scholarly journals PENGAJARAN MENYIMAK BAHASA INGGRIS: MASALAH DAN SOLUSINYA

2012 ◽  
Vol 6 (1) ◽  
pp. 1
Author(s):  
Aryuliva Adnan
Keyword(s):  
High School ◽  
Language Skills ◽  
School Facilities ◽  
Language Teachers ◽  
Teaching Material ◽  
Authentic Materials ◽  
Reading And Writing ◽  
National Examination ◽  
Listening Skill ◽  
The Family

For along time language teachers tend to ignore teaching listening. Among the four skills (listening, speaking, reading and writing) that are recognized as the keys to ‘knowing’ the language,   listening is probably the least important to be taught. Actually speaking and listening are always interrelated. However listening is the most underdeveloped skill. In Indonesia the teachers tend to ignore to teach this skill by skipping it eventhough it is clearly stated in curriculum. Many reasons are mentioned by the teachers for not teaching listening, such as lack of teaching material, lack of school facilities, the speakers in the recorded material speak too fast, the students do not understand the vocabularies and the sentences used by the speakers. Basically, they realized that listening cannot be separated from other language skills like speaking, reading and writing. Listening is important since students may receive much of their information of their school through listening to instructors and to another. Listening has been regarded as the most frequently used language skills in the classroom. Besides, listening skill is important in the workplace, the family and the community. Furthermore nowadays listening skill is included in national examination for the level of Senior High School. The teachers then have no reasons to ignore and skip teaching listening, for they can vary their teaching materials, tasks, techniques and activities. Kinds of authentic materials can be taken from many recources, and kinds of activities to support teaching listening in the classroom can be done as well. Key words: teaching listening, listening materials, listening activities

Bahasa Inggris Bisnis dari Perspektif Alumni Jurusan Akuntansi Politeknik Negeri Padang

2015 ◽  
Vol 4 (1) ◽  
pp. 10-16
Author(s):  
Martini Martini
Keyword(s):  
Graduate Students ◽  
Language Skills ◽  
Descriptive Analysis ◽  
Business Communication ◽  
Educational Institutions ◽  
Teaching Material ◽  
Business English ◽  
Reading And Writing ◽  
English Curriculum ◽  
English Class

As a part of dissertaion research entitled “Developing A Model Of Business English Teaching Material For Students Of Politeknik Negeri Padang”. This article tells about the needs of Business English in workplaces from the graduate students persperctive. The information gottten can be used as inputs is designing Business English curriculum which in based on Link and Match concept between the needs of workplaces and educational institutions. A survey was done by spreading online questionnaires by using Google drive to the graduates of accounting department, who work for some companies in Indonesia. By using descriptive analysis, finding of the research obtains an overview that four language skills (speaking, listening, reading, and writing) are very impportant in business communication. It menas that they must be taught in Business English class. Next, it is also obtained that grammar, vocabulary, pronounciation, and translation are also very important to be taughy. Besides, this study can determine some business topics that are needed for Business English class.

KEMAMPUAN GURU BAHASA INDONESIA DALAM MENYELESAIKAN SOAL UKBI DI PEKANBARU

2017 ◽  
Vol 5 (2) ◽  
pp. 147
Author(s):  
Elvina Syahrir
Keyword(s):  
High School ◽  
Elementary School ◽  
Language Proficiency ◽  
Junior High School ◽  
Proficiency Test ◽  
Senior High School ◽  
Language Teachers ◽  
National Examination ◽  
Language Proficiency Test ◽  
Bahasa Indonesia

This study was motivated by the low score of the students‘ Indonesian language in national examination that were certainly correlated with the Indonesian language teachers‘ competences. The Indonesian language techers‘ competences can be observed in doing the Indonesian language proficiency test. This study was aimed to determine the Indonesian language teachers‘ capabilities indoing UKBI and to describe about it. The data obtained describe that the Indonesian language teachers of Senior High School (SMA) have the highest scores, then the Indonesian language teachers of Junior High School (SMP), and the last ones were the teachers of elementary school (SD). Moreover, among the Indonesian language techers‘ capabilities of SMA, SMP, and SD in doing UKBI have not shown the significant differences.AbstrakPenelitian ini dilatarbelakangi oleh rendahnya nilai Ujian Nasional (UN) bahasa Indonesia siswa yang tentunya berkorelasi dengan kompetensi guru bahasa Indonesianya. Kompetensi guru bahasa Indonesia dapat terlihat dari Uji Kemahiran Berbahasa Indonesia (UKBI). Penelitian ini bertujuan untuk mengetahui kemampuan guru bahasa dan sastra Indonesia di Pekanbaru dalam menyelesaikan soal UKBI dan untuk mendeskripsikan kemampuan guru dalam menyelesaikan soal UKBI. Dari penganalisisan data diperoleh temuan bahwa nilai rerata UKBI guru SMA memperoleh skor paling tinggi, nilai rerata UKBI guru SMP memperoleh skor sedang, sedangkan nilai rerata UKBI guru SD memperoleh skor paling rendah. Akan tetapi, kemampuan guru bahasa dan sastra Indonesia dari ketiga tingkatan sekolah tersebut (SMA, SMP, SD) dalam menyelesaikan soal UKBI tidak menunjukkan perbedaan yang berarti (tidak signifikan) pada taraf kepercayaan 5 %, hal ini terlihat dari nilai Fhitung lebih kecil dari Ftabel (Fhitung = 0,11 < Ftabel = 4,35)

scholarly journals "Once upon a Time there was..." A Digital World for Junior High School Learners

2016 ◽  
Vol 11 (03) ◽  
pp. 42 ◽  
Author(s):  
Marianthi Batsila ◽  
Charilaos Tsihouridis
Keyword(s):  
High School ◽  
Junior High School ◽  
English Language ◽  
Junior High ◽  
Language Skills ◽  
Reading And Writing ◽  
School Activities ◽  
Digital World ◽  
Digital Story ◽  
Teachers And Students

This paper looks into what Junior High School learners think of the Web 2.0 tool “Storyboard” for digital story telling purposes and investigates the extent to which it can enhance their receptive and productive skills of reading and writing in the English language. Fifty one randomly selected students, who created a digital story based on a relevant instructive scenario, and their teachers took part in the research. The quantitatively analyzed teachers’ and students’ interviews results and learners’ post-tests data revealed that the tool is considered very motivating and useful increasing learners’ aforementioned English language skills. As learners and teachers indicate “Storyboard” has offered them moments of happiness and joy during their school activities and made their lesson creative and interesting.

scholarly journals How to construct your test: The influence of test length on students’ achievement

2020 ◽  
Author(s):  
Bojan Prosenjak
Keyword(s):  
High School ◽  
High School Students ◽  
Teaching Material ◽  
Test Length ◽  
School Students ◽  
Reading And Writing ◽  
Percentage Points ◽  
Significant Difference ◽  
The Difference ◽  
Students Attitudes

Our study investigated the difference in achievement between two groups of high school students – those who took shorter tests more frequently, and those who took longer tests less frequently. Both tests types tested listening, reading and writing skills. Th e results showed no statistically significant difference between the two groups, and the participants’ preferences as to the length and frequency of tests indicated a difference of only just above fi ve percentage points in favour of shorter and more frequent tests. Teachers should thus examine their students’ attitudes and motivation, adapt their revision lessons and teaching material accordingly, and construct the most appropriate instrument for testing their students’ achievement.

scholarly journals تصميم المواد الدراسية في تعليم المهارات اللغوية الأربع

2019 ◽  
Vol 13 (1) ◽  
pp. 51-66
Author(s):  
Ana Achoita
Keyword(s):  
Teaching Methods ◽  
Teaching And Learning ◽  
Language Skills ◽  
Teaching Material ◽  
Reading And Writing

Arabic has four elements of skill, namely listening, speaking, reading and writing. In teaching the four language skills it is needed appropriate teaching material so that students are able to master the language skills they pursue and students can play an active roles in building knowledge and their involvement in teaching and learning. So that teachning materials is needed in accordance with the principles of language skills, and it is prepared according to right procedures as well as their arrangement principles, namely: language, culture and education besides teaching methods.

scholarly journals TEACHING MATERIALS OF INDONESIAN LANGUAGE BASED ON COMPETENCE

2021 ◽  
Vol 8 (11) ◽  
pp. 101-110
Author(s):  
Ahmad Laut Hasibuan ◽  
Rosmawati Harahap ◽  
Nurhayati Harahap
Keyword(s):  
High School ◽  
High School Students ◽  
Teaching Material ◽  
Teaching Materials ◽  
School Students ◽  
National Examination ◽  
Systematic Effort ◽  
Basic Competencies ◽  
Competency Based ◽  
Preliminary Study

Many experiences show that the students’ achievement in Indonesian language is far from being satisfactory.    The results of the 2018 national examination  showed decrease. Decreasing the results of national examination of Indonesian subjects requires a systematic effort to improve the students competence  of the national examination on the future. The research aims at       developing  materials teaching of Indonesian language based on competence for high school students. This study uses a research & development design conducted  in three cycles, namely  (1) a preliminary study to observe the ability of high school students, 2) planning includes the activities of deciding objectives,  competency formulation, both core and basic competencies, material for each competency, and learning and evaluation steps. (3) the development of teaching materials and validated by experts. The validation result of competency-based Indonesian teaching material  is  good. This shows that the appropriateness of its content is in accordance with the module and students' needs, the element of language has fulfilled the element of readability and has clarity of information, the presentation has fulfilled the elements of clarity of purpose and systematicism, and the graphic uses the specified fone. 

scholarly journals Improving Students’ Listening Skill Through Shadowing

2016 ◽  
Vol 9 (2) ◽  
pp. 124
Author(s):  
Mukminatus Zuhriyah
Keyword(s):  
Action Research ◽  
Foreign Language ◽  
Language Skills ◽  
Department Of Education ◽  
English Department ◽  
Reading And Writing ◽  
The Third ◽  
Listening Skill ◽  
Mastery Criteria ◽  
Academic Year

Listening is the first part of language skills that everyone gets when learning a language. It comes before speaking, reading, and writing. Meanwhile, most of the students get difficulty to learn listening of a foreign language, especially English. That is why shadowing was applied in the listening class as one of the solutions to make the learners of English listening easy to understand what the speaker says. This collaborative classroom action research was generally to know whether or not shadowing could improve the students listening skill. It was also specifically to know: (1) the lecturer’s activities, (2) the students’ activities, and (3) the students’ responses during the implementation of shadowing in the listening class. The subjects were 18 students of the third semester of English department of education faculty of Hasyim Asy’ari university (UNHASY) Tebuireng Jombang in the academic year of 2016/2017. The data were obtained from the observations got from the notes written by the collaborator and the listening test. The students’ listening skill improved after the implementation of shadowing. It could be seen in the improvement of mean score, from 74.2 in cycle one to 75 in cycle two. Then, the precentage of students passing the minimum mastery criteria also improved, from 61% in cycle one to 77.8% in cycle two. Thus, it can be concluded that shadowing could improve students’ listening skill. 

scholarly journals KEBUTUHAN SISWA DAN PERMINTAAN KURIKULUM BAHASA INGGRIS: PROGRAM PAKET C DI PKBM

2010 ◽  
Vol 5 (1) ◽  
pp. 40-46
Author(s):  
Zuharty Zuharty ◽  
Ifan Iskandar ◽  
Eko Budiarto
Keyword(s):  
Language Skills ◽  
Writing Skills ◽  
Learning Center ◽  
Community Learning ◽  
Reading And Writing ◽  
Community Learning Center ◽  
National Examination ◽  
Teaching Aids ◽  
C Program ◽  
Listening And Speaking

This study aims at finding out how far the English Package C curriculum meets the Package C learnerS needs Of English to pass the national examination (UN) and identify whether the learners* needs in learning listening, speaking, reading, and writing, skills are acommodated by he curriculum. The subjects Of the Study were 27 learners of Package C Program, consisting of 7 Terampil learners and 20 Mahir learners at the Community Learning Center (PKBM) 33 Malaka, East Jakarta. Questionnaires and interviews were conducted to get the data. The study revealed that the curriculum contents, though not complete, could accommodate most of the Package C learners' needs to learn reading, writing, listening and speaking skills although the tutor did not teach all the four skills. It was also found that the learners had some expectations: they needed more time to practice the four language skills in class, and sufficient teaching aids to SUDDort the Jearning-teaching process so that the learning would be more efficient.

scholarly journals فعالية استخدام كتاب مدارج الدروس العربية في تنمية مهارة الاستماع لدى طلاب معهد أمانة الأمة الإسلامي فاجت موجوكرطا

2018 ◽  
Vol 3 (1) ◽  
pp. 92-102
Author(s):  
Muhammad Hafidz
Keyword(s):  
Language Skills ◽  
Boarding School ◽  
Arabic Language ◽  
Basic Skill ◽  
Language Teacher ◽  
Reading And Writing ◽  
Good Level ◽  
Listening Skill ◽  
Post Test

This study stems from the problems experienced by the Arabic language teacher in the Amanatul Ummah Pacet Islamic Boarding School. Listening skill is one of the most important  language skills, because this skill is the basic skill in communication. Through istening skills, students will get a lot of vocabularies, learns patterns of sentences and structures, receives ideas and concepts, and  acquires other skills of language, speaking, reading and writing. Therefore, the researcher wanted to know the effectiveness of the Madarij durus Arabiyah book of Sheikh Mohammed Basri Alawi on students’ listening skill. The methodology of this researchis experimental with pre-test and post-test in one group. And the result of this research indicate that Madarij Durus Arabiyah book is effective inimproving students’ listening abilities, students’ score before using Madarij Durus Arabiyah is 63and after using this book, students’ grade have increased to 96, then this increase is very good level.  

scholarly journals An Analysis of Language Skills’ Proportion in the English Textbook Grade XII Published by Kemendikbud 2014

2019 ◽  
Vol 3 (4) ◽  
pp. 438-451
Author(s):  
Muhammad Reza Dwika Nanda ◽  
Alamsyah Harahap ◽  
Indah Damayanti
Keyword(s):  
High School ◽  
Language Skills ◽  
Reading Skill ◽  
Learning Objectives ◽  
The Third ◽  
Listening Skill ◽  
Writing Skill ◽  
Speaking Skill ◽  
The Subject ◽  
The Government

The design of this research was descritive quantitative. It was aimed to find out the suitability of english textbook with the curriculum and the proportion of the language skills’ in the English textbook grade XII published by kemendikbud 2014. The subject of this research was the English textbook grade XII for 1 year , consist of 16 chapters. The data was collected by using evaluation checklist that proposed by syllabus in curricullum 2013 and the expert (Ur (1996)). The result showed that the English Textbook Grade XII for senior high school published by Kemendikbud 2014 is categorized into “very good” category. From 27 learning objectives (KD) that proposed by the curriculum 2013 in syllabus, 22 of it is covered to the English textbook. The writing skill has the highest proportion it is 38 %; the second is reading skill has 30 %; the third is speaking skill has 21 %; and the last is listening skill has 11 %.Consequently, it can be conclude that it is suit to the standard from the government, to make the students reach the functional level of literacy and used the text – based teaching and focuss on the text.

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