scholarly journals Written narrative of students with and without difficulty in syntactic awareness

2020 ◽  
Vol 30 (3) ◽  
pp. 417-424
Author(s):  
Ana Claudia Constant Soares ◽  
Patrícia Aparecida Zuanetti ◽  
Kelly da Silva ◽  
Raphaela Barroso Guedes-Granzotti ◽  
Marisa Tomoe Hebihara Fukuda
Keyword(s):  
Elementary School ◽  
Learning Process ◽  
High Performance ◽  
T Test ◽  
Narrative Text ◽  
Syntactic Awareness ◽  
Written Narratives ◽  
Relation Type ◽  
Grammatical Errors ◽  
School Learning

Introduction: Syntactic awareness is a metalinguistic ability defined as the child’s ability to reflect on formal processes relating to the organization of words in sentences and to manipulate them. This skill is still little explored in the context of school learning, and its importance in the school learning process of Portuguese-speaking children is poorly described. Objective: To compare written narrative between children with and without difficulty in syntactic awareness. Methods: The study was conducted on 60 children (mean age 9.4 years; SD: 0.9) enrolled in the 4th and 5th years of elementary school in a municipal school. The subjects were divided into two groups according to their performance in the task of syntactic awareness - G1 (children with medium/high performance in syntactic awareness) and G2 (lower performance). After the assessment of syntactic awareness each child elaborated a written narrative text based on a stimulus figure. This text was analyzed by judges in terms of spelling, grammatical errors, use of grammatical classes, and content. The Student t-test (α = 0.05) was used to compare the groups. Results: G2 children showed altered handwriting; greater occurrence of spelling mistakes, mainly of irregular phonographic relation type; oral support and difficulty with nasal markers; short texts with preference for the use of nouns and verbs, as well as difficulties with text structuring, use of punctuation and vocabulary, while G1 used more verbs and pronouns instead of nouns. Conclusions: Children with adequate syntactic awareness were able to elaborate written narratives with greater competence, demonstrating acquisition of orthographic aspects and development of textual coherence.

scholarly journals DOES ELEMENTARY SCHOOL TEACHER’S PERFORMANCE MATTER?

2021 ◽  
Vol 40 (1) ◽  
pp. 242-252
Author(s):  
Muhamad Afandi ◽  
Sri Wahyuningsih ◽  
Linda Ika Mayasari
Keyword(s):  
Elementary School ◽  
Elementary School Teachers ◽  
Learning Process ◽  
Structural Equation ◽  
Teaching Experience ◽  
Holistic Education ◽  
Public Elementary Schools ◽  
Confirmatory Factor ◽  
School Learning ◽  
And Gender

The performance of teachers in realizing holistic education can be observed from how the teachers prepare, implement, and evaluate the learning process or their pedagogic knowledge. This study aims to examine the teachers’ ability to plan, implement and evaluate to assess their performance in the elementary school learning process based on tenure and gender. This research is a quantitative study with direct observation, which was conducted on 162 elementary school teachers from 30 public elementary schools in Semarang, Indonesia. Data were collected using assessment sheets. The observer was the principal which belonged to the same school as the respondent. The data were then validated using Pearson's correlation based on group tenure and gender. The instrument was analyzed using structural equation modelling (SEM) and showed that the imposition of the confirmatory factor analysis (CFA) was achieved more than a critical value of .50 which meant that the construct was valid and reliable. The understanding on teachers’ performance was indicated by teachers’ activities in preparing their class. This study found that there was no significant correlation between teachers’ performance and teaching experience or that and gender.

scholarly journals THE EFFECT OF APPLYING DICTOGLOSS TECHNIQUE ON UPGRADING STUDENTS’ COMPETENCE IN WRITING NARRATIVE TEXT AT GRADE XI OF SMAN 4 KENDARI

2020 ◽  
Vol 5 (1) ◽  
pp. 10
Author(s):  
Sarni Gita Mustika ◽  
Asrun Lio ◽  
Muhammad Khusnun Muhsin
Keyword(s):  
Hypothesis Testing ◽  
Learning Process ◽  
Teaching And Learning ◽  
T Test ◽  
Narrative Text ◽  
Paired Samples ◽  
Post Test ◽  
The Mean ◽  
Writing Competence

This research aims to find out whether or not any significant effect of the Dictogloss technique on upgrading students’ competence in writing narrative text. The subjects of this research were all students in class XI MIA 5 of SMAN 4 Kendari which consisted of 34 students, but only 32 students who were participated in the pre-test and post-test. The researcher collected data by given pre-test to know students’ writing competence. The treatment conducted in teaching and learning process by applying Dictogloss technique. The post-test to know students’ writing competence after being taught by applying Dictogloss technique. The data were analyzed by using paired samples t test. The result showed that the use of Dictogloss technique is significantly influenced students’ writing competence which is reflected by the enhanmcement of students mean score from pre-test to post-test. It can be seen from the mean score of post-test is 77,78, while the mean score of pre-test is 53,19. Furthermore, the result of hypothesis testing showed that the value of Sig.(2 tailed) was 0,000 while the significance ρ value is 0,05, means that (H0) is rejected and (H1) is accepted. Therefore, it can be concluded that there is a significant effect of applying Dictogloss technique on upgrading students’ competence in writing narrative test of SMAN 4 Kendari.

scholarly journals A Learning Process Evaluation Model for the Integrated Islamic Elementary School

AL-TA LIM ◽  
2016 ◽  
Vol 23 (3) ◽  
pp. 201-213
Author(s):  
Retno Wahyuningsih ◽  
Khuriyah Khuriyah
Keyword(s):  
Elementary School ◽  
Research And Development ◽  
Process Evaluation ◽  
Learning Process ◽  
Evaluation Model ◽  
Evaluation Research ◽  
Evaluation Instrument ◽  
School Learning ◽  
The One

The study was to: 1) generate the appropriate evaluation instrument so that the instrument might be implemented in evaluating the Integrated Islamic Elementary School (SDIT, Sekolah Dasar Islam Terpadu) learning process; 2) identify the effectiveness of the developed evaluation instrument; and 3) identify the description and the criteria in the results of evaluation conducted in the Integrated Islamic Elementary School. The study was categorized as an evaluation research that applied the CIPP evaluation model (the aspects that had been selected were the input and the process), namely the one that referred to the steps in the research and development efforts in order to develop the instrument for evaluating the learning process in the Integrated Islamic Elementary School. The conclusions of the study, then, are as follows: 1) the study has generated the Integrated Islamic Elementary School Learning Process Evaluation Model (P3) and the P3 Model that has been developed refers to the theory of Borg Gall that consists of 9 stages; 2) the P3 Model has a “Very Good” effectiveness based on the reviewer assessment and has met the standards of a tool that might be applied for evaluating the learning process in the Integrated Islamic Elementary School; and 3) the criteria in the P3 Model might provide a factual and overall description regarding the learning process in the Integrated Islamic Elementary School.

scholarly journals Developing Communicative-Based Instructional Model Of Speaking Skill In Elementary School

2021 ◽  
Vol 12 (2) ◽  
pp. 199-220
Author(s):  
Muammar Muammar ◽  
Suhardi Suhardi ◽  
Ali Mustadi
Keyword(s):  
Elementary School ◽  
Data Collection ◽  
Research And Development ◽  
Learning Process ◽  
T Test ◽  
Test Method ◽  
Instructional Model ◽  
Speaking Skill

This study aims to develop a communicative-based instructional speaking skill model, in respect to experts' validation, practicality, and effectiveness in learning. The learning process was generated due to the unavailability of an instructional speaking skill model, which was predicted to help students verbalize their thoughts, ideas, and feelings. The method used was research and development (R&D) technique, while the subjects included five experts/teachers and 26 students selected in the elementary school. Data collection were carried out through scale, observation, tests, and distribution of questionnaires, as well as analyzed descriptively and statistically, using a t-test method. The results showed that, the communicative-based instructional speaking skill model was practical, effective in improving students'verbal ability, and considered valid by the experts.

scholarly journals AKHTᾹ’ YAJIBU AN TUSAHHAHU: AKHTᾹ’ NAHWIYYAH WA USLŪBIYYAH WA IMLᾹIYYAH FI KURRᾹSᾹTIT TADRĪB LI TALABATIL MADRASATIL IBTIDĀIYYAH

2021 ◽  
Vol 4 (1) ◽  
pp. 37
Author(s):  
Faris Maturedy ◽  
Wihdatul Hasanah ◽  
Muhammad Alfan
Keyword(s):  
Elementary School ◽  
Error Analysis ◽  
Learning Process ◽  
Qualitative Method ◽  
School Level ◽  
Learning Resources ◽  
Class Iii ◽  
Teaching Materials ◽  
Third Grade Students ◽  
Grammatical Errors

Teaching materials are an important element in the learning process, especially in learning Arabic. These teaching materials can be taken from various learning sources. One of the learning resources that teachers often use is student worksheets. However, there were several errors in the Arabic worksheet entitled "Ilham" which was studied by third grade students at the Islamic elementary school level. This study aims to describe the errors in teaching materials in the form of worksheets in basic Arabic subjects. Therefore, this research is important because material is an element that cannot be negotiated. This research uses descriptive qualitative method. Data obtained through documentation. Then the data obtained were analyzed using the Miles & Huberman model. The results of this study indicate that the errors in the Ilham Arabic LKS class III lie in the aspects of grammar, uslub, morphology and imla'. The number of grammatical errors was 29. Uslub's number of errors was 3. Morphological errors were 3 errors. Grammatical and imla 'errors amount to 4 errors. Keywords: Teaching mateials, error analysis, Arabic Learning, Student worksheet

scholarly journals Functional Analysis of Narrative Texts in Elementary School Textbook “Fly with English”

2021 ◽  
Vol 1 (1) ◽  
pp. 19-28
Author(s):  
Ambar Jati ◽  
Manu Somphithak
Keyword(s):  
Elementary School ◽  
Learning Process ◽  
Teaching And Learning ◽  
Systemic Functional Linguistics ◽  
Narrative Text ◽  
Narrative Texts ◽  
Functional Linguistics ◽  
School Textbook ◽  
Pedagogical Implication ◽  
Material Process

Background: This study is an analysis of narrative texts in Elementary School textbook “Fly with English” based on lexico-grammar and context in the framework of Systemic Functional Linguistics (SFL). This study is also expected to give the pedagogical implication based on the context of teaching and learning process Method: This research uses descriptive qualitative type of study in investigating the problem. In the technique of collecting data, the writer uses observation and documentation. The writer finds 95 clauses in narrative text. In analyzing the data, the writer uses lexico-grammar of SFL framework to answer the first problem. Moreover, the writer refers to context of SFL framework to answer the second problem, and the writer also uses context of teaching and learning to answer the third problem. Result: Based on the result, there are six types of processes in the narrative text, those are: (1) material process (40%), (2) mental process (23,1%), (3) relational process (20%), (4) verbal and behavioral process (7,4%), and (5) existential process (2,1%). The writer also finds fifteen types of the participants, namely actor, goal, senser, phenomenon, sayer, verbiage, carrier, attribute, token, value, receiver, client, recipient, behaver, and existent. Moreover, the writer finds  six types of circumstances, that are, location, matter, manner, accompaniment, cause, and extent. Implication: The pedagogical implication of studying Systemic Functional Linguistics (SFL) in narrative text is to give the insight of the teacher about SFL genre pedagogy in teaching and learning process. In functional grammar, teacher can teach the language features in different ways, such as by introducing the terms of processes, participants, and circumstances that contain in the narrative text clauses.  

scholarly journals Mathematics Learning Interest of Elementary School Students in Using Metaphorical Thinking Learning Model

2020 ◽  
Vol 4 (3) ◽  
pp. 273
Author(s):  
Ni Komang Sriasih Febriyanti ◽  
Made Putra
Keyword(s):  
Elementary School ◽  
Learning Process ◽  
Mathematics Learning ◽  
Learning Model ◽  
T Test ◽  
Test Method ◽  
Fifth Grade ◽  
School Students ◽  
Metaphorical Thinking ◽  
Learning Mathematics

The lack of interest in learning mathematics is one of the most important problems to be solved. It is because the implementation of a learning model has not been maximized which can stimulate active students in the learning process so that it will have an impact on students' interest in learning mathematics. This study aimed to examine the use of the Metaphorical Thinking learning model for students' interest in learning mathematics in the fifth grade of elementary school. The design of the study was a quasi-experiment with a post-test only no treatment control design. The population of the study was 182 students. The samples were taken using a random sampling technique with a total sample of 70 students. In this study, the data was obtained from a non-test method, namely by using a questionnaire. Descriptive analysis techniques and t-test were used in this study. Based on t-test analysis, the value of tcount was 2.256 and ttable at a significance level of 5% was 2.000. Therefore, tcount> ttable, it means that H0 was rejected and Ha was accepted. It can be concluded that the Metaphorical Thinking learning model affects the students’ interest in learning mathematics in the fifth grade of elementary school. The results of this study can be used as a guide or reference for teachers in designing the learning process in schools.

scholarly journals IMPLEMENTATION INTERNAL QUALITY ASSURANCE IN TERMS OF ELEMENTARY SCHOOL LEARNING PROCESS

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Adik Rian Saputra
Keyword(s):  
Qualitative Research ◽  
Elementary School ◽  
Quality Assurance ◽  
Learning Process ◽  
Internal Quality ◽  
Relevant Research ◽  
Interactive Analysis ◽  
Analysis Technique ◽  
Internal Quality Assurance ◽  
School Learning

<em>This study aims to describe the implementation internal quality assurance in terms of elementary school learning process at SDN Semin II Gunungkidul regency. The formulation of this research is how the implementation internal quality assurance in terms of elementary school learning process. To obtain the data used qualitative research. The validity of the data is done by means of source triangulation. The analyzing the results of interviews based on the theory used and relevant research studies as a comparison material. Data analysis technique used is interactive analysis. The results can be concluded that SDN Semin II Gunungkidul regency has apply the steps of internal quality assurance in terms of elementary school learning process.</em>

The Performance of Primary School Teachers In the Unit of Education Technical Implementation, Banyumanik, Semarang

2018 ◽  
Vol 1 (2) ◽  
pp. 81
Author(s):  
Muhamad Afandi ◽  
Sari Yustiana
Keyword(s):  
Elementary School ◽  
Primary School ◽  
Learning Process ◽  
Random Sampling ◽  
Sampling Technique ◽  
Lesson Plans ◽  
School Teachers ◽  
Primary School Teachers ◽  
Assessment Of Learning ◽  
Overall Performance

The purpose of this study is mainly to describe the performance of primary school teachersin the unit of education technical implementation in Banyumanik, Semarang. This researchwas conducted in January- August 2017. The sample of this research is 162 primaryschool teachers selected by random sampling technique in order to get the same opportunityas sample. The instruments used in this study were the assessment sheets, the RatingSheet consisted of 64 items of question, and 3 indicators of Primary School TeacherPerformance. The results show that each of Implementation of lesson plans is categorizedvery well (90, 9%), the execution of the learning is 83.4%, assessment of learning is good(82.8%). The Overall performance of primary school teachers is categorized good( 85 , 7 % ). In other words, the primary school teachers of the unit of education technicalimplementation in Banyumanik Semarang can arrange the lesson plans, carry out learningand teaching process and assess the learning process in elementary school.

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