impact of technology on teaching and teaching English to elementary school students

Erbas, İsa; Çipuri, Ramadan; Joni, Altjon

doi:10.21744/lingcure.v5ns3.1815

Cited by 18 publications

(22 citation statements)

References 21 publications

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“…The level of student activity in learning Indonesian in the material of writing narrative paragraphs from interview texts, we can see that it has increased from Ike's observation of action advanced observation of 42%. Based on the two observations of corrective actions in Indonesian language learning in the material for writing narrative paragraphs from interview texts that have been carried out, it always increases at each stage of learning improvement (Kumar et al, 2021;Erbas et al, 2021;Azazzi, 2020).…”

Section: Resultsmentioning

confidence: 99%

Indonesian language teaching in elementary school

Khair

Misnawati³

2021

lingcure

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In learning activities, there is often a learning saturation that arises from students. This can be triggered by various things. Therefore, as a researcher, he took the initiative to apply modeling in learning, especially in language learning. Thus, the purpose of this research is the application of an explicit type of cooperative learning model instructions chronological technique of events in writing narratives from interview texts. This research is applied or piloted to students consisting of several schools in Indonesia as well as the object of research. The research instrument is the researcher himself as the key/main instrument. In addition, the researcher was also assisted by several other teams of research students and teachers from local schools. Based on the results of research through testing the model, it is categorized that there is a significant increase in learning. It can be seen that the average score of students reaches 85% of the maximum threshold of 90%. Thus, it can be concluded that the application of the model is considered successful and can be applied in various schools in the world.

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Section: Resultsmentioning

confidence: 99%

Indonesian language teaching in elementary school

Khair

Misnawati³

2021

lingcure

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“…Revisions were made according to suggestions from validators and practitioners on model books, lecturer books, and student books based on Discovery-based Reflective Teaching. The product revision results at this stage are in the form of a prototype II model of Guided Discovery Learning based on valid Reflective learning and the device is ready to be tested on a limited basis (Erbas et al, 2021;Al-Mansori & Reishaan, 2022).…”

Section: Focus Group Discussion (Fgd)mentioning

confidence: 99%

Developing a guided discovery model based on reflective teaching to improve students' short essay writing skills

2022

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This research is motivated because there is no essay writing model in learning English. Lecturers have not applied the Reflective teaching approach in learning in their classrooms. This has an impact on students' ability to write short essays in learning English. This study aims to develop a Reflective Teaching-Based Guided Discovery Model to Improve Students' Short Essay Writing Skills. The method used in this research is Research and Development using the ADDIE Model. The result of expert validation of the Guided Discovery Model Book based on Reflective learning is "valid". The level of validity of the Guided Discovery Model Lecturer Book based on Reflective learning is "very valid". The level of validity of the Guided Discovery Model Student Book based on Reflective learning is "valid". The level of practicality of the lecturer's book is categorized as "practical" and the research product is easy to use it meets the practicality criteria. The results of the effectiveness test of the average posttest score were higher than the pretest, so it can be said that there was an increase in student scores before and after the application of the Reflective Teaching-Based Guided Discovery Model to Improve Student Learning Outcomes of Essay Writing Skills.

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“…threats to the speech partner and this category becomes the dominant category in the maxim of the speech form (Suryasa et al, 2019;Zavolzi, 2021). This means that speakers still follow the rules of polite politeness even though the discussion situation is in a formal situation and there are some debates between the presenter group and the discussion participants (Erbas et al, 2021;Malik et al, 2021).…”

Section: Question Of Student Omentioning

confidence: 99%

Tact maxims in asking questions in English teaching learning process

et al. 2021

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Objectives: This paper aims to describe the forms of tact maxims of asking questions in the English teaching-learning process. Methods: This paper applied qualitative research, where the data collection was observation. Result: There are twenty-four forms of tact maxims of asking questions in the English teaching-learning process. Conclusion: the tact maxim with politeness rules is in the polite category. Speakers ask questions using question words without threatening the face of the hearer.

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impact of technology on teaching and teaching English to elementary school students

Cited by 18 publications

References 21 publications

Indonesian language teaching in elementary school

Indonesian language teaching in elementary school

Developing a guided discovery model based on reflective teaching to improve students' short essay writing skills

Tact maxims in asking questions in English teaching learning process

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