scholarly journals FOSTERING A NATURAL ATMOSPHERE; IMPROVING STUDENTS’ COMMUNICATION SKILL IN A BUSINESS MEETING

2020 ◽  
Vol 8 (3) ◽  
pp. 307
Author(s):  
Lia Agustina ◽  
R. Setiawan
Keyword(s):  
Action Research ◽  
Research Method ◽  
Communication Skill ◽  
Language Skills ◽  
Oral Communication ◽  
Business Meeting ◽  
The Subject ◽  
Express Information ◽  
Speak Up ◽  
Speaking Skills

Engaging a fun class creates a positive classroom atmosphere. Research has indicated that if a positive classroom atmosphere is created, students will have better learning and engage more, which means it is one of the most effective and powerful tools teachers can use to encourage students learning. Oral communication skill is essential for thinking and learning. By getting the knowledge of it, students would be able to express information, opinions, understand concepts, and would be able to discuss experience and expertise. The researcher used an Action Research Method. The purpose was to see the improvement of the students' ability to speak up. The subject was 32 students of Accountant Department – State Polytechnic of Malang. The result of the study showed that most students showed an improvement in all four language skills, but speaking skills had the most significant increase.

scholarly journals Penerapan Metode Role Playing dalam Meningkatkan Keterampilan Berbicara Anak dan Kecerdasan Sosialnya

PALAPA ◽  
2018 ◽  
Vol 6 (2) ◽  
pp. 138-144
Author(s):  
Moh. Hilmi
Keyword(s):  
Social Skills ◽  
Action Research ◽  
Learning Process ◽  
Research Method ◽  
Role Playing ◽  
Teacher Experience ◽  
Children's Social Skills ◽  
The Subject ◽  
Evaluation Of Learning ◽  
Speaking Skills

This research is based on the problem of the still low social and speaking skills of children, and in general the problem of this research is "How to improve children's social and speaking skills through the application of role playing methods in the MA Assyafiiyah NW Penangsak?" the following: (1) What are the conditions of social skills and speaking skills of children before they are applied to the role playing method or role playing at the MA Assyafiiyah NW Penangsak? (2) What is the process of applying role playing methods in improving children's social skills and speaking skills at MA Assyafiiyah NW Penangsak? (3) To what extent is the improvement of social skills and speaking skills of MA Assyafiiyah NW Penangsak children after role playing or role playing methods are applied? and (4) What obstacles did the teacher experience in applying the role playing method or role playing? The goal to be achieved is to get an idea of improving social skills and speaking skills of children at MA Assyafiiyah NW Penangsak through the application of role playing methods. The research method used is Classroom Action Research (CAR) to improve the learning process of social skills and children's speaking skills through the application of role playing methods. PTK was conducted in three cycles, with the subject of children B group MA Assyafiiyah NW Penangsak, amounting to 10 children. From the results of the implementation and observations made, there was a significant increase, especially in cycle two. It is recommended for teachers so that social skills and speaking skills are further developed, both in learning, implementation and evaluation of learning. For further researchers, it is expected to be able to make research on social skills and speaking children through other methods.

Applying Circle Game to Enhance Students’ Speaking Skill

2020 ◽  
Vol 7 (2) ◽  
pp. 119
Author(s):  
Putri Denaya Side Ayu ◽  
Heri Hidayatullah ◽  
Sri Ariani
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Active Involvement ◽  
Post Test ◽  
Speaking Skill ◽  
The Subject ◽  
The Mean ◽  
Classroom Action Research ◽  
Speaking Skills

This Collaborative Classroom Action Research aimed at enhancing students’ speaking skill through the application of Circle Game. It was conducted in one cycle consisting of two meetings. The subject was the seventh of C class of SMPN 2 Alas Barat consisting of 22 students. The types of data were qualitative (acquiring observation during the learning process) and quantitative (speaking tests). The results qualitatively showed that the implementation of Circle Game enhanced the students’ speaking skills. Such improvement could be seen from their enthusiasm, their interesting feeling in various materials presented by the teacher, their active involvement. In the quantitative findings, the result also showed a higher value of the mean score of the post-test (77.34) rather than the pre-test (75.75). In conclusion, the use of Circle Game can improve students’ speaking skill.

UPAYA MENINGKATKAN HASIL BELAJAR IPA MELALUI PENGGUNAAN VIDEO PEMBELAJARAN BAGI SISWA KELAS IV DI SDN 187/IV KOTA JAMBI

2015 ◽  
Vol 8 (2) ◽  
pp. 93
Author(s):  
Juniar Siregar
Keyword(s):  
Action Research ◽  
Research Method ◽  
Research Report ◽  
The Third ◽  
The Media ◽  
The Subject ◽  
The Mean ◽  
Classroom Action Research

This study presents a research report on improving students’ Learning results on IPA through Video. The objective was to find out whether students’ learning result improved when they are taught by using Video. It was conducted using classroom action research method. The subject of the study was the Grade IV students of SDN 187/IV Kota Jambi which is located on Jln. Adi Sucipto RT 05 Kecamatan Jambi Selatan, and the number of the students were 21 persons. The instruments used were test. In analyzing the data, the mean of the students’ score for the on fisrt sycle was 65,4 (42,85%) and the mean on cycle two was 68,5 (37,15%) and the mean of the third cycle was 81,4 (100%). Then it can be concluded that the use of video on learning IPA can improve the students’ learning result. It is suggested that teachers should use video as one of the media to improve students’ learning result on IPA.Keywords : IPA, students’ learning result, video

IMPROVING STUDENTS’ WRITING ACHIEVEMENT IN THE REPORT TEXT THROUGH FILM

2013 ◽  
Vol 2 (4) ◽  
Author(s):  
Esra N.F. Hutahaean And Tjut Ernidawati
Keyword(s):  
Action Research ◽  
Research Method ◽  
Writing Achievement ◽  
The Third ◽  
Total Percentage ◽  
The Subject ◽  
The Mean ◽  
Report Text

This research concerns on improving students’ writing achievement in the report text through film.  The objective was to find out the improvement of students’ writing achievement in writing the report text through film. This research was conducted by using action research method. The subject of the research was XI IPA grade students of SMA SWASWTA JOSUA Medan. The numbers of students were thirty one students. They were taught writing the report text through film. The instruments used were writing report text test, diary notes, interview sheets, questionnaire sheets and observation sheets. In analyzing data, the mean of students’ score for the first competency test was 43.1, for the second competency test was 64.8 and for the third competency test was 76.3 and the total percentage of improvement from the first competency test to the third competency test was 84.1%. The conclusion is that through watching film can improve the students’ writing achievement in the report text. It is suggested that teachers should apply watching film as one of media to improve students’ writing achievement in the report text.

scholarly journals PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE TALKING CHIPS PADA MATERI KEANEKARAGAMAN HAYATI DI MAN 1 MEDAN

2018 ◽  
Vol 6 (4) ◽  
Author(s):  
Ashar Hasairin ◽  
Dewi Apriyanti
Keyword(s):  
Action Research ◽  
Cooperative Learning ◽  
Student Learning ◽  
Subject Matter ◽  
Research Method ◽  
Learning Model ◽  
Average Score ◽  
Student Activities ◽  
The Subject ◽  
Classroom Action Research

This study aims to determine the improvement of student learning result and activities by using the cooperative learning model of Talking Chips type on the subject matter of Biodiversity in class X MIA1 MAN 1 Medan T.P. 2018/2019. The research method is classroom action research and the subject of this research are students of class X MIA1 as many as 35 people. The instrument that used in the study are test of student learning result namely pretest and postest as many as 30 questions and observation sheets of student activities. The results showed that based on the learning result of the first cycle, the average score of pretest was 40.6 increased to 68.6 in the postest. At the second cycle, there was an increase from 62.8 in the pretest to 74.5 in the postest. In this study, the data of individual and classical learning completeness criteria are obtained as follows: as many as 30 out of 35 students or 85.72% who scored above 70 or equal to 70, and 5 other students or 14.28% got a score below 70. Based on observations of student activities, the percentage of students who were active in the first cycle was 48.2% with total of students 17 out of 35 students, and students who were active in the second cycle was 80% with total of students 28 from 35 students

STEM for English Language Teaching

2020 ◽  
pp. 99-117
Author(s):  
Bilge Akıncı
Keyword(s):  
Action Research ◽  
21St Century ◽  
Research Method ◽  
Teacher Research ◽  
English Language ◽  
Language Teaching ◽  
Language Skills ◽  
Descriptive Study ◽  
English Language Teaching ◽  
Teaching Process

This chapter presents an example of STEM and English language teaching integration. In this study, it was aimed to improve students' English language skills and increase their engagement with the appliance of STEM. In this descriptive study, a way of integrating STEM into the language teaching process was explained with an applied example. The research is of qualitative design with the implementation of action research method. As a result, the implementation improved students' language skills and gave students the chance of using knowledge of other disciplines in English courses while increasing their engagement. Additively, the implementation developed students' 21st century skills. It is thought this study can be an inspiration for English teachers to apply various approaches in their teaching processes. In addition, the study can be accepted as an example of the contribution of STEM to English language teaching process. Moreover, the study is a representation of teacher research, and this research can be assessed as an inspiration for teachers to turn their practices into research.

scholarly journals PENINGKATAN KEDISIPLINAN ANAK USIA DINI MELALUI METODE PEMBIASAAN TOKEN ECONOMY

2019 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Wahyuni Nadar
Keyword(s):  
Early Childhood ◽  
Action Research ◽  
Research Method ◽  
Class Ii ◽  
Token Economy ◽  
The Subject ◽  
Classroom Action Research ◽  
Early Chilhood ◽  
Quantitative Calculations

In general, the purpose of this study was to improve the discipline of early childhood through the method of token economy habituation in class II even semester 2016-2017 SD Cherry South Jakarta. The method of token economy refraction is a method of strengthening behavior by giving points (reward). In particular, the discipline referred to in this study is the presence of children on time at school. This research method is classroom action research which follows the models of Kemmis and Taggart. This study consisted of two cycles. Each cycle includes 4 stages, namely, 1) planning (planning), 2) acting (implementation), 3) observing (observation), 4) reflecting (reflection). The research time is 1 month, from April 2017 to May 2017 with the subject of research as many as 11 students, while the data is collected by observation, interviews, and documentation. The results showed that there was a significant increase in discipline in class II students. This can be evidenced by the increase in the results of quantitative calculations starting from the results of the average pre-action discipline, cycle 1 to cycle 2, namely the results of the pre-action average = 12, cycle 1 = 13.27, cycle 2 = 15 and the results of interviews concluded that the method of habituating token economy can motivate discipline in early childhood optimally. This study concludes that discipline with the method of habituating token economy can improve the discipline of early chilhood.

scholarly journals Peningkatan Kemampuan Komunikasi Siswa Cerebral-Palsy Non-Vocal dengan Teknologi Informasi

INKLUSI ◽  
2018 ◽  
Vol 5 (1) ◽  
pp. 73
Author(s):  
Safrina Rovasita
Keyword(s):  
Cerebral Palsy ◽  
Action Research ◽  
Communication Skills ◽  
Communication Skill ◽  
The Third ◽  
Fourth Cycle ◽  
Communication Ability ◽  
The Subject ◽  
Classroom Action Research ◽  
The Brain

Communication skill is the ability to transfer information to others. Students with Cerebral-Palsy have difficulty in pronouncing consonants when communicating with others. This difficulty is the effect of neural motoric disorder in the brain. It makes the information cannot be transferred well. This action research tries to improve the communication skills of students with cerebral palsy by using netbooks and smartphones as a tool to communicate. As a classroom action research, this study was conducted in four cycles. There is no significant improvement of the student communication skills in the first and second cycles. The third cycle shows that students’ communication skills were improved. It is particularly when the subject has utilised a notebook or a smartphone. In the fourth cycle, the student’s communication ability increases dramatically.[Keterampilan komunikasi adalah kemampuan untuk mentransfer informasi kepada orang lain. Siswa dengan Cerebral Palsy mengalami kesulitan dalam mengucapkan konsonan (non-vokal) ketika berkomunikasi dengan orang lain. Kesulitan ini adalah efek dari gangguan saraf saraf di otak. Hal ini membuat informasi tidak dapat ditransfer dengan baik, karena kerusakan otak berdampak pada organ-organ bicara. Teknologi membuat segalanya lebih mudah dan penelitian ini mencoba meningkatkan keterampilan komunikasi siswa dengan cerebral palsy dengan menggunakan notebook sebagai alat untuk berkomunikasi. Penelitian ini dilakukan dalam empat siklus melalui desain Penelitian Tindakan Kelas. Tidak ada peningkatan keterampilan komunikasi siswa yang signifikan pada siklus pertama dan kedua. Siklus ketiga menunjukkan bahwa keterampilan komunikasi siswa meningkat ketika subjek sudah menggunakan notebook sebagai alat untuk berkomunikasi. Pada siklus keempat, kemampuan komunikasi siswa meningkat lebih banyak, di samping netbook, subjek juga menggunakan perangkat lain, yaitu telpon pintar.]

scholarly journals Constructivism and ICTs to Improve Language Skills

LETRAS ◽  
2008 ◽  
pp. 167-176
Author(s):  
Sonia Rodríguez Salazar
Keyword(s):  
Information And Communication Technologies ◽  
Communication Skills ◽  
Language Skills ◽  
Oral Communication ◽  
Communication Technologies ◽  
Information And Communication ◽  
English Speaking ◽  
Speaking Skills

Se examina la experiencia de los estudiantes y los profesores de dos grupos de un curso de Elocución con el uso de las Tecnologías de la Información y la Comunicación (TICs), para mejorar sus habilidades de expresión oral en inglés. Se presenta el diseño del curso y la metodología en la cual se fundamentó, así como las apreciaciones de los trabajos de estos a lumnos a la hora de mejorar las habilidades comunicativas orales por medio del enfoque constructivista. Se incluyen recomendaciones para poner en práctica esta metodología.A description is provided here of the experience of the students and teachers of two Elocution courses in which Information and Communication Technologies (ICTs) were used to improve oral communication skills in English. Reference is made to the design of the course and the methodology it is based on, together with some insights of the assignments that students did to improve their English speaking skills through the constructivism approach. Recommendations are also provided for others interested in using this type of methodology.

scholarly journals Penggunaan Metode Show and Tell untuk Meningkatkan Keterampilan Berkomunikasi Anak Usia Dini

2017 ◽  
Vol 1 (1) ◽  
pp. 129-136
Author(s):  
Tri Lestari ◽  
Yasbiati Yasbiati ◽  
Bela Nurlaela Mustika
Keyword(s):  
Action Research ◽  
Communication Skill ◽  
Research Study ◽  
Phase 1 ◽  
Eye Contact ◽  
Classroom Research ◽  
Teaching Process ◽  
Young Learners ◽  
The Subject ◽  
Young Learner

This action  research is based on the lack of communication skill in  young learner from TAAM HIDAYATULLAH. This problem is investigated through classroom research in teaching process in the classroom.The aim of this study is describing the things related to the use of show and tell method to incease young learner communication skill. The used methodology  in this rsearch is action research with four phases model by  Kemmis and Mc. Taggart. Every phases are consist of planning phase, action phase, observation phase and reflection phase. This research is conducted  by 11 young learners as the subject of this research study. The use of show and tell method enables to increase yung learners communication skill, that is from the children  aspect are able to do eye-contact, speak out clearly,  listen and respond appropiately.The result shows that the show and tell methodology can enhance the young learners communication skill. This result can be proved from the research that there is an increase amount 12, 1% in the phase Berkembang Sesuai Harapan(BSH) from 29,3% in the phase 1 becomes 41,4 % inthe phase 4 and also there is an increase in the phase Berkembang Sangat Baik (BSB)from 0% in the phase 1 becomes 58,6% in the phase 4. Penelitian tindakan kelas ini dilatarbelakangi anak usia dini TAAM Hidayatulloh masih mulai berkembang dalam keterampilan berkomunikasi. Masalah ini ditindaklanjuti melalui penelitian tindakan kelas dalam proses pembelajaran di kelas.Tujuan dilaksanakannya penelitian ini adalah untuk mendeskripsikan hal – hal yang berkaitan dengan penggunaan metode show and tell untuk meningkatkan keterampilan berkomunikasi anak usia dini. Metode yang digunakan dalam penelitian ini adalah penelitian tindakan kelas (PTK) dengan model Kemmis dan Mc. Taggart dengan menggunakan empat siklus. Setiap siklus terdiri dari tahap perencanaan, tahap bertindak, tahap pengembangan, dan tahap refleksi. Penelitian ini dilakukan dengan subjek penelitian yang terdiri dari peneliti, peneliti mitra, dan anak sejumlah 11 orang. Penggunaan metode show and tell mampun untuk meningkatkan keterampila berkomunikasi anak usia dini, yaitu pada aspek anak mampu melakukan kontak mata, berbicara dengan jelas dan benar, serta mendengarkan dan merespon dengan tepat. Hasil penelitian menunjukan bahwa metode show and tell dapat meningkatkan keterampilan berkomunikasi anak usia dini. Hal ini dapat dibuktikan dari hasil penelitian bahwa terjadi peningkatan sebesar 12,1% pada tahap kemampuan Berkembang Sesuai Harapan (BSH) dari 29,3% pada siklus 1 menjadi 41,4% pada siklus 4 dan terjadi peningkatan sebesar 58,6% pada tahap Kemampuan Berkembang Sangat Baik (BSB) dari 0% pada siklus 1 menjadi 58,6% pada siklus 4.

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