scholarly journals The Implementation of Scientific Approach in Teaching English Subject at Senior High School of Riau Province

2021 ◽  
Vol 1 (1) ◽  
pp. 83-92
Author(s):  
Idham Syahputra ◽  
Hermawati Syarif ◽  
Medyantiwi Rahmawita
Keyword(s):  
High School ◽  
Scientific Method ◽  
Senior High School ◽  
Data Display ◽  
Teaching English ◽  
Scientific Approach ◽  
Time Required ◽  
Five Phases ◽  
Gathering Data ◽  
English Subject

This study aims to explain the application of a scientific method in teaching English at Riau Province's State Islamic Senior High School 2 (MAN 2). This is a descriptive qualitative study. This study includes one instructor and students from class X. MS.1. Techniques for gathering data include observation, interviews, and documentation. Techniques for data analysis include data reduction, data display, and data verification. The findings of this study suggest that the scientific approach is being used in the teaching of English at State Islamic Senior High School 2 in Riau Province, with the five phases being watching, inquiring, experimenting, associating, and communicating. There are various issues that either stymie or help use the scientific approach in teaching English topics. The time required in five components of the scientific method is an impediment. The next impediment is the material used. Factors that aid in implementation are; interesting material and student effectiveness.

scholarly journals THE IMPLEMENTATION OF SCIENTIFIC LEARNING APPROACH AT 10th GRADE ENGLISH CLASSES OF SENIOR HIGH SCHOOL 4 KOTA BENGKULU

2017 ◽  
Vol 2 (2) ◽  
pp. 14-24
Author(s):  
Hikma Wipaqi
Keyword(s):  
High School ◽  
Senior High School ◽  
Learning Approach ◽  
The Third ◽  
English Classes ◽  
10Th Grade ◽  
Scientific Approach ◽  
Main Components ◽  
Five Phases ◽  
Scientific Learning

The purpose of this research is to determine the application of the scientific approach in teaching of English for 10th grade at Senior High School 4 Bengkulu City. This research used the descriptive method. The subject of this research was the English teacher at Senior High School 4 Kota Bengkulu. The number of participants in this research were 3 English teachers who tough in 10th grade. This study used observation checklist as an instrument. Observation checklist consisted of three main components. The first component consisted of five phases of scientific approach. They were observing, asking, exploring, associating and communicating. The second component was learning materials that supported the implementation of scientific learning approach and the third component was an assessment in scientific learning approach. The results of this study indicated that the implementation of scientific learning approach included the all five phases reached an average of 3.13 ( in ‘good ‘category),  observing phase reached an average 2.80 ( in ‘fair” category),  asking phase reached an average of 3.15 ( in ‘good; category), exploring phase  reached an average of 3.18 ( in’ good ‘category), phase associating reached an average of 3.47 ( in ‘very good’ category)  and  communicating phase reached an average of 3.06 (in’ good ‘category). The second component of development of the material reached an average of 3.72 ( in’ very good’ categories) and the third component was an assessment reached 3.67 (in ‘very good’ category).

scholarly journals Effectiveness of the application of a specialized dictionary in the teaching of Biology in English

2020 ◽  
Vol 99 (3) ◽  
pp. 69-74
Author(s):  
Margarita Ishmuratova ◽  
◽  
Anna Kalizhanova ◽  
Ablai Erezhep ◽  
Tatyana Shelestova ◽  
...  
Keyword(s):  
High School ◽  
Present Article ◽  
Senior High School ◽  
University Level ◽  
Specialized Texts ◽  
Level Of Understanding ◽  
Time Required

In Kazakhstan, in the process of transition the education to updated content, there is a problem of providing biology classes with the necessary materials in English. At the school and university level, there is a lack of textbooks, manuals and trilingual dictionaries on Biology. This aspect does not allow to learn successfully biology in English, to understand translation of terms, to translate in English. In present article materials on studying of application’s efficiency of the using trilingual dictionary (English-Russian-Kazakh, RussianKazakh-English and Kazakh-English-Russian) in senior high school are stated. The effectiveness of the trilingual dictionary on zoology in additional Biology classes in English was evaluated. The results of the studies show that the application of the trilingual dictionary in Biology lessons reliably increases the level of understanding of specialized texts and translation of scientific materials. The use of the dictionary on zoology increases the efficiency of translation from English to Russian and from Russian to English, reduces the time required for translation.

scholarly journals TEACHING TECHNIQUES APPLIED IN SENIOR HIGH SCHOOL FOR STUDENTS WITH SPECIAL NEEDS (SMALB)

2017 ◽  
Vol 5 (2) ◽  
Author(s):  
Puji Rahayu
Keyword(s):  
High School ◽  
Foreign Language ◽  
Special Needs ◽  
Educational Needs ◽  
Senior High School ◽  
Special Educational Needs ◽  
Teaching English ◽  
Teaching Techniques ◽  
Students With Special Needs ◽  
Mainstream Students

Teaching English as a foreign language to students with special needs is somewhat different of those mainstream students. The teachers may face lots of difficulties and therefore, they must apply different techniques in teaching the students. The goal of this study is to figure out the techniques applied for Teaching English to students with special educational needs. This study is conducted in a Senior high school for students with special needs (SMALB) in Banjarmasin, South Kalimantan. The study is based on classroom observations and interview with the English teacher. The findings conclude that teacher applied six different techniques in teaching English as follow; (1) transcription, (2) Question and Answer, (3) Repetition Drill, (4) Reading Aloud, (5) Memorization and (6) Reading aloud.Keywords: students with special educational needs, teaching techniques, english as a foreign language

scholarly journals The Development of Flash-Based Media in Project Based Learning for English Subject to Increase Students’ Motivation and Achievement at Senior High School

2019 ◽  
Vol 9 (2) ◽  
pp. 48-56
Author(s):  
Trisyagil Trisyagil ◽  
Farid Ahmadi ◽  
Kustiono Kustiono
Keyword(s):  
High School ◽  
Research Result ◽  
Project Based Learning ◽  
Senior High School ◽  
Technology Learning ◽  
Use Of Technology ◽  
Post Test ◽  
Addie Model ◽  
English Subject ◽  
Motivation And Achievement

The use of technology-based media increases students’ motivation and learning effectivity in the classroom. This research aims to develop, to examine the appropriateness and the effectivity of flash-based media at Senior High School. This development research uses the ADDIE model. Based on the research result, the score of validity trials from the material expert is 72, the score from the media expert is 58 and from the practitioner expert is 75. The assessment from the material, media and practitioner expert show that flash-based media is in the appropriate category. Effectiveness test of the flash-based media development is through the testing of hypothesis, the data shows that for both experimental and controlled class in pre-test and post-test, the score is Sig. (2-tailed) 0.000 < 0.05, and the score of the students’ motivation in learning for pre-test and post-test in both experimental and controlled is Sig. (2-tailed) 0.000 < 0.05. It means that the flash-based media increases students’ motivation and achievement in the learning process. This research result supports the theories of technology learning, especially for the development of learning aids and media for English subject.

scholarly journals Analisis Implementasi Kurikulum 2013 terhadap Pembelajaran Kimia di SMA Negeri se-Kabupaten Wajo

2021 ◽  
Vol 4 (2) ◽  
pp. 133
Author(s):  
Firda Anwar Dalle ◽  
Muharram Muharram ◽  
Hasri Hasri
Keyword(s):  
High School ◽  
Evaluation Research ◽  
Senior High School ◽  
Learning Assessment ◽  
Assessment Of Learning ◽  
Chemistry Learning ◽  
Scientific Approach ◽  
Complete Category ◽  
Academic Year ◽  
Learning Data

This study aims to find out 1) planning, 2) implementation, 3) assessment of Chemistry learning in the 2013 Curriculum, 4) Obstacles in implementing Chemistry learning in the 2013 Curriculum. This type of research is classified as evaluation research. Sources of data were obtained from all Chemistry teachers in Senior High School of Wajo who had implemented the 2013 Curriculum, the research data included planning, implementing, evaluating Chemistry learning. Data collection techniques using checklist sheets, interviews, observations, questionnaires, and documentation. The results of this study indicate that the Chemistry Learning Planning Aspects of the 2013 Curriculum in Senior High School of Wajo in the even semester of the academic year 2019/2020 reached 91% included in the very complete category, the Learning Implementation Aspect reached 87% included in the good category, and in the Aspect Chemistry Learning Assessment reached 73% included in the quite good category. The obstacles that have not been maximally implemented in the implementation of the 2013 curriculum are on the use of a scientific approach, the use of the 2013 curriculum-based learning model, as well as on the assessment of learning in the 2013 curriculum.

scholarly journals Interpreting Core Competencies of English as a Subject in China

2021 ◽  
Vol 17 (3) ◽  
pp. 143
Author(s):  
Juan Ma
Keyword(s):  
High School ◽  
Cultural Awareness ◽  
Core Competencies ◽  
Senior High School ◽  
Learning Ability ◽  
The Core ◽  
English Reading ◽  
Teaching Design ◽  
Reading Teaching ◽  
English Subject

The proposal of core competencies of English subject conforms to the goal for talent training, which puts forward higher requirements for English teaching. The core competencies of English subject include language ability, learning ability, thinking quality and cultural awareness. It emphasizes the development of students' core competencies, the cultivation of students' correct values and attitudes, and the realization of the educational value of English subject. Interpretation of the core competencies of English subject helps teachers to grasp teaching better and deeply, which will be useful for teachers to clearly apply the theories into teaching design, so as to achieve the purpose of educating people in English subject. This article interprets the core competencies of English subject in China and explains the meaning of related concepts: activity view on English learning and English subject ability. On this basis, this thesis will take a teaching design of a reading text in unit 5 in the 4<sup>th</sup> compulsory English book for senior high school students published by People’s Education Press as an example, to illustrate the realization of the core competencies of English as a subject in senior high school English reading teaching, which aims to provide enlightenment for teachers’ English reading teaching in senior high school in China.

scholarly journals Investigating Indonesian Senior High School Students’ Implementation of Self-Regulated Learning towards the English Subject

2020 ◽  
Vol 4 (4) ◽  
pp. 483-498
Author(s):  
Indira Lusianingtyas Siswanto ◽  
Concilianus Laos Mbato
Keyword(s):  
High School ◽  
High School Students ◽  
Foreign Language ◽  
Structured Interview ◽  
Senior High School ◽  
English Teacher ◽  
Convenience Sample ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
English Subject

English is considered as a foreign language for Indonesian speakers. It also becomes the first obligatory foreign language to be taught in Indonesian Secondary Schools. However, English is rarely used as the medium of communication in the daily life context. Consequently, learners encounter difficulties in uttering sentences and creating written expressions. Therefore, they need to be self-regulated and strategic to acquire English proficiency.  The researchers argued that applying self-regulated learning (SRL) by both students and teachers could enhance students’ language mastery. This paper aimed to investigate whether or not self-regulated learning towards the English subject of Grade X and XI students was implemented in one Senior High School in Yogyakarta, Indonesia.  It adopted a mixed method approach by distributing questionnaire to 60 students, and conducting a semi-structured interview to one English teacher. One English teacher was chosen as a convenience sample in this study.  Based on the finding, the students depict positive results in responding four strategies represented Self-Regulated Learning, including: 1) Planning, 2) Monitoring, 3) Controlling, and 4) Reflecting. Meanwhile, the researcher classified the findings of the teacher’s interview into four major points. The points were: 1) Modelling, 2) Encouraging, 3) Strategic Teaching Method, 4) Outcome Checking and Feedback.  From the findings, it could be concluded that both the students and the teacher implemented some aspects of self-regulated learning; even though the process should be conducted more systematically and consistently.  Keywords:  English learning strategies, self-regulated learning, autonomous learning, English subject

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