This study aims at formulating the teaching and learning’s interactional patterns on speaking subjects in universities.This is qualitative study which applied a realistic ethnographic approach. The data were the lecturers and students’ speech fragments on learning and teaching speaking skills. The instruments were technically obtained from observation using video recording. The data sources were the lecturers and students’ speech fragment at four different specific higher education (HE), the data were further labelled as HE-1, HE-2, HE-4 and HE-3. The data analysis followed Miles and Huberman’s interactive models. The results showed that the teaching-learning interactional patterns of speaking subjects at four specific universities remains dominantly controlled by the lecturers. In the HE-1, the lecturers were found speaking more actively than students (TTT) whereas in HE-3 & HE-4, students were given more speaking opportunities (STT), where this has led affecting the students’ achievement and optimal learning objectives. The interactions were mainly occured at the time the students construct both their experience and knowledge with the received information. Lecturers at both universities have not been able to facilitate students to developing and expressing their ideas. Among the compared higher education of HE-1, HE-2, HE-3 & HE-4, the learning and teaching interactional patterns at the speaking subjects’ implementation were directed towards constructivism. Through generative learning strategy, there were found elements which reflect each step of the strategies, although at an early stage. It is necessary to develop varied learning models which engage students’ active participation. In addition, there should be an understanding towards the concept of students’ classroom interactional competence.

The background of this study is the difficulty of Javanese high school language teachers in implementing the 2013 Local Content Java Language Curriculum. The problem discussed is how the application of the Damarjati application in the development of HOTS-based Javanese language learning in high school. The objective to be achieved is to describe the standard operating procedures of the Damarjati application in the development of HOTS-based Javanese language learning in high school. The object of this research is the application of the Damarjati application in the development of HOTS-based Javanese language learning with a population of Javanese language teachers and high school students in Central Java. The phenomenological approach applied in this research is carried out by developing products in the learning process with the Content Management System (CMS) format. Based on in-depth studies it was concluded that: 1) the Damarjati application was opened through damarjati.upgris.ac.id.; choose classes and semesters; choose themes and sub-themes, and provide corrections and comments; and 2) the application of the Damarjati application can develop HOTS-based Javanese language learning in high schools through the nggatekake menu, tetakon, naliti, nyoba, ngatonake, and gladhen. Our gratitude goes to the In the 7th International Conference on DV-X melalui Method Committee, through Ms. Mega Novita for her willingness to give our team the opportunity to join this highly qualified international conference.

Abstrak : Persepsi Guru tentang Kecerdasan Emosional Kepala Sekolah Terhadap Kinerja Guru. Populasi penelitian adalah guru-guru SMK Negeri Kota Medan sebanyak 328 orang. Sampel penelitian sejumlah 76 orang yang diambil secara Stratified Proportional Random Sampling. Metode penelitian adalah kuantitatif jenis deskriptif studi korelasional. Instrumen pengumpulan untuk semua variabel menggunakan angket berskala Likert.Untuk mengumpulkan data digunakan angket. Untuk persyaratan analisis dilakukan uji validitas dan uji reliabilitas. Untuk menguji hipotesis yang diajukan dalam penelitian ini, digunakan teknik korelasi sederhana. Berdasarkan pengujian hipotesis dapat disimpulkan bahwa terdapat hubungan yang positif dan berarti antara : persepsi guru tentang kecerdasan emosional kepala sekolah terhadap kinerja guru, korelasi rhitung > rtabel (0,397 > 0,227) dan thitung > ttabel (3,720 > 1,67), maka dapat dikatakan bahwa terdapat hubungan yang positif dan berarti antara persepsi guru tentang kecerdasan emosional kepala sekolah terhadap kinerja guru dapat diterima dan diuji kebenarannya.Kepala sekolah disarankan untuk memperbaiki kecerdasan emosional untuk mengambil kebijakan, sehingga semua kebijakan dapat mengurangi masalah yang muncul dalam manajemen sekolah.Kata kunci : persepsi, kecerdasan emosional, kinerja

In each learning model at any college or university, commonly involves students and lecturers. Ideally, learning to speak takes place in a reciprocal (interactive) communication model, which normally occur either horizontal or vertical communication. However, in fact, in several colleges there is still often learning oriented to lecturers, while students remain on their characters who are afraid to speak, nervous, etc. This study aims to describe the undertaken communication model in learning to speak in college. This study was designed with qualitative research using a classroom discourse approach. The data of this study are a number of fragments of conversations conducted by lecturers and students in speaking lectures at four colleges, namely colleges 1, 2, 3, and 4. The data collection techniques in this study applied observation, interview, and documentation techniques. The data were analyzed using an interactive analysis model. The results showed that the communication model in the speaking subject at colleges 1 and 2 took place vertically and horizontally. By applying the methods of discussion, presentation, debate, students share opportunities in constructing knowledge. In addition, students were invited to open-ended questions. However, in colleges 3 and 4 communication between students and lecturers is dominantly vertical, the learning model used is question and answer varied and individual presentations. Students respond more to closed questions. Therefore, the communication model that ideally supports students' speaking ability is the horizontal communication model, while vertical communication is a variation thereof.