Learning Devices Development on Descriptive Writing for Foreign Language Based on Berlo’s SMCR Communication Model of Secondary School Student

Saud, Syukur; Jufri, A. Wahab; Rahman, Muhammad Asfah; Salam, Salam

doi:10.4304/jltr.5.5.1033-1041

Cited by 9 publications

(9 citation statements)

References 5 publications

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“…Likewise with the research conducted by [28] in class VII students of SMPN I Sumber Jaya, West Lampung, that based on the results of pre-research (observation) in writing description text, there are still many students who need to improve their understanding of the description text. The research of [36] found that students did not have the basic ability to write in German well, this bad condition would positively inhibit the achievement of learning outcomes in student writing skills, especially in writing description texts. This is in line with the research conducted by [48] that first, the problem of students is the lack of vocabulary.…”

Section: International Journal Of Recent Technology and Engineering (mentioning

confidence: 99%

Development of the Descriptive Writing Learning Model using the Audio Visual Media

Novelti¹,

Kristiawan²,

Erpidawati³

2019

IJRTE

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This development research aims to develop a learning model that has been used by teachers to become a new learning model that is able to create a learning process that is fun, no burden, and not boring. The research procedure follows the 4-D development phase (four D) Thiagarajan namely: (1) defining; (2) design; (3) development; (4) distribution. The product trial was carried out on two high school and city school category categories (high level) established Padangpanjang SMPN 1 and low-level and peripheral group schools (low level) determined by Padangpanjang SMPN 3. The instruments used were interviews, observations, questionnaires, questionnaires, and tests. Development of descriptive writing learning models using audio visual media produces the main syntax of the side, namely: (1) orientation, (2) observing audio-visual media, (3) descriptive writing, (4) presenting descriptive content reports, and (5) reflecting the process learning that has been done. Learning tools developed consisted of 1) Learning Implementation Plans (RPP), 2) descriptive writing learning models, and 3) audiovisual media. The quality of learning devices is tested from three aspects, namely: validity, practicality, and effectiveness. The validity of the learning model is based on the results of the descriptive writing test of the students.

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Section: International Journal Of Recent Technology and Engineering (mentioning

confidence: 99%

Development of the Descriptive Writing Learning Model using the Audio Visual Media

Novelti¹,

Kristiawan²,

Erpidawati³

2019

IJRTE

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“…Based on the results of observations and documentation of the learning instruments used by grade V teachers in 5 elementary schools in Grobogan Regency, among others: 1) SDN 3 Nambuhan, SDN 9 Purwodadi, and SDN 1 Kedungrejo in Purwodadi Regency; 2) SDN 3 Tunggak in Toroh Subdistrict; and 3) SDN 1 Monggot in Geyer Subdistrict, it was ascertained that there were several facts, including learning instruments commonly used by teachers such as Syllabus, Lesson Plans, Teaching Materials, and Assessment. The purpose of designing learning instruments (Syllabus and Lesson Plans) is to describe the procedure in regulating learning to achieve a basic competency set in achieving competence [6]. Learning instruments commonly used by teachers do not support Higher Order Thinking Skills (HOTS).…”

Section: Learning Instruments Used By Elementary School Teachers In Gmentioning

confidence: 99%

“…Teaching materials are needed that make it easier for students to understand the concepts of the materials. It can be achieved by means of teaching materials equipped with pictures and illustrations that can guide students to understand the concept [6].…”

Section: Teaching Materialsmentioning

confidence: 99%

Higher Order Thinking Skills (HOTS) Instrument in Social Studies Learning for Elementary School Students in Grobogan Regency

Maulina¹,

Slamet²,

Indriayu³

2019

Proceedings of the Proceedings of the 1st Seminar and Workshop on Research Design, for Education, Social Science, Arts, and Hum

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Learning instruments can support HOTS in social studies learning by implementing problem-based learning instruments. This is due to the fact that learning presenting real problems in daily life will be able to stimulate students to create critical thinking skills, creative, and able to solve problems. This study aimed to describe the implementation of learning that supports HOTS particularly in social studies learning in elementary schools and to describe learning instruments that support HOTS in social studies learning for elementary school students in Grobogan Regency. This study used qualitative descriptive method. Data collection techniques included interviews, observation, and documentation. The results of this research indicated that the learning process so far has not been yet optimally conducted in supporting HOTS students and learning instruments used by teachers were in the form of Syllabus, Lesson Plans, Teaching Materials, and Assessment. Learning instruments that support HOTS focus learning by giving problems and using operational verbs (KKO) on C4 (analysis), C5 (evaluation), and C6 (creation).

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“…It is estimated that writing materials requiring students' senses when practicing writing can direct students to write quality descriptive texts. Therefore, learning takes place and communication will be effective [6].…”

Section: Literature Reviewmentioning

confidence: 99%

Sociocultural Based Descriptive Writing Skill Learning Module for Elementary School Students

Mustadi

Murtiningsih

Lestari

et al. 2019

KSS

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Writing skill of the elementary school students becomes the scholar concern due to its important role in promoting students’ literacy in the early ages. In fact, there is a problem in the process of teaching and learning in the elementary school classrooms, especially the lact of appropriate learning modules accommodating sociocultural aroundthestudents.Thisstudyaimstoproducesocioculturalbaseddescriptivewriting skill learning module for elementary school students and to know the effectiveness of the learning module to descriptive writing skill of the fourth grade elementary school students. It used R&D model from Borg & Gall. The subjects were students and teachers of grade IV in SD Negeri Ngablak and SD Negeri Banyakan, Bantul. The data were collected through interview and observation, product validation, teacher and student response questionnaires, and descriptive writing skills test. Data analysis techniqueusedanindependentsamplet-testandpairedsamplet-testwithsigniﬁcance level 0.05. The results show that sociocultural-based descriptive writing skill learning module is valid and effective to improve descriptive writing skills of the fourth grade students. It can be seen from: 1) the material expert judgment with the value of ”B”, categorized as ”good” and the media expert, with ”A”, categorized as ”very good”, 2) the response of the students and teachers are “A”, categorized as “excellent”, and 3) the effectiveness test result using independent sample t-test and paired sample t-test on descriptive writing skill of students with p value<0.05. It means that the learning moduls is valid and effective in improving descriptive writing skills of grade IV elementary school students.

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Learning Devices Development on Descriptive Writing for Foreign Language Based on Berlo’s SMCR Communication Model of Secondary School Student

Cited by 9 publications

References 5 publications

Development of the Descriptive Writing Learning Model using the Audio Visual Media

Development of the Descriptive Writing Learning Model using the Audio Visual Media

Higher Order Thinking Skills (HOTS) Instrument in Social Studies Learning for Elementary School Students in Grobogan Regency

Sociocultural Based Descriptive Writing Skill Learning Module for Elementary School Students

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