4.0 era is characterized by the use of massive and critical technology. Almost everyone has smartphone with 4G internet connection for communication and having information around the world rapidly. Students also get the advantage to do their assignment, get more interactive media for learning, or just for fun in social media. However, negative impact cannot be avoided if the students do not understand how to use the technology wisely. Therefore, technology literacy is needed to give the students strong basis in using technology to support their activities. This research aims to describe students’ perception toward the importance of technology literacy for students and candidate teachers. The informants were 23 PGMI students of IAIN Batusangkar who were given open-ended questionnaire about their perspective on the use of technology in teaching and learning process. The results describe that the use of technology such as smartphone wisely with a good knowledge on it is a must. Being innovative, creative, and dynamic are expected from students and candidate teachers as well.
The use of correct preposition can influe language. However, errors often occur in the use of prepositions, especially, and at. This research was done to identify the preposition errors made by students when speaking English. The data were obtained from the interview transcripti which was used as the source of data from the research done in 2005 by the writer herself about grammatical and diction errors made by the first SMAN 2 Padang when speaking English. The finding showed that errors in the use of preposition in and at occurred more often than errors in the use of preposition errors are included into two kinds of errors, namely misformation errors (substitution of "in" for "at", "in" for addition errors (addition of "in" and "at"). The finding also proved that the occurrence of errors in the use of prepositions in spoken English language is influenced by the speakers' first or second language. Key words: preposition errors; preposition in, languagePenggunaan preposisi yang tepat dapat mempengaruhi kualitas informasi yang diberikan dalam bahasa lisan. Namun, preposisi tersebut, khususnya untuk preposisi untuk mengidentifikasi apa saja Inggris. Data diperoleh dari transkripsi wawancara yang merupakan sumber data dari penelitian yang dilakukan oleh penulis sendiri pada tahun penggunaan preposisi dan diksi oleh siswa kelas satu SMAN 2 Padang ketika berbicara dalam bahasa Inggris. Temuan memperlihatkan bahwa AbstractThe use of correct preposition can influence the quality of information language. However, errors often occur in the use of prepositions, especially, . This research was done to identify the preposition errors made by students when speaking English. The data were obtained from the interview transcripti which was used as the source of data from the research done in 2005 by the writer herself about grammatical and diction errors made by the first-year students of SMAN 2 Padang when speaking English. The finding showed that errors in the use of occurred more often than errors in the use of preposition errors are included into two kinds of errors, namely misformation errors (substitution "in" for "on", "in" for "from", "at" for "to" and "at" for ition errors (addition of "in" and "at"). The finding also proved that the occurrence of errors in the use of prepositions in spoken English language is influenced by the speakers' first or second language. : preposition errors; preposition in, on, and at; error analysis; spoken AbstrakPenggunaan preposisi yang tepat dapat mempengaruhi kualitas informasi yang diberikan dalam bahasa lisan. Namun, error sering muncul dalam penggunaan preposisi tersebut, khususnya untuk preposisi in, on, dan at. Penelitian ini bertujuan untuk mengidentifikasi apa saja error yang dibuat oleh siswa dalam berbahasa Inggris. Data diperoleh dari transkripsi wawancara yang merupakan sumber data dari penelitian yang dilakukan oleh penulis sendiri pada tahun 2005 mengenai penggunaan preposisi dan diksi oleh siswa kelas satu SMAN 2 Padang ketika berbicara dalam bahasa Inggris. Temuan memperl...
The use of criteria of an English textbook is crucial to improve the quality of teaching. However, choosing the criteria is a challenging task for teachers and material developers. This recent study aims at developing criteria of an English textbook evaluation for Indonesian Senior High School. This research used Research and Development. Three phases were employed: exploration stage, development stage, and validation stage. At the exploration stage, 17 respondents of English teachers were asked about the need of developing the criteria of the English textbook. All respondents agreed that the textbook evaluation criteria were needed since there is no particular standardized textbook evaluation available. Therefore, they need to use the criteria as the basis to determine the quality of a particular textbook. At the development stage, 10 criteria to evaluate textbooks were constructed. Those cover (1) aims and approaches; (2) design and organization; (3); content; (4) skills; (5) vocabulary; (6) exercises and activities; (7) methodology; (8) attractiveness of the textbook and physical make-up; (9) teacher’s manual; and (10) practical consideration. At the validation stage, the textbook evaluation criteria were deemed valid by experts. Considering these facts, 10 designed criteria could be used as the principle to determine an evaluation of English textbooks, primarily in the teaching English at Indonesian Senior High school.
Reading is a proses of involving reader's physics and mental. The purpose of reading is not only to get new information passively but also to comprehend the text actively. In order to get good result in reading, a reader needs to apply various strategies. Kinsella (2000) offers several reading strategies such as PACA, KWL Plus, Outlining, and Concept Building. Those strategies could be well implemented based on reader's purpose to read. The ability to apply these strategies could lead someone to be a creative and innovative reader.
This study aims to develop a rubric of reading task evaluation. Task cannot be separated from reading comprehension activities. Usually, teachers or lecturers tend to give available tasks provided by the textbook or create their own. However, sometimes the tasks are not appropriate and not fulfill the readers' needs. Actually, a good task should consist of several components in order to achieve multiple outcome. Eventhough some experts have proposed the components of a good task and teachers can refer to the theories to check the task given, the appropriate and effective evaluation sheet is not available yet for them. Developing reading task evaluation rubric is a part of a research about developing reading tasks by using ADDIE model. Specifically, the rubric is developed based on several theories from some experts namely Nunan ( 2004), Cunningsworth (1995), Brown (2010), Elis (2003), etc. The product then is validated by two experts, revised and finally produced. The result of the research indicated that evaluating reading tasks in order to choose and create the good tasks is crucial to be done. Therefore, reading tasks evaluation rubric is needed to guide lecturers or teachers to do so. The rubric of reading task evaluation was developed with the following criteria, namely 1) goals and rationale, 2) input, 3) procedures, 4) task types, 5) teacher and learner roles, 6) setting, 7) implementation, 8) grading, 9) integration, and 10) assessment and evaluation. Furthermore, experts' judgments decided that the rubric and its components are valid and can be used to evaluate and choose the right reading tasks for the students. Finally, the result of reading tasks evaluation process by using the developed rubric will be an important information to develop a more appropriate reading comprehension tasks.
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