Phonological errors in communicating will let the listener gain a different meaning and communication becomes impeded. The students' errors are due to their lack of understanding of the sound system of language, as their second-language acquisition. The problem in this research is what type of phonological errors are made by students when they are listening to the short story and will impact on their speaking. The data is conducted in the language laboratory of The National University in Jakarta by secondsemester students in the subject of Spoken English. in the Faculty of Letters, English Department. The purpose of this research study is to learnthe difficulties of students when learning Basic Spoken English. The method used is descriptive with content analysis techniques. The result showed the most the biggest of surface structure taxonomy of phonological errors created by the students when they are listening to the short story and has impacted on speaking is global errors in diphthong (61,29%). This is because in Indonesian there is no sound of a diphthong. These global errors will have an effect on good communication. The students should study the phonological system in the target language, especially diphthong sound, in addition to vowels and consonants. It is expected that the lecturer often guides students' pronunciation based on the point and the manner of articulation and improve if they are not able to.
The cooperative learning model is part of a learning structure that has a broad scope. Inside there are approaches, strategies, methods and techniques. One important aspect of a learning model is syntax, which is the standard steps that must be taken in implementing the model. The purpose of this study is to develop management learning system on teaching materials based on active learning in cooperative learning. The collected-data can be in the forms of poll result, stuffing and field notes on the instrument activity sheet on the state of implementation of lectures and learning. Data were analyzed using statistical methods. Hypotheses were tested using t-tests to see the impact of cooperative learning models. The results of this research are: (1) teaching materials based on active learning and (2) article related to active-cooperative learning. The results of the expert validation of learning, teaching materials to be eligible, for subsequent use in learning. In relation to the advantages of using the cooperative learning model which is proved can make a positive interdependence; recognition in responding to individual differences; students are involved in class planning and management; a relaxed and pleasant class atmosphere; establishing a warm and friendly relationship between students and teachers; and having many opportunities to express pleasant emotional experiences.
The purpose of writing this article is to find out the feasibility of developing a Teaching Module for the subject of the Natural and Social Science Project that can increase learning motivation in class X students of smk Center of Excellence. This type of article is a conceptual analysis using the Risearch and Development method referring to the Borg & Gall model. The initial trial subjects were 1 class, the 2-class field trial subjects that had not been treated in the initial trials and the operational field trial subjects consisted of 3 classes. The results of the study are in the form of modul ajar which is made in several stages: (1) Analyzing learning outcomes, (2) elaborating learning objectives and the flowof learning goals from learning outcomes, (3) pouring the flow of learning objectives into teaching modules, (4) testing relevate the teaching module to the Expert Team, and (5) pilot the teaching module. The results obtained are decent teaching modules according to material experts and experts in learning with good categories. The teaching module is considered effective because in data analysis with a t-test on the motivation of learners as much as ..... is greater than t table so it shows there is a significant difference between learning that uses the development of teaching modules and those that use teaching modules without development.
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