scholarly journals THE EFFECTIVENESS OF USING YOUTUBE VIDEO IN TEACHING AND LEARNING PROCESS: WRITING NARRATIVE FOR SEVENTH GRADE STUDENTS

2022 ◽  
Vol 18 (3) ◽  
pp. 245
Author(s):  
Posma Imelda Putri Siahaan ◽  
Didik . Santoso ◽  
Anni Holila Pulungan
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Visual Media ◽  
Narrative Text ◽  
Process Writing ◽  
Seventh Grade ◽  
Text Book ◽  
International Language ◽  
Printed Media ◽  
High Level

Learning English is so important today in this era globalization and modern since English is an International Language. Nowadays, students are required to be able to understand and get to know English further, this is evidenced by the existence of English lesson in every school, from kindergarten to Senior High School. Because of the development of education, many of National schools adopt two language systems in teaching, namely bilingual language.  In Teaching English, especially narrative text, it is quite difficult, especially if we learnt seventh grade students whose age about eleven until twelve years old, as we know that, the age of 11 – 12 years old usually have a very high level of boredom, especially they learnt about text. As the teacher, we have to reduce their boredom and make the class more interactive. On the Interactive class, The students do not only listen or read a text from the textbook but also must be answer the question based on the text. From this observation, the writer want to compare about how if the technology nowadays will be combined in Teaching and Learning Process. This journal discusses about to find out whether the students’ interest in writing narrative taught by using text book is significantly higher than that taught by animated . The students would learn how to produce a narrative text (fable) by using textbook and watching in Video. From this observation, the writer found that using You Tube as a visual media is more effective in teaching narrative than using text book as a printed media in teaching media for seventh grade students, the class is more interactive by using a You Tube, it means that students can learn English especially how to speak fluently through the characters in the Video, and the teacher can be easier in providing an understanding of the meaning related on narrative text. Keywords: Writing Narrative , You Tube Video, Seventh Grade Students’ Interest

scholarly journals PENGEMBANGAN PERANGKAT PEMBELAJARAN KOOPERATIF TIPE NHT (NUMBERED HEADS TOGETHER) UNTUK MELATIHKAN KETERAMPILAN BERKOMUNIKASI DAN MENINGKATKAN HASIL BELAJAR PADA MATERI LARUTAN ELEKTROLIT DAN NONELEKTROLIT

2017 ◽  
Vol 5 (1) ◽  
pp. 830
Author(s):  
Hasnawati Hasnawati ◽  
Rudiana Agustini ◽  
Toeti Koestiari
Keyword(s):  
Cooperative Learning ◽  
Learning Outcomes ◽  
Communication Skills ◽  
Learning Process ◽  
Teaching And Learning ◽  
Student Learning Outcomes ◽  
Text Book ◽  
Nonelectrolyte Solution ◽  
Skills Learning ◽  
Readability Level

The aims of this study are to develop a cooperative learning type NHT (Numbered Heads Together). The typeis feasible (valid, practical, and effective) and can to practice communication skills, learning outcomes in the material of electrolyte and nonelectrolyte solution in the second semester students of class X State High School 1 Peso. Development of the learning is done based on the models of four-D. This study use done group pretest posttest design. Based on research data obtain findings: the validity of the research developed a good categorized; text book readability level students the developed a good category; good categorized enforceability of RPP; student’s dominant activity is to communicate information ideas/ opinions, ask questions, and presentations with the percentage of 18.88%; the obstacles encountered during the implementation of the learning device that students are not familiar with the cooperative model type NHT (Numbered Heads Together) and the majority of students are less active in the learning process; students responded positively to the learning process; teaching and learning process using cooperative learning type NHT (Numbered Heads Together) is able to practice the students communication skills; and student learning outcomes after participating in the learning process is completed 100%. The conclusion of this studyis the cooperative learning type NHT (Numbered Heads Together) feasible (valid, practical, andeffective) used to practice communication skills and learning out comes on the material of electrolyte and nonelectrolyte solution. Penelitian ini bertujuan untuk mengembangkan perangkat pembelajaran kooperatif tipe NHT (Numbered Heads Together) yang layak (valid, praktis, dan efektif), melatihkan keterampilan berkomunikasi serta mengetahui hasil belajar pada materi larutan elektrolit dan nonelektrolit pada siswa kelas X semester II SMA Negeri 1 Peso. Pengembangan perangkat pembelajaran dilakukan berdasarkan model four-D. Rancangan penelitian menggunakan One Group Pretest-Posttest Design. Berdasarkan data penelitian diperoleh beberapa temuan:validitas perangkat pembelajaran yang dikembangkan berkategori baik; tingkat keterbacaan Buku Ajar Siswa yang dikembangkan berkategori tepat untuk pembelajaran; keterlaksanaan RPP berkategori baik; aktivitas siswa yang dominan adalah mengkomunikasikan informasi ide/pendapat, bertanya, dan presentasi dengan persentase 18,88%; hambatan yang ditemui selama penerapan perangkat pembelajaran yaitu siswa belum terbiasa dengan model kooperatif tipe NHT (Numbered Heads Together) dan sebagian siswa kurang aktif dalam proses pembelajaran; siswa memberikan respon positif terhadap proses pembelajaran; pembelajarankooperatif tipe NHT(Numbered Heads Together) dapat melatihkan keterampilan berkomunikasi siswa; dan hasil belajar siswa setelah mengikuti proses belajar mengajar adalah tuntas 100%.  Kesimpulan dari penelitian ini adalah perangkat pembelajaran kooperatif tipe NHT (Numbered Heads Together) layak (valid, praktis, dan efektif) digunakan untuk melatihkan keterampilan berkomunikasi dan hasil belajar pada materi larutan elektrolit dan nonelektrolit.

scholarly journals The use of literacy approach to teach writing of descriptive text at the seventh grade students of SMPN 1 Ngebel

2019 ◽  
Vol 7 (1) ◽  
pp. 15
Author(s):  
Tanti Yuliani
Keyword(s):  
Junior High School ◽  
Learning Process ◽  
Group Work ◽  
Teaching And Learning ◽  
Sampling Technique ◽  
Research Participant ◽  
Teaching Writing ◽  
Seventh Grade ◽  
Problems And Solutions ◽  
Teaching Learning

The main purpose of teaching learning English in Junior High School to develop the students’ competence and knowledge in four language skills, Speaking, Reading, Listening and Writing. One of the difficult skills is writing. In this research are describe how are the uses, problems, and solutions of the use of Literacy Approach to Teach Writing of Descriptive Text At The Seventh Grade Students of SMPN 1 Ngebel.  Literacy approach is one of the approaches used to teach writing especially in descriptive text because Literacy approach is the ability to read and write. There are some step of teaching writing, they are planning, composing, and revising. This research uses descriptive qualitative research. Participant/Informant of the research are the English teacher and the seventh grade students of SMPN I Ngebel Ponorogo. This research uses purposive sampling technique. The techniques which are used to collect the data are observation, interview, and documentation. Techniques of the data analysis are data reduction, data display and drawing conclusions. The result of the analyzing data indicates that the uses of literacy approach in teaching writing of descriptive text are divided into two steps. The first is preparation steps and the second is learning process. The learning process uses literacy approach includes introduce and giving explanation the descriptive text, give the modal of the descriptive text and have text to analyze, make group work to discussion the students’ ideas, give the chance to make students’ own product and also checking the students’ understanding about the material. Besides, the problem of the use literacy approach in writing of descriptive text are sometimes the students are noisy in the classroom and their vocabulary are still low. The students feel afraid to deliver their opinion and ideas in teaching and learning process. The solution of the use literacy approach in writing of descriptive are the students must make group work of the students’ worksheet, Teacher controls the students and gives scores for students.

scholarly journals THE EFFECT OF APPLYING DICTOGLOSS TECHNIQUE ON UPGRADING STUDENTS’ COMPETENCE IN WRITING NARRATIVE TEXT AT GRADE XI OF SMAN 4 KENDARI

2020 ◽  
Vol 5 (1) ◽  
pp. 10
Author(s):  
Sarni Gita Mustika ◽  
Asrun Lio ◽  
Muhammad Khusnun Muhsin
Keyword(s):  
Hypothesis Testing ◽  
Learning Process ◽  
Teaching And Learning ◽  
T Test ◽  
Narrative Text ◽  
Paired Samples ◽  
Post Test ◽  
The Mean ◽  
Writing Competence

This research aims to find out whether or not any significant effect of the Dictogloss technique on upgrading students’ competence in writing narrative text. The subjects of this research were all students in class XI MIA 5 of SMAN 4 Kendari which consisted of 34 students, but only 32 students who were participated in the pre-test and post-test. The researcher collected data by given pre-test to know students’ writing competence. The treatment conducted in teaching and learning process by applying Dictogloss technique. The post-test to know students’ writing competence after being taught by applying Dictogloss technique. The data were analyzed by using paired samples t test. The result showed that the use of Dictogloss technique is significantly influenced students’ writing competence which is reflected by the enhanmcement of students mean score from pre-test to post-test. It can be seen from the mean score of post-test is 77,78, while the mean score of pre-test is 53,19. Furthermore, the result of hypothesis testing showed that the value of Sig.(2 tailed) was 0,000 while the significance ρ value is 0,05, means that (H0) is rejected and (H1) is accepted. Therefore, it can be concluded that there is a significant effect of applying Dictogloss technique on upgrading students’ competence in writing narrative test of SMAN 4 Kendari.

scholarly journals The STAD Model Assisted by Audio Visual Media Increases Student Motivation and Learning Achievement

2021 ◽  
Vol 4 (2) ◽  
pp. 325
Author(s):  
Dian Istiqorini Setiarufi
Keyword(s):  
Learning Process ◽  
Student Motivation ◽  
Teaching And Learning ◽  
Visual Media ◽  
Learning Motivation ◽  
Learning Achievement ◽  
Cooperative Model ◽  
Student Teams ◽  
Success Indicators ◽  
Motivation And Learning

The low learning motivation of students in the learning process. The initial motivation of students is 69% (less), namely out of 14 students, only four students meet the indicators of success. It is because teachers still dominate teaching and learning activities so that learning is teacher-centered. In the learning process, some students did not pay attention to the lessons given by the teacher. This study aims to determine the increase in motivation and learning achievement of students through the cooperative model of the Student Teams Achievement Divisions type assisted by audio-visual media. This type of research is classroom action research. The research procedure was carried out in two cycles. The source of the data taken is the entire class V, totaling 14 students. Data collection methods used are documentation, questionnaires, and interviews. The data analysis technique used is quantitative and descriptive qualitative analysis. The results showed an increase in student motivation. Students' learning motivation in the first cycle reached 74% (enough) as many as 8 students had met the success indicators, and in the second cycle, it was 81% (good) as many as 12 students had met the success indicators. Based on the results of the analysis and discussion, it can be concluded that the Student Teams Achievement Divisions type cooperative model can increase students' motivation and learning achievement.

scholarly journals Teaching writing by using Visual, Auditory, Read/Write, And Kinesthetic (VARK) learning style in descriptive text to the seventh grade students of SMPN 2 Jiwan

2017 ◽  
Vol 5 (1) ◽  
pp. 7
Author(s):  
Ilham Nugroho Hanurawan
Keyword(s):  
Student Learning ◽  
Learning Style ◽  
Small Groups ◽  
Learning Process ◽  
Teaching And Learning ◽  
Teaching Writing ◽  
Seventh Grade ◽  
Five Senses ◽  
Learning Interest

<p>Writing is one of the English skills. Teaching writing is a process to improve students' ability to write in English correctly. Descriptive text is text used to describe a person, place or object. The difficulty experienced in teaching writing through descriptive text is the lack of attention of students towards the explanation given by the teacher. To overcome this, researchers applied VARK learning style to teaching writing. VARK learning style is a learning style using all five senses to get information or knowledge in the teaching and learning process. This study aims to explain the application of VARK learning style in teaching writing through descriptive text. The procedures for applying VARK learning style in teaching writing through descriptive text are: (1) The teacher explains the meaning, patterns and characteristics of descriptive text languages, (2) The teacher asks students to make small groups, (3) The teacher gives examples of descriptive texts, ( 4) The teacher gives questions in the form of pictures to students and asks to make descriptive texts, (5) The teacher asks students to show the results of students' work in front of the class. Based on this research, it can be seen that the advantages of VARK learning style is that it can increase student learning interest, student enthusiasm and reciprocity between teacher and students.</p>

scholarly journals Whatsapp Voice Note in Speaking Class

2019 ◽  
Vol 3 (3) ◽  
pp. 343-360 ◽  
Author(s):  
Hega Nurazizah ◽  
Lilies Youlia Friatin ◽  
Bambang Ruby Sugiarto
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Positive Response ◽  
Narrative Text ◽  
Learning Activity ◽  
English Teacher ◽  
Tenth Grade ◽  
Speaking Skill ◽  
Share Information

This study deals with the use of WhatsApp voice note in speaking class. This study aimed at figuring out the teacher’s way in implementing WhatsApp voice note in teaching speaking on narrative text and investigating the perspective on WhatsApp voice note to improve speaking skill on narrative text. In conducting this study, the researcher used qualitative approach. Case study was applied as a research design in this study. This study involved 35 students of the tenth grade (X MIPA 1) and one English teacher. Instruments used in this study were classroom observation, interview, and questionnaire. The results of this study showed that nine steps were used by the teacher in the teaching and learning process through WhatsApp voice note in speaking class on narrative text. Meanwhile, most of the students gave their positive response toward the teaching and learning process. The teacher argued that WhatsApp voice note is a useful tool to provide the students opportunities to speak especially on narrative text and the students can share information easily. It also allows the students asking for help using English. Based on the findings, it can be concluded that learning to speak English using WhatsApp voice note is an attractive learning activity, positive activity, and WhatsApp voice note is easy to use. Finally, this study suggests other researchers to involve the objective data, to enrich the instrumentation, to add more sample of the study and to employ other methods and design in order to enrich the data.

scholarly journals TEACHING DESCRIPTIVE TEXT READING THROUGH INDEX CARD MATCH (ICM) FOR THE SEVENTH GRADE STUDENTS SMP NEGERI 2 BARAT

2019 ◽  
Vol 4 (2) ◽  
pp. 102
Author(s):  
Dida Yudi Satria
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Seventh Grade ◽  
Index Card ◽  
Advantages And Disadvantages ◽  
Self Confidence ◽  
Use Of Data ◽  
Text Reading ◽  
Teaching Learning ◽  
Academic Year

<p>The objective this research are to know the application of teaching descriptive text reading through Index Card Match (ICM) and the advantages and disadvantages of teaching descriptive text reading through Index Card Match (ICM) for the seventh grade students SMPN 2 Barat in the academic year 2014/2015.This research is conducted in SMP N 2 Barat by qualitative method. The sample is class VII A which consists of 22 students. The strategies of accumulating data are observation, interview, and documentation. The data analysis is carried out by the use of data reduction, data display, and conclusion drawing and verification. The result of this research indicates that the activities are divided into three activities. There are pre-activities, whilst-activities and post-activities. Pre-activities are greeting, asking condition, giving motivation and mentioning the materials. Whilst-activities are explaining materials, explaining the instruction of ICM, and giving exercise of ICM. Then, post-activities are asking the difficulties, summarizing materials and closing. From the result of the data observation cheek list, the researcher makes the class interesting and the students always pay attention in teaching reading. The advantages using ICM are that: 1)Index Card Match (ICM) the students are able to read descriptive text faster in limited time, 2) Index card match (ICM) makes teaching learning process exciting, 3)Index card match makes the subject matter presented be more attractive for students, 4)Index Card Match can make students have self confidence, enjoy, have good enthusiasm in the teaching and learning. But disadvantages using ICM  thatare the situation becomes crowded classroom, because students interact with classmates and Teachersshouldspend some more time. Finally, the researcher suggests to the teacher to apply ICM method in teaching learning process as an alternative method. For further researcher they can develop this method to get a better result in teaching and learning process.</p>

scholarly journals The use of literacy approach to teach writing of descriptive text at the seventh grade students Of SMPN 1 Ngebel

2017 ◽  
Vol 5 (1) ◽  
pp. 15
Author(s):  
Tanti Yuliani
Keyword(s):  
Junior High School ◽  
Learning Process ◽  
Group Work ◽  
Teaching And Learning ◽  
Sampling Technique ◽  
Research Participant ◽  
Teaching Writing ◽  
Seventh Grade ◽  
Problems And Solutions ◽  
Teaching Learning

<p>The main purpose of teaching learning English in Junior High School to develop the students’ competence and knowledge in four language skills, Speaking, Reading, Listening and Writing. One of the difficult skills is writing. In this research are describe how are the uses, problems, and solutions of the use of Literacy Approach to Teach Writing of Descriptive Text At The Seventh Grade Students of SMPN 1 Ngebel in Schooling Years 2013/2014.  Literacy approach is one of the approaches used to teach writing especially in descriptive text because Literacy approach is the ability to read and write. There are some step of teaching writing, they are planning, composing, and revising. This research uses descriptive qualitative research. Participant/Informant of the research are the English teacher and the seventh grade students of SMPN I Ngebel Ponorogo. This research uses purposive sampling technique. The techniques which are used to collect the data are observation, interview, and documentation. Techniques of the data analysis are data reduction, data display and drawing conclusions. The result of the analyzing data indicates that the uses of literacy approach in teaching writing of descriptive text are divided into two steps. The first is preparation steps and the second is learning process. The learning process uses literacy approach includes introduce and giving explanation the descriptive text, give the modal of the descriptive text and have text to analyze, make group work to discussion the students’ ideas, give the chance to make students’ own product and also checking the students’ understanding about the material. Besides, the problem of the use literacy approach in writing of descriptive text are sometimes the students are noisy in the classroom and their vocabulary are still low. The students feel afraid to deliver their opinion and ideas in teaching and learning process. The solution of the use literacy approach in writing of descriptive are the students must make group work of the students’ worksheet, Teacher controls the students and gives scores for students.</p>

scholarly journals DISCOVERY LEARNING AS A METHOD TO TEACH DESCRIPTIVE TEXT IN BUILDING STUDENTS’ CHARACTER: A CASE OF SEVENTH GRADE STUDENTS OF SMP N 3 ULUJAMI

2018 ◽  
Vol 5 (2) ◽  
Author(s):  
Dwiningsih Feriyanti
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Discovery Learning ◽  
Suitable Method ◽  
Seventh Grade ◽  
New Curriculum ◽  
Good Attitude

Discovery learning is a method which recomended in 2013 curriculum. This method allows the students to seek the information and construct their knowledge by doing some activities. Since 2013, Indonesia conducted new curriculum. There are three recommended methods in this curriculum including Discovery learning.Discovery learning is the suitable method in 21th century. The studentsmust be active learners. This method not only make the students academic enhanced but also this method can make the students have a good attitude by doing all the process of using this method in teaching and learning process. The students was very enthusiatic learning using discovery learning.Learning using Discovery learning continuosly could help the students in building their character

scholarly journals Improving PPKN Learning Outcomes using Audio Visual Media

2020 ◽  
Vol 3 (3) ◽  
pp. 919
Author(s):  
Dwi Ganis Noviyanti
Keyword(s):  
Data Analysis ◽  
Learning Outcomes ◽  
Learning Process ◽  
Teaching And Learning ◽  
Action Observation ◽  
Visual Media ◽  
Student Activities ◽  
Average Value ◽  
Teacher Observations ◽  
Reflection Data

<pre>The use of appropriate media in the teaching and learning process will create a pleasant learning atmosphere. In the teaching and learning process, teachers are expected to provide teaching that is easily understood by students. One of the learning media that can be used to improve learning outcomes of PPKN subjects in the precepts of Pancasila is audio visual media. This research is a classroom action research conducted in three cycles consisting of the stages of planning, action, observation, and reflection. Data obtained from teacher observations in managing learning, observations of student activities in the learning process, and student learning test results. The data analysis technique used is quantitative techniques. The results showed that the students' learning outcomes using audio-visual media in the first cycle had an average value of 76. In the second cycle the average value was 84 and in the third cycle the average value was 86. Based on the results of data analysis, it can be concluded that the use of audio media visuals are very suitable for use in learning and can improve learning outcomes.</pre>

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