TEACHING LEARNING PROCESS OF SPEAKING AT SMUN 9 MALANG

The purpose of this study is to investigate: 1) the objectives in teaching learning process of speaking at SMUN 9 Malang; 2) the materials of learning in teaching learning process of speaking at SMUN 9 Malang; 3) the techniques in teaching learning process of speaking at SMUN 9 Malang.; 4) the evaluations techniques in teaching learning process of speaking at SMUN 9 Malang; 5) the teaching media in teaching learning process of speaking at SMUN 9 Malang. This research used descriptive qualitative research design because there was no treatment as it is in experimental research. Subject of the study was the English teacher of the first year at SMUN 9 Malang. The researcher used interview and observation as research instrument The result of the present study shows that 1) the objectives of teaching learning process of speaking at SMUN 9 Malang that have been already determined on the Curriculum through Competence Based Curriculum (KBK) were to express various meaning either in various spoken text or various interactional spoken text and monolog; 2) the materials of teaching learning process of speaking at SMUN 9 Malang was from the textbook entitled “Headlight: An Extensive Exposure to English Learning for SMA Students 1” that was appropriate with the Competence Based Curriculum (KBK); 3) the techniques used in teaching learning process of speaking at SMUN 9 Malang were dialogue, discussion, oral report, games, using picture, giving instruction or explanation, role play, form filling, question and answer and interview; 4) the evaluation techniques in teaching learning process of speaking at SMUN 9 Malang were using discussion and oral report; 5) the media used in teaching learning process of speaking at SMUN 9 Malang were white board, real object, newspaper, magazine, tape recorder and picture

PENGEMBANGAN BAHAN AJAR MOBILE APPLICATION BERBASIS SEAMLESS LEARNING DI SEKOLAH DASAR

The learning process will run when there is two-way communication between teachers and students. Teaching materials are used as a support for teachers to make it easier to convey material and for students to understand the material during the learning process. Based on the results of observations and interviews that have been conducted at SDN 2 Gadingkembar in learning activities, practical teaching materials are needed that can be accessed anywhere at any time without time limits, to help students understand the material in IPAS learning. This research aims to develop seamless learning-based mobile application teaching materials in elementary schools. This teaching material development uses the Lee & Owens development model by taking qualitative and quantitative types of data. Mobile application teaching materials based on seamless learning in elementary schools that have been developed will be validated by teaching material experts and material experts. The data collection techniques used are observation, interviews, questionnaires and documentation. The subject of this research is grade IV students of SDN 2 Gadingkembar. The results of the teaching material expert validation test get a percentage score of 89% and for the material validation test get a percentage score of 85%. While the results of the teacher user response obtained 94% while the results of student responses obtained 100%. Based on the results of this study, it can be concluded that teaching materials for mobile applications based on seamless learning in elementary schools show valid criteria and can be used in the IPAS learning process

To what extent could Business Process Management Suite (BPMS) contribute positively to e-learning?

The purpose of this paper is to evaluate the effectiveness of Business Process Management Suite (BPMS) as a teaching-learning technology with the lens of the conversational framework (Laurillard 2002). The paper hopes to link commercial technological development with research in teaching-learning technologies and bring about better collaboration between the two. This theoretical evaluation aims to address the preliminary question - could educational communities adopt BPMS, a tool that has evolved from the commercial world to further enhance teaching-learning process? The scope of this paper and its evaluative study will be limited to using the conversational framework. The paper will briefly discuss BPMS and its relation to business process and business process management to provide a brief introduction. The main section of this paper will be a detailed analysis of key BPMS components against the conversational framework. The conclusion will provide a summary of the effectiveness of BPMS as a teaching-learning tool based on the requirements set out by the conversational framework. The results of the conclusion could lead to further empirical research on BPMS as a teaching-learning technology tool and may be the opportunity to request funding to carry out a proof of concept

Factors causing difficulties in learning vocabulary by the fifth year students of ngringo 02 Elementary School Karanganyar in the Academic Year of 2005/2006�

This thesis is intended to 1) analyze the process of teaching and learning vocabulary at the fifth year students of Ngringo 02 elementary school, 2) identify difficulties faced by the students in vocabulary learning, 3) identify and formulate factors causing vocabulary learning difficulties, 4) investigate strategies used by the teacher to solve difficulties in vocabulary learning. This study of which population is all of the 28 of the fifth year students, uses a descriptive qualitative method and purposive random sampling technique. In collecting the data, this study uses observation, questionnaire, interview, and document to elicit the data from the process of teaching and learning vocabulary. The technique of analyzing the data is the Interactive- Analysis Model, which is proposed by Miles and Huberman. The results of the study show that 1) the process of teaching and learning vocabulary at the fifth class is conducted appropriately. However, there are many weaknesses which come from the students who have simple strategies, limited sources and lack of readiness in their vocabulary learning. Meanwhile, another weakness comes from the English teacher who employs simple techniques and limited media in the process of vocabulary teaching, 2) there are four difficulties faced by the students in vocabulary learning, the percentages of which are 86% in translation, 93% in pronunciation, 85% in writing, and 86% in differentiating word classification. In the average, there are 87.5% students who find difficulties in vocabulary learning, 3) there are two factors causing vocabulary-learning difficulties. They are the internal factor, which comes from the students and the external one which includes the family environment and the aspects of school such as the teacher, teaching techniques, the materials, and instructional media, 4) there are many strategies used by the teacher to solve problems in vocabulary. In translation, she translated the words directly without consulting to the English dictionary. In pronunciation, she pronounced the words and followed by the students. In word classification, she refreshed their memories by asking the classification of word in teaching and learning process. In addition, she always tries to improve her knowledge to find new innovation in English teaching. Unfortunately, she didn�t pay close attention to solve the spelling problem. The reason is that they will accustom to study spelling in the following class and they will study by themselves. It is suggested that besides motivating and preparing students� readiness, hopefully, the teacher also uses various teaching techniques and various media in the process of teaching and learning vocabulary to improve their understanding in achieving better English learning

Lecturer--student views on successful online learning environments.

While many are enthusiastic about the promises of online learning as a flexible form of learning, others are cautious and concerned with the quality of teaching and learning rendered in such environments. In response, this article reports on the findings of a study conducted to better understand the issues related to the nature of learning in online environments and how learning in such environments can be successfully facilitated. Ten online lecturers and their students were surveyed at the Faculty of Education, University of Waikato. Successful online teaching and learning was characterised as a social interactive process such as that embodied within learning communities. Teaching practices and responsibilities associated with four lecturer roles were crucial to this process-pedagogical, managerial, social and technological. Considering these multiple roles is argued to be a productive framework in enabling online lecturers to understand and act on each role's required responsibility, tasks and practices and adapt them to their particular teaching context

Cultivating Critical Thinking Skill In Teaching And Learning And Learning Process

The purpose of this article is to spearhead two objectives namely, to fulfill my assignment and to help our future leaders that are our beloved student to analyze multilogical problem of contemporary in teaching and learning process . Those problem that can be viewed holistically from the top or bird eyes perspective thus manages them using correct tool and try solve from many different angles. Joanne Kurfiss simply define critical as “ An investigation whose reason is to explore problem to arrive at the hypothesis that integrate all available information convincingly justified. It is a self regulatory which result in interpretation, analysis, evaluation and inference as well as explanation of evidence, conceptual, methodological or conceptual consideration upon which the judgment is base

Teaching multiplication and division realistically in Indonesian primary schools : a prototype of local instructional theory

The implementation of the 1994 mathematics curriculum in Indonesian primary\ud schools is focusing on the teaching and learning arithmetic. The goals are to prepare\ud the students to use and apply their mathematics knowledge and mathematical way\ud of thinking in solving problems in their life and in learning other different\ud knowledge (Depdikbud, 1995). In conducting the learning process, the curriculum\ud suggested to apply the student centered teaching model in which the teaching\ud activities give opportunities for the pupils to develop their own understanding.\ud In contrast most teachers utilized the paper-and-pencil strategy combined with the\ud concepts-operations-example-drilling approach (Suyono, 1996). This model of\ud teaching is called the mechanistic way of teaching (Freudhental, 1973). The teachers\ud teach mathematics with practicing mathematics symbols and emphasizing on giving\ud information and application of mathematics algorithms (algorithmic mathematics\ud education, Treffers, 1987). During the instruction process the typical teaching and\ud learning in developing country (Feiter & Van Den Akker, 1995 and Romberg, 1998)\ud progress regularly (see section 1.2.2)

IMPLEMENTASI PEMBELAJARAN MATEMATIKA REALISTIK (PMR) MODEL LEARNING CYCLE (LC) 5E UNTUK MENINGKATKAN PEMAHAMAN KONSEP BANGUN DATAR SISWA KELAS II SDN LANDUNGSARI 01 MALANG

At recent, mathematics is still considered as a difficult subject because its characteristic that is the object is abstract. Based on the data got from SDN I Landungsari, the average score of mathematics is very under average if compared with Science and Bahasa Indonesia score that reached 7.79 and 7.58. This proved that there are many students still find difficulties in learning mathematics. According to the result of observation at SDN I Landungsari Malang and the interview with the mathematics teacher for second grade, there was information that so far the teacher gave the lesson in monotonous way. Besides, the teaching and learning process was not connected with the daily life. This teaching and learning process was very traditional/conventional. It was lecturing that teacher only explained, students listened the teacher, and at the end the students were asked to do the task. There was only one way communication with the focus of learning was only on giving the materials and practices. There were not other variations of teaching in the classroom, such as roll play, brain storming, realistic learning, and the others. As a result, the teaching and learning process in this classroom did not run well and lack of meaning for the students. The impact was the students got boredom and forgot the lesson easily during the teaching and learning process. It was true that the assumption during the teaching and learning process the students was noisy and did not care with the lesson. Based on the above illustration, there was a research of implementation the realistic mathematics education learning cycle model 5E. This model is a learning approach contextually which can help the students to know, understand, and master the mathematics concept. With the implementation of this model, it is expected that the learning process will be more meaningful and impacted to the better result of learning process. Purposes of this research were to know the implementation of realistic mathematics education learning cycle model 5E in the teaching and learning process and to know the students’ understanding about mathematics concept for the flat structure. The design of this research was classroom action research that consisted of two cycles. The objects of this research were the second grade teacher and the second grade students of SDN I Landungsari Malang. The data was gathered from observation, field notes, interview and test. From the data that had been gathered, the researcher analyzed it for the consideration of doing the next cycle. From this research, the percentage of the students’ and teacher’s activity on the first cycle and the second cycle had increased from 79.9% to 100% and 79.4% to 100%. In addition, the average class score had increased from 70.4 to 81.3 and the number of student who failed had decreased from 5 to 0. Therefore, it proved that the implementation of realist ic mathematics education learning cycle model 5E can improve the students’ understanding on mathematics concept

DIGITAL: multidisciplinary and multidimensional in the classrooms

In this paper our aim is to analyse and present some pedagogical paths that prefigure and guide the teaching-learning devices developed "around" the digital tools. In this context issues related to the implementation with teaching methodologies and teaching techniques acquire a new dimension due to the need of transpose them into online learning environments (technologies to teach to technologies to learn). This starting point is a deep understanding from the analysis of actors in the online learning process: student, teacher, platform and e- contents. Thus, it is our goal in this chapter to promote digital education, think of teaching methods, tools and learning processes, to adapted to eLearninginfo:eu-repo/semantics/publishedVersio

Jesus Teaching Through Discovery

What made Jesus’ teaching effective? Jesus’ teaching was effective because it resulted in changing the hearers’ heart and having the hearer apply his message to their lives. Jesus’ teaching amazed listeners, for example, after hearing the Sermon on the Mount the crowds were amazed (Matthew 7:28). He taught ordinary, unschooled, disciples for three years and their teaching changed the entire world of their time and continues to affect our world today. The hearers of his teaching opened their “eyes and ears”. What made his teaching so successful? His teaching consisted of a set of procedures. Jesus identified the teaching moments; facilitated inquiry by giving inspiring questions, enabled audiences to formulate hypothesizes through insights, and encouraged his audiences to apply their learning to practical situations. Jesus knew that learning was not simply memorizing facts or reciting the Law of Moses. Learning involved organizing new facts to existing schema and applying that new information. His teaching is typically a discovery learning process. The following article will review Jesus’ teaching method through the modern lens of discovery learning