Problem-Based Learning  to Improve Students’ Grammar Competence

Grammar becomes one of the subjects studied in all Indonesian English Department. It is because grammar has the important role in all English skills. Grammar makes those four English skills meaningful. Somebody can be said as a master of English when he or she also masters grammar. Unfortunately, learning grammar is not as easy as what we think. It needs the effective method that can make the learners motivated and active in learning as well as in applying the grammar in the real life. Problem-based learning applied in this research is one of the alternatives that can help the learners learn grammar easily. This research was a collaborative action research whose general purpose to know whether or not Problem-based learning could improve the students’ grammar competence. Meanwhile, the specific purposes were to know the lecturer’s activities, the students’ activities, and the students’ responses when problem-based learning was implemented in grammar class. Nine students of the fifth semester of English department of education faculty of Hasyim Asy’ari University (UNHASY) Tebuireng Jombang in the academic year of 2016/2017 became the subjects of this research. The data got was from the observation notes and the grammar test. There was an improvement on students’ grammar competence from cycle one to cycle two. It was proven by their mean score from 66.7 in cycle one to 72.8 in cycle two. Meanwhile, the percentage of students passing the minimum mastery criteria was from 44.4 in cycle one and 88.9 in cycle two. So that it can be concluded that problem-based learning could improve students’ grammar competence.

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Improving Students’ Listening Skill Through Shadowing

Register Journal ◽

10.18326/rgt.v9i2.124-136 ◽

2016 ◽

Vol 9 (2) ◽

pp. 124

Author(s):

Mukminatus Zuhriyah

Keyword(s):

Action Research ◽

Foreign Language ◽

Language Skills ◽

Department Of Education ◽

English Department ◽

Reading And Writing ◽

The Third ◽

Listening Skill ◽

Mastery Criteria ◽

Academic Year

Listening is the first part of language skills that everyone gets when learning a language. It comes before speaking, reading, and writing. Meanwhile, most of the students get difficulty to learn listening of a foreign language, especially English. That is why shadowing was applied in the listening class as one of the solutions to make the learners of English listening easy to understand what the speaker says. This collaborative classroom action research was generally to know whether or not shadowing could improve the students listening skill. It was also specifically to know: (1) the lecturer’s activities, (2) the students’ activities, and (3) the students’ responses during the implementation of shadowing in the listening class. The subjects were 18 students of the third semester of English department of education faculty of Hasyim Asy’ari university (UNHASY) Tebuireng Jombang in the academic year of 2016/2017. The data were obtained from the observations got from the notes written by the collaborator and the listening test. The students’ listening skill improved after the implementation of shadowing. It could be seen in the improvement of mean score, from 74.2 in cycle one to 75 in cycle two. Then, the precentage of students passing the minimum mastery criteria also improved, from 61% in cycle one to 77.8% in cycle two. Thus, it can be concluded that shadowing could improve students’ listening skill.

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Improving Students’ Listening Skill Through Shadowing

Register Journal ◽

10.18326/rgt.v9i2.703 ◽

2016 ◽

Vol 9 (2) ◽

pp. 124

Author(s):

Mukminatus Zuhriyah

Keyword(s):

Action Research ◽

Foreign Language ◽

Language Skills ◽

Department Of Education ◽

English Department ◽

Reading And Writing ◽

The Third ◽

Listening Skill ◽

Mastery Criteria ◽

Academic Year

Listening is the first part of language skills that everyone gets when learning a language. It comes before speaking, reading, and writing. Meanwhile, most of the students get difficulty to learn listening of a foreign language, especially English. That is why shadowing was applied in the listening class as one of the solutions to make the learners of English listening easy to understand what the speaker says. This collaborative classroom action research was generally to know whether or not shadowing could improve the students listening skill. It was also specifically to know: (1) the lecturer’s activities, (2) the students’ activities, and (3) the students’ responses during the implementation of shadowing in the listening class. The subjects were 18 students of the third semester of English department of education faculty of Hasyim Asy’ari university (UNHASY) Tebuireng Jombang in the academic year of 2016/2017. The data were obtained from the observations got from the notes written by the collaborator and the listening test. The students’ listening skill improved after the implementation of shadowing. It could be seen in the improvement of mean score, from 74.2 in cycle one to 75 in cycle two. Then, the precentage of students passing the minimum mastery criteria also improved, from 61% in cycle one to 77.8% in cycle two. Thus, it can be concluded that shadowing could improve students’ listening skill.

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IMPROVING STUDENTS’ WRITING ABILITY IN DESCRIPTIVE TEXT THROUGH CLUSTERING TECHNIQUE AT TENTH GRADE of MA MA’ARIF ROUDHOTUT THOLIBIN METRO

Journal of English Development ◽

10.25217/jed.v1i01.1400 ◽

2021 ◽

pp. 19-28

Author(s):

Desi Dwi Suryani ◽

Anindya Muhti Apriliani

Keyword(s):

Action Research ◽

Learning Process ◽

Text Clustering ◽

Collaborative Action Research ◽

Writing Ability ◽

Clustering Technique ◽

Collaborative Action ◽

The Third ◽

Tenth Grade ◽

Academic Year

The objective of this research was to improve the students’ writing ability in descriptive text through clustering technique at the tenth grade of MA Ma’arif Roudhotut Tholibin Metro in academic year 2018/2019. This research was conducted at tenth grade in second semester at MA Ma’arif Roudhotut Tholibin Metro in academic year 2017/2018. The design of this research was classroom action research (CAR). This research was applied collaborative action research, this research was done in two cycle. It is done with; planning, acting, observation and reflecting. In collecting data, the writer uses; test,observation and questionnaire. the application of the clustering technique could improve the students’ writing ability in descriptive text. Based on the results of the observation obtained the students more understanding to make descriptive sentences, and make the descriptive sentences into a descriptive text. The activity make the student become interested to describe the pictures or object, students more active and more anthusiasm in the writing learning process. Then, in Cycle 1 students passed is 15 (60%). In cycle 2 students passes the KKM (80%). Was improved 20% in cycle 2. By this number, the researcher concludes that the minimum target of success, that is 70% of the students in a class, has been achieved in cycle 2, and from the third data we can conclude it was prove that clustering technique can positively improve the students’ writing ability in descriptive text at tenth grade of MA Ma’arif Roudhotut Tholibin Metro in academic year of 2018/2019 Keyword : Improve Student’s Writing, Descriptive Text, Clustering technique.

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Activating Students to Speak English by Using ELTIS Resource Pack

Loquen: English Studies Journal ◽

10.32678/loquen.v12i2.2092 ◽

2019 ◽

Vol 12 (2) ◽

pp. 76

Author(s):

Nur Fadillah Nurchalis ◽

Selviana Selviana ◽

Effran Ade Riza

Keyword(s):

Action Research ◽

Quantitative Data ◽

English Language ◽

Qualitative Data ◽

Collaborative Action Research ◽

Language Training ◽

Islamic Schools ◽

Collaborative Action ◽

English Class ◽

Academic Year

Students are mostly talkative outside the classroom, but in English class, they are more apathetic. This research aims to examine how English Language Training for Islamic Schools (ELTIS) resource pack is able to activate students’ to speak English. This research is designed as Classroom Action Research (CAR) which is specific to collaborative action research. The subjects of this research are 25 students of the eighth class of MTs Pacongan Pinrang in the academic year 2019/2020. Instruments of the research test, observation checklist, and interview. The test aims to gain quantitative data, while the observation checklist and interview aim to gain qualitative data. The result finds that the use of various media available in ELTIS Resource Pack activates students to speak English. A variety of learning media reduces students’ boredom and engages students during the learning process enthusiastically.

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Collaborative Action Research In Academic Administration

West East Journal of Social Sciences ◽

10.36739/wejss.2019.v8.i3.30 ◽

2019 ◽

Vol 8 (3) ◽

pp. 227-252

Author(s):

Bradley C. Thompson

Keyword(s):

Decision Making ◽

Action Research ◽

Collaborative Action Research ◽

Team Members ◽

Academic Administration ◽

Leadership Culture ◽

Collaborative Action ◽

Working Together ◽

Upper Level ◽

Action Process

This research involved a study exploring the changes in an academic institution expressed through decision-making in a shifting leadership culture. Prior to the study, the school was heavily entrenched in authoritarian and centralized decision-making, but as upper-level administrators were exposed to the concept of collaborative action research, they began making decisions through a reflection and action process. Changing assumptions and attitudes were observed and recorded through interviews at the end of the research period. The research team engaged in sixteen weekly cycles of reflection and action based on an agenda they mutually agreed to and through an analysis of post-research interviews, weekly planning meetings, discussions, and reflection and action cycles. Findings revealed experiences centering around the issues of:  The nature of collaboration- it created discomfort, it created a sense of teamwork, it created difficulty.  The change of environment in the process- team members began to respect each other more, and the process became more enjoyable.  The freedom and change in the process- freedom to voice opinions and to actively listen, the use of experience to lead elsewhere in the school.  How issues of power are better understood by working together- the former process was less collaborative, politics will always be part of the process. As a result of this study, members have started using this decision-making methodology in other areas of administration.

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Design of the Tool (web) EMAeHealth supporting decision-making during pregnancy and postpartum: Collaborative Action Research Study. (Preprint)

10.2196/preprints.25421 ◽

2020 ◽

Author(s):

Isabel Artieta-Pinedo ◽

Carmen Paz-Pascual ◽

Paola Bully ◽

Maite Espinosa ◽

Keyword(s):

Action Research ◽

Maternal Education ◽

Monitoring And Evaluation ◽

Research Process ◽

Collaborative Action Research ◽

Public Healthcare ◽

Self Assessment ◽

Collaborative Action ◽

Patient Decision ◽

Pregnancy And Postpartum

BACKGROUND Background: Despite the benefit it can give women, Maternal Education needs new tools that increase its effectiveness and scope OBJECTIVE To develop a multifunctional, personalized eHealth platform aimed at the self-management of health in relation to maternity METHODS The International Patient Decision Aid Standards (IPDAS) were applied. A website prototype was developed for implementation in the public health system using a collaborative action research process in which experts and patients participate, with qualitative research techniques as well as prioritization and consensus techniques. RESULTS A website is proposed which includes (1) systematically updated information related to clinical practice guidelines, (2) interaction between peers and users/professionals, (3) instruments for self-assessment of health needs as a basis for working on counseling, agreement on actions, help in the search for resources, monitoring and evaluation of results and (4) access for women to their clinical data and the option of sharing them with other health agents. These components, with different access requirements, would be permanently reviewed through iterative cycles depending on the frequency and effectiveness resulting from their use and would be accessible from any digital device CONCLUSIONS This public healthcare website would facilitate use, maintenance and effectiveness to increase quality of care without increasing costs. The participation of professionals and users in the creation of new tools will result in greater satisfaction with their use, with the decisions made, and with the decision process itself.

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Improving mathematics learning of geometry through the concrete-pictorial-abstract (CPA) approach: collaborative action research

Journal of Physics Conference Series ◽

10.1088/1742-6596/1663/1/012046 ◽

2020 ◽

Vol 1663 ◽

pp. 012046

Author(s):

M Salimi ◽

S Suhartono ◽

R Hidayah ◽

L E W Fajari

Keyword(s):

Action Research ◽

Mathematics Learning ◽

Collaborative Action Research ◽

Collaborative Action

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The developing role of occupational therapists in school-based practice: Experiences from collaborative action research in Pakistan

British Journal of Occupational Therapy ◽

10.1177/0308022619891841 ◽

2020 ◽

Vol 83 (6) ◽

pp. 375-386

Author(s):

Debbie Kramer-Roy ◽

Denise Hashim ◽

Nighat Tahir ◽

Areeba Khan ◽

Asma Khalid ◽

...

Keyword(s):

Action Research ◽

Occupational Therapy ◽

Inclusive Education ◽

Primary Schools ◽

Occupational Therapists ◽

Collaborative Action Research ◽

School Level ◽

Collaborative Action ◽

School Based

Introduction Occupational therapists around the world increasingly seek to support the participation of children with disabilities and special educational needs in mainstream education. Contemporary school-based occupational therapy practice is progressing from an individual, impairment focus towards collaborative, universal interventions at the whole class and whole school level. Participation-focused practice and collaboration is particularly important, but uncommon, in low-resource contexts such as Pakistan. Methods This article reports on collaborative action research that developed the role of occupational therapy in inclusive education in Karachi, Pakistan. A research team consisting of occupational therapists and teachers worked with five local primary schools, using the action research cycles of plan–implement–observe–reflect to develop practical strategies, materials and inclusive lesson plans to facilitate the participation of all children in all school-based occupations. Findings Support from school management and interdisciplinary collaboration were crucial for implementing change. In addition, strategies like inclusive lesson planning were found to benefit all children in class. Collaborative action research led to increased professional confidence in the teachers and occupational therapists, and skill development through developing a resource guide, running workshops and presenting at (inter)national conferences. Conclusion Collaborative action research was an effective means to develop the occupational therapy role in inclusive education practices in Pakistan, develop culturally appropriate educational resources, and upskill local therapists and teachers.

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