Jurnal Online Fakultas Tarbiyah dan Keguruan (UIN Sunan Ampel Surabaya
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PENGGUNAAN MEDIA BENDA KONKRET DALAM MENINGKATKAN KEMAMPUAN MEMBILANG BANYAK BENDA MATA PELAJARAN MATEMATIKA MATERI PENJUMLAHAN DAN PENGURANGAN SISWA KELAS 1 MI BAHRUL ULUM BULU KEDIRI
Get PDFThis study aims to determine the application of concrete media on the subject of mathematics in addition and subtraction material and to find out the ability to multiply many objects through the media of concrete objects in the mathematics subject matter of addition and subtraction of grade 1 students of MI Bahrul Ulum Kediri. The method of this research is Classroom Action Research (CAR) with the Kurt Lewin model which consists of two cycles with four stages, namely Planning, Implementation, Observation, and Reflection. Data collection techniques used were observation, interviews, documentation, and tests. The results of the study showed: The application of concrete objects in mathematics learning to counting the many material additions and subtraction of grade 1 students at MI Bahrul Ulum Kediri was running optimally. This can be seen in the final score of teacher activity increased from 62.5 with the unfavorable category in the first cycle to 96.09 with a very good category in the second cycle. Likewise, student activity increased from a score of 61.53 with an unfavorable category in the first cycle to 96.15 with a very good category in cycle II. Increasing the ability to count many objects through concrete media objects increases very well. This is evident in the pre-learning cycle of student mastery reaching 30% in the category of not good and the average reached 61.75. In the first cycle there was an increase of 60% with a fairly good category and an average of 71.25. There was an increase in the second cycle of student learning completeness reaching 90% with a very good category and the class average reached 86.25
ANALISIS KONSTRUKSI NILAI-NILAI BUDAYA DAN KARAKTER ISLAMI DALAM CERITA PENDEK PADA BUKU AJAR DI MADRASAH IBTIDAIYAH
Get PDFNowadays, sophisticated technology such as game is more interesting for children than reading or listening of literary work. Whereas there are some Islamic characters and cultural values that is found in a literary work, for instance short story. And it will influence toward the character of children. So, this research discusses about Islamic character and cultural values construction in short story of handle book at Islamic elementary school, setting as the background of the appearance of those values and also the construction form of those values. This research method is descriptive qualitative. It means that the data is words not numeric data. The result of this research is all short stories have Islamic character and cultural values. So there are twenty three positive values that can be taught toward the students
THE EVALUATION OF BOBBY BOLA DAN PERI BUKU AJAIB 3 FOR LANGUAGE LEARNING
Get PDFVideo games have received much attention in recent years as a tool for foreign language learning. Number of research has shown the positive impact of video games on language learning learners. This study is aimed to find out the extent to which Bobby Bola & Peri Buku Ajaib 3 meet the 10 principles for designing video games for foreign learning proposed by Purushotma, Thorne, and Wheatley (2009). The findings of this study show that Bobby Bola & Peri Buku Ajaib 3 adhere only to 2 principles, i.e., the principles of “communication and input mechanism should have a playful spirit to them” and “students should be allowed to spend extra time in activities they enjoy and to minimize time in ones they don't”. The result of this study hopefully would be beneficial to the studies of video games for foreign language learning. It is also hoped that it can provide further information for those who wish to evaluate or use video games as a language learning tool
Penerapan Metakognetif Sebagai Strategi Pembelajaran Mandiri Siswa Dalam Pembelajaran Bahasa Arab
Get PDFMetacognitive is a word that relates to what is known about him as an individual who learns and how he controls and adjusts his behavior. Someone needs to be aware of the shortcomings and advantages they have. Metacognitive is a form of ability to look at yourself so that what he does can be optimally controlled. To find out the metacognitive students, the teacher must train them to 1) design what they want to learn, 2) monitor the progress of student learning, 3) assess what has been learned. By knowing the cognition of each student, self-learning can be carried out independently, with independent learning the complex components of Arabic will be studied maximally.
 
AN INTEGRATION: NARROW READING TO WEST’S GENERAL SERVICE LIST FOR VOCABULARY ACQUISITION FOR MIDDLE SCHOOL LEVEL
Get PDFAttempting to consider an SLA issues on vocabulary acquisition in middle school level, this article aimed to investigate the difference in score on vocabulary test of experimental and control group; and to find the effect size of the narrow reading integrated to West’s GSL intervention on students’ English language acquisition. Forty-five middle school students in two classes were assigned in two groups, with 22 students in the experimental group and 23 students in the control group. In addition to a traditional curriculum for both groups, a five-meeting narrow reading on narrative text, fable, which was integrated to West’s GSL was conducted for the experimental group by encouraging students to read using L1 gloss which was derived from GSL, consulting different meaning in some multi-definition content words and discussing on vocabulary exercise. In contrast, the control group did not engage in any narrow reading program but a general English course. A pretest and posttest of both groups were employed to collect data. The findings of the study showed that the intervention has a large effect size on student’s SLA. The experimental group exhibited significantly better reading comprehension, acquired new vocabulary and word knowledge than the control group. Therefore, applying narrow reading integrated to West’s GSL into EFL class helps improve students’ word knowledge in terms of recognizing word meaning, identifying part of speech and producing a sentence
COMMUNICATION STRATEGIES USED BY EFL STUDENTS IN IMPROVING SPEAKING SKILL
Get PDFThis study aimed to investigate communication strategies (CSs) used by EFL students in improving speaking English. Methods employed were questionnaire, observation, and interview. Findings showed that students have improvement in speaking when they used communication strategies (CSs). The strategies used by the students such as non-linguistic means, appeal for help, and fillers or hesitation device, message abandonment, non-linguistic means, literal translation, code switching, appeal for help, and fillers or hesitation device. The study suggests that EFL practitioners pay attention to communication strategies (CSs) aspect to obtain the optimum results of teaching-learning processes.
Improving Students’ English-Speaking Skills Through Behavior Modification in Indonesian Islamic Boarding Schools
Get PDFA number of modern Islamic Boarding Schools (IBS) have long implemented a unique English Language Teaching (ELT) strategy in improving their students’ English-speaking skills. In IBS, for example, head of language department requires the students to communicate in English in daily activities, and punishment is imposed to those who do not speak English. However, there was no specifically academic term used to describe such strategy, nor was there a study to investigate the effectiveness of the strategy. This essay investigates what IBS-applied ELT strategy is, and to what extent it is effective in improving speaking skills of the students. It is found that IBS has made use of a behaviour modification as ELT strategy. The behaviour modification is able to encourage students to communicate in English in their daily activities. It also leads students to acquire accuracy, complexity and fluency in speaking
IMPROVING THE STUDENTS SPEAKING ABILITY THROUGH ROLE PLAY METHOD
Get PDFThis research highlights the speaking ability of the students which categorized in tenth year students of SMA Negeri 3 Parepare . The students were taught through role play method to know the improvement of the students speaking ability. The data collected in 2012 by applying quasi-experimental method, with two group pre-test and post-test design. The samples were taken of the research were consisted of 43 students from two classes taken from the population. The result of the data analysis shows that the students’ speaking mastery improved significantly. It was showed by the mean score of pre-test was 49.34 and the post-test was 71.304. It shows that the use of role play method can improve the students’ speaking ability of the tenth year students of SMA Negeri 3 Parepare significantly. Besides the different score of pre-test and post-test, the mean score of the students in post-test was 71.304 is higher than the Kriteria Ketuntasan Minimal (70) in SMA Negeri 3 Parepare. After analyzing the data by using the test formula, the result of t-test value in post-test was 1.868 and t-table value was 1.684. It means that the t-test value (1.868) was higher than t-table value (1.684). Those indicate that H1 was accepted and H0was rejected and the students who were taught through role play method are better than the students who were taught through conventional method.This research highlights the speaking ability of the students which categorized in tenth year students of SMA Negeri 3 Parepare . The students were taught through role play method to know the improvement of the students speaking ability. The data collected in 2012 by applying quasi-experimental method, with two group pre-test and post-test design. The samples were taken of the research were consisted of 43 students from two classes taken from the population. The result of the data analysis shows that the students’ speaking mastery improved significantly. It was showed by the mean score of pre-test was 49.34 and the post-test was 71.304. It shows that the use of role play method can improve the students’ speaking ability of the tenth year students of SMA Negeri 3 Parepare significantly. Besides the different score of pre-test and post-test, the mean score of the students in post-test was 71.304 is higher than the Kriteria Ketuntasan Minimal (70) in SMA Negeri 3 Parepare. After analyzing the data by using the test formula, the result of t-test value in post-test was 1.868 and t-table value was 1.684. It means that the t-test value (1.868) was higher than t-table value (1.684). Those indicate that H1 was accepted and H0 was rejected and the students who were taught through role play method are better than the students who were taught through conventional method
The Effect of Using Literacy Integrated Method on The Students’ Reading Achievement in Narrative
No full textThis research was to investigate the effect of using literacy integrated method on the students’ reading achievement in narrative text. Population of this research was the second year students of Junior High School in SMP NEGERI 13 Binjai Jl. Letjend Jamin Ginting in the academic year 2017/2018. Two classes were taken by total sampling which divided into two groups, the first group VIII-1 which consisted of 36 students was experimental group which was given treatment by literacy integrated method and second group VIII-2 which consisted of 36 students was control group which was given treatment by using grammar translation method. Each group was given a pre-test and post-test. After the data had been collected, these were analyzed by using t-test formula. Based on the result of this research, it was concluded that there was significant effect of using literacy integrated method on the students’ reading achievement in narrative text
Learners’ Cognitive Level: Learning Outcomes Based Analysis
Get PDFThis study aimed at revealing students’ level of cognitive domain depicted in learning objectives of the TOEFL subject matter. Using learning outcomes based analysis, this study further sought to investigate the attainable learning outcomes. The investigation covered an identification of learners’ cognitive level, in what level the learners’ cognitive skill is in relation to learning taxonomy and whether the learning outcomes was attainable or not. This study used two different data collection methods, they were textual analysis of learning outcomes and observation. The analysis referred to analyzing the currect syllabus used in TOEFL teaching and learning process while the observations were conducted during the learning process to find out the suitability between stated learning objectives and the learning activities carried out in the class as well as their relationship to the application of learning taxonomy. As a result, it was revealed that the the designed syllabus was not well formulated in terms of performance objectives. In relation to cognitive domain, the objectives did not use proper action verbs that it discouraged to unreachable learning outcome. In fact, the students’ cognitive level was at ‘understanding’ level that it could not achieve the outcome set in ‘applying’ level.