THE IMPLEMENTATION OF KURIKULUM TINGKAT SATUAN PENDIDIKAN (KTSP) IN THE TEACHING OF ENGLISH; A DESCRIPTIVE STUDY IN THE TENTH GRADE OF SMA NEGERI 1 NGUNUT, 2013/2014 ACADEMIC YEAR

2016 ◽  
Vol 1 (2) ◽  
pp. 3
Author(s):  
Anis Azimah
Keyword(s):  
Learning Activity ◽  
Analysis Method ◽  
Standard Material ◽  
Teachers Perceptions ◽  
Interactive Analysis ◽  
Tenth Grade ◽  
Teaching Learning ◽  
Academic Year ◽  
Unobtrusive Observation ◽  
Descriptive Method

The objective of this study is to describe the teachers’ perceptions towards the implementation of Kurikulum Tingkat Satuan Penddikan (KTSP) in SMA Negeri 1 Ngunut and also the implementation of Kurikulum Tingkat Satuan Pendidikan (KTSP) in the Teaching of English in the classroom for the tenth grade students of SMA Negeri 1 Ngunut 2013/2014 academic year, including its material, teaching learning activity and the evaluation. Further more, it is also intended to know more about the strengths and the weaknesses of the implementation of Kurikulum Tingkat Satuan Pendidikan (KTSP). In this research, the writer uses a qualitative research. To describe the students’ and teachers’ perception towards the implementation of Kurikulum Tingkat Satuan Pendidikan (KTSP) in the class, the researcher uses descriptive method. The technique of collecting the data in this research is unobtrusive observation, in-depth interviewing, and document analysis. The writer uses guided-interview to support the data. In analyzing the data, the writer uses interactive analysis method by data reduction, data display, and conclusion drawing. After doing observation and interview, the writer can conclude that the teachers have good perception towards the implementation of KTSP in the school and play their role as teachers in the classroom well. The implementation of Kurikulum Tingkat Satuan Pendidikan (KTSP) in the teaching of English at the tenth grade of SMA Negeri 1 Ngunut is well conducted. The teaching-learning activity in the classroom runs well because the teachers always try to encourage the students in teaching-learning process. The material given to the students in teaching-learning activity is appropriate to the KTSP’s standard material. Key words: Implementation, Kurikulum Tingkat Satuan Pendidikan (KTSP), Received: 23 June, 2016; Accepted: 8 September, 2016

scholarly journals THE IMPLEMENTATION OF KURIKULUM TINGKAT SATUAN PENDIDIKAN (KTSP) IN THE TEACHING OF ENGLISH; A DESCRIPTIVE STUDY IN THE TENTH GRADE OF SMA NEGERI 1 NGUNUT, 2013/2014 ACADEMIC YEAR

2016 ◽  
Vol 1 (2) ◽  
pp. 3
Author(s):  
Anis Azimah
Keyword(s):  
Learning Activity ◽  
Analysis Method ◽  
Standard Material ◽  
Teachers Perceptions ◽  
Interactive Analysis ◽  
Tenth Grade ◽  
Teaching Learning ◽  
Academic Year ◽  
Unobtrusive Observation ◽  
Descriptive Method

The objective of this study is to describe the teachers ’ perceptions towards the implementation of Kurikulum Tingkat Satuan Penddikan (KTSP) in SMA Negeri 1 Ngunut and also the implementation of Kurikulum Tingkat Satuan Pendidikan (KTSP) in the Teaching of English in the classroom for the tenth grade students of SMA Negeri 1 Ngunut 2013/2014 academic year, including its material, teaching learning activity and the evaluation. Further more, it is also intended to know more about the strengths and the weaknesses of the implementation of Kurikulum Tingkat Satuan Pendidikan (KTSP). In this research, the writer uses a qualitative research. To describe the students ’ and teachers ’ perception towards the implementation of Kurikulum Tingkat Satuan Pendidikan (KTSP) in the class, the researcher uses descriptive method. The technique of collecting the data in this research is unobtrusive observation, in-depth interviewing, and document analysis. The writer uses guided-interview to support the data. In analyzing the data, the writer uses interactive analysis method by data reduction, data display, and conclusion drawing. After doing observation and interview, the writer can conclude that the teachers have good perception towards the implementation of KTSP in the school and play their role as teachers in the classroom well. The implementation of Kurikulum Tingkat Satuan Pendidikan (KTSP) in the teaching of English at the tenth grade of SMA Negeri 1 Ngunut is well conducted. The teaching-learning activity in the classroom runs well because the teachers always try to encourage the students in teaching-learning process. The material given to the students in teaching-learning activity is appropriate to the KTSP ’s standard material. Key words: Implementation, Kurikulum Tingkat Satuan Pendidikan (KTSP), Received: 23 June, 2016; Accepted: 8 September, 2016

THE USE OF DIARY WRITING TO IMPROVE STUDENTS RECOUNT TEXT

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Uray Ryan Hermawan ◽  
Clarry Sada ◽  
Yanti Sri Rezeki
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Teaching Writing ◽  
Chronological Order ◽  
Tenth Grade ◽  
Diary Writing ◽  
Research Findings ◽  
Field Notes ◽  
Teaching Learning ◽  
Academic Year

The research was aimed to investigate the use of diary writing to overcome students’ problem in writing recount texts. The problems include writing a recount text in chronological order, writing correct verb changes and developing ideas. Classroom action research was conducted by applying diary as the technique to help students overcome their problem. There were two cycles conducted in this research. The data were taken from the students’ individual score, observation checklist, and field notes. The result showed that teaching writing through diary writing improved students’ writing recount text. Referring to the research findings, the data showed that diary writing improved students’ recount text, as seen in their score. These in terms of score, students’ improved from 71.96 to 76.03 and improving the motivation to the students which makes them eager to write also makes the teaching learning process better. In conclusions, students’ writing recount text of the tenth grade students of class IPS 1 of SMAN 4 Sungai Raya in academic year 2018/2019 improved by using diary.

scholarly journals Pengaruh Pengajaran dan Aktifitas dalam Organisasi terhadap Kreativitas Belajar dengan Variabel Mediasi Psikoedukasi Kreativitas

2020 ◽  
Vol 4 (1) ◽  
pp. 11-18
Author(s):  
Ahmad Jalalluddin Al-Mahali
Keyword(s):  
Data Analysis ◽  
Data Collection ◽  
Learning Strategies ◽  
Likert Scale ◽  
Questionnaire Data ◽  
Analysis Method ◽  
Creative Learning ◽  
Census Techniques ◽  
Teaching Learning ◽  
Academic Year

Some learning strategies fail to arouse student creativity in learning. Concerns about accountability narrow flexibility and creativity in teaching. Learning has become the main focus, but does not neglect teaching. Creative children need creative teachers, many activities in campus-level organizations influence and even inhibit their creativity even if they get psychoeducation therapy for creativity. A dilemma is that the most creative child is often punished by parents and teachers who find the behavior difficult to control. Conversely children who fail to manifest curiosity and other creative learning behaviors are stimulated to display these behaviors and are rewarded. The objectives of this study are: 1) Analyzing the effect of teaching on creativity psychoeducation. 2) Analyzing the effect of Activity in organizations on creativity psychoeducation. 3) Analyze teaching on learning creativity. 4) Analyzing the effect of Activity in organizations on learning creativity. 5) Analyzing the effect of psychoeducation of creativity on learning creativity. 6) Analyzing the teaching of learning creativity with the psychoeducation variable of creativity. 7) Analyzing the effect of Activity in organizations on learning creativity with the mediating variable of creativity psychoeducation. This research is descriptive-exploratory-explanatory. The population is semester V students of the academic year 2018/2019 of 38 people. sampling using census techniques. Data collection uses a 5 point Likert Scale questionnaire. Data analysis method uses SmartPLS software v. 3.3.7. From the results of the study it can be concluded as follows: 1) Teaching has a significant effect on the Psychoeducation of creativity 2) Activity in the organization has no effect on the Psychoeducation of creativity 3) Teaching has no effect on learning creativity 4) Activity in the organization has a significant effect on learning Creativity 5) Psychoeducation of creativity has no effect on learning creativity 6) Teaching affects indirectly on learning creativity through creativity psychoeducation 7) Activity in organization indirectly influences learning creativity through creativity psychoeducation.

scholarly journals THE APPLICATION OF THINK-TALK-WRITE STRATEGY TO IMPROVE THE TENTH GRADE OF SMA SANTO YOSEPH MEDAN STUDENTS’ SKILL IN WRITING RECOUNT TEXT

2020 ◽  
pp. 26-37
Author(s):  
Tio Devianta br Sembiring ◽  
Novalina Sembiring ◽  
Fiber Yun A. Ginting
Keyword(s):  
Learning Strategy ◽  
Teaching Writing ◽  
English Teacher ◽  
Learning Behavior ◽  
Writing Skill ◽  
Tenth Grade ◽  
Field Notes ◽  
Teaching Learning ◽  
Academic Year ◽  
Better Than

The aim of this study is to find whether Think – Talk – Write Strategy works effectively on improving the tenth grade students’ achievement in writing recount texts and to know the students’ responses after being taught by using Think – Talk – Write Strategy . in order to  achieve the objectives of study, a classroom action research was designed and carried out in this study. The subjects of this study were 32 students of class X- MIA2  OF SMA Santo Yoseph Medan in academic year 2018/2019. Test, observation sheet, and field notes were used as a instruments for collecting data. The results of the study showed significant improvement of the students’ skill in writing. It is proved by the students’ mean score of each test: pre-test was 57,5%, formative test was 67,22% and post-test  was 83,88% . In addition, the, the analysis result of the observation sheet and field notes showed Think – Talk – Write Strategy channge the students’ learning behavior being better than before. They were more enthusiastic during the teaching learning process in each cycle. The analysis result of questionnaire showed that Think – Talk – Write Strategy was useful to most of students to improve their learnig interest in writing recount text. Based on the results of those study instruments, it can be concluded that Think – Talk – Write Strategy as learning strategy gives the improvement to students’ skill in writing recount text. It is recommended for English teacher to apply Think – Talk – Write Strategy in teaching writing skill in order to improve students’ skill in writing expecially recount text. 

scholarly journals The Role of Islamic Education Teachers in Preventing Radicalism at Madrasa Aliyah

2021 ◽  
Vol 4 (1) ◽  
pp. 74-90
Author(s):  
Udin Supriadi ◽  
Usup Romli ◽  
Mohammad Rindu Fajar Islamy ◽  
Muhamad Parhan ◽  
Nurti Budiyanti
Keyword(s):  
Religious Education ◽  
Learning Process ◽  
Descriptive Analysis ◽  
Analysis Method ◽  
Interactive Analysis ◽  
Analysis Technique ◽  
The Republic ◽  
Teaching Learning ◽  
Islamic Values

Radicalism is seen as dangerous for the integrity of the Republic of Indonesia. It is contradictory to Islamic values, where Islam upholds the principles of tolerance, peace, and respect for one's beliefs. Therefore, serious efforts are required from all levels of society to minimize the spread of this understanding, especially for the millennial generation. This study aims to find conceptual ideal ideas to deal with issues of radicalism through the role of (IRE) Islamic Religious Education teachers in the formal learning process at schools. This study employed a qualitative approach with a descriptive analysis method. The study was carried out in Madrasa Aliyah (Islamic Senior High School) Maarif Tanjung Sari Sumedang. Data were collected through an interview, observation, and discussion. The data were analyzed using the interactive analysis technique. Results of the study revealed that the Islamic Religious Education teacher of MA Maarif Tanjung Sari played an important role in stemming radicalism. Implementing 5 principles in the teaching-learning process is the key.

scholarly journals COMMUNICATIVE LEARNING IN THE CLASSROOM INTERACTION (A DESCRIPTIVE STUDY ON THE TENTH GRADE STUDENTS IN MAN 3 TULUNGAGUNG IN THE 2016/2017 ACADEMIC YEAR)

2017 ◽  
Vol 2 (2) ◽  
pp. 5
Author(s):  
Anis Azimah
Keyword(s):  
Video Recording ◽  
Classroom Interaction ◽  
Descriptive Study ◽  
English Teacher ◽  
Self Monitoring ◽  
Teacher Student ◽  
Tenth Grade ◽  
The Subject ◽  
Academic Year ◽  
Descriptive Method

This research aims at observing how the process of communicative learning occurred in the classroom interaction and identifying the types of interaction in the classroom. To meet the purposes of the research, this research raised the questions related to the principal features of Communicative Orientation of Language Teaching (COLT) scheme proposed by Nunan (1992). MAN 3 Tulungagung was taken as the setting of the research. The interaction between English teacher and students of Acceleration (X-10) class in the 2016/2017 academic year were recorded as the subject of the analysis. To examine the learning process and interaction, this research used qualitative approach in the form of descriptive method. In collecting the data, the researcher employed video recording. The data obtained through the observation was in the form of transcribed interaction. It was also found that the types of interaction occurred in the classroom are Teacher-Class (T - C), Teacher-Group (T-G), Teacher-Student(s) (T-S), and Student-Student (S-S) interactions. Each of this interaction is influential in the classroom. Regarding the findings of the research, the researcher concludes that these communicative analysis can be used as self-monitoring for English teacher to create communicative classroom. Therefore, this study is useful to introspect teacher’s and learner’s performance in the classroom. Key words: communicative Learning, Classroom Interaction.

scholarly journals THE USE OF TOMATIS METHOD TO IMPROVE STUDENTS’ LISTENING SKILL

2012 ◽  
Vol 1 (1) ◽  
pp. 104
Author(s):  
Ummi Khaerati Syam
Keyword(s):  
Learning Process ◽  
Listening Test ◽  
Listening Skill ◽  
Tenth Grade ◽  
Teaching Learning ◽  
Listening Process ◽  
Academic Year

This research aimed to know the effectiveness of using Tomatis Method to improve the students’ listening skill and to know the student activeness toward teaching-learning process through Tomatis Method of the tenth-grade students of SMK Negeri 2 Makassar. The method of this research consisted of two cycles. One cycle consisted of four meetings. It means that there were eight meetings for two cycles. As a subject in this research was class X in the 2012-2013 academic year with students’ number as about 36 students, 23 of the students are men and 13 students are women. The instruments of this research were observation sheet and listening test or evaluation. The findings of the research were students’ improvement in listening was 64.55 in cycle I and then it became 73.93 in cycle II. The students’ participation in learning the listening process in the first meeting of the cycle I was 59.02% then it became 81.25% in the fourth meeting of cycle II.Keywords: Tomatis Method, Listening, Improve.

scholarly journals COMMUNICATIVE LEARNING IN THE CLASSROOM INTERACTION (A DESCRIPTIVE STUDY ON THE TENTH GRADE STUDENTS IN MAN 3 TULUNGAGUNG IN THE 2016/2017 ACADEMIC YEAR)

2017 ◽  
Vol 2 (2) ◽  
pp. 5
Author(s):  
Anis Azimah
Keyword(s):  
Video Recording ◽  
Classroom Interaction ◽  
Descriptive Study ◽  
English Teacher ◽  
Self Monitoring ◽  
Teacher Student ◽  
Tenth Grade ◽  
The Subject ◽  
Academic Year ◽  
Descriptive Method

This research aims at observing how the process of communicative learning occurred in the classroom interaction and identifying the types of interaction in the classroom. To meet the purposes of the research, this research raised the questions related to the principal features of Communicative Orientation of Language Teaching (COLT) scheme proposed by Nunan (1992). MAN 3 Tulungagung was taken as the setting of the research. The interaction between English teacher and students of Acceleration (X-10) class in the 2016/2017 academic year were recorded as the subject of the analysis. To examine the learning process and interaction, this research used qualitative approach in the form of descriptive method. In collecting the data, the researcher employed video recording. The data obtained through the observation was in the form of transcribed interaction. It was also found that the types of interaction occurred in the classroom are Teacher-Class (T - C), Teacher-Group (T-G), Teacher-Student(s) (T-S), and Student-Student (S-S) interactions. Each of this interaction is influential in the classroom. Regarding the findings of the research, the researcher concludes that these communicative analysis can be used as self-monitoring for English teacher to create communicative classroom. Therefore, this study is useful to introspect teacher ’s and learner ’s performance in the classroom. Key words: communicative Learning, Classroom Interaction.

scholarly journals IMPROVING STUDENTS’ READING COMPREHENSION THROUGH THE USE OF NUMBERED HEAD TOGETHER (NHT) TECHNIQUE

2019 ◽  
Vol 2 (2) ◽  
pp. 78-86
Author(s):  
Yustina Selong
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
Data Collection ◽  
Measurement Technique ◽  
Learning Activities ◽  
Tenth Grade ◽  
The Subject ◽  
Classroom Action Research ◽  
Teaching Learning ◽  
Academic Year

This research is a Classroom Action Research (CAR). Numbered Head Together (NHT) was used as the technique to improve students’ reading comprehension which was conducted in two cycles. The subject of this research were the tenth grade students of social 3 class in SMA Negeri 2 Sungai Kakap in the academic year of 2017/2018. The class consisted of 35 students. The data collection used observation and measurement technique. The results showed that Numbered Head Together (NHT) technique could improve students’ ability in reading comprehension. Moreover, it could influence the students’ attention, and also motivated them in learning activities as the result of the groups’ discussion. Through the use of Numbered Head Together (NHT) technique, the students were able to participate in teaching learning process. They became serious in listening to the teacher’s explanations and worked cooperatively with their friends in each group. They were also more active, enthusiastic, and more confident in following class activities which resulted on the better atmosphere of the classroom that was more enjoyable and alive. Keywords:Reading Comprehension, Numbered Head Together and Classroom Action Research  

scholarly journals EFFECTIVENESS OF THE USE OF COMPUTER MULTIMEDIA AND GROUP DISCUSSION ON LEARNING OF BRAKE SYSTEM CLASS XI TEKNIK KENDARAAN RINGAN SMK TAMAN KARYA MADYA TEKNIK KEBUMEN ACADEMIC YEAR 2014/2015

TAMAN VOKASI ◽  
2015 ◽  
Vol 1 (1) ◽  
Author(s):  
Wiwit Winarko ◽  
Subagyo Subagyo
Keyword(s):  
Learning Outcomes ◽  
Hypothesis Test ◽  
Group Discussion ◽  
Discussion Groups ◽  
Brake System ◽  
Analysis Method ◽  
Experiment Research ◽  
Average Value ◽  
Academic Year ◽  
Descriptive Method

The purpose of this study was to determine (1) the effectiveness of the use of computer multimedia on learning brake system and (2) the effectiveness of the use of group discussion method on learning the brake system Class XI Teknik Kendaraan Ringan SMK Taman Karya Madya Teknik Kebumen in the academic year 2014/2015. This study classified the type of experiment research. Data collection techniques using documentation techniques and test . Instrumen this study is a test. Data analysis method used descriptive method and hypothesis test using t test, which preceded  test of analysis requirements  is test of normality and homogenity. The results showed that (1) there is a significant effectiveness in the use of multimedia computer learning the brake system at a price of tobt = 6.003 and the value of significance 0.00 <0.05 and (2) there is a significant effectiveness of the use of the method of discussion groups on learning the brake system with prices tobt = 4.105 and the value of significance 0.00 <0.05. thus, the average value of the average learning outcomes brake system using computer multimedia 14.55 and the average value oflearning outcomes brake system using group discussion of 13.50. Based on the average value, it can be concluded that the use of computer multimedia more effective than the use of group discussion method on learning the brake system.

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