SEQUENCE OF STUDENTS’ ACTIVITIES IN TELLING TIME IN ENGLISH TEXTBOOK ENTITLED “WHEN ENGLISH RINGS A BELL"

Sovicana Liontine Sinaga, Chris Yovie Sitorus, Rani Yanti Sihotang, Erikson Saragih

Abstract


Abstract

 

The study aims to analyze the various sequences of students' activities in telling time. The book "When English Rings a Bell" is a book that researchers choose to specialize in research on time because time is the most important aspect for students to know in each activity. In analyzing data, researchers guide the (Bogdan & Biklen, 1997) descriptive methods of qualitative research as one of the procedures that produce descriptive data of the speech or written and attitudes of the observed ones. The researchers were also suggested in this study that children first read time and then soon after record time. The results of this study showed that by using this book students can sequence activities in telling time. Hour, half-hour, quarter-hour, five minute, and minute times in the sequence. And the teachers can teach students who have difficulty reading and recording analog and digital clocks.

 

Keywords:  Analyze, Activities, Telling a Time

 

 


Full Text:

PDF

References


Bogdan, R., & Biklen, S. K. (1997). Qualitative research for education. Allyn & Bacon Boston, MA.

Brown, S. (2005). Assessment for learning. Learning and Teaching in Higher Education, 1, 81–89.

Clarke, D. (1998). children's understanding of the clock in the digital age. Primary Educator, 9–12.

Gordon, S. P. (1998). Stuart Sherman. Telling Time: Clocks, Diaries, and English Diurnal Form, 1660–1785. Chicago: University of Chicago Press. 1997. Pp. xvi, 323. $60.00. ISBN 0-226-75276-3. Albion, 30(1), 120–122. https://doi.org/10.2307/4052414

Horn, C., Schuster, J. W., & Collins, B. C. (2006). Use of response cards to teach telling time to students with moderate and severe disabilities. Education and Training in Developmental Disabilities, 382–391.

Moyer, M. . (1988). Let's teach time-using as well as time-telling. Academic Therapy, 453–456.

Partington, J. W., Sundberg, M. L., Iwata, B. A., & Mountjoy, P. T. (1979). A task-analysis approach to time telling instruction for normal and educable mentally impaired children. Education and Treatment of Children, 17–29.

Schwartz, D. L., Chase, C. C., Oppezzo, M. A., & Chin, D. B. (2011). Practicing Versus Inventing With Contrasting Cases: The Effects of Telling First on Learning and Transfer. Journal of Educational Psychology, 103(4), 759–775. https://doi.org/10.1037/a0025140

Sherman, S. (1996). Telling time : clocks, diaries, and English diurnal form, 1660-1785. University of Chicago Press.

Tomlinson, B., & Masuhara, H. (2017). The complete guide to the theory and practice of materials development for language learning. John Wiley & Sons.

Wachida, S. & A. G. (2014). BAHASA INGGRIS “WHEN ENGLISH RINGS A BELL”. Pusat Kurikulum dan Perbukuan, Balitbang, Kemdikbud.

Wieber, A. E., Evoy, K., McLaughlin, T., Kellogg, E., Williams, R. L., Peterson, S. M., & Rinaldi, L. (2017). The Effects of a Modified Direct Instruction Procedure on Time Telling for a Third Grade Student with Learning Disabilities with a Brief Comparison of Interesting and Boring Formats. Learning Disabilities: A Contemporary Journal, 15(2), 239–248.




DOI: http://dx.doi.org/10.22460/project.v4i1.p10-15

Refbacks

  • There are currently no refbacks.


p-ISSN: 2614-6320

e-ISSN: 2614-6258

 Project by https://journal.ikipsiliwangi.ac.id/index.php/project/ is licensed under a Creative Commons Attribution - Share Alike 4.0 Internasional License.


View My Stats