<p style="text-align: justify;">The present study aims at investigating some English speaking problems found by the students of English language education department at State Islamic Institute of Kudus and exploring some implications for speaking curriculum development of English language education department. This study used a descriptive qualitative approach and the data were taken from semi-structured interviews, observation and focus group discussion (FGD). The results of the analysis reveal that the problems encountered by the students in English language education department in speaking English cover the lack of appropriate vocabulary, the lack of grammar mastery, the lack of correct pronunciation, the lack of input of English outside the class, the lack of confidence and the lack of English speaking curriculum development. There have been some implications for developing English speaking curriculum. First, the curriculum of speaking should be well designed. Second, lecturers should design English speaking curriculum integrated by technology and social media that makes students to enrich some culture, knowledge and experience around the world. Third, lecturers should facilitate the English speaking curriculum with the English speaking community so that the students will have more chance to speak English inside and outside the class.</p>
The performance of teachers in realizing holistic education can be observed from how the teachers prepare, implement, and evaluate the learning process or their pedagogic knowledge. This study aims to examine the teachers’ ability to plan, implement and evaluate to assess their performance in the elementary school learning process based on tenure and gender. This research is a quantitative study with direct observation, which was conducted on 162 elementary school teachers from 30 public elementary schools in Semarang, Indonesia. Data were collected using assessment sheets. The observer was the principal which belonged to the same school as the respondent. The data were then validated using Pearson's correlation based on group tenure and gender. The instrument was analyzed using structural equation modelling (SEM) and showed that the imposition of the confirmatory factor analysis (CFA) was achieved more than a critical value of .50 which meant that the construct was valid and reliable. The understanding on teachers’ performance was indicated by teachers’ activities in preparing their class. This study found that there was no significant correlation between teachers’ performance and teaching experience or that and gender.
The purpose of this study was to determine the increase in actiVIty and student learning outcomes after using the STAD type cooperative learning model on subjects of citizenship education. This research method uses Classroom Action Research (CAR). Techniques for collecting data through observation, learning outcomes tests, and documentation. The method of data analysis in this study uses the percentage formula and the N-Gain formula. Based on the results of data analysis it is known that, student learning actiVIties experience an increase from cycle I to cycle III. Student learning actiVIties obtained in the first cycle amounted to 54.33%, in the second cycle was 65.66%, and in the third cycle reached 82%. Experiencing an increase from cycle I to cycle II by 11.33%, from cycle II to cycle III by 16.33%, and from cycle I to cycle III it reached 27.66%. Student learning outcomes also increase from cycle I to cycle III. From the calculation of the N-Gain formula obtained an increase in student learning outcomes in the first cycle of 0,27 with low criteria, in cycle II 0.36 with moderate criteria, and in cycle III reaching 0.47 with moderate criteria. This is also followed by an increase in the acquisition of N-Gain which has increased from cycle I to cycle II by 0.9, cycle II to cycle III by 0.11, and from cycle I to cycle III it reaches 0.20. Likewise with student learning completeness also increases every cycle. Student learning completeness in the first cycle was 55%, in the second cycle was 65%, and in the third cycle reached 80%. Increased from cycle I to cycle II by 10%, from cycle II to cycle III by 15%, and from cycle I to cycle III it reaches 25%. From the results of the data analysis it can be concluded, the STAD type cooperative learning model can significantly increase the actiVIty and learning outcomes of citizenship education.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.