Hasil pencarian

The Teaching of Procedural English Text to the Tenth Grade Students at MAN 2 Tanah Datar

This thesis was written by Irvan Aldyan Putra, Student ID 2130104033, with the title "The Teaching of Procedure English Text to the Tenth Grade Students at MAN 2 Tanah Datar." This thesis was written as one of the requirements to obtain a Bachelor of Education (S.Pd.) degree in the English Language Education Study Program, Faculty of Tarbiyah and Teacher Training, Mahmud Yunus State Islamic University, Batusangkar. The background of this research departs from the phenomenon of English teaching in grade X of MAN 2 Tanah Datar, specifically on procedural text material, which shows a difference between the lesson plan that has been prepared by the teacher and the conditions of learning implementation in the classroom from the perceptions of teachers and students. Some students experience difficulties in understanding the structure and purpose of procedural English texts, which impacts low motivation and learning comprehension. Therefore, this research focuses on the analysis of teaching procedural English texts with three sub-focuses of research: lesson planning, learning implementation, and learning assessment. The purpose of this research is to describe the planning, implementation, and assessment of English learning procedural text material in grade X of MAN 2 Tanah Datar. This study employed a qualitative approach with a phenomenological approach. The study was conducted at MAN 2 Tanah Datar. Data sources included primary and secondary sources, including English teacher, students, and teaching documents. Interviews and documentation were used as data collection techniques. The data analysis technique employed was Miles and Huberman's analysis, which involved data reduction, data display/presentation, and conclusion drawing. Triangulation of techniques and sources was employed to ensure data validity. The results showed that teachers had developed procedural English text lesson plans through the Independent Curriculum (RPP) based on Learning Outcomes and Learning Objectives, as well as relevant material relevant to students' lives. However, the attitude aspect had not been explicitly formulated. Teaching implementation generally proceeded according to plan, implementing the syntax of understanding, applying, and reflecting, and actively involving students through discussions and assignments. However, there were still constraints due to time constraints and differences in student abilities. Teaching assesment has been carried out through assesment of the teaching process and outcomes, and continued with remedial activities, however, the assessment instruments still need to be refined so that the assessment can be carried out in a more objective and structured manner

Students' Reasons for Using ChatGPT in Preparing Lesson Plans in Microteaching Class

ABSTRACT FEBI GINA AULIA, Reg.Num. 22 301 040 13 entitled: "STUDENTS" REASONS FOR USING CHATGPT IN PREPARING LESSON PLANS IN MICROTEACHING CLASS", English Teaching Department, Faculty of Tarbiyah and Teacher Training. State Islamic University (UIN) Mahmud Yunus Batusangkar 2026. The phenomenon observed in the Microteaching class shows that almost all students (44 out of 45 students, or 97.8%) used ChatGPT when preparing their lesson plans, while only one student (2.2%) neither took the Microteaching course nor used ChatGPT. This situation raises questions about the underlying reasons for students' reliance on ChatGPT in instructional planning. Therefore, the purpose of this study is to describe students' reasons for using ChatGPT in preparing lesson plans in the Microteaching class. This study employed a qualitative descriptive research design. The participants were selected purposively from sixth-semester students who had taken the Microteaching course and used ChatGPT in lesson plan preparation. Data were collected through semi-structured interviews. The data were analyzed using the interactive model of Miles and Huberman (1994), as elaborated and updated in later editions by Miles, Huberman, and Saldana (2014), which includes data reduction, data display, and conclusion drawing and verification data. The findings reveal five main reasons for using ChatGPT: to be efficient, to save time, to generate teaching ideas, to be easy to use, and to be helpful in organizing lesson plan structure. Students perceive ChatGPT as a supportive tool that enhances lesson plan organization and teaching readiness rather than replacing their pedagogical reasoning. These findings highlight the emerging role of generative Al as a facilitative support system in teacher education contexts. Keyword: ChatGPT, Lesson Plan, Microteaching

Students’ Perception on Using ChatGPT to Make Lesson Plan in Micro Teaching Course

DASRIL ROMADHANI, No. Reg 2030104013, title of thesis STUDENTS’ PERCEPTION ON USING CHATGPT TO MAKE LESSON PLAN IN MICRO TEACHING COURSE. English Teaching Deparment, Faculty Of Tarbiyah And Teacher Training Stage Islamic University (UIN) Mahmud Yunus Batusangkar. This research originated from the phenomenon of diverse perceptions of students majoring English Teaching Department on the use of ChatGPT which was used to assist in making lesson plans or teaching modules in micro teaching classes. Seeing this phenomenon, a problem was found in this study, namely that the various perceptions of students who have used ChatGPT to make lesson plan in micro teaching classes of English Teaching Deparment semester VI UIN Mahmud Yunus Batusangkar Academic Year 2022/2023 have not been revealed. The purpose of this study is to describe the perceptions of students who have used ChatGPT in helping to make lesson plans. This research uses a descriptive qualitative approach with a case study type of research. The informants of this research are students majoring in English Teaching Deparment who have completed the micro teaching course in the 2022/2023 academic year, totaling 6 people who have been determined by the research serves as the main instrument in data collection and is assisted by supporting instruments in the form of interview guidlines. Meanwhile, to test the validity of the data, researcher conducted time triangulation of data by comparing the first interview with the second interview. Futhermore, to analyze the data, researcher used Sugiyono (2013) theory by reducing data, presenting data, and verifying data and making conclusion. The result of this research showed that there are several students perception on using ChatGPT to make lesson plan in micro teaching course. These perceptions are: Positive Perceptions, namely: a) Very helpful in creating lesson plans. b) Easy to use. c) More efective than Google. d) Saving time. e) Creative and innovative. Negative Perception, namely: a) Addiction to using ChatGPT. b) No existance of sources. c) The answers are not always correct. d) ChatGPT cannot generate images, audio, and video. e) If there are network contraints, the answers provided by ChatGPT may not be appropriate. f) ChatGPT does not fully understand the national curriculum.

Problems Faced by Students in Implementing Lesson Plan in Micro Teaching Subject

ABSTRAK RANTI AFRIANI, NIM. 1730104057, Judul Skripsi:" PROBLEMS FACED BY STUDENTS IN IMPLEMENTING LESSON PLAN IN MICRO TEACHING SUBJECT" Jurusan Tadris Bahasa Inggris, Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri Mahmud Yunus Batusangkar. Permasalahan dalam penelitian ini adalah masih adanya masalah yang ditemui mahasiswa pada implementasi lesson plan di mata kuliah Micro Teaching oleh mahasiswa Jurusan Tadris Bahasa Inggris semester VI Universitas Islam Negeri Mahmud Yunus Batusangkar tahun akademik 2021/2022. Ada yang tidak mengimplementasikan aktivitas yang telah ditulis di lesson plan, dan ada juga yang menampilkan berbeda dengan yang ditulis, dan ada yang mengimplementasikan tetapi tidak secara maksimal. Tujuan dari penelitian ini adalah untuk menemukan masalah yang dihadapi mahasiswa pada implementasi lesson plan di mata kuliah Micro Teaching oleh mahasiswa Jurusan Tadris Bahasa Inggris semester VI Universitas Islam Negeri Mahmud Yunus Batusangkar tahun akademik 2021/2022. Metode penelitian yang digunakan adalah qualitative, dengan menggunakan case study design. Informan penelitian ini adalah mahasiswa jurusan Tadris Bahasa Inggris tahun akademik 2021/2022. Teknik pemilihan informan dilakukan dengan menggunakan teknik snowball sampling. Pada penelitian ini peneliti berfungsi sebagai instrumen kunci. Instrumen yang digunakan untuk mengumpulkan data adalah panduan wawancara. Untuk menguji keabsahan data, peneliti melakukan time triangulation. Untuk menganalisis data, peneliti menggunakan teori Miles, Huberman, and Saldana (2014) yaitu dengan cara mereduksi data, menyajikan data, serta memverivikasi data dan menarik kesimpulan. Hasil penelitian menunjukan bahwa ada 5 masalah yang ada pada mahasiswa dalam mengimplementasikan lesson plan pada mata kuliah micro teaching. Masalah yang dihadapi oleh mahasiswa adalah : 1) Lupa Urutan Aktivitas di Lesson Plan, 2) Keterbatasan waktu, 3) Masalah dalam memberikan motivasi, 4) Masalah dalam penguasaan materi, 5) Masalah dalam mengelola kelas.

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