scholarly journals Implementation of Scientific Approach in English Teaching at SMPN 1 Gringsing Batang

2018 ◽  
Vol 8 (2) ◽  
Author(s):  
Luluk Fatwiana Muslimah ◽  
Ngasbun Egar ◽  
Siti Musarokah
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Lesson Plan ◽  
English Teaching ◽  
Final Project ◽  
Scientific Approach ◽  
Teachers And Students ◽  
The Media ◽  
Teaching Learning ◽  
Descriptive Qualitative

This research aimed: 1) to identify the implementation of scientific approach in English teaching at SMP N 1 Gringsing, 2) to identify the problems faced by the teachers and students implementing scientific approach in English teaching, and 3) to know the teachers’ solutions of the problems. The method used in this final project is descriptive qualitative. The writer used observation sheet and documentation gotten by recording the activities, and the lesson plan of the teachers in collecting data. The result of the analysis shows: 1) the implementation of scientific approach in teaching learning process at SMP N 1 Gringsing Batang is running well, although the five steps are not working well because the time was not enough to finish all of steps of scientific approach in one meeting. 2) the problems in teaching learning process were divided into two parts.  The first was problems of the teachers. Here, the first teacher often forgot to give apperception in the opening step as stated in the lesson plan. The teachers found the students were less active in learning process of questioning step. Moreover, the teachers gave same instruction in exploring and associating step by giving same questions but different pattern (written and orally). Then, the teachers were lack in the media of teaching learning process, so it made students bored. The second was problems faced by the students that they were being nervous, afraid, or ashamed if they made a mistake in arranging the question or sentence, and show their work. Sometimes they felt difficult when they found new vocabularies. 3) there were some solutions made by the teachers to solve the problems. They corrected the students’ pronunciation and wrong sentence. The teachers let students to open their dictionary to find the meaning of difficult words. Furthermore, they gave motivation to the students that they should be more active in the teaching and learning process. In addition, the teachers gave punishment by giving questions to students who did not focus in learning process and the students were asked to write what they had learnt on that day in “My Journal”. It was to know the students’ development. Finally, the teachers should improve the techniques in learning process, so the students can receive the material easily.

scholarly journals Postmodernism Creates Innovative English Teaching Learning by Utilizing ICT

2021 ◽  
Vol 2 (1) ◽  
pp. 43-48
Author(s):  
Yustin Dwi Rahmawati
Keyword(s):  
Literature Review ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Teachers ◽  
English Teaching ◽  
Comprehensive Literature Review ◽  
Teachers And Students ◽  
Qualitative Descriptive ◽  
Teaching Learning ◽  
Education Field

Through comprehensive literature review and an examination of both Postmodernism and ICT, it is proposed that the influences of ICT have acted and continued to act to promote Postmodernism. The development of ICT is utilized by education field for teaching learning process. Many teachers and students utilize the existing of ICT as model of teaching and learning especially English. This study discussed about teachers’ belief and students’ belief in using ICT to have innovative English teaching learning. Qualitative descriptive was used in this study. The data was collected by conducting the interview. The participants were five English teachers and five students that chose randomly. The result showed that both teachers’ and students’ belief in using ICT is to make English teaching learning easier, more interesting, and effective. Keywords:Postmodernism,ICT, teachers’ belief, students’ belief

scholarly journals KEMAMPUAN GURU KELAS DALAM MENGAJAR ANAK BERKEBUTUHAN KHUSUS BERKESULITAN BELAJAR PADA PROGRAM INKLUSI

2019 ◽  
Vol 9 (2) ◽  
Author(s):  
Widias Rahayuni
Keyword(s):  
Learning Process ◽  
Lesson Plan ◽  
Research Result ◽  
Learning Activity ◽  
Normal Children ◽  
Learning Achievement ◽  
The Government ◽  
Teaching Learning ◽  
Class Teacher ◽  
Descriptive Qualitative

Nowadays, the government with its policy of inclusion class made teacher must be able to do learning activity for children with special need. This research was aimed to describe about (1) teachers’ competence in planning of learning for children with special need (CSN), (2) teachers’ competence in doing learning activity for CSN, (3) teachers’ competence in evaluating learning achievement of CSN, (4) teachers’ competence in managing the class at integration process for CSN and normal children in the same class. This research method used descriptive qualitative approach. These research objects were integration class teacher of class 1, class teacher of CSN handler, headmaster of SD Negeri 1 Tanjung. The technique of collecting data in this research used observation, interview, and document. The technique of data analysis used descriptive qualitative. The research result showed that (1)teachers’ competence in the planning of learning for children with special need (CSN) showed two different results between teacher of integration class and teacher of CSN handler, that was in preparing the lesson plan, teacher of the integration class used provided lesson plan and this was applied both to normal student and CSN, yet teacher of CSN prepared batter and conicallu by making PPI for CSN in SD Negeri 1 Tanjung, (2) teachers’ competence in doing learning activity for CSN was in quite a good category as equalized the right if giving learning service between normal student and CSN, and teacher mostly used media in teaching learning process, (3) teachers’ competence in evaluating learning achievement of CSN was based on the competence of CSN, thus teachers didn’t have specific criteria as the standard for determining the development of CSN (4 )teachers’ competence in managing the integration class was able to manage and there was good cooperation between teacher of integration class and teacher of CSN, thus this was good cooperation between teacher of integration class and teacher of CSN, thus this was able to solve the problems in teaching learning process.

Advantages and Problems of Multimedia-Based College English Teaching Mode

2011 ◽  
Vol 271-273 ◽  
pp. 1644-1646 ◽  
Author(s):  
Ju Hong Zhan ◽  
Chun Xia Li ◽  
Wen Xin Nie
Keyword(s):  
Teaching And Learning ◽  
Independent Learning ◽  
Learning Ability ◽  
College English ◽  
English Teaching ◽  
Multimedia Teaching ◽  
Teachers And Students ◽  
Individualized Teaching ◽  
Teaching Learning ◽  
Technical Failures

Multimedia-based teaching and learning is an interesting, interactive, innovative and individualized teaching-learning mode. But according to our survey, there are often some problems in multimedia teaching and learning in practice, such as: lack of emotional exchange between students and teachers, insufficiency of student’s independent learning ability, students’ dilemma in what to choose to learn from diverse online contents, unexpected technical failures, etc. All these factors affect the effectiveness of multimedia teaching. Teachers and students who involve in the multimedia-based English teaching-learning should pay full attention to the problems above, so as to take full advantage of the multimedia technology to improve the effectiveness of the multimedia teaching and learning.

scholarly journals Using Communicative Games in Improving Students’ Speaking Skills

2016 ◽  
Vol 10 (1) ◽  
pp. 63 ◽  
Author(s):  
Ratna Sari Dewi ◽  
Ummi Kultsum ◽  
Ari Armadi
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Collaborative Action Research ◽  
Teachers And Students ◽  
Post Test ◽  
Speaking Skill ◽  
Teaching Learning ◽  
Speaking Skills

The aims of the study are to know whether communicative games have an impact on teaching speaking skill and describe how communicative games give an influence on speaking skills of students at junior high schools in Jakarta, Indonesia. Classroom Action Research (CAR) was implemented based on Kurt. L model. The procedures used were planning, acting, observing, and reflecting. It was done into two cycles in each cycle consisted of three meetings. The researcher used collaborative action research with some of the English teachers. In collecting the data, the instruments were interview, observation, questionnaire and test. The test only given to students. The rest of the instruments administered for both teachers and students. The result of the study showed the mean score’s pretest reached of 60.42 to 69.02 and post test’s score reached up to 78.77. It is important to describe that there is a significant improvement of 13.9% to 41.7% in post test 1 and 83.33% in post test 2. Therefore, the criteria of success had been determined. It is crucial to note that communicative games have contributed a positive impact on teaching learning process. This also implies the communicative games expected to enhance students’ enthusiasm and motivation. Clearly, It gives positive improvement on students’ active participation, confidence and their fluency in speaking skill. In short it can be described that the strategy of teaching and learning creates good, enjoyable circumstances and reduces the boredom and stress of learning process.

scholarly journals ENHANCING STUDENTS’ ENGLISH ABILITY BY USING REALIA

2019 ◽  
Vol 6 (1) ◽  
pp. 59
Author(s):  
Rengganis Siwi Amumpuni ◽  
Brigitta Septarini Rahmasari
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Teaching And Learning ◽  
The Media ◽  
Classroom Action Research ◽  
Teaching Learning

Abstract: The aim of the research is to know the strenghts and weaknesses of using realia. The reseacher used classroom action research. The research was conducted in two cycles. Each cycle consisted of four steps. They are planning, acting, observation, and reflecting. In collecting the data, the researcher used test, interview, and observation. In analyzing the data, the researcher used statistic descriptive. The research implementations showed that there was an improvement in students’ speaking ability after Realia implemented in the teaching and learning process, and the students showed better achievement in speaking ability. The strengths were the students become active in classroom, enthusiastic, excited and motivated in the class. The students give more attention to the lesson and they were attracted to do the exercise during teaching learning process. The students more focused to the lesson during the activity in teaching learning process. The activities of Realia is attracted the students’ motivation and interested to the students. The researcher found that that Realia make the class becomes conducive. Meanwhile the weaknesses of using realia are the student had a difficulties to speak something caused of the limited vocabularies and confused how to pronounce the word in English and it spends much time to prepare the media. Keywords :Realia, English ability, Enthusiastic Abstrak: Tujuan dari penelitian ini adalah untuk mengetahui kekuatan dan kelemahan menggunakan realia. Peneliti menggunakan penelitian tindakan kelas. Penelitian ini dilakukan dalam dua siklus. Setiap siklus terdiri dari empat langkah yaitu perencanaan, tindakan, observasi, dan refleksi. Dalam mengumpulkan data, peneliti menggunakan tes, wawancara, dan observasi. Dalam menganalisis data, peneliti menggunakan statistik deskriptif. Hasil penelitian menunjukkan bahwa ada peningkatan kemampuan berbicara siswa setelah Realia diimplementasikan dalam proses belajar mengajar, dan siswa menunjukkan prestasi yang lebih baik dalam kemampuan berbicara. Kekuatan menggunakan realia adalah siswa menjadi aktif di kelas, antusias, bersemangat dan termotivasi di kelas. Para siswa lebih memperhatikan pelajaran dan mereka tertarik untuk melakukan latihan selama proses belajar mengajar. Para siswa lebih fokus pada pelajaran selama kegiatan belajar mengajar. Kegiatan Realia menarik motivasi siswa dan tertarik kepada siswa. Peneliti menemukan bahwa Realia membuat kelas menjadi kondusif. Sementara itu, kelemahan menggunakan realia adalah siswa memiliki kosakata yang terbatas dan kesulitan dalam pengucapan bahasa Inggris dan menghabiskan banyak waktu untuk mempersiapkan media.Kata Kunci: Realia, Kemampuan Bahasa Inggris, Antusias

scholarly journals Increasing Students’ Awareness in Speaking Participation

2019 ◽  
Vol 3 (1) ◽  
Author(s):  
Ribeh Najib Muhammad
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Lesson Plan ◽  
Research Question ◽  
Group Discussion ◽  
Narrative Text ◽  
The Third ◽  
Asking Questions ◽  
Field Notes ◽  
Teaching Learning

The lack of students’ activities seems to be the main reasons why the teacher failed to maximize the participation of the students in a senior high school in a small city in East Java Indonesia. The unification of two different basic competences into one lesson plan also makes the indicator of the lesson plan become not too clear and not specific enough. Thus the research questions of this study are: 1. How is the implementation of the teaching and learning process based on the revised lesson plan conducted by the teacher? 2. How is the teaching and learning process based on the revised lesson plan followed by the students? 3. How is the students’ participation in learning speaking after the teaching and learning process based on the revised lesson plan conducted? This research is a classroom action research with one cycle only. The first data is in the form of description of the teacher’s activities during the teaching and learning process, the source of the data is the teacher who conducts the revised teaching-learning process. The second data is the description of students’ activities during the teaching and learning process, the source of the second data is the students who follow the teaching and learning process based on the revised lesson plan. The third data is the participation of the students when they are taught using the revised lesson plan, the third source of the data is also the students who follow the teaching and learning process based on the revised lesson plan. The researcher used unstructured field notes to write all the information which were seen and heard and also everything that happened during teaching and learning process conducted by the teacher. The data need to be sorted and classified to know the relevant data and non-relevant data. Then the relevant data were classified based on each research question to be analyzed. The students’ participation in the teaching and learning process of speaking narrative text based on the revised lesson plan was better, because the students could follow the instructions and do the activities of speaking narrative text smoothly, every student was able to present their stories in the group and in front of the class, they were active in the group discussion for asking and answering their friends’ question, they were also active in asking questions to the teacher and answering questions from the teacher.

scholarly journals DESAIN PEMBELAJARAN TARI DENGAN PENDEKATAN PAIKEM GEMBROT DALAM THEORY OF ART DI SEKOLAH DASAR

2016 ◽  
Vol 1 (3) ◽  
pp. 146
Author(s):  
Arina Restian
Keyword(s):  
Learning Outcomes ◽  
Junior High School ◽  
Learning Process ◽  
Teaching And Learning ◽  
Junior High ◽  
Lesson Plan ◽  
Form Solution ◽  
Learning Approaches ◽  
Dance Teacher ◽  
Teachers And Students

Abstract: Dance teacher have a very important role in improving the learning outcomes of students in schools in learning the art of dance with management in the classroom. The field of dance lessons more emphasis on aspects of psychomotor, and this is what distinguishes the field of dance lesson with other lessons. So the solution was also different. One form solution is to select or determine the learning approaches that enable learners to participate actively in the learning and learning goals can be achieved. One approach appropriate learning is active learning, creative, effective, and fun (PAKEM) which requires the activity of teachers and students in the learning process. PAKEM make students can be more creative and learning process can take place in an effective and enjoyable. This study aims to determine learning the art of dance at the junior high schools in Malang by using. Dance lesson with an art management approaches. The scope of the study include: (1) Dance Lessons Planning, (2) Implementation of learning the art of dance (3) The role of teachers and students in learning the art of dance, (4) The results of student learning. The results showed that the dance teacher has made the completeness or learning devices, one of which is learning implementation plan (RPP). When viewed from the implementation of the lesson plan in mind that the learning is in conformity with the characteristics of PAKEM namely making students active and creative in finding new ideas. In addition teachers are also active in managing the classroom so as to create effective learning in a pleasant atmosphere. Additionally supporting infrastructure PAKEM learning approach is sufficient in the implementation of learning the art of dance, especially in the optimal use of instructional media so as to support the teaching and learning process (PBM). The results of the second study found that learning the art of dance in Junior High School in Malang in addition to using PAKEM approach also uses the approach to CTL (Contexstual Teaching and Learning) in with the intent to be able to achieve the learning objectives and lesson plans that have been made previously. So as to create a more conducive learning environment in achieving optimal learning outcomes. Abstrak: Guru seni tari memiliki peranan yang sangat penting dalam meningkatkan hasil belajar peserta didik di sekolah dalam pembelajaran seni tari dengan menajemen di kelas. Pelajaran bidang seni tari lebih banyak menekankan pada aspek psikomotorik dan hal ini yang membedakan pelajaran bidang seni tari dengan pelajaran lainya. Sehingga penanganannya pun juga berbeda. Salah satu bentuk penanganannya adalah dengan cara memilih atau menentukan pendekatan pembelajaran yang memungkinkan peserta didik berpartisipasi secara aktif dalam pembelajaran dan tujuan pembelajaran bisa tercapai. Salah satu pendekatan pembelajaran yang tepat adalah pembelajaran aktif, kreatif, efektif, dan menyenangkan (PAKEM) yang menuntut keaktifan guru beserta siswa dalam proses pembelajaran. Dengan PAKEM siswa bisa lebih kreatif dan proses belajar mengajar dapat berlangsung secara efektif dan menyenangkan. Penelitian ini bertujuan untuk mengetahui pembelajaran seni tari pada SD di Malang dengan menggunakan pembelajaran seni tari dengan pendekatan menajemen seni. Ruang lingkup penelitian ini meliputi: (1) Perencanaan Pembelajaran Seni Tari, (2) Pelaksanaan pembelajaran seni tari (3) Peran serta guru siswa dalam pembelajaran seni tari, (4) Hasil belajar siswa. Hasil penelitian menunjukkan bahwa guru seni tari telah membuat kelengkapan atau perangkat pembelajaran, salah satunya adalah rencana pelaksanaan pembelajaran (RPP). Bila dilihat dari rencana pelaksanaan pembelajaran diketahui bahwa dalam pembelajaran sudah sesuai dengan karakteristik PAKEM yaitu membuat siswa aktif dan kreatif dalam menemukan ide baru. Selain itu guru juga aktif dalam mengelola kelas sehingga tercipta pembelajaran yang efektif dalam suasana yang menyenangkan. Selain itu sarana prasarana pendukung pembelajaran dengan pendekatan PAKEM sudah cukup dalam pelaksanaan pembelajaran seni tari khususnya dalam penggunaan media pembelajaran yang optimal sehingga mampu mendukung proses belajar mengajar (PBM). Hasil penelitian kedua ditemukan bahwa pembelajaran seni tari pada  di SD Negeri Malang selain menggunakan pendekatan PAKEM juga menggunakan pendekatan CTL (Contexstual Teaching and Learning) secara beriringan dengan maksud agar mampu mencapai tujuan pembelajaran serta rencana pembelajaran yang telah dibuat sebelumnya. Sehingga tercipta lingkungan belajar yang lebih kondusif dalam pencapaian hasil belajar secara optimal. Kata Kunci: Desain pembelajaran PAIKEM GEMBROT, seni tari

scholarly journals Emotions in the Teaching/Learning Process

2012 ◽  
Vol 8 (1-2 (10)) ◽  
pp. 99-103
Author(s):  
Gayane Shmavonyan ◽  
Lili Karapetyan
Keyword(s):  
Learning Process ◽  
Emotional Labor ◽  
Teaching And Learning ◽  
Positive Emotions ◽  
Language Teachers ◽  
Emotional Understanding ◽  
Teaching Process ◽  
Emotional Factors ◽  
Teachers And Students ◽  
Teaching Learning

Emotions play a great role in our daily life, as well as in the teaching process which is closely connected with the emotional sphere of life since teaching is an emotional practice involving emotional understanding, as well as emotional labor. Being in the center of the teaching process, emotions should be paid due attention to in the language classroom since they lead to a better understanding of classroom interactions and more satisfying educational experiences for both language teachers and students. The paper explores the role and significance of students’ and teachers’ emotions in language teaching and learning, as well as the emotional factors that influence the teaching/learning process. It also suggests some strategies for enhancing positive emotions.

scholarly journals PEMANFAATAN MEDIA PEMBELAJARAN UNTUK PENINGKATAN KUALITAS BELAJAR SISWA

2014 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
M. Miftah
Keyword(s):  
Teaching And Learning ◽  
Computer Network ◽  
Lesson Plan ◽  
Learning Activity ◽  
Student Interest ◽  
Instructional Media ◽  
Teachers And Students ◽  
Visual Style ◽  
Information And Communication ◽  
The Media

ICT (Information and Communication Technology) has tremendous potential to help teachers and students in successful learning. Implementation of ICT-based learning, schools need to do a needs analysis, preparation of the necessary requirements, design models of learning and development. Making it easier for teachers in the use of media in teaching. The importance of instructional media for the education system is to support teaching and learning with the Internet media, computer network, or standalone computer. The success is determined by the ability of learning in a variety of things including: efforts to use the media in a learning activity as resources for learning. The process of utilization of instructional media is a decision taken by the learner (teacher) which is based on the design or the lesson plan. Therefore, the principle of utilization needs to be linked to the needs and characteristics of students. These characteristics with respect to the visual style, auditory, and kinestetika students. By utilizing computer-aided media is expected to increase student interest, so that more teachers on how to optimize the role of the teacher as a facilitator, modiator, motivator, supervisor, and evaluator AbstrakTIK (Teknologi Informasi dan Komunikasi) memiliki potensi yang amat besar untuk membantu guru dan siswa dalam keberhasilan pembelajaran . Implementasi pembelajaran berbasis TIK, sekolah perlu melakukan analisis kebutuhan, penyiapan kebutuhan yang diperlukan, perancangan model pembelajaran serta pengembangannya. Sehingga mempermudah guru dalam memanfaatkan media dalam pembelajaran. Pentingnya media pembelajaran bagi sistem pendidikan adalah untuk mendukung belajar mengajar dengan media Internet, jaringan komputer, maupun komputer standalone. Keberhasilan pembelajaran ditentukan oleh kemampuan dalam berbagai hal diantaranya: upaya memanfaatkan media dalam aktivitas pembelajaran sebagai sumber-sumber untuk belajar. Proses pemanfaatan media pembelajaran merupakan suatu keputusan yang diambil oleh pembelajar (guru) yang didasarkan pada desain atau rancangan pembelajaran. Oleh sebab itu, prinsip pemanfaatan perlu dikaitkan dengan kebutuhan dan karakteristik siswa. Karakteristik ini berkenaan dengan gaya visual, auditorial, dan kinestetika siswa. Dengan memanfaatkan media berbantuan komputer diharapkan dapat meningkatkan minat belajar siswa, sehingga guru lebih pada bagaimana mengoptimalisasikan peran guru sebagai fasilitator, modiator, motivator, supervisor, dan evaluator

scholarly journals POLA INTERAKSI GURU DAN SISWA KELAS X SMAN 1 JORONG

2020 ◽  
Vol 10 (1) ◽  
pp. 89
Author(s):  
Dwi Rahmanto
Keyword(s):  
High School ◽  
Data Analysis ◽  
Learning Process ◽  
Teaching And Learning ◽  
Public High School ◽  
Analysis Techniques ◽  
Stimulus Response ◽  
Teachers And Students ◽  
Weak Student ◽  
Teaching Learning

Abstract The Interaction Pattern of Teachers and Students of Class X of SMAN 1 Jorong. This study aims to describe (1) the pattern of intervention, (2) the pattern of adjacent pairs, and (3) the pattern of preference in the interaction discourse of teachers and students of class X at Jorong 1 Public High School during the teaching and learning process. The approach used in this study is a qualitative approach with descriptive methods. Sources of data collected in the form of oral speeches that occur during teaching-learning interactions. Data collection uses documentation techniques. Data analysis techniques use qualitative analysis techniques. From the results of data analysis and research conclusions, the findings are as follows: Interruptive patterns in teacher discourse and class x students at Jorong 1 State Senior High School during the teaching and learning process. The teacher's interruption pattern to students is due to weak student volume and to stop doubts or reinforce the answers to the teacher's questions. The pattern of contiguous pairs occurs normally or naturally according to the stimulus-response process and meets the structure of adjacent pairs which creates habits and regularity. This pattern of well-implemented preferences can be seen from the structure of the preferred action expected to be in the next action and not to be expected to be expected in the next action. Key words: teacher and student interaction, interrupt pattern, contiguous pair pattern, preference pattern … Pola Interaksi Guru dan Siswa Kelas X SMAN 1 Jorong. Penelitian ini bertujuan untuk mendeskripsikan (1), pola interupsi (2),pola pasangan berdekatan, dan (3), pola preferensi dalam wacana interaksi guru dan siswa dalam kelas X di SMA Negeri 1 Jorong pada waktu proses belajar-mengajar. Pendekatan yang digunakan dalam penelitian ini adalah pendekatan kualitatif dengan metode deskriptif. Sumber data yang dikumpulkan berupa tuturan-tuturan lisan yang terjadi saat interaksi belajar-mengajar. Pengumpulan data menggunakan teknik dokumentasi. Teknik analisis data menggunakan teknik analisis kualitatif. Dari hasil analisis data dan kesimpulan penelitian, diperoleh temuan antara lain sebagai berikut: Pola interupsi dalam wacana guru dan siswa kelas X di SMA Negeri 1 Jorong pada waktu proses belajar-mengajar. Pola interupsi guru kepada siswa dikarenakan volume suara siswa lemah dan untuk menghentikan keraguan atau mempertegas jawaban atas pertanyaan guru. Pola pasangan berdekatan terjadi dengan normal atau alamiah sesuai dengan proses stimulus-respon dan memenuhi struktur pasangan berdekatan yang menimbulkan kebiasaan dan keteraturan.Pola preferensi terlaksana dengan baik ini bisa dilihat dari adanya struktur tindakan yang disukai diharapkan ada pada tindakan berikutnya dan tidak disukai diharapkan tidak ada pada tindakan berikutnya. Kata-kata kunci: interaksi guru dan siswa, pola interupsi, pola pasangan berdekatan, pola preferensi

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