ThesisOpen AccessPDF tersedia
2024•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This study was due to the high number of students, particularly in the 11th grade, who are not yet aware of their own personalities and learning styles. Students tend to follow the learning process as directed by their teachers, while teachers predominantly use traditional methods with limited variations in the classroom. Consequently, students whose personalities did not align with these methods may struggle to engage effectively in the learning process. This study used a descriptive quantitative research approach with descriptive statistical methods. The population in this research consists of 11th-grade students at SMKN 1 Bukittinggi. The sample for the study was selected using a random sampling technique, resulting in a randomly chosen group of 11th-grade students. The instruments used in the study include questionnaires to investigate learning styles and another set of questionnaires to assess personality types. For data analysis, the researchers applied descriptive statistics with percentages and data visualizations, representing the results in bar and pie charts. The results revealed that the dominant personality type among 11th-grade students at SMKN 1 Bukittinggi is ambivert, accounting for 64% of the total sample. The dominant learning style among these students is kinesthetic, with a total percentage of 26%. The study also found that the dominant learning style for introverted students is visual, while extroverted students primarily prefer kinesthetic learning. Meanwhile, ambivert students tend to prefer a multimodal approach, showing the ability to adapt to various learning styles.
ThesisOpen AccessPDF tersedia
2020•Skripsi, Thesis, Disertasi, dan Tugas Akhir
ABSTRACT Fransiska Gustiana,2315021, The Implementation of Task Based Language Teaching (TBLT) Procedure at the First Grade of Tourism Department in SMKN 2 Bukittinggi, A Thesis State Islamic Institude (IAIN) Bukittinggi, 2020. This research was conducted based on the problems which were found by the researcher at the First Grade of Tourism Department in SMKN 2 Bukittinggi. There were some problems that researcher found. First, the teacher immediately asked the students to do the task without ensures whether the student has understood the task or not. Second, the teacher gave the task individually, in fact based on the theory for Task Based Language Teaching task was done in pairs or in a small group. Third, in the learning process the teacher always confused when giving the task because when giving the task the teacher often change the form of the task. The purpose of this research is to find out the Implementation Task Based Language Teaching (TBLT) prosedure at the First Grade of Tourism Department in SMKN 2 Bukittinggi. This research was descriptive qualitative research. The informant of this research was the teacher who taught at the First Grade of Tourism Departmet and some students at the First Grade of Tourism Department that were chosen by using snowball sampling. The data was collected through observation, interview and documentation. The Observation was conducted in four meetings at the First Grade of Tourism Department. Interview was done to the teacher and students. There were five students included in this interview. Then, to support the observation and interview, the researcher used documentation like pictures and videos. The data were analyzed by using flow model of Miles and Huberman in Sugiono. The finding reveals that the teacher generally implements Task Based Language Teaching procedure with process pretask, task, planning, report, analysis, and practice but the teacher did not apply yet all of stages. The first is pre task. It consist of six activities but the teacher did five activities in this stage. The second is task. There are two activities but the teacher did one activities. The third is planning. There are four activities but the teacher did two activities. The fourth is report. There are four activies and the teacher did all of activities. the fifth is analysis. There are five activities and the teacher did all of activities. the sixth is Practice. The teacher did all of activities. Key term: Task Based Language Teaching Procedure, English Learning Process ABSTRAK Fransiska Gustiana, 2315021, Implementasi Task Based Language Teaching Procedure di Kelas 1 Departemen Pariwisata di SMKN 2 Bukittinggi. Skripsi. Institut Agama Islam Negeri (IAIN) Bukittinggi, 2020. Penelitian ini dilakukan berdasarkan masalah yang ditemukan oleh peneliti di kelas 1 Jurusan Pariwisata di SMKN 2 Bukittinggi. Ada beberapa masalah yang peneliti temukan. Pertama, guru langsung meminta siswa untuk melakukan tugas tanpa memastikan apakah siswa telah memahami tugas atau belum. Kedua, guru memberikan tugas secara individual, kenyataannya berdasarkan teori untuk Task Based Language Teaching tugas diberikan secara berpasangan atau dalam kelompok kecil. Ketiga, dalam proses pembelajaran guru selalu bingung ketika memberikan tugas karena ketika memberikan tugas guru sering mengubah bentuk tugas.Tujuan penelitian ini untuk mengetahui penerapan prosedur Task Based Language Teaching (TBLT) pada Kelas 1 Dinas Pariwisata di SMKN 2 Bukittinggi. Penelitian ini adalah penelitian deskriptif kualitatif. Informan penelitian ini adalah guru yang mengajar di Kelas 1 Jurusan Pariwisata di SMKN 2 Bukittinggi dan beberapa siswa yang dipilih dengan menggunakan teknik snowball sampling. Data dikumpulkan melalui observasi, wawancara dan dokumentasi. Data dianalisis dengan menggunakan metode analisa Miles dan Huberman yang dikemukan oleh Sugiono. Temuan ini mengungkapkan bahwa guru pada umumnya telah menerapkan prosedur Task Based Language Teaching dengan prosedur: pra tugas, tugas, perencanaan, laporan, analisis, dan praktik tetapi guru belum menerapkan semua tahapan. Pertama adalah pra tugas. Ini terdiri dari enam kegiatan tetapi guru hanya melakukan lima kegiatan pada tahap ini. Kedua adalah tugas. Ada dua kegiatan tetapi guru hanya melakukan satu kegiatan. Ketiga adalah perencanaan. Ada empat kegiatan tetapi guru melakukan dua kegiatan. Keempat adalah laporan. Ada empat kegiatan dan guru melakukan semua kegiatan. Kelima adalah analisis. Ada lima kegiatan tetapi guru melakukan empat kegiatan. Keenam adalah praktik. Guru melakukan semua kegiatan. Kata kunci: Task Based Language Teaching Procedure, Proses pembelajaran bahasa Inggris.
ThesisOpen AccessPDF tersedia
2018•Skripsi, Thesis, Disertasi, dan Tugas Akhir
This research was conducted based on the problems which were found by the researcher second grade students of PPMTI Koto Tuo Kumpulan. The students less confidence to participate and have a low motivation to learning English. The teacher had used reinforcement that included several types of reinforcement in English learning process. But, in the class some of the students still had problem when participate in the learning. The purpose of this research to identify the types of reinforcement that implemented by the teacher in English learning process and also to know the purposes of teachers’ reinforcement in helping the students in English learning process of PPMTI Koto Tuo Kumpulan . This research was descriptive qualitative research. The informant of this research were the teacher who taught in class VIII 1 and VIII 2 and some of the students from the Second Grades students in class VIII 1 and VIII 2 that were chosen by using snowball sampling. The data were conducted though observation and interview. The data were analyzed by using Flow Model Miles and Huberman in Sugiyono Based on the finding of the research, the researcher concluded that the teacher had implemented several types of reinforcement in English learning process at second grade students. The teacher had used positive reinforcement that consist into positive verbal and positive non verbal reinforcement, but the teacher mostly use the positive verbal reinforcement in English learning process. Although the researcheralso found that sometimes teacher also use the negative reinforcement that consist into negative verbal and negative non verbal reinforcement in some activities. Besides the researcher found the reinforcement that implemented by the teacher can help the students in English learning process.
