2019 · JOURNAL_SUBMISSION ·
<p>The purpose of this study was to develop tree chart media used to teach writing narration at the fifth grade of elementary school level. The research design was Research and Development with ADDIE model. The subjects of the research were the students and teacher at the fifth class of SDI Al-Azhar Muhammadiyah Simabur. The research instruments were 1) the expert and practitioner validity assessment sheets, 2) practicality instruments such as, lesson plans, questionnaire of teacher and student response of practicality, and validity assessment sheets, and 3) effectivity instrument namely students’ writing test result. The data were analyzed descriptively. The result shows that the developed teaching materials were extremely valid indicated by both expert validity gain 92% and practitioner validity gain 93%. In terms of practicality, the teaching materials were very practical indicated by both teacher response 93.3% and the student response 92.9%. At last, the effectivity was shown by the students activity while doing writing. In summary, the tree chart-based-teaching media in teaching writing narration is valid, practical, and effective to the fifith grade students.</p>
2016 · JOURNAL_SUBMISSION ·
<p><em>The students have a problem in comprehending the text in listening comprehension. It</em><em> was prompted by the idea that metacognitive stratetegies is the crucial important </em><em>to solve the problem in listening comprehension</em><em>. By using these strategies, it helped students to plan, monitor, solve, and evaluate their learning </em><em>to foster their listening comprehension</em><em>.</em><em> One of strategy in metacognitive is planning strategies. This article is intendedto find out what planning of</em><em> metacognitive strategies </em><em>used by students and the way</em><em> they apply it in listening comprehension.</em><em>Based on the research has conducted by the researcher, The students</em><em> had applied metacognitive strategies but some of th</em><em>em</em><em> did not do it in the correct ways in listening comprehension. It can be concluded that the result of the study indicated that the</em><em> planning of</em><em> metacognitive strategies used by the students in listening comprehension need to be develop and increase in to the correct ways to get better comprehension in listening.</em><em></em></p><strong>Key words: </strong>metacognitive strategies, planning strategies, listening comprehension.
2016 · JOURNAL_SUBMISSION ·
<p><em>The main objective of learning English is using English as a means of communication. One of the ways for the teachers to make </em><em>the students</em><em> use English as a means of communicationis using appropriate techniques which match with the learners’ characteristics in teaching speaking. Unfortunately, the fact shows that many teachers still do not know the appropriate techniques to teach speaking for </em><em>the students</em><em>. They frequently teach speaking using translation and memorizing techniques, whereas, those techniques are not appropriate with the characteristics of young learners. In this case, the teachers have to know the applicable techniques for teaching speaking to </em><em>the students</em><em> to achieve the main objective of teaching English. Thus, this </em><em>article</em><em> will</em><em> explainsome of communicative activities which can be used by the teachers in teaching speaking.</em></p>Key words: communicative, activities, speaking
2016 · JOURNAL_SUBMISSION ·
<p><em>One of the strategies of metacognitive introduced by the listening lecturers in listening comprehension III at STAIN Batusangkar is monitoring strategies. It is assumed that these strategies can help students solve their problem in listening comprehension in order to comprehend oral text correctly. The purposes of this research are to investigate what kind of students’ monitoring strategies are used and how they applied it in listening comprehension.The research method was descriptive qualitative.The participants of the research were English students who took listening comprehension III. 91 students were involved as the respondents to answer the questionnaire, and 12 students among them were selected to be interviewed using snowball sampling technique. The data of the research were collected by using questionnaire, interview, and observation. </em><em>After analizing the data</em><em>,</em><em> it </em><em>was </em><em>found that </em><em>most of students</em><em> used </em><em>monitoring strategies. These strategies include as: ask if it makes sense, selected attend, deduction, personalizing or contextualizing, taking note, using imagery, self talk, and cooperative strategy.</em><em> They had applied </em><em>these</em><em> strategies</em><em> in many ways</em><em> but some of the </em><em>them</em><em> did not </em><em>do </em><em>i</em><em>t properly</em><em>. </em><em>Based on these findings,</em><em> It can be concluded</em><em> thatmonitoring</em><em> strate</em><em>gies </em><em>used by the students in listening comprehension need to </em><em>enhance</em><em> int</em><em>o </em><em>the correct ways to get better comprehension in listening.</em><em></em></p><strong>Key words: </strong>Investigating, Metacognitive strategies, Monitoring strategies, Listening Comprehension
2016 · JOURNAL_SUBMISSION ·
<div style="text-align: left; color: #111111; font-family: 'Times New Roman', Times, Georgia, serif; font-size: 11.2px; font-style: normal; font-variant-ligatures: normal; font-variant-caps: normal; font-weight: normal; letter-spacing: normal; orphans: 2; text-indent: 0px; text-transform: none; white-space: normal; widows: 2; word-spacing: 0px; -webkit-text-stroke-width: 0px; background-color: #ffffff;"><p style="margin: 1em 0px;"><em>This article discusses about the use of the debating</em><em> activities in fostering students’ communication and critical thinking skills. The aims of debating are to enable the students to be active and creative in the classroom. Debating is also assumed as a valuable learning activity for teaching critical thinking and improving communication skills. Debating is an effective pedagogical way because of the level of responsibility for learning and active involvement required by all student debaters. Many teachers realize that the best strategy for motivating the students to communicate in English is by changing the situation in the class. By creating an interesting and motivating environment, the students are expected to be immersed in the activities given by the teachers. Moreover, an ideal teacher should provide opportunities for students to talk by using group work or pair work, and limiting teacher talk. Therefore, the teacher should keep encouraging the students to get involved during the process of learning in the class most of the time.</em></p></div>
