LINGUA EDUCATIA

Teacher’s Techniques In Teaching English During Pandemic Era At SMKN 1 Banjarmasin

2024-04-06T08:17:16+00:00

The changes of the teaching procedures because of the outbreak of corona virus require the teachers to set an online teaching and learning process. In this new situation, this research aims to discover the techniques of teaching English online used by the teacher during covid-19 pandemic at SMK Negeri 1 Banjarmasin. The researcher used a qualitative approach with a descriptive method. The techniques of data collection used in this research were observation which was done through WhatsApp and Microsoft Teams, interview with an English teacher and questionnaire that was distributed using Google Form to the students of XA Multimedia, XIA Multimedia and XIIA TKJ from SMKN 1 Banjarmasin. The researcher found the platforms that are used in teaching English online were WhatsApp group and Microsoft Teams. And the techniques that are used in those platforms are online discussion, substitution drill, game, and question and answer. In the pre-activities, the teacher usually interact with the students by asking some questions or asking the students to discuss to stimulate their background knowledge whether in WhatsApp group or in video conference using Microsoft Teams app. In while-activity, she used substitution drill when they were having video conference, or played game where the students not only learn to apply the correct pattern but also to make the students learn from making mistakes. In closing, the teacher only repeated her explanation briefly about the topic.

The Use Of Mind Mapping And Show Not Tell Technique In Writing Descriptive Text

2024-04-06T08:17:16+00:00

This study aimed to discover whether there was any variance in the eight-graders writing descriptive text achievement between those who were taught by using the Mind Mapping Technique and Show Not Tell Technique (SNTT). This study took place at SMPN 13 Banjarmasin. The used method was a quantitative method with a quasi-experimental design. The analyst picked VIII D as the experimental class taught using MMT and VIII C as the control class which was taught using SNTT, VIII D consisted of 27 students and VIII C 28 Students. The study outcome showcased that the subjects’ mean score in the experimental class was 58.07 in the pre-test and 77.55 in the post-test. Meanwhile, those who were in the control class acquired 58.42 in the pre-test and 62.21 in the post-test. The hypothesis testing discovered that the t-test value was 5.41 which was considered higher than the t-table (1.67). Hence, the Alternative Hypothesis (Ha) was acknowledged. MMT has successfully affected students' writing capability in descriptive text. It is proposed for the teacher to implement MMT in teaching writing, particularly descriptive text rather than SNTT.

The Teaching Of Reading Skill In SMPN 31 Banjarmasin

2024-04-06T08:17:17+00:00

Abstract

This study was attempted for describing the teaching reading comprehension implementation which integrated in educational process carried out at school as well as describing the processes along with conditions which are faced by the teacher. Thus, discovering the integrated teaching reading comprehension process was the study objective desired to be accomplished. In order to discover the data, the analyst utilized the qualitative method. One English teacher of SMPN 31 Banjarmasin was chosen as the study subject. The pivotal data was acquired through several instrumentations, namely class observation, interview with the English teacher, field notes, along with documentation. The data analysis was carried out by describing the educational process on reading, the interview result, as well as documentation. Based on the analyzed data, the analyst discovered that the English teacher employed several techniques; reading aloud as well as role play which emerged during the educational process. However, the educational process which sources was taken out from When English Rings A Bell Textbook was carried out monotonously. It was also revealed the English subject was taught twice a week with 90 minutes each. The teacher involved in the study thought the material and has done technique implementation well. Unfortunately, there were only few students who practiced their English reading mastery. Therefore, it was proposed for the teacher for employing the materials from other sources as well, such as newspapers, literature, magazines, as well as the internet, which capable of fulfilling students' objective in learning reading. Additionally, utilizing different and various techniques such as jigsaw, mapping, dictation, or summarizing was highly proposed.

Analysis of Teachers' Techniques in Teaching Speaking at Rumah Inggris Banjarmasin

2024-04-06T08:17:17+00:00

The technique is one of the vital teaching aspects, particularly regarding teaching speaking. Techniques which can be utilized in teaching speaking are numerous, abundant, and varied, from discussions to game utilization. This study aimed to discover the techniques utilized by EFL teachers when teaching speaking at Rumah Inggris Banjarmasin. The analyst employed a descriptive method and qualitative approach. The chosen study samples were two teachers who taught in the public group. The public group is one of the available class types at Rumah Inggrris Banjarmasin, which encompasses students from various schools, thus they do not interact much and do not close with each other yet. This class comprises of 4-6 EFL students. The instruments implemented in this study were observation along interviews. The analyst conducted three steps in the data analysis, namely data reduction, data display, as well as conclusion drawing. From the steps which had been carried out, it was known that there are six techniques utilized by the study samples. Moreover, on data analysis, it was settled that the Rumah Inggris Banjarmasin’s teachers utilized six techniques when teaching speaking in public groups; discussion, story completion, brainstorming, drill, question and answer, and lastly, communication games. Those techniques utilized to aid them in teaching, have been adapted based on the subject matter. It was strongly suggested by the analyst that teachers should implement diverse techniques in carrying out the teaching-speaking process. Thus, the learning objectives could be successfully acquired and achieved.

Item Analysis Of English Final Test Of Junior High School

2024-04-06T08:17:18+00:00

This study aimed to examine the quality of the English final test items of seventh grade in a public school located in Banjarmasin. The research used the descriptive method with a quantitative approach because it tries to describe the test items’ quality. It was analyzed by using ITEMAN 3.0. The sample of this research was the English final test for seventh-grade students at SMPN 24 Banjarmasin. The research findings show that: (1) based on the content validity, all items are in harmony with the learning objective in the syllabus. Moreover, based on item validity, there are 41 items (82%) considered valid items; (2) the reliability of the English final test is categorized as high reliability with Cronbach alpha 0.800; (3) there were 16% of items considered as difficult items, 44% items were considered as moderate items, and 40% items were considered as easy items; (4) 2% of the items have very poor discrimination power, 16% of the items have poor discrimination power, 22% of the items have satisfactory discrimination power, 50% of the items have good discrimination power, and 10% of the items have very good discrimination power; (5) 9% of the items have very bad distractor efficiency, 16% of the items have bad distractor efficiency, 24% of the items have good distractor efficiency, and 54% of the items have very good distractor efficiency; (6) based on the quality of the item, 64% of the items need to be revised or discarded. In conclusion, the test still needs some revisions and improvements.