PELATIHAN MENDENGAR AKTIF UNTUK GURU DI SEKOLAH NON-FORMAL X

2021 ◽  
pp. 57
Author(s):  
Serly Oktavia ◽  
Margaretha Purwanti
Keyword(s):  
High School ◽  
Needs Assessment ◽  
Listening Comprehension ◽  
Positive Impact ◽  
Online Training ◽  
Active Listening ◽  
Listening Skills ◽  
Teacher Needs ◽  
Study Techniques

As educators, teachers don’t only play a role in teaching, but also are required to be able to encourage students. One of the teacher's roles according to the “Among” system proposed by Ki Hajar Dewantara is that the teacher needs to be in the midst of the students. One of the schools that implements the Among system is a non-formal high school X. This school formulates the role as teachers need to understand the students. However, in practice, many teachers feel confused in carrying out this role, especially when they have to listen to student’s stories. In addition, the Covid-19 situation increases the need for students to share stories with teachers. Therefore, a needs assessment to identify the teacher's listening skills was carried out so that the intervention could be implemented. Needs assessment is carried out using interview, observation, and document study techniques which are then analyzed using a problem tree. Interventions in the form of active listening online training that focus on techniques in the active listening element are given to teachers. The purpose of this training is to increase the teacher's active listening knowledge in carrying out that role. The results of the training showed that there was an increase in active listening comprehension perceived by the teachers. This training has a positive impact on students, which is the openness of students when teachers begin to apply active listening techniques. The teachers who participated in the training also felt more focused when carrying out their roles. Sebagai pendidik, guru tidak hanya berperan untuk mengajar namun juga dituntut untuk dapat memberikan motivasi dan dorongan kepada siswa. Salah satu peran guru menurut sistem among yang dikemukakan oleh Ki Hajar Dewantara yaitu guru perlu berada di “tengah” siswa. Salah satu sekolah yang menerapkan sistem among ini yaitu SMA non-formal X. Sekolah ini memformulasikan peran di tengah sebagai peran teman cerita yang perlu diemban oleh guru. Namun pada pelaksanaannya, banyak guru yang merasa kebingungan dalam menjalankan peran ini, terutama ketika harus mendengarkan siswa bercerita. Kondisi ini ditambah pula dengan situasi pandemi Covid-19 yang menambah kebutuhan bercerita siswa. Oleh karena itu, asesmen kebutuhan untuk mengidentifikasi kemampuan mendengarkan para guru dilakukan sehingga intervensi dapat dilaksanakan. Asesmen kebutuhan dilakukan dengan menggunakan teknik wawancara, observasi dan studi dokumen yang kemudian dianalisis menggunakan pohon masalah. Intervensi berupa pelatihan mendengar aktif yang berfokus pada teknik-teknik dalam elemen mendengar aktif diberikan kepada guru secara daring. Tujuan dari pelatihan ini yaitu untuk meningkatkan pengetahuan mendengar aktif guru dalam menjalankan peran sebagai teman cerita. Hasil pelatihan menunjukkan bahwa terdapat peningkatan pemahaman mendengar aktif secara subyektif yang dirasakan oleh guru. Pelatihan mendengar aktif juga memberikan dampak positif terhadap siswa, salah satunya yaitu keterbukaan siswa ketika guru mulai menerapkan teknik mendengar aktif dalam menjalankan peran sebagai teman cerita. Para guru yang mengikuti pelatihan juga merasa lebih fokus ketika menjalankan peran sebagai teman cerita.

scholarly journals Benefits of using a mobile application in learning a foreign language

2017 ◽  
Vol 15 (40) ◽  
pp. 55-68 ◽  
Author(s):  
Judith Bustillo ◽  
Claribel Rivera ◽  
Juan Genaro Guzmán ◽  
Lizeth Ramos Acosta
Keyword(s):  
Foreign Language ◽  
Mobile Application ◽  
Listening Comprehension ◽  
Positive Impact ◽  
Teaching Strategy ◽  
Listening Skills ◽  
Teaching Assessment

This article aims to show how the use of a mobile application contributes to the development of listening comprehension in English as a teaching strategy to generate significant learning. The research was conducted with a group of level A1 students, according to Common European Framework for Languages: Learning, Teaching, Assessment, who used Duolingo during an academic semester. The results indicate that the use of this application achieves a positive impact on the development of listening skills in English.

scholarly journals THE USE OF YOUTUBE TO SUPPORT EFL STUDENTS' LISTENING SKILLS

2021 ◽  
Vol 2 (2) ◽  
pp. 1-12
Author(s):  
Ignasia Yuyun ◽  
Fitri Yanti Simamora
Keyword(s):  
Learning Process ◽  
Listening Comprehension ◽  
Private University ◽  
Listening Skills ◽  
Authentic Material ◽  
Digital Era ◽  
Teacher Needs ◽  
Information And Communication ◽  
Efl Students ◽  
Teaching Learning

Authentic material in the English as a Foreign Language (EFL) classroom, particularly in listening,  encourages students to apply actual language or authentic speech. In this digital era, Information and Communication Technology (ICT)  plays a pivotal role for the teacher's resources to support the teaching-learning process in the classroom. The teacher can find free resources on the Internet by browsing Google, Yahoo, and YouTube. Using YouTube videos can improve students' listening comprehension as it brings many benefits to learners. YouTube is a tool of authentic material to support the student to focus more on listening. The teacher needs to encourage student's motivation in the teaching-learning process. Therefore, this study investigates how YouTube Video is a teaching tool to improve student's listening comprehension skills. There were eight participants from the English Department in a private university in Jakarta. The data was collected through class observation and interviews to observe EFL students' progress in the learning process of listening. This study revealed that YouTube video benefits EFL learners, such as improving students' confidence, enjoying the learning process, making the learning process more fun, and increasing students' interest in learning.

scholarly journals Keterampilan Mendengarkan Secara Aktif dalam Komunikasi Interpersonal

Humaniora ◽  
2014 ◽  
Vol 5 (1) ◽  
pp. 501
Author(s):  
Nikodemus Thomas Martoredjo
Keyword(s):  
Interpersonal Communication ◽  
Positive Impact ◽  
Active Listening ◽  
Listening Skills

Interpersonal communication is transactional and two-way direction. Therefore active listening skills play a key role in interpersonal communication. These active listening skills can have a positive impact on communication and at the same time creating a better relationship. So it is very useful to improve the skills of active listening. This paper intends to reveal the important role of active listening skills in interpersonal communication, identifying the challenges that exist within it both internally and externally as well as indicate the action that needs to be developed to improve these skills. 

Pocket E-Li: Listening Assessment Made Easy

2019 ◽  
Vol 3 (1) ◽  
pp. 4
Author(s):  
Norazean Sulaiman ◽  
Nurul Nadiah Dewi Faizul Ganapathy ◽  
Wan Faizatul Azirah Ismayatim
Keyword(s):  
Mobile Application ◽  
Listening Comprehension ◽  
Teaching And Learning ◽  
Positive Response ◽  
Mobile Apps ◽  
Listening Skills ◽  
Current Technology ◽  
The Future ◽  
Level Of Understanding ◽  
Almost All

Listening skills should be given more attention as listening takes precedence over anything else when it comes to acquiring a language (Putriani, Sukirlan & Supriyadi, 2013). Even with the booming of various technology to facilitate teaching and learning of listening skills in class, the assessment conducted to identify students’ level of understanding of certain topic is still not up-to-date and not parallel with the advancement of technology. The current studies show that the use of mobile apps for listening purpose is proven to be effective in reducing students’ anxiety (Rahimi & Soleymani, 2015), sustaining students’ motivation (Read & Kukulska-Hulme, 2015), and improving students’ linguistic competencies (Ramos & Valderruten, 2017). This study is aimed to test the effectiveness of mobile application in assessing students’ listening skills. Diploma students from various faculties in UiTM Shah Alam were randomly chosen to answer listening comprehension questions via the prototype developed, named Pocket E-Li. The results demonstrate that the majority of the students provided positive response towards the implementation of mobile application for listening assessment. Almost all respondents agreed that listening assessment should be conducted via mobile application in the future. It can be concluded that listening assessment via mobile application is beneficial to students since it meets the students’ demands and needs which is equivalent with the use of current technology.

Outdoor Activities and Myopia on Junior High School Student in Rural Area of Bali

2018 ◽  
Vol 44 (1) ◽  
pp. 30
Author(s):  
Ni Made Ari Suryathi ◽  
I Putu Budhiastra ◽  
Ariesanti Tri Handayani
Keyword(s):  
High School ◽  
High School Students ◽  
Rural Area ◽  
Junior High School ◽  
Junior High ◽  
Positive Impact ◽  
Natural Habitat ◽  
Capital City ◽  
Refractive Errors ◽  
Outdoor Activities

Introduction and Aims. Refractive errors such as miopia, hyperopia and astigmatism in teenagers are common in Asian country nowadays. Gadget usage also influence the prevalence and incidence of refractive errors specially for miopia and astigmatism. Outdoor activities have positive impact to prevent miopia. The aim of this study is to report the role of outdoor activities as unique school program that could prevent refractive errors in Junior High School in rural area of Bali Method. This is analytic descriptive study with cross sectional approach of 231 Pekutatan II Junior High School students taken in December 2016. This school located in rural area; 35,3 km from Jembarana and 60,5 km from Denpasar, the capital city of Bali. The area of the school is about 1500 m2, where 70% of the land are still vacant to natural habitat and this school had their own garden area that being organized by the students themselves after school hours. This school do not have computer extra curriculum as well. Result. From 231 students there were only 14 students that have refractive errors consist of 5 boys and 9 girls, mostly aged 15 years. Six students (2%) were diagnosed as myopia and 8 students (3.4%) were diagnosed as compound astigmatism myopia. The length of gadget usage in this school were 1.66 hours and outdoor activities time were 4.78 hours per day. The hereditary factors of refractive errors were noted in 12 students (5 %). Outdoor activities associated with refractive errors in this study (p = 0.03). While time using gadget does not have an association with the refractive errors (p = 0.38). Conclusion. Rural area where the outdoor activities are still common have protective effect to prevalence of refractive errors in teenager.

scholarly journals The Academic Portfolio System (APS) Usage Intention of Senior High School Students in Taiwan

2021 ◽  
Vol 13 (15) ◽  
pp. 8394
Author(s):  
Tsen-Yao Chang ◽  
Yu-Chieh Chiu
Keyword(s):  
High School ◽  
High School Students ◽  
Technology Acceptance ◽  
Interface Design ◽  
Positive Impact ◽  
Subjective Norms ◽  
Ease Of Use ◽  
Model Verification ◽  
Equation Modeling ◽  
School Students

Taiwan began to implement a new high school syllabus nationwide, in 2019. The Ministry of Education has also established a high school student Academic Portfolio System (APS) to collect the learning process of high school students for future university admissions references. However, during this period, high school students and their parents had many opinions on the implementation of the new system. There were even groups of students protesting. The main purpose of this research is to explore the factors that affect the system usage intentions of high school students. Based on the theory of reasoned action (TRA) and the technology acceptance model (TAM), this research established a research model. The research variables include system interface design, usefulness, ease of use, attitude, subjective norms, and usage intentions. A total of 712 questionnaires were collected from high school students in northern Taiwan. Data analysis is carried out in three stages: descriptive analysis, measurement model verification, and structural equation modeling. The results of the study found that system interface design has a significant impact on the perceived ease of use. Factors such as ease of use, usefulness, attitude, and subjective norms also have a significant positive impact on usage intention; ease of use and usefulness positively affect attitudes toward using. Finally, according to the results, some practical implications were proposed for implementation references from the perspectives of education authority, high schools, teachers, and students.

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