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VISION
Published by Universitas Islam Negeri Walisongo Semarang
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Articles 6 Documents
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Search results for , issue " Vol 3, No 2 (2014): Journal Vision" : 6 Documents clear
EPISTHEMOLOGICAL STUDY OF TERATAI METHOD: New Offer on Arabic Language Teaching Methodology for Beginner- Intermediate Learner in Indonesia Naifah, Naifah
VISION Vol 3, No 2 (2014): Journal Vision
Publisher : VISION

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Abstract   Even in our modern schools, it is not unusual to Dnd teach- ers whose practice is shaped primarily from their past experiences. In the traditional language teaching methods, teachers offer course materials in a classroom where students listen, take notes, copy ma- terials, execute homework and complete assignments. In many cases lecturers fail to transfer knowledge to students effectively despite personally having sound technical knowledge in the subject area. However, the challenge that faces the education environment has always been to ensure that the teaching and learning process takes place effectively in a classroom environment. This paper focuses on the author s experiences in implementing an active method in Ara- bic language teaching to promote effective student learning. It ex- plores speciDc pedagogical theories combined with school resources to improve the quality of teaching and student learning. A simpli- Ded educational method for improving the quality of the teaching and learning process is presented. The method called “Teratai  sug- gested that the effectiveness of the teaching and learning process is depend on the effective facilitation of communication, involvement and interaction among students, teachers and course content. The article is intended to explore episthemological consepts, assump- tions, approaches, constructions, and applications of Teratai method   in Arabic language teaching. The purpose of this discussion is to build the awareness of a variety of effective teaching ideas and tech- niques that a lecturer may consider in light of their current teaching styles and personalities.     Key words: Teratai Method, language learning methodology, epis- themological study
STUDENT – TEACHER INTERACTION: A CASE OF THE SECOND YEAR OF STATE SENIOR HIGH SCHOOLS IN CEPU Ari Wibowo, Andika Cahya
VISION Vol 3, No 2 (2014): Journal Vision
Publisher : VISION

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Abstract   The purposes of the study are to Dnd out the amount of lan- guage produced by the teacher (Teacher Talking Time) and by the students (Student Talking Time) and to identify the characteristics of  the classroom interaction in the Senior High School English classes. The study involved the second year students and the English teachers of SMA N I Cepu and SMA N II Cepu as the object of the study. Observation method is utilized in the study to collect the data. The study is supported by one thousand four hundreds and forty data which are categorized into the ten categories of  Flanders (FIAC).   In details, the Drst result of the analysis shows that 70.5 % of the classroom available time was taken by the teacher and the stu- dents only took 21.6 % of the available time during the interaction in SMA N I Cepu. Meanwhile, during the interaction in SMA N II Cepu the teacher took 69.6 % of the classroom available time while the students only took 22.2 % of the available time. The second result shows that the dominant characteristic of the classroom interaction in SMA N I Cepu was Teacher Talking Time while the dominant characteristic in SMA N II Cepu was Con- tent Cross.   Keywords : Classroom  Interaction, Flanders Interaction  Analyze Categories (FIAC), Teacher Talking Time, Student  Talking Time, The Characteristics of Classroom Interaction
IMPROVING STUDENTS READING COMPREHENSION BY USING KNOW, WANT TO KNOW, AND LEARN (KWL) TECHNIQUE Wulandari, Eka
VISION Vol 3, No 2 (2014): Journal Vision
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Abstract   The objective of this research is to identify whether the KWL can improve students  reading comprehension when used in the teaching and learning process of  reading comprehension in the class. The subject of  the research was the Drst  grade of  SMAN 3 Sragen, Central Java, in the academic year of  2011/2012. The research was conducted in two cycles: the Drst cycle consisted of three meetings, and so was the second cycle. To collect the data of students  reading competence, some instruments namely: tests, questionnaire, interview, and class observation were used. To ana- lyze the quantitative data which were taken from the result of stu- dents  score, the researcher applied a descriptive statictics to know their enhancement in reading. The result of the research shows that KWL technique could enhance students reading comprehension in term of raising students achievement in the case of Dnding out: (a) explicit information; (b) reference of pronouns; (c) words meaning; (d) main idea in the paragraph; and (e) implicit information in the text. It means that the KWL can improve the students comprehen- sion in comprehending English texts optimally.     Keywords: KWL teaching technique, students, reading comprehen- sion
THE APPROPRIACY OF ASSESSMENT IN THE JUNIOR HIGH SCHOOL ENGLISH TEXT BOOKBASED ON THE 2013 CURRICULUM Tarwiyah, Siti
VISION Vol 3, No 2 (2014): Journal Vision
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AbstractAssessment is one of important means to identify the success of learning process, since it gives information about students com- petence, which is in line with learning aims or targetted competence. Information from assessment may be used as the consideration to set the policy of teaching learning process.   The 2013 curriculum emphasizes more on authentic assess- ment, encompassing knowledge, skill, and attitude. Through this assessment, good attitude building as one of the priorities of the curriculum may be realized. cognitive and psychomotoric domains variedly in the student book. But affective domain, as the Drst pri- ority of  the curriculum has not been provided by instrument in the student book and clear instruction on how to proceed it in the teacher book.   Key words: assessment, authentic, affective, cognitive, psychomo- toric
PROMOTING FUN LEARNING IN GRAMMAR CLASS THROUGH SONGS Nuraeningsih, Nuraeningsih
VISION Vol 3, No 2 (2014): Journal Vision
Publisher : VISION

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Abstract   Many teachers present grammar in a conventional way. The rules are taught in a very formal situation with monotonous activi- ties. Many times they need repetition to make students really under- stand about a topic, especially when they teach tenses. It is important for students to be able to distinguish each type of them. This brings about students boredom and discourages them to get involved, so that unconscious learning doesn t occur. However, songs promote relaxed, enchanted atmosphere in classrooms. Furthermore, songs are perceived to stimulate students  interest in learning. By having that fun, conducive learning atmosphere, students may feel excited in joining grammar class. This paper aims at providing basic concep- tual arguments of the advantage of using songs in teaching gram- mar. It also discusses the pedagogical implication of utilizing songs to create joyful class. The procedure of teaching grammar through songs is then proposed.   Keywords: fun learning, song, learning grammar
CTL MODEL TO ACTIVATE STUDENTS PARTICIPATION IN SPEAKING CLASS AT ENGLISH EDUCATION PROGRAM Sukarni, Semi
VISION Vol 3, No 2 (2014): Journal Vision
Publisher : VISION

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Abstract   In English Education Program Speaking Class starts at Semes- ter I until Semester V. It starts from imitative, intensive, responsive, interactive and extensive speaking.  In semester IV the students are expected to be able to communicate in local, national, or even inter- national settings about economic, social, environmental and politic issues.   However, speaking skill is not easily obtained. There are some factors that make speaking class is not maximal. It might be caused by class setting, teaching method, teaching materials,   students knowledge or even students interest. Further, getting speaking skills for all students in the classroom is not easy as they often face un- even participation, little talking time as certain students dominate the class. So, it is the lecturer s role to set the speaking activity that can facilitate both the active speakers and silence speakers. The si- lence speakers need to practice speaking in low-pressure situation such as in small group before practicing in high-pressure situation like presentation in class.   This research aims to describe the way to apply CTL model to activate  students  participation in  Speaking Class. Through CTL the lecturer relates the learning materials and students activities that are relevant to their needs in their real life. The reseacher choses issues on economy, social, and environment for the topic of  the discussion and she used prolem-solving approach.   The population of the research is the fourth semester of Eng-   lish Education Program in the academic year 2013/2014. The total number of population is 210 students which consists of 6 classes. The researcher took 65 students (30%)  from class A and B as the sample. The instrument used in the research were classroom obser- vation and  questionaire . The data were analyzed through descrip- tive analysis.   Based on the Dnding and the discussion, the conclusion can be drawn that CTL model is able to activate students  participation in Speaking Class of the fourth Semester of English Education Pro- gram in academic year of 2013/2014.     Key words: CTL, activate, participation, speaking  

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