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I Made Sujana
Universitas Mataram
Education

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Journal : Jurnal Ilmiah Profesi Pendidikan

 1 
+Teacher’s Strategies in Teaching Speaking to Students Third Grade at SMAN 1 Taliwang Neli Purnama; I Made Sujana; Kurniawan Apgrianto
Jurnal Ilmiah Profesi Pendidikan Vol. 7 No. 3c (2022): September
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v7i3c.809

Abstract

Speaking instruction is a major concern in many language programs, and instructional strategy cannot be used to influence learning outcomes. In terms of teaching speaking strategies, it is paradoxical that the majority of students in third grade were unable to speak English. This study aims to determine the strategies used by teachers at SMAN 1 Taliwang in teaching speaking skills. This thesis used a qualitative descriptive method. The subjects of this study were two English teachers at SMAN 1 Taliwang. Data were collected by observing and interviewing teachers. Then, the data analysis procedures in this study include data compaction, data presentation, and drawing conclusions. The results of this study there are three types of strategies used by teachers, namely cognitive strategies, metacognitive strategies, and social strategies. The cognitive strategies used by the teacher’s consist of memorizing and drilling. Which are included the metacognitive strategies that the teacher uses are questions, outdoor learning, pre-evaluation, and giving stimulus. Included in the social strategies used by teachers are peer-to-peer, presentations and assignments, dialogues, and discussions and presentations.
+Teacher’s Strategies in Teaching Speaking to Students Third Grade at SMAN 1 Taliwang Neli Purnama; I Made Sujana; Kurniawan Apgrianto
Jurnal Ilmiah Profesi Pendidikan Vol. 7 No. 3c (2022): September
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v7i3c.809

Abstract

Speaking instruction is a major concern in many language programs, and instructional strategy cannot be used to influence learning outcomes. In terms of teaching speaking strategies, it is paradoxical that the majority of students in third grade were unable to speak English. This study aims to determine the strategies used by teachers at SMAN 1 Taliwang in teaching speaking skills. This thesis used a qualitative descriptive method. The subjects of this study were two English teachers at SMAN 1 Taliwang. Data were collected by observing and interviewing teachers. Then, the data analysis procedures in this study include data compaction, data presentation, and drawing conclusions. The results of this study there are three types of strategies used by teachers, namely cognitive strategies, metacognitive strategies, and social strategies. The cognitive strategies used by the teacher’s consist of memorizing and drilling. Which are included the metacognitive strategies that the teacher uses are questions, outdoor learning, pre-evaluation, and giving stimulus. Included in the social strategies used by teachers are peer-to-peer, presentations and assignments, dialogues, and discussions and presentations.
Students’ Difficulties in Learning Listening at the Eleventh Grade Students of SMAN 3 Praya Nurul Wahidah; I Made Sujana; Ni Wayan Mira Susanti; Arifuddin Arifuddin
Jurnal Ilmiah Profesi Pendidikan Vol. 8 No. 1 (2023): Februari
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v8i1.1220

Abstract

Listening is one of the important language skills in learning English because it is a receptive skill that provides language input for students. However, in reality students still experience many difficulties when learning listening, as well as the eleventh grade students of SMAN 3 Praya. This research was aimed to find out students’ achievement in learning listening at the eleventh grade students of SMAN 3 Praya, to find out the difficulties experienced by students in learning listening and to find out the factors that cause these difficulties. This research used descriptive qualitative method. Out of 121 eleventh grade students, only 44 students were selected as a sample using a simple random technique. The data were collected through test, questionnaire and interview. The results of this study showed that students’ achievement in listening is very poor. Students’ difficulties in listening such as: unfamiliar words, complexities of grammatical structures, long spoken materials, unfamiliar topics, listening without repetition, the way speakers pronounces words, unable to quickly remember words or phrases they had just heard, the speed and accents of the speakers, focus of the students, environmental noises, and quality of recorded material. Then, the factors that cause these difficulties are lack of students practicing listening, students’ lack of vocabulary mastery, students’ lack of motivation, and noisy environment.
Problems in the Implementation of Independent Curriculum (IC) A Case Study at SMAN 1 Masbagik in Academic Year 2022/2023 Aqila Nurfadila; Mahyuni Mahyuni; I Made Sujana; Arifuddin Arifuddin
Jurnal Ilmiah Profesi Pendidikan Vol. 8 No. 3 (2023): Agustus
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jipp.v8i3.1471

Abstract

Independent Curriculum is an innovative learning approach that aims to encourage creativity, freedom of thought, and development of students potential. There are several problems such as lack of student involvement, lack of innovation and creativity and limitations in providing material. The Independent Curriculum appears as an alternative that provides a solution to this problem. This study aims to analyze the problems experienced by teachers in implementing the Independent Curriculum and its impact on teachers and students. The qualitative case study method was used to investigate the experiences of three English teachers and five student representatives from phase E using questionnaires, interviews, observations and documentation data collection methods. The results of the study found three main problems faced by teachers, namely the lack of training, support and facilities in the learning process, as well as challenges in designing learning tools. The impact felt by teachers due to these challenges included changes in teaching methods, increased pedagogical skills and knowledge, and increased motivation in teaching. While the impact felt by students includes the positive impact and negative impact of students. The positive impacts include increased involvement and motivation to learn, increased creativity and innovation, critical thinking skills, as well as collaboration and communication skills. However, the negative impacts that are felt include the lack of explanation from the teacher and some students feel too free, so they feel entitled to leave their learning obligations according to the curriculum. It can be interpreted that the impact of these problems affects the teaching and learning experience of teachers and students. To overcome these problems, it is necessary to make a comprehensive effort. Teachers need to receive adequate training to understand the concept and methodology of the Independent Curriculum and schools need to provide adequate learning facilities and infrastructure to support interactive and innovative learning.
Co-Authors Aqila Nurfadila Arifuddin Arifuddin Kurniawan Apgrianto Mahyuni Mahyuni Neli Purnama Ni Wayan Mira Susanti Nurul Wahidah