scholarly journals UTILIZING ICT TO DEVELOP STUDENT’S LANGUAGE ETHIC AT ISLAMIC UNIVERSITY

2019 ◽  
Vol 5 (1) ◽  
pp. 1
Author(s):  
Eka Apriani ◽  
Dadan Supardan ◽  
Eka Sartika ◽  
Suparjo Suparjo ◽  
Ihsan Nul Hakim
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Cd Rom ◽  
The Real ◽  
English Teaching ◽  
Software Application ◽  
Video Clips ◽  
Semantics And Pragmatics

ICT is tools or medias that facilitate teaching and learning process in the classroom. ICT includes software application, computers, radio, television, telephony, CD ROM, audio or video clips, computer, and internet. Utilizing this technology is not improve students’ achievement but also their character, especially language ethic. Students’ language ethic has relationship to linguistics aspects. In semantics, the study tells about how polite language used to communicate with other people in the real context. In pragmatics, the study tells about how polite language used to communicate with older and younger people based on the situation. There were some words and expressions can be used and can be not used to communicate with other people. One way to teach semantics and pragmatics was used ICT in the calssroom. Using ICT that input islamic value can develop the students’ character indirectly. Hopefully, all of the English Lecturer using ICT as English Teaching Media at Islamic University.

scholarly journals Penggunaan Alih Kode Instruktur dalam Proses Belajar Mengajar Bahasa Inggris di ELC Education Manado

2019 ◽  
Vol 6 (2) ◽  
Author(s):  
Mardyane Mandang
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Qualitative Method ◽  
Language Teaching ◽  
Code Switching ◽  
Point Of View ◽  
Teaching English ◽  
English Teaching ◽  
Teaching Point

This study focussing on the use of code switching produced by instructors in English teaching and learning process based on Sosiolinguistics and language teaching point of view. This research uses qualitative method and records the process of teaching English and interviews the instructors and students as a technique of this research to find the importance of code switching. The data were transcripted and analyzed use the concepts of Wardhaugh and Suwito about types of code switching and functions of code switching use the concept of Margana. The research shows that there are 4 types of code switching intern, extern, metaphorical dan situasional code switching. Extern code switching are code switching from English to Indonesian (i.e. do you know what day is tomorrow? Besok hari apa?) and English to Manado Malay (i.e. you know what I mean? Mangarti nda?). Intern code switching is code switching from Manado Malay to Indonesian (i.e. besok hari libur jadi nda ada les. Lesnya nanti minggu depan). Metaphorical code switching is a code switching without any changing topic. Situasional code switching is a code switching with changing topic. Also, there are 7 types of code switching, they are repetition, clarification, exploration, explanation, giving assignment, checking students’ understanding and giving warning/suggestion. It can be concluded that there are 4 types of code switching produced by instructors in English teaching and learning process. They are extern, intern, metaphorical and situasional code switching. Besides, there are 7 functions of code switching. They are repetition, clarification, exploration, explanation, giving assignment, checking students’ understanding and giving warning/suggestion.Keywords : Code switching, Instructors utterences, English teaching and learning   process                      

scholarly journals An Analysis of Violation and Flouting Maxim on Teacher-Students Interaction in English Teaching and Learning Process

2021 ◽  
Vol 15 (2) ◽  
pp. 249-256
Author(s):  
Siti Arofah ◽  
Husni Mubarok
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Qualitative Method ◽  
Student Interaction ◽  
Data Display ◽  
Cooperative Principle ◽  
English Teaching ◽  
Teacher Student ◽  
Teacher Students ◽  
Maxim Of Quality

The objectives of this research are to analyze the type of violation and flouting the maxim of teacher-student interaction in the English teaching and learning process in MA Hasyim Asy’ari Bangsri and also find the most frequently produced between violation and flouting of the maxim. This research used the descriptive qualitative method. The data was obtained from the conversation between the teacher and students during the teaching and learning process and analyzed by categorizing utterances based on the violation and flouting maxim theory of the Cooperative Principle. The data were collected through the observation then analyzed by using the technique which is suggested by Miles and Huberman that consists of data reduction, data display, and drawing conclusion or data verification. The result of the research showed that there are four types of maxims that are violated by the teacher and students. These are the maxim of quantity 11 (50%), the maxim of quality 5 (22.73%), the maxim of relation 1 (4.54%), and the maxim of manner 5 (22.73%). The dominant violation was the maxim of quantity with 11 occurrences. Based on the findings, there are three types of flouting maxims in which the most of flouting maxim that is occurred was the maxim of relation. They are divided into 1 (14.29%) maxim of quantity, 2 (28.57%) maxim of quality, and 4 (57.14%) maxims of relation. In conclusion, the most produced between the violation and flouting was the violation of maxim with 22 (75.86%) of total occurrences. Meanwhile, the proportion of flouting maxim was 7 (24.14%).

Book Review: Searching for the Most Amazing Thing Over the Last 20 Years: A Review of Research on Technology and the Teaching and Learning of Mathematics, Volume 1 and Volume 2

2009 ◽  
Vol 40 (5) ◽  
pp. 564-570
Author(s):  
Janet Bowers ◽  
Jeffrey Brandt ◽  
Kevin Stovall ◽  
Mailei Vargas
Keyword(s):  
Learning Process ◽  
Computer Literacy ◽  
Teaching And Learning ◽  
School Mathematics ◽  
Real Thing ◽  
The Real ◽  
Mathematics Classrooms ◽  
Technological Tools ◽  
Children Education

Back in 1988, Tom Snyder (of Tom Snyder Productions, one of the most famous early software publishing companies) and Jane Palmer wrote a prophetic book called In Search of the Most Amazing Thing: Children, Education, and Computers. Their thesis was twofold: First, they pointed out that technology, which was just beginning to be introduced in grade schools, was so compelling that educators were “… more interested in so-called computer literacy than the real thing, literacy” (p. 2). Snyder and Palmer called for stakeholders to determine what their educational priorities were, and then to figure out what technology could do to support them. Second, they emphasized the view that teachers are indispensible components in the teaching and learning process, and that no computer will ever take their place. After 20 years, we believe that Snyder and Palmer would be gratified to read Heid and Blume's newly published two-volume set that contains a thorough anthology of how educators have defined priorities for the teaching and learning of mathematics and the pivotal roles that both the teacher and the technology play within that process. In our view, the editors have attained their goal of assembling a comprehensive digest that “… will enable the creation and implementation of curricula that capitalize on technology and will help teachers orchestrate the use of technological tools in school mathematics classrooms” (vol. 2, p. viii).

scholarly journals Students’ Perception in applying lesson Study in Teaching Introduction to Linguistics

1970 ◽  
Vol 2 (2) ◽  
pp. 1-12
Author(s):  
Ida Lisdawati & Trisnendri Syahrizal
Keyword(s):  
Learning Process ◽  
Lesson Study ◽  
Teaching And Learning ◽  
The Real

Lesson Study is an approach used in learning process. It has attracted educators, experts, and professional in the area to make use of it in proving the lesson. This study focuses on the students’ perception in applying Lesson study of teaching Introduction to Linguistics. As this case study, it will focus on Introduction to Linguistics subject. Interview and questionnaire was used to collects information on how Lesson study was normally conducted and observation was used to see the real implementation of Lesson study and during the teaching and learning process become a great attention here. Keywords: lesson study, linguistics, perception

scholarly journals PEMBELAJARAN MATEMATIKA BERBASIS INFORMATIKA

Eksponen ◽  
2017 ◽  
Vol 7 (2) ◽  
pp. 87-95
Author(s):  
Khusnul Khotimah
Keyword(s):  
Problem Solving ◽  
Conventional Method ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning System ◽  
Learning Tool ◽  
Software Application ◽  
Mathematic Teaching ◽  
Informatic System

The Mathematic Teaching and learning based informatic system is learning system implementing computerization technology as a learning tool in theteaching and learning process. This teaching and learning process in which it combines conventional method with the application practice has been constructed on the basis of the implemented curriculum in a college. The use of media in a teaching and learning process like computer as a learning tool will make the teaching and learning process more effective because it will create an interesting teching and learning process as well as stimulate the students’ creativity. In addition, the teaching and learning process not only as a tutorial qctivity but also it provides the implentation of the theories given. The Mathematic teaching and learning based informatic is done to know the comparison of problem solving in mathematic using Mathematic software application. The standardized process and the use of informatic are constructed based on the exsisting curriculum in order to control the quality of the learning proses and result.

scholarly journals Zainullah Kurikulum 2013 antara Ideal dan Real

FIKROTUNA ◽  
2017 ◽  
Vol 3 (1) ◽  
Author(s):  
ZAINULLAH ZAINULLAH
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Curriculum Management ◽  
Curriculum Content ◽  
Revolutionary Change ◽  
Teaching Process ◽  
The Real ◽  
Learning And Teaching ◽  
Learning Responsibility

Ideal curriculum is the curriculum that consists of something good as the dream of book of curriculum. Real curriculum is real actions that apply in learning and teaching process as the real of the planing curriculum. Curriculum content is what we have to do to the learners and the learning and teaching is a manner of what we will give or teach to the learners. The development of 2013 curriculum is stresset to compeletness of learners thinking, the impressing of curriculum management, the domination and development of material, stressing process of teaching and learning process, and lining appropriate of learning responsibility in order to get the guaranty of appropriate between what we want and what we get. Effected aspect to the implementation of 2013 curriculum raleted directly to the process of learning, namely: teachers’ creativities, learners’ activities, facilities and recourses.Will the 2013 curriculum can be realized by teachers practically in the field? Today, the changing of curriculum reap many responses, some people are pessimistic even declining the curriculum, but at the same time some are appreciative to the curriculum. The changing of curriculum does not affect the changing of the teacher’s method and style to teach. It needs revolutionary change in the practice of 2013 curriculum.

scholarly journals Perceptions and Challenges of CLT in EFL Classes - Possible Research in Afghan Tertiary EFL Context

2019 ◽  
Vol 8 (5C) ◽  
pp. 1159-1164
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
The Real ◽  
English Teaching ◽  
Efl Context ◽  
Subsequent Investigation

A great deal of research has been conducted regarding Communicative Language Teaching (CLT) in English as a Second Language (ESL) and English as a Foreign Language (EFL) contexts, including in Afghanistan. However, the real status of CLT employed in Afghan context is vague due to the lack of sufficient studies. The aim of this paper is to present a review on CLT in various EFL contexts in general and on the perceptions and challenges in the implementation of CLT in Afghanistan for the purpose of identifying gap for a subsequent investigation of CLT in the country. The results show that there are still many areas that need to be examined in the Afghan EFL setting to improve the quality of English teaching and learning in Afghan universities.

scholarly journals ENGLISH TEACHING INSTRUCTION FOR NON-ENGLISH LEARNERS

JURNAL ELINK ◽  
2019 ◽  
Vol 6 (1) ◽  
pp. 117
Author(s):  
Arin Inayah
Keyword(s):  
Learning Process ◽  
English Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Related Area ◽  
Teaching Process ◽  
English Teaching ◽  
Core Questions ◽  
Data Collections ◽  
Teaching Instruction

The quality of educational institutions is influenced by teaching and learning process that is students and lecturers. Novalita (2006) state that to learn a language the learners need more than just once or twice, but they need many time to understand the language, the real meaning of the language, the structure of the language, and so on. There is no good strategies in teaching process, but suitable strategy which is can be used in the teaching process. Therefore, every teacher or lecturer should master many strategies in the teaching and learning process. Some strategies can be applied to some students or learners, but it can’t be applied to all of students or learners. he goal of this study is to observe how the teacher implements English teaching instruction at English language center (PKPBI). Besides that, what are the material used and the way how teacher evaluates and also how do the learners perceive the English teaching instruction at English language center (PKPBI) of Maulana Malik Ibrahim state Islamic university of Malang. This study was a qualitative research because this study is a case study which focuses on teaching process. The data collections used in this study were observation, interview, and documentation. In order to analyze the data collected in the research project and answer the core questions of the study, it was used the grounded theory. The researcher found that the contents of the material used was reading section characterized by provision of an English reading text on mathematic-content-related area followed by writing exercises. The teacher implement English teaching instruction with the aim of answering the question, it can be concluded that for the beginning of teaching, there were a big amount of mistakes with the guidance and no explicit implementation of grammatical aspects during the lessons, because the teacher intents to present language items as in a regular language course. The balance between content and language was not easy to manage either, because in some situations the teacher tends to focus more in language or in content. The teacher evaluate by her choice of evaluation. She felt confused and scared at the beginning of the experience. About perceiving of the learners, the researcher concluded that the students feel challenging with the process of teaching and learning in the class, they also interesting with because they can continued applied what they learn. Key words: Teaching instruction, Non-English learners

WHEN ENGLISH RINGS A BELL -2017 REVISED VERSION- IS IT A GOOD BOOK?

2018 ◽  
Vol 3 (2) ◽  
pp. 57-68
Author(s):  
Beby Maharani Masyitha ◽  
Shelly Cardina Dona Artha ◽  
Ratri Handayani
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Instructional Material ◽  
Language Skills ◽  
Learning Objectives ◽  
Learning Materials ◽  
Teaching Process ◽  
English Teaching ◽  
Good Book

Coursebook is seen as a complete package of instructional material for teaching and learning process. It provides a framework for teachers, learning objectives and source of materials for students. In relation to this matter, this study exposed the analysis of English course book namely When English Rings a Bell (2017 Revised Version). The analysis was focused on the content of the course book to see if it matched the newest curriculum applied in Indonesia and can facilitate the English teaching process in grade seven. Checklist method was chosen since it was easier to be developed and more practical to be used. The checklist developed covered the relevance of the materials to the curriculum and syllabus, topic, language skills, supporting learning materials, language, and practical activities.

scholarly journals TEATRO NA ESCOLA: UM RECURSO PEDAGÓGICO DO PROCESSO DE ENSINO E APRENDIZAGEM

2018 ◽  
pp. 53-61
Author(s):  
Genice Aparecida Fernandes de Castro ◽  
Rita Cássia Pacito Silva ◽  
Aline Madia Mantovani ◽  
Éder da Silva Santana ◽  
Leandro Alves da Cunha ◽  
...  
Keyword(s):  
Physical Education ◽  
Learning Process ◽  
Teaching And Learning ◽  
Cultural Development ◽  
Qualitative Approach ◽  
The Real ◽  
Inner World ◽  
The Subject ◽  
Pedagogical Function

The theater consists of one of the languages of the Art that implies the interpretation of stories for an audience and can be used in the school with a pedagogical function, serving as a subsidy for the corporal and cultural development of the children. The subject who has the chance to participate in theatrical activities can develop the critical ability to evaluate impressions of the outer and inner world, related to the real and the imaginary. The Physical Education and other curriculum disciplines can use theater as a facilitator of the teaching and learning process, a factor not yet found in the country's curriculum. Given these assumptions, the purpose of this study is to present theater as a didactic resource and facilitator of the teaching and learning process. It was adopted as a method a qualitative approach, with a bibliographic character, and it was concluded that the theater can contribute in a significant way with the overall development of the child.

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