SOME EFFECTS OF CORRECTIVE FEEDBACK ON STUDENTS' WRITING

Several researchers have investigated the effects of corrective feedback (C.F.) Several researchers have investigated the effects of corrective feedback (C.F.) on learners' linguistic competence. Still, there was an opportunity to research some effects of WCF on students' linguistic errors by comparing six types of C.F. (direct, indirect, metalinguistic, reformulation, focused, and unfocused C.F.). Single-subject experiment design with alternating treatment design was beneficial in assessing the relative effectiveness of six types of C.F. Linguistic errors categories on vocabulary, language use and mechanics were targeted in C.F. The results of research findings for five weeks study and six students for one group or thirty-six students in the Muhammadiyah University of Makassar showed that direct C.F. had the most significant effect in reducing students' linguistic error and improving students' writing quality in vocabulary, language use and mechanics than the other types of C.F. and direct C.F. also could be suggested for using long-term to the teacher and students at a low intermediate proficiency level

Effects of Corrective Feedback on Students’ Linguistic Errors

The research aimed at finding out (i) Whether corrective feedback could minimize students’ linguistic error; (ii) Which type of corrective feedback had more permanent effect on students’ writing accuracy. The research applied single-subject experiment design. Data analysis in single-subject research typically was based on visual inspection and analysis of graphic presentation. The step are writing test, ratio, scoring and compare. In this study, six treatment groups and no control group were used. All treatment groups received in different types of CF on their writing tests. Treatment 1 (T1) received Direct CF, treatment 2 (T2) received indirect CF, treatment 3 (T3) received metalinguistic CF, treatment 4 (T4) received reformulation CF, treatment 5 (T5) received focused CF, Treatment 6 (T6) received unfocused CF. The findings indicated that (i) CF could minimize students’ linguistic errors except focused CF on vocabulary; (ii) Based the result of the data analysis using analytic rating scale and composite rating scale showed that direct CF had the most effective in minimizing students’ linguistic error in vocabulary, language use and mechanics than the other types of CF, so direct CF could be categorized having more permanent effect on students’ writing accuracy

Learners’ Intrigue and Attitude Towards Presenting Self-Documentaries Technique in Speaking Skill

This study aims to probe the students’ intrigue towards presenting self-documentaries technique in learning speaking skills and to probe the students’ attitudes towards presenting self-documentaries techniques in improving students’ speaking skill. This research was a survey research design using observation and questionnaires to get data. To find out the students’ responses regarding intrigues, researcher gave seven questionnaires; interesting technique, exciting topic, enthusiastic, relax, self-confidence, actively in the class, and students’ impression to presenting self-documentaries technique, and to find out the students’ attitudes responses, there were ten questionnaires given to the students. They were a trend technique that can improve students speaking skill, easy technique to improve students’ spoken, improve students fluency, improve students accuracy, improve students vocabulary, feeling confidence, getting many ideas, easy to express ideas in speaking, improve students’ curiosity about the topic of speaking, giving students ideas to increase their speaking through using social media. The data showed that 83.79 % agreed, and 16.20% disagreed. It mean that the positive response of intrigues percentage was higher. Students were immensely intrigued by the topic, and students was very interested in learning English in the class through Presenting Self-Documentaries Technique. Response to the students’ attitudes was that 78.32 % agreed, and 21.68 disagreed. It means that students positively react to the Presenting Self-Documentaries Technique in increasing their speaking skills. Based on the data above, students have more significant positive responses. The Presenting Self-Documentaries Technique is interesting in learning the speaking skill, and it is an effective technique to increase students’ speaking skills. Presenting self-documentaries designs can motivate students to learn English autonomously to improve students’ speaking skills significantly

CORRELATION OF SOCIAL EMOTIONAL LEARNING WITH THE USE OF FLIPPED CLASSROOM METHOD IN LEARNING LISTENING

The aim of this research is to find out the correlation between social emotional learning and the use of the flipped classroom method in English listening learning and to know the use of Social Emotional Learning in the application of the flipped classroom method affects English listening learning. This research used correlational research method. The subjects of this research were students of the 2021/2022 and 2022/2023 batches of the English Education study program at Iqra Buru University, totalling 35 students. The data collection technique used in this study was a questionnaire that distributed using Likert Scale. The data in this study was analysing used correlation analysis techniques in the IBM SPSS Statistic 23. Validation test has been done with the results stating that all statements in the questionnaire were valid. After calculating all valid statements, the reliability coefficient for the Social Emotional Learning questionnaire was 0,855 and the reliability coefficient for the Flipped Classroom questionnaire is 0.934. The result of this research was the significant 2-taild is 0,000 0,05 means that social emotional learning (SEL) and flipped classroom method are correlate. Besides that, the value of pearson correlation is 0,736 means that social emotional learning and flipped classroom has strong correlation and positive. The conclusion of this research is social emotional learning and the use of flipped classroom method in learning listening is correlate with strong positive correlation

STRATEGI KEPALA SEKOLAH DALAM MENINGKATKAN KOMPETENSI PROFESIONAL GURU PADA SD NEGERI 2 KOTA BANDA ACEH

Abstract: The leadership skills of a school principal are very significant in increasing the motivation of teachers. The professional competence of teachers is one of the strategies to increase the quality of education. The purpose of this study was to determine the efforts made by principals to improve the professional competence of teachers at SDN 2 Banda Aceh. This study used a qualitative approach with descriptive methods. Data was collected through interviews, observation and documentation. Subjects were the principal, deputy principal, head of KKG and teachers at SDN 2 Banda Aceh. The results showed that: (1) the principal’s policy process to improve the competence of teachers at SDN 2 Banda Aceh can be said to be good, the principal in improving teacher competence gave permission to teachers to continue their study, conducted trainings, provided teaching materials in accordance with applicable curriculum; (2) The strategies of the principal in improving the professional competence of teachers at SDN 2 Banda Aceh were good because every teacher is obliged to make a set of learning devides according to the latest curriculum, to adjust to the teacher’s book, and to make a schedule of supervision; (3) There were constraints faced by principals in improving the professional competence of teacher at SDN 2 Banda Aceh, namely the division of duties to teachers was uneven, and teachers were reluctant to express their desire and weaknesses in learning.Keywords: Strategies of the principal and Profefessional Competence of TeacherAbstrak: Kemampuan seorang kepala sekolah dalam memimpin  berpengaruh dalam meningkatkan motivasi kerja guru. Kompetensi profesional guru merupakan  strategi  meningkatkan mutu pendidikan. Tujuan penelitian ini adalah untuk mengetahui upaya-upaya yang dilakukan kepala sekolah dalam meningkatkan kompetensi profesional guru pada SD Negeri 2 kota Banda Aceh. Penelitian ini menggunakan pendekatan kualitatif dengan metode deskriptif. Teknik pengumpulan data dilakukan melalui wawancara, observasi dan studi dokumentasi. Subjek penelitian adalah Kepala Sekolah, Wakil kepala sekolah, ketua KKG dan guru di SD Negeri 2 kota Banda Aceh. Hasil penelitian menunjukkan bahwa: (1) Proses kebijakan  kepala sekolah dalam meningkatkan kompetensi guru pada SD Negeri 2 Banda Aceh sudah dikatakan baik,   kepala sekolah dalam meningkatkan kompetensi guru yaitu memberi izin kepada guru untuk melanjutkan kuliah, mengadakan pelatihan, menyediakan bahan ajar yang sesuai dengan kurikulum yang berlaku; (2)  Strategi kepala sekolah dalam meningkatkan kompetensi profesional guru pada SD Negeri 2 Banda Aceh yaitu  sudah baik karena setiap guru wajib membuat perangkap pembelajaran sesuai dengan kurikulum yang terbaru, menyesuaikan buku pengangan guru, membuat jadwal supervisi; (3) Kendala-kendala yang dihadapi kepala sekolah dalam   meningkatkan kompetensi profesional guru pada SD Negeri 2 Banda Aceh yaitu pembagian tugas kepada guru kurang merata, guru tidak berani mengemukakan keinginan serta kekurangannya dalam pembelajaran.Kata Kunci: Strategi Kepala Sekolah dan Kompetensi Profesional Gur

IMPLEMENTATION OF MULTI-BLENDED LEARNING MODEL IN ENGLISH TEACHING AT THE REMOTE AREA SCHOOL IN BURU-MALUKU

Multi-blended learning model was combination of four learning models. They were independent learning model, face to face learning model, small group learning model, and online learning model. This research employed descriptive qualitative method. The research sample consisted of one teacher and 36 students at SMA Negeri 2 Buru, Maluku. The collected data employed observation and interview, and then the data is presented descriptively. The result study was used to explain the challenges faced by teacher and students’ perception in implementation of Multi-Blended Learning Model in English teaching at the remote area school. The challenges faced in independent learning model were low interest and motivation to learn independently, low control and sufficient attention from parents, low support  from parents, and low economic level of students’ parents. The second challenges faced in face to face classroom learning model were limited teaching time, large number of students in one class, and different English ability in one class. Several obstacles found in small group learning model were limited teaching time, and large number of students in one class. The obstacles found in online learning model was that some students did not have internet data package, so they could not update information and new materials optimally. Students’ perception that multi-blended learning model was very helpful for students to collaborate and interact among students and teacher. Students became enthusiastic to learn independently and  understanding of teacher’s material well through video tutorial available on the teacher’s YouTube content.

RELASI KEPALA DESA DAN BADAN PERWAKILAN DESA DALAM PEMANFAATAN DANA DESA DI KECAMATAN NAMLEA

The Village fund is a government effort to support the development of the village through financing schemes that are regulated and implemented directly by the village government, the involvement of village institutions in the management of village funds into an institutional relationship that is able to Village Fund Management.  This research is a qualitative study aimed to describe the relationship of village government with village institutions in the planning and implementation of development based on the allocation of village funds obtained. The research site is focused on Namlea subdistrict with the consideration of density and heterogeneity of society. The number of informant that will be interviewed as many as 40 people taken in purposive. The analytical techniques used follow the concept given Miles and Huberman. The results showed that the relationship that awakened has a positive impact on the planning, implementation and supervision of the use of the village funds with the presence of the engagement, the sense of having and responsibility to the management Village funds are not merely the responsibility of the villagers but rather to be a responsibility with the parties involved

Effects of Writing Corrective Feedback onStudents’ Linguistic Error

The research aimed at finding out (i) Whether corrective feedback could minimize students’ linguistic error; (ii) Which type of corrective feedback had more permanent effect on students’ writing accuracy. The research applied single-subject experiment design. Data analysis in single-subject research typically was based on visual inspection and analysis of graphic presentation. The step are writing test, ratio, scoring and compare. In this study, six treatment groups and no control group were used. All treatment groups received in different types of CF on their writing tests. Treatment 1 (T1) received Direct CF, treatment 2 (T2) received indirect CF, treatment 3 (T3) received metalinguistic CF, treatment 4 (T4) received reformulation CF, treatment 5 (T5) received focused CF, Treatment 6 (T6) received unfocused CF. The findings indicated that (i) CF could minimize students’ linguistic errors except focused CF on vocabulary; (ii) Based the result of the data analysis using analytic rating scale and composite rating scale showed that direct CF could be categorized having more permanent effect on students’ writing accuracy. This findings could be proved by the result of the data analysis (please see Table 1). Direct CF had the most effective in minimizing students’ linguistic error in vocabulary, language use and mechanics than the other types of CF and direct CF also could be suggested for using long-term to the teacher and students. Key words: Writing; linguistic errors; corrective feedback (direct CF, indirect CF, metalinguistic CF, reformulation CF, focused and unfocused CF