scholarly journals Effects of adapted language materials in teaching listening on improving students’ English listening skill

2020 ◽  
Vol 4 (4) ◽  
pp. first
Author(s):  
Nguyen The Binh
Keyword(s):  
High School ◽  
Conceptual Framework ◽  
Junior High School ◽  
Junior High ◽  
Skill Development ◽  
Positive Attitudes ◽  
Listening Skill ◽  
Prescribed Curriculum ◽  
Students Satisfaction

So far the students of Le Hong Phong Junior High School, Phan Rang - Thap Cham City, Ninh Thuan province have been taught listening comprehension with textbook-based language materials which are too obsolete. Therefore, the students are often fed up with listening lessons; thus, their listening skill fails to improve after studying listening with textbooks for many years. Stimulated by this reality, the current study was carried out to investigate the effects of the adaptation of language materials in teaching listening on students' achievement of listening skill development. To obtain the above target, a conceptual framework of teaching listening with adapted language materials was developed. This framework was based on the theories of teaching listening and the implementation of language materials adaptation in listening skill instruction. Following the shaped conceptual framework, a training program with six listening lessons within the prescribed curriculum of ``Tiếng Anh 8'' by the MoET was conducted. The treatment lasted nearly four months from the middle of August 2018 to the end of November 2018 at Le Hong Phong Junior High School, Phan Rang - Thap Cham City, Ninh Thuan province. The results of the current study have shown that after the treatment of listening instruction with adapted language materials, students' achievement was proved to be significant in improving their listening skill. Also, teaching listening with adapted language materials got positive attitudes from the students. That is to say, adapted language materials were effective in improving students' listening skill development. Also, all the adapted listening texts and follow-up tasks highly met students' satisfaction. Accordingly, two major conclusions could be withdrawn from the findings that language materials adaptation was effective in (1) improving the students' listening skill, and (2) enhancing their interest in the listening lessons.

scholarly journals Pelaksanaan Supervisi Pendidikan oleh Kepala Sekolah dalam Meningkatkan Profesionalisme Guru Bimbingan Konseling di SMP Negeri 8 Palopo

2019 ◽  
Vol 4 (1) ◽  
pp. 61-66
Author(s):  
Sumardin Raupu ◽  
Dwi Risky Arifanti
Keyword(s):  
High School ◽  
Junior High School ◽  
Professional Competence ◽  
Junior High ◽  
Research Subjects ◽  
Teacher Guidance ◽  
Educational Supervision ◽  
Guidance Teachers ◽  
Guidance Teacher

Educational supervision is an effort to guide school principals to teachers, and guidance counseling teachers in schools in order to improve the quality of teaching and learning in schools. The purpose of this study is to find out 1) The process of preparing the principal's supervision program in increasing the professional competence of the counseling guidance teacher, 2) The implementation of the educational supervision program by the principal in improving the professional competence of the counseling guidance teacher, and 3) The principal's follow-up in implementing the supervision of education for improve the professional competence of counseling guidance teachers. This research uses descriptive method with a qualitative approach. Data collection techniques are observation, interview and documentation. Research subjects were the principal, vice principal and counseling guidance teacher. The results of his research show that: 1) The supervision program of the headmaster of Palopo 8 Junior High School was prepared at the beginning of each semester of the school year by involving the deputy headmaster, counseling guidance teacher, and teacher in the field of study. The supervision program includes the activities of professional teacher guidance and guidance as well as training for teachers that are tailored to their fields. 2) The supervision of the head of SMP Negeri 8 Palopo follows the program that has been prepared, the technique used is through teacher meetings, classroom observations and personal conversations. Especially for classroom observation techniques, they have already used observation guidelines, but the quantity in the implementation has not been maximized. 3) The follow-up supervision of the headmaster of Palopo 8 Junior High School was observed through individual talks, giving advice, coaching, and guiding counseling guidance teachers with a focus on better implementation of activities, but the principal did not fully understand the counseling guidance program

scholarly journals Efektivitas Supervisi Akademik Pengawas PAI dalam Membina Guru Agama SMP dan SMA di Kecamatan Ipuh Kabupaten Mukomuko

2020 ◽  
Vol 20 (2) ◽  
pp. 111-118
Author(s):  
Nasrul Hendri
Keyword(s):  
High School ◽  
Data Analysis ◽  
Junior High School ◽  
Junior High ◽  
Senior High School ◽  
Islamic Education ◽  
Research Approach ◽  
Inhibiting Factors ◽  
Evaluative Research

This study aims to determine the effectiveness of Islamic education supervisors in fostering junior high school and senior high school religion subject teachers, including academic supervision on (1) planning, (2) implementation, (3) follow-up, (4) blocking and inhibiting factors. This research used an evaluative research approach. Respondents in this study amounted to 9 people, consisting of 2 supervisors and 7 Islamic teachers. Participants in this study consist of 1 Islamic education supervisor for junior high school,  1 Islamic education supervisor for senior high school, 5 Islamic education teachers in junior high school, and 2 Islamic education teachers in senior high school. Data were collected using the method of observation, interviews and documentation. The results of data analysis showed that the level of effectiveness of Islamic education supervisors in fostering Islamic educators in junior and senior high school has a score of 67.46%. It means less effective because supervisors do not master academic supervision techniques, rarely receive supervisory training, and take a long trip to teach between schools.

scholarly journals Implementation of Strategies in Shaping Effective and Superior Schools (Multisite Study at SMP Islam al-Azhaar Tulungagung and SMP Negeri 1 Tulungagung)

2021 ◽  
Vol 11 (1) ◽  
pp. 46-59
Author(s):  
Tri Prasetyo Utomo ◽  
Imam Saerozi
Keyword(s):  
High School ◽  
Effective Schools ◽  
Junior High School ◽  
Junior High ◽  
Field Studies ◽  
Effective School ◽  
Effective Learning ◽  
Implementing Strategies ◽  
Depth Interviews

Implementation of strategies informing effective schools is a follow-up to the process of formulating strategies (planning) by various parties responsible for the process of effective school development. The implementation of the strategy is an action to achieve the educational objectives (effective schools) through the stages that have been set in the form of program structure, budget, operational standards, supervision, and evaluation. This research explore in-depth the implementation of strategies in Junior High School (SMP) Islam al-Azhaar Tulungagung and Junior High School (SMP) Negeri 1 Tulungagung. This research uses qualitative research methods, using phenomenological field studies. Meanwhile, data collection techniques are conducted through in-depth interviews, observations, and passive participants in the field as well as using other literature relevant to the concept of implementing strategies informing effective schools. The results showed that the implementation of strategies in shaping schools was effectively carried out through internal processes and external processes. This process will result in effective learning, effective teaching, and a conducive environment.

scholarly journals PELATIHAN GURU BERWIBAWA UNTUK MENINGKATKAN KOMPETENSI SOSIAL DALAM MENGAJAR GURU PADA SMP “X”

2017 ◽  
Vol 1 (2) ◽  
Author(s):  
Mira Dudona ◽  
Sumedi P Nugraha ◽  
Uly Gusniarti
Keyword(s):  
High School ◽  
Teacher Training ◽  
Social Competence ◽  
Junior High School ◽  
Junior High ◽  
Wilcoxon Test ◽  
Observation Scale ◽  
A Value ◽  
Quasi Experimental

This study aims to measure the improvement of the teacher’s social competence in teaching junior high school in "X" before being given training (pretest) and two weeks after training (posttest). The hypothesis in this study is authoritative teacher training can improve the teacher‘s social competence in teaching junior high school "X". Teachers are given the Authoritative Teacher Training will increase the teacher’s social competence in teaching. This study is a quasi-experimental design using one group pretest, posttest and follow-up. This study used the scale of the teacher’s social competence in teaching, observation scale, and opened scale. Data were analyzed using the Wilcoxon test. The result shows that there were changes in the teacher’s social competence before being given training and two weeks after training (Wilcoxon Z = -3.660 with a value of p = 0.000 (sig

scholarly journals UTILIZING THE DISCUSSION METHOD TO IMPROVE TEACHERS' KNOWLEDGE ABOUT THE LEARNING PROCESS

2021 ◽  
Vol 10 (5) ◽  
Author(s):  
Aminudin Aminudin
Keyword(s):  
High School ◽  
Data Analysis ◽  
Action Research ◽  
Junior High School ◽  
Learning Process ◽  
Junior High ◽  
Learning Activities ◽  
Main Task

The main task of the school supervisor is to supervise the school for which he is responsible. Supervision in this context includes monitoring, supervision, evaluation, reporting, and taking the necessary follow-up steps. This School Action Research was carried out in the fostered junior high school of Kabupaten Rokan Hilir under the supervision of the researcher. This was chosen because it supported the task of school supervisors to find out and try to improve teachers’ competence in the learning process. The stages conducted in school action research were: planning/preparing for action, implementing actions, observing and interpreting, data analysis and reflection. From the results of the study, it was known that the application of the discussion method improved teachers’ understanding in the process of learning activities. By using the discussion method, teachers’ participation become more active, meaning that it tended to be positive in following the process provided by the facilitator as well as in conducting discussions within and between groups. This success was caused by using the discussion method; teachers exchanged experiences, information with one another. In other words, discussion techniques increased cooperation between teachers through the exchange of opinions or information, so that they were more active.  

scholarly journals Pengelolaan Supervisi Akademik Di SMPN 1 Todanan Blora

2016 ◽  
Vol 11 (2) ◽  
pp. 114
Author(s):  
Wiwin Wahyuningsih ◽  
Sofyan Anif
Keyword(s):  
High School ◽  
Junior High School ◽  
Design Research ◽  
Planning Process ◽  
Junior High ◽  
Assessment Instruments ◽  
Time Data ◽  
Analysis Technique ◽  
Vice Principal

The aim of this study to describe the planning, implementation, feedback and follow-up of the academic supervision at Junior High School 1 Todanan Blora. This study includes qualitative research with ethnographic design. Research is located at Junior High School 1 Todanan Blora. The study begins from July 2015 to January 2016. The subjects of the research are principal, vice principal of curriculum, teachers of subjects. The technique of collecting data through observation, in-depth interviews, and documentation. The interview process uses first order understanding and second order understading. The validity of the data with simber triangulation of source, triangulation techniques, and triangulation of time. Data analysis technique uses flow method. The results of the study (1) The planning process of supervision contains making supervision schedule and assessment instruments of supervision conducted by the principal and vice principal of curriculum, (2) The implementation of academic supervision is carried out with the preparation of supporting supervision documents and continue with classroom observation by supervisors, (3) Feedback process of supervision is done by evaluating the academic supervision, as well as providing a solution to solve the problem experienced by teachers in teaching, (4) The follow-up of supervision is done by supervisor continuously and providing the opportunity for teachers to follow training activities to improve their capability of teaching.

Trajectories of depressive mood in adolescents: Does parental work or parent-adolescent relationship matter? A follow-up study through junior high school in Finland

2007 ◽  
Vol 31 (2) ◽  
pp. 181-190 ◽  
Author(s):  
Marjukka Sallinen ◽  
Anna Rönkä ◽  
Ulla Kinnunen ◽  
Katja Kokko
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Depressive Mood ◽  
Follow Up Study ◽  
Explanatory Factors ◽  
Parental Work ◽  
In The Beginning ◽  
Adolescent Relationship

The purpose of this follow-up study was to investigate stability and change in depressive mood and possible explanatory factors between ages 13 to 16. The sample consisted of 116 Finnish adolescents (50 boys and 66 girls) drawn from two junior high schools in Central Finland.The data were obtained by means of questionnaires which were completed by the same adolescents three times, in 1999 (mean age 13.0 years), in 2001 (mean age 14.7 years), and in 2002 (mean age 15.9 years). The semiparametric group-based mixture modeling revealed four developmentally different trajectories in depressive mood, two indicating stability and two showing change in the level of symptoms over time. The majority (63%) of the adolescents (typically boys) managed the transition phase without depressive feelings while one quarter (typically girls) tended to experience some depressive thoughts and feelings throughout the follow-up. There was a small group of adolescents (6.5%) among whom symptoms increased until the end of follow-up, and another group (5.5%) who suffered from depressive mood only at the beginning of the follow-up. Variability in adolescents' depressive mood wasconnected to conflicts with parents (especially with fathers) and experiences of negative spillover from parental (especially fathers') work to the parent–adolescent relationship. Furthermore, the relationships between an adolescent and his/her parents (especially the father) seemed to become gradually more distant throughout the follow-up, and most of the life changes were experienced in the beginning of the junior high school.

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