This study aims to determine (1) teacher teaching activities in applying Discovery Learning Think Talk Write (DL-TTW) learning models, (2) student learning activities in implementing the Discovery Learning Think Talk Write (DL-TTW) model, (3) increased motivation to learn to write text on student reviews in applying the Discovery Learning Think Talk Write (DL-TTW) Learning model, (4) improvement of learning outcomes writing text review in the application of the Discovery Learning Think Talk Write (DL-TTW) learning model. This research is a classroom action research with four stages including: planning, action, observation and reflection. The subjects of this study were VIII B students of Al-Muhajirin Middle School in Muara Badak Kab. Kutai Kertanegara 2017/2018 school year, totaling 28 students. Data collection techniques used are observation, documentation, interviews, field notes and tests.Data validity in this study uses data source triangulation and method triangulation. The data analysis technique used is an interactive analysis model developed by Miles and Huberman which consists of four components, namely data collection, data reduction, data presentation, and conclusion drawing. The results of the study are 1) teacher teaching activities have increased by an average of 64.71% in cycle I and an average of 87.25% in cycle II, 2) student learning activities have increased with an average of 54.44% in cycle I and an average of 84.44% in cycle II, 3) student learning motivation has increased by an average of 53.83% in cycle I and an average of 84.19% in cycle II, 4) student learning outcomes have increased with an average of 52.38% in cycle I and an average of 84.52% in cycle II. It can be concluded that the implementation of the model with this learning strategy has increased.
When students are given assignments, sometimes some students do not respond. In fact, teachers have not provided creative learning innovations to students. As a result, the teacher's instructions do not do the task. The study aims to describe the use of Google Classroom applications to attract and train students' skills in writing literacy in Indonesian learning, particularly writing anecdotal texts. The method used in this study is qualitative as for obtaining the data by conducting in-depth interviews using a recording device, then collecting data through a questionnaire to get valid data from students. The subject of this study was a student of class X SMK Negeri Samarinda consisting of the high, medium, and low achievement. The results showed that students are happy to use classroom applications as a medium of learning anecdotal text because they can write creatively and want the application to remain used to share ideas. However, the use of classroom applications also requires a good internet network.
Abstract. In the 21 st century, our life is strongly affected by the information technology. Educational technology has been rapidly improved by the development of audiovisual tools. Teachers may choose a number of different types of resources for teaching purposes, including videos and movies. Therefore, this study is aimed at evaluating animated narrative videos from YouTube for the teaching narrative text and identifying potential factors which influence the quality of educational videos. The videos were examined by using assessment rubric to see the quality and suitability of animated narrative videos which might be used in the teaching narrative text. The rubric was adapted from Prince Edward Island (PEI) Department of Education: Evaluation and Selection of Learning Resources. It consists of four criteria, content, structure, instructional design, and technical design In addition, the study presents critical awareness of how these aspects can be interpreted to measure animated narrative videos and at the same time the engagement of the teachers in exploring animated narrative videos used in classroom.
Penelitian ini dimaksudkan untuk menguraikan 1) kebijakan kepemimpinan dalam meningkatkan efektivitas kinerja guru di Madrasah Ibtidaiyah (Sekolah Dasar); 2) kendala kebijakan kepemimpinan yang menghalangi efektivitas kinerja guru di dalamnya; dan 3) solusi berdasarkan teori kepemimpinan yang dapat meningkatkan efektivitas kinerja guru. Penelitian ini menggunakan penelitian kualitatif dengan metode studi kasus dilakukan di Madrasah Ibtidaiyah dengan 3 informan yang terdiri dari kepala sekolah, guru PNS dan Non-PNS. Temuan penelitian menunjukkan bahwa 1) kebijakan kepemimpinan kepala sekolah dalam menyelesaikan masalah sekolah dengan merekrut guru tambahan, berbagi jam mengajar dengan guru yang baru direkrut dan memberikan tugas administratif kepada pekerja administrasi untuk meningkatkan efektivitas kinerja guru. Kebijakan kepala sekolah memengaruhi kinerja beberapa guru; 2) kendala manajemen sekolah yang dihadapi oleh kepala sekolah dalam pengambilan keputusan disebabkan oleh beberapa guru dan pekerja administrasi yang tidak disiplin, tidak mampu, dan tidak terampil; dan 3) solusi yang dibuat oleh kepala sekolah untuk meningkatkan efektivitas kinerja guru termasuk partisipasi guru dalam setiap kegiatan sekolah yang dapat meningkatkan kinerja guru. Untuk meningkatkan kinerja guru, guru yang lebih aktif dan kreatif diberikan hadiah tambahan finansial sementara guru yang tidak mampu dan tidak terampil dikirim untuk mengikuti pelatihan pengetahuan, keterampilan, dan peningkatan kompetensi
This study aims to describe (1) the speech acts of adolescents as an only child in daily interactions in class, (2) the variety of politeness in speech acts in the language of adolescents as an only child in daily interactions in class, (3) supporting factors and speech act inhibiting factors in the speaking ability of adolescents as an only child in speaking ability. Data were collected through in-depth interviews, questionnaires, observation and documentation. The research approach is descriptive qualitative. Data validity analysis used triangulation. Data analysis techniques, namely using content analysis include data collection, data reduction, data presentation, and drawing conclusions. The results showed that first, based on the form of delivery, direct and indirect speech acts were found. In addition, based on the disclosure of meaning, it was found that literal and non-literal speech acts were found. There were many differences in speech acts performed between the main object and the object of comparison. Second, there are quite different kinds of politeness between the main object and the object of comparison. Third, the main object has two supporting factors, namely the work background of the parents and the use of language. Whereas in the inhibiting factor, the main object has two inhibiting factors, namely politeness and activity.
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