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All Journal Jurnal Syntax Imperatif : Jurnal Ilmu Sosial dan Pendidikan Dharmas Education Journal (DE_Journal) Innovative: Journal Of Social Science Research
Al Padli
Sekolah Tinggi Ilmu Ekonomi Sakti Alam Kerinci
Religion Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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Kecemasan Berbicara Bahasa Inggris Mahasiswa Tahun Kedua di Sekolah Tinggi Ilmu Ekonomi Sakti Alam Kerinci Sukarta Kartawijaya; Al Padli
JURNAL SYNTAX IMPERATIF : Jurnal Ilmu Sosial dan Pendidikan Vol 1 No 4 (2020): Jurnal Syntax Imperatif : Jurnal Ilmu Sosial dan Pendidikan
Publisher : Rifa'Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36418/syntax-imperatif.v1i4.41

Abstract

Penelitian ini adalah penelitian deskriptif yang bertujuan untuk mendapatkan data dan menjelaskan kondisi dan phenomena sesuai dengan apa yang terjadi . Dalam penelitian ini, penelitian menganalisa kecemasan mahasiswa pada mahasiswa tahun kedua di Sekolah Tinggi Ilmu Ekonomi Sakti Alam Kerinci. Populasi penelitian ini adalah mahasiswa tahun kedua Sekolah Tinggi Ilmu Ekonomi Sakti Alam Kerinci (STIE SAK) Jurusan Manajemen. Karena ada beberapa kelas mahasiswa tahun kedua di Jurusan Manajemen STIE SAK jadi sampel penelitian diambil dengan teknik cluster sampling dan tiga kelas akan menjadi sampel penelitian ini. Data penelitian ini adalah kemampuan mahasiswa dalam memahami teks deskriptif. Ini difokuskan pada struktur generik dan informasi spesifik. Data dikumpulkan dengan menggunakan kuesioner. Hasil penelitian menunjukkan bahwa mahasiswa lebih dominan memiliki tanggapan positif memiliki masalah dalam berbicara bahasa Inggris 47,88% mahasiswa memilih opsi sangat setuju, 40,32% memilih setuju, 2,84% mahasiswa memilih opsi tidak tahu, 4,87% mamasiswa memilih opsi tidak setuju dan 4,06 mahasiswa memilih opsi sangat tidak setuju. Dapat disimpulkan bahwa mahasiswa STIE SAK memiliki masalah dalam berbicara bahasa Inggris.
THE TEACHERS' ROLES IN EDUCATIONAL ASPECT OF MERDEKA BELAJAR AT SCHOOLS Wahyu Kurniawati; Eka Supriatna; Al Padli; Aristanto Aristanto; Murthada Murthada; Mohamad Firdaus
Dharmas Education Journal (DE_Journal) Vol 4 No 2 (2023): DE_Journal
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Univesitas Dharmas Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56667/dejournal.v4i2.1131

Abstract

In Indonesia, the educational system is fully controlled by the government, especially curriculum policies based on applicable laws and regulations. The main basis for designing the Kurikulum Merdeka is the Freedom to Learn philosophy which also underlies other educational policies. This research aims to provide an overview of the teacher's role in Kurikulum Merdeka Education in Schools. The type of research used is library research or literature study where researchers rely on various literature to obtain research data and use a qualitative approach because the data produced is in the form of words or descriptions. The result of this research is that the teacher's Kurikulum Merdeka policy can carry out roles effectively to help students achieve learning goals. The teacher acts as a mover who plays an active role in pioneering change and improving the quality of education. The teacher not only designs and implements the curriculum but also becomes the link between the curriculum and students' interests. The role of the teacher in Kurikulum Merdeka is to carry out learning innovations to answer the needs of students and create a liberating learning climate. Learning innovation is expected to be able to help students to think independently, to innovate independently, to learn independently and creatively, to learn independently for happiness. The role of the teacher in learning innovation creates innovative teachers
Improving Students’ Speaking Skill Through TPR (Total Physical Response) Technique on Command at Second Semester of STIE-SAK Academic Year 2022/2023 Sukarta Kartawijaya; Al Padli; Yelnim Yelnim
Innovative: Journal Of Social Science Research Vol. 3 No. 6 (2023): Innovative: Journal Of Social Science Research
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/innovative.v3i6.5438

Abstract

The form of this research is classroom action research. The purpose of this research is to know the students’ speaking skill at second semester of STIE-SAK academic year 2022/2023 through TPR (Total Physical Response) technique and to explain the factors influence students’ speaking skill. This research will be done in four phases namely planning, acting, observing and reflecting. This research is done in spiral cycle, there are two cycles in this research. This research is done in STIE-SAK. Speaking isan important part of language, and it is important to be mastered. A we know that, speaking cannot be learned without practice and practice it. It means that to master speaking, student have to speak. So as a teacher, we have to give more activities for the students in the class to use the language by using various ways in teaching.However, based on the researcher’s observation and experiences in teaching English at second semester students of STIE-SAK, there are only a few students who got good score and most of them got low score in speaking English. It meant that there are some problems faced by the students. First, the students’ speaking skill is low. The students do not understand the command from the teacher such as “listen to me, open your book, stand up, etc”. Second, the students are shy to speak in the class, the students mostly kept silent when their lecturer asks them to do something or to say a word in English. Third, they also havea limited vocabulary so they do not understand the instructions given by the lecturer. To solve the problems, it needed an implementation of appropriate model in teaching. There are many techniques that could be used in teaching and learning. One of them was Total Physical Response (TPR). Total physical response is a language teaching built around the coordination of speech and action. It meant that there are speech and action on it. The reason to choose TPR because it can improve the students’ vocabulary, the students uses TPR in speaking and the topic used is based on the syllabus.
Co-Authors Aristanto Aristanto Eka Supriatna Mohamad Firdaus Murthada Murthada Sukarta Kartawijaya Wahyu Kurniawati Yelnim Yelnim