scholarly journals COVID 19 MEMES AS A TEACHING TOOL: ITS IMPLEMENTATION FOR TEACHING DESCRIPTIVE TEXT

2021 ◽  
Vol 12 (1) ◽  
Author(s):  
Shania Salma ◽  
Faiza Hawa ◽  
Siti Musarokah
Keyword(s):  
High School ◽  
High School Students ◽  
Teaching Writing ◽  
Teaching Tool ◽  
English Teacher ◽  
Data Display ◽  
School Students ◽  
Know How ◽  
Draw Conclusion ◽  
Study Questionnaire

This study is an attempt to reveal the implementation of Covid 19 memes in teaching descriptive text for secondary high school students in Tahunan Jepara. In addition, this study also aims to find out the problems the students face during the process of implementing the memes for teaching writing. Since Covid 19 pandemic hinder everyone to gather in a period of time, so it is possible for the researchers to process this research online. It means that the distribution of instrument for collecting the data is done online. The data for this descriptive qualitative study were taken from both the students and the English teacher. 32 students were involved in this study. Questionnaire was distributed to students to gain some information related to the problems they experienced during the process of learning, while indirect interview was given only to the teacher to know how he or she implemented the Covid 19 memes for teaching descriptive text. The data were then processed by elaborating them descriptively. Then, the researchers did data reduction, data display and as final step the researchers draw conclusion of all. The results showed that Covid 19 memes inspired the students for ideas for writing descriptive text. It was exactly 88% students said so. While the rest of 12% said otherwise.  Related to the problems in learning using Covid 19 memes, 78% students did not have any problems with it. While the rest of it said that they had problems in naming the terms (13%), in understanding the meme’s content (6%), and in elaborating ideas in English sentences (3%)

scholarly journals Make a Match as Teaching Technique to Improve Students’ Writing

2018 ◽  
Vol 1 (1) ◽  
pp. 09-19
Author(s):  
Anggia Nirma Saresti ◽  
Rosi Anjarwati
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Teaching Writing ◽  
English Teacher ◽  
School Students ◽  
Class Participation ◽  
Teaching Technique ◽  
Teaching Learning

Teaching writing to junior high school students is absolutely a challenging job for English teacher in Indonesia, it also happened in a junior high school in Jombang. The researchers found that both teacher and students got problem in writing process because of the students’ low ability in writing and monotonous writing teaching technique used by the teacher. This research used a Classroom Action Research design to solve the problem by using Make a match teaching technique. Make a match is considered to be one of cooperative learning method which has some benefits in teaching learning process. The result of data analysis indicates that Make a match bring benefits to improve students’ writing and class participation.

DEVELOPING READING MATERIALS FOR JUNIOR HIGH SCHOOL STUDENTS BASED ON CONTENT AREA

2016 ◽  
Vol 5 (1) ◽  
Author(s):  
Anggita Kasanra Lubis And Rafika Dewi Nasution
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Content Area Reading ◽  
Junior High School Students ◽  
Content Area ◽  
English Teacher ◽  
School Students ◽  
First Semester ◽  
Reading Materials

Reading is the basic in learning every subject. The more understanding the text, the more information students can gain. However, the reading materials that the students use is not appropriate based on syllabus. Therefore, the reading materials should be developed to fulfil the syllabus and the students' needs also. Because English is included Content Area Reading, so the development of reading materials is based on content area which focus on strengthen the vocabularies, specifically the unfamiliar ones, by giving glossary and related pictures. The developed text is only focus in the first semester which is descriptive and recount text. The research was conducted at SMP Muhammadiyah 7 Medan. The data was taken from interviewing the English teacher and distributing questionnaires for 30 students in grade VIII-4. The data showed that students need materials which is related to their environment and constructed by familiar vocabularies. Based on the result of the study, conclusion and suggestion are directed to the English teacher who is teaching in that school to provide reading materials based on syllabus and students' needs regularly.

Five Portraits of Teachers’ Experiences Teaching Writing: Negotiating Knowledge, Student Need, and Policy

2018 ◽  
Vol 120 (1) ◽  
pp. 1-60
Author(s):  
Juliet Michelsen Wahleithner
Keyword(s):  
High School ◽  
High School Students ◽  
Writing Instruction ◽  
Case Studies ◽  
Comparative Method ◽  
English Teachers ◽  
Teaching Writing ◽  
School Students ◽  
High School English ◽  
High Stakes

Background Numerous reports have highlighted problems with writing instruction in American schools, yet few examine the interplay of teachers’ preparation to teach writing, the instructional policies they must navigate, and the writing development of the students in their classrooms. Purpose This study examines high school English teachers’ instruction of writing while taking into account their preparation for teaching writing—both preservice and inservice, the instructional policies in place, and the learners in their classrooms. Setting Data used come from public high school English teachers teaching in Northern California. These data were collected in 2011–2012, when teachers were sill complying with the mandates of the No Child Left Behind legislation. Research Design I use year-long qualitative case studies of five high school English teachers to highlight various ways teachers used their knowledge of writing instruction to negotiate the pressures of accountability policies and their students’ needs as writers to teach writing. Data collected include beginning- and end-of-year interviews with each teacher, four sets of 1- to 2-day observations of each teacher's instruction of writing, and instructional documents related to each teacher's writing instruction. These data were analyzed using the constant comparative method to look for themes within the data collected from each teacher and then make comparisons across teachers. Findings from the case studies are supported by findings from a survey of 171 high school teachers who taught a representative sample of California high school students at 21 schools in 20 districts. The survey included 41 multiple-choice items that asked about teachers’ instructional practices and their perceptions of high-stakes accountability pressures and their students as writers. Survey data were analyzed quantitatively using descriptive statistics and principal components analysis. Findings Findings illustrate that significant differences existed in how the five teachers approached their writing instruction. These differences were due to both the teachers’ varied preparations to teach writing and the contextual factors in place where each taught. Those teachers with more developed knowledge of writing instruction were better able to navigate the policies in place at their sites and more equipped to plan appropriate instruction to develop their students as writers. Recommendations Findings indicate teachers would be better served by opportunities to develop their knowledge of writing instruction both prior to and once they begin their teaching careers. Additionally, the findings add to an existing body of research that demonstrates the limiting effect high-stakes assessments can have on teachers’ instruction of writing.

scholarly journals Instagram as Media in Teaching Writing Recount Text for Senior High School Students

2020 ◽  
Vol 1 (01) ◽  
pp. 11-20 ◽  
Author(s):  
Abdul - Basith
Keyword(s):  
High School ◽  
Social Media ◽  
High School Students ◽  
Social Network ◽  
Senior High School ◽  
Teaching Writing ◽  
School Students ◽  
Great Opportunity ◽  
Use Of Social Media ◽  
Senior High School Students

Social media is web-based application that allows users to communicate, collaborate, and share resources with other people. Both being easy to access and easy to use make social media become an effective way to communicate and exchange ideas. Students can use social media to keep up with their friends, to stay up-to-date with news and current events, to fill up spare time, to find entertaining content, and to share opinions. The use of social media becomes famous for the students nowadays. Thus, the popularity of the social media among students can be used as a tool in language teaching. One of the famous social media is Instagram. Instagram is a social network that enables its users to take pictures and videos, and share them publicly or privately on the application, as well as through a variety of other social network. Through Instagram the students can post their photos or videos that can be commented by viewers. By using Instagram, teachers are offered great opportunity to develop classroom activities creatively. This paper will give an overview of the use of Instagram in teaching writing recount text in senior high school students.

scholarly journals PENALARAN DEDUKTIF SISWA SMP DALAM MENYELESAIKAN MASALAH GEOMETRI BERDASARKAN PERBEDAAN GENDER

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Ahmad Afandi
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Deductive Reasoning ◽  
Junior High ◽  
Junior High School Students ◽  
School Students ◽  
Planning Phase ◽  
Draw Conclusion ◽  
The Given

This study is aimed to describe deductive reasoning e of Junior High School Students in solving geometry problem based on gender difference. Deductive reasoning in this study refers to general premise, specific premise, conclusion drawing. The subjects of this study are two Junior High School Students. The technique of collecting data applied in this study are task giving and interview. The result of the study would be presented as follows: (1) deductive reasoning e of the male student; at the planning phase for solving problem, subject could formulate general premise and mention the premises which were used to solve the given problem. Subject could also formulate specific premise by giving logical premise referring to general premise based given problem, and he could draw conclusion by determining the strategy firstly to solve the given problem. At the executing planning phase for solving the problem, subject could formulate general premise using premises in order to solve the given problem. Subject could also formulate specific premise by determining logical premise referring to general premise based given problem, and he could draw conclusion using general and specific premise that had been proved. (2) Deductive reasoning e of the female student; at the planning phase for solving problem, subject could formulate general premise by mentioning the premises which were used to solve the given problem. Subject could also formulate specific premise by giving logical premise referring to general premise based given problem, and he could draw conclusion by determining the strategy firstly to solve the given problem. At the executing planning phase for solving the problem, subject could formulate general premise using premises which were used to solve the given problem. Moreover, subject could not formulate specific premises and the way he drew the conclusion was contradictive to the strategy he determined at the planning phase for solving problem.

Development of a Programming Teaching-Aid Robot with Intuitive Motion Instruction Set

2017 ◽  
Vol 29 (6) ◽  
pp. 980-991 ◽  
Author(s):  
Takafumi Noguchi ◽  
Hidekazu Kajiwara ◽  
Kazunori Chida ◽  
Sakae Inamori ◽  
◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Personal Computer ◽  
Junior High School ◽  
Junior High School Students ◽  
Teaching Tool ◽  
Program Execution ◽  
Instruction Set ◽  
School Students ◽  
Push Button

A robot that consists of a compact disc (CD) and an embedded microcomputer has been developed as a robotics learning tool for elementary and junior high school students. The students can program the robot to draw a variety of shapes by placing a pen in the center hole of the CD. As the movement track of the robot can be recorded, the students can preserve their devised program execution results. In addition, intuitive instructions can be used to control the robot. This allows to input the program by operating several push-button switches. The program instructions can be viewed on the robot’s 8 LEDs-display interface. This robot is a unique teaching tool, which can be used to learn the mechanism of the robot composed of sensors, actuators, and a computer, without using a personal computer.

Teaching writing to high school students: A national survey.

2009 ◽  
Vol 101 (1) ◽  
pp. 136-160 ◽  
Author(s):  
Sharlene A. Kiuhara ◽  
Steve Graham ◽  
Leanne S. Hawken
Keyword(s):  
High School ◽  
High School Students ◽  
National Survey ◽  
Teaching Writing ◽  
School Students

scholarly journals Character education strengthening model during learning from home: Ki Hajar Dewantara’s scaffolding concept

2021 ◽  
Vol 25 (1) ◽  
Author(s):  
Hasti Robiasih ◽  
Ari Setiawan ◽  
Hanandyo Dardjito
Keyword(s):  
High School ◽  
High School Students ◽  
Character Education ◽  
Junior High School ◽  
Junior High ◽  
Group Discussion ◽  
Junior High School Students ◽  
Observation Data ◽  
Data Display ◽  
School Students

To provide educational and learning services to students during the Covid-19 Pandemic, learning is carried out by learning from home. The disparity in learning achievements, especially related to attitude competencies, is strongly experienced during learning from home. This study aims to integrate attitude values through learning with Ki Hajar Dewantara’s scaffolding concept comprising Identifying, Imitating, Developing, Disseminating respectively. This scaffolding is applied to strengthen the character of junior high school students in Yogyakarta Special Province to become Pancasila Students. This is a Research and Development study which applies a qualitative approach. Respondents to this study were teachers, principals, students, parents and junior high school supervisors in this province. Data were collected using focus group discussion, interview, observation.. Data were analyzed using Miles and Huberman models which comprised data reduction, data display and inference stages. The results of this study is a character education strengthening model during learning from home applying Ki Hajar Dewantara’s scaffolding concept. This model contributes to policy making of character education strengthening during the learning from home online.

scholarly journals Exploratory case study difficulty of junior high school students in resolving problems of the pyramids surface area

2020 ◽  
Vol 6 (3) ◽  
pp. 277-286
Author(s):  
Sudirman Sudirman ◽  
Bambang Avip Priatna Martadiputra
Keyword(s):  
High School ◽  
High School Students ◽  
Surface Area ◽  
Junior High School ◽  
Data Reduction ◽  
Junior High School Students ◽  
Data Display ◽  
School Students ◽  
Exploratory Case Study

Penelitian ini bertujuan untuk mengeksplorasi kesulitan-kesulitan siswa sekolah menengah pertama dalam menyelesaikan permasalahan luas permukaan limas. Penelitian ini merupakan penelitian kualitatif dengan desain exploratory case study. Proses eksplorasi pada penelitian ini dilakukan pada partisipan yang berjumlah 13 siswa kelas VIII pada salah satu SMP Swasta di Kabupaten Indramayu.  Pengumpulan data dalam penelitian ini menggunakan tes, wawancara, dokumentasi, dan catatan lapangan. Sedangkan teknik analisis data yang digunakan mengadopsi modifikasi analisis data dari Miles dan Huberman yang terdiri dari pengumpulan data, pengodean (coding), reduksi data (data reduction), penyajian data (data display), dan penarikan kesimpulan (verification). Berdasarkan temuan penelitian, didapat bahwa kesulitan belajar yang dialami siswa pada saat menyelesaikan soal materi luas permukaan limas yaitu: (1) kesulitan dalam mengidentifikasi masalah yang terdapat pada soal; (2) kesulitan dalam mengoneksikan konsep luas permukaan dengan konsep materi prasyarat; (3) kesulitan dalam menentukan strategi penyelesaian soal tersebut; (4) kesulitan dalam menggunakan operasi yang melibatkan perkalian bilangan pecahan atau bentuk akar; (5) kesulitan dalam menggunakan formula konsep luas permukaan limas. Selain itu hasil temuan ini memberikan implikasi kepada guru untuk dapat mempersiapkan desain bahan ajar atau pembelajaran untuk mengatasi kesulitan tersebut.

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