As the English teacher in the classroom, there will be some problems or conditions need to be accomplished. Teacher will see some of the students are very motivated, motivated or even feeling ignored in studying English. The learners who have contacted with English will find that some features are quite easy and extremely difficult. One of the more complicated problems of second or foreign languages learning and teaching has been to define and apply the construct of motivation in the classroom. Motivation is a concept without physical reality, we cannot see motivation; we see effort, interest, attitude and desire. For speaking, it is important first to give competence and then performance. Competence is more likely to the extent a communicator is motivated to be so. Motivation is the extent to which a communicator is drawn towards or pushed away from communicating competently in a given context then performed. This is a descriptive quantitative research. The data obtained from the questionnaire distributed and analyzed to get the result. The date taken from the students of Muhammadiyah 1 Senior High School Gresik in Easy-Speaking course. The researcher wanted to know the students’ motivation in practicing speaking English in Easy-Speaking course. The results show that1) the learners effort in practicing speaking English is 56.1 %. 2) The learners’ interest in practicing speaking English is 49.7 %. 3) The learners’ attitude towards practicing speaking English is 59.9 %. 4) The learners’ desire in practicing speaking English is 71.43 %. Then, some suggestions are made: 1) Using media is very important both to increase the learners’ motivation and to give a big opportunity to learners to explore their idea. 2) Giving more variations techniques in teaching and learning process in order do not monotonous. 3) Giving prizes, encouraging and giving extra points for learners who can express their idea by speaking English well. 4) Creating favorable atmosphere in the classroom.
The research is to know the application of teaching English by Using “Presentation Practice Production” method and its effect on teachers and students in MI Masyhudiyah, Gresik, East Java. Qualitative research was used by combining questionnaire, interview and secondary data, teachers’ lesson plan of all English Teachers. The theory was based on (Larsen, 2003), (Jordan, Carlile, & Stack, 2008) and (Brown, 2000). The finding and discussion were, first, the application on teachers created: 1) the students tent to be more having bravery to do such a conversation in English, getting more focus and stable to have talks among. 2) The students got easily imitate and follow the English lesson by what the teacher taught in the classroom. Second, the effects on teachers were 1) teachers got the easiness in conveying the teaching materials in the classroom, improving the speaking skill, and getting more focus on teaching materials. 2) Teachers could see directly the results from the teaching at the day. The last, the effect on students are 1) Students could directly use the words, utterances and conversation at the day and more active, more focus and more perceptive in studying English. 2) The students were impressed by using English fingers.
Understanding poetry is at the stage of enjoying poetry in the activity of appreciating poetry. From the stage of enjoying this poem, poetry lovers can determine their attitude towards the poetry that is read or heard. By integrating reading and writing, poetry readers can enjoy poetry in depth. Therefore, this study aims to describe the potential of the CIRC learning model in influencing the ability to understand poetry. A total of 28 male and female students were selected as participants in the study. The instrument used to collect research data is a multiple choice test understanding poetry. The method used was preexperiment with the design of one group pretest-posttest study. The CIRC model in this study is used in the process of poetry learning. This model is used by the way the lecturer places students in cooperative learning activities according to the learning objectives, students understand the subject matter together in groups by way of reading to each other and finding keywords according to the learning objectives and presenting the results of group collaboration in the form of class discussions. Group discussions and class discussions provide opportunities for students to voice their opinions about the contents of poetry. Students who have low abilities are motivated to learn because of teamwork. The CIRC model has the potential to improve student language skills, improve social skills among students, and have a positive impact on reading comprehension, especially understanding poetry.
Penelitian ini bertujan untuk mengetahui peran guru BK terhadap minat bakat dan disiplin siswa di MTs Ma’arif Sidomukti Kebomas Gresik. Guru BK berperan sebagai salah satu pihak dalam rangka upaya peningkatan mutu pendidikan di MTs Ma’arif Sidomukti Kebomas Gresik. Penelitian ini menggunakan pendekatan kualitatif dan jenis penelitian deskriptif. Sumber data yang didapatkan adalah dari kepala madrasah, wakil kepala madrasah, guru BK, staf tata usaha, dan siswa. Teknik pengumpulan data yang digunakan adalah teknik observasi, wawancara, angket (kuesioner), dan dokumentasi. Dalam penganalisisan data, digunakan model analisis Miles dan Huberman yang terdiri dari reduksi data, data display, dan verifikasi. Uji keabsahan data menggunakan referensi Sugiyono, yaitu: kredibilitas, keteralihan, reliabilitas, dan kepastian konfirmasi. Hasil penelitian ini menunjukkan bahwa peran guru BK sangat vital karena motivasi, arahan, dan bimbingan dari guru BK berpengaruh besar dalam peningkatan minat bakat dan disiplin siswa. Peran tersebut dilakukan dengan beberapa cara, seperti pemberian bantuan bagi siswa dalam mengasah potensi diri, monitoring terhadap ekstrakurikuler dan kedisiplinan siswa, pemberian konsultasi dan evaluasi terhadap perkembangan minat bakat dan disiplin siswa, dan pemberian bantuan dalam kesiapan untuk jenjang pendidikan lanjutan
This research is to know the teacher’s ability of English in MI Masyhudiyah Giri Kebomas Gresik: the initial method and technology. It is a qualitative research, through questionnaire, interview and secondary data, teachers’ lesson plan. The researcher uses the theory from (Corbett, 2003), (Brown, 2000) and (Nurwardani, 2018). The finding and discussion, first, the teacher ability of English to inculcate a native speaker like linguistic competence that the teachers never use English as language competence and communicative competence in the opening of teaching and learning process, the communicative competence and the ability to shows lips-reading skill to be imitated by the students and the ability to control the communication gap in the classroom because they do not able to use English, especially speaking skill in the whole teaching and learning process, and prefer to use Bahasa Indonesia. Second, the teachers’ ability of English there will be an interference of English from the first language that the teachers never use the English ability to communicate with children and make imitation pronunciation, combination pronunciation and fluency in English because they do not have the English ability. Third, the teacher ability of English connected to the technology to answer the society need and method that the teachers often and always use the teaching materials, prepare the lesson plan in the beginning semester and have the punctuality submission on lesson plan. The suggestions are to improve teacher ability of English to inculcate a native speaker like linguistic competence and the interference of English from the first language.
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