Alek Alek, Alek
Fakultas Tarbiyah dan Keguruan UIN Syarif Hidayatullah
Articles
6
Documents
PERSPEKTIF BARU PENGAJARAN BAHASA INGGRIS MELALUI DIRECT METHOD: Sebuah Kajian Kritis

Lentera Pendidikan Vol 17, No 2 (2014): Jurnal Lentera Pendidikan
Publisher : UIN Alauddin Makassar

Show Abstract | Original Source | Check in Google Scholar | Full PDF (192.363 KB)

Abstract

Abstrak: Pendidik (dosen dan guru) harus kreatif dalam memilih dan menentukan metode atau pendekatan yang sesuai untuk diterapkan dalam pembelajaran. Pemilihan metode, pendekatan, model, atau strategi harus dilakukan sebelum hadir dalam ruang kelas. Pemilihan metode harus sejalan dengan tujuan pembelajaran. Ana­lisis teoretik ini mencoba mengungkap perspektif baru penggunaan metode lang­sung dalam pelaksanaan pembelajaran bahasa Inggris. Menginterpretasi dan me­ma­nipulasi metode secara tepat bukan hanya meningkatkan kualitas pembe­la­jar­an melainkan juga prestasi belajar peserta didik. Menggunakan metode langsung da­­lam pembelajaran bahsa Inggris khususnya dalam mengajarkan keterampilan ba­­hasa seperti, aspek tata bahasa dan berbicara secara lisan dan bahkan dalam ba­­hasa tulis. Penerapan metode langsung dalam proses pembelajaran seharusnya me­­merhatikan karakteristik peserta didik dan bahan ajar yang hendak diberikan. Peng­gunaan metode langsung seharusnya digunakan secara terus-menerus da­lam pembelajaran bahasa Inggris sebagai bahasa asing atau target.Abstract: Lecturers and teachers should be creative in choosing and determining an ap­pro­priate method or approach to be applied in their teaching and learning. The acti­vi­ty of choosing and determining any technique, method, approach, model, and strategy is such a main activity before coming to the class. The fallacy of choosing method in teaching can be a paradoct to the instructional objectives. This the­oretical anlaysis try to reunlock any new perspective of using direct method in con­ducting English teaching and learning process. The way of interpretation and ma­nipulation of method appropriately not only can enhance the quality of tea­ching and learning process but also leaning outcome or students’ achievement. Using direct method in teaching English, especially for teaching language skills, such as speaking, grammar aspect, not only in spoken aspect but also written one. Applying direct method in teaching and learning English should pay attention to the students and the characteristics of the materials that will be taught. The using of direct method should be continuously used in teaching and learning English as a foreign language or target language. 

FOSTERING STUDENTS’ READING COMPREHENSION OF NARRATIVE TEXT THROUGH GROUP WORK TECHNIQUE

LET: Linguistics, Literature and English Teaching Journal Vol 6, No 1 (2016)
Publisher : English Department of Faculty of Tarbiyah and Teachers Training

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Abstract

Investigation related to reading comprehension has been conducted by a number of researchers and even some of them focussing their research on reading conprehension of narrative text. However, research on this respect needs pay more attention to be scrutinied. The aims of this research are to know and to describe the implementation of group work technique that improve students reading comprehension of narrative text. The problem raised in the research is about low scores of reading comprehension of narrative text gotten by eighth grade students of SMPN 13 Tangerang Selatan. The number of students is 40. Instrument used in this research is observation, questionnaire, and test. The technique is used in collecting data in the research is qualitative data. The qualitative data consisted of observation within the physical activity in the classroom. Moreover, the questionnaire for student is made to support in collecting the data. In analyzing qualitative data, rating scale table is used to measure the observation of students’ activities during teaching learning process. Meanwhile, some statistical formula is used in analyzing the numerical data. The findings of this study are: 1. Related to the test result, there are 20% or 8 students passing KKM in pre action test, 47.5% or 21 students passing KKM in cycle 1 test and 80% or 32 students passing KKM in cycle 2. 2. Related to the observation result, the students were more active and interested in learning reading activity in the classroom through group work technique. Furthermore, they could cooperative well with their group. It could be known that the students’ reading comprehension in term of narrative text has been improved and teacher was helped in finding the appropriate strategy in teaching reading narrative text

PERSPEKTIF BARU PENGAJARAN BAHASA INGGRIS MELALUI DIRECT METHOD: Sebuah Kajian Kritis

Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan Vol 17, No 2 (2014)
Publisher : Faculty of Tarbiyah and Teacher Training Universitas Islam Negeri Alauddin Makassar

Show Abstract | Original Source | Check in Google Scholar | Full PDF (192.363 KB)

Abstract

Abstrak: Pendidik (dosen dan guru) harus kreatif dalam memilih dan menentukan metode atau pendekatan yang sesuai untuk diterapkan dalam pembelajaran. Pemilihan metode, pendekatan, model, atau strategi harus dilakukan sebelum hadir dalam ruang kelas. Pemilihan metode harus sejalan dengan tujuan pembelajaran. Ana­lisis teoretik ini mencoba mengungkap perspektif baru penggunaan metode lang­sung dalam pelaksanaan pembelajaran bahasa Inggris. Menginterpretasi dan me­ma­nipulasi metode secara tepat bukan hanya meningkatkan kualitas pembe­la­jar­an melainkan juga prestasi belajar peserta didik. Menggunakan metode langsung da­­lam pembelajaran bahsa Inggris khususnya dalam mengajarkan keterampilan ba­­hasa seperti, aspek tata bahasa dan berbicara secara lisan dan bahkan dalam ba­­hasa tulis. Penerapan metode langsung dalam proses pembelajaran seharusnya me­­merhatikan karakteristik peserta didik dan bahan ajar yang hendak diberikan. Peng­gunaan metode langsung seharusnya digunakan secara terus-menerus da­lam pembelajaran bahasa Inggris sebagai bahasa asing atau target.Abstract: Lecturers and teachers should be creative in choosing and determining an ap­pro­priate method or approach to be applied in their teaching and learning. The acti­vi­ty of choosing and determining any technique, method, approach, model, and strategy is such a main activity before coming to the class. The fallacy of choosing method in teaching can be a paradoct to the instructional objectives. This the­oretical anlaysis try to reunlock any new perspective of using direct method in con­ducting English teaching and learning process. The way of interpretation and ma­nipulation of method appropriately not only can enhance the quality of tea­ching and learning process but also leaning outcome or students’ achievement. Using direct method in teaching English, especially for teaching language skills, such as speaking, grammar aspect, not only in spoken aspect but also written one. Applying direct method in teaching and learning English should pay attention to the students and the characteristics of the materials that will be taught. The using of direct method should be continuously used in teaching and learning English as a foreign language or target language. 

RECIPROCAL TEACHING TECHNIQUE ON STUDENTS’ READING COMPREHENSION OF ISLAMIC SENIOR HIGH SCHOOL

AT-TA'LIM Vol 25, No 3 (2018)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

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Abstract

this article to investigate the empirical evidence about the effect of Survey, Question, Read, Recite and Review and Reciprocal Teaching Technique on Student’s Reading Comprehension for the eleventh grade of SMA Islam PB Soedirman. The research was applied quantitative method and the research design was quasi experimental study. There were two classes used in this research namely Class XI IPA 3 and IPA 4. Class XI IPA 3 was given RTT method as experiment class and Class XI IPA 4 was given SQ3R method as comparison class. Each class consisted of 36 students, so the total number was 72 students. This research was conducted by following procedures: giving pretest, implementing treatment and giving protest. The data was analyzed by two-ways ANOVA. The findings of this research were: (1) there was no effect of teaching methods towards students’ reading comprehension (2) there was interactional effect between teaching method and students’ learning style towards students’ reading comprehension (3) therewere differences of students’ reading comprehension score between students who own visual learning style in RTT and SQ3R class and those who own auditory learning style in class.

Gender Representation in English Textbooks for Islamic Junior High School Students

Kafa`ah: Journal of Gender Studies Vol 8, No 2 (2018)
Publisher : State Institute for Islamic Studies Imam Bonjol Padang

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Abstract

This article would investigate the gender representation in English textbooks for MTs Students. In detail, the investigation covered: Gender-biased, gender posistion, authors’ understanding, male and female position, the explicitly or implicitly presented the gender representation in the English textbook for MTs students.  Critical Multimodal Analysis and Content Analysis Method was used to analyze the data. The results will be expected is to obtain the clear understanding of each aspects regarding to the gender representation in the English textbooks for MTs as the object of  the investigated. Furthermore, another result can be summed up is the authors of English for MTs use imageare used inequal or unbalance. In other  words, the authors of “English on Sky” Grade VIII for MTs/Junior High School shows that the gender positioning was inequal. In the meantime, the authors use some words to illustrate or depict the gender which are in English textbook “English in Focus”, they are adjective, proper name, and pronoun.  Based on the result as seen above, the authors of the two English textbooks, not only the authors of English in Focus but also English on Sky have somewhat understanding  the gender bias, gender streotype.

The Intervention of Using Reciprocal Teaching Technique and Learning Styles on Students’ Reading Comprehension

AT-TA'LIM Vol 25, No 3 (2018)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

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Abstract

Reading is one of language skills that should be acquired by the students who learn English course in junior high school level. In learning a foreign language, students face many problems, especially in comprehending reading text. In reading process, the students have to understand the meaning of the text through their learning styles and combining their background knowledge, experiences, and situation with the information which is stated on the text. This article was to investigate the empirical evidence on the effect of Reciprocal Teaching Technique (RTT) Technique and learning styles on Students’ Reading Comprehension. The research was quantitative method and applied quasi-experimental design.  Sample of the research were chosen though simple random sampling technique. Data collecting technique of this research were pre-test and post-test. The data were analyzed by two-ways ANOVA. The findings of the recent study are: (1) there was an effect between teaching method and students’ learning styles on students’ reading comprehension, and (2) there were differences effect of students’ reading comprehension between students who own visual learning style in RTT group and those who own auditory learning style in class. It can be summed up that teaching through applying RRT technique which being supported by learning styles (visual and auditory) are to develop the students’ reading comprehension.