scholarly journals TEACHER TALK IN TEACHING WRITING INTERACTION OF TECHNICAL ENGINEEERING STUDENTS IN SMK SWASTA TELADAN MEDAN

2019 ◽  
Vol 17 (1) ◽  
pp. 87
Author(s):  
Sutar Oktaviana Tampubolon
Keyword(s):  
Learning Process ◽  
Student Behavior ◽  
Teacher Talk ◽  
Teaching Writing ◽  
Vocational High School ◽  
High School English ◽  
Eleventh Graders ◽  
The Subject ◽  
Participant Observer ◽  
Grade Classroom

This present, study focuses on the teacher talk in teaching writing which conducted in a eleventh grade classroom of SMK Swasta Teladan Medan and to describe how the categories teacher talk affect the students’ learning process during the teaching writing to the eleventh grade of SMK Swasta Teladan Medan. In this research, the FLINT is used to identify the categories of teacher talk occur during the learning process. Moreover, this study is conducted on the form of descriptive qualitative research where the researcher as the non-participant observer on the classroom. The subject of this study is a vocational high school English teacher and the eleventh graders of SMK Swasta Teladan Medan. From the data that has been taken, it is obtained that the categories of teacher talk used by the teacher in teaching writing interaction in the eleventh grader of SMK Swasta Teladan Medan are deals with feeling, praises or encourages, jokes, uses ideas of students, repeats students response verbatim, asks question, gives information, corrects without rejection, gives direction, and criticizes student behavior. More over the categories of teacher talk used also have been proven to help the students understand better about the subject and elicit students’ contribution during the learning process. In conclusion, the researcher has found that the teacher who teaches writing in an eleventh grade classroom of SMK Swasta Teladan Medan has performed some categories of the teacher talk from FLINT.

scholarly journals TEACHER TALK IN CLASSROOM INTERACTION IN TEACHING SPEAKING FOR THE FIRST GRADE STUDENTS AT SMA NEGERI 20 MEDAN

2019 ◽  
Vol 7 (2) ◽  
Author(s):  
Nur Aini Villy ◽  
Siti Aisah Ginting ◽  
Syamsul Bahri
Keyword(s):  
Learning Process ◽  
Student Behavior ◽  
Classroom Interaction ◽  
First Grade ◽  
Teacher Talk ◽  
Student Response ◽  
Dominant Feature ◽  
Speaking Skill ◽  
English Classroom ◽  
Participant Observer

This study aims at analyzing features of teacher talk in teaching speaking. The subject of this study were English Teacher and 40 students at first grade of SMA Negeri 20 Medan. The data were collected through the following: observation, and audio recording. In this research, the FLINT is used to identify the categories of teacher talk occur during the learning process. Moreover, this study is conducted in the form of descriptive qualitative research where the researcher as the non-participant observer on the classroom. From the data that has been taken, it is obtained that the categories of teacher talk used by the teacher in teaching speaking in the first grader of SMA Negeri 20 Medan are deals with feeling, praises or encourages, jokes, uses ideas of students, repeats students response verbatim, ask questions, gives information, corrects without rejection, give direction, criticizes student behavior, and Criticize student response. The finding of the study showed that there are eleven features of teacher talk occur in English classroom interaction and the dominant feature of teacher talk was ask questions (40.2%). The feature of teacher talk which is dominantly used by the teacher help students more active in the class because the teacher gave the oppurtunity to the learners to deliver their ideas, and try their ability in speaking skill. Keywords : Features of Teacher Talk, Foreign Language Interaction, Learning Process

THE RELIGIOUS VALUES IN TEACHING WRITING PERSUASIVE TEXT

2017 ◽  
Vol 1 ◽  
pp. 137
Author(s):  
Dewi Sartika ◽  
Rachmanita Rachmanita
Keyword(s):  
Learning Process ◽  
Subject Matter ◽  
Teaching And Learning ◽  
Sampling Method ◽  
Qualitative Approach ◽  
Teaching Writing ◽  
Religious Values ◽  
Eleventh Graders ◽  
The Subject ◽  
Main Instrument

Writing is sometimes neglected taught by the teacher due to the limitation of the time provided. Besides, in teaching writing, teacher tends to avoid the religious values in teaching writing persuasive text in order to build students’ character. However, students are required to master writing in order to express the idea or information in communication. Therefore, this  study  is an attempt to study the religious values in teaching writing persuasive text. The population of this study was  all of the eleventh graders of SMA Negeri 1 Kandis  Ogan Ilir. The samples were chosen by purposive sampling method.  As a result, two classes consisting of thirty students  in each classes were selected as the samples. The qualitative approach was used in this study and  observation  is the main instrument used to get the  data about the process of teaching writing persuasive text. The observation done from the beginning to ending of  teaching and learning process of writing persuasive text. Based on the observation, it was indicated  that the students were interested in learning writing persuasive text and got some religious values to build their characters. In addition, the students were eager to write persuasive text because of interesting materials. They could explore their idea freely by writing the main information and writing information explaining the religious values in writing persuasive text. By teaching writing persuasive text including the religious values, hopefully the teacher of English can select the material and content of the subject matter which infused the religious values during the classroom.

scholarly journals TEACHER TALK IN CLASSROOM INTERACTION IN TEACHING SPEAKING FOR THE FIRST GRADE STUDENTS AT SMA NEGERI 20 MEDAN

2019 ◽  
Vol 7 (2) ◽  
Author(s):  
Nur Aini Villy ◽  
Siti Aisah Ginting ◽  
Syamsul Bahri
Keyword(s):  
Learning Process ◽  
Student Behavior ◽  
Classroom Interaction ◽  
First Grade ◽  
Teacher Talk ◽  
Student Response ◽  
Dominant Feature ◽  
Speaking Skill ◽  
English Classroom ◽  
Participant Observer

This study aims at analyzing features of teacher talk in teaching speaking. The subject of this study were English Teacher and 40 students at first grade of SMA Negeri 20 Medan. The data were collected through the following: observation, and audio recording. In this research, the FLINT is used to identify the categories of teacher talk occur during the learning process. Moreover, this study is conducted in the form of descriptive qualitative research where the researcher as the non-participant observer on the classroom. From the data that has been taken, it is obtained that the categories of teacher talk used by the teacher in teaching speaking in the first grader of SMA Negeri 20 Medan are deals with feeling, praises or encourages, jokes, uses ideas of students, repeats students response verbatim, ask questions, gives information, corrects without rejection, give direction, criticizes student behavior, and Criticize student response. The finding of the study showed that there are eleven features of teacher talk occur in English classroom interaction and the dominant feature of teacher talk was ask questions (40.2%). The feature of teacher talk which is dominantly used by the teacher help students more active in the class because the teacher gave the oppurtunity to the learners to deliver their ideas, and try their ability in speaking skill. Keywords : Features of Teacher Talk, Foreign Language Interaction, Learning Process

scholarly journals Persepsi Guru terhadap Pembelajaran Berbasis Proyek di Sekolah Menengah Kejuruan

2021 ◽  
Vol 21 (2) ◽  
pp. 1-11
Author(s):  
Ratih Apri Sari ◽  
Bachrudin Musthafa ◽  
Fazri Nur Yusuf
Keyword(s):  
High School ◽  
High Schools ◽  
Learning Process ◽  
Teaching And Learning ◽  
Structured Interview ◽  
Project Based Learning ◽  
Vocational High School ◽  
Learning Models ◽  
High School English ◽  
Model Project

AbstrakPembelajaran berbasis proyek merupakan salah satu model pembelajaran yang direkomendasikan untuk digunakan dalam pembelajaran menurut kurikulum 2013. Pelaksanaan proses pembelajaran di Sekolah Menengah Kejuruan (SMK) memiliki karakteristik yang berbeda dengan pelaksanaan pembelajaran di Sekolah Menengah Atas (SMA). Guru SMK harus mampu mengembangkan model pembelajaran yang dapat menghasilkan aspek keterampilan kerja. Salah satu masalah paling kritis dalam proses belajar mengajar Bahasa Inggris di Sekolah Menengah Kejuruan adalah keengganan dan kreativitas guru yang kurang untuk menemukan cara agar pembelajaran lebih kreatif dan menyenangkan. Untuk mengetahui sejauh mana pemahaman siswa tentang suatu materi yang telah diajarkan dalam proses belajar mengajar, guru harus memberikan tugas kepada siswa. Penugasan dapat dilakukan dengan model Pembelajaran Berbasis Proyek (PjBL). Tujuan dari penelitian ini adalah untuk mengetahui bagaimana persepsi guru tentang pembelajaran berbasis proyek. Penelitian ini dilakukan dalam desain deskriptif kualitatif yang melibatkan tiga guru Bahasa Inggris SMK di Kabupaten Indragiri Hilir, Provinsi Riau sebagai responden. Penelitian ini menggunakan wawancara semi terstruktur sebagai instrumen pengumpulan data. Hasil analisis menunjukkan bahwa guru memiliki persepsi positif terhadap pembelajaran berbasis proyek. Dapat ditarik kesimpulan bahwa pembelajaran berbasis proyek perlu dilakukan oleh guru di kelas Bahasa Inggris sebagai salah satu model dalam proses belajar mengajar karena berfokus pada siswa.Kata Kunci: Pembelajaran Berbasis Proyek, Persepsi Guru, dan Sekolah Menengah Kejuruan. AbstractProject-based learning is one of the recommended learning models to be used in learning according to the 2013 curriculum. The implementation of the learning process in Vocational High Schools have different characteristics from the implementation of learning in Senior High Schools. Vocational high school teachers must be able to develop learning models that can produce aspects of work skills. One of the most critical problems in teaching and learning English at Vocational High School is teachers’ unwillingness and less creativity to find ways to make learning more creative and fun. To find out what extent students understand about the material that has been taught in the teaching and learning process, the teachers must give assignments to the students. The assignments can be done with the model Project-Based Learning. The aim of this study was to investigate how teachers’ perception about project-based learning. This research conducted in descriptive qualitative design which involved three vocational high school English teachers in Indragiri Hilir Regency, Riau Province as respondents. This research used semi-structured interview as an instrument to collect the data. The result of the analysis showed that teachers have positive perception toward project-based learning. The conclusion can be drawn that project-based learning was needed to do by the teachers in EFL classroom as one of the models in teaching and learning process because its focus on student-centered.Keywords: Project-Based Learning, Teachers’ Perception, and Vocational High School.How to cite (APA Style): Sari, R., Musthafa,B., Yusuf, F.N. (2021).  Persepsi Guru terhadap Pembelajaran Berbasis Proyek di Sekolah Menengah Kejuruan.  Jurnal Penelitian Pendidikan, 21 (2), 2021. 1-11. doi: https://10.17509/jpp.v21i2.36972

scholarly journals HOW VIDEO DUBBING CAN IMPROVE STUDENTS’ SPEAKING PRONUNCIATION

2019 ◽  
Vol 5 (1) ◽  
pp. 41
Author(s):  
Firdaus Ditya Pamungkas
Keyword(s):  
Learning Process ◽  
Female Students ◽  
Male Students ◽  
Vocational High School ◽  
Tenth Grade ◽  
Research Findings ◽  
Speaking Skill ◽  
The Subject ◽  
Teaching Learning ◽  
The Impact

This research aims to find out the impact of video dubbing on improving students’ speaking pronunciation. This research was applied for the tenth grade and eleventh grade of Vocational High School in Madiun city, province of East Java, Indonesia. The subject of the research consisted of 20 students, 14 female students and 6 male students. In collecting the data, researcher used observation to observe the implementation of video dubbing during teaching learning process and used test to find the improvement of students’ speaking pronunciation during the implementation of video dubbing. The research was conducted in two cycles, where each cycle consisted of 4 meetings. The research findings showed that the implementation of video dubbing could improve students’ speaking pronunciation. It can be concluded that the implementation of video dubbing in learning process has beneficial effect on students’ speaking skill, especially in pronunciation.

scholarly journals ANALYSIS OF TEACHER TALK IN ENGLISH CLASSES IN VOCATIONAL HIGH SCHOOL TELADAN MEDAN

2018 ◽  
Vol 1 (1) ◽  
pp. 118-124
Author(s):  
Yuni Ansari Rambe
Keyword(s):  
Classroom Interaction ◽  
Teacher Talk ◽  
Female Teacher ◽  
English Teacher ◽  
Vocational High School ◽  
English Classes ◽  
Twelfth Grade ◽  
Field Notes ◽  
The Subject ◽  
The University

The objective of this study at describing the types of Teacher Talk, the effectiveness/ineffectiveness of Teacher Talk, and the aspect of Teacher Talk in classroom observation. This study used descriptive qualitative method is employed in this study which tries to describe all phenomena that occurred in the classroom This study involved an English teacher as research subject in his class. The subject of this study has implemented English talk as a means of communication in learning process of his classroom. The subject here is a female teacher who has been teaching English for one years and graduated from the university of Medan.  This study was conducted in SMK Teladan located in Medan city. This study was done in twelfth grade.  This class consists of 22 students with 11 are males and 11 are females. The main data was taken through observation technique.  The data was collected by using recording and field notes. From analysis done, it was found that English teacher performed their interactional communicative features out of five in the classroom. The features are 1. Referential Questions 2. Content Feedback 3. Student initiated Talk. All communicative interactional features of teacher it happened in discussion activities, it could be concluded that the teacher performs their interactional communicative features in classroom interaction out of five. There  features  are: 1. Referential Questions 2. Content Feedback 3. Student initiated Talk.

scholarly journals PENINGKATAN PRESTASI BELAJAR PKn MELALUI TUGAS PROYEK BERBANTUAN WEBSITE DI SDN GEGUNUNG KULON, KAB. REMBANG

2018 ◽  
Vol 1 (1) ◽  
pp. 75-94
Author(s):  
Parlan -
Keyword(s):  
Learning Process ◽  
Student Behavior ◽  
Mastery Learning ◽  
Comparative Method ◽  
Learning Achievement ◽  
School Year ◽  
Passive Learning ◽  
Average Grade ◽  
Class Average ◽  
The Subject

Abstrakujuan penelitian ini adalah mendeskripsikan proses pembelajaran, mengetahui peningkatan prestasi siswa, dan mendeskripsikan perubahan perilaku siswa dalam pembelajaran PKn melalui tugas proyek berbantuan website. Penelitian ini dilaksanakan dalam 2 Siklus dengan subjek siswa kelas IV SD Negeri Gegunung Kulon, Kabupaten Rembang, semester 2 tahun pelajaran 2014/2015. Data penelitian dianalisis dengan metode deskriptif komparatif, membandingkan proses dan hasil belajar antara praSiklus, Siklus I dan Siklus II. Hasil penelitian yang dilaksanakan 2 Siklus menunjukkan peningkatan aktivitas siswa sampai 86 persen baik. Hasil belajar siswa juga meningkat ditandai Siklus I nilai rata-rata kelas 67,86 dan ketuntasan mencapai 57 persen. Siklus II nilai rata-rata kelas 78,57 dan ketuntasan 86 persen. Kesimpulan penelitian ini adalah aktivitas dan hasil belajar siswa meningkat dalam mengikuti pembelajaran serta ada perubahan perilaku siswa untuk mengikuti pembelajaran PKn melalui tugas proyek berbantuan website yang semula pasif menjadi lebih aktif. Semua siswa berminat dalam melaksakanan tugas dan memperoleh pengalaman yang menyenangkan dalam menjelajah website atau internet. AbstractThe objective of this research was to describe learning process, to know how students’ learning achievement improve, and to describe the change of student behavior on civics learning through website-assisted project task. The research was done through two cycles, with grade IV students in SD Negeri Gegunung Kulon throughout the second semester of school year 2014/2015 as the subject. Research data analysis was done using descriptive comparative method, comparing the learning process and result between pra-cycle, first cycle and second cycle. The result showed positive increase of students’ activities as much as 86 percent. The improvement of students’ learning achievement in cycle I could be seen by the class average grade of 67,86 and mastery learning of 57 percent, while in cycle II the class average grade was 78,57 and mastery learning of 86 percent. The conclusion was that students’ learning activities and achievement improved and there was also a changing in students’ behavior in learning civics through website-assisted project task, from passive learning to active learning. Every student showed interest in doing the project and gaining enjoyable experience browsing the internet.

scholarly journals Peningkatan motivasi dan pemahaman siswa SMK N 5 Banjarmasin melalui media simulasi electronic Workbench (EWB)

2013 ◽  
Vol 2 (1) ◽  
Author(s):  
Dwi Mariyati
Keyword(s):  
High School ◽  
Action Research ◽  
Learning Process ◽  
Student Motivation ◽  
Vocational High School ◽  
Video Technology ◽  
Applied Learning ◽  
Student Comprehension ◽  
The Subject ◽  
Audio Video

Penelitian ini bertujuan untuk mengungkap terjadinga peningkatan motivasi dan pemahaman siswa SMK kelas X dalam pembelajaran dasar-dasar teknik digital melalui media simulasi EWB.Penelitian yang dilakukan adalah penelitian tindakan kelas dengan malalui empat tahapan yaitu: perencanaan, pelaksanaan, pengamatan dan refleksi. Penelitian dilakukan di SMK Negeri 5 Banjarmasin dengan subyek penelitian adalah siswa kelas X Teknik Audio Video. Penelitian melibatkan dua orang kolaborator untuk membantu dan mendampingi peneliti memonitor dampak dari tindakan yang diberikan terhadap motivasi dan pemahaman siswa. Perubahan dari tindakan yang diberikan diperoleh dari hasil pengamatan kolaborator. Teknik pengumpulan data menggunakan metode observasi, wawancara, dan tes pemahaman. Data yang diperoleh dianalisis secara diskriptif. Hasil penelitian menunjukkan sebagai berikut : (a) penggunaan media simulasi EWB dapat meningkatkan motivasi siswa mengikuti kegiatan pembelajaran terutama dalam hal perhatian siswa dalam kegiatan pembelajaran, (b) penggunaan media simulasi EWB dapat meningkatkan pemahaman siswa terhadap materi pelajaran yang disampaikan, (c) peningkatan pemahaman yang paling signifikan setelah guru menggunakan media simulasi EWB terjadi pada siswa dengan kemampuan rendah. THE IMPROVEMENT OF STUDENT MOTIVATION AND COMPREHENSION IN MDTD LEARNING PROCESS AT SMK N 5 BANJARMASIN WITH EWB SIMULATION MEDIAAbstractThis study is aimed at improving motivation and comprehension student at year-10 of vocational high school in basics of digital applied learning process with EWB simulation media. This study was classcroom action research conducted in four steps, i.e. planning, acting, observating, and reflecting. The subject of research was year-10 students of audio video technology of SMK N 5 Banjarmasin. Two collaborators were assigned to back up and assist the researcher to monitor the effects of action on student motivation and comprehension. The changes due to the action are monitored through observation by involving the two collaborators. The techniques for collecting the data were observation, interview, and comprehension test. The collected data was analyzed descriptively. The results of the study show the followin: (a) using EWB simulation media can improvement motivation of student specially interesting on material instructional which communicated and student being active in learning process, (b) using EWB simulation media can improvement student comprehension toward material instructional which communicated, (c) the improvement comprehension after the teacher using EWB simulation media for lowest abilities is significant.

scholarly journals STUDENTS’ PERCEPTION TOWARD THE IMPLEMENTATION OF DIGITAL STORYTELLING IN TEACHING WRITING

2016 ◽  
Vol 3 (2) ◽  
pp. 97
Author(s):  
Yanuarti Apsari ◽  
Intan Satriani
Keyword(s):  
Learning Process ◽  
Digital Storytelling ◽  
Teaching Practice ◽  
Teaching Writing ◽  
Writing Ability ◽  
Technology In Teaching ◽  
The Subject ◽  
Teaching Learning ◽  
General Communication ◽  
Development Of Students

This paper reports a research of students’ perception on the implementation of digital storytelling in teaching writing to second semester students of STKIP Siliwangi Bandung. The research aims to find out the benefits and challenges of using digital storytelling. This research comes up due to answering digitalization era. Wherein, students should be accommodated by technology in teaching learning process. The research was conducted at STKIP Siliwangi Bandung. The subject of this research was writing for general communication students. The data were obtained from students’ interview. The findings revealed that there are some benefits. They are the development of students’ writing ability, the improvement of students’ reading comprehension, the development of students’ cooperation skill, the increasing of students’ participation in the class, fun learning’s atmosphere and the increasing of students’ writing interest. The challenges had something to do with students’ proficiency. Based on those findings, it is suggested to obtain deep data of the research and to modify new teaching practice.

scholarly journals MENINGKATKAN HASIL BELAJAR MATA PELAJARAN KIMIA MELALUI PENILAIAN AUTENTIK PADA SISWA KELAS X-1 SMA NEGERI 1 BARAKA KABUPATEN ENREKANG

2018 ◽  
Vol 1 (1) ◽  
pp. 23-27
Author(s):  
Arif Candik
Keyword(s):  
Data Collection ◽  
Learning Process ◽  
Student Behavior ◽  
South Sulawesi ◽  
The Subject

The research was aimed at knowing the learning result improvement of Chimetry in class X-1 SMAN 1 Baraka through the autentic assessment. The subject of research was 22 students. The data collection was done by using component of autentic evaluation involving the students asigment, the student jurnal, sain proses skill, examination, and the student behavior during the learning process. The result of research showed that the autentic  assessment and the treatment could improve the chemetry  learning result of studens class X-1 SMAN 1 Baraka South Sulawesi.

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