Perancangan Modul Praktikum Catu Daya dan Tegangan Menengah pada Bengkel Tegangan Menengah Jurusan Teknik Elektro PNUP

Bengkel dan Laboratorium merupakan tempat yang mampu memfasilitasi beberapa kegiatan Penelitian ini bertujuan untuk mengetahui proses pengembangan lembar kerja praktikum, mengetahui kelayakan dan mengetahui keefektifan lembar kerja praktikum kubikel tegangan menengah (switchgear medium voltage 20 kV) yang telah dibuat untuk mendukung pembelajaran pada mata kuliah Praktik Instalasi Listrik Industri.Metode yang digunakan dalam penelitian ini adalah metode penelitian dan pengembangan (research and development). Hasil penelitian menunjukan bahwa, proses pengembangan lembar kerja praktikum dilakukan dalam tiga tahapan utama yaitu menganalisis kebutuhan, perancangan dan membuat lembar kerja, serta pengujian.Hasil yang diperoleh dari perancangan modul ini adalah penggunaan lembar kerja praktikum yang dikembangkan efektif digunakan untuk mendukung pembelajaran pada mata kuliah Praktik Bengkel Tegangan Menengah kepada mahasiswa namun dapat disajikan dengan mudah menggunakan teknolog

EXPLORING THE IMPLEMENTATION OF DUOLINGO MEDIA FOR ASSIGNMENT IN LEARNING ENGLISH

This research is aimed at investigating the use of Duolingo media in learning English as students’ assignment at eleventh grade students of methodist senior high school. A case study was used as the research design. The participant was an English teacher and 30 eleventh-grade students of Methodist school. The data were collected by interviewing the teacher and giving students questionnaires in order to attain the data needed for this reseach. The interview result was analysed by using procedure of data analysis from Miles and Huberman (1994), while the result data of the questionnaire was analyzed by using percentage formula from Sudjana (2002). The research finding shows that the teacher and students consider that using the Duolingo media was effective in learning English because it improved students’ willingness to do the assignment at home via Duolingo media and language skills in learning English. In conclusion, Duolingo media can be applied in by students to finish English assignment at home because it maked students excited and interested to do the homework by Duolingo

EFL students’ reading comprehension problems: Linguistic and non-linguistic complexities

The goal of this study was to investigate how to overcome reading comprehension problems amongst students in an EFL classroom. Specifically, this study tries to identify both linguistic and non-linguistic reading comprehension problems. Further, the study focused on fifty of the fifth-semester students from the English department in the Teaching Faculty at Syiah Kuala University. Data collection was conducted by distributing the English Reading Comprehension Problems Questionnaire modified from Al Seyabi and Tuzlukova (2015). The data was analyzed by using quantitative analysis to get the mean scores and percentages. The results indicated that the students experienced the most reading problems in the areas of linguistics (69%). In addition, based on mean scores and percentages from the questionnaire, the results shown that the biggest reading comprehension problem was with semantics in which 81% of the participants considered unfamiliar vocabulary was their major problem in comprehending English texts.

Implementation of the Semantic Mapping Strategy for Teaching Reading Comprehension

This research studies the implementation of Semantic Mapping Strategy (SMS) in teaching reading comprehension to second year students from a junior high school in Aceh Besar. The objectives were to find out whether students taught reading comprehension through SMS would get better results than those who were taught using the Grammar Translation Method (GTM), the types of reading sub-skills that they would master better by using the SMS, and their responses towards the use of the SMS in reading comprehension classes. The sample for this research was two classes, one as the control group (CG) and another as the experimental group (EG). The classes were selected using a random sampling technique. The research instruments used to collect the data for this research were reading comprehension tests (pre-tests and post-tests) and a questionnaire. The result of this research showed that the students in the EG who were taught reading comprehension using the SMS got better results than the students in the CG who were taught using the GTM. Furthermore, the reading sub-skills where the students got better results through using SMS were ‘main idea’, and ‘specific information’. Finally, the students responded positively to the implementation of SMS in their reading comprehension classes. Thus, it can be said that the SMS was proven an effective strategy to be used for teaching reading comprehension to the second year students of the school

A Discussion of Learning Maritime English by Utilizing Authentic Video in Speaking Skill

This study describes the utilization of authentic video by maritime English teachers in speaking class, the challenge often faced by the teacher in utilizing authentic video and students’ responses toward utilizing authentic video. The participants of this study were 100 cadets and four maritime English teachers. Quantitative and qualitative methods were employed and obtained from observation sheet, interview and questionnaire. The data result found that: (1) four observed teachers implemented the same way in utilizing video; (2) the teachers did the three phases in video application, such as Pre-Viewing, Viewing and Post-Viewing Activity; (3) there are still lack of activities toward the video material; and (4) there are several problems faced by the teacher in utilizing authentic video are as follows: selecting the video that fits the topic, the limitation of video archive, audio-visual tools and avoiding the ‘nothing new” video syndrome among the students. (5) the students’ responses toward authentic video application was very positive. There are 55 students who chose strongly agree option by means authentic video can give them example of working scope later. 56 students stated that learning English by using video can make their knowledge stay longer. 51 students like learning English by using video. Besides, 69 students stated that their teacher often uses authentic video while teaching English. It is suggested that the teachers should be more creative in utilizing authentic video and participate in workshops related to learning material

An Analysis of English Lesson Plan Academic Year 2012/2013 at the First Semester of MAS Darul Ulum, Banda Aceh

To conduct teaching English in the classroom, a teacher requires good preparations such as lesson planning preparation. Lesson plan needs to be developed by a teacher as a direction or road map towards all activities to be done by the teacher and students in the classroom in order to achieve one or more specific competencies appropriately and effectively. There are some English teachers who still face difficulties in developing effective and systematic lesson plans for a teaching program. In fact, they tend to imitate or even copy the ones provided in the textbook and the internet. The scarcity of English teachers in having trainings and workshops related to teaching, syllabus, and lesson plan development was also the problem in this study. Furthermore, the research conducted related to or the same as this study in Indonesia is rare. Considering these problems, a study related to an analysis of English lesson plan academic year 2012/2013 at the first semester of Madrasah Aliyah Swasta (MAS) Darul Ulum, Banda Aceh was conducted. There were nine lesson plans analyzed as they were developed by the teacher for one semester.The objective of this study was to investigate whether the English lesson plans provided by the only teacher of English at the first semester of MAS Darul Ulum, Banda Aceh are appropriate with the Kurikulum Tingkat Satuan Pendidikan (KTSP) or school-based curriculum or not and to find out the difficulties encountered by the teacher of English in developing the English lesson plans in terms of non-component of lesson plan basis and component of lesson plan basis as well as the efforts made by the teacher to overcome the difficulties. For this purpose, the writer conducted a qualitative research employing four different techniques of research, namely, content analysis, questionnaire, interview, and documentary study.The qualitative data were obtained from the content analysis checklist, the questionnaire distributed to the teacher of English at the first semester of MAS Darul Ulum, Banda Aceh as well as the interview conducted to the teacher of English at the first year and the principal of MAS Darul Ulum, Banda Aceh, and also the document such as syllabus.The findings showed that the lesson plans developed by the teacher at the first semester of MAS Darul Ulum, Banda Aceh generally met the standard determined by the KTSP, Standard of Content, and Standard of Process. Specifically, all of the components of a lesson plan were covered in the lesson plans developed. However, there were deficiencies found in 6 components from most lesson plans developed by the teacher, namely, materials, methods of teaching, teaching activity, time allocation, resources, and assessments. The analysis of the questionnaire data verified by the interview data also showed that the teacher of English at the first semester of MAS Darul Ulum, Banda Aceh faced 5 difficulties related to non-component of lesson plan basis, namely, (1) lack of time because of high load of teaching, (2) lack of ability in matching between students' aptitude/ability and appropriate method of teaching, (3) difficulty in developing lesson plan based on KTSP related to students' individual differences, (4) difficulty in developing lesson plan based on KTSP related to students' encouragement to be active learners, and (5) lack of ability in matching between technique of teaching and students' learning styles. Meanwhile, the difficulties of component of lesson plan basis faced by the teacher were 4, namely, (1) difficulty in adjusting between materials of study and appropriate method, (2) difficulty in arranging the steps of teaching activity especially in pre-teaching stage, (3) difficulty in matching between methods or strategies and the competency to be achieved by the students, and (4) difficulty in matching between resources such as media or tools of learning and materials of study. Moreover, there were 4 efforts made by the teacher to overcome the problems of non-component of lesson plan basis, namely, (1) consulting to a colleague or the teacher in the similar subject of teaching, (2) learning from books, journals, and internet, (3) participating in Musyawarah Guru Mata Pelajaran (MGMP) or subject teacher discussion group, and (4) participating in seminars or workshops related to concept of teaching-learning, curriculum, syllabus and lesson plan development. Meanwhile, there were 5 efforts made by the teacher to overcome the problems of component of lesson plan basis, namely, (1) consulting to a colleague or the teacher in the similar subject of teaching, (2) learning from books, journals, and internet, (3) participating in MGMP, (4) conducting classroom action research, and (5) participating in seminars or workshops related to curriculum, syllabus and lesson plan development. It suggests that the teacher still has a few problems and deficiencies related to the teacher's competence and pedagogic competence especially in terms of developing lesson plan. However, in terms of efforts conducted to overcome the difficulties, it suggests that the teacher is a teacher who has good personality competence

English as a Foreign Language (EFL) teachers teach English for deaf students

This research is motivated by the fact that deaf students have the samerights to get education and access to learn English. However, they needsupport and specific accommodation designs according to their abilities.Teaching English to deaf students is still a problem and varies based onthe situation. Therefore, this research aims at describing how Englishteachers teach deaf students, what problems teachers face in teachingEnglish for deaf students, and the strategies they use. The method usedin this research was qualitative, while the subject was English teachers.The instruments used to collect the data for this research wereobservation, interview and documentation. Besides, the data wereanalyzed using the qualitative data analysis procedures by Yin (2011).The results indicated that there were several problems faced by EFLteachers in teaching the deaf students. It can be categorized into linguisticand nonlinguistic. Likewise, each strategy is implemented based on theproblems and depends on the teachers’ teaching experiences. It issuggested to provide an extensive training program for English teachersand facilitate the learning media to get the success of teaching andlearning process for the deaf students

THE INFLUENCE OF USING ENGLISH SONGS ON THE STUDENTS’ ACHIEVEMENT IN PRONOUNCING ENGLISH WORDS

This research aimed at identifying the influence of using English songs on students’ achievement in pronouncing English words at SMP Islam Cendekia Aceh Besar Academic Year 2018/2019. The population of this research was all VII Grade students. The sample of the research was divided into 31 students of the experimental group and 32 students of the control group. The experimental group was taught by using English songs technique while the control group was not taught by using English songs. This research was experimental research, under quasi experimental research. The data were taken from an oral test method or sound of production and questionnaire which were given in the learning process. The result of the research shows that the English songs technique can influence the students’ achievement in pronouncing English words. It is concluded from the post-test that there was a statistical difference in the mean score between the experimental and control group. The mean score of the experimental group was 81.51 and the mean score of the control group was 60.37. It means that the mean score of the experimental group is higher than the control group. Moreover, the result of z-test indicated that the students taught by using an English song had a better improvement in English word pronunciation in which z-score (9.05) was higher than the critical value (1.96). It could be concluded that English song strategy effectively improved students’ achievement in pronouncing English words

QAR: Strategy implementation for reading comprehension of recount texts

The objective of this research is to find out whether QAR strategy is effective in reading comprehension of recount text. This research uses experimental research design. This research took place at Madrasah Tsanawiyah Negeri Model Banda Aceh. A second grade class was chosen as the research sample, which consisted of 36 students. The research instrument used to gather the data was a set of essay tests, which were divided to pre-test and post-test. The result of the research was analyzed by using paired t-test formula. The calculation result shows that the observed t value is less than t lower critical vaue in the t distribution table (-5.624 2.030) at the 0.05 level of significance with 35 degree of freedom. It means that null hypothesis (H0) is rejected, which proves that Question Answer Relationship strategy effectively improves the second grade students’ reading comprehension of recount text