Abstract. Navia ZI, Audira D, Afifah N, Turnip K, Nuarini, Suwardi AB. 2020. Ethnobotanical investigation of spice and condiment plants used by the Taming tribe in Aceh, Indonesia. Biodiversitas 21: 4467-4473. Communities are inseparable from plants in meeting their daily food needs, especially plants as supplementary food. The aim of this study was to investigate of ethnobotany and economic value of spice and condiment plants used by Tamiang tribe in Aceh, Indonesia. A field survey was conducted in three sub-districts, namely Rantau, Seruwai, and Bendahara, Aceh Tamiang District involved 150 respondents (50 individuals from each sub-district) were randomly selected. A total of 31 spices and condiments plants consisting of 26 genera and 18 families was recorded in the study area. Fruits (36%) are the most commonly used parts of plants for spices and condiments, followed by leaves (16%), seeds (13%), rhizome and flower (10% respectively), bulb (6%), and stem and bark (3% respectively). These species were used for preserving traditional cuisines such as bubur pedas, ikan cang rebong, and anyang. Capsicum annuum L has high economic value. The Tamiang tribe has always preserved traditional knowledge of the use of various spices and condiment plants for traditional cuisine.
The aim of this study was to observe on the correlation between students’ reading habit and their reading comprehension of eleventh grade at SMA Negeri 1 Madang Suku 3 OKU Timur. In this quantitative study with correlational study, the writer used questionnaire and test to collect the data. The questionnaire measured students’ reading habit and test measured students’ reading comprehension. Populationof this study was all the eleventh grade students of SMA Negeri 1 Madang Suku 3 OKU Timur in academic year 2018/2019 were 124 student and took sample by using purposive sampling were 64 students. Based on the finding, the mean score of questionnaire was 60,89 and mean score of students’ reading comprehension was 56,94 which was in moderated category. The writer found that there was significantly correlation between students’reading habit and their reading comprehension the correlation coofficient was 0,555. It meant that alternative hypothesis (Ha) was accepted and null hypothesis was rejected in other word there was any significant correlation between students’ reading habit and their reading comprehendion in medium correlation. As the conclusion,reading habit was not only aspect that influenced strudent reading comprehension that many factor also influenced the reading comprehension: internal factor (intellectual, language skills, psychological, environment, experience) and external factor (facilities, time to learning).To have good reading comprehension the student should know aspects reading comprehension were ability of association, conception ability, perception ability, syntactic ability - semantic ability and cognitive understanding.
Speaking is one way to express ourselves when communicate. Most of students fail when they perform speaking skill. They faced problems in expressing themselves using in accurate, fluent and even simple sentences. Task based learning is an approach that need the completion of meaningful tasks. Task Based Learning focuses on the use of language for genuine in communication. This study used quasi experimental research. The sample of the study is Fourth Semester of English education study program of Baturaja University with the total sample 36 students. The data is conducted of two groups: one experimental group and one control group taught conventionally. Based on the data analysis the researcher concluded that task based learning was effective to improve the students’ speaking skill in EFL Classroom. The result data from the mean score of posttest in experimental class was 49,11and the mean score of posttest in control class was 51,88 . While, the value of sig. (2-tailed)=0.000 less than significant level (α=0.05), it meant that alternative hypothesis (Ha) was accepted and the null hypothesis (Ho) was rejected. The researcher concluded the result of posttest in experimental higher than the result of posttest in control class. It means that task based learning was significantly improve the students’ speaking skill at fourth semester of English education study program of Baturaja University. Based on the finding on questionnaire, it could be described that almost the students gave positive response on the use of task based learning. The students strongly agree that task based learning help them enjoy in learning English and they also mostly agree that task based activities is a good way to improve English vocabulary.
The objectives of the research were to found out the kinds of teacher talk that used by English teacher during the classroom interaction and to know the students’ perception about teacher talk in classroom. The population of this research was 162 students of seventh grade students. The researcher only took 32 students as the sample by applying purposive sampling. The data were collected through observation and questionnaire. Then the researcher used descriptive method for analyzing the data. The result of this research showed that the teacher used all kinds of teacher talk while giving questions and feedback. In giving questions, teacher used procedural questions (23%), display questions (70%), and referential questions (7%). In giving feedbacks, the teacher used informing (38%), prompting (23%), encouragement (8%), criticizing (23%), ignoring (8%) as the feedbacks for incorrect answer. And for correct answer, the teacher used praising (75%) and summarizing (25%) in the class. For the students’ perception toward teacher talk used by the teacher while giving questions and feedbacks, the students agreed that teacher always use all of the feedback except ignoring. It concluded that the teacher talk which teacher used while giving questions and feedbacks in the English class of the seventh grade students at SMPN 23 OKU is good. In addition, English teachers in Junior High School were suggested to develop and improve their basic ability in managing their talk, especially the ability in giving the appropriate questions and good feedbacks to the students in English class. With all the type of their talk, the interaction between the teacher and the students will be built and increase. The teacher must be a good facilitator and motivator to the students in learning English.
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