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All Journal Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Al-Ta'lim
Saunir Saun
FBS UNP
Religion Education Languange, Linguistic, Communication & Media

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PENGGUNAAN STRATEGI BERTANYA OLEH MAHASISWA PENDIDIKAN BAHASA INGGRIS UNP PADANG DALAM PRAKTIK MICRO TEACHING Saun, Saunir
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 9, No 1 (2015)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (98.727 KB) | DOI: 10.24036/ld.v9i1.6261

Abstract

The application of the questioning skills (both the basic and advanced questioning skills) is very important in teaching because they play an important role in arising the students’ attention and thinking which, at last, ditermine the students’ understanding and mastery of the lessons they learn. However, this research found that many of the students in a micro teaching class could not use the questioning strategies well. This paper shows and discusses the application of the strategies used by the students of English in a micro teaching practice in an Englsh class. Keywords: Strategi bertanya, pendidikan bahasa Inggris, Micro Teaching
Analysis of the ELT Pre-Services Teacher Lesson Plan: A Case on the Vocabulary Discussion Elismawati, Elismawati; Saun, Saunir; Arwemi, Arwemi; Hadeli, Hadeli; Alazmi, Hidayat
AT-TA'LIM Vol 29, No 1 (2022)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/jt.v29i1.750

Abstract

As the lesson plan is considered of main requirements for both teacher and practiced teacher and vocabulary discussion is essential to include. This research is aimed to identify the vocabulary discussion used by teacher in the Lesson Plan. Using 22 peaces ELT ELT lesson plan, the research was done by implementing documentation study. Regarding the distinction indicators of both KTSP and K13 curriculum,  it was found that the lesson have some limitation in using the vocabulary discussion in which there are only  9.09% of the lesson plan that included the vocabulary discussion as a step in the teaching of reading for comprehension before doing reading activity, and  4.55% offers it after the students read the text. Most of the documents do not include the steps of  vocabulary discussion in the teaching of reading for comprehension. Finally, 19 or   86.36% that did not offer the vocabulary discussion.
Co-Authors Alazmi, Hidayat Arwemi Arwemi Elismawati Elismawati Hadeli Hadeli, Hadeli