No abstract

This research attempted to obtain information on the problems of learning think-aloud for reading in an emergency remote learning class utilizing Zoom video conference application as the means of communication. While think-aloud is well-known method for improving students' reading strategy usage management, there are still problems encountered during class, especially if it is learnt via Zoom video conference application. The research participants were nine D3 program students of AMIKOM Purwokerto University PSDKU Yogyakarta who took Reading IV class. Data collection procedure included literary research, observation, questionnaire, and group interview. There were seven problems discovered: (1) Students were too shy to talk, (2) Students did not have or know proper vocabulary to verbalize their thoughts. (3). Students understood the text but had nothing to say. (4) Easy text did not invoke observable understanding processes in the students’ minds. (5) Students neither understood the text nor knew what to say. (6) Time-consuming. (7) Internet disconnection. Simple solutions to those problems were also presented.

Measurement of student attitudes can be done through self-assessment and peer assessment which is a component of assessment in Curriculum 2013. Therefore the researcher wants to show how much effectiveness of self-assessment and peer assessment to form the character of student. With the formulation of the problem as follows: How the implementation of self-assessment and peer assessment to be effective in shaping the character of students? The results of this study show that; Self-assessment and peer assessment that is part of the assessment of the 2013 curriculum is the most effective assessment technique in shaping the character of the students. The character can have a positive impact, and if a positive personality has been established (self-actualization) then intellectual development (knowledge and skills) will also increase. This can be applicable in all areas of learning and will contribute to understanding the concepts within it.

The aim of this study is to describe the implementation of Bilingual Program in Fawwaz Global Islamic School Yogyakarta. It is an evaluative study implementing Context, Input, Process, and Product (CIPP) model. This research focuses on describing the implementation of bilingual education in terms of context, input, process, and product components. The subjects of this study were the English teachers, principal, and the students of Fawwaz Global Islamic School Yogyakarta during the academic year of 2016/2017. The discussion of the study is divided into four sections concerning with context, input, process and product respectively. In terms of context, this school becomes a bilingual school when it becomes a national plus school, in which one of the requirements is being able to conduct a bilingual program. For the input, the school already uses KTSP and centra system method. The school employs the entrance system using TPA and psychology test. An evaluation on the process reveals the teaching and learning processes already implement a bilingual program, but still have lots of weaknesses. In terms of product, all of the students in Fawwaz Global Islamic School Yogyakarta are able to speak English. The conclusion is this program is still open to improvement on the factor of teacher's English capability which should be refined.

The purpose of this study was to determine the effect of the talking stick learning model on student learning outcomes at SMKN 1 Depok. The population of this study were students of class XI SMKN 1 Depok. The number of samples as many as 73 students were taken using a saturated sample. The research method used is an experimental method using observation collection, learning outcomes tests and documentation and data analysis techniques descriptive statistical analysis, normality test, homogeneity test and hypothesis. Based on this research, it is expected that student learning outcomes can be improved using the talking stick learning model. The results of the research that have been carried out based on the results of descriptive statistical analysis obtained the average value of the two groups, the experimental group taught using the talking stick learning model was 80.01 and the control group was taught using the conventional learning model was 54.47. The results of the t-test of student learning outcomes using the learning outcomes test instrument obtained tcount = 11.261 while ttable = 1.994 (dk = 71). Thus, tcount > ttable is 11.261>1.994. This means that there is an influence of the talking stick learning model on the learning outcomes of students at SMKN 1 Depok.