1,720,964 research outputs found
STRATEGIES OF LEARNING ENGLISH APPLIED BY THE FIRST YEAR STUDENTS OF ENGLISH TEACHING DEPARTMENT OF STAIN MANDAILING NATAL
Get PDFIt is obvious that the use of learning strategy is a crucial element for EFL in studying English. Learning strategy becomes a tool for language learner in order to enhance their learning. An active application of language learning helps students in managing their own learning by developing language skill, increasing confidence and improving autonomous learning. Each of learners has different strategy to be applied in their classroom and daily life. The main objective of this study is to investigate the strategy of learning English conducted by the first year students of English teaching department of STAIN Mandailing Natal. This study was quantitative approach which carried out on the sample of 30 participants. All those participants are the first year students of English Teaching Department State College for Islamic Studies (STAIN) Mandailing Natal, Sumatera Utara. To obtain the data, researcher used two instruments namely: questionnaire and interview. The questionnaire consists of 26 questions which taken from blue print of strategy inventory for language learning (SILL). Interview is used to obtain deep and detail information about the application of learners’ learning strategy. Based on the data analysis, it is reasonable to state that most of the learners used metacognitive strategy in learning English as foreign language.  
THE STORY OF ÔÇ£MALIN KUNDANGÔÇØ AND ITS IMPLICATION TOWARD CHARACTER BUILDING OF YOUNG LEARNER.
No full textYoung learners are golden generation for future, those who will depart this nation into a good civilization and a well-educated era. To realize this hope, those young generations must have good character. Building good character ideally must be started in earlier age. One of the ways is by telling them folklore, or local story on this case is the story of MalinKundang. This kind of story tells more about value, norm, character and attitude later it gives moral value for young learner. As local people, it is a must for us to tell good story for young learner in order to build their good character. This paper discusses how to build good character for young learner through story of MalinKundang. The story of MalinKundang has been chosen as a medium to build young learner character since it is a local wisdom. In this complex era, the presence of character building for young learners is one of among major solution for this nation
CORRECTIVE FEEDBACK AND CLASSROOM INTERACTION AT SMA 1 PAYAKUMBUH SUMATERA BARAT
No full textThe main focus of this research is to investigate corrective feedback made by the English teacher during classroom interaction. The study was qualitative research. The data in this study were the utterances that spoken by teacher and student during the classroom activity. The data were collected through a record where the writer himself recorded the utterances during teaching learning process a ninety-minute in duration. In this study, the teacher is an English teacher who teaches at grade XI SMA Payakumbuh. The data were analyzed by qualitative approach, writer explained corrective feedback types that happened in classroom interaction. There are six types of corrective feedback occurred in the classroom interaction at SMA 1 Payakumbuh namely: recast, repetition, clarification request, explicit correction, elicitation, and paralinguistic correction. Recast, clarification request and elicitation are the most corrective feedback applied by teacher in the classroom interaction.┬
BUBBLES WRITING: CREATIVE TEACHING MODELS FOR JUNIOR HIGH SCHOOL STUDENTS
No full textThis paper aims at discussing creative writing model for junior high school students. The idea of creative instructional model for teaching is a special gift for the students. As an English teacher, being creative is a must and no bargaining especially for this millennial era. Teaching writing for junior high school students is a kind of challenging for novelty even senior English teachers. Communicative language teaching facilitates teachers to explore more studentsÔÇÖ creativity. The ways of presenting writing materials also has been shifted massively, teachers center left out by new teachers and students center applied step by step regularly by them. Creative writing is definitely one of those areas in which teachers struggle. There is plenty of dull and old teaching strategy out there and students get cross-eyed with a heap of frustration and unmotivated. Bubbles writing is assumed creative writing model for teaching writing in junior high school students level. There are three advantages why this model is prominent than others for junior high school students they are: students-centered, fun and enjoyable, and innovative. This model has myriad advantages for students; students learn to sharpen cognitive thinking, to express their idea freely, to facilitate students being more active, to enjoy their writing activity
DESIGNING AUTHENTIC ASSESSMENT MODEL FOR WRITING SKILL AT JUNIOR HIGH SCHOOL STUDENTS
Get PDFAssessing writing is one of the difficulties most English teachers face. Compared to other English skills, writing is generally regarded as the most complicated skill. The media for assessing writing should preferably cover several principles to face this challenge, one of which is authenticity. Authentic assessment is a form of assessment that connects learners to actual life and promotes the fair exploration of three domains. The main objective of this research is to design authentic assessment model for assessing writing skill at junior high school students. This research utilized Research and Development approach which carried out the first years students of Islamic Junior High school (MTsN) Batusangkar and two English teachers as participants. In gaining data, researcher used questionnaire and structured interview. The questionnaire consisted of 30 question related to the authentic assessment. In order to dig deep data related to writing assessment for junior high school students, researchers used unstructured questions. The finding revealed that the personal report is ideally an effective authentic evaluation model for assessing students\u27 writing skills, especially for junior high school students.  
TEACHING SPEAKING AND YOUNG LEARNER: IN PERSPECTIVE OF COMMUNICATIVE LANGUAGE TEACHING
No full textEnglish is a need for this millennial era. As an official international language, English is spoken by people in international forum.  Noticing the importance of English, some countries have placed it in their primary curriculum school, even introduced it to young language learner. This paper discusses teaching speaking for young language learner by applying communicative approach. Teaching speaking for young language learner is not an easy activity. Teachers need more creativity, design enjoyable activity and present fun way for them. Young learners, especially in this millennial era should familiar with English. Mastering English since early age, especially speaking becomes a basic preparation for them to face globalization. It is worth to teach them English since young age, the more they age the more chance they have. To realize that hopes, this paper provides several communicative activities in teaching speaking for young language learner
CO-CREATION IN TEACHING ENGLISH TO TERTIARY STUDENTS
No full textInnovative teaching approaches that encourage active learning are becoming more and more popular in the ever-changing educational landscape. One such paradigm that has attracted a lot of interest is co-creation, an educational strategy that stresses student engagement and collaborative learning. This study aims to investigate the implementation of co-creation in teaching Basic Grammar, Basic Writing and Translation. Then, this research also aims to analyze the effect of the implementation of co-creation in the classroom. The study utilizes qualitative research methodology and was conducted at STAIN Mandailing Natal, focusing on students enrolled in the English Language Education Program. Data was collected through focus group discussions, observations, and interviews. The findings highlight various co-creation techniques used, such as peer feedback, collaborative projects, and grammar prompts, which have resulted in positive outcomes for students, including increased engagement, collaboration, autonomous learning, and critical thinking skills. Overall, the incorporation of co-creation in the classroom has enhanced the academic experience for students in the English Language Education Program. Further exploration is recommended to understand its full potential and applicability across different educational settings and subjects. Besides, future researchers could focus on quantifying the effects of co-creation on student outcomes and delve into potential challenges and solutions in its implementation
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
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