Perumusan dan Pengembangan Tujuan Instruksional Khusus di SDN Sarakan 2

This study aims to determine the writing of specific instructional objectives at SDN SARAKAN 2. The method that will be used at the time of research is descriptives method through a qualitative approach. The object to be studied is a grade 3 teacher at SDN SARAKAN 2. The process to be used at this time is interview and documentation techniques. The formulation of specific learning objectives includes only learners and behavior. The teaching method in genral the teacher applies the lecture method using the powerpoint slide media which takes place when online learning begins and online question and answer wuestions are the given online and the assignment is collected. Special instructional management is manidested in the presence of a coordinator who is responsible for equipment and supplies such as primary school teachers or commonly referred to as homeroom teachers, who have design favtors, namely: 1) Espertise in designing online-based learning; 2) Realization of teacher training; 3) The skill of applying concepts to new situations in different ways; 4) Make the school a learning organization; 5) The school is able to manage in planning, organizing, coordinating and supervising; 6) The ability to solve problems with systematic step in learning; 7) Skill to elaborate and evaluate learning outcomes.

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METODE PEMBELAJARAN PADA EKSTRAKURIKULER DIDONG BANAN DI SMAN 8 TAKENGON ACEH TENGAH

Grenek Music Journal ◽

10.24114/grenek.v7i2.10988 ◽

2018 ◽

Vol 7 (2) ◽

pp. 247

Author(s):

Yulia Khairaawati

Keyword(s):

Extracurricular Activities ◽

Teaching Method ◽

Lecture Method ◽

Rhythm Pattern ◽

Ward Method

The results of the study prove that the Didong Banan in SMAN 8 Takengon CentralAceh has been established since 2011 and was stopped in 2015 and reopened in 2016,Didong Banan extracurricular activities have increased from year to year, at thebeginning of the opening only students followed the existing songs and now students cancreate their own songs through spontaneity, the method used in didong bananextracurricular is lecture method, project teaching method, discussion method, ponobanoe method, ward method, and dewey method. The rhythm pattern in Didong Bananis divided into three, namely rhythm of behavior, rhythmic rhythm, and rhythm of thepillow.

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THE FEATURES OF FEMALE IMAGES IN THE TRAGEDIES OF GUSEYN JAVID

International journal of word art ◽

10.26739/2181-9297-2020-5-28 ◽

2020 ◽

Vol 5 (3) ◽

pp. 180-188

Author(s):

Malika Adigezalova ◽

Keyword(s):

Female Characters ◽

Female Images ◽

Female Figures ◽

Characteristic Features ◽

And Behavior ◽

The Given

The article is devoted to the features of female types in the tragedies of one of significant playwrights of the XX century Guseyn Javid. In the given article, they analyse and compare the characteristic features and behavior of the female figures of the author’s such literaryworks as «Mother»(Selma, Ismet), «Maral»(Maral, Humay), «Afet»(Afet, Alagoz), «Siyavush»(Farangiz, Sudaba). The basis of the article lies in the creative works of G.Javid, where special attention is attracted by several types of female characters, among which the types of a traditional eastern woman are most brightly represented

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Effect of Concept Mapping as an Innovative Teaching Method on Senior School Students’ Interest in Chemistry

10.36265/ijired.2019.010109 ◽

2019 ◽

pp. 66-74

Author(s):

Offor E. N.

Keyword(s):

Concept Mapping ◽

Teaching Method ◽

Mapping Method ◽

Control Group ◽

School Students ◽

Innovative Teaching ◽

Chemistry Students ◽

Lecture Method ◽

Significant Difference ◽

Innovative Teaching Method

The study was designed to explore the effect of concept mapping as an innovative teaching method on senior school students‟ interest in chemistry. The pre -test post- test quasi experimental design was adopted for the study. The population for the study comprised 1425 senior secondary two (SS2) chemistry students in Agbani Education Zone. A total of 189 SS2 chemistry students were drawn from three secondary schools selected in the zone through purposive sampling method. Two research questions and two hypotheses guided the study. In each of the schools used for the study, all the chemistry students in their intact classes were used. The experimental group was taught using concept mapping while the control group was taught using the lecture method of teaching. The treatment lasted for six weeks. The instrument for data collection was Chemistry Interest Scale (CIS). The CIS was validated by three experts. Before the treatment commenced, a pre- interest scale was administered and a reliability coefficient of 0.72 was established using Cronbach Alpha. The data collected was analyzed using analysis of co variance (ANCOVA). The result of the data analysis showed that there is a significant difference between the mean interest scores of students taught chemistry with concept mapping and those taught with lecture method. The study concludes by recommending that concept mapping method of teaching should be adopted in teaching of chemistry as this has helped to stimulate interest in chemistry which will help to enhance their achievement.

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Teachers’ oral presentation from students’ perspective

Zbornik Instituta za pedagoska istrazivanja ◽

10.2298/zipi1302363r ◽

2013 ◽

Vol 45 (2) ◽

pp. 363-380

Author(s):

Vera Radovic

Keyword(s):

Oral Presentation ◽

Teaching Method ◽

The Other ◽

Primary School Students ◽

School Students ◽

Negative Comments ◽

Methodological Aspects ◽

Oral Presentations ◽

The Given ◽

Teaching Element

The paper presents the results of a study of the opinion of fourth- and eighth-grade primary school students (N=880) on the characteristics of teachers? oral presentation. The main goal is to take into account students? opinion in the new didactic grounding of the monologue teaching method. This implies appreciation of the proven values of applying the monologue method in teaching and its adaptation to suit the needs of modern teaching, first of all, the needs of students. In this context, we think that the perception of the monologue method from students? perspective is very significant in assessing the limitations and the possibilities of its application incurrent conditions. Students described the characteristics of teachers? oral presentation that they liked best and least and provided suggestions on methods of enhancing the oral presentation of teachers. Students gave the most positive assessments to oral presentations that were clear from the linguistic, logical and the didactic and methodological aspects. On the other hand, the majority of students? negative comments were related to inadequate behavior of some teachers as speakers and to ?incomprehensible oral presentation?. The results show that students gave very clear and specific statements on the positive and negative characteristics of teachers? oral presentation, which, in the given didactic context, can be very indicative for the enhancement of this teaching element both for teachers and the didactic experts.

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MENINGKATKAN HASIL BELAJAR SISWA PADA MATAPELAJARAN IPS DENGAN METODE MIND MAPPING

Premiere Educandum Jurnal Pendidikan Dasar dan Pembelajaran ◽

10.25273/pe.v2i02.54 ◽

2016 ◽

Vol 2 (02) ◽

Author(s):

Maya Kartika Sari

Keyword(s):

Action Research ◽

Social Science ◽

Research Design ◽

Learning Process ◽

Teaching Method ◽

Learning Experience ◽

Learning Activities ◽

Mind Mapping ◽

Models Of Teaching ◽

The Given

<div style="text-align: JUSTIFY;"><p>Social science has been viewed as naturally theoretic, which requires students to memorize all learned materials. The learning experience will be stucked in freez learning atmosphere when the teacher traditionally preeches and dictates against the students, as the teacher-centered approaches have run. This model of teaching produces passive students with low acheivement. In effort of dveloping the vivid learning experience, variative models of teaching must be applied by the teacher. Through this research, the researcher proposes Mind Mapping Teaching Method, hopping that the the students learning activities and achievement can be developed. Mind mapping teaching method can tentatively encourage student to be active, innovative, creative and imaginative along the way with the learning process. The application of mind mapping teaching method can hopefully develop students learning activities and achievement through the given action research design.<em></em></p></div>

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COMMUNICATING MORALITY TO AUDIENCES: SYMBOLIC INTERACTION IN FILMS

Armenian Folia Anglistika ◽

10.46991/afa/2021.17.2.092 ◽

2021 ◽

Vol 17 (2 (24)) ◽

pp. 92-99

Author(s):

Gaiane Muradian

Keyword(s):

Symbolic Interactionism ◽

Research Methodology ◽

Symbolic Interaction ◽

Film Theory ◽

Modern Theory ◽

Film Version ◽

And Behavior ◽

The Given ◽

Game Of Thrones

Through research methodology of case study the present paper promotes the connection between Symbolic Interactionism and film theory, the symbolic film world and the audience’s emotions, intellect and behavior. My purpose of focusing on the modern theory of Symbolic Interactionism is justified by the notion that the mentioned theory provides an ideal concept to achieve the objective of shaping the perceptions of massive audiences into possible positive directions, creating shared positive symbols in the society and making people react to the given symbols accordingly via film media. The analysis of the film version (A Game of Thrones) of George R. R. Martin’s series of epic fantasy novel A Song Of Ice and Fire (1996-2019) discloses the firm connection between Symbolic Interactionism and film theory, between symbolic interaction and communicating morality to audiences.

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ENGLISH TEACHING METHODS IN WRITING DESCRIPTIVE TEXT OF SMK NEGERI 1 PULAU RAKYAT

GENRE Journal of Applied Linguistics of FBS Unimed ◽

10.24114/genre.v7i2.12434 ◽

2019 ◽

Vol 7 (2) ◽

Author(s):

Suriya Ningsih ◽

Rahmad Husein ◽

Nora Ronita Dewi

Keyword(s):

Teaching Methods ◽

Teaching Method ◽

Teaching Writing ◽

English Teacher ◽

English Teaching ◽

Qualitative Research Design ◽

Lecture Method ◽

Scientific Approach ◽

The Subject ◽

Teaching Learning

This study was aimed to describe the English Teaching Methods in writing descriptive text and the problems faced by the teacher. This study was conducted by using descriptive qualitative research design. The subject of this research was an English teacher of SMK NEGERI 1 Pulau Rakyat. The techniques of collecting data were by observing the process of teaching writing comprehension of descriptive text at X Grade students and interviewing the English teacher. The techniques of collecting data were observation and interview. This study found that the teacher at SMK NEGERI 1 Pulau Rakyat used the method in teaching writing descriptive text. The English teacher used the lecture method and discussion method to teach in the descriptive text and the students get difficulties in comprehending the material. The application lecture method and discussion method is not appropriate with scientific approach of 2013 Curriculum. The result and response from the students to the teacher’s method are still not effective. The teacher should not apply the methods in written but also in spoken. And the problems faced by the teacher were the first is about the lack of students’ vocabularies, and the second is about the students’ participations when work in group. This study also found that the teacher’s methods not integrated with the scientific approach of 2013 Curriculum. The implementation of methods in teaching writing should can make teaching learning process more interesting and help the students’ understanding and skill of writing comprehension better.Key words: Teaching Method, Writing, Descriptive Text.

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Implications of Using Corpus Tools in Primary and Secondary Education

Computer Corpora and Open Source Software for Language Learning - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-7998-3680-3.ch007 ◽

2020 ◽

pp. 179-190

Keyword(s):

Secondary Education ◽

Primary School ◽

Language Learning ◽

Secondary School Teachers ◽

School Teachers ◽

Primary School Teachers ◽

Educational Levels ◽

Teaching Activities ◽

Advantages And Disadvantages ◽

The Given

This chapter will give a comparison of using computer corpora in primary and in secondary schools. It will compare information that was collected from primary school teachers and secondary school teachers about using computer corpora for language subjects on primary and secondary educational levels. Based on the given information, the chapter will provide an explanation of the advantages and disadvantages of using computer corpora in language learning on those two educational levels. The chapter will explore which educational levels have more possibilities for incorporating computer corpora in their teaching activities and how it can be used in the classroom with students.

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Primary School Teachers’ Understanding of Critical Thinking in KSSR Classroom and Its Importance to Students

International Journal of Engineering & Technology ◽

10.14419/ijet.v7i4.15.28108 ◽

2018 ◽

Vol 7 (4.15) ◽

pp. 530

Author(s):

Wirawani Kamarulzaman ◽

Rosnani Hashim

Keyword(s):

Critical Thinking ◽

Primary School ◽

Teaching Method ◽

School Curriculum ◽

Future Research ◽

School Teachers ◽

Primary School Teachers ◽

Primary School Curriculum ◽

Definition Of ◽

Colour Coding

Critical thinking is one of the 21st century skills that should be equipped to students to prepare them with the challenges ahead. Teachers should be prepared to teach them these skills and their understanding of the concept itself should be explored. Thus, the objectives of the study are to investigate teachers’ understanding of critical thinking in KSSR (Kurikulum Baru Sekolah Rendah: New Primary School Curriculum) classroom and to explore their perception on the importance of the skills to student. Six primary school teachers were interviewed and transcriptions were made. The data was analyzed through colour coding and themes were emerged from the analysis. The findings found that teachers view critical thinking as the ability to gather information, express thoughts, solve problems and analyze. They were found the skills are important for students as it helps them apply knowledge and make decisions. It is hoped that in future research, the definition of critical thinking could be collected quantitatively from teachers. The study will be benefited to teachers to improve teaching method by understanding the concept itself.

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