Patterns of Teaching-Learning Interaction in the EFL Classroom

The successfullness of teaching-learning process is highly influenced by the patterns of interactions appeared in the classroom activities. Through this case study, the purpose of this paper is to explore the patterns of interaction during teaching and learning proccess. Two accellerated classes were observed and recorded to gain the data. The findings revealed that the patterns of interaction emerged in the first class were group work, choral responses, closed-ended teacher questioning (IRF), individual work, student initiates-teacher answers, open-ended teacher questioning, and collaboration. Meanwhile, the patterns of interaction in the second class showed closed-ended teacher questioning (IRF), open-ended teacher questioning, choral responses, student initiates-teacher answers, group work, and individual work pattern. The patterns of interaction were produced from teacher and student(s) and/or student(s) and student(s) in relation to the teacher talk and the students talk categories used during learning activities. These patterns were produced constantly. They are to show that the teaching-learning process was not always dominated by the teacher. Most students actively participate as well in any classroom activity. Thus, these patterns absolutely increase the students talk and students' participation in the class. It is necessary for teachers to reorganize the active activities which might foster more interaction in the classroom

ANALISIS HIERARKI KEBUTUHAN TOKOH UTAMA DALAM NOVEL SEPTIHAN KARYA POPPI PERTIWI

Kebutuhan akan sesuatu merupakan alasan mengapa seseorang termotivasi untuk melakukan segala kegiatan yang dapat menunjang upaya individu tersebut dalam memenuhi kebutuhannya. Penelitian ini penting dilakukan sebab kecenderungan penelitian-penelitian sebelumnya hanya mengkaji hierarki kebutuhan manusia dalam tokoh utama saja, belum ada yang dikaitkan dengan kebudayaan. Penelitian ini bertujuan untuk mendeskripsikan gambaran hierarki kebutuhan tokoh utama dalam novel Septihan karya Poppi Pertiwi dan mendeskripsikan relevansi hierarki kebutuhan tokoh utama dalam novel Septihan karya Poppi Pertiwi dengan kebudayaan tokoh utama dalam novel Septihan karya Poppi Pertiwi. Jenis penelitian ini yaitu kualitatif deskriptif dan dikaji dengan melalui pendekatan psikologi humanistik. Data dari penelitian ini berwujud kutipan satuan cerita seperti kata, frase, klausa, kalimat, dan paragraf yang diperoleh dari novel tersebut. Sumber data diperoleh dari novel Septihan karya Poppi Pertiwi. Prosedur pengumpulan data dengan menggunakan teknik pembacaan dekat atau close-reading (membaca cermat dan teliti). Teknik analisis data dengan tahapan reduksi data, penyajian data, dan penarikan kesimpulan. Penelitian ini menghasilkan temuan bahwa terdapat gambaran hierarki kebutuhan Abraham Maslow pada tokoh utama dalam novel Septihan karya Poppi Pertiwi, yaitu (1) kebutuhan fisiologis: kebutuhan makan, minum, pakaian, dan tempat tinggal, (2) kebutuhan akan rasa aman: kebutuhan tidak direndahkan, tidak stres, terbebas dari rasa sakit, (3) kebutuhan akan cinta dan rasa memiliki: kebutuhan dekat dengan keluarga, bersahabat, mengungkapkan perasaan, dicintai dan mencintai, dan memiliki pasangan, (4) kebutuhan akan harga diri: kebutuhan prestasi, reputasi, kemandirian, diterima dalam masyarakat (tanpa membedakan kondisi fisik, ras, dan lain-lain), dan dihargai, serta (5) kebutuhan aktualisasi diri: kebutuhan potensi diri, kebutuhan akan tanggung jawab, dan kebutuhan pencapaian diri. Juga ditemukan unsur-unsur universal kebudayaan pada tokoh utama novel Septihan karya Poppi Pertiwi yaitu (1) sistem pengetahuan: belajar (2) bahasa: bahasa sehari-hari, (3) sistem mata pencaharian: pekerjaan, dan (4) sistem teknologi dan peralatan: penggunaan suatu barang. Hierarki kebutuhan tokoh utama dan kebudayaan tokoh utama dalam novel Septihan karya Poppi Pertiwi masih terikat satu sama lain, karena kebutuhan manusia tidak akan pernah lepas dari unsur universal kebudayaan di dalam kehidupan. Dita Fatimah Sari. 2024. Analysis of the Hierarchy of Needs of the Main Character in the Novel Septihan by Poppi Pertiwi. Thesis. Indonesian Language Education Study Program, FKIP, Muhammadiyah University of Malang. Supervisor (1) Dr. Sugiarti, M. Si. (2) Candra Rahma Wijaya Putra, M. A. The need for something is the reason why a person is motivated to carry out all activities that can support the individual's efforts to fulfill their needs. This research is important to do because the tendency of previous studies only examines the hierarchy of human needs in the main character, none of which is related to culture. This study aims to describe the hierarchy of needs of the main character in the novel Septihan by Poppi Pertiwi and describe the relevance of the hierarchy of needs of the main character in the novel Septihan by Poppi Pertiwi to the culture of the main character in the novel Septihan by Poppi Pertiwi. This type of research is descriptive qualitative and studied through a humanistic psychology approach. The data of this research is in the form of story unit quotations such as words, phrases, clauses, sentences, and paragraphs obtained from the novel. Data sources were obtained from the novel Septihan by Poppi Pertiwi. Data collection procedures using close-reading techniques (reading carefully and thoroughly). The data analysis technique uses the stages of data reduction, data presentation, and conclusion drawing. This study resulted in the finding that there is a description of Abraham Maslow's hierarchy of needs in the main character in the novel Septihan by Poppi Pertiwi, namely (1) physiological needs: the need for food, drink, clothing, and shelter, (2) the need for security: the need not to be humiliated, not stressed, free from pain, (3) the need for love and belonging: the need to be close to family, to be friendly, to express feelings, to be loved and to love, and to have a partner, (4) the need for self-esteem: the need for achievement, reputation, independence, acceptance in society (regardless of physical condition, race, etc.), and to be appreciated, and (5) the need for self-actualization: the need for self-potential, the need for responsibility, and the need for self-achievement. There are also universal elements of culture found in the main character of the novel Septihan by Poppi Pertiwi, namely (1) knowledge system: learning (2) language: daily language, (3) livelihood system: work, and (4) technology and equipment system: the use of an item. The hierarchy of the main character's needs and the main character's culture in the novel Septihan by Poppi Pertiwi are still bound to each other, because human needs will never be separated from the universal elements of culture in life

PENDAMPINGAN GURU DALAM PENGISIAN KONTEN MATERI AJAR TATA BAHASA INGGRIS DASAR PADA WEBSITE GRAMMAR

Proses pengajaran Bahasa Inggris melalui website pembelajaran sudah banyak disediakan oleh guru-guru milenial di Indonesia. Keterampilan dan kreatifitas dalam menyajikan materi-materi ajar pun harus dimiliki oleh guru agar website online yang dikelola dapat dimanfaatkan untuk belajar secara optimal oleh para pengguna, terutama untuk kalangan pelajar. Tujuan dari kegiatan pengabdian kepada masyarakat ini adalah untuk melakukan pendampingan kepada guru-guru dalam proses pengisian konten pembelajaran tata Bahasa Inggris dasar melalui website grammar. Salah satu kendala yang terjadi kepada guru adalah belum terbiasanya mengoperasikan teknologi, terutama dalam mengelola dan mengisi konten dari sebuah website pembelajaran. Tahapan kegiatan pengabdian ini dilakukan dari tahapan persiapan, tahapan pelaksanaan kegiatan pendampingan, dan tahapan evaluasi pelaksanaan kegiatan pendampingan. Dari kegiatan pengabdian ini, hasil menunjukkan bahwa kegiatan pendampingan dapat memberikan solusi yang baik dan optimal untuk membiasakan guru-guru belajar untuk mengelola website secara efektif sehingga isi pembahasan dalam website tersebut dapat membantu siswa untuk belajar secara efektif dan efisien

Blended-Learning: the Responses From Non-English Students in the Indonesian Tertiary Context

The process of language teaching and learning has undergone major changes due to the developments of technology. The use of technology in education field has paved the way for higher education institution to innovatively shape their modern media in a language teaching and learning. Subsequently, the implementation of blended-learning has aroused at the Universitas Teknokrat Indonesia for approximately one and a half year ago to maximize the use of technology. Most lecturers in all study programs have increasingly utilized the social network sites such as Instagram, Facebook, WhatsApp, etc. for the successfulness of blended-learning. This present study aims at exploring the students' responses on how blended-learning might be used to develop their language learning and discovering their attitudes towards the implementation of blended-learning as an interactional teaching and learning tool in English for Business course. Employing a qualitative in form of a case study, eighty-two undergraduate students from study program of Informatics Engineering were observed, interviewed, and distributed questionnaires. The data were performed to collect the students' responses and students' attitudes toward the implementation of blended-learning in the process of their language learning. The findings were found out that most students from Informatics Engineering major showed their positive responses and positive attitudes using blended learning for the language teaching and learning. They also gained some educational benefits for their English language development. Thus, this blended learning brings us to the new trend for language teaching and learning media in order to motivate the students in enhancing their language acquisition

Exploring English Learners’ Engagement and Their Roles in the Online Language Course

In technology-enhanced language learning, student engagement and roles of learners are being popular to be exposed to a better understanding of their progress on their performance of learning, and possible pitfalls in the online language classes during the study-from-home program in the times of COVID-19. This article attempts to explore the students’ perceptions of their engagement in the online learning process. It also investigates the prominent learners’ roles in the online learning environment and the possible factors affecting their engagement or participation in the online learning process. An exploratory research design was applied to this study. The subjects were a hundred and sixty-five undergraduate students from the English Literature Department and the English Education Department. The data collected were from a questionnaire that was distributed using Google Form link via WhatsApp Group, an online interview through the ZOOM meeting, and online observation through learning management systems (LMS) Moodle used by the students. Results show that most students conveyed positive responses toward their online engagement. There were also three most prominent learners’ roles identified. These roles covered active learning, problem solvers, and knowledge seeker. Besides, most students expressed that the number of compulsory task submissions, content courses, unstable internet connection, and limited internet data become the learning factors that might demotivate them to accomplish the online activities and complete the online language course. Thus, course creators or teachers should reconsider using appropriate and effective online learning activities and online learning objects to enhance the students’ active engagement in the online course

Kemampuan Berpikir Kritis Siswa MTs Ditinjau dari Multiple Intelligences Melalui Model Pembelajaran Peer Led Guided Inquiry

The purpose of this research is to describe in detail the critical thinking skills of its students in terms of students' multiple intelligences through the PLGI (Peer Led Guied Inquiry) learning model. The indicators used are adopted from Facione which includes interpreting, analyzing, evaluating, and inferring. The type of research used is qualitative with a descriptive approach. The instruments in this study include multiple intelligences test questionnaires, KBK 1 and 2 test questions, and interview guidelines. The research subjects were taken from the results of the MI test questionnaire which consisted of four research subjects representing each type of intelligence which included logical-mathematical, linguistic, visual-spatial, and intrapersonal intelligence. After that, KBK 1 and 2 tests were given and interviews were conducted with research subjects. Checking the validity of the data using time triangulation, and data analysis include reducing data, presenting data, and drawing conclusions. From the results of the study, unique facts were found which showed that the critical thinking abilities of students with logical-mathematical intelligence and students with visual-spatial intelligence have in common, namely being able to meet only two indicators so that their critical thinking abilities lie at a fairly critical level. Then students with linguistic intelligence can meet three indicators so that their critical thinking skills lie at a critical level. Meanwhile, students with intrapersonal intelligence can fulfill all critical thinking indicators, so their critical thinking skills lie at a very critical level

The implementation of contextual learning approach in Akidah Akhlak lesson in Madrasah Tsanawiyah Alfalah Tarutung

Akidah Akhlak lesson is a subject aimed at internalizing the cognitive component, specifically related to cultivating and developing the concepts of divinity and humanity within students. To effectively foster Islamic character formation, a learning method that aligns with learning objectives and the student's developmental level is required. This study focuses on analyzing the implementation of contextual learning approaches in Akidah Akhlak lessons at Madrasah Tsanawiyah Alfalah Tarutung. The research employs a descriptive qualitative research method. Data collection involves observation, interviews, and documentation. Informants were selected through purposive sampling in January 2022. Data analysis relies on descriptive analysis techniques. The findings reveal that Akidah Akhlak learning is structured using contextual learning methods, incorporating components such as constructivism, inquiry, questioning, community learning, modeling, reflection, and authentic assessment. Applying a contextual approach to Akidah Akhlak learning contributes to shaping Islamic character among students. However, several challenges exist in practice, including difficulties in analyzing individual differences using a contextual approach, evaluating learning outcomes, and managing learning time effectively due to its time-intensive nature

LAPORAN INDIVIDU PRAKTIK LAPANGAN TERBIMBING (PLT)

Praktik Lapangan Terbimbing (PLT) Universitas Negeri Yogyakarta merupakan salah satu upaya yang dilakukan oleh pihak Universitas Negeri Yogyakarta sebagai suatu kegiatan latihan kependidikan yang bersifat intrakurikuler yang dilaksanakan mahasiswa program studi kependidikan. Praktik Lapangan Terbimbing (PLT) diharapkan dapat menjadi bekal bagi mahasiswa sebagai sarana/wahana pembentukan calon guru atau tenaga kependidikan yang profesional yang siap memasuki dunia pendidikan dengan berbagai keilmuan dan pengalaman yang di dapatkan ketika mengajar di lapangan. Pengetahuan dan ketrampilann diberikan untuk mahasiswa sebagai bekal dalam menghadapi dunia kerja di bidang pendidikan secara khusus dan dunia kerja secara umum. Salah satu lokasi yang menjadi sasaran tempat pelaksanaan program PLT pada semester ini adalah di lingkungan sekolah, yaitu SMK Negeri 1 Bantul. Sekolah Menengah Kejuruan Negeri 1 Bantul yang beralamatkan di Jl. Parangtritis Km 11,5, Sabdodadi,Bantul,Yogyakarta. Kegiatan PLT dilaksanakan selama ± 2 bulan dimualai tanggal 15 September 2017 sampai dengan tanggal 15 November 2017 dan dilaksanakan pada hari senin hingga sabtu. Dalam kegiatan PLT, mahasiswa melakukan kegiatan mengajar terbimbing minimal 4 kali dan mengajar tidak terbimbing minimal 4 kali. Metode yang digunakan dalam mengajar beragam tergantung keperluan, seperti metode diskusi, ceramah, tanya jawab, discovery learning, dll. Mata pelajaran yang diampu adalah mata pelajaran Pengolahan Citra Digital untuk kelas XII Multimedia, dengan tatap muka sebanyak 4 kali seminggu dan setiap minggunya praktikan mengajar selama 16 jam pelajaran. Secara umum, program-program PLT yang telah di rencanakan terlaksana dengan baik, meskipun masih terdapat beberapa hambatan. Adapun hambatan yang muncul lebih karena pengkondisian yang kurang maksimal dan pengalokasian waktu yang kurang tepat. Tetapi praktikan selalu berusaha untuk meminimalisir hambatan yang terjadi, sehingga program PLT dapat terlaksana dengan baik. Dalam melaksanakan kegiatan pembelajaran, praktikan telah melaksanakan pembuatan rencana pembelajaran sebanyak 11 RPP, melakukan kegiatan praktik mengajar sebanyak 22 kali pertemuan dan melaksanakan evaluasi belajar sebanyak 2x untuk mata pelajaran yang di ampu. Dalam melaksanakan praktik mengajar metode yang digunakan yaitu menggunakan ceramah, demonstrasi, tanya jawab, penugasan kelompok maupun individu serta presentasi peserta didik di depan kelas. Melalui kegiatan Praktik Lapangan Terbimbing ini, praktikan mendapat banyak manfaat seperti bertambahnya pengalaman, ilmu pengetahuan , dan wawasan mengenai proses pembelajaran di sekolah dan bentuk interaksi antar warga sekolah. Praktikan mendapat bekal pengalaman dan gambaran yang nyata tentang kegiatan-kegiatan dalam dunia pendidikan. Adanya kerjasama, kerja keras, kedisiplinan, tenaga, dana dan waktu sangat mendukung terlaksananya program PLT ini. Untuk pelaksanaan PLT periode yang akan datang ada baiknya jika anatara pihak sekolah dan mahasiswa lebih meningkatkan kerjasama agar dapat lebih bermanfaat bagi semua pihak

Exploring English Teachers’ Strategies in Managing Online Learning through Google Classroom

This study was conducted to explore strategies used by Englishteachers in delivering online learning through Google Classroom. It was done through a case study in three classes with three English language teachers at a vocational high school. The data were collected by using  questionnaire, interview, and observation. Then, data collection, data reduction, data display, and conclusion were conducted to analyze the data. The results showed that all three teachers encountered some obstacles in managing their online learning through Google Classroom. Most of the problems came from the students' participation, internet connection, and material delivering. As a result, it encouraged the teachers to seek and implement certain strategies that were appropriate to cope with these problems. They applied several online teaching strategies to solve the problems in managing online learning through Google Classroom, that is, by facilitating students with WhatsApp group to communicate with them, meeting the students who did not have smartphone directly at school, adapting the materials from several  references, giving assignment in a simple way, encouraging the students with reward and punishment, and coordinating to each homeroom teacher