Many learning theories and studies on classroom discourse explain that teachers’ speech has an important role in determining student learning success. The teachers’ speech in teaching-learning interactions influences the activity and comfort of students’ learning. This study aimed to describe how the teachers’ speech stimulates students in learning interaction. This study used a qualitative approach to the type of classroom research. Participants in this study were 4 teachers who taught Indonesian, Mathematics, Science, and English at Mts. Islamiyah. Data of the study were the teachers’ speech and its context of stimulating students in learning interaction. The data collected through classroom observations and recording of teachers’ speech and the context of the speech. By qualitative analysis, this study found that the teachers’ speech at the beginning of learning, in the learning process, and at the end of learning has various types and functions depending on the speech context underlying the speech events in the classroom interaction. The speech context includes students as audiences, speech functions, learning material as speech topics, learning interactions as speech situations. The use of teachers’ speech was a learning strategy conducted by teachers to stimulate students motivated for learning.
<p class="Abstract"><strong>Abstract:</strong> This study aims to describe teacher’s specch motivation technique in learning interaction. The method used in this study is refer and extralingual equivalent. The refer method is used to obtain research data. The extralingual equivalent method is used for data analysis. There are two findings presented in this study. <em>Frist, </em>the speech technique used by the teacher to motivation is giving questions for students with mention of student names, singular pronouns, mentioning word to designate more then one person<em>. Secound, </em>the speech technique of attract attention of students by the teacher is speech sung, information, commands, and analogy for student. <em> </em> <em> </em><em></em></p><strong>Abstrak:</strong> Penelitian ini bertujuan untuk memaparkan teknik tutur guru ketika memotivasi siswa melalui interkasi pembelajaran. Metode yang digunakan berupa metode simak dan padan ekstarlingual. Metode simak digunakan untuk pemerolehan data penelitian. Metode padan ekstralingual digunakan untuk analisis data. Ada dua hasil temuan yang dipaparkan dalam penelitian ini. <em>Pertama, </em>teknik tutur guru untuk memotivasi siswa berupa pemberian pertanyaan dengan penunjukan langsung, penyebutan nama, kata ganti orang kedua tunggal, dan penyebutan orang kedua jamak. <em>Kedua, </em>teknik tutur penarikan perhatian siswa oleh guru. Teknik tutur penarikan perhatian diwujudkan guru dalam tuturan yang dinyanyikan, penyampaian informasi faktual, perintah, dan penganalogian.
Assessment is an important component to measure the ability of students to master learning materials. This design aims to present an example of the development of assessment instruments in learning poetry musicalization at the high school with excitatory nationalism poetry. The assessment developed in this design is in the form of process and result assessment. Process assessment leads to attitude criteria with three aspects of assessment, namely cooperation, responsibility, and honesty. Assessment of results leads to the results of student performance which has four aspects of assessment, namely creativity, poetry reading, song accompaniment, and expression. Keywords : Assessment, Assessment of results, Assessment of processes
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