STKIP Kie Raha Ternate Online Journal System
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Improving Students’ Speaking Skill by Using the Cooperative Learning Method through Think Pair Share (TPS) at SMK Negeri 4 Halmahera Tengah
No full textThis research is conducted to find out the students’ speaking skills by using the cooperative learning method through think pair share (TPS). Based on the observation and interview conducted by the researcher to SMK NEGERI 4 Halmahera Tengah, some problems were still found in the students’ abilities in English, especially in speaking. The students’ speaking skills were relatively low. They had difficulties in expressing ideas opinions orally as they were afraid of making mistakes and not confident to speak English. They still had difficulties in pronouncing certain English words. To be able to speak, instead of pronunciation, the richness of vocabulary was also important. In this research, the researcher uses classroom action research ( CAR ). The Setting was SMK N 4 Halmahera Tengah and the subjects were all students of class XI of SMK N 4 Halmahera Tengah in the academic year 2018/ 2019 with a total of 20 students. Based on the results of the students' speaking skills in the first cycle showed that out of 20 students of class XI SMK N 4 Halmahera Tengah. just 7 students were passed KKM while 13 students were not passed KKM. So in the first cycle was unsuccessful and the researcher has to continue for the next cycle. The result of the second cycle showed that 15 of 20 students of SMK N 4 Halmahera Tengah class XI are able to pass the KKM or in other words, they can achieve their speaking in the second cycle, while 5 were not achieved the KKM value ( ≥ 75 ). It can be concluded that the cooperative learning process through think pair share ( TPS ) can improve students’ speaking skills at SMK N 4 Halmahera Tengah
PENERAPAN MODEL PEMBELAJARAN INTERAKTIF UNTUK MENINGKATKAN HASIL BELAJAR IPS TENTANG KENAMPAKAN ALAM PADA SISWA KELAS IV SDN 25 KOTA TERNATE
No full textTujuan penelitian ini adalah untuk mengetahui penggunaan model pembelajaran interaktif tentang kenampakan alam guna meningkatkan Hasil belajar siswa kelas IV SDN 25 Kota Ternate. Penelitian ini adalah penelitian tindakan kelas dengan pendekatan kualitatif deskriptif.
Rancangan penelitian secara berdaur ulang (silkus) yang terdiri dari perencanaan, tindakan, observasi, dan reffleksi. Subyek dalam penelitian ini adalah siswa kelas IV dengan jumlah siswa 23 orang. Data penelitian ini yaitu tes, wawancara dan observasi. Analisis data dilakukan secara deskriptif kualitatif.
Hasil penelitian ini disimpulkan bahwasetelah dilaksanakan perbaikan pembelajaran pada Siklus 1 nampak sekali peningkatan hasil belajar siswa yaitu sebesar 70%, 16 siswa sudah tuntas dan 7 siswa masih belum tuntas. Pada siklus II mengalami peningkatan secara signifikan sebesar 88%.Dengan demikian maka pembelajaran interaktif, ternyata mampu meningkatkan Hasil belajar siswa pada materi tentang kenampakan ala
The Use of Blog to Enhance Students’ Writing Motivation
No full textThe low of undergraduate students’ writing motivation is one of the classic problems encountered in many universities around the world. This phenomenon can be observed from the frequency of text produced by university students in various levels. Teachers around the world had practiced many methods and strategies in hope that the students’ writing motivation could be enhanced. However, this classic problem is still faced in the classroom today. It is interesting that the students who seldom to write in the classroom but are very active in writing in social media. The researcher then decided to investigate whether blog can enhance the students’ writing motivation. 21 students were involved in this research. After observing the students’ blog in almost 5 months and gathering information through open questionnaires, it has been concluded that blog could enhance the students’ writing motivation but the lack of students’ knowledge on how to operate the blog could be the reason why the students’ writing motivation (in this research) enhancement occurred only in small degree
IMPLEMENTASI MODEL COOPERATIVE LEARNING TIPE SNOWBALL TROWING UNTUK MENINGKATKAN HASIL BELAJAR SISWA KELAS IV MIS RUA DALAM PEMBELAJARAN IPS PADA KONSEP MASALAH SOSIAL
No full textPenelitian ini mengunakan metode Penelitian Tindakan Kelas (PTK) dengan subjek siswa kelas IV MIS Rua dengan jumlah siswa 25 orang yang terdiri dari 12 orang laki-laki dan 13 orang perempuan. Penelitian ini dilakukan dengan 2 siklus. Hasil PTK ini sebagai berikut : pada siklus I siswa dan guru belum terbiasa dengan suasana pembelajaran IPS dengan menggunakan model cooperative learning tipe snowball trowing, aktivitas siswa masih rendah, nilai evaluasi individual siswa hanya mendapat sedikit peningkatan yaitu sebanyak 6,6% dari KKM yang diinginkan yaitu 60 nilai siswa hanya mendapat rata-rata skor 66,6. Dari jumlah 25 siswa 5 atau 20% yang masih belum mencapai KKM atau dikatakan belum tuntas dan 12 siswa atau 48% yang tidak terlibat diskusi kelompok. Pada siklus II siswa mulai terbiasa dengan model pembelajaran yang diberikan pada pembelajaran IPS apalagi guru menampilkan media gambar masalah social. Aktivitas siswa mendapat peningkatan dibuktikan dengan semua siswa yang terlibat dalam diskusi kelompok, nilai evaluasi siswa pun meningkat rata-rata skor 74,8 atau 74,8%. Semua siswa mencapai target KKM dan 4 siswa atau16% siswa mendapat nilai sangat baik. Berdasarkan kajian hasil penelitian dapat disimpulkan bahwa pembelajaran IPS kelas IV SD MIS Rua dengan menggunakan model cooperative learning tipe snowball trowing dapat meningkatkan hasil belajar siswa. Dengan demikian penulis menyarankan agar dalam proses pembelajaran IPS pada konsep masalah social menggunakan model cooperative learning tipe snowball trowing demi tercapainya tujuan pembelajaran yang diinginkan
A Study on the University Students’ Speaking Difficulties
No full textSpeaking difficulty encountered by the students in every level is one of the major issues in the teaching of EFL. Many researchers reported that the factors are ranged from linguistic domain to psychology. Many experts wrote textbooks and articles to discuss this issue in hoping that the teaching of English speaking in particular can achieve satisfactory result. However, speaking difficulties are found from time to time and this is not because of the material or the teaching strategies. Although the role of the teachers is important, but individual issue of the student also needs to be taken into account. This qualitative research involved 14 university students and they were taken randomly from a university. By using performance test evaluated with a speaking rubric, it has been found that the students’ grammar knowledge (linguistic domain) was extremely low. However, data from interview, which has been condensed into some keywords, revealed that the students’ performance in speaking activity has been affected by their psychological problem like hesitance and low of self-esteem. Moreover, the finding showed that vocabulary mastery played important role in speaking activity. Psychological reason and vocabulary mastery are two main issues discovered through this research
Enhancing The Speaking Skill Using Metacognitive Strategy
No full textThis paper reports a qualitative case study which aims to investigate the use of metacognitive strategy in developing the autonomous students’ speaking skill which is based on the participants' metacognitive awareness and kind of metacognitive strategy use. There were 6 autonomous learners who are considered as high-achiever students which took part as the participants through purposive sampling. The in-depth interview based on the Strategy Inventory for Language Learning (SILL) was chosen in order to grasps the data regarding their speaking learning using metacognitive strategies which then analyzed using thematic analysis. The findings revealed that most of the High-Achiever students were having difficulties in their speaking learning as they were just started to study proper English when they decided to attend the university. Thus, to allow them in make the best use of their metacognitive strategy, they applied cognitive knowledge strategies and socio-affective strategies in dealing with their metacognitive processes such planning, monitoring and evaluation in their speaking learning. Moreover, in developing their metacognitive awareness, the participants were found affected to two factors; Self-appraisal and self-management
The Influence of English Teacher Certification and Non-Certification towards the Students’ Understanding on English Grammar at SMAN 4 Halmahera Barat and at SMAN 3 Kota Ternate
No full textThis research used a comparative causal design which was contained test and interview. The objectives of this research are to know could the Teacher certification and non-certification Influence the students understanding on English grammar and to know what problems did the students find when they study English grammar by the Teacher certification and non-certification at that school. The data were collected by using test and interview for the students of that schools. The sample of this research at SMAN 4 HAL-BAR was 22 students and at SMAN 3 Kota Ternate was 21 students of the tenth grade both of the schools. By using grammar material to students who are taught by certified and non-certified teachers in these two schools, namely in SMAN 3 Kota Ternate and at SMAN 4 HAL-BAR the researcher have taken the results of the student evaluation test provided by the two teachers to be able to determine the results of the two schools before being combined with the results of the interview. From the results of this study show that the results of the evaluation of students at SMAN 3 Kota Ternate and combined with the results of the interview, are better than the results of evaluation and interview at SMAN 4 HAL-BAR. In this research, the researcher given conclude to us that the result of teaching grammar through teacher certification at SMAN 3 Kota Ternate is better than students’ result at SMAN 4 HAL-BAR by the teacher of non-certification
The Implementation of Curriculum 2013 in English Subject at SMA Negeri in Ternate
No full textThis research focused on the implementation of curriculum 2013 in English subject at SMA Negeri in Ternate. In Ternate, curriculum 2013 has implemented. Such as some senior high school that the researcher took as samples in this research. This research used qualitative approach with descriptive method. The population of this research are 12 SMA in Ternate. And the samples of this research are 3 (three) of 12 SMA in Ternate. The data collection used in this research are: observation, quetionaire, and documentation. To analyze the data, the researcher used reduction data, presentation data, and verification data.
The implementation of K 13 in English subject in school A and C Ternate can be neglected because the K 13 is not implemented. The implementation of K 13 in English subject in school B Ternate is implemented. The learning process of English based on lesson plan. From 9 items of main activities based on lesson plan there were 8 activities implemented and only one activity didn’t implemented it was basic competence and indicator. Hereby the researchers take conclusion that the implementation of K13 in English subject in school B is good
The Use of Directed Reading Thinking Activity (DRTA) to Improve Students Reading Comprehension of the First Grade of Smk Pembangunan Kota Ternate
No full textThe Purpose of this research is to know the students reading comprehension can be improve by using directed reading thinking activity (DRTA) grade x of SMK Pembangunan Kota ternate .The research of implement classroom action research in two cycles. The subject in this research is the students of grade x of SMK Pembangunan Kota ternate school year 2018-2019 with amount students 20 people. This research is using in one class, each cycle consist of four phase that is: planning, action, observation and reflecting. Based on the result of classroom action research, in Cycle I there are 4 students who have met the KKM while 16 others have not yet reached KKM is due to, pay attention to the student when the teacher’s explanation related implementation learning procedure using Directed Reading Thinking Activity (DRTA) method, activeness each student in identifying text in lucking, students activeness in making question and give the opinions in lucking. As well as the mistake that often student do incomprehension of the text as much 80%. Then in cycle II on the number of students who evaluated the overall reach KKM. This means that increasing students’ comprehension by using Directed Reading Thinking Activity (DRTA) successfully
Translation Errors in English-Indonesian President’s Speech Text Produced by Students of the Sixth Semester of English Education Program at STKIP Kie Raha Ternate
No full textEnglish students are always taught four language skills; listening, speaking, reading and writing. Besides the skills mentioned above, there is still one of the very important aspects encouraging the foreign language in teaching and learning process, namely translation. Thus, having ability in translation becomes a primary necessity for students who learn language especially foreign language. In Indonesia for example, English taught as a foreign language. However, there are often cases where translation contains errors and if there are errors in translation, the real message of the text is not communicated well. There could be misunderstanding because of error in translation. Based on the phenomenon, the researcher was interest to the research of the translation error. The researcher focused the research in the sixth semester student of English Education Program at STKIP Kie Raha Ternate consist of 31 students, because they have gotten the lectures of Translation, so at least they have already a bit knowledge. The data were taken from 18 students only as samples. The researcher collected the data by gave the students an English text to be translated into Indonesian. The research used descriptive qualitative method because the research attempted to find their errors in translating text. It means that the research aimed to find what kinds of error they might make. In analyzed the data, the researcher identified and classified the errors based on their types. The analysis of the data showed the student errors in translating English text. Based on the data analysis, the researcher found that the students committed errors in Omission (1700 or 97.3%), Misinformation (31 or 1.8%), and Addition (16 or 0.9%)