KEMAMPUAN GURU BAHASA INDONESIA DALAM MENYELESAIKAN SOAL UKBI DI PEKANBARU

2017 ◽  
Vol 5 (2) ◽  
pp. 147
Author(s):  
Elvina Syahrir
Keyword(s):  
High School ◽  
Elementary School ◽  
Language Proficiency ◽  
Junior High School ◽  
Proficiency Test ◽  
Senior High School ◽  
Language Teachers ◽  
National Examination ◽  
Language Proficiency Test ◽  
Bahasa Indonesia

This study was motivated by the low score of the students‘ Indonesian language in national examination that were certainly correlated with the Indonesian language teachers‘ competences. The Indonesian language techers‘ competences can be observed in doing the Indonesian language proficiency test. This study was aimed to determine the Indonesian language teachers‘ capabilities indoing UKBI and to describe about it. The data obtained describe that the Indonesian language teachers of Senior High School (SMA) have the highest scores, then the Indonesian language teachers of Junior High School (SMP), and the last ones were the teachers of elementary school (SD). Moreover, among the Indonesian language techers‘ capabilities of SMA, SMP, and SD in doing UKBI have not shown the significant differences.AbstrakPenelitian ini dilatarbelakangi oleh rendahnya nilai Ujian Nasional (UN) bahasa Indonesia siswa yang tentunya berkorelasi dengan kompetensi guru bahasa Indonesianya. Kompetensi guru bahasa Indonesia dapat terlihat dari Uji Kemahiran Berbahasa Indonesia (UKBI). Penelitian ini bertujuan untuk mengetahui kemampuan guru bahasa dan sastra Indonesia di Pekanbaru dalam menyelesaikan soal UKBI dan untuk mendeskripsikan kemampuan guru dalam menyelesaikan soal UKBI. Dari penganalisisan data diperoleh temuan bahwa nilai rerata UKBI guru SMA memperoleh skor paling tinggi, nilai rerata UKBI guru SMP memperoleh skor sedang, sedangkan nilai rerata UKBI guru SD memperoleh skor paling rendah. Akan tetapi, kemampuan guru bahasa dan sastra Indonesia dari ketiga tingkatan sekolah tersebut (SMA, SMP, SD) dalam menyelesaikan soal UKBI tidak menunjukkan perbedaan yang berarti (tidak signifikan) pada taraf kepercayaan 5 %, hal ini terlihat dari nilai Fhitung lebih kecil dari Ftabel (Fhitung = 0,11 < Ftabel = 4,35)

scholarly journals Acquisition of Language Proficiency in English Among Senior High School Students from the Different Strands

2021 ◽  
Vol 2 (1) ◽  
pp. 69-75
Author(s):  
Kerny M. Macado ◽  
Felix M. Diano Jr.
Keyword(s):  
High School ◽  
High School Students ◽  
Language Proficiency ◽  
English Language ◽  
Proficiency Test ◽  
Senior High School ◽  
School Students ◽  
Significant Difference ◽  
Language Proficiency Test ◽  
Senior High School Students

Using a quantitative-comparative design, this study compares the language proficiency of the Senior High School Students of a certain University from the five (5) different strands; Science-Technology-Engineering-Mathematics (STEM), Humanities-Education-Social Sciences (HESS or HUMSS), Business-Accountancy-Management (BAM or ABM), Technical-Vocational-Livelihood (TVL) and General Academic Strand (GAS) and determine on which of these strands excels in the language proficiency test. There are 40 students randomly selected per strand. They are tested using the Language Proficiency Test in English. The one-way Analysis of Variance was utilized in the study. The findings reveal that there is a significant difference (p<0.05) in the English language proficiency of the students from the five (5) strands. Moreover, the students from the STEM strand excel from the other strands. This further indicates that the STEM students are more superior and developed on the academic literacy, alternative understandings and adequate formulation of theories and concepts in dealing with different variations of linguistics skills.  

PENERAPAN METODE BERMAIN PERAN UNTUK MENINGKATKAN PEMBELAJARAN BAHASA INDONESIA ASPEK BERBICARA

2017 ◽  
Vol 6 (2) ◽  
pp. 223
Author(s):  
Musa Ismail
Keyword(s):  
High School ◽  
Language Learning ◽  
Role Play ◽  
Senior High School ◽  
Language Teachers ◽  
Literary Works ◽  
Communication Ability ◽  
The Subject ◽  
Bahasa Indonesia

Indonesian language (IN) is one of the obligatory lessons in Senior High  School. The learning of Indonesian language is pointed to the  increasing ability of students. This aim  to increase students’ ability to communicate in Indonesian language well and properly. The communication ability is expected especially in oral and written. Besides, students are hoped to  be  able  to  appreciate  literary works. The objective of this research is to identify and to describe the implementation of role play method in the efforts to increase the activity of Indonesian language  learning  in speaking aspects and to identify and to get  the description whether  the implementation of the method can increase process and result speaking aspect of Indonesian language learning of students class XI IPS 1, Semester 1, SMAN 3 Bengkalis. The method used was classroom action method and the subject was class XII IPS 1, semester 1, SMAN 3 Bengkalis. The collection of data and information were carried out by observation, journal and document study. The result of the research showed that (1) The implementation of of  role play method can increase  the activities of  speaking aspects  in   Indonesian  language learning. On the  1st cycle1, 1st meeting, the percentage of students’ activities was 73% with the good category (3,6), while on the second meeting, it was 82% with the very good category (3,7). On the first meeting of the second cycle, the percentage of students’ activities became 83% with the very good category (4,3), while on the second meeting was 96% with the  very good category (5,0), (2) The implementation of role play method is able to increase the result of speaking aspect in learning Indonesian language. On the first cycle, the students’ reserved effort was 73% while on the second cycle was 77%. Meanwhile, based on attachment 3, the classical completeness on cycle 1 reached 86%, on cycle 2,  it  increased 96%. Based on the result  of  the  research,  the  researcher proposed that it would be better for the Indonesian language  teachers to implement role play method for the materials  that  are  suitable  with . speaking aspects. The reason is that this method is proved to be able to increase the process and result of students  learning. When implementing  this method,  teachers are hoped to give guidance, motivation, and explanation that more focused so that students can learn optimally.Abstrak  Bahasa Indonesia (BI) merupakan salah satu mata pelajaran wajib di SMA. Pembelajaran BI diarahkan  untuk  meningkatkan  kemampuan  peserta  didik.  Hal  ini  bertujuan  untuk meningkatkan  kemampuan  siswa  berkomunikasi  dalam  BI  dengan  baik  dan  benar. Kemampuan  berkomunikasi  yang  diharapkan  terutama  secara  lisan maupun  tulisan.  Selain itu,  siswa  diharapkan  juga  sanggup mengapresiasi  hasil  karya  sastra.  Tujuan  penelitian  ini adalah untuk mengetahui dan mendeskripsikan bagaimana penerapan metode bermain peran dalam upaya meningkatkan aktivitas pembelajaran BI aspek berbicara dan untuk mengetahui dan mendeskripsikan  apakah  penerapan metode  bermain  peran  dapat meningkatkan  proses dan  hasil  pembelajaran  BI  aspek  berbicara  siswa  kelas  XI  IPS  1,  Semester  1,  SMAN  3 Bengkalis. Metode  penelitian  ini  adalah  penelitian  tindakan  kelas  dengan  subjek  penelitian siswa  kelas  XII  IPS  1,  semester  1,  SMAN  3  Bengkalis.  Pengumpulan  data  dan  informasi dilakukan melalui observasi/pengamatan,  jurnal, dan telaah dokumen. Hasil penelitian, yaitu  (1)  Penerapan  metode  bermain  peran  dapat  meningkatkan  aktivitas  pembelajaran  Bahasa Indonesia aspek berbicara pada  siswa kelas XI  IPS  1, Semester  1, SMAN  3 Bengkalis T.P. 2013/2014.  Pada  siklus  1  pertemuan  1,  persentase  aktivitas  belajar  siswa  adalah  73  persen dengan kategori  baik  (3,6),  sedangkan pertemuan  2  sebesar 82 persen dengan kategori  baik (3,7). Pada siklus 2 pertemuan 1, persentase aktivitas belajar siswa menjadi 83 persen dengan kategori sangat baik (4,3), sedangkan pertemuan 2 sebesar 96 persen dengan kategori sangat baik  (5,0);  (2)  Penerapan  metode  bermain  peran  dapat  meningkatkan  hasil  pembelajaran Bahasa Indonesia aspek berbicara siswa kelas XI IPS 1, Semester 1, SMAN 3 Bengkalis T.P 2013/2014. Pada siklus 1, daya serap siswa sebesar 73 persen, sedangkan siklus 2 sebesar 77 persen. Sementara itu, berdasarkan Lampiran 3, ketuntasan klasikal pada  siklus  1 mencapai 86  persen,  sedangkan pada siklus 2 meningkat  menjadi  96  persen. Berdasarkan hasil penelitian, peneliti menyarankan agar guru mata pelajaran, khususnya Bahasa Indonesia sebaiknya menerapkan metode bermain  peran untuk materi yang sesuai dengan aspek berbicara. Alasannya, metode ini terbukti mampu meningkatkan aktivitas dan hasil belajar siswa. Ketika menerapkan metode bermain peran untuk aspek  berbicara, guru dituntut memberikan bimbingan, motivasi, dan penjelasan yang  lebih  terfokus agar siswa dapat melaksanakan pembelajaran dengan maksimal.

scholarly journals Keberadaan Badan Akreditasi Provinsi Sekolah/Madrasah (Upaya Meningkatkan Mutu Pendidikan Madrasah Di Provinsi Jambi)

MADRASAH ◽  
2016 ◽  
Vol 7 (2) ◽  
pp. 22
Author(s):  
M. Syahran Jailani
Keyword(s):  
High School ◽  
Elementary School ◽  
Junior High School ◽  
Junior High ◽  
Senior High School ◽  
Educational Institutions ◽  
Islamic School ◽  
Islamic Schools ◽  
Policies And Programs

<span><em>This research is intended to look into the existence of Province Acreditation </em><span><em>for School and Islamic School in Jambi through the policies and programs </em><span><em>executed, include the result of acreditation for islamic school at Ministry </em><span><em>of Religious Affairs in Jambi. The data from Jambi Ministry of Religious </em><span><em>Affairs in 2012 showed that from 538 islamic schools which have been </em><span><em>acreditated, ie:(a) 244 Islamic Kindergarten, 169 (7,63%) kindergartens </em><span><em>were acreditated, 75 (28,37%) kindergartens were not acreditated, (b). </em><span><em>263 Islamic Elementary School, 171 (61%) schools were acreditated, 98 </em><span><em>(38,20%) schools were not acreditated, (c) 345 Islamic Junior High School, </em><span><em>158 (44,99 %) schools were acreditated, 187 (55,01%) schools were not </em><span><em>acreditated and (d) 184 Islamic Senior High School, 88 (47,01%) schools</em><br /><span><em>were acreditated and 96 (52,99%) schools were not acreditated. From 1036 </em><span><em>educational institutions, there have been 450 (43,44%) islamic schools </em><span><em>which were acreditated while there were 586 (56,56%) isclamic schools </em><span><em>which were not acreditated. The main problem which happenned was there </em><span><em>were many islamic schools got C in acreditation and even some schools were </em><span><em>not acreditated. It was caused by: (a) socialization, (b) limitted fund, (c) </em><span><em>geographical condition, (d) the low network among islamic schools and (e) </em><span><em>there were many policies which have not been accompanied by commitment </em><span><em>fully.</em><br /><span><strong>Keywords : </strong><span><em>Madrasah/School Acreditation Board, The Quality Of Madrasah Education.</em></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span><br /><br class="Apple-interchange-newline" /></span></span>

The Development and Learning Effectiveness of a Teaching Module for the Algal Fuel Cell

2012 ◽  
Vol 8 (4) ◽  
pp. 1-15
Author(s):  
Li-Ling Chao ◽  
Yu-Der Wen ◽  
Pin-Chen Chen ◽  
Chung-Chi Lin ◽  
Shu-Hua Lin ◽  
...  
Keyword(s):  
High School ◽  
Elementary School ◽  
High School Students ◽  
Fuel Cell ◽  
Junior High School ◽  
Junior High ◽  
Senior High School ◽  
School Students ◽  
Teaching Module ◽  
Senior High School Students

This study emphasizes student-centered learning principles in developing an algal fuel cell teaching module for a student environmental education program. Using the algal battery, one of the authors (a junior high school science teacher) conducted the teaching module in eight classes, with 67 elementary school students in grade 5, 64 junior high school students in grade 8, and 159 senior high school students in grade 10, respectively. Results from the pre- and post- achievement tests of the algal fuel cell teaching module showed that the average score of elementary school, senior high school, and junior high school students increased by 23.73, 18.09, and 17.42 points, respectively, with a significant difference between post- and pretest scores (p<0.001). The gross average of student responses to the questionnaire was 4.04. The mean score for elementary school students significantly differed (p<0.01) from junior high and senior high school students.

scholarly journals KORELASI ANTARA SIKAP BAHASA DAN KEMAHIRAN MERESPON BAHASA KAIDAH BAHASA INDONESIA PARA GURU BAHASA INDONESIA TINGKAT SMP DI MEDAN

2019 ◽  
Vol 14 (1) ◽  
pp. 80
Author(s):  
Nur Elide
Keyword(s):  
High School ◽  
Language Proficiency ◽  
Junior High School ◽  
Junior High ◽  
Language Attitudes ◽  
Language Skills ◽  
Multiple Correlation Coefficient ◽  
School Level ◽  
High School Level ◽  
Bahasa Indonesia

This research is conducted on the basis of the importance of factors to respond to the rules of the language in supporting the effectiveness of the achievement of Indonesian language proficiency on educators. This research is conducted to prove whether there is a correlation between the activities of responding to the language rules with the language skills on the teacher of junior high school level. This research uses correlational quantitative approach. With the number of respondents 70 educators. Data collection activities were conducted using (1) questionnaires in the form of questions about language rules and (2) Indonesian language proficiency test. From the results of correlation coefficients with SPSS program data analysis process about the correlation between the proficiency of responding the rules of language with the language skills of Indonesia by using the formula of multiple correlation coefficient (multiple corelation). Correlation of proficiency respond to Indonesian rule with correlation attitude of language of educator level junior high school in Medan that is equal to 0,221. The value of 0.221 shows a weak correlation between the proficiency of responding to Indonesian rules with the correlation of language attitudes of junior high school educators in Medan City Still weak. 

An iconoclastic elementary school mathematics program

1966 ◽  
Vol 13 (6) ◽  
pp. 489-491
Author(s):  
Walter Earl
Keyword(s):  
High School ◽  
Elementary School ◽  
Junior High School ◽  
Logical Structure ◽  
Senior High School ◽  
Ordinary Experience ◽  
Elementary School Mathematics ◽  
Mathematical Intuition ◽  
Mathematics Program ◽  
Teaching Of Mathematics

There are many different approaches to the teaching of mathematics. They range from the formal, axiomatic type of presentation to the strictly utilitarian emphasis. The first is concerned with the logical structure of mathematics and seeks to transcend any particular relevance to ordinary experience. The second approach concentrates upon the development of a manipulative skill with some important mathematical operations. Most of the teaching at the junior high school and senior high school levels would today probably fall somewhere between these two extremes. In any of these methods, however, the teacher frequently finds that he is giving little attention to the development of mathematical intuition and what might be called a “freedom from the discipline.” It is the purpose of this paper to describe a program that attempts to emphasize and enhance the students' intuitive abilities.

scholarly journals TECHNOLOGY AND LANGUAGE LEARNING: VOCATIONAL HIGH SCHOOL GRADUATE STUDENTS’ PERSPECTIVES ON TOEIC TEST

2020 ◽  
Vol 8 (3) ◽  
pp. 695-701
Author(s):  
Budi Setiawan ◽  
Sunardi ◽  
Gunarhadi ◽  
Asrowi
Keyword(s):  
High School ◽  
Graduate Students ◽  
Language Learning ◽  
Language Proficiency ◽  
Mobile Learning ◽  
Proficiency Test ◽  
Vocational High School ◽  
Instructional Process ◽  
Vocational High Schools ◽  
Language Proficiency Test

Purpose of the study: This study aims to investigate graduate vocational high school students' perspectives on the use of technology in language learning (e.g., iPad, Personal Data Assistant, computer tablet, and smartphone) for international language testing. Based on the test-takers' data from 2017-2018, the results of the TOEIC score showed continuous descending or unstable performances. Methodology: It is mixed-method research as the design by involving twenty-five graduate students of vocational high schools situated in Surakarta city. The convenience sampling was taken to cope with the different English proficiency. Open-ended questions and questionnaires become the primary instruments applied to get comprehensive data from them. Main Findings: The result of this study shows that a self- study and fun condition are achieved by using mobile learning technology to enhance TOEIC language learning. Conducive learning is created, as stated by 92% of graduate students, to project mobile learning to be able to facilitate them in learning TOEIC language proficiency test. Applications of this study: These findings from this research bring benefits for the vocational high schools, both state and private, as the reference for a further policy of conducting the instructional process in TOEIC language proficiency test to gain projected score required by related workings industry especially in Surakarta city and Indonesia. Novelty/Originality of this study: As most of the instructional process of TOEIC learning implemented by speech and teacher-centered in the class, the inclusion of technology brings new perspective and paradigm not only effective and efficient way of achieved passing grade score but also allow them to be independent, confident and gain more their problem-solving skill.

scholarly journals Analisis Kesalahan Berbahasa pada 20 Paket Soal Ujian Nasional Bahasa Indonesia SMP 2012/2013

2015 ◽  
Vol 26 (2) ◽  
Author(s):  
Laili Etika Rahmawati ◽  
Fitri Kartikasari ◽  
Yudha Wahyu Try Sukoco
Keyword(s):  
High School ◽  
Data Analysis ◽  
Secondary School ◽  
Junior High School ◽  
Qualitative Data ◽  
National Examination ◽  
Descriptive Research ◽  
Qualitative Descriptive ◽  
Academic Year ◽  
Bahasa Indonesia

This study aimed to analyze the language error on the Bahasa Indonesia National Examination instrument test of the Junior High School in 2012/2013 academic year. The research were qualitative descriptive research. The data analyzed the twenty packets of Bahasa Indonesia National Examination instrument test Secondary School Examination in 2012/2013. Twenty packages National Secondary School Examination in 2012/2013 were qualitative data. Data were collected from a package about twenty National Exams then was analyzed by using the language errors. The types of errors found in language packages about twenty Bahasa Indonesia National Examination in 2012/2013 were faults field of phonology, morphology and syntax. The results showed that language errors that occur in twenty packets Discuss Indonesian National Examination in 2013 as many as 58 data. Data analysis results was presented in accordance with the type of language errors that indicate an error in the twenty language packs Indonesian National Examination in 2013, both in the areas of phonology, morphology, and syntax.

Possible Articulation for the Junior High School with the Elementary School and the Senior High School

1945 ◽  
Vol 38 (6) ◽  
pp. 252-258
Author(s):  
Mary Rogers
Keyword(s):  
High School ◽  
Elementary School ◽  
Mathematics Teachers ◽  
Junior High School ◽  
Junior High ◽  
Senior High School ◽  
Mathematical Literacy ◽  
Great Precision

The job which faces mathematics teachers in the years just ahead promises to become an ever increasingly important but difficult one. In a world where quantitative situations must be dealt with again and again accurately and with great precision, mathematical literacy is equally as important as the ability to read and write —to express oneself with clarity and conviction.

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