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All Journal Tamansiswa International Journal in Education and Science (TIJES)
Adhi Kusuma
Universitas Sarjanawiyata Tamansiswa, Indonesia
Chemistry Education Neuroscience Social Sciences Other

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An investigation into the Assessment of Teachers' Questioning Techniques during Classroom Interactions Ima Widyastuti; Adhi Kusuma; Linggar Nariratri; Barnica Mondal
TAMANSISWA INTERNATIONAL JOURNAL IN EDUCATION AND SCIENCE Vol 5 No 1 (2023): October 2023
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/tijes.v5i1.16272

Abstract

The utilization of an interrogative approach is vital within the framework of educational progression. Participating in critical thinking can be advantageous for students as it helps stimulate their cognitive processes. The implementation of an interrogative strategy by the teacher is crucial in the classroom environment. Therefore, the purpose of this study was to ascertain the various questioning techniques used by an English vocational school teacher in Yogyakarta when interacting with Grade 10 students. Furthermore, the study aimed to ascertain the most commonly employed questioning technique as well as the least frequently used tactic by the teacher. The current study utilized a descriptive-qualitative research methodology. The data was obtained through the application of observation and interviews. The observation was to see the different types of inquiries presented and the general dynamics inside the classroom. Meanwhile, the interview was to obtain the teacher's viewpoint regarding the question methodology implemented in their teaching practices. The investigation has revealed several inquiry techniques that are dependent on the content of the inquiries. The strategies encompass probing questions (57.1%), factual questions (3.5%), divergent questions (3.5%), higher-order questions (14.2%), emotive questions (10.7%), and structuring questions (10.7%). The penetrating inquiry is the most successful approach for questioning, whereas the factual question and the divergent question are the least effective strategies.
Niki's Moonchild Album: A Study of Figurative Language Adhi Kusuma; Verisa Rania Nurfitri; Ima Widyastuti; Victa Sari Dwi Kurniati; Zohaib Hassan Sain
TAMANSISWA INTERNATIONAL JOURNAL IN EDUCATION AND SCIENCE Vol 5 No 2 (2024): April 2024
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/tijes.v5i2.16340

Abstract

The study aims to identify the specific types of figurative language employed in Niki's chosen songs, as well as the most prevalent types of figurative language observed in those songs. The researchers utilized a descriptive qualitative research methodology to examine and analyze the song lyrics. This research focuses on analyzing the selected song lyrics from Niki's Moonchild album.  Through this investigation, various forms of figurative language have been recognized within the context of Kennedy, X.J. and Gioia, D.'s theory. The following are examples of figurative language: personification, metaphor, simile, hyperbole, synecdoche, irony, contradiction, repetition, apostrophe, and allegory. Furthermore, it unveiled the prevailing form of metaphorical language that was employed universally. The lyrics chosen from Niki's Moonchild album employ metaphors extensively, representing the most often recognized type.    
Flipped Classroom Approach for Enhancing Vocabulary Skills among Senior High Schools in the Philippines Claire Angela R. Luna; Jeric Z. Romero; Karen J. Cusi Karen J. Cusi; Amelia A. Jarapa; Adhi Kusuma
TAMANSISWA INTERNATIONAL JOURNAL IN EDUCATION AND SCIENCE Vol 6 No 2 (2025): April 2025
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/tijes.v6i2.18488

Abstract

This study aimed to examine the effects of the flipped classroom approach on learners' vocabulary enrichment, specifically focusing on students' vocabulary skills under this method. Conducted at Calayan Educational Foundation, Inc., the study involved 105 Grade 11 senior high school students from the academic track, comprising 68 STEM, 23 HUMSS, and 14 ABM students, who completed validated questionnaires. The findings revealed a significant improvement in vocabulary skills after implementing the flipped classroom approach. While traditional teaching methods—such as repetition, drills, and direct instruction—are effective for younger learners in vocabulary acquisition, they may be less suitable for secondary-level students. The study demonstrated that a modified flipped classroom approach is highly effective for Grade 11 academic strand students. This method emphasizes learning by doing rather than memorization, allowing students to gain knowledge and develop vocabulary skills applicable in real-life situations.
Co-Authors Amelia A. Jarapa Barnica Mondal Claire Angela R. Luna Ima Widyastuti Jeric Z. Romero Karen J. Cusi Karen J. Cusi Linggar Nariratri Verisa Rania Nurfitri Victa Sari Dwi Kurniati Zohaib Hassan Sain