scholarly journals Teachers’ Reinforcement on Students’ Behavior in English Teaching Process at the First Grade Sudents of SDIT Padang Islamic School in Academic Year 2018/2019

2021 ◽  
Vol 3 (1) ◽  
pp. 5-8
Author(s):  
Rosi Kumala Sari
Keyword(s):  
Positive Reinforcement ◽  
Negative Reinforcement ◽  
First Grade ◽  
Descriptive Study ◽  
English Teacher ◽  
Teaching Process ◽  
Islamic School ◽  
English Teaching ◽  
Academic Year

This study was a descriptive study aimed at describing the implementation of reinforcement used by English teacher to the students on the first grade of SDIT Padang Islamic School, Gunung Pangilun Padang. The subjects of this study were an English teacher and 24 students. The data of this study were collected by observation and interview. The result of this study showed that the English teacher on the first grade of SDIT Padang Islamic School, Gunung Pangilun Padang used various kinds of reinforcement such as verbal, gestural, contact, and proximity reinforcement. Positive and negative reinforcement were consisted by each of those types. For positive reinforcement, the teacher used “good, very good, well done, good enough, that‟s right, nice, smiling, nodding head, thumb up, applause, touching the students, standing next to the students, and sitting close with the students”. For negative reinforcement, the teacher used “sssst, calling students‟ name, giving warning, giving explanation, and putting forefinger in front of the lips”. Besides, the teacher also apply it enthusiasticly.

scholarly journals A STUDY OF THE REINFORCEMENT USED BY ENGLISH TEACHER IN 6A CLASS AT SD LAB UNDIKSHA SINGARAJA

2018 ◽  
Vol 2 (3) ◽  
Author(s):  
M. B. A Pratiwi ◽  
Sudirman Sudirman ◽  
L. D. S Adnyani
Keyword(s):  
Elementary School ◽  
Key Words ◽  
Positive Reinforcement ◽  
Negative Reinforcement ◽  
Descriptive Study ◽  
English Teacher

This study was a descriptive study aimed at describing the components and the implementation of reinforcement used by English teacher in 6A class at SD LAB Undiksha Singaraja. The subjects of this study were an English teacher and 39 students. The data of this study were collected by observation and interview. The result of this study showed that the English teacher in 6A class at SD LAB Undiksha Singaraja used various kinds of reinforcement such as verbal, gestural, contact, and proximity reinforcement. Positive and negative reinforcement were consisted by each of those types. For positive reinforcement, the teacher used “good, very good, well done, good enough, that’s right, nice, smiling, nodding head, thumb up, applause, touching the students, standing next to the students, and sitting close with the students”. For negative reinforcement, the teacher used “sssst, calling students’ name, giving warning, giving explanation, and putting forefinger in front of the lips”. Besides, the teacher used four ways in implementing the reinforcement: given with warmth and enthusiastic, emphasized on meaningfulness, given to both group and individual, and given with various types and purposes. Key words: elementary school, reinforcement

scholarly journals The Analysis of Students’ Learning Behavior In Isolated School of SMPN Satap Tojabi

2020 ◽  
Vol 2 (1) ◽  
pp. 22-27
Author(s):  
Radhiyatul Jamilah ◽  
Ray Suryadi
Keyword(s):  
Positive Reinforcement ◽  
Solar Power ◽  
Negative Reinforcement ◽  
Qualitative Approach ◽  
Third Grade ◽  
Learning Behavior ◽  
The Third ◽  
Third Grade Students ◽  
The Subject ◽  
Academic Year

The research aimed to analyze the student’s learning behavior in isolated school it was conducted in a qualitative approach in SMPN SatapTojabi, Babussalam, Lasusua Sub District, North Kolaka District, South east Sulawesi it was one of the isolated schools in North KolakaDistric, located on the mountain it was about eight kilometers from the level of land with no electricity, people still used solar power for doing an activity related to electricity. The subject was the third grade students in the academic year 2019 – 2020 with 14 students. The data was collected by using observation and interview. The result showed that they gave various behaviors, some of them were diligent, obedient, and polite some of them were lazy, always messing about, and denying. By giving positive reinforcement students were not eager to get the reward even though the teacher promised a special reward some of them were still not change the behaviors. These behavior such as did not do the homework on time, messing about when their friends start to work, do not come at class on time, and keep the class noisy. While by giving negative reinforcement some students still much less discipline and less concern about their education.

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 EFFECTIVENESS OF MOOD, UNDERSTANDING, RECALLING, DETECTING, ELABORATING, AND REVIEWING (MURDER) IN TEACHING READING VIEWED FROM STUDENTS’ MOTIVATION

2013 ◽  
Vol 1 (2) ◽  
Author(s):  
Rengganis Siwi Amumpuni
Keyword(s):  
First Grade ◽  
Reading Skill ◽  
Teaching Reading ◽  
Validity And Reliability ◽  
English Teaching ◽  
Quasi Experimental ◽  
High Motivation ◽  
Academic Year ◽  
Cluster Random Sampling ◽  
Low Motivation

The research was conducted at the first grade of English Teaching Department Madiun in the academic year of 2012/2013. The research method was quasi experimental research. The population in this research was the first grade students of English Teaching Department of IKIP PGRI Madiun. The writer used cluster random sampling to get the sample. The sample consists of 70  students which are divided into two classes, IA consisting 35 students as a control class and IB consisting 35 students as an experimental class. The instruments used to collect the data were reading test to get the score of reading skill and questionnaire to get the score of students’  motivation. Before the instruments were used, the tryout was done to know the validity and reliability of instruments. The writer analyzed the data  in  term  of  their  frequency  distribution,  normality,  and  homogeneity.  Then,  the  data  were analyzed by using multifactoral analysis 2X2, then followed by Tukey test. The findings in this research lead to some conclusions: (1) MURDER is more effective than DM for teaching reading; (2) The  students  having  high  motivation  have  better  reading  skill  than  the  students  having  low motivation; and (3) There is an interaction between teaching methods and students’ motivation for teaching reading. MURDER is suitable for students having high motivation and DM is suitable for students having low motivation.

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 Implementasi Pendidikan Karakter Dalam Pembelajaran PKn di Sekolah Dasar

2020 ◽  
Vol 3 (2) ◽  
pp. 279
Author(s):  
Dewi Setiyaningsih ◽  
Fitria Rosmi ◽  
Gunawan Santoso ◽  
Annisa Virginia
Keyword(s):  
Character Education ◽  
Planning Process ◽  
Classroom Teacher ◽  
Descriptive Study ◽  
Islamic School ◽  
Education Assessment ◽  
Data Presentation ◽  
Data Analyst ◽  
Analysis Technique ◽  
Academic Year

This study aims to describe the implementation of character education through Citizenship education at the Noble Islamic School for the 2020 academic year, including learning planning, learning, character education assessment. This research is a descriptive study using a qualitative approach. This research was conducted at the Noble Islamic School with the subjects used were grade IV students and 1 principal and 2 teachers as informants. The results of the study were data obtained through observation, interviews, and documentation. The analysis technique in this study uses a data analyst with steps (1) data reduction (2) display / data presentation (3) draw conclusions and then verify. The implementation of the implementation of character education through Civics subjects at Noble Islamic School is in accordance with the planning made by the classroom teacher who teaches. The planning process is carried out by the teacher to determine the character values that will be developed in students. In the process of implementing learning, the teacher links character education into preliminary activities, core activities, and closing activities, finally in the process of assessing the implementation of character education, the teacher uses three assessments, namely, cognitive, affective, and psychomotor assessments.

scholarly journals The Types of Reinforcement Strategies Used by the Teacher in Motivating EFL Students at KG B Class in Bali Kiddy School

2018 ◽  
Vol 2 (1) ◽  
pp. 9
Author(s):  
D. Arista ◽  
L. P. Artini ◽  
M. Ratminingsih
Keyword(s):  
Positive Reinforcement ◽  
Negative Reinforcement ◽  
Token Reinforcement ◽  
Verbal Reinforcement ◽  
Efl Students ◽  
Break Time ◽  
Academic Year ◽  
Reinforcement Strategies

This study aimed at describing types and implementation of reinforcement strategies in motivating EFL students at KG B Class in Bali Kiddy School. This research was conducted in the second semester in the academic year of 2016/2017. The subjects of the research were a teacher and 22 students aged 5-7 years old. The data collected by two methods: observation and interview. It was found that Bali Kiddy used 5 types of reinforcement strategies, namely verbal reinforcement, gestural, contact, activity and token reinforcement. Each of these types consists of positive and negative reinforcement. For positive reinforcement Bali Kiddy used “good, very good, very good job, good job, excellent, that's good, wow, strong child, smile, nodding head, thumbs up, clap hands, hugging the student, stroking the student back, rubbing their head, outdoor playing, writing student name on board, studying on floor with teacher, more time for playing, appointed as leader of a group, storytelling, break time at computer room, sticker and write comment on student book”. For the negative reinforcements were "sssstt, tetot, forefinger in front of mouth, point the student and crossed hand in front of chest”. 5 ways of implementation were also found in study. They are: first, reinforcement was given with warmth and enthusiasm, second, negative reinforcement was avoided, third, reinforcement was emphasized on meaningfulness, fourth, reinforcement was given to both group and individual and fifth, reinforcement was given with variation in types and purposes. 

scholarly journals The Role of Silent Way Method to English Teaching in a Private Islamic Middle School

Jurnal SOLMA ◽  
2018 ◽  
Vol 7 (2) ◽  
pp. 161
Author(s):  
Agus Budiharto
Keyword(s):  
Foreign Language ◽  
Teaching Method ◽  
First Grade ◽  
English Teacher ◽  
English Teaching ◽  
Efl Teaching ◽  
Visual Aid ◽  
Teaching Learning ◽  
Globalized World

In the third millennium of quickly globalized world, teaching English as a Foreign Language (EFL) in Indonesia has become a considerable important thing. In this regard, the English teacher plays a key role to attain success in the process of EFL teaching-learning in the classroom. To reach it, the teacher surely needs an appropriate and effective teaching method to be implemented. The present investigation attempts to discuss concerning the roles of Silent Way Method (SWM) as the appropriate method to English teaching. The SWM was implemented in MTS Mifatahul Ulum Pagendingan, as one of private Islamic middle schools in Pamekasan Madura-East Java, for the first grade, by employing the color rods as a visual aid in EFL teaching. The results of this study suggest that SWM was utilized by the tutor in the school could create the students possessed a number of skills in producing EFL.  

scholarly journals The Correlation of Teachers’ Reinforcement and Students’ Achievement in English Learning Process

2019 ◽  
Vol 7 (1) ◽  
pp. 19-28
Author(s):  
Nurul Hidayati Fajrin ◽  
Martin Kustati ◽  
Luli Sari Yustina
Keyword(s):  
High School ◽  
Learning Process ◽  
Positive Reinforcement ◽  
Quantitative Research ◽  
Negative Reinforcement ◽  
Pearson Correlation ◽  
Senior High School ◽  
English Learning ◽  
English Teacher ◽  
Reward And Punishment

Teachers have to do several actions in the class such us encouragement, reinforcement, reward, and punishment. In this case researchers focuses on reinforcement. One of the class managements’ indicator is teacher gives reinforcement and feedback to students’ responses and students’ achievement as long as Learning Process. The study aims to identify teachers’ reinforcement in English Learning Process at Senior High School 1 Padang. A quantitative research was used where the data taken from questionnaire. It was focused on positive and negative reinforcement that used in English Learning Process and any significant correlation of teacher’ reinforcement and students’ achievement. The data was analyzed by using Pearson correlation. Based on the statement above, it can be concluded that all of the positive and negative reinforcement used by English teacher at Senior High School 1 Padang and the mostly used is positive reinforcement. The finding is there is significance correlation of teachers’ reinforcement and students’ achievement in English Learning Process.  All of the teachers are expected that using reinforcement in English Learning Process due to increased the students’ achievement

THE EFFECTIVENESS OF TASK BASED LANGUAGE TEACHING IN TEACHING WRITING

2021 ◽  
Vol 9 (1) ◽  
pp. 44-57
Author(s):  
Dewi Oktaviani Bambulu ◽  
Noldy Pelenkahu ◽  
Maikel Sanger
Keyword(s):  
Experimental Research ◽  
Language Teaching ◽  
First Grade ◽  
Teaching Writing ◽  
English Teacher ◽  
Writing Ability ◽  
Test Experiment ◽  
Post Test ◽  
Procedure Text ◽  
Academic Year

The aim of this study was to see the effectiveness of Task-Based Language Teaching in Teaching Writing. Writing is very important for students because they can express themselves in writing form and being brave to state their own opinions. Many English teacher got some problem in teaching writing, the teacher must choose a strategy which is suitable on the students conditions. Not only speaking ability that must be taught and applied in the class but also writing ability. The data of this research was students scores in writing procedure text. The population of this study were the first grade and the sample was 31 students of smp berea tondano in academic year 2017/2018. The research used one group pre-test and post-test experiment. The result showed that there was an increase between the pre-test (62,40) and tghe post-test (67,60). In this research, the research used quantitative experimental research as design of this research. Then, the research identified and analyzed based on statistic calculation for getting good result accuratelty, completely and systematically. A teacher should be creative to use various strategy in english teaching moreover teaching writing. In choosing the strategy, the teacher should pay attention to the material will be given.

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