scholarly journals The Teaching of English in Acceleration Class

2018 ◽  
Vol 2 (01) ◽  
pp. 17
Author(s):  
Fransiskus Jonet Prihandoko
Keyword(s):  
Test Score ◽  
English Teachers ◽  
Visual Media ◽  
Selection System ◽  
Teaching Techniques ◽  
Teaching Materials ◽  
Regular Class ◽  
Iq Test ◽  
The Subject ◽  
Audio Media

<p>This study aims at describing the teaching process of English in acceleration class at SMUN 3 Malang in terms of teaching materials, media, and teaching techniques. This study is a descriptive qualitative research. The subject was the English teacher in acceleration class at SMUN 3 Malang. Findings shows that the teacher used three different English books and other source material such as English newspaper, pictures, posters, and some materials from the internet as the teaching materials. The teacher used some kinds of media in his teaching, such as: audio media, visual media, and audio-visual media. He used language lab for teaching listening program. For the teaching techniques, the teacher used some kinds of teaching techniques; they are; lecturing, games, simulation, and discussion techniques. Obviously, students speak all at once trying to accomplish their task, and this causes noise that may bother other colleagues. The qualifications of English teachers in acceleration class should be different with the qualification of English teachers in regular class. They also have to conduct a better entrance selection system for acceleration class students. The criteria that must be passed are not only IQ test score, interview, and academic score, but also creativity test score.</p><p> </p><p>Key words: acceleration class, teaching material and media, teaching technique</p>

scholarly journals Implementation of Imaginative Sugestion Method by Using Audio Visual Media in Learning Poetry Writing

2019 ◽  
Vol 2 (1) ◽  
pp. 28
Author(s):  
Andri Firman Budiansah
Keyword(s):  
Research Design ◽  
Visual Media ◽  
T Test ◽  
Significant Difference ◽  
Poetry Writing ◽  
Before And After ◽  
Post Test ◽  
The Subject ◽  
Audio Media

The research is led by the problems on student’s skill in writing poetry in eight grade SMPN 3 Cipanas cianjur. Imaginative suggestion method with audio visual media does not only create comfortable atmosphere but also give suggestion that develop students amaginative skill. The research design used in this study is One Group Pre-test Post-test. The design is aimed to find out the result of the subject and to show how well the final results of each subject. Based on the results, it is shown that there is a significant difference of students’ ability of writing poetry before and after using Imaginative Suggestion method With Visual-Audio Media, it is proven by calculation with t-test obtained t arithmetic is 2.68 and t table price t 0,05 ie 2.04. it shows that t count (2.68)> t table (2.04). Then it can be concluded that the results of implementing Imaginative Suggestion method With Visual-Audio Media on Poetry Writing is effective.Keywords: imaginative suggestion method, audio-visual media, poetry writing

scholarly journals Pedagogical Perspectives on Teaching Materials of Translation in English Language Teaching

2021 ◽  
Vol 6 (1) ◽  
pp. 56-67
Author(s):  
Masitowarni Siregar
Keyword(s):  
Quantitative Data ◽  
English Language ◽  
Language Teaching ◽  
English Teachers ◽  
English Language Teaching ◽  
Vocational School ◽  
Teaching Material ◽  
View Point ◽  
Teaching Materials ◽  
The Subject

Background: This research paper attempts to analyze the vocational English instructors’ view point on the cultivation of teaching material of Pedagogical Translation in the Subject of Translation in English Language Teaching (ELT). Methodology: The qualitative design was used to collect the data. Utilizing the questionnaire with Likert Scale, the quantitative data were gained from 30 vocational English teachers in Sumatera Utara Province. Findings: Data obtained revealed that 52.45 % of respondents agreed with the teaching material, and 43.10 % strongly agreed with those. Only 4.45 % of respondents strongly disagreed with those topics. Data analysis showed that the 58 elements in the Subject of Translation in ELT have covered the teaching materials in Vocational school. Conclusion: It was concluded, within nine areas questioned to the vocational English teachers, most of them (92%) agree with the statements. Furthermore, all the respondents 100% are in the opinion that there should be English for vocational school materials included within the translation materials studied in the Subject on Translation in ELT.

scholarly journals TYPES OF MEDIA AND TEACHING TECHNIQUES IN TEACHING SPEAKING AT SMP BRAWIJAYA SMART SCHOOL MALANG

SUAR BETANG ◽  
2018 ◽  
Vol 12 (2) ◽  
pp. 223
Author(s):  
Muh. Rajib Silmi
Keyword(s):  
Case Study Research ◽  
English Teachers ◽  
Visual Media ◽  
English Teacher ◽  
Seventh Grade ◽  
Teaching Techniques ◽  
Additional Information ◽  
Specific Focus ◽  
Teaching Technique

The aims of this research is to find out the teaching techniques and media used by the English teacher in teaching speaking to the seventh-grade students at SMP Brawijaya Smart School Malang. This is a case study research design. Instruments of this research are observation sheets, interview guides and documentation. The researcher observes all of the English teaching processes at the seventh-grade class. The researcher also interviews teachers and five students to get additional information. The documentation is used to confirm the data from observation. The result of the research shows that the English teachers use various teaching techniques namely question-answer display, translation, drilling, and discussion. The English teachers also use various teaching media namely human, printed, visual media and multimedia. However, the English teachers mostly use the question-answer display as teaching technique and printed media as the teaching media. Most students are interested in teaching techniques and the teaching media used by the teacher in teaching speaking. Based on the finding, the researcher has several suggestions for the English teacher and also for a further researcher. For the English teacher at SMP Brawijaya Smart School, the researcher suggests the teachers keep good things of teaching techniques and teaching media because the techniques are interesting. However, it will be better if the English teacher can give other teaching techniques and teaching media. Besides, it can also give the other views of the English teacher on teaching technique and teaching media. For further researchers, the study with a similar topic, the researcher suggests further researchers explore on more specific focus dealing with teaching technique or teaching media by conducting a research on more specific focus, it can be analyzed more deeply.

scholarly journals PAKOM APLIKASICOOPERATIVE LEARNING UNTUK PEMBELAJARAN BAHASA INGGRIS DI SMA DAN SMK MUHAMMADIYAH SE-SURAKARTA

Warta LPM ◽  
2016 ◽  
Vol 18 (2) ◽  
pp. 118-125
Author(s):  
Muamaroh Muamaroh
Keyword(s):  
Cooperative Learning ◽  
Teaching Method ◽  
English Teachers ◽  
Learning Method ◽  
Teaching Techniques ◽  
Team Games ◽  
Student Teams ◽  
The Subject ◽  
English Classroom

The objective of this community serves is to give a workshop to English teachers using cooperative learning method in particular the techniques of Student Teams Achievement Division (STAD), Team-Games-Tournaments (TGT) andJigsaw STAD. This activity is also to enhance the quality of teachers in language teaching method in the class. Cooperative learning is teaching method using small group which provide students to help each other to discuss and understand lessons given by their teacher. The subject of this activity is English teachers of Muhammadiyah Senior High Schools, and Muhammadiyah Vocational schools in Surakarta. The output of this activity is participants understand and master the techniques that trained to them during the workshop. The teachers perceived that this activity is positive and very beneficial for them. They intended to implement those teaching techniques in their real English classroom.

scholarly journals MEMPRODUKSI TEKS PROSEDUR KOMPLEKS MENGGUNAKAN MEDIA AUDIO VISUAL PADA SISWA SMA

2018 ◽  
Vol 1 (1) ◽  
pp. 9
Author(s):  
Ai Marhayanti
Keyword(s):  
Scientific Method ◽  
Visual Media ◽  
Learning Activity ◽  
Writing Skill ◽  
Complex Procedure ◽  
Qualitative Descriptive ◽  
Procedure Text ◽  
The Subject ◽  
Descriptive Method ◽  
Audio Media

The background of this research is about the low of study result because students’s learning activity so low and the students’ not familiar with scientific method. The focus of this reasearch is made procedure komplex text with audio-visual media. This media is a way how to increase the students’ ability in producing  complex procedure in a good text. The method used in this research is qualitative-descriptive method. The kind of this research is classroom action research which was conducted in three cycles. The subject of this research is SMA Negeri 4 Pontianak. The object research is the visual-audio media . The research instrument  used is the test of study and also the observation sheet for observation the learning activity of the students and researcher. The results shows the medium of video could improve the writing skill complex procedure text, and the students’ attitude havea good invroved.

scholarly journals MEDIA PEMBELAJARAN DAN PERAN PENTINGNYA DALAM PENGAJARAN DAN PEMBELAJARAN BAHASA ARAB

2020 ◽  
Vol 2 (2) ◽  
pp. 63-77
Author(s):  
Asni Furoidah
Keyword(s):  
Adult Students ◽  
Teaching And Learning ◽  
Visual Media ◽  
Student Interest ◽  
Motivation To Learn ◽  
Teaching Materials ◽  
Video Cameras ◽  
Library Research ◽  
Audio Media

Learning media plays an important role in learning Arabic. Learning media is not only good for children’s students, but also for adult students. The learning media used to convey the contents of teaching materials consisting of books, tape recorders, tapes, video cameras, video recorders, films, photos, pictures, graphics, television and computers are components of learning resources that contain teaching materials that can stimulate a person to learn. . The use of audio media in Arabic learning is very important in the material الاستماع, the teacher who delivers material using audio media will make it easier for students to hear every vocabulary that is pronounced correctly. The use of visual media can increase students ‹interest in writing (الأنشاء) by relying on students› imaginations. Furthermore, through audio-visual media, students can get new experiences that directly touch the motivation to learn Arabic, audiovisual media in Arabic is also known as al-wasa›il al-sam›iyyah wa al-basariyyah (وسائل السمعية والبصرية). This type of research is library research (Library Research). This research is qualitative in nature because the object of research is in the form of learning media which is explained with descriptions of words so that it can be understood easily. Learning media are used in order to improve or enhance the quality of the teaching and learning process. With this media, it is hoped that the learning atmosphere will not be boring and become more interesting so that it can foster student interest in learning Arabic lessons and more importantly the achievement of the objectives of teaching and learning activities and the curriculum.

Enhaching Primary Students’ Science Learning Outcome Utilizing Visual Multimedia

2018 ◽  
Vol 1 (2) ◽  
pp. 109
Author(s):  
Nurmi Nurmi ◽  
Hadi Putra ◽  
Penti Nursida ◽  
Khoiro Mahbubah ◽  
Neni Hermita
Keyword(s):  
Learning Outcomes ◽  
Science Learning ◽  
Learning Outcome ◽  
Visual Media ◽  
Primary Students ◽  
Average Score ◽  
The Third ◽  
Third Grade Students ◽  
The Subject ◽  
3Rd Grade

This study aims to improve 3rd grade students’ science learning outcomes bylearning to use visual multimedia. This research method uses classroom actionresearch. The subject of this research was the third grade students of secondsemester of elementary school which conducted 30 students. Based on theresults of research by using visual media, it have been found that theimprovement learning outcome, seen from the initial average score before theaction of 3rd grade class students from 65.5 to 83.83. The results of this studyindicate that with the use of visual media can improve student learningoutcomes.

DEVELOPING READING TEXT MATERIALS FOR VOCATIONAL SCHOOL

2014 ◽  
Vol 3 (3) ◽  
Author(s):  
Femy Septiani And Busmin Gurning
Keyword(s):  
Development Planning ◽  
Vocational School ◽  
Developmental Research ◽  
Teaching Materials ◽  
Need Analysis ◽  
Reading Text ◽  
The Subject ◽  
Development Evaluation ◽  
Planning Development ◽  
Learning English

This study concerns on how reading text materials are developed for vocational school. This study was conducted by using developmental research. The subject of this research was class XII SMK Sandhy Putra 2 Medan consisting of 36 students. Instrumentations for collecting data were questionnaire and interview. After analyzing the data, the writer got the students’ need in learning English in term of vocation that they have. Based on the students’ need analysis, then it was got some basic competences which need to be reached by the students, and based on the basic competences, syllabus can be designed. After syllabus had been designed, developing teaching materials was done. The developed teaching materials were related to the vocation that the students had; it was culinary art. The development of materials followed four stages; those were pre-development/ planning, development, evaluation, and revision.

IMPROVING STUDENTS’ ACHIEVEMENT IN WRITING NARRATIVE TEXT BY WATCHING MOVIE

2013 ◽  
Vol 2 (2) ◽  
Author(s):  
Yohanna Situmeang And Busmin Gurning
Keyword(s):  
Learning Process ◽  
Quantitative Data ◽  
Qualitative Data ◽  
English Teachers ◽  
Narrative Text ◽  
Narrative Writing ◽  
Class Viii ◽  
The Subject ◽  
Teaching Learning ◽  
Orientation Test

This study was attempted to improve students’ achievement in writing narrativetext by watching movies. This study was conducted by using classroom action researchin two cycles. Cycle I consisted of four meetings while Cycle II consisted of twomeetings. The subject of the research was class VIII-A SMP SWASTA IMMANUELMEDAN. The number of the students was 34. To collect the data, the instruments werequantitative and qualitative data. The quantitative data was the scores of the studentsand the qualitative data was interview sheets, observation sheets, and diary notes. Basedon the writing score, students’ score were improving in every test. It can be seen inOrientation test, Test I in Cycle I, and Test II in Cycle II. In Orientation test, the meanscore was 37.94 then it was improved to 65.85 in Test I. In the end of cycle II, the meanscore for test II was again improved to 83.41. Based on interview sheets, observationsheets and diary notes, it was found that teaching-learning process ran well. In line withthe data, it showed that the application of watching movies significantly improvedstudent’s achievement in writing narrative text. English teachers were suggested to givemovies to be watched as guidance on students’ narrative writing in the class.

IMPROVING STUDENTS’ ACHIEVEMENT IN SPEAKING THROUGH TWO STAY TWO STRAY STRATEGY

2013 ◽  
Vol 2 (2) ◽  
Author(s):  
Dita Masyitah Sianipar And Sumarsih
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Quantitative Data ◽  
Test Score ◽  
Qualitative Data ◽  
Speaking Test ◽  
The Subject ◽  
The Mean ◽  
Teaching Learning ◽  
The Way

This study deals with the way to improve students’ achievement in speaking particularly through Two Stay Two Stray Strategy. This study was conducted by using classroom action research. The subject of of the research was class X-AP SMK Swasta Harapan Danau Sijabut in Asahan Regency that consisted of 34 students. The research was conducted in two cycles consisted of three meetings in each cycle. The instruments of collecting data for quantitative data used Speaking Test and instrument for analysis of qualitative data used observation, interview and questionnaire sheet. Based on the speaking test score, students’ score kept improving in every test. In the test I the mean was 61,47, in the test II the mean was 67,41 and the test III the mean was 78,52. Based on observation sheet and questionnaire sheet, it was found that teaching learning process run well and lively. Students were active and interest in speaking. The using of Two Stay Two Stray Strategy is significantly improved students’ achievement in speaking.

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