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All Journal Ideguru: Jurnal Karya Ilmiah Guru
Ponikem Ponikem
SMP Negeri 1 Wonosari
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PENINGKATAN KEGIATAN KOMUNIKATIF DALAM PEMBELAJARAN BAHASA INGGRIS MELALUI TASK-BASED LEARNING ENVIRONMENT (“TABLE”) Ponikem Ponikem
Ideguru: Jurnal Karya Ilmiah Guru Vol 2 No 2 (2017): Edisi November 2017
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (933.986 KB)

Abstract

“Teaching for testing” learning practice reduces the nature of language learning to learn to communicate. This classroom action research aims to improve the communicative activities of learners in learning English through a task-based learning environment for students of Year 9D SMP Negeri 1 Wonosari in semester II academic year 2016/2017. This study lasted for 2 cycles with each cycle consisting of 5 meetings. Data collection techniques used were questionnaires and observations of communicative activities as primary data sources as well as interviews, diaries, and documentation as secondary data sources. The results showed that the communicative activities of learners in English learning increased through the use of task-based learning environment. This is evidenced by: 1) increasing the percentage of learners who belong to Sometimes, Often, and Always and the decline in percentage of the category Rarely and Never; 2) increasing the frequency of frequent use of all types of expressions. These indicate the increased ability to capture information, communicate classically in the classroom, communicate in groups, communicate as an audience, and communicate spontaneously during learning.
Meningkatkan Keterampilan Membaca Nyaring Bermakna Peserta Didik dengan TTS Readers Ponikem Ponikem
Ideguru: Jurnal Karya Ilmiah Guru Vol 4 No 2 (2019): Edisi November 2019
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1928.992 KB) | DOI: 10.51169/ideguru.v4i2.98

Abstract

This study aimed to improve students' reading skills with TTS Readers in 9F Class of SMP Negeri 1 Wonosari in the 2nd Semester of 2017/2018 Academic Year. The actions given were in the form of learning that emphasized loud reading activities facilitated by the TTS Readers application. This research consisted of two cycles with two meetings each. Research stages included planning, doing and observing, and reflecting. Data were taken through questionnaires and observations. The results of the questionnaire were tabulated and processed and then compared with the determined indicators to measure their improvement and achievement. Observation data were processed by calculating the percentage of the number of words that were correctly pronounced then compared with the indicators to find out the increase and achievement. The results of the study were the increase in students' reading aloud skills as evidenced by the achievement of indicators, namely the average of students who were included in the Frequent and Always category of 64.2% of the target of 50%. Classical mastery in achieving reading aloud skills was 62.5% in Cycle 1 to 100% in Cycle 2 of the minimum target which is formulated in the indicator of success of 75%.
STIMULASI HIGH ORDER THINKING SKILLS (HOTS) DENGAN TASK-BASED LEARNING DALAM PEMBELAJARAN TEKS INFORMATION REPORT Ponikem Ponikem
Ideguru: Jurnal Karya Ilmiah Guru Vol 5 No 2 (2020): Edisi November 2020
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (395.942 KB) | DOI: 10.51169/ideguru.v5i2.168

Abstract

Higher order thinking skills (HOTS) must be stimulated early in learning at school. One way is by implementing task-based learning. As a best practice, the implementation of this learning model aimed to involve students in tasks that require the use of various levels of thinking to produce real learning products (outcomes). Learning English class IX semester 2 in class 9G SMP Negeri 1 Wonosari 2018/2019 academic year on information report text material with task-based learning had succeeded in providing learning experiences to students in understanding the concept of information report text, making a summary of the results of reading references in the form of mindmapping, compiling presentation materials and presentation notes, making presentations both as presenter and audience. The entire learning process was directed to use the target language and involved communication and collaboration activities in developing thinking skills from the lowest to the highest levels. Best practice results showed that this learning practice was able to stimulate thinking skills and at the same time improve students' communication and collaboration skills. The low mastery of studnets’ functional expressions is a weakness that hinders the continuity of presentations. Therefore, the role of teacher as a solution provider is still needed.
Penggunaan Aplikasi Plagiarism Checker dalam Pembelajaran Menulis Daring Ponikem Ponikem
Ideguru: Jurnal Karya Ilmiah Guru Vol 6 No 1 (2021): Edisi Januari 2021
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (719.893 KB) | DOI: 10.51169/ideguru.v6i1.192

Abstract

The spread of Corona Virus Disease (Covid-19) which is widespread in almost all over the world requires the issuance of regulations governing the implementation of education in order to save the nation from the dangers of the Covid-19 pandemic. Studemts’ learning products need tobe verified, one of which is plagiarism check. As a best practice, checking plagiarism on writing products can be done more easily during online learning. Learning to write procedural texts with the theme "How to Use Masks" in Class IX in semester 2 of the 2019/2020 school year succeeded in providing the best experience related to checking plagiarism. The learning material is in the form of two videos, which serve as input and serve as inspiration for composing new texts. Writing learning products in the form of text are assessed based on a certain rubric. One of the aspects in this rubric is the percentage number of product uniqueness which describes the level of authenticity of learning products that are checked using the Plagiarism Checker application which is accessed online. Learning products are scored for assessment purposes and at the same time the level of plagiarism is measured. The measurement results show a mastery level of 96% with an average score of 86, the lowest score of 65, the highest score of 97. The results of checking the percentage of product uniqueness are 100% unique as much as 53%, 1 to 99% unique as much as 36%, 0% unique as much as 2%, and 9% were undetectable. The results of this plagiarism check provide experiences for both students and educators to prioritize aspects of the authenticity or originality of the work. The best practice innovation points lie in the inclusion of the uniqueness of the work in the assessment of writing products.
Peningkatan Keterampilan Berpikir Tingkat Tinggi dalam Pembelajaran Teks Information Report melalui Formative Assessment with Reasoning Worksheet Ponikem Ponikem
Ideguru: Jurnal Karya Ilmiah Guru Vol 6 No 3 (2021): Edisi September 2021
Publisher : Dinas Pendidikan, Pemuda dan Olahraga Daerah Istimewa Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (496.297 KB) | DOI: 10.51169/ideguru.v6i3.294

Abstract

Penelitian ini bertujuan meningkatkan keterampilan berpikir tingkat tinggi (KBTT) peserta didik dalam pembelajaran teks information report melalui Formative Assessment with Reasoning (FAR) Worksheet di kelas IXE SMP Negeri 1 Wonosari pada semester 2 tahun pelajaran 2019/2020. Penelitian ini terdiri dari 2 siklus. Siklus 1 terdiri dari 3 pertemuan dan Siklus 2 terdiri dari 2 pertemuan. Tahapan penelitian meliputi merencanakan, melaksanakan dan mengamati, dan merefleksi. Data penelitian ini diambil melalui tes, angket dan pengamatan proses pembelajaran. Hasil tes dan angket diolah, dicari reratanya dan kemudian dibandingkan dengan indikator keberhasilan. Data hasil pengamatan diolah dengan melakukan pencacahan terhadap hasil pengamatan kegiatan guru dan peserta didik. Hasil pencacahan dikonversi dalam kategori “Sangat Rendah”, “Rendah”, “Tinggi” dan “Sangat Tinggi”. Hasil penelitian adalah meningkatnya KBTT peserta didik yang ditunjukkan dengan kenaikan rerata hasil tes dan angket. Perbandingan rerata nilai tes awal, tes akhir Siklus 1, dan tes akhir Siklus 2 adalah 51,7:46,4:68,5. Indikator keberhasilan berdasarkan hasil tes terpenuhi dengan diperolehnya kenaikan sebesar 22,1. Perbandingan rerata persentase peserta didik menjawab “Yakin” dan “Sangat Yakin” pada pernyataan 4, 5, dan 6 yang merupakan konfirmasi kemampuan peserta didik dalam mengerjakan soal tipe C4, C5, dan C6 yang mewakili keterampilan berpikir tingkat tinggi level analyzing, evaluating, dan creating pada Siklus 1 dan Siklus 2 adalah 23,61% dan 30,43%. Indikator keberhasilan berdasarkan hasil angket terpenuhi dengan diperolehnya kenaikan sebesar 6,82%. Kualitas proses pembelajaran meningkat menjadi “HIGH” berdasarkan hasil pengamatan.
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