OJS STKIP Al Hikmah Surabaya
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PENINGKATAN KEMAMPUAN BERPIKIR KRITIS DAN HASIL BELAJAR BAHASA INDONESIA MELALUI PENERAPAN MODEL PROJECT BASED LEARNING
Get PDFThe aim of this research is to describe the learning process using a project-based learning model and to describe improving critical thinking skills using a project-based learning model. This research method is classroom action research with the Kemmis and Mc Taggart model research design which is applied through two cycles. This research consists of four stages, namely planning, action, observation and reflection. Data collection techniques are carried out through observation activities, evaluation tests and document review. The data analysis technique was carried out quantitatively descriptively. The research results showed that there was an increase in students' critical thinking skills and learning outcomes during the research. This is in line with the average value of critical thinking abilities which has increased after implementing project based learning (PjBL). Thus it can be concluded that the application of the project based learning (PjBL) learning model can improve critical thinking skills and learning outcomes of elementary school students.
STUDENTS’ PERCEPTION TOWARDS WORDWALL AS AN ONLINE ASSESSMENT PLATFORM IN TEACHING ENGLISH AT MTS ALIF LAAM MIIM SURABAYA
Get PDFThe aim of this research is to know students’ perception towards wordwall as an online assessment platform in teaching English at MTs Alif Laam Miim Surabaya. Perceptions is individuals organize and interpret process their sensory and impressions to get a conclusion about something to their society. This research was conducted at MTs Alif Laam Miim Surabaya and the subject of the research were students from IX B class. This research applied descriptive research. Technique of collecting data used in this research were share a questionnaire and do an interview. The data were analyzed in three steps; (1) collecting data, (2) data reduction, (3) display the final data. Due to the research and discussion, it can be concluded, that perception of students is trend to the positive perception, based on data showing 16 out of 25 students have a positive perception, 8 students are positive, and 1 student is trends to a negative perception. The findings in this study include; (1) Students feel happy and amazed when using Wordwall, (2) Students want to use Wordwall in the future, (3) There is a growing competitive aura among students, (4) Students feel more enthusiastic during Wordwall sessions, (5) Students find Wordwall easy used, (6) Wordwall features are attractive to students, (7) Wordwall has an attractive appearance for students
TEACHERS’ BELIEF TOWARDS CORRECTIVE FEEDBACK IN TEACHING WRITING DURING COVID-19 PANDEMIC
No full textWriting is the most difficult skill in English, because it has complex process inside. There is a way that usually teachers do to help students in solving theirs writing difficulties, that is giving feedback. The problem is that, is all of the teachers use feedback while teaching writing and are they consider the importance of giving feedback, especially in this pandemic situation? By looking at this issue the researcher wants to know teachers’ point of view in giving corrective feedback to the student through teachers’ beliefs.
Empowering Voices: Breaking the Silence of Speaking Anxiety Among Pesantren Students
No full textSelf-esteem and confidence may be the most common causes of speaking anxiety in the English classroom. Most students never feel completely confident when speaking in a foreign language class. They also believe that their classmates are better at languages than they are. Furthermore, they would not respond voluntarily in foreign language class because it would be embarrassing for them. The students were also concerned about falling behind in language class because it moved so quickly. As a result, they were more tense and nervous in language class than in any of my other classes. They also became nervous and confused while speaking in language class. They also became anxious when they did not understand everything the language teacher said. Similarly, they were overwhelmed by the number of rules they needed to learn in order to speak a foreign language
BUILDING SELF IMPROVEMENT IN TEACHING PROCESS THROUGH TEACHER TALK IN EFL CLASSROOM
Get PDFEnglish started to get recognition from very limited number of students who was granted an access to a formal education. Unlike Dutch language, Indonesian people tend to be more open since it’s not related to the colonialism language according to relationship betwEen Indonesia and British. Even after proclamation of independence, English was declared as the first foreign language due to its necessity towards international society. With the perspective of Indonesian people in general that learning English can upgrade someone’s status in the society, help to master technology and academic knowledge, and provide a better opportunity of occupation (Mappiasse & bin Sihes, 2014), English getting more attention in the learning curriculum in Indonesia. In 1989, English become a compulsory subject to be taught in the school and until today English become one of subject to be tested in national examination
IMPLEMENTASI PENDEKATAN TEACHING AT THE RIGHT LEVEL DALAM MENINGKATKAN HASIL BELAJAR SISWA SDN JEMUR WONOSARI 1 SURABAYA
Get PDFThe research conducted by researchers, namely classroom action research (PTK), aims to determine the application of the Teaching at The Right Level (TaRL) approach to increasing students' understanding of length measurement material using non-standard units. Data collection techniques are observation and tests. The test was carried out 3 times consisting of pre-cycle, cycle 1 and cycle 2. The method used in this research was simple statistics and observation sheets. The subjects of this research were class IA students at SDN Jemur Wonosari 1 Surabaya with a total of 28 students. The application of the TaRL approach to class IA mathematics subjects at SDN Jemur Wonosari I Surabaya can be said to be successful. This is based on the results of observations of educators' activities in cycle I, namely 74%, then in cycle II it was 92%. Then, the results of observing student activities in cycle 1 were 78%, then increased to 90% in cycle 2. Apart from that, the increase in learning outcomes for class IA students at SDN Jemur Wonosari 1 Surabaya experienced a significant increase starting from pre-cycle which was 25 % then in cycle 1 it was 64% and increased in cycle 2 to 89%.
THE IMPLEMENTATION OF PROJECT-BASED LEARNING IN TEACHING WRITING RECOUNT TEXT
No full textThis study was carried out to describe the implementation and the quality of project based learning in teaching writing recount text to tenth grader. A qualitative descriptive research design was employed in this study. This study involved 15 students from tenth grader of one Islamic private school in Gresik. The data was obtained from observation and writing test. Students should make a book compilation in a class project. The findings showed that the implementation and the quality of project based learning achieve very good. The percentage of the implementation of project based learning reached 89%. So, the project based learning could be categorized as well implemented. Moreover, the percentage of students’ achievement which passed the standard reached 87%. So, the quality of the learning viewed from students’ writing achievement is considered as have a very good quality
STRATEGI MEMBACA SECARA TERATUR DALAM MENINGKATKAN KETERAMPILAN LITERASI SISWA DI SD ISLAM ASH-SHIDDIIQII SURABAYA
Get PDFThe purpose of this research is to (1) regular reading strategies in improving students’ literacy skills (2) identify the obstacles students face when regularly improving their reading skills, (3) efforts that can be made to improve regular reading in improving their reading skills. Student literacy. Data was collected through interviews, classroom observations, and document analysis a qualitative approach. The results showed that two students in the complete category had good reading skills, and one student in the incomplete category had poor reading skills. Factors that hinder reading ability are the influence of television and electronic devices, interest and motivation, and lack of parental attention. On the other hand, reading ability is supported by the habit of reading, special guidance fron teachers, and the use of avaible facilities. And following a reading routine, such as tracking progress and reflecting, can significantly improve students’ literacy skills
Student Perception and Experience with “Talk” - AI-Powered Speaking Partner Application
No full textThis fact highlights the increasing need for effective and accessible English education. Many schools and educational institutions are now developing modern and innovative methods for teaching English, encompassing both teaching approaches and tools that facilitate learners in enhancing their English language skills (Cong-Lem, 2018). In learning English, there are four essential competencies that must be mastered by the learners. These four competencies are proficiency in reading, listening, writing, and speaking (Pliushchenko & Zaslavskiy, 2021). However, the speaking skill is often considered as the most crucial among the other four abilities. Speaking is one of the most important skills of all four language skills, because individuals who learn a language are referred to as the speakers of that language. The main aim of English language teaching is to give learners the ability to use English language effectively and correctly in communication (Jarrín & Kim, 2019)
TUGAS GURU PENDIDIKAN KHUSUS DALAM MENANGANI ABK DI SEKOLAH INKLUSI
Get PDFThis research examines the duties of special education teachers in inclusive schools. The research method is a literature review using articles related to research titles published in the 2018-2021 period. The first search identified 24 articles, and 10 were evaluated using a thematic data approach. The results of the study show the pedagogic and non-pedagogic functions of special education teachers' tasks. Non-pedagogic tasks include emotional support, consultation and facilitation between teachers, students and parents. Pedagogic tasks include teaching, giving assignment instructions, helping students focus on completing assignments, making PPI (individual learning programs), conducting assessments, and managing student behavior. The research results also show the relevance of special education teacher education and collaborative learning between special education teachers and general education teachers. The last section discusses the limitations of the study and further research.