Penelitian-penelitian terdahulu menunjukkan bahwa peserta didik kelas VIII mengalami kesulitan dalam menentukan output suatu pola bilangan apabila diberikan input yang besar dan menentukan rumus umum Un. Hal serupa juga terjadi pada siswa kelas VIII SMP Negeri 22 Jakarta. Sebanyak lebih dari 50% peserta didik kelas VIII E SMP Negeri 22 Jakarta mendapat hasil Penilaian Harian (PH) di bawah Kriteria Ketuntasan Minimal (KKM). Menentukan rumus umum Un adalah kesulitan yang paling sering dijumpai oleh peserta didik. Menentukan rumus umum Un merupakan salah satu indikator kemampuan penalaran induktif. Maka, kemampuan penalaran induktif peserta didik kelas VIII E SMP Negeri 22 Jakarta masih lemah. Hal inilah yang mendasari peneliti untuk merancang teori pembelajaran lokal dalam pembelajaran remedial pada pokok bahasan Pola Bilangan dengan menggunakan Model-Eliciting Activities (MEAs) untuk meningkatkan kemampuan penalaran induktif peserta didik kelas VIII E SMP Negeri 22 Jakarta. Metodologi penelitian yang digunakan adalah design research, yang dimulai dari preliminary design, teaching experiment, dan retrospective analysis. Hasil penelitian menunjukkan bahwa MEAs dapat meningkatkan kemampuan penalaran induktif peserta didik dalam pembelajaran remedial pada pokok bahasan Pola Bilangan.
TEACHERS’ ELICTATION TECHNIQUES IN ENGLISH CLASSROOM INTERACTION AT SMK NEGERI 13 MEDAN *Khairiana Fitri **Neni Afrida Sari Harahap **Johannes Jefria Gultom Abstract This research was dealt with elicitation techniques used by the teacher in English Classroom Interaction. The objectives of this study were (1) to identify the subcategory of elicitation techniques used by the teacher in English classroom interaction at SMKN 13 Medan (2) to find out the reasons which affect the use of elicitation techniques in English classroom interaction at SMKN 13 Medan. A descriptive qualitative design was used in this study. The data were collected by recording the utterances of teacher. The data were analyzed by data condensation, data display, conclusion drawing/verification. (1) There were 259 elicitations used by the teacher in the classroom interaction. The subcategories that have been found in teacher utterances are elicitation for information, elicitation for confirmation, elicitation for agreement, elicitation for commitment, elicitation for repetition, and elicitation for clarification. (2) For the reasons which affect the use of elicitation techniques. There were six reasons, they were lack of skill and knowledge of teacher, lack confidence of students in class participation, passive recipient of information, reluctant students, large class size, and low level of learners. Meanwhile, the short duration of class and late arrival of students in class were not the reasons which affect the use of elicitation techniques. Keywords : Teachers’ Elicitation Techniques , Classroom Interaction, DescriptiveQualitative.
This paper aims to investigate English teachers’ perceptions of teacher professionalism. A qualitative method with a descriptive design was employed in the present stud. The researchers employed a set of adapted questionnaires on teacher professionalism (Tichenor & Tichenor 2009), consisting of five critical typologies of teacher professionalism. The questionnaire was distributed to 14 English teachers of senior high schools in Pangkal Pinang and the Blangkejeren district. They were chosen as the sample through the purposive sampling technique. Furthermore, a semi-structured interview also has been completed to support the data. The findings of this study indicated that most of the teachers agree with the characteristic of a professional teacher proposed by Sockett (1993). The study also revealed that professionalism is one of the critical aspects that teachers should possess.
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