scholarly journals English Teacher’s Activities in Implementing the Scientific Approach ‎ of the 2013 Curriculum in Teaching and Learning Process ‎ at SMPN 3 Kampar

2020 ◽  
Vol 1 (1) ◽  
pp. 98
Author(s):  
Zul Hendri
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
English Teacher ◽  
Internal Factors ◽  
Qualitative Research Design ◽  
Analysis Process ◽  
Determining Factors ◽  
Scientific Approach ◽  
The Subject ◽  
Using Data

ABSTRACTThis research was aimed to investigate the English teacher’s activities and determining factors in implementing the scientific approach of the 2013 curriculum in teaching and learning process. This research used qualitative research design. The subject of this research was English teacher of SMPN 3 Kampar. The data were collected by using observation sheet, interview, and documentation. The data were analyzed by using data analysis process developed by Creswell (1998): reading, describing, classifying, and interpreting. This research revealed that observing, experimenting, and communicating stages had been implemented very well in each meeting. However, questioning stage was only able to be implemented well. The teacher had provided opportunities for the students to ask some questions by walking over and pointing at the student to ask about the lesson. But, it was only conducted in the first and second meetings. Meanwhile, the implementation of associating stage was still bad. The teacher was only able to do this stage in the third meeting by giving the students task individually. This research also revealed that teacher’s motivation, perception, and experience were internal factors while media and environment were external factors influenced English teacher’s activities in implementing the scientific approach of the 2013 curriculum.

scholarly journals A Study on The Teaching Media used by The English Teacher at SMP Muhammadiyah 2 Malang

2020 ◽  
Vol 5 (2) ◽  
pp. 89-95
Author(s):  
Fajar Wirawan
Keyword(s):  
Junior High School ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Teacher ◽  
Teaching English ◽  
Qualitative Research Design ◽  
Active Video ◽  
The Media ◽  
The Subject ◽  
Power Point

Teaching media are commonly used by English teacher in teaching English in schools of Indonesia. The teacher uses media to encourage students’ motivation because it is one of important parts of success in learning process. Moreover, use of teaching media helps the teacher to connect learners with events that are culturally relevant in order to achieve the teaching and learning goal. SMP Muhammadiyah 2 Malang is a Junior High School with two inclusive classes. In this descriptive qualitative research design, the researcher limited the problem to the media used by English teacher in seventh grade inclusive classes at SMP Muhammadiyah 2 Malang. The subject of this study was one of the English teachers at SMP Muhammadiyah 2 Malang. Therefore, the purposes of this research were to know the media used by the English teacher, and to know the strengths and weaknesses the media  used by the teacher in teaching English at SMP Muhammadiyah 2 Malang. In collecting the data, the researcher used three kinds of instruments. They were observation, interview and documentation. Based on the data, the researcher found that the teacher utilized mobile phone, laptop, internet, digital projector, Microsoft Power Point, book, poster, real object, speaker active, video and Youtube as the teaching media used in teaching English. Additionally, the researcher also found that there were several strengths of using teaching media in teaching English. Those strengths were the media could make students active in in learning process and the students were focus to understand the material. However, the researcher also found that the weakness of using teaching media in teaching English. The weakness was it was difficult for the teacher to get students’ attention.Keywords: Teaching Media, SMP Muhammadiyah 2 Malang.

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 TYPES, PURPOSE, AND STRATEGIES OF TEACHER’S QUESTIONS IN INDONESIAN EFL CLASSROOM OF JUNIOR HIGH SCHOOL IN BALI

2018 ◽  
Vol 2 (1) ◽  
Author(s):  
AAGY Paramartha ◽  
NMS Ramawati ◽  
PED Suputra
Keyword(s):  
High School ◽  
Junior High School ◽  
Learning Process ◽  
Teaching And Learning ◽  
Junior High ◽  
Video Recording ◽  
English Teacher ◽  
Seventh Grade ◽  
The Subject

This study was a case study which aimed to analyze the types of questions used by an English teacher, the purposes of questions asked by the teacher, and the strategy used to cope with non-responded questions. The subject of this study was an English teacher who taught seventh grade students at SMPN 1 Singaraja which is located in Singaraja, Buleleng regency, Bali, Indonesia. The data were collected through observation, interview, and video recording. The result of the analysis showed that from 241 questions, the teacher more frequently asked convergent, closed, and display questions rather than divergent, open, and referential questions. Procedural questions were also found. The teacher’s questions served several purposes such as to check students’ knowledge and understanding, to attract students’ activeness, to develop students’ interest and curiosity, and to stimulate students in stating information. It was also found that the teacher used seven strategies to cope with non-responded questions. This study suggested the teacher to balance the number of convergent, closed, and display with divergent, open, and referential questions to be used during teaching and learning process. In addition, the teacher should know more about the strategies for non-responded questions and the proper way to use those strategies to make the teaching and learning process runs smoothly.

scholarly journals Teacher’s Use of Code Switching And Their Motivation in English Class

2019 ◽  
Vol 7 (1) ◽  
pp. 71
Author(s):  
Paramytha Wijayanti. K D ◽  
Suparno Suparno ◽  
Hefy Sulistyawati
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Qualitative Method ◽  
Code Switching ◽  
English Teacher ◽  
Data Display ◽  
English Class ◽  
The Subject ◽  
Academic Year

<p>This research investigates the use of code-switching by the teacher in English class of SMP Negeri 4 Surakarta in the academic year 2015/2016. The subject of this research is the English teacher and the students of three classes in grade VII. The focus of this research is the teacher's code-switching covering the types, reasons/motivations, and the functions of code-switching. This research uses a qualitative method in the form of case study. Furthermore, the technique of analyzing data used in this research is interactive model consists of data reduction, data display, and conclusion/verification. The data in this research are teachers’ utterances, students’ utterances, and interview statements that are obtained from observation and interview. The implementation of code-switching in SMP Negeri 4 is a common practice since it brings an advantage to English teaching and learning process.</p>

scholarly journals An Analysis of Teacher’s Speech Acts in Teaching and Learning Process

TEKNOSASTIK ◽  
2019 ◽  
Vol 17 (1) ◽  
pp. 29
Author(s):  
Widi Andewi ◽  
Winia Waziana
Keyword(s):  
Qualitative Research ◽  
Learning Process ◽  
Data Reduction ◽  
Speech Acts ◽  
Teaching And Learning ◽  
Classroom Interaction ◽  
The Other ◽  
English Teacher ◽  
Data Display ◽  
The Subject

This research focuses on classroom interaction during teaching and learning process that included investigation of types and functions of the speech acts produced by teacher. It was designed as a qualitative research. The subject of this research was an English teacher in SMAN 1 Kalirejo. The data were collected through recording. The data were analyzed through three cyclical steps: data reduction, data display, and conclusion drawing or verification. The results show that directives speech acts is mostly produced by the teacher than the other speech acts. This can be seen from the data that 33 utterances (21.2%) are representative speech acts, 6 utterances (3.8%) as expressive speech acts, 112 utterances (71.8%) as directives speech acts, and 5 utterances (3.2%) as commisive speech acts. The types and functions of directives speech acts proposed are need statement, bald imperative, embedded imperative, permission directive, and question directive.

scholarly journals STRATEGI PENGENALAN BAHASA INGGRIS PADA ANAK USIA DINI DI TK SANTA MARIA BANJARMASIN

2020 ◽  
Vol 5 (2) ◽  
pp. 57-68
Author(s):  
Nor Izzatil Hasanah ◽  
Nadiya Ulya
Keyword(s):  
Data Analysis ◽  
Learning Process ◽  
Development Strategies ◽  
Healthy Food ◽  
English Teacher ◽  
English Teaching ◽  
The Media ◽  
The Subject ◽  
Using Data ◽  
Santa Maria

This research discusses about the strategy of introducing English in the TK Santa Maria Banjarmasin, include in this research is: methods, media, materials and assessment . This research is descriptive qualitative, the subject of  this research are  12 children from class A1 and 13 children from A2 and 1 English teacher in Santa Maria Banjarmasin. The data collected by using of observation, interviews, and documentation. The data analysis in this research used Milles and Huberman which was conducted interactively using data consisting of reductions, presenting data, and conclusion(coding). The results of research shoved every English teaching in TK Santa Maria Banjarmasin that appropriate in the learning process in accordance with the child's development, English development strategies that are equipped: 1) Learning methods used when carrying out activities introducing English methods such as singing , game , listen and repeat, questions and answer and make matches. 2) The media used are display media and worksheets. 3) The material introduces English to children in this school are family, animals, healthy food and Christmas. 4) The assessment used are observation, children product, conversation and anecdotes.

scholarly journals THE IMPLEMENTATION OF TEACHING ENGLISH BASED ON CURRICULUM 2013 APPLIED BY AN ENGLISH TEACHER OF JUNIOR HIGH SCHOOL

2016 ◽  
Vol 1 (2) ◽  
pp. 9
Author(s):  
Nur Andariyani ◽  
Diani Nurhajati
Keyword(s):  
High School ◽  
Classroom Management ◽  
Junior High School ◽  
Learning Process ◽  
Teaching And Learning ◽  
Junior High ◽  
English Teacher ◽  
Teaching English ◽  
Scientific Approach ◽  
The Government

Curriculum 2013 has been implemented by many schools, including a junior high school at Kediri. English teachers, who implement it, must have sufficient knowledge on what to teach, how to teach, and how to assess students’ competence, etc. The idea of implementing this curriculum is that graduates of school levels are able to compete with the graduates from other countries. Students should have communicative competence in English which covers four language skills. Therefore, this research aims at answering the question: “How is the implementation of teaching English based on Curriculum 2013 applied by an English teacher of junior high school at Kediri?” The subject of this research is an English teacher of junior high school at Kediri. It is a qualitative research which focused on the material development, teaching steps, and classroom management. The data was found from observation during teaching and learning process, interview the teacher, and documentation. The result showed that in teaching English the teacher developed the materials by modifying and extending the tasks based on the Richard and Harmer’s theory. Then, in delivering the materials, the teacher tried to implement the scientific approach, although the application was different from the concept from the scientific approach proposed by the government. Furthermore, the teacher also managed the classroom well by applying group works, and setting the comfortable condition in the class during teaching and learning process.   Key words: teaching English, Curriculum 2013, materials development, teaching steps, classroom management.

scholarly journals IMPROVING STUDENTS’ SPEAKING SKILLS THROUGH THE USE OF VIDEO-BASED SCIENTIFIC APPROACH

2020 ◽  
Vol 8 (3) ◽  
pp. 222
Author(s):  
Ardiansyah Ardiansyah
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
English Teacher ◽  
Scientific Approach ◽  
Fluency And Comprehension ◽  
Academic Year ◽  
Planning Action ◽  
Speaking Skills

The objective of this classroom action research (CAR) was to improve the students’ speaking skills through video based scientific approach at class XI MIPA 1 SMAN 9 Mataram in the Academic Year of 2019/2020. The CAR was conducted in two cycles. Each cycle consisted of three meetings. The steps were reconnaissance, planning, action and observation, and reflection. The researcher worked collaboratively with the English teacher and the students. The data collected were in the forms of qualitative. The qualitative data were gained through observing, interviewing the English teacher and students, and taking photographs. The data were in the forms of vignettes, interview transcripts, and photographs. In addition, this research implemented five criteria of validity namely democratic validity, dialogic validity, outcome validity, process validity, and catalytic validity. To get the trustworthiness, the researcher used some triangulation principles such as time triangulation and investigator triangulation. The results of this research showed that using videos based on scientific approach in the teaching and learning of speaking was proved to improve the students’ speaking skills in five aspects: vocabulary, pronunciation, grammar, fluency, and comprehension. The students were more enthusiastic in learning speaking. They could actively involve in the speaking learning process. Moreover, the students were more confident and fluent in speaking practices.

scholarly journals English Teacher Obstacle on Implementing the 2013 Curriculum

2019 ◽  
Vol 1 (2) ◽  
pp. 119-123
Author(s):  
Martina Napratilora ◽  
Nova Adi Kurniawan ◽  
Seri Yanti Siagian
Keyword(s):  
Learning Process ◽  
Research Finding ◽  
Research Method ◽  
Teaching And Learning ◽  
Curriculum Implementation ◽  
English Teacher ◽  
Ministry Of Education ◽  
New Approach ◽  
Need Support ◽  
Scientific Approach

Abstract. This study aim is to explain how to implement the 2013 curriculum to teach English and describe English teacher obstacle on the curriculum implementation. The research method is a library study. The research finding shows that the English teachers are not able to apply 2013 curriculum well in the class. They get confused to use it in teaching and learning process, they are not able to apply the scientific approach in teaching and learning process well too. It because the teacher has a lack of knowledge about the 2013 curriculum itself and the scientific approach is a new approach in teaching and learning English. So, the implementation of the 2013 curriculum is not maximum especially in applying the scientific approach to the class. In analyzing the data, the writer uses content analyzes technique. Therefore, the English teacher has to learn and work hard to handle the obstacle in implementing the 2013 curriculum well like the following more socialization, more workshops of 2013 curriculum and also need support from the stakeholders like government, the Ministry of Education and Culture, Headmaster, and so on in realizing 2013 curriculum.   Keywords: Implementing, 2013 curriculum, English teacher.

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