Class Of Situations Research Articles

ENHANCING STUDENTS PROFICIENCY in WRITING EXPOSITION PARAGRAPH THROUGH COLLABORATION

This study aims at enhancing students’ writing exposition paragraph through collaboration by utilizing Google Docs and peer-review technique. Based on the findings in preliminary research, students got difficulties in writing. The subject of this research is the fourth semester students of English Study Program of Widya Dharma University Klaten. Data showed from the pre-test, the students’ skills in each writing aspects are still low, namely organization (62%), content (65%), syntax/grammar (61%), mechanics (57%), and vocabulary (66%). The techniques of collecting the data in this study are observation, interview, questionnaire, and test. The technique of analyzing the data is using interactive model analysis from Miles & Huberman for qualitative data and descriptive statistic for quantitative data. The results of the study show that there are significant improvement of students’ writing exposition paragraph viewed from mean scores of pre-test (63, 1), cycle I (68, 35), cycle II (73, 2), and cycle III (81, 55). The findings also present that teaching writing through collaboration by using peer review technique using Google Docs can improve the students’ analytical and critical thinking, self-confidence, and social relation; make students to be more active; and create meaningful learning of the class situation. 

Instructors' Reflection on Positive Behavior Support in RULES Foundation's EFL Classroom

Students’ challenging behavior becomes one of the big issues in education nowadays and language education is not an exception. Therefore, preparing teachers insight towards the issue is essential as the first step to prevent the issue grows in the future. Positive Behavior Support appears as one of the solutions to this issue in developing countries such as Australia and Singapore in 2011. Supporting this system, the researcher perceived that it is vital to apply this system in the EFL classroom in Indonesia. This paper aims to investigate the instructors’ Reflection using Positive Behavior Support (PBS) in EFL classroom. The research used qualitative study and involved 3 instructors in an institution which applies EFL teaching as the program, also conducted an interview after the workshop and teaching to find more detail information in the data obtained. The finding of the study indicated that PBS in form of workshop positively supported the instructors’ teaching application when they were experiencing real teaching class situation using the support system. The instructors also perceived that having PBS workshop added their knowledge to support students’ behavior in their classroom and in the future positively. Unfortunately, two instructors denoted that they could not apply all the PBS parts in their teaching application since most of the students are adult learners. However, the instructors reported that through the workshop and teaching period they perceived a change in students’ positive behavior and PBS changes their paradigm toward teaching management system.

KOMPETENSI GURU PENDIDIKAN AGAMA ISLAM SMA NEGERI 5 UNGGULAN PAREPARE

Teacher’s competencies are a key to the transformation of understanding and religious experience for students. They are pedagogical, personal, social, professional, and leadership competency. The study aims at knowing the reality of religious teacher’s competency in boarding schools and supporting and obstacle factors in improving their competency. It used a qualitative approach and data were collected through interviews, observation, and document review. The object of study was the boarding school educational unit, namely State Senior High School (MAN) 5 favorite in Parepare. The results of the study illustrated that Islamic education (PAI) teachers have competencies and skills as determined by the government such as the ability to motivate and protect students with different characters, having administrative skills in managing instructional learning materials, capability to read class situations when applying or using learning methods, to interpret learning programs to students and to deliver learning effectively and efficiently. The programs of religious teachers’ competency improvement include through the support of Subject Teacher Forum (MGMP) and in house training activities.

Improving Students’ Grammar Competences in Writing Descriptive Text Through Community Language Learning (Cll) Method

This research aims at identifying: (1) whether and to what extent Community Language Learning (CLL) method can improve students’ grammar competences in writing descriptive text, and explain (2) the class situation when Community Language Learning (CLL) method is used in teaching grammar in writing descriptive text. The students in the first year of junior high school have difficulty in their grammar competences that causes many errors in writing descriptive text. The classroom action research was conducted in two cycles. The research findings show that: (1) Community Language Learning (CLL) method can improve the students’ grammar competences in writing descriptive text, and (2) Community Language Learning (CLL) method provides enjoyment to support the effective classroom situation when used to teach grammar in writing descriptive text. This method can be an alternative method for the teacher or the future researchers who will conduct the similar research.

Implementation of Mind Mapping Technique to Improve The Student’s Writing Ability of English Descriptive Texts: A Mixed Method

The students’ problem in writing was technique how to organize the structured and systematic ideas, besides how to write correctly and effectively appropriate to grammatical structure. This study aims to determine the learning outcomes of descriptive writing texts using mind mapping techniques and to find out students’ perspectives on the use of these techniques in improving their writing skills. This study used mixed methods, action research and quantitative research. The total respondents were 25 students (from The State Islamic Institute of Lhokseumawe). Instruments used to collect data in this study were pre-test and post-test, and questionnaire to analyze the quantitative data and to investigate the process and the learning outcomes that were structured and systematized using Kemmis and Taggart methods. The results showed that there were increasing points of each student in cycle 1 and 2 from the pre-test and post-test scores. The mean score of students in cycle 1 for the pre-test was 48.8 and the test post was 62.8. Whereas, in cycle 2, the students’ mean scores reached 77.4 (test post) from that of the pre-test (53.2).Based on the questionnaire, in the items of “current writing class situation” all students encountered the difficulties of organizing ideas in texts. Mind mapping techniques played an important role in improving their writing skills. This presented the majority of respondents agreed to on all the questions of implementation of mind mapping techniques. In addition, action research using the Kemmis and Taggart methods also increased their self-confidence, so they could organize their correct and systematic ideas.

THE EFFECTIVENESS OF TEACHER-THEMED MOVIES TOWARDS PRE-SERVICE TEACHERS’ SELF-EFFICACY

The aim of this study was to investigate the effectiveness of teacher-themed movie to elevate the pre-service teachers’ efficacy in coping with the real teaching field. Based on a pilot study conducted by the researcher in a public university in Kalimantan, Indonesia, many students of teacher training and education faculty did not choose their department solemnly. As a result, these pre-service teachers, when got involved in teaching practice at a school, did not believe they could handle real class situation. They believed that it was difficult to teach the students in their real field, especially when those students came with various personalities. Hence, an effort should be done to help the pre-service teachers develop their self-confidence to conduct actual classroom activities. The design of the study was experimental design with one group pre-test and post-test. The subjects of the research were 34 senior students of English Department. In collecting the data, questionnaires of self-efficacy were utilized. The data was analyzed by using SPPS program. The results showed the pre-service teachers, who watched an inspiring educational movie, where in the movie the teacher was able to handle some most difficult students and turned the students become ones with better personalities, could affect positively to their efficacy. In addition, the effect of watching such ennobling movie was significant to raise the pre-service teachers’ self-efficacy. Keywords: Teacher-themed Movie, Pre-Service Teacher, Self-efficacy

Oral Interactions in Secondary Science Classrooms: a Grounded Approach to Identifying Oral Feedback Types and Practices

Feedback is an important practice in promoting learning. This study examines teachers’ oral feedback practices, with an analysis grounded in students’ perceptions of what helps them learn. Based on 38 hours of lesson observations, interviews with 10 teachers and 84 students, we identify how teachers conceptualise and practice oral feedback. Based on student interviews, three main types of oral interaction were found to constitute feedback: discrepancy, success criteria comments and open questions. Current practices appear to address the feedback dimensions of ‘How am I going?’ and ‘Where to next?’, but seem to be lacking with respect to addressing the question related to ‘Where am I going?’ Feedback is infrequently used by science teachers compared with other types of oral interaction and the feedback types most frequently reported by students to help learning were used least often. Teachers used oral feedback types differently in whole class and small group situations. We use findings to elaborate an ideal-typical model of feedback practices, with divergent practices involving more frequent use of oral feedback, focusing on learning rather than task. The study concludes with implications for practice in teaching and teacher education.

A Study of Middle Class Proportion in Saudi Arabia using Engel's Coefficient

Based on Engel coefficient, this paper makes a descriptive statistical analysis of the current situation of the middle class in Saudi Arabia. The proportion of the middle class is measured by Engel’s coefficient. The research aims to identify the changing trend and development rules of the middle class. This is of great significance for achieving Saudi 2030 and building a moderately prosperous society in all aspects. Keywords: middle class, Saudi Arabia, Engel coefficient, kernel density estimate, functional data DOI : 10.7176/JRDM/55-06 Publication date :May 31 st 2019

ELEKTRONINIO VADOVĖLIO NAUDOJIMO GALIMYBĖS MOKANT ŽMOGAUS IR GAMTOS DALYKO 5 KLASĖJE

The paper textbook or its set is one of the main tools for teaching and learning. As an alternative to paper textbooks, electronic textbooks for the subjects of Man and Nature, and Math for 5th grade came out in 2018. During the survey carried out by the TAMO group, the teachers of the Man and Nature subject have indicated that the main issue limiting the use of the electronic textbook is the school’s technological base. The textbook is expected to have the functionality, which would make the job of the teacher easier, complementing it with tools for teaching and the possibility for easier differentiation and customization. The electronic textbook of the Man and Nature subject was developed on the basis of general education program, recommendations of the international assessment of student achievement research and other documentation. The textbook is focused on active self-study, is adapted to students of different achievement levels, and promotes critical thinking, creativeness, data analysis and interpretation, research activity skills. The content of the textbook subject is divided into separate fragments, which the teacher can construct while creating his/her own subject according to the situation of a specific class. The teacher can take the advantage of the set of differentiated tasks, by appointing the set of tasks to satisfactory, general or higher level students or by adapting the set to a specific student. The teacher receives the information about the achievements of the students by using the result analysis tools and by analysing the student’s profile, where the learning progress can be seen. The most effective use of the textbook set can be reached if each student would have a personal computer or a laptop available or could learn using a mobile phone. However, the content of the textbook can be demonstrated with the help of a projector or an interactive board or a textbook and assign the tasks to be done at home using the “Flipped Classroom” method. This is done when the students analyse the content of the subject and carry out the tasks independently on their own devices, and then it is discussed and explained during the lesson. Keywords: textbook, electronic textbook, technological base, differentiation, customization.

OPTIMIZING CRITICAL THINKING SKILL THROUGH PEER EDITING TECHNIQUE IN TEACHING WRITING

The objective of the research was to know the description of how critical thinking skill can be optimized in teaching writing using peer editing technique. Critical thinking skill should be strengthened in writing class to elicit the writing class problem. Applying peer teaching technique was assumed can optimize the critical thinking skill in writing class. This research used descriptive qualitative method. It was conducted to the students of English Education Department students in paragraph based writing class. The writer took one of six classes as the sample of the research. The researcher used observation and documentation to know the description of the class situation. The data which was collected are in form documentation, observation and interview result and students writing and peer editing form which is analyzed descriptively. After the research conducted it can be drawn a conclusion that teaching writing using peer editing can optimize the students’ critical thinking skill. It was proven with the minimal error that was produced in the next writing produced and the increasing score of students’ writing. The mean score in the pre-research was 68.62, after the treatment conducted the mean score increased up to 72.90.

REPRESENTASI KEKUASAAN DALAM WACANA KELAS DI SEKOLAH MENENGAH PERTAMA

The Representation of Power in Classroom Discourse in Junior High School. This research describes power representation in classroom discourse. A qualitative approach was used in the research. It was classified into critical situation analysis. The data were collected through (1) observation, (2) recording, and (3) field notes. The data were analyzed through Miles and Huberman mode. The results indicate that there is an authority representation in the class situation at the school, namely; (1) representation formed authority in a class situation, (2) representation of authority strategy in a class situation, and (3) representation of authority function in the class situation. The results of authority form cover forms (a) command, (b) request, (c) prohibition, and (d) suggestion. The result of authority strategy cover forms: (a) control speech, (b) use threat, (c) give the tricky question, (d) be angry/pretend to be angry. Moreover, on authority function cover forms; (a) control learning process, (b) force, (c) trusted, and (d) respected.

IMPLEMENTING COLLABORATIVE STRATEGY TO IMROVE READING COMPREHENSION THE ELEVENTH GRADERS OF SMK KERTHA WISATA MALANG

ABSTRACT
 In this classroom action research, the researcher used the model of classroom action research developed by Kemmis and Mc Taggart (1999). There are four steps of teaching. Before doing those four steps, the researcher did reconnaissance step by observing the class situation and interviewing the class teacher and the students to know the problems. After knowing the problems, the researcher started to do the four steps of teaching they were planning, implementing, observing, and reflecting. The findings of this result showed that teaching reading comprehension using collaborative strategic reading improved the students` reading comprehension skill. In the first cycle the result was not satisfactory. The students were still passive in class because they did not understand about the method and many of them still found difficulty in understanding the texts. Their mean score of the first cycle was under the MMC. The criterion of success is when students give good response to this method, and also get the mean score that reach the MMC. After implementing the second cycle, the researcher found that the students were more enthusiastic because they knew about the topics of the texts and enjoyed comprehending the texts using CSR. They felt that the method was not boring. Besides that, the students` mean score was 72.85. The second cycle succeeded and proved that the students` mean score improved. It was above the MMC.

Melanocortin 3 receptor gene polymorphism is associated with polycystic ovary syndrome in Turkish population

Polycystic ovary syndrome (PCOS) is a frequent complex disorder with an ill-defined etiology. Genetic factors seem rather effective at the occurrence of the disease, however, the evidence of established various studies results are unsatisfied. We aimed to make a contribution to the genetic baseline of the disease by investigating melanocortin 3 receptor gene polymorphism in affected patients. 101 PCOS patients and 162 age-matched healthy volunteered control subjects recruited to the study. PCOS patients classified according to their BMI class and insulin resistance situation. Anthropometric measurements, physical examination results, laboratory findings, and hormone levels were recorded for each participant and analysis of two SNPs on the MC3R gene; rs3746619 and rs3827103 were performed. Although no significant difference was observed in rs3827103 polymorphism between PCOS patients and controls; rs3746619 polymorphism was determined associated with PCOS in the heritage of dominant (AA + AC) and co-dominant (AA) genotypes. Two polymorphisms did not found related to obesity and insulin resistance in PCOS subgroups analysis. MC3R gene rs 3746619 polymorphism was found associated with PCOS in the Turkish population and may make a contribution to the genetic baseline of the disease.

Promoting Autonomous, Collaborative English learning Practices and Fostering Greater Learner Autonomy among Secondary Students in Hong Kong

Learner autonomy can be referred as an individual’s ability and responsibility to take charge of his or her own learning, which is important to language learning. In Hong Kong, English is more like a foreign language. It is considered as the high variety and speaking the language in a non-required situation is always associated with a negative connotation of being arrogant. To most local people, it is a language learned in a classroom and is seldom used for communicative purposes. Meanwhile, Hong Kong classrooms are featured with teacher-centred, examination-oriented teaching, and passive learning. These factors make the taking up of chances of practising the language with Cantonese-speaking peers in outside of class situations and the development of learner autonomy very difficult. However, out-of-class learning is essential to language learning and learner autonomy. In this multiple-case study, the case participants were asked to reveal their approaches to overcoming challenges, engaging in collaborative English learning practices, and developing greater autonomy. In this paper, their ways to tackle the difficulties of participating in out-of-class English practices with peers and develop learner autonomy, will be discussed.

The Implementation of Jigsaw Technique on Narrative Text

<p>This study is conducted to find out and to describe to what extent the use of Jigsaw Technique improves the students’ reading comprehension, and to describe the classroom situation when Jigsaw Technique is implemented in reading class. The population of this study is the students of grade VIII in a state junior high school in Boyolali in the academic year 2017/2018 consists of 21 students. The data were collected by observation, interview, and test. The research findings showed that the teacher dominated the teaching-learning process, while the students were not active to give responses but passive to ask questions. The brief explanation of this study can be presented as follows. The first students reading ability could be improved through the use of Jigsaw technique, before the research was done, the average score of the students’ reading ability was only 59.6, but after the research one for cycle 1, it improved to 65. In cycle 2, it increased up to 71.5. Next, there were also improvements of class situation in teaching learning process and it helps to improve students’ reading ability and more engaged in learning process.</p>

INVESTIGATION OF THE SELF-ESTEEM LEVELS OF INTERNATIONAL STUDENTS

This study aimed to investigate the self-esteem levels of international students who study at different departments at Usak University in terms of some socio-demographic backgrounds. The data were collected from 113 male and 35 female international students. In the data collection, two-part surveys applied to the participants. In the first part, a form that included items about socio-demographic backgrounds of the participants and in the second part, Cooper Smith Self - Esteem inventory short form which was consisted of 25 items used. The data were analyzed with SPSS 22 using Independent samples t-test, One Way Variance Analyze (ANOVA) and Tukey' s Hsd. As the results of this research, it was found that there were significant differences in the variable self-esteem according to gender, age, class, and sports situation of the participants. However, there were no significant differences according to nationality.

Penerapan Teknik Supervisi Observasi Kelas Untuk Meningkatkan Kinerja Guru Dalam Pembelajaran di SD Negeri 94 Tiroang Kabupaten Pinrang Sulawesi Selatan

This research aims to improve the teachers' performances in learning through supervision with classroom observation technique performed by the principal. This research is a qualitative research. The kind of research used is action research. The steps that have been done in this research were planning, implementation and observation, reflection and revision. The data obtained from interview, observation, and documentation. The results of research showed that; First, the preparation of supervision of classroom observation by the principal become better which was in accordance with the preparation theories of supervision by using classroom observation technique. Second, the implementation process of supervision of classroom observation by the principal has done very well, it causes a conducive atmosphere and enjoyable for teachers and students. Third, the feedback meeting of supervision of classroom observation by the principal carried well so that it can motivate teachers to improve their performances which were in accordance with the feedback meeting theories of supervision by using the classroom observation technique. Fourth, the teachers' performances in learning increased after conducting the supervision technique of classroom observation, among others (a) the ability of teachers in planning the learning is good, (b) the ability of teachers in implementing the learning is already very good so, the situation of class becomes conducive and enjoyable, and (c) the ability of teachers in evaluating the learning also increased to be better.

The Use of Guided Writing Technique To Enhance The Students’ Writing Skill

<p>This research is written to describe whether guided writing technique can enhance the students’ writing skill and class situation. It was conducted at second-grade of Junior High School 1 Puring. The research method used in this study is a classroom action research which was conducted in two cycles. Each cycle consisted of planning, acting, observing, and reflecting. The research data were collected through observation, field notes, photographs, interview, questionnaire, and tests (pre-test and post-tests). The technique of analyzing the data consisted of assembling the data, coding the data, comparing the data, building interpretation and reporting the outcomes for the qualitative data. While the quantitative data were analyzed by comparing the mean scores of pre-test and post-tests. The results of this research show that the use of guided writing technique could enhance students’ writing skill and class situation.</p>

Promoting Academic Writing Students’ Skills through “Process Writing” Strategy

Writing in a second language is complex, and complicated, mainly because of by the addition of new resources and norms (new structural elements of the new language, new rhetorical conventions, and some other things). Teachers therefore, whether they like it or not, have to select the most appropriate teaching methods and strategies in their writing classes, one strategy that teachers can apply in their Academic Writing class is Process Writing strategy. This study shows information on a teaching strategy named Process Writing which was applied to one group of Academic Writing class in Semester II, 2016-2017. Research took place from January to April 2016. This group was taught using Process writing teaching strategy, with the hope of helping students improve in both their reading and writing skills. There were 20 students altogether in this group. One central question to be answered in this study is: How effective is Process writing strategy when it is used to teach Academic Writing students? Instruments used were pre-tests, post-tests, direct observation, video-recording; and weekly journals that students had to write every time they passed a stage of the Process Writing. From the statistical analysis as well as from students’ perceptions, one main conclusion can be drawn, that is, Process writing is effective to teach Academic Writing. Another conclusion which is not less significant is that Process Writing can be used to teach any level of education, not to mention in tertiary education, provided that lecturers adjust the materials as well as level of difficulty. One last conclusion is that every strategy that teachers will apply in their classroom is very context-dependent. That is, it depends on the class situation, which varies from one class to another. The context, atmosphere, as well as situation of the class became the factors that contribute to the effectiveness and success of a strategy. This piece of research is hoped to benefit both lecturers as well as students of second language writing. Pedagogically, this research can enrich another source of literature in terms of teacher strategy in teaching second language writing.

DEVELOPING ENGLISH MATERIALS FOR FINE ARTS STUDY PROGRAM STUDENTS AT THE FACULTY OF CULTURAL STUDIES OF UNIVERSITAS BRAWIJAYA

this study was aimed at developing an English textbook for the students of Fine Arts Study Program in Faculty of Cultural Studies of Universitas Brawijaya Malang. The study was based on the design of Research and Development by Borg and Gall (1983). Thus, this study involved several stages namely the needs analysis, development of product, expert validation, materials try-out, and the finished product as the final stage out of the series of stages suggested. Questionnaires were employed as one of the instruments to obtain data during the needs analysis. Semi-structured interview was also conducted to lecturers teaching English in those particular students. an expert was then requested for his involvement in validating the textbook and giving some suggestions for the improvement of the product. Try-out stage was carried out in the real class situation for the purpose of investigating the feasibility of the developed textbook. The final product of this study was in the form of a textbook consisting of six units in which each covered materials on three language skills (reading, speaking, and writing) plus those of vocabulary and grammar. This textbook was also completed with a guidebook for teacher containing the guideline fo each activity and the answer keys for the exercises.