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All Journal KIDDO: Jurnal pendidikan Islam Anak Usia Dini International Journal of Research on English Teaching and Applied Linguistics International Journal of English Learning and Applied Linguistics (IJELAL)
Dhinuk Puspita Kirana
Institut Agama Islam Negeri Ponorogo
Education Languange, Linguistic, Communication & Media Social Sciences

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Penerapan Reward untuk Meningkatkan Disiplin Anak dalam Belajar Umi Latifatun Nafisah; Dhinuk Puspita Kirana
Kiddo: Jurnal Pendidikan Islam Anak Usia Dini Vol. 2 No. 1 (2021)
Publisher : Institut Agama Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/kiddo.v2i1.3612

Abstract

Reward merupakan salah satu cara guru dalam mengapersiasi siswa atas perbuatannya yang patut dipuji. Dalam suatu kelas terdapat siswa yang rajin belajar, ada juga yang kurang rajin dalam belajar, selain itu ada juga siswa yang patuh pada guru, ada juga yang melakukan pelanggaran di dalam proses pembelajaran baik disengaja maupun tidak. Oleh karena itu diperlukan suatu metode atau strategi yang digunakan untuk mendisiplikan siswa khususnya dalam belajar. Salah satu upaya yang dilakukan yaitu dengan menerapkan reward. Dengan menerapkan reward ini diharapkan dapat meningkatkan sikap disiplin siswa dalam belajar, sehingga proses belajar mengajar dalam berjalan secara efektif dan efisien. Penelitian ini bertujuan untuk mengetahui teknik pelaksanaan reward, kendala yang dihadapi serta implikasinya dalam meningkatkan sikap disiplin dalam belajar siswa MIN 1 Ponorogo.Penelitian ini merupakan jenis kualitatif dengan metode study kasus. Teknik pengumpulan data yang digunakan adalah observasi, wawancara dan dokumentasi. Dari hasil penelitian ini dapat disimpulkan bahwa: (1) Teknik pelaksanaan reward di kelas 2 Uways Al Qorny MIN 1 Ponorogo dalam bentuk ucapan pujian, tepuk tangan, dan dalam bentuk point/angka. Untuk akumulasi point dilakukan di akhir tahun pelajaran. Untuk siswa yang mendapatkan akumulasi point penghargaan minimal 50 point dalam satu tahun akan mendapatkan piagam penghargaan dari madrasah. (2) Implikasi penerapan reward di kelas 2 Uways Al Qorny MIN 1 Ponorogo yaitu siswa menjadi lebih disiplin dalam belajar misalnya tepat waktu dalam mengerjakan tugas, siswa lebih aktif, pembelajaran lebih menyenangkan. (3) Kendala dalam penerapan reward di kelas 2 Uways Al Qorny MIN 1 Ponorogo yaitu siswa lebih mementingkan reward daripada kegiatan belajar, siswa menjadikan reward sebagai perlombaan sehingga terjadi kecemburuan antar siswa.
HIGHER ORDER THINKING SKILL (HOTS) IN ENGLISH LANGUAGE TEXTBOOK IN SENIOR HIGH SCHOOL Dina Helmi Fitriani; Dhinuk Puspita Kirana
International Journal of Research on English Teaching and Applied Linguistics Vol 2, No 2 (2021)
Publisher : Institut Agama Islam Negeri (IAIN) Bone

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (667.631 KB) | DOI: 10.30863/ijretal.v2i2.2455

Abstract

The level of reading comprehension questions in the textbook, particularly essay items, is thought to be important because previous research has shown that they can improve students' critical thinking skills in reading and help students learn English. The goal of this study was to look at the level of questions in an English course reading for high school seniors' reading comprehension questions. Anderson's taxonomy, which was used to analyze the level of reading comprehension questions, divides thinking skills into two categories: low order thinking skills (remembering, understanding, and applying) and high order thinking skills (remembering, understanding, and applying) (analyzing, evaluating, creating).The data were gathered and then calculated into percentages and frequencies that corresponded to each level of thinking within the questions. It appears that 77% of questions emphasize low-level questions, while 23% emphasize high-level questions (high order thinking skills). Furthermore, one of the low order thinking skills, comprehension, dominates the questions in the English reading material. As a result, the reading comprehension questions in the Bahasa Inggris English reading material for senior high school grade twelfth are generally classified as low level questions. As a result, teachers must devise questions that elicit students' higher order thinking skills.
SCAFFOLDING METHOD FOR TEACHING SPEAKING TO INDONESIAN MIGRANT WORKERS Faris Sholakhuddin; Dhinuk Puspita Kirana
International Journal of English Learning and Applied Linguistics (IJELAL) Vol. 5 No. 1 (2024): International Journal of English Learning and Applied Linguistics
Publisher : Universitas Darussalam Gontor

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

Abstract

Indonesian migrant workers in Penang, Malaysia, face significant challenges in acquiring English speaking skills, primarily due to their lack of self-confidence, limited speaking skill, and insufficient opportunities for practice. This research examines the application of the scaffolding method by teachers to bridge the gap between learners’ current skills and their potential for growth in English speaking proficiency. Specifically, it analyzes the use of scaffolding in teaching speaking skills to Indonesian migrant workers at the English Academy Bengkulu Malaysia. Employing a descriptive qualitative method, the study involved the manager and two teachers selected through purposive sampling. Data collection methods included observation, interviews, and documentation analysis. The scaffolding method was implemented in four stages: assistance provided by others, assistance provided by the self, internalization, and de-automatization. In the first stage, teachers utilized affective, analytical, and social scaffolding techniques. During the second stage, students practiced speaking independently, with teachers emphasizing confidence by overlooking minor errors. The third stage, internalization, involved "outdoor activities" monitored via WhatsApp to facilitate real- life speaking practice. However, the final stage, de-automatization, was not fully realized, as students remained reliant on teacher instructions and preferred their native language outside of practice sessions.
Co-Authors Dina Helmi Fitriani Faris Sholakhuddin Umi Latifatun Nafisah