scholarly journals TEACHER’S BELIEF TOWARD THE IMPLEMENTATION OF SCIENTIFIC APPROACH IN 2013 CURRICULUM AND ITS PRACTICES ON ENGLISH CLASSROOM

2019 ◽  
Vol 3 (2) ◽  
pp. 87
Author(s):  
Lailatus Sa'adah
Keyword(s):  
Learning Process ◽  
Classroom Practices ◽  
Qualitative Design ◽  
Beliefs And Practices ◽  
Factors Influencing ◽  
Process Learning ◽  
Scientific Approach ◽  
Time Allotment ◽  
English Classroom ◽  
Teaching Learning

This research aims to investigate the teacher’s belief toward the implementation of scientific approach in 2013 curriculum and its practices in English classroom, how those beliefs are reflected in their classroom practices, and the factors influencing those beliefs and practices. The researcher applied the descriptive qualitative design by using the opened questionnaire as the instrument. The results of this study showed that: (1) most of teacher had already understood the concept of scientific approach; (2) there are several problems arose in the implementation of scientific approach of 2013 curriculum in English classroom or its practices; and (3) factors which influence teachers thought related to the implementation of scientific approach in English classroom are time allotment, teacher’s understanding toward their role in teaching learning process, learning media, facilities, and motivation for both teacher and student. 

scholarly journals Why Do the Students Do Disruptive Behavior in English Classroom? A Case Study On Senior High School Students in One of the Small Town in Indonesia

2019 ◽  
Vol 3 (2) ◽  
pp. 130-141
Author(s):  
Anida Fadhilah Jati ◽  
Endang Fauziati ◽  
Agus Wijayanto
Keyword(s):  
High School ◽  
High School Students ◽  
Disruptive Behavior ◽  
Learning Process ◽  
Senior High School ◽  
School Students ◽  
English Classroom ◽  
Teaching Learning ◽  
Senior High School Students

A conducive learning situation is essential in learning English. However, one problem that usually disturbs the learning situation is the appearance of disruptive behavior. Students' disruptive behavior is an inappropriate behavior conducted by students during the learning process which turns the classroom into unconducive. Exactly, there are several factors contribute to the occurrence of disruptive behavior in the English lesson, especially on senior high school students. Thus, the current study was a case study aimed to investigate several causes of students' disruptive behavior in English teaching-learning process in the classroom. The subjects of this study consisted of an English teacher and a class of twelfth-grade students in a small town in Indonesia. The data were collected using observation and interview. The result of this study showed that students' disruptive behavior in the English classroom was caused by internal factor and external factor. Feeling boredom, feeling anxiety, and seeking attention were internal factor that became the occurrence of disruptive behavior. While fatigue was the external factor that causes the emergence of students' disruptive behavior in the English teaching-learning process in the classroom.             Keywords Disruptive Behavior, English Classroom, Senior High School Students, Teachers’ Management

scholarly journals Promoting Learners` Autonomy Through Individualized Learning

2007 ◽  
Vol 1 (2) ◽  
pp. 105
Author(s):  
Endang Fauziati
Keyword(s):  
Learning Styles ◽  
Learning Process ◽  
Classroom Practices ◽  
Learning Goals ◽  
Integrated Learning ◽  
Individualized Learning ◽  
Learning Tasks ◽  
Practical Guidance ◽  
Teaching Learning

Article basically tries to explore the concept of individualized learning applicable in teaching learning process which can enhance learners’ autonomy and provides a brief practical guidance on how to put this concept into classroom practices. There are at least five underlying assumptions of learning based on this concept, namely: different learning styles, a variety of sources, teacher as facilitator, integrated learning tasks, and different learning goals. It can be concluded that classroom practices designed based on these concepts can improve learners’ autonomy, such as grouping, projects or tasks, and discussion.

scholarly journals Measuring learning quality by Moroccan university students

2017 ◽  
Vol 9 (1) ◽  
pp. 298-307
Author(s):  
Fatima Zahra SOUBHI ◽  
Mohammed Aitdaoud ◽  
Laurent Lima ◽  
Mohammed Talbi
Keyword(s):  
Higher Education ◽  
Learning Process ◽  
Comparative Approach ◽  
The People ◽  
Process Learning ◽  
Higher Education Pedagogy ◽  
Evaluation Of Teaching ◽  
European Students ◽  
Teaching Learning

  Abstract The evolution of teaching is currently considered a very important task, both from an institutional and a moral viewpoint. The evaluation of such a domain, and its conduct, has been reported by several research studies in the literature. “Who? What? How? Drawing from which references? Which clues? Should the people assessed take part in the process? To what extent should the results be publicized?” (Demailly, 2001). For that reason, we will first draw some guidelines for the evaluation of teaching and try to define its possible objectives. Three main domains may be contemplated: teachers’ activity (teaching), the learning process (learning), and the effects of the teaching/learning process. These draw upon an enquiry carried out in three different faculties by our research team. This study is related to the VOLUBILIS project "Moroccan and European students: a comparative approach”, which aims to identify the challenges and expectations of Moroccan students. The purpose of this research is to indicate how students at Hassan II University of Casablanca judge the quality of their studies. We will be able to show that an evaluation of courses by students is both possible and profitable. As a matter of fact, this enquiry has brought up valuable information about higher education pedagogy that concerns the three fields mentioned earlier, and it also offer some suggestions to generate improvements. Keywords: evaluation, teaching, students, quality, higher education, ACP.    

scholarly journals “There should be a room for self-initiated activity” A narrative inquiry on my teaching practices

2016 ◽  
Vol 4 (1) ◽  
Author(s):  
Hanung Triyoko
Keyword(s):  
Narrative Inquiry ◽  
Learning Process ◽  
Teaching Practices ◽  
Classroom Practices ◽  
Personal Values ◽  
Professional Practices ◽  
English Teaching ◽  
Islamic Studies ◽  
Inquiry Method ◽  
Teaching Learning

This paper is my endeavour to shorten the gap between the realities in my own teaching practices and those practices presented in books and research reports as effective English teaching. In this paper, through narrative inquiry method of writing, I will refer to my experiences to show my way of knowing as well as my way of writing the specific contexts of my teaching of English. Here and then, I may show my subjectivity upon certain issues in the English teaching-learning process but I do this to enable myself go deeper to my personal values. Nonetheless, for the betterment of my classroom practices specifically and the teaching of English for Islamic studies in Indonesia, in general, my inquiry on my own professional practices and the insights on how I should see and make some changes in my teaching as specified by the AAA perspective discussed in details will become a very good start.  

scholarly journals Pelaksanaan Kurikulum 2013 Terhadap Mata Pelajaran Geografi di SMA Negeri 11 Makassar

LaGeografia ◽  
2019 ◽  
Vol 16 (3) ◽  
pp. 121
Author(s):  
Jumrina Jumrina
Keyword(s):  
High School ◽  
Data Collection ◽  
Learning Process ◽  
Quantitative Data ◽  
Scientific Approach ◽  
Teaching Learning

This study aims to determine the application of the 2013 curriculum which can be seen from: 1) the teaching learning process viewed from the scientific approach. This research uses descriptive quantitative, data collection is done by using questionnaire techniques, interviews and observations. This sample is for all geography teachers at SMAN 11 Makassar. The data collected was analyzed using percentages. The results of the study showed that the Geography teacher of Makassar State High School had understood all the applicable rules, but the implementation of the teaching learning process activities had been carried out but was still not effective in implementing the scientific approach.

scholarly journals تطوير مواد تعليم اللغة العربية في ضوء المنهج على مستوى الوحدة التعليمية (KTSP)

2021 ◽  
Vol 9 (2) ◽  
pp. 209
Author(s):  
Wahyu Mimbar
Keyword(s):  
High Schools ◽  
Learning Process ◽  
Curriculum Design ◽  
Junior High ◽  
Arabic Language ◽  
Junior High Schools ◽  
Qualitative Design ◽  
School Based ◽  
Teaching Learning ◽  
Descriptive Qualitative

Babul Maghfirah Is one Of junior high Schools located in Aceh Besar which gives high attention to Arabic Learning In This Rase, It is one of 13 Junior high Schools In Aceh Besar which still Implements School-Based Curriculum (KTSP) in Teaching learning process. That is why, the write intended to conduct a Research under the title “ The Analysis of Arabic Material in School-Based Curriculum design” The present research was aimed to Find Out : 1) The Obstacle Faced by the Teacher in transferring the material in school-Based Curriculum design, 2) The Strength and weakness Of School-Based Curriculum method, and 3) The analysis of Arabic learning from cognitive, effective and Psikomotor view in School-Based Curriculum design. Descriptive Qualitative design was used in this research so that the writer used Questionnaire, Observation, and Interview to collect the data needed. Furthermore, all students (24 students) of grade VIII were become the sample of this research. After Conducting the research, it was Found that : 1) most of the Teachers had lack understanding toward the School-Based Curriculum it self. It was caused by the Curriculum was not a perfect design and still need a futher development: 2) Lack of understanding in “Nahwu and Qawai’id” material was one of the weakness of KTSP in cognitive. It made The Students hard to master the method of giving the line, gathering new vocabularies and expression. Thus, it led them to be unable to speak Arabic, Affectively, the Students were more exsited to learn Arabic with School-Based Curriculum design, in psikomotor aspect, the writer found that students had good Capability in Performing “ istima’kalamQira’ah and Khitabah”. They also tonded to motivate each other. 3) After Conducting observation, Interview and Questionnare, It was also found that the Material of Arabic Language in School-Based Curriculum did not meet to Students need.

scholarly journals Using Teaching Proficiency Through Reading and Storytelling (TPRS) in Teaching English for Young Learners

2018 ◽  
Vol 6 (2) ◽  
pp. 78
Author(s):  
Arini Octaviani ◽  
Vega Hesmatantya
Keyword(s):  
Action Research ◽  
Direct Observation ◽  
Learning Process ◽  
Teaching Method ◽  
Kindergarten Students ◽  
Teaching English ◽  
Qualitative Design ◽  
Young Learners ◽  
Classroom Action Research ◽  
Teaching Learning

This study was conducted in order to find out how to improve students’ skills in retelling at kindergarten students of JAC School Surabaya. It described the implementation of Using Teaching Proficiency through Reading and Storytelling (TPRS) in teaching learning process and reported students’ retelling story ability. This research used Classroom Action Research (CAR) which is conducted to solve the students’ during story telling time and students’ ability in retelling story. The study uses Burns theory. This Classroom Action Research has four steps in one cycle. Those are planning, acting, observing, and reflecting. The writer used a descriptive qualitative design to gain the information concerning process of TPRS method. There are three steps of TPRS teaching method. Those are Established the Meaning, Tell a class story and Read. There was an activity called circling in tell a class story step According to the data, the students made an improvement of retelling story use their own language from the first to the second cycle. The average of students score in retelling story rubric of the first cycle was 2 as described as fair category. While the second cycle average of retelling story rubric was 4 and categorized as excellent. The data was the result of direct observation. The analysis was done by describing the implementation of using TPRS in learning process in the classroom.

scholarly journals Teachers’ implementation of scientific approach in teaching English for Senior high school students

2021 ◽  
Vol 12 (3) ◽  
pp. 442-458
Author(s):  
Halawatil Iman ◽  
Sofyan Abdul Gani ◽  
Bustami Usman
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Process ◽  
Time Management ◽  
English Teachers ◽  
Senior High School ◽  
Learning Material ◽  
School Students ◽  
Scientific Approach ◽  
Teaching Learning

The scientific approach constitutes an approach to Indonesia's 2013 curriculum. Since it is imperative for Indonesian education, all teachers need to understand, manage, and apply it in the teaching-learning process. Unfortunately, many English teachers still use inappropriate methods as in the 2013 curriculum. This qualitative research aims at discovering the implementation of a scientific approach by English teachers at State Senior High School in Lhokseumawe. The objects were English teachers at SMAN 1 Lhokseumawe, SMAN 2 Lhokseumawe, and SMAN 5 Lhokseumawe. The tools used in this study were observation for three high school English teachers in the schools. The observation results toward the implementation of five scientific approach stages exposed that the English teachers did not carry out the five stages completely. The teacher should master, understand, and apply the teaching process by following the whole stages of the scientific approach. Class mastery and time management are vital for the learning process. Thus, the teachers should consider those points. Hence, interesting supporting media, appropriate learning material, and methods must be considered by the teachers in teaching so that the students will be motivated to learn.

scholarly journals “There should be a room for self-initiated activity” A narrative inquiry on my teaching practices

2016 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Hanung Triyoko
Keyword(s):  
Narrative Inquiry ◽  
Learning Process ◽  
Teaching Practices ◽  
Classroom Practices ◽  
Personal Values ◽  
Professional Practices ◽  
English Teaching ◽  
Islamic Studies ◽  
Inquiry Method ◽  
Teaching Learning

This paper is my endeavour to shorten the gap between the realities in my own teaching practices and those practices presented in books and research reports as effective English teaching. In this paper, through narrative inquiry method of writing, I will refer to my experiences to show my way of knowing as well as my way of writing the specific contexts of my teaching of English. Here and then, I may show my subjectivity upon certain issues in the English teaching-learning process but I do this to enable myself go deeper to my personal values. Nonetheless, for the betterment of my classroom practices specifically and the teaching of English for Islamic studies in Indonesia, in general, my inquiry on my own professional practices and the insights on how I should see and make some changes in my teaching as specified by the AAA perspective discussed in details will become a very good start.keywords; Self-Initiated Activity;  Narrative Inquiry; AAA Perspective 

scholarly journals TEACHING WRITING DESCRIPTIVE TEXTS TO THE EIGHTH YEAR STUDENTS: “PUT YOURSELF IN THE PICTURE” ACTIVITY

2016 ◽  
Vol 5 (1) ◽  
pp. 78-103
Author(s):  
Krisdian Eka Permatasari
Keyword(s):  
Learning Process ◽  
Teaching Writing ◽  
Qualitative Design ◽  
Writing Class ◽  
Three Stages ◽  
Research Questions ◽  
Teaching Learning ◽  
Generic Structures ◽  
Descriptive Writing

Writing is considered as a complicated and difficult skill to be mastered by the students. Several difficulties are found in learning of descriptive writing. Dealing with the case, the research questions are proposed as follows: (1) How is “Put Yourself in the Picture” activity implemented by the teacher in teaching descriptive texts? and (2) How are the results of the students in writing descriptive texts in the aspects of grammar, vocabulary, content and organization through the implementation of “Put Yourself in the Picture” activity? This research is qualitative design in which the researcher acted as the observer to collect information as the evidences in the writing class to find the teacher’s and students’ activities in implementing “Put Yourself in the Picture” activity in the three stages of teaching learning process in writing descriptive texts. The results of the research showed that the teacher and the students implemented “Put Yourself in the Picture” activity in some of the these activities, as follows: (1) introducing the essay topic; (2) listing the words or phrases relating to the topic; (3) Making sentences based on the listed ideas; (4) identifying the generic structures and language features of descriptive text; (5) Writing the descriptive text; (6) Making groups and giving feedbacks of the writing’ results; (7) Editing and re writing the final drafts. Besides, the students’ learning writing progresses are described into five categories. They are (1) very good student’s score category; (2) good student’s score category; (3) fair student’s score category; (4) poor student’s score category; and (5) very poor student’ score category. These criteria are based on the students’ writing results analyzed in the aspects of grammar, vocabulary, content, and organization.

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