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All Journal AL ISHLAH Jurnal Pendidikan Langkawi: Journal of The Association for Arabic and English J-LEE - Journal of Law, English, and Economics
Dewi Rochsantiningsih
Sebelas Maret University
Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Other

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Inquiry-based Learning in English Teaching at a Candidate School of IB PYP: Implementation and Benefits Heppy Mutammimah; Dewi Rochsantiningsih; Abdul Asib
Langkawi: Journal of The Association for Arabic and English Vol 5, No 2 (2019)
Publisher : Institut Agama Islam Negeri (IAIN) Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (451.674 KB) | DOI: 10.31332/lkw.v5i2.1297

Abstract

This paper aimed to investigate the implementation of inquiry-based learning (IBL) in English teaching at candidate school of International Baccalaureate Primary Years Programme (IB PYP) in Surakarta and explore the benefits of its implementation in English teaching. Three English teachers at a candidate school of IB PYP in Surakarta participated in this study and they were chosen purposively. This research employed a qualitative approach and emphasized on a case study. The techniques for collecting data comprised in-depth interview and observation. The collected data were analyzed by the researchers through Constant Comparative Method (CCM). The results revealed that the implementation of inquiry-based learning in English teaching in this school used Bruce and Davidson's view and some features of IBL. That cycles involved asking, investigating, creating, discussing and reflecting. And the benefits of this method in English teaching based on IB PYP were 1) the teachers can create meaningful activities for the students, 2) teaching and learning were student-centered, 3) the students learn through language and get endurable understanding, and 4) it promotes students ’skills and attitude at teamwork.
The Effectiveness of Send-a-problem Technique to Teach Writing in the Eighth Grade of SMPN 2 Banyumas Tri Pujiani; Ngadiso Ngadiso; Dewi Rochsantiningsih
J-LEE - Journal of Law, English, and Economics Vol 1 No 1 (2019): DESEMBER
Publisher : LPPM Universitas Harapan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (260.468 KB)

Abstract

Send-A-Problem is one of cooperative learning techniques in which the students are involved in a discussion to solve a problem. It allows the students to practice together and learn from each other, so it is very effective to encourage the students’ self-esteem and creativity. This study aims to examine the effectiveness of Send-A-Problem technique for teaching writing of junior high school students. This experimental study was conducted at a Junior High School in Banyumas, in February 2012-March 2015. The samples of the study were taken by using cluster random sampling. The samples are two classes; those are VIIIE which was treated as experimental class taught by using Send-A-Problem and VIIIF which was treated as control class taught using by Guided Writing. Each of them consists of 30 students. The data was taken from writing test. The data was analyzed by using descriptive statistics and independent t-test. The result shows that (1) Send-A-Problem is more effective than Guided Writing for teaching writing of Junior High School. In conclusion, Send-A-Problem is an effective technique to teach writing for Junior High School students.
EnglishTeachers’ Professional Development During COVID-19: Indonesian Elementary English Teacher Context Latifah Fatmawati; Dewi Rochsantiningsih; Slamet Supriyadi
AL-ISHLAH: Jurnal Pendidikan Vol 14, No 4 (2022): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v14i4.1746

Abstract

Teachers have important role in learning process to improve the quality of education output and outcome Indonesia. Therefore, to be professional teachers, activities should be carried out during COVID-19 pandemic to develop professionalism of teachers. The purpose of this research is to discover what teacher professional development (TPD) activities that the teachers could engage during COVID-19 pandemic. This study also examines the viewpoints of teachers from both private and public schools. The method of the research employs qualitative research and focuses on case study technique utilized to investigate teachers’ thoughts on what TPD activities they participated in during the COVID-19 pandemic. The result of the research indicates that elementary teachers can still participate in TPD activities using the existing online platform even during pandemic. Teachers can develop their professionalism in creating and developing online media in learning during COVID-19 pandemic. In conclusion, the COVID-19 pandemic provides new TPD opportunities for teachers and expands their understanding of internet technology and promote collaboration among teachers. However, further research should be conducted to address teachers' professional development in a deeper and broader perspective in Indonesia. It is expected to cover wider areas of teachers from different institution including higher education institutions. In order that we can learn about the types of TPD activities that may be done remotely during the pandemic from many perspectives.
The Effectiveness of Send-a-problem Technique to Teach Writing in the Eighth Grade of SMPN 2 Banyumas: An Experimental Research Tri Pujiani; Ngadiso Ngadiso; Dewi Rochsantiningsih
J-LEE - Journal of Law, English, and Economics Vol. 1 No. 1 (2019): DESEMBER
Publisher : LPPM Universitas Harapan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Send-A-Problem is one of cooperative learning techniques in which the students are involved in a discussion to solve a problem. It allows the students to practice together and learn from each other, so it is very effective to encourage the students’ self-esteem and creativity. This study aims to examine the effectiveness of Send-A-Problem technique for teaching writing of junior high school students. This experimental study was conducted at a Junior High School in Banyumas, in February 2012-March 2015. The samples of the study were taken by using cluster random sampling. The samples are two classes; those are VIIIE which was treated as experimental class taught by using Send-A-Problem and VIIIF which was treated as control class taught using by Guided Writing. Each of them consists of 30 students. The data was taken from writing test. The data was analyzed by using descriptive statistics and independent t-test. The result shows that (1) Send-A-Problem is more effective than Guided Writing for teaching writing of Junior High School. In conclusion, Send-A-Problem is an effective technique to teach writing for Junior High School students.
Co-Authors Abdul Asib Heppy Mutammimah Latifah Fatmawati Ngadiso Ngadiso Slamet Supriyadi Tri Pujiani