scholarly journals MULTILINGUAL INTERACTION IN CLASSROOM CONTEXT

2020 ◽  
Vol 6 (2) ◽  
pp. 381
Author(s):  
Andi Muhammad Syafri Idris ◽  
Adliah Adliah ◽  
Syatria Alfina
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Classroom Context ◽  
Relevant Research ◽  
Research Participants ◽  
Classroom Activities ◽  
Data Analysis Procedure ◽  
Teacher Students ◽  
Collection Data

This research aimed at exploring teacher and student ways of interacting in multilingual EFL classrooms. This research was a qualitative study using case study design. This research participants consisted of 1 EFL and 4 SMKN 5 Jeneponto students at Sulawesi Selatan. The data was obtained by observation and interview. The data was analyzed on the basis of data analysis procedure consisting of data collection, data display, data condensation, and conclusion: drawing / verification. The finding showed that there were three ways through multilingual interaction in the teaching and learning process, beginning the class, during learning process and closing the class.  The findings led to the conclusion that the multilingual interaction within the classroom had already made the teacher-students and student-students more interactive. Furthermore, the students were even good in communicating and influencing their attitude so they participated actively in classroom activities and felt comfort interacting with the class using multilingual interaction. The researcher also suggests that future researchers should conduct the relevant research by adding some new aspects to it. The aspects can be extended in terms of the method used, the number of research variables, research participants, etc.

scholarly journals Patterns of Teaching-Learning Interaction in the EFL Classroom

TEKNOSASTIK ◽  
2019 ◽  
Vol 16 (2) ◽  
pp. 41
Author(s):  
Fatimah Mulya Sari
Keyword(s):  
Learning Process ◽  
Group Work ◽  
Teaching And Learning ◽  
Teacher Talk ◽  
Teacher Questioning ◽  
Classroom Activities ◽  
Individual Work ◽  
Teaching Learning ◽  
Patterns Of Interaction

The successfullness of teaching-learning process is highly influenced by the patterns of interactions appeared in the classroom activities. Through this case study, the purpose of this paper is to explore the patterns of interaction during teaching and learning proccess. Two accellerated classes were observed and recorded to gain the data. The findings revealed that the patterns of interaction emerged in the first class were group work, choral responses, closed-ended teacher questioning (IRF), individual work, student initiates-teacher answers, open-ended teacher questioning, and collaboration. Meanwhile, the patterns of interaction in the second class showed closed-ended teacher questioning (IRF), open-ended teacher questioning, choral responses, student initiates-teacher answers, group work, and individual work pattern. The patterns of interaction were produced from teacher and student(s) and/or student(s) and student(s) in relation to the teacher talk and the students talk categories used during learning activities. These patterns were produced constantly. They are to show that the teaching-learning process was not always dominated by the teacher. Most students actively participate as well in any classroom activity. Thus, these patterns absolutely increase the students talk and students’ participation in the class. It is necessary for teachers to reorganize the active activities which might foster more interaction in the classroom.Key Words: EFL Classroom, patterns of interaction, teaching-learning process.

THE IMPLEMENTATION OF RADIN INTEN II’S NATIONALISM RESISTANCE VALUES WITHIN LOCAL HISTORY LEARNING

Ta dib ◽  
2020 ◽  
Vol 23 (2) ◽  
pp. 145
Author(s):  
Surandi Surandi ◽  
Supardi Supardi ◽  
Johan Setiawan
Keyword(s):  
Data Collection ◽  
Learning Process ◽  
Local History ◽  
Data Display ◽  
Analysis Techniques ◽  
Learning Plan ◽  
History Learning ◽  
Collection Data ◽  
Students Attitudes

Abstract: The purposes of this study are to find out: (1) the implementation of Radin Inten II’s resistance nationalism values in the learning process; (2) the obstacles experienced by teachers when implementing Radin Inten II’s resistance nationalism values in the learning process; (3) the efforts made by teachers in overcoming obstacles during the implementation of Radin Inten II’s nationalism values in the learning process. This study used qualitative approach with the type of case study conducted at SMAN 1 Kalianda. Data collection techniques consisted of observation, interviews, and documentary studies. Data analysis techniques used the model of Miles & Huberman consisting of data collection, data reduction, data display, and conclusion. The results show: (1) the implementation of Radin Inten II’s nationalism resistance values in the process of learning local history was carried out by compiling a syllabus and implementing learning plan (RPP) by incorporating local history into Indonesian historical material which was consisted of planning, implementation, and evaluation, (2) the obstacles experienced by teachers included: the ability of teachers during learning process, students’ attitudes, and time constraints, (3) the efforts made by the teacher were taking the initiative to instill the values of nationalism in the resistance of Radin Inten II’s, applying various models, strategies, methods and singing a national song before learning. Abstrak: Tujuan penelitian ini adalah untuk mengetahui: (1) implementasi nilai-nilai nasionalisme perlawanan Radin Inten II dalam proses pembelajaran, (2) kendala yang dialami oleh guru saat implementasi nilai-nilai nasionalisme perlawanan Radin Inten II dalam proses pembelajaran, (3) upaya yang dilakukan guru dalam mengatasi kendala yang dihadapi saat implementasi nilai-nilai nasionalisme perlawanan Radin Inten II dalam proses pembelajaran. Penelitian ini menggunakan pendekatan kualitatif dengan jenis studi kasus di SMAN 1 Kalianda. Teknik pengumpulan data terdiri dari observasi, wawancara, dan dokumentasi. Teknik analisis data menggunakan model Miles & Huberman yang terdiri dari pengumpulan data, reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan: (1) implementasi nilai-nilai nasionalisme perlawanan Radin Inten II dalam proses pembelajaran sejarah lokal dilakukan dengan menyusun silabus dan rencana pelaksana pembelajaran (RPP) dengan memasukkan sejarah lokal kedalam materi sejarah Indonesia yang terdiri dari perencanaan, pelaksanaan, dan evaluasi, (2) kendala yang dialami oleh guru diantaranya: kemampuan guru dalam proses pembelajaran, sikap siswa, dan adanya keterbatasan waktu, (3) upaya yang dilakukan oleh guru yaitu berinisiatif menanamkan nilai-nilai nasionalisme dalam perlawanan Radin Inten II, menerapkan berbagai model, strategi, metode dan menyanyikan lagu nasional sebelum pembelajaran.

scholarly journals Penekanan Visi Dan Misi Pensyarah Cemerlang Pendidikan Islam Dalam Pelaksanaan Pengajaran Dan Pembelajaran (Emphasizing on the Vision and Mission of the Excellent Lecturers in Islamic Education throughout the Teaching and Learning Process)

2020 ◽  
Vol 7 (2) ◽  
pp. 29-39
Author(s):  
Ahmad Firdaus Mohd Noor ◽  
Kamarul Azmi Jasmi ◽  
Muhd Imran Abd Razak ◽  
Khairunnisa A Shukor ◽  
Mohd Zahirwan Halim Zainal Abidin ◽  
...  
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Qualitative Method ◽  
Document Analysis ◽  
Islamic Education ◽  
The World ◽  
Five Elements ◽  
Six Elements

This article discusses the importance of vision and mission of the Islamic Education Lecturers (IELs) in teaching and learning (TnL). This study was fully conducted through qualitative method via case study. Six IELs were selected as participants and willing to be interviewed, and the data from the interview were supported by three Heads of Islamic Education Unit, 12 lecturers and 12 students. The data were triangulated with the data obtained through observation and document analysis. The data were analysed through N’Vivo software to generate a pattern of themes and characteristics of the vision and mission in TnL. The result found that there were six elements of vision and mission emphasized by the IELs in TnL. Five of them had formed a pattern. That five elements were; students receiving and appreciating, TnL objective achieved, spreading da’wah, moulding students attidtude and thinking, and achieving success in the world and the hereafter. Therefore, a model which is named as Model of the Vision and Mission Practice for the Excellent Islamic Education Lecturers was deloped. From the overall view, the emphasis on achieving mission and vision helps the IELs to successfully conduct TnL inside and outside classroom.

scholarly journals The Effective 21st-century Pedagogical Competence as Perceived by Pre-service English Teachers

2020 ◽  
Vol 8 (1) ◽  
pp. 1
Author(s):  
Renol Aprico Siregar
Keyword(s):  
21St Century ◽  
Learning Process ◽  
Teaching And Learning ◽  
Real Life ◽  
English Teachers ◽  
21St Century Education ◽  
Pedagogical Competence

As teaching is considered as a lifelong process, teachers should always intend to develop themselves to be able to effectively conduct the teaching and learning process. This study aimed at exploring the view of pre-service English teachers towards the effective 21st-century teachers’ pedagogical competence and how they develop their pedagogical competence for their future teaching. The data were obtained through interviews and questionnaires. The study was qualitatively conducted as a case study by involving 12 pre-service English teachers purposively chosen due to their familiarity with the study issue. The results indicated that in terms of 21st-century education, the participants perceived that the pedagogical competence focused on teachers’ capability of integrating the technology in classrooms and teachers’ ability to exploit adjusted methods and materials which furnish students with skills appropriate to their future real-life careers.  Further, there were eight very crucial traits of effective 21st-century pedagogical competence perceived by the participants. They were extended to; facilitating and inspiring students to learn creatively, utilizing, designin

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%).

scholarly journals THE TEACHER’S USE OF TRANSLATION IN ENGLISH LANGUAGE TEACHING BASED ON SCIENTIFIC APPROACH AT SMP NEGERI 4 AND SMP NEGERI 5 SINGARAJA

PRASI ◽  
2018 ◽  
Vol 13 (1) ◽  
Author(s):  
N. M. Sumarningsih ◽  
G. Batan ◽  
L. D. S. Adnyani
Keyword(s):  
Qualitative Research ◽  
Data Collection ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Data Display ◽  
Scientific Approach ◽  
Collection Data

This study was conducted as an attempt to investigate in what step of scientific approach theteachers most frequently use translation in English Language Teaching as well as to find out the teachers’reasons toward the use of translation in English Language Teaching based on scientific approach atSMP Negeri 4 Singaraja and SMP Negeri 5 Singaraja. It was conducted in qualitative research design.There were two teachers chosen as the subjects of study. The data were collected through audio recordingthe teaching and learning process and interviewing the subjects of study, while the techniques ofanalyzing data were done descriptively following the four processes according to the theory of Miles &Huberman (1984), namely: data collection, data reduction, data display, and conclusion drawing. Theresults of analysis indicated that the teachers most frequently used translation in exploring step of scientificapproach. In addition, there were seven teachers’ reasons found in relation to the use of translationin the classroom, namely to help the students’ difficulty in: (1) understanding the instruction given bythe teacher, (2) understanding the English vocabulary, (3) asking something in English, (4) understandingthe tenses or grammar, (5) understanding the material deeply, (6) doing the task, and (7) presentingtheir work. The related parties interested in the same area of the research should give deeper concern indoing wider range of aspects involved in further study.Keywords : Translation, the Use of L1 in ELT, Scientific Approach

Partnership of Learning Construction Through Model Making

2021 ◽  
pp. 285-305
Author(s):  
Sujatavani Gunasagaran ◽  
Tamil Salvi Mari ◽  
Sivaraman Kuppusamy ◽  
Sucharita Srirangam ◽  
Mohamed Rizal Mohamed
Keyword(s):  
Student Teacher ◽  
Learning Process ◽  
Teaching And Learning ◽  
Active Role ◽  
Project Based Learning ◽  
Architectural Education ◽  
Design Studio ◽  
Architecture Design ◽  
Construction Knowledge

Project-based learning offers an engaging instructional method to make learners active constructors of knowledge. This study aims to investigate the effectiveness of learning in two project-based learning of construction through model making in architecture using a case study and by designing. Model making is an innovative and time-consuming approach in teaching construction as this approach rely heavily on student-teacher partnership mimicking the studio learning. Learning construction through model making needs students to take an active role and to be ‘in-charge' of their learning and learning process. The study employs a survey to 78 participants of undergraduate architecture students. The results of this study demonstrated architecture students learn construction effectively using the model making method. This project-based learning allows students to have construction knowledge to consider buildability in their architecture design studio. The result can be used to improve teaching and learning of construction in architectural education.

scholarly journals TEACHER’S WILLINGNESS TOWARDS THE IMPLEMENTATION OF SCIENTIFIC APPROACH: FROM THEORY TO IMPLEMENTATION

2017 ◽  
Vol 2 (2) ◽  
pp. 132-137
Author(s):  
Yogi Surya Syahputra ◽  
Riyadi Santosa ◽  
Slamet Supriyadi
Keyword(s):  
Data Analysis ◽  
Study Design ◽  
Learning Process ◽  
Teaching And Learning ◽  
Government Regulation ◽  
Qualitative Approach ◽  
Case Study Design ◽  
Scientific Approach ◽  
The Government

Attitude is essential issue to be considered in designing an appropriate learning for learners because it greatly affects the performance and implementation of the teaching and learning process in the classroom. One of the most important attitudes to be explored is the willingness of teachers to implement the curriculum set by the government. This study aims to determine the willingness of English teachers to carry out scientific approach and also to know the implementation of scientific approach in the learning. This research applies qualitative approach with case study design. It is conducted in SMAN 1 Situbondo with three teachers become the informants. Interview and observation are implemented to explore the willingness and the implementation of Scientific Approach. Data analysis in this research using Spradley’s method. From this research, it can be seen that the teachers has enough willingness to apply scientific approach totally. Furthermore, the implementation of scientific approach has been implemented well enough and has implemented it in accordance with government regulation.

scholarly journals FACTORS THAT INFLUENCE THE MASTERY OF QIRAAT STUDY: A CASE STUDY IN SULTAN ISMAIL PETRA INTERNATIONAL ISLAMIC COLLEGE (KIAS)

2021 ◽  
Vol 6 (38) ◽  
pp. 13-23
Author(s):  
Ahmad Mujahideen Haji Yusoff ◽  
Muhammad Amiri Ab Ghani ◽  
Noraini Mohd Noor ◽  
Norhanis Amran
Keyword(s):  
Pilot Study ◽  
Learning Process ◽  
Teaching And Learning ◽  
Moderate Level ◽  
Study Programs

The knowledge of Qiraat is seen to have begun to grow nowadays, especially since there are schools that offer study programs related to it. However, the level of mastery of this study is still lacking. Therefore, this study was conducted to analyze factors that influence the mastery of the knowledge of Qiraat at Sultan Ismail Petra International Islamic College (KIAS). This study is a quantitative pilot study that uses a set of questionnaires as an instrument to obtain data and SPSS 21.0 is used to analyse the data. A sample of 30 students who studied Diploma Qiraat and Taranum program at Sultan Ismail Petra International Islamic College (KIAS) from 2018 to 2020. A total of 15 items include theory and practical are presented in the questionnaire. The study found that the level of mastery of students related to the study of the knowledge of Qiraat is at a moderate level. This finding is supported by data obtained from theory and practical. Therefore, factors of improving the teaching and learning process in theory and practical should be enhanced so that the mastery of the knowledge of Qiraat among students can be improved to a better level.

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