scholarly journals Interplay of writing skill and inquiry–based learning strategy in EFL classroom

2021 ◽  
Vol 2 ◽  
pp. 236
Author(s):  
Sam Hermansyah ◽  
Andi Sadapotto
Keyword(s):  
Learning Strategy ◽  
Lesson Plan ◽  
First Year ◽  
First Year Students ◽  
Plan Implementation ◽  
Inquiry Based Learning ◽  
Peer Editing ◽  
Teacher Work ◽  
Field Notes ◽  
Writing Tests

The objective of the study is to improve the students’ writing skills through inquiry-based learning strategy of the first-year students of UMS Rappang. It employs collaborative classroom action research. The researcher and the collaborator teacher work together in designing the lesson plan, implementation, and reflection. Each cycle of the study comprises four meetings: three meetings for the treatment, one meeting for the writing test. The data were collected through observation checklists, writing tests, portfolios, field-notes, and the students’ writing performance. Inquiry-based learning takes five major steps. First, students answer the questions given by the teachers about a particular topic. Second, students observe the given pictures, objects, and reading texts, and share their ideas about the observation. Third, students take notes of the observation. Fourth, students discuss the results of the observation and do peer editing. Fifth, the students re-read their writing for content and clarity of meaning and produce the final version to be submitted to the teacher. During the process, the students are grouped heterogeneously, regardless of their achievement, so they can interact and help each other. The teacher controls and guides the learning activities.

scholarly journals TEACHING ENGLISH VOCABULARY TO THE FIRST-YEAR STUDENTS MAJORING IN ORIENTAL PHILOLOGY

2021 ◽  
pp. 61-65
Author(s):  
Olha Draginda ◽  
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Lesson Plan ◽  
Writing Skills ◽  
Foreign Languages ◽  
First Year ◽  
Evaluative Judgment ◽  
Teaching English ◽  
First Year Students ◽  
Approach To Teaching

This publication is a detailed lesson plan on the topic “Power and Money” within the course of the English language taught as the second foreign language to the first-year students majoring in the oriental languages. The lesson focuses on enhancing topical vocabulary through practicing speaking, listening, reading, and writing skills. It also aims at developing students’ skills of reasoning and evaluative judgment. The tasks are introduced in the plan in accordance with the principles of the contemporary communicative student-oriented approach to teaching foreign languages.

scholarly journals TEACHING ENGLISH VOCABULARY TO THE FIRST-YEAR STUDENTS MAJORING IN ORIENTAL PHILOLOGY

2019 ◽  
pp. 50-54
Author(s):  
Olha Drahinda
Keyword(s):  
Lesson Plan ◽  
Writing Skills ◽  
Foreign Languages ◽  
First Year ◽  
European Language ◽  
Teaching English ◽  
Basic Principles ◽  
First Year Students ◽  
Student Centered ◽  
Approach To Teaching

The publication presents a detailed lesson plan on the topic “Every Generation is the Product of their Times” within “General course of Western European language” for the first-year students majoring in Oriental Philology. The lesson is aimed at enhancing English vocabulary on the topic, improving listening, speaking, and writing skills as well as at developing critical thinking in the first-year students majoring in Oriental philology. All the activities developed by the teacher meet the basic principles of communicative, student-centered approach to teaching foreign languages.

scholarly journals VOCABULARY LEARNING STRATEGIES USED BY MALE AND FEMALE FRESHMEN OF LINGUISTICS POSTGRADUATE PROGRAM IN BRAWIJAYA UNIVERSITY

SUAR BETANG ◽  
2018 ◽  
Vol 13 (1) ◽  
Author(s):  
Michele Hitijahubessy
Keyword(s):  
Learning Strategies ◽  
Survey Methodology ◽  
Learning Strategy ◽  
Vocabulary Learning ◽  
Female Students ◽  
First Year ◽  
First Year Students ◽  
Male And Female ◽  
Vocabulary Learning Strategies ◽  
The Difference

Vocabulary is very important in the learning process, and students have to master it. Thus awareness and understanding of vocabulary learning strategies can increase students’ vocabulary. This study aims to reveal more and less common strategies used male and female students, the difference vocabulary learning strategy between students who studied English in their undergraduate level and those who did not. In conducting this research, the researcher used survey methodology. A questionnaire adapted from the taxonomy of vocabulary learning strategies developed by Schmitt  was spread to sixteen first-year students. The most frequent strategy was “listen to English songs and news” and “using dictionary” as the most favoured strategy used by both male and female students who studied English and them who did not. From the results, it can be stated that be the students seem to enjoy learning English. Moreover, in order to increase vocabulary, both teacher and students must know about vocabulary learning strategies(Strategi Pembelajaran Kosakata yang Digunakan oleh Mahasiswa Baru S2 Linguistik Universitas Brawijaya)Kosakata sangat penting dalam proses pembelajaran dan mahasiswa harus menguasainya. Kesadaran dan pemahaman akan strategi pembelajaran kosakata dapat meningkatkan kosakata mahasiswa. Penelitian ini bertujuan untuk mengetahui strategi yang paling banyak dan paling sedikit digunakan oleh mahasiswa laki-laki dan perempuan, perbedaan penggunaan strategi belajar kosakata oleh mahasiwa baru pascasarjana ilmu linguistik yang belajar bahasa Inggris pada strata satu dan mahasiswa yang tidak belajar bahasa Inggris pada strata satu. Dalam melakukan penelitian ini, peneliti menggunakan metode survei. Kuesioner yang diadopsi dari taksonomi strategi pembelajaran kosakata yang dikembangkan oleh Schmitt diberikan kepada enam belas mahasiswa baru. Strategi yang paling sering dilakukan adalah "listen to English song and news", dan "using dictionary" sebagai strategi yang paling disukai digunakan, baik oleh mahasiswa laki-laki maupun perempuan yang belajar bahasa Inggris pada strata satu dan mahasiswa laki-laki dan perempuan yang tidak belajar bahasa inggris pada strata satu. Dari hasil tersebut, dapat dinyatakan bahwa para mahasiswa tampaknya menikmati belajar bahasa Inggris. Selain itu, untuk meningkatkan kosakata, baik guru maupun siswa harus mengetahui strategi pembelajaran kosakata.

scholarly journals 'The Emperor is Naked!': Exposing (In) efficiency of Self- Assessment and Group – Assessment in Higher Education

Pedagogika ◽  
2019 ◽  
Vol 134 (2) ◽  
pp. 45-60
Author(s):  
Inga Minelgaitė ◽  
Rasa Nedzinskaitė-Mačiūnienė ◽  
Kari Kristinsson ◽  
Sigurdur Gudjonsson
Keyword(s):  
Learning Strategy ◽  
Future Research ◽  
First Year ◽  
Homo Economicus ◽  
Self Assessment ◽  
First Year Students ◽  
Group Assessment ◽  
Self Interest ◽  
The Mean ◽  
The University

In this study, we examine how students grade themselves in comparison with their peers and teachers. Results were formed from a sample of 169 first-year students signed up to the course “Introduction to Management”, run by the School of Business at the University of Iceland and based on a cooperative learning strategy. Irrespective of whether students were evaluating their individual or group work, the mean outcomes suggest that their own grading is much higher than that of their peers, and higher again than their teachers. These results suggest that the self-interest of the Homo economicus was clouding objectivity, and it is also likely that the inexperience of the new undergraduates in such grading approaches played a role. Future research should not abandon the idea of self-assessment as a means of developing critical capacities among students, but rather seek to explore whether these results are replicated in other educational settings, such as different disciplines and sub-disciplines, and whether more experienced students, such as third-year undergraduates, demonstrate similar behavioral responses.

scholarly journals THE USE OF FOUR-SQUARE WRITING TO IMPROVE THE WRITING ABILITY OF DESCRIPTIVE TEXTS BY THE FIRST YEAR (X.1) STUDENTS OF SMA NEGERI 4 PEKANBARU

2020 ◽  
Vol 4 (2) ◽  
pp. 233-252
Author(s):  
Felci Tria Sauhana
Keyword(s):  
Data Analysis ◽  
Teaching And Learning ◽  
Functional Improvement ◽  
First Year ◽  
Writing Ability ◽  
Post Test ◽  
Field Notes ◽  
Four Square ◽  
Writing Tests ◽  
Minimum Criteria

This research aims to know whether Four-Square Writing Method could improve the students' ability in writing descriptive texts and also the factors that contribute to the improvement. The writer collected the quantitative data by using writing tests and qualitative by using observation sheets and field notes. The minimum criteria of the successful action were 75. Before applying the Four-Square Writing Method, the students were given a pre-test to know their writing ability or their base score. After applying the Four-Square Writing Method, the students' score increased from pre-test to post-test 1 and post-test 2. Based on the data analysis, the students' score improved from 68,97 in the pre-test, to 72,77 in the post-test 1 and 75,40 in post-test 2. Furthermore, based on the data analysis of students' observation sheet, there is a significant functional improvement of students' activities during teaching and learning process from Cycle 1 (58,05% ) to Cycle 2 (82,18%). Besides, based on the data analysis of teacher’s observation sheet, it also proved that there was a good improvement from teacher’s activities in Cycle 1 (72,22%) to Cycle 2 (91,67% ). Therefore, the use of Four-Square Writing Method can improve the ability to write descriptive texts by the first year (X.1) students of SMA Negeri 4 Pekanbaru.

scholarly journals PROSES PEMBELAJARAN BIOLOGI PADA MATERI SISTEM PEREDARAN DARAH MANUSIA DI KELAS VIII SMP NEGERI 3 RAMBATAN

Ta dib ◽  
2016 ◽  
Vol 19 (2) ◽  
pp. 103
Author(s):  
NAJMIATUL FAJAR
Keyword(s):  
High School ◽  
Junior High School ◽  
Learning Process ◽  
Lesson Plan ◽  
Learning Outcome ◽  
Qualitative Approach ◽  
Learning Activities ◽  
Plan Implementation ◽  
Field Notes ◽  
Evaluation Of Learning

Leaning process can influence students’ achievement. The lack of students’ understanding on the particular materials could decrease students’ achievement. The purpose of this research is to evaluate the leaning process of biology in human circulator system at the eight grade of Junior High School (SMP) 3 Rambatan covering the lesson plan, implementation of learning proces, evaluation, and students’ learning outcome. This researh was descriptive using qualitative approach. It was conducted at SMP 3 Rambatan. Data were collected using IPKG on lesson, interview, document, and field notes. The reseach shows as follows: (1)  the format of lesson plan used by the teachers has fulfilled the IPKG and could be categorized into good; (2) the learning process had not yet referred to the IPKG but could be classified as good and enough category; (3) the evaluation of learning process had not referred to IPKG; (4) students’ learning activities were still low; and (5) students’ learning outcome were unsatisfactory.Kata Kunci: proses pembelajaran biologi, sistem peredaran darah manusia, aktivitas   siswa, hasil belajar.

scholarly journals APPLYING ESA (ENGAGE, STUDY, ACTIVATE) STRATEGY TO IMPROVE STUDENTS’ SPEAKING ABILITY

2018 ◽  
Vol 9 (1) ◽  
pp. 28-40
Author(s):  
Ilinawati Ilinawati
Keyword(s):  
English Language ◽  
Classroom Observation ◽  
First Year ◽  
Study Program ◽  
First Year Students ◽  
Job Interview ◽  
Field Notes ◽  
The Mean ◽  
Teaching Learning ◽  
Academic Year

This study was about improving the teaching of speaking by applying ESA strategy tothestudents of English study program atSTKIP Persada KhatulistiwaSintang in Academic Year 2017/2018. It was a classroom action research (CAR) and  involved the first year students of English language study program. They were poor at speaking. The result of this research showed that ESA strategy succeeded improving the teaching speaking. The mean score was 71,67 in the first cycle and 80,28 in the second cycle. The improvement of the teaching learning process was based on the improvement of teaching learning behavior in the classroom. The change of behavior was notified from the classroom observation, field notes and interview which were discussed with the collaborator in the reflection stage. ESA strategy was found out helpful to improve students speaking ability. Keywords: Speaking, ESA Strategy, Job Interview

scholarly journals Teaching English Speaking Skills to the First-Year Students Majoring in Oriental Philology

2019 ◽  
pp. 57-64
Author(s):  
Tetiana Druzhchenko ◽  
Olena Tkachenko
Keyword(s):  
Communicative Competence ◽  
Lesson Plan ◽  
First Year ◽  
Basic Principles ◽  
First Year Students ◽  
Student Centered ◽  
English Speaking ◽  
Approach To Teaching ◽  
Power Of Words ◽  
Speaking Skills

The publication is a detailed lesson plan on the topic “The Power of Words” within the discipline “General course of Western European language”. Meant for the first-year students majoring in Oriental Philology, the course aims at developing English communicative competence through enhancing reading, listening, writing and speaking skills. All the exercises and the tasks suggested in this lesson meet the basic principles of communicative, student-centered approach to teaching foreign languages. The lesson focuses on interactional skills in the first-year students majoring in philology.

scholarly journals Integrating reading and writing: supporting students' writing from source

2018 ◽  
Vol 15 (5) ◽  
pp. 17-35
Author(s):  
Adeline Cooney ◽  
◽  
Eamon Darcy ◽  
Denis Casey ◽  
◽  
...  
Keyword(s):  
Lesson Study ◽  
Lesson Plan ◽  
First Year ◽  
Academic Skill ◽  
First Year Students ◽  
Learning And Teaching ◽  
Writing From Sources ◽  
Critical Skills ◽  
Practice Opportunities ◽  
Example Critiquing

Writing from sources is an important academic skill but students find it a difficult skill to learn. The lesson study method was used to design and evaluate learning and teaching strategies aimed at improving students’ writing from sources skills. The team developed a seven-part lesson plan and associated learning activities and practice opportunities which was delivered over 12 hours. The lesson was delivered to first-year students (n = 150) taking a Critical Skills module. Students’ writing was analysed to identify how they approached integrating sources into their writing. Analyses of student texts suggest significant improvement in some skills, for example, finding, interpreting and synthesising content across sources. Other skills showed less marked improvement, for example, critiquing sources and creating new text. This paper shares the lesson and makes suggestions for future iterations of the lesson.

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