayu Tri Agustiana ◽  
I Ketut Dibia
Keyword(s):  
Data Analysis ◽  
Learning Process ◽  
Subject Matter ◽  
Rating Scale ◽  
Student Response ◽  
Subject Matter Experts ◽  
Analysis Technique ◽  
Data Collection Instrument ◽  
The Media ◽  
Good Learning

Continuous use of gadgets can hurt students. This has an impact on behaviour patterns and student learning activities. The need for balancing media in online learning is media that is concrete. This type of research is development research using the ADDIE procedure. The test subjects in this study were 2 subject matter experts, 2 learning media experts, 2 practitioners and 7 students. The method used to collect data in this study is the questionnaire. The data collection instrument used in this study was a rating scale. The data analysis technique used in this research is descriptive qualitative and quantitative data analysis. The results of the study are the results of the assessment given by subject matter experts assessing 4.63 (very good), learning media experts giving an assessment of 4.82 (very good), the assessment given by practitioner response experts is 4.85 (very good), and the results of the media student response test were 4.95 (very good). So media fun thinkers based on calistung questions can be used in the learning process. The assessment implies that this learning media can be used by teachers and in the learning process.

Implementation of Learning Method Variations in Fiqh Subject for the Seventh Grade at MTS Yapi Pakem

Teknodika ◽  
2021 ◽  
Vol 19 (2) ◽  
pp. 160
Author(s):  
Zikry Septoyadi ◽  
Ahmad Fahrurrozi ◽  
Vita Lastriana Candrawati
Keyword(s):  
Data Analysis ◽  
Learning Process ◽  
Learning Method ◽  
Seventh Grade ◽  
Learning Methods ◽  
Data Presentation ◽  
Analysis Technique ◽  
Question And Answer ◽  
Data Validity ◽  
Discussion Question

<p><em><span>The use of varied and suitable methods will undoubtedly encourage the success of the learning process carried out. However, some teachers still ignore this, especially regarding the use of methods in the learning process. Therefore, it is necessary to research the ability of teachers who teach fiqh lessons in implementing variations of learning methods at MTs Yapi Pakem. This study aims to be used as a benchmark for schools and teachers in seeing the extent to which the implementation and success of the learning method variations. The approach in this study was descriptive qualitative, taking the background of MTs Yapi Pakem. Data collection was done by using observation, interviews, and documentation methods. To check the data validity, triangulation of sources, techniques, and time was carried out. Meanwhile, the data analysis technique consisted of data reduction, data presentation by giving meaning to the data collected, and from that meaning, conclusions or verification were drawn. This study’s results revealed that 1) in the implementation of the seventh-grade fiqh learning at MTs Yapi Pakem, various learning methods had been used. Meanwhile, the combination variations included lectures - question and answer – assignments, lecture-discussion - question and answer, lecture - assignment - question and answer. 2) For its implementation from planning to implementation, its use was quite good but still lacking in evaluation.</span></em></p>

scholarly journals The Implementation of Blended Learning with Kelase Platform in the Learning of Assessment and Evaluation Course

2019 ◽  
Vol 14 (17) ◽  
pp. 114
Author(s):  
Dewa Gede Hendra Divayana
Keyword(s):  
Data Analysis ◽  
Blended Learning ◽  
Learning Process ◽  
Sampling Technique ◽  
Location Selection ◽  
Assessment And Evaluation ◽  
Program Testing ◽  
Analysis Technique ◽  
Quantitative Descriptive

This research aimed to know the implementation of blended learning with Kelase platform in the learning process of Assessment and Evaluation course. Determination of subjects in this research used purposive sampling technique, with the number of subjects was involved as many as 40 peoples. Methods of data collection in this research used questionnaires, observations, and documentation. The steps were undertaken in this research include (1) selection and personnel training; (2) location selection, hardware installation, and software installation; (3) programming and program testing; (4) system testing; and (5) system conversion. Data analysis technique in this research was quantitative descriptive. The results were obtained in this research showed the effectiveness level percentage of the implementation of blended learning with Kelase platform that was used to support the learning process of Assessment and Evaluation course was 90.2%, so it was included in the very good category.

Sign in / Sign up

Export Citation Format

Share Document