best describes the teacher when acting as a prompter

This study also shows that their techniques in teaching Arabic have various patterns based on their main goal orientations that did not follow the standard of teaching techniques as suggested by the Arabic education experts. This fact indicated that their goal orientations have not led to the expected goals as stated in the curriculum. The results of the study show that in relation to the goal orientation, the teachers give priority to the mastering of vocabulary (34.6 %), followed by speaking (25 %), reading (23.1 %), and the last is writing, listening, and translating (1.9 %). The data was analyzed using the interactive techniques of Miles and Huberman. The research data was collected from 52 Arabic teachers using a questionnaire and interviews. This study aims to describe the teachers’ trends in teaching Arabic in elementary schools in terms of goal orientations and teaching techniques. The teacher strategy was the application of instructional objectives, building communication and cooperation with parents, integration of character education with other subjects, and cultural transfer.

It's just that in this new normal, teachers were more intense and more assertive in implementing strategies in the context of character development that had been going on for a long time. The teacher's strategy in developing the character of students in rural areas during the new normal had no difference with the character development of students before the COVID-19 pandemic. Data had been collected and analyzed textually. The type of research used qualitative research using three data collection techniques, namely interviews, observation and documentation of 10 teachers, and 10 school committees. This study aims to describe the teacher's strategy in developing the characteristics of students and to explore the characteristics of students in the new normal era of rural areas in South Sulawesi. The learning process is carried out at home, it can change the character of the students. During COVID-19 pandemic, learning is done online in the schools, so the teachers and children/students are longer meet face to face for approximately two years. Various training and mentoring for teachers and students should also be improved.ĬOVID-19 pandemic has had the biggest impact on human life, including education. Currently, 21st century skills in managing and following learning in vocational education must be strengthened again. The results showed: (1) all 21st century skills consisting of problem solving, critical thinking, creativity, collaboration, communication, and digital literacy were at a low level of maturity (2) the difference in the level of maturity experienced by teachers and students is quite significant in all competencies. Data were analyzed descriptively quantitatively to describe the percentage of maturity level and independent sample t-test to determine the difference in maturity between teachers and students.

Collecting data using a closed questionnaire technique with a 4-point Likert scale. This study involved 598 samples which were divided into teacher and student subjects. The research uses an exploratory descriptive method with a quantitative approach adopting the Hoy and Adam design. This study aims to: (1) analyze the maturity level of teachers and students in applying 21st century skills (2) analyze the difference in the maturity level of 21st century skills between teachers and students in implementing vocational learning. Until now, the maturity level of teachers and students in vocational education in applying 21st century skills in learning is still a prolonged polemic. On the contrary, the teacher's roles as a prompter and as a resource have not been played maximally by the teacher. It is shown by the result of students' respond in the questionnaire, restrictive questions 77% and 68% and free answer 68% and 100%, which also found in the time the researcher did the observation. There are roles which are preeminent which most applied by the teacher such as teacher as a controller and teacher as an assessor. The result of the research is the teacher runs nine roles in they are as a controller, an assessor, an organizer/manager, a prompter/motivator, participant, a resource/informer, a facilitator, a demonstrator, and as a guide. Moreover, the research subject is an English teacher who teaches at seventh and eighth grades of SMP Advent Samarinda.

In collecting the data, the researcher used questionnaires, observation sheet, field note and interview guide as the instruments. The research methodology used is descriptive design with qualitative approach which is aimed to describe the real situation in the field. The purpose of this research is to investigate teacher's roles which used by the English teacher in managing the class during the teaching and learning process at SMP Advent Samarinda.

Best describes the teacher when acting as a prompter