scholarly journals RECIPROCAL TEACHING OF READING TO PROMOTE STUDENTS’ CRITICAL THINKING

2020 ◽  
Vol 4 (2) ◽  
Author(s):  
Fitri Lestari Sriwahyuni ◽  
R. Bunga Febriani ◽  
Luthfiyatun Thoyyibah
Keyword(s):  
High School ◽  
Qualitative Research ◽  
Critical Thinking ◽  
Junior High School ◽  
Ninth Grade ◽  
Reciprocal Teaching ◽  
English Teacher ◽  
Teaching Reading ◽  
Teaching Of Reading

This paper is a case study that aims at finding out the Reciprocal Teaching of Reading to Promote Students’ Critical Thinking. The researchers used a case study in this qualitative research. The research participants of this study were the ninth grade of Islamic Junior High School in Tasikmalaya, consist of twenty five students. In collecting data, the researchers used triangulation method as data collection techniques. The instruments are observation, interview, and questionnaire. The result showed that most of students’ perceptions are good. It is recommended for English teacher to used Reciprocal Teaching in Reading to promote students’ critical thinking.Key words: Reciprocal Teaching, Reading, Students’ Critical Thinking

scholarly journals Teachers’ Knowledge about Higher-order Thinking Skill and It’s Implementation in Teaching Reading Classroom: A Case Study in a Higher Secondary School in Indonesia

2020 ◽  
Vol 7 (2) ◽  
pp. 75-84
Author(s):  
Desy Pusparini ◽  
Suparno Suparno ◽  
Teguh Sarosa
Keyword(s):  
High School ◽  
Qualitative Research ◽  
Secondary School ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Teaching Reading ◽  
Thinking Skill ◽  
Depth Interviews ◽  
Research Show

ABSTRACTHigher-order Thinking Skills (HOTS) is a well-known term that is nowadays being discussed among researchers, especially in education contexts. In this globalization era, developing students’ ability to think with HOTS becomes teachers’ challenging task to do. They are responsible to enrich their knowledge about HOTS and update findings and ideas of HOTS implementation in teaching. So, they will be able to implement HOTS in teaching they believe will be ideal and effective to develop students’ HOTS. This research aims to investigate teachers’ knowledge about HOTS and investigate how they implement their knowledge of HOTS in teaching reading classroom. This is a qualitative research with case study as the research design. The data were collected using in-depth interviews followed by observation. The participants of this research are three English teachers from a senior high school who teach different grades. The results of this research show that the teachers’ knowledge of HOTS is still low. They do not understand HOTS conceptually. However, their implementation of HOTS in teaching reading show that they implement HOTS to teach reading that enables students to activate their HOTS. They include the concept of effective HOTS teaching suggested by Fogarty (2009).

scholarly journals National Examination in SMPN 2 Palopo

2020 ◽  
Vol 1 (2) ◽  
pp. 107-116
Author(s):  
Amalia Yahya ◽  
Faradiba Ade Iswara Jaya Iswara Jaya ◽  
Jufriadi
Keyword(s):  
High School ◽  
Junior High School ◽  
Quantitative Method ◽  
Sampling Technique ◽  
Ninth Grade ◽  
Problem Statement ◽  
National Examination ◽  
The Mean ◽  
Ninth Grade Students

The research aims to investigate whether Students’ Readiness toward National Examination (A Case Study in SMPN 2 Palopo). The problem statement of the research was, “How are their readiness in facing national examination”? This research used the Descriptive Quantitative Method. The population of this research was 167 students from the ninth grade students of Junior High School Number 2 Palopo. The total numbers of the students are ten students. The researcher took five students from each class as the sample. The sample was selected using a purposive sampling technique. The researcher used this technique based on their consideration. The result of the analysis can explain that the researcher analyzed the result to measure the students’ readiness in facing national examination. The researcher has conducted the result of the test showed their readiness to face the national examination. The result categorized into average classification. The highest score is 74, the middle score is 66, the lowest score is 60, and the mean score is 67.

Schooling for Change in the Religious World

2009 ◽  
pp. 289-306
Author(s):  
Elana Maryles Sztokman
Keyword(s):  
High School ◽  
Qualitative Research ◽  
Junior High School ◽  
Junior High ◽  
Field Trips ◽  
Ethnographic Case Study ◽  
School Life ◽  
Religious School ◽  
Daily Interactions

This chapter argues that schools shape communities as much as communities shape schools. It is part of an ethnographic case study of a state religious junior high school, the Levy Girls' Religious School, in Israel. The study is based on three years of qualitative research at the school, from 1999 to 2002, during a period in which it was undergoing an experiment in social and ethnic transformation. The research as a whole includes dozens of interviews with students, staff, parents, and other interested parties, as well as observations of all aspects of school life, including classes, meetings, field trips, assemblies, and countless daily interactions in corridors, courtyards, and corners of the school. This chapter focuses on the school's principal, Dr Sylvia Cohen, and is based on ten open-ended interviews and dozens of observations during the course of the research.

scholarly journals TYPES, PURPOSE, AND STRATEGIES OF TEACHER’S QUESTIONS IN INDONESIAN EFL CLASSROOM OF JUNIOR HIGH SCHOOL IN BALI

2018 ◽  
Vol 2 (1) ◽  
Author(s):  
AAGY Paramartha ◽  
NMS Ramawati ◽  
PED Suputra
Keyword(s):  
High School ◽  
Junior High School ◽  
Learning Process ◽  
Teaching And Learning ◽  
Junior High ◽  
Video Recording ◽  
English Teacher ◽  
Seventh Grade ◽  
The Subject

This study was a case study which aimed to analyze the types of questions used by an English teacher, the purposes of questions asked by the teacher, and the strategy used to cope with non-responded questions. The subject of this study was an English teacher who taught seventh grade students at SMPN 1 Singaraja which is located in Singaraja, Buleleng regency, Bali, Indonesia. The data were collected through observation, interview, and video recording. The result of the analysis showed that from 241 questions, the teacher more frequently asked convergent, closed, and display questions rather than divergent, open, and referential questions. Procedural questions were also found. The teacher’s questions served several purposes such as to check students’ knowledge and understanding, to attract students’ activeness, to develop students’ interest and curiosity, and to stimulate students in stating information. It was also found that the teacher used seven strategies to cope with non-responded questions. This study suggested the teacher to balance the number of convergent, closed, and display with divergent, open, and referential questions to be used during teaching and learning process. In addition, the teacher should know more about the strategies for non-responded questions and the proper way to use those strategies to make the teaching and learning process runs smoothly.

scholarly journals THE IMPLEMENTATION OF COOPERATIVE LEARNING THINK PAIR SHARE STRATEGY IN TEACHING READING COMPREHENSION AT JUNIOR HIGH SCHOOL

2018 ◽  
Vol 4 (2) ◽  
pp. 155-161
Author(s):  
Maulizan Z. A. ◽  
M. Nur Hakim
Keyword(s):  
High School ◽  
Qualitative Research ◽  
Reading Comprehension ◽  
Cooperative Learning ◽  
Junior High School ◽  
Learning Experience ◽  
Qualitative Approach ◽  
Student Response ◽  
Survey Method ◽  
Teaching Reading

This study aimed to know the implementation of Cooperative learning Think Pair Share Strategy and students' response to teaching reading comprehension at SMP Negeri 1 Bandar Baru. This study used survey method with a qualitative approach. A qualitative research sample was not taken at random but instead, have to follow certain criteria. The Implementation of Think Pair Share strategy was in accordance with theory suggested by experts in cooperative learning, namely; 1) phase (Think) that leads students to think; 2) phase (pair) that leads students to work together and interact with each other; and 3) phase (share) Here students gain meaningful learning experience, they are accustomed to speaking in front of people, so the students who previously shy being personally brave and confident. Student response was very positive towards learning, students were active, enjoy and focus on learning. Cooperative learning arranges as an effort to increase student participation, facilitating students with experience, leadership attitudes and make decisions in groups that helpful for the students' lives outside of school.

scholarly journals The Analysis of The Lesson Plan Based 2013 Curriculum Designed by The English Teacher At MTS Al Hidayah Makassar

2021 ◽  
Vol 7 (1) ◽  
pp. 260-271
Author(s):  
Afdaliah Amin
Keyword(s):  
High School ◽  
Qualitative Research ◽  
Junior High School ◽  
Lesson Plan ◽  
English Teachers ◽  
Learning Activities ◽  
Learning Assessment ◽  
English Teacher ◽  
Qualitative Research Design ◽  
Interview Research

This research discusses Analysis of the lesson plan based 2013 curriculum designed by the English teacher at MTS. Al – Hidayah” This research will cover how the English teacher designs learning activities relate with the basic competence to basic competence, and how English teacher do assessment to the students based on 2013 curriculum objectives. This research applied a qualitative research design. The subjects of this research were English teachers in Mts Alhidayah Makassar. Sample of the researcher took two English teachers in Mts Alhidayah Makassar, since there are two English teachers in the school. In collecting the data, the researcher used two kinds of instruments. In collecting the data through interview. Research results show dealing with finding out the basic competence and learning activities, it was that found some of learning activities are related and non related with the basic competences in 2013 curriculum for Junior High School which designed by the English teachers. In learning assessment, the teacher applied various kinds of assessment for cognitive and psychomotor domain. Teachers’ way in assessing students’ achievement in terms of cognitive and psychomotoric based on 2013 curriculum is applying instrument assessment

scholarly journals OPTIMIZING WELL (WEB-ENHANCED LANGUAGE LEARNING) IN TEACHING READING

2020 ◽  
Vol 4 (2) ◽  
Author(s):  
Avita Tri Rahayu ◽  
Lilies Youlia Friatin ◽  
A.M. Surachmat
Keyword(s):  
High School ◽  
Language Learning ◽  
English Teacher ◽  
Teaching Reading ◽  
Vocational High School ◽  
School Students ◽  
Tenth Grade ◽  
Sample Technique ◽  
Purposive Sample

This study investigated on optimizing WELL (Web-Enhanced Language Learning) in teaching reading at the tenth grade of a Vocational High School in Cilacap. The purposes of the study were to investigate the teacher’s steps in optimizing WELL (Web-Enhanced Language Learning) in teaching reading and to figure out the students’ responses on optimizing WELL (Web-Enhanced Language Learning) in teaching reading. In this regard, a case study was applied as a research design in this study. Using purposive sample technique, the participants were an English teacher and twenty students at the tenth grade of a Vocational High School in Cilacap. Three instruments that were used are the observation, the interview, and the questionnaire. The findings indicated that there are thirteen steps of optimizing WELL which were used by the teacher in teaching reading to the students. The findings also indicated that the students gave their positive responses on optimizing WELL (Web-Enhanced Language Learning) in teaching reading to vocational school students. Key words: WELL (Web-Enhanced Language Learning), teaching reading, Vocational High School

scholarly journals The Analysis Critical-Thinking Skills of Junior High School Students on Geoscience

2021 ◽  
Vol 2 (3) ◽  
pp. 293-304
Author(s):  
Anggraeni Rusmia Putri ◽  
Eko Hariyono ◽  
Erman
Keyword(s):  
High School ◽  
High School Students ◽  
Critical Thinking ◽  
Junior High School ◽  
Junior High ◽  
Self Regulation ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
School Students

This research aims to analyze the critical-thinking skill of the junior high school student in Mojokerto. This research describes students geoscience conception by using question instruments related to students' critical-thinking skills. The method that used in this research was pre-experimental design with one-shot case study design and descriptive quantitative approach. The test is done online via google form. The question instrument contains 20 questions related to geoscience concept, disasters, and mitigation materials that have been validated by a validator. This research involved 107 students who were on the 7th grade of junior high school in Mojokerto. The results showed that the analysis related to geoscience knowledge of students got an average of 48.79% which was included as very low category, while the critical-thinking skills got 43% on the interpretation indicator, 52% analysis, 79% evaluation, 40% inferential, explanation. 54%, and self regulation 40% with an average critical-thinking skills of 51% which concluded in the very low category. These critical-thinking skills must be built, especially in geoscience conceptl. The accuracy of the analysis of critical-thinking skills in this research only shows the results in the Mojokerto area.

scholarly journals CODE SWITCHING USED BY ENGLISH TEACHER AT ISLAM TIRTAYASA JUNIOR HIGH SCHOOL (EIGHT GRADE)

2021 ◽  
Vol 4 (1) ◽  
pp. 16-34
Author(s):  
Lia Amalia ◽  
Riki Gunawan
Keyword(s):  
High School ◽  
Junior High School ◽  
Learning Process ◽  
Junior High ◽  
English Teachers ◽  
Code Switching ◽  
English Teacher ◽  
Online Classroom ◽  
Using Data

Objective of this research is to explain the use of code switching by English teachers in classroom during learning activities. This research uses qualitative approach with a case study design, the research subject is an English teacher at Islam Tirtayasa Junior High School. Collecting data in this study using data display, data reduction and drawing conclusions. The focus of this research is the use of code switching by English teachers in online classroom during the learning process and the sub focus of the research is the types of code switching used by the English teacher and the reasons for using code switching. The result of this research is to find the type of code switching usage and the reasons for using code switching by English teachers in online classroom during the learning process. The conclusion is there are three types of code switching used by English teachers during the learning process in the classroom. Namely: First, inter sentential code switching, which is 64 times. Second, Intra-sentential code switching 31 times. Third, Tag switching 10 times. Then some reasons why English teachers use code switching, namely: First, Talking about Particular topic. Second is Interjection. Third is Repitition for Clarification. Fourth is Expressing for Group Identity

scholarly journals THE USE OF DIGITAL LITERATURE IN TEACHING READING NARRATIVE TEXT

2020 ◽  
Vol 3 (2) ◽  
pp. 65
Author(s):  
Sumi Handayani ◽  
Lilies Youlia ◽  
R Bunga Febriani ◽  
Syafryadin Syafryadin
Keyword(s):  
High School ◽  
Learning Process ◽  
Teaching And Learning ◽  
Narrative Text ◽  
Learning Activity ◽  
Classroom Observations ◽  
English Teacher ◽  
Teaching Reading ◽  
Digital Literature

This study investigated the use of digital literature in teaching reading narrative text in a State High School in Ciamis. This study is aimed to finding out the teachers’ implementation of using digital literature in teaching reading narrative text and the students’ perception of using digital literature in teaching reading narrative text. Therefore, the writer took one English teacher and one class of eleventh grade students as the purposive sampling. Furthermore, the writer used case study as her research design and conducted the classroom observations to find out how the teacher implemented the digital literature in teaching reading narrative text. The questionnaire was used to figuring the students’ perception of using digital literature in teaching reading narrative text. The finding of the study showed that the teacher implemented well of the use digital literature in teaching and learning process. Besides, there were a lots of students influenced of using digital literature in teaching and learning activity. For example, students felt enjoyable and they became more active in the classroom. It can be concluded that the use of digital literature enabled students to comprehend the narrative text easier. Finally, the writer suggests that the English teacher should implement the digital literature on teaching reading of narrative text during the learning process

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