An Analysis of Classroom Activities Pursuant to Effective Techniques Teaching English in Integrated Vocational Schools
DOI:
https://doi.org/10.29240/ef.v3i02.1112Abstract
The objective of this research are to describe classroom activities pursuant to effective techniques teaching English in integrated vocational schools, and to investigate classroom activities pursuant to effective techniques teaching English in integrated vocational schools at Islamic integrated Rabbi Radhiyyahand vocational high school Islamic integrated KhoiruUmmah in CurupRejangLebong. The design of this research is descriptive qualitative. The subject of this research were two teachers who teach English in Islamic integrated vocational schools. In collecting the date, the researcher used the following techniques: checklist observation and interview. There are some instruments which the researcher used forcollecting the data, consist of: notes and interview guidance. The notes was used to find the techniques the teachers used, the classroom activities the teacher used, and identify the classroom activities that pursuant to techniques suit the elements of effective teaching, and the interview guidelines was used to find the technique the teachers used based on the theory of elements of effective teaching. In analyzing the data,the steps were data managing, description, and interpreting. Theresult from notes and interview showed that the techniques and classroom activities the teacher used and all techniques and classroom activities pursuant with element of effective teaching. The elements of effective teaching consisted of academic learning time, use of positive reinforcement, cues and feedback, cooperative learning activities, classroom atmosphere, high order questioning, direct instruction, and indirect teaching.
Downloads
References
Alexander,.(2015).Alexander Technique. System,31,12-15. Retract From
http://www.alexandertechnique.com/, 19 May.
Apriani, E. (2017).“Utilizing Preservice English Teachers Strategies and ClassroomManagementat Junior High School in Rejang Lebong Regency.” ENGLISH FRANCA: Academic Journal of English Language and Education, 1 (02), STAIN Curup. P.151
Arianie, M. (2017). “Authentic Material and Interactive Activitiesin EFL Classroom.” ENGLISH FRANCA: Academic Journal of English Language and Education, 1 (02), STAIN Curup. P.115
Babara, Gross D. (2003). “Collaborative learning group and study team”: San Fransisco:University of California,. P.1-2
Bishop.(2019). Classroom Interaction and Classroom Activities.http://shodhganga.inflibnet.ac.in/bitstream/10603/11241/12/12_chapter%204.pdf, 20 May.
Bishop, Philip.E.(2000). Classroom Interaction(Article). Valencia Community College.
Brown, H. Douglas,.(2001). Teaching by Principles: An Interactive Approach to language Pedagogy,Second Edition. New York: Addition Wesley Longman, Inc.
Chapel, Hill, CFE.(2009). Classroom activities for Activities for Active Learning. Carolina: University of North Carolina.
Chris, K.(1997). Effective Teaching in School, Theory and Practice, Nelson Thornes,. P.12-13
Consotorium, Assessment.(2019). “Classroom Activity Administration Guidelines” Retrieved fromhttp:/sbac.portal.airast.org/wpcontent/uploads/2015/01/AlassroomActivityAdministtrationGuidelines practiceTest1.pdf on Monday, 19 May,P.1
Diyah R, R.F. Pancaran(2013). The effect of using think-pair-share technique on the eght grade students’ reading comprehension achievement at smpn 3 Bangsal Sari Jember, Vol.II, No 2, P.42
Donna Lee, F. (2017) 101 Scaffolding Techniques For Language Teaching and Learning.
Emily,L. (2017). “Create A Positive Classroom”. Retrieved from http//www.wiki.com/Create-a-positive-Classroom-Atmosphere, Nov 21.
Gusmuliana, P. (2018). “The Use of Total Physical Response Strategy at Junior HighSchool of SLBN South Curup, Rejang Lebong.” ENGLISH FRANCA : Academic Journal of English Language and Education, 2,(2) IAIN Curup., P.124
H. J., Walberg. (1990). Productive Teaching and Intruction: Assessing the Knowledge Base. Phi Delta Kappan.
Hancock, Baverly. (1998).An Introduction to Qualitative Research. Britain: Trent Focus.
Harmer, J. (2003). The Practice Of English Language Teaching. England: Longman, 2001
Hattie and Timperley, in http//rer.segepub.com.
Helen,D.(2014). Discussion as a Teaching Technique. The learning and teaching office, P.1-4.
Herna, Evita S.(2017) “The Effectiveness Of English Teaching In English Learning Process”. Skripsi. Fak. Tarbiyah STAIN Curup, Curup.
Kyriacou, Chris.(2009). “Effective Teaching In school” Nelson Thornes. P.16-17.
M. user usman. Dan lilissetiawati. (1993). UpayaOptimalisasiKegiatanBelajarMengajar. Bandung: PT RemajaRosadakarya.
McKeachie, W.J., Svinicki.( 2006). Teaching Tips: Strategies, Research, and Theory for College and university Teachers. Belmont, CA. Wadswort.
McKinney, Kathleen. (2010). Active Learning. Normal, IL. Center For Teaching, Learning& Technology. The Application of Effective Teaching Theory in Higher Education. Eurasia journal.
Muhammad, N. Rahmad, S. (2016). Model of integrated Vocational School(SMK) Product in Grecik Regency”.
Othman, Momala. (2017).Classroom debate as a systematic teaching/learning approach., world Applied Sciences Journal. P.15
P, Westwood. (1996). Effective Teaching.Australian Journal of Teacher Education. Flinders University.
Power, C.N.(2013).“Technical Dan Vocational Education for The Twenty-FirstCentury. Prospects Journal”, Vol. xxix1999, No. 1: 29-36
Satria, Exa. (2008).The Effect Of Discussion and Speech Technique Toward Student Speaking Ability.
Sudjana, Nana. (2004). Dasar-Dasar Proses Pengajaran, Jakarta: RinekaCipta.
Stave, Graham. (2017). Teaching Secondary Students to write Effectively, Harvard University:University of California. P.19-23
Suyanto. (2018). “Sekolah Islam Terpadu: Filsafat, Ideologi, Tren Baru Pendidikan Islam di Indonesia”, Vol.II2013, No. 2: 368
Vivin, Yupita S. (2016)”The Use of Learning Cell Technique to Improve studentsRaeding Comprehension” Skripsi. Fak. Teacher Training and Education(Salatiga : IAIN), P.10-11
Downloads
Published
How to Cite
Citation Check
License
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-NC-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
