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

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 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 An Analysis of Teachers’ Classroom Management in Teaching English

2019 ◽  
Vol 2 (1) ◽  
pp. 1-11
Author(s):  
Ratu Amalia Mudianingrum ◽  
Sutrisno Sadji Evenddy ◽  
Rosmania Rima
Keyword(s):  
Classroom Management ◽  
Learning Process ◽  
Management Strategy ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Seating Arrangement ◽  
Eighth Grade Students ◽  
Teaching Learning ◽  
The Relationship ◽  
Academic Year

Classroom Management is a multifaceted concept and views about classroom and its styles can be categorized in various ways. This study focused on the classroom itself. Therefore, this study was intended to describe the classroom management and the use of teaching learning strategy at the eight grade students in SMPN 05 Kota Serang. This study was also aimed to give some contributions concerning the Classroom Management Strategy and the students’ participation on the use of the strategy in teaching learning process in the class. This study is qualitative research. The writer had chosen two english teachers who taught the eighth grade  students  of  SMPN  05  Kota Serang  in  the  academic  year  of 2017/2018 as the subject. The writers describe the process of organizing teaching and learning process in SMPN 05 Kota Serang by applying interview and observation to the teachers. The writers could conclude that T1 applied 72% and T2 applied 70% classroom management strategy in their classroom. They applied the classroom strategies from opening to closing activities, used seating arrangement during the teaching learning process, explained the material well, gave motivation, had positive attitude and built the relationship with students.

scholarly journals THE TEACHING ANALYSIS OF READING COMPREHENSION: A CASE OF THE EIGHT GRADE STUDENTS OF SMP PGRI 01 SEMARANG

2017 ◽  
Vol 4 (1) ◽  
Author(s):  
Yuli Anita ◽  
Dias Andris Susanto
Keyword(s):  
Reading Comprehension ◽  
Learning Process ◽  
Teaching And Learning ◽  
Qualitative Method ◽  
Teaching Reading ◽  
Team Games ◽  
Class Viii ◽  
The Subject ◽  
Teaching Learning ◽  
Academic Year

The objectives of the study are1) To know the teaching on reading comprehension at the eight grade of SMP PGRI 01 Semarang in academic year 2016/2017, 2) To know the problems faced by the teacher in teaching learning process of reading comprehension, and 3) To know the solutions of the problem faced in teaching learning process. This research uses qualitative method. The subject of this research was three teachers of class VIII A, VIII F, and VIII G. The instruments used in this research were observation sheet and interview, so the data use was collected through observation and interview. The result of the research showed that 1) the first teacher was first participant implementing reading stage in teaching and learning process. In first participant teaching, the researcher found the problem, it was the difficulty in implementing teaching reading. The solution first participant was make strategy to make student fun. 2) the second teacher was second participant. There was only one interaction, that was the teacher explained the materials then the students kept silent, or the students read something then the teachers listened to them. 3) the third teacher was third participant. The problem it was boredom, and the solution was making question and answer for them. Teachers concluded that reading comprehension is very effective but it can not to be the key in teaching and learning process. From the data which is obtained from documentation and observation inteaching English, the objectives of English teaching can be viewed from kinds of strategy and tecnique in teaching and learning process. Suggestion are 1) for teachers, it is better for them to use Team Games Tournament to teach the students in reading comprehension, 2) for students have to study harder and try to read English more and more, and 3) for the reader to be able to get more information and experiences in the purpose of developing and improving their knowledge, especially in reading comprehensio

scholarly journals A Descriptive Study on Students’ Perceptions About The Foreign Volunteer’s Roles in Learning Process of The Seventh Grade at Smpn 2 Glagah Banyuwangi in 2015/2016 Academic Year

LUNAR ◽  
2018 ◽  
Vol 2 (02) ◽  
pp. 18-27
Author(s):  
Rizki Amalia
Keyword(s):  
Learning Process ◽  
Descriptive Study ◽  
The Other ◽  
English Learning ◽  
Seventh Grade ◽  
Self Perception ◽  
Teaching Learning ◽  
Student's Perceptions ◽  
Analytic Induction ◽  
Academic Year

Perception is the experience about objects, events, or the relations that are gotten by concluding the information and interpreting the mesagge. The more complex definition is given by Pareek in Alex (2003:446) who states that perception is a process of receiving, selecting, organizing, interpreting, evaluating, and giving relation to stimulate of the sense. Based on the definition above, it can be summarized that perception is a process of recognizing/receiving the stimuli in form of events, objects, or others through the sense, then those stimuli are organized and interpreted, and lastly giving reaction toward them. To achieve the research purposes, this research uses analytic induction. The researcher use theory from Walters that is self perception Self perception is based on self-efficicacy. It means that the perception occurs based on individual mind (intrinsic). Because the student’s appreciate about the foreign volunteer’s role by themselves. They will appreciate does the foreign volunteers give positive or negative impact.Learning with foreign volunteer made the seventh grade’s at SMPN 2 GlagahBanyuwangi more interested to study English and foreign volunteer give big impact to the students, so they can study hard. Based on the result, it is suggested To the teacher it is suggested to imitate the techniques applied by foreign volunteer, or the teacher can consolidate the teacher’s techniques and the foreign volunteer’s techniques. Students should be active, creative and also fun in teaching learning process and be more confident and do not afraid with English lesson. Students should pay attention to teacher explanation.While for the the other researcher, it is suggested to use the information to know the student’s perceptions about the foreign volunteer’s roles in English learning process at SMPN 2 Glagah. The other researcher are also suggested to use it as reference if having similar research

scholarly journals Designing Pedagogic Conversational Agents through Data Analysis

TecnoLógicas ◽  
2020 ◽  
Vol 23 (47) ◽  
pp. 243-256
Author(s):  
Diana Pérez-Marín ◽  
Silvia Tamayo-Moreno
Keyword(s):  
Learning Process ◽  
Learning Analytics ◽  
Data Analytics ◽  
Teaching And Learning ◽  
Knowledge Discovery In Databases ◽  
Learning Design ◽  
Conversational Agents ◽  
Knowledge Domains ◽  
Use Of Data ◽  
Teaching Learning

Pedagogical Conversational Agents are systems or programs that represent a resource and a means of learning for students, making the teaching and learning process more enjoyable. The aim is to improve the teaching-learning process. Currently, there are many agents being implemented in multiple knowledge domains. In our previous work, a methodology for designing agents was published, the result of which was Agent Dr. Roland, the first conversational agent for Early Childhood Education. In this paper, we propose the use of Data Analytics techniques to improve the design of the agent. Two new techniques are applied: KDDIAE, application of (Knowledge Discovery in Databases) to the Data of the Interaction between Agents and Students – Estudiantes in Spanish, and BIDAE (use of Data Analytics to obtain information of agents and students). The use of KDDIAE and BIDAE proves the existence of a fruitful relationship between learning analytics and learning design. Some samples of rules related to learning analytics and design are the following: (Learning Analytics) Children who initially do not know how to solve the exercise, after receiving help, are able to understand  and solve it à (Learning Design) An agent for small children should be able to provide help. In addition, help should be entertaining and tailored to their characteristics because it is a resource that children actually use; or (Learning Analytics) Younger children use more voice interaction à (Learning Design) An agent interface for young children must incorporate voice commands. A complete list of rules related to learning analytics and design is provided for any researcher interested in PCA design. 72 children were able to use the new Dr. Roland after applying the learning analytics-design rules. They reported a 100 % satisfaction as they all enjoyed interacting with the agent.

IMPROVING STUDENTS' CONFIDENCE IN SPEAKING BY STORYTELLING TECHNIQUE THROUGH WEBTOON

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Tifani Tifani ◽  
Regina Regina ◽  
Wardah Wardah
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Teaching And Learning ◽  
Field Notes ◽  
Classroom Action Research ◽  
Teaching Learning ◽  
Academic Year

This research was conducted based on the problems found from observation in the teaching and learning process. This research aimed to investigate how the use of storytelling technique through webtoon improved students' confidence in speaking to class X IPS 3 students of SMA Negeri 5 Pontianak Utara in academic year 2018/2019. The method implemented in this research was Classroom Action Research with two cycles. The subjects of the research were 32 students of class X IPS 3. In collecting the data, the writer used observation checklist table, field notes, and questionnaires. The result showed that students’ confidence in speaking improved by using storytelling technique through webtoon. Most of them are active in speaking English in the classroom. In conclusion, storytelling technique through webtoon was useful to help students to improve their confidence in speaking English. Thus, the writer recommends the teacher to use storytelling technique in teaching learning speaking to the student.This research was conducted based on the problems found from observation in the teaching and learning process. This research aimed to investigate how the use of storytelling technique through webtoon  improved students’ confidence in speaking to class X IPS 3 students of SMA Negeri 5 Pontianak Utara in academic year 2018/2019. The method implemented in this research was Classroom Action Research with two cycles. The subjects of the research were 32 students of class X IPS 3. In collecting the data, the writer used observation checklist table, field notes, and questionnaires. The result showed that students' confidence in speaking improved by using storytelling technique through webtoon. Most of them are active in speaking English in the classroom. In conclusion, storytelling technique through webtoon was useful to help students to improve their confidence in speaking English. Thus, the writer recommends the teacher to use storytelling technique in teaching learning speaking to the student.

scholarly journals TEACHING AND LEARNING TO READ AND WRITETHE QUR'AN USING AL-BARQY METHOD

Conciencia ◽  
2020 ◽  
Vol 20 (1) ◽  
pp. 14-27
Author(s):  
Fitriana Fitriana ◽  
Dwi Mirani ◽  
Puspa Dianti
Keyword(s):  
Teacher Training ◽  
Data Collection ◽  
Learning Process ◽  
Teaching And Learning ◽  
Education Students ◽  
Training And Education ◽  
Advantages And Disadvantages ◽  
Short Period ◽  
Collection Data ◽  
Teaching Learning

This article aimed to reveal the teaching-learning process of how to read and write the Qur'an with the Al-Barqy method to Faculty of Teacher Training and Education students at Sriwjaya University. The research method used qualitative method. The data collection was takenfrom observation, interviews, and documentation. The respondents consisted of students and lecturers of Islamic Education. This research focusedon the learning process of how to read and write the Al-Qur'an using the Al-Barqy method? What are the advantages and disadvantages used in the Al-Barqy method? The information obtained was analyzed with interactive analysis through several components, namely data collection, data reduction, data presentation, and drawing conclusions. Then the data from the observation and documentation were adjusted. This teaching-learning process only emphasized on the ability to read and write the Qur'an in Faculty of Teacher Training and Education students at Sriwijaya University. The result of this research of the teaching-learning process to read and write Al-Qur'an with the al-barqy method made students learn the Qur'an quicker and easiercompared to other methods. This method used easier steps and a fun process. And there were several advantages, namely: Used a short period of time which was up to 8 hours and for adults was only up to 200 minutes to read the Qur’an,can be used for all ages both children and adults. While the drawbacks of this method include: This method was called the 8-hour method meaning that the learning time was relatively short and if it was for children's education then we must pay attention to their conditions both endurance and their memories, the understandings of hijaiyah letters was not very deep.

scholarly journals Teaching Learning through Interdisciplinary Approaches

2017 ◽  
Vol 5 (2) ◽  
pp. 1-2
Author(s):  
Min Pun
Keyword(s):  
Problem Solving ◽  
Learning Process ◽  
Cognitive Abilities ◽  
Teaching And Learning ◽  
Interdisciplinary Studies ◽  
Mental Processes ◽  
Problem Solving Skills ◽  
Self Confidence ◽  
Interdisciplinary Approaches ◽  
Teaching Learning

There are many benefits of using interdisciplinary approaches in teaching and learning. One of the goals of teaching and learning is helping students to develop insights, problem solving skills and self-confidence. The teachers can bring them to their classroom is interdisciplinary approaches are used in the teaching learning process. In this way, interdisciplinary approaches help students develop their cognitive abilities such as skills and mental processes, which are necessary to solve the problems.Crossing the Border: International Journal of Interdisciplinary Studies 5(2) 2017: 1-2

scholarly journals Pre-Service Teachers’ Perceptions with Regard to Teaching-Learning Processes

2018 ◽  
Vol 7 (3) ◽  
pp. 188
Author(s):  
Faysal Ozdas
Keyword(s):  
Learning Process ◽  
Research Method ◽  
Teaching And Learning ◽  
Structured Interview ◽  
School Experience ◽  
Study Group ◽  
Teachers Perceptions ◽  
Data Collection Instrument ◽  
Teaching Learning ◽  
Academic Year

Teaching-learning process has a great important medium where pre-service teachers develop experiences and competences. Pre-service teachers are introduced to this process in a professional sense through the school experience course in teacher training. In this process, it is crucial to identify the encountered difficulties and matters. For this purpose, the perceptions of 48 pre-service teachers attending Pedagogical Formation Training at Mardin Artuklu University and taking the school experience course were got. The study group of the current research consists of the 48 pre-service teachers taking the school experience course in 2014-2015 academic year. The qualitative research method based on the data collection instrument involving two questions in the semi-structured interview form was used. The content analysis was conducted to analyze the data. According to the findings, it was revealed that the pre-service teachers observe or encounter 219 matters with regard to teaching and learning process in the school experience course. It was identified that the most encountered reasons are teacher, school, student related reasons and other ones, respectively. The pre-service teachers developed 229 suggestions to overcome these matters. The findings of this research were compared with the ones in the literature. In this regard, teaching-learning process was discussed.

Sign in / Sign up

Export Citation Format

Share Document