The fundamental characteristics of the lecturers and the students in the English Department should use English. Lack of English competence is widely considered to be the major cause of code switching. The aim of our work to broaden current knowledge of the phenomenon of grammatical and contextual code switching in the English Department proposal seminar at STKIP Budidaya Binjai. This study applied descriptive qualitative research with the data from the utterances of the lecturers and the students during the process of proposal seminar. The data were obtained from observation, interview, and field note. Grammatical code switching in the English Department proposal seminar were tag code switching consisted of 12 utterances, inter-sentential code switching consisted of 15 utterances, intra-sentential code switching consisted of 19 utterances, proper noun and noun phrase consisted of 7 utterances, negative words consisted of 4 utterances, languages similarity consisted of 11 utterances and discourse marker consisted of 16 utterances. Meanwhile, Contextual code switching in the English Department proposal seminar were situational code switching consisted of 84 utterances and metaphorical code switching consisted of 5 utterances. It can be concluded that contextual and grammatical code switching occurs in the English Department proposal seminar process.
The Objectives of this paper were to describe the types of language styles used by male and female teachers in teaching English in the classroom and the reasons of the using those language styles by the teachers. The subjects were the teachers of SMP Negeri Pancurbatu, they were four English teachers, consits of two male teachers and two female teachers. It was qualitative explanative research designs. The researcher observed the teachers while teaching in order to get the teachers language styles taking place during their teaching in the classroom related to the theory of Kirszner and Mandell, who divides language style into four levels, and they are slang, colloquial, informal and formal style.The results of the data analysis showed that the dominant language styles used by male and female teachers utterances in teaching English in the classroom is formal style which means using language in the formal situation which it is designed to inform and where there is the least amount of shared background knowledge. Based on the interviewed of the teachers after the teaching learning process, there were some reasons to use the language styles during the teaching learning process, such as to make the information clearer, to make the student understand easier, to remind the students about the topic of the lesson, and to encourage the students to reach the lesson competencies well.
This study aims to describe the effectiveness of mathematics learning and describe the learning outcomes of mathematics with the Peer Tutor Learning method. This study uses the Classroom Action Research method, with data collection methods of documentation, observation and tests. The findings of this study that Learning Methods peer tutors are proven to increase the activity and effectiveness of learning and student learning outcomes. With this method, students who achieve grades above KKM have 18 students with a percentage of 62.07%, while students who achieve grades below the KKM have 11 students with a percentage of 37.93%. This increase in learning outcomes is also seen in the average score achieved, that is equal to 82,241 a value that exceeds the KKM, while the average value achieved previously is 74.69 a value that is still below the KKM. The limitations of this study were only carried out at MIN I Yogyakarta, class 4A with a total of 29 students.
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