Slamet Setiawan, Ahmad Munir, Budi Priyo Prawoto, Dian Rivia Himmawati
The relation between linguistics element and mathematics problem tasks is robust to make the students able to solve the mathematics problems. Low linguistics comprehension may lead to the failure of understanding mathematics problems given. This paper reports the development of teaching models for the International Mathematics Olympiads. From classroom observation and mathematic problem tasks, it is revealed that students' failure to answer Olympiads' questions during the class session was due to their low linguistics elements, which influence their comprehension of an understanding math problem. Among the ten problems, only one problem could be understood by half of the total students. It indicates that if students fail to understand linguistic elements at any level, the overall comprehension of the math problem will also fail. It is essential to improve the students' linguistics elements to enhance the students' problem-solving skills. A significant role is given to the teachers/instructors to expand the students' knowledge and skills. The process of helping students to understand the problems must be carried in various ways-the importance of interactive communication between teachers and students or among students also supporting the teaching process. Therefore, two teaching models have been developed from the students' problems. In the present paper, the first teaching model is expected to improve the students with vocabulary to solve the problem. Meanwhile, the second teaching model gives the students to figure out the mathematical problem. © 2020 Primrose Hall Publishing Group.
Dept of English, Faculty of Languages and Arts, Universitas Negeri Surabaya, Indonesia; Universitas Negeri Surabaya, Indonesia
