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All Journal JUPE : Jurnal Pendidikan Mandala Journal of Pragmatics and Discourse Research INTERNATIONAL JOURNAL OF LANGUAGE PEDAGOGY
Yulmiati Yulmiati
Universitas PGRI Sumatera Barat
Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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The Implementation of Think Pair Share Strategy in Teaching Speaking at SMPN 3 Matur Alrevina Tri Azhari; Yulmiati Yulmiati; Rika Afriyanti
INTERNATIONAL JOURNAL OF LANGUAGE PEDAGOGY Vol. 2 No. 2 (2022)
Publisher : Language Pedagogy Study Program, Faculty of Languages and Arts, Universitas Negeri Padang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijolp.v2i2.38

Abstract

This study aims to find out how English teachers apply the Think Pair Share Strategy and what difficulties are found when implementing the Think Pair Share Strategy in teaching speaking at SMP N 3 Matur. This study uses a qualitative method. The data collection technique used is purposive sampling. The participant in this study was a teacher who taught in class VII at SMP N 3 Matur. The research instruments used were observation, video recorder, and field notes. Researchers used indicators from Phan and Lan (2021). From the research data, it was found that the implementation of the Think Pair Share strategy was optimal, because the teacher had implemented all the procedures in teaching speaking. Although in implementing this strategy there are some difficulties faced by the teacher including there are students who do not convey or add when their friends share ideas in front of the class, there are students who are just silent, but when approached by the teacher to add he wants to add. In implementing this strategy, not all students can share their ideas in front of the class due to time constraints.
The Correlation Between Students’ Time Management And Their English Learning Achievement At Vocational School Mudia Roza; Yulmiati Yulmiati; Rani Autila
JUPE : Jurnal Pendidikan Mandala Vol 8, No 3 (2023): JUPE : Jurnal Pendidikan Mandala
Publisher : Lembaga Penelitian dan Pendidikan Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58258/jupe.v8i3.5899

Abstract

Abstract. This study aims to see whether there is a positive correlation between students' time management and their English learning outcomes at Vocational School in Pulau Punjung or not. Thus, the researcher used correlation research in this study. The population 198 students in the X grade students of SMK N1 Pulau Punjung. However, in this research the researcher used a simple random sampling technique by randomly selecting students from each class as a trial class and as a research class. In this study, the sample 25% from the population was 50 students. The researcher used questionnaires an instrument to see students' time management and UAS scores to see students' English learning achievement. The data analysis technique was done by statistical calculation of Pearson Product Moment Correlation. The results showed that r-count = 0.439 with the interpretation of r 0.40-0.50 so that the level of relationship between the two variables is categorized as Enough Correlation. Thus it can be concluded that there is a significant correlation between students’ time management and students’ learning achievement at Vocational School in Pulau Punjung. The correlation between students time management and their English learning achievement was (0.439). Positively correlated if r-count > r-table. The value of r-table in this research is seen from the number of samples, in which the number of samples was 50 students. Based on 50 students, the value of the r-table in Product Moment with a significance level of 5% was (0.279). So the result of this research r-counted (0.439) was higher than r-table (0.279). So, Hi is accepted in this research.
Development of Educational Professional Learning Materials Based On Cultural Discourse In Higher Education Weni Yulastri; Zulfa Zulfa; Budi Juliardi; Zulkifli Zulkifli; Reindy Rudagi; Yulmiati Yulmiati
Journal of Pragmatics and Discourse Research Vol 3, No 1 (2023)
Publisher : ppjbsip

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51817/jpdr.v3i1.258

Abstract

 The Educational Profession course is crucial to teacher training, however transitioning to independent learning curricula is difficult. Teaching resources that fit the changing educational landscape are a big challenge. This study proposes incorporating cultural discourse into educational professional teaching resources to meet independent learning curricular requirements. To create these innovative instructional resources, a 4-D development model—define, design, develop, and disseminate—was painstakingly followed. The study focused on Padang's acclaimed PGRI University of West Sumatra's teachers and students. Observation, interviews, and testing collected data. Field tests showed the training materials were practical and effective. This study found: First, the teaching materials perfectly matched student needs. Second, the design phase produced useful learning aids to supplement the teaching content. Finally, the development phase produced a comprehensive integration of cultural discourse-based teaching materials for the Education Profession course, anchored by a Discourse Analysis Approach, displaying excellent validity. Field experiments showed promising results: The integrated learning approach's success and students' responses confirmed the teaching materials' usefulness. Students' better learning outcomes showed the instructional materials' usefulness, even though lecturers' comprehension and application varied. Cultural dialogue in educational professional teaching materials enhances learning and creates a more inclusive and engaging educational environment, according to the findings. The research recommends continual adaptation and improvement of teaching approaches to ensure lasting educational impact, as success depended on learning process and demographic aspects. In conclusion, this research is a pioneering endeavour to improve the Educational Profession course through cultural discourse, bridging the gap between traditional teaching methods and independent learning pedagogies. The study emphasizes the necessity of culturally responsive and effective learning ecosystems, setting a precedent for future curriculum design and educational practises.
Co-Authors Alrevina Tri Azhari Autila, Rani Budi Juliardi Mudia Roza Reindy Rudagi Rika Afriyanti Weni Yulastri Zulfa Zulfa Zulkifli