STUDENTS’ PERCEPTIONS TOWARDS THE IMPLEMENTATION OF ROBERT FROST’ POETRY IN WRITING CLASS AT MUSAMUS UNIVERSITY

2021 ◽  
Vol 4 (2) ◽  
pp. 115
Author(s):  
Natalia Manuhutu
Keyword(s):  
Undergraduate Students ◽  
Short Story ◽  
Student Evaluation ◽  
English Literature ◽  
Teaching Writing ◽  
Robert Frost ◽  
Writing Classes ◽  
Authentic Material ◽  
Writing Class ◽  
Evaluation Of Teaching

This study investigated the students’ perceptions concerning the use of Robert Frost’s poetry in writing class at English Literature Department of Musamus University which was obtained through a survey. A total of 17 undergraduate students taking writing class participated in this study. The participants responded to a questionnaire and an open-ended questions concerning the two focal points: (1) how the students perceived the use of Robert Frost’s poetry in teaching writing, (2) the implementation of Frost’s poetry in improving students’ writing short story. The results of the study revealed that the implementation of Frost’s poetry helped them to be easier in writing short story. Most of the participants gave positive response to the use of Frost’s poetry in teaching them to write a short story. In addition, they seemed to prefer learning writing short story by using English poetry in writing classes. The concluding discussion addresses suggestion about the need to consider students’ wants and needs by gauging their perceptions as the student evaluation of teaching in order to keep up the better improvement to the teaching writing the texts and the using of authentic material or media in English Literature Department at Musamus University.

scholarly journals THE ANALYSIS OF BRAINSTORMING STRATEGY ON TEACHING WRITING IN THE UNIVERSITY LEVEL

2018 ◽  
Vol 2 (2) ◽  
pp. 6
Author(s):  
Elia Puspitasari ◽  
Titik Lina Widyaningsih
Keyword(s):  
Short Story ◽  
Qualitative Methodology ◽  
Qualitative Data ◽  
Teaching Writing ◽  
Writing Assignments ◽  
Writing Class ◽  
University Level ◽  
Teaching Learning ◽  
The University ◽  
Academic Year

This research was aimed to analyze a brainstorming strategy on teaching writing, especially in writing a short story for the second-semester students of the English Department in (STKIP) PGRI Tulungagung in the academic year 2017/2018. This research was conducted using qualitative methodology. The researcher observed and analyzed the writing class where the lecturer was applying a brainstorming strategy. Qualitative data had been collected from observation of the teaching-learning process, interview with the lecturer and the students, and also questionnaire given to twenty students in that class. The data was in the form of observation, interview transcripts, and the results of the questionnaire. In this research, the researcher involved twenty participants to fill the questionnaire. There were six students from those twenty students and the lecturer who were involved in the process of interview. The result of the research showed that implementing a brainstorming strategy in writing class could improve student's skills in writing, especially writing a short story. The brainstorming strategy helped students to generate their ideas and express the ideas into a systematic paragraph. The students also felt that this strategy could improve their writing. When the lecturer applied a brainstorming strategy, the students could do their writing assignments better and also got good results. Thus, the researcher suggested that the lecturer and the students to apply a brainstorming strategy in ordered that the students’ writing skills could be improved.

scholarly journals Using Task-based Materials in Teaching Writing for EFL Classes in Indonesia

2018 ◽  
Vol 7 (3) ◽  
pp. 119 ◽  
Author(s):  
Hanna Sundari ◽  
Rina Husnaini Febriyanti ◽  
Gustaman Saragih
Keyword(s):  
Teaching Writing ◽  
Writing Classes ◽  
Writing Test ◽  
Content Organization ◽  
Writing Class ◽  
Language Classroom ◽  
Writing Skill ◽  
Quasi Experimental ◽  
And Control ◽  
Method Approach

Task-based language teaching has been widely used for language classroom. Using tasks as main activities, task-based materials was developed particularly for writing class. This article is intended to present the study of effectiveness of task-based materials in improving writing class for university. To accommodate the research purposes, mixed method approach was carried out by using quasi experimental research and content analysis of sentence complexity. The respondents were 210 students from writing classes as experiment and control with writing test as instrument. The results of data analysis showed that there were significant differences of writing skill to those who taught using developed task-based materials. Despite the fact that the score did not significantly differ on the aspect of writing mechanics, a developed task-based material has been proved to improve students’ writing skill in the aspect of format, content, organization and grammar. Moreover, the levels of lexical complexity and accuracy from the students whose materials use task-based design are higher than those who do not use it. Then, it can be drawn a conclusion that the use of developed task-based materials brings significant effects toward writing performance.   

scholarly journals A Proposed Syllabus for EFL Writing Class at University

2018 ◽  
Vol 12 (1) ◽  
pp. 15
Author(s):  
Hanna Sundari ◽  
Rina Husnaini Febriyanti ◽  
Gustaman Saragih
Keyword(s):  
English Education ◽  
Teaching Writing ◽  
Key Factors ◽  
Writing Classes ◽  
R And D ◽  
Need Analysis ◽  
Depth Interview ◽  
Writing Class ◽  
Writing Course ◽  
Development Approach

This present study intended to develop the first draft syllabus for writing course in English Education major. Particularly in teaching writing as foreign language, syllabus became one of the key factors for teachers before and while delivering thelesson. The research was carried out by initial steps of research and development approach (R and D). The respondents were the students from writing classes, writing lecturers, and the stakeholders in one university in Jakarta. In collecting data, the instruments were the questionnaire and in-depth interview. After analyzing the data from need analysis descriptively, the researchers have modeled a developed layout of the syllabus for writing class. The syllabus is developed in a set of concepts and rationale, general and specific objectives or outcomes of the course as competences, teaching methods, materials and content, practices and activity, and evaluation.

scholarly journals Shift of English Literature Learning from Classroom to Online: Preferences and Attitude of Bangladeshi Undergraduate Students

2021 ◽  
Vol 3 (1) ◽  
pp. 1-7
Author(s):  
Md. Zohorul Islam
Keyword(s):  
Undergraduate Students ◽  
Short Story ◽  
English Literature ◽  
Survey Questionnaire ◽  
Online Classes ◽  
Visual Aids ◽  
Microsoft Excel ◽  
Online Classrooms ◽  
Interactive Classroom ◽  
Unfavorable Attitude

This paper explores the English Literature classes that are taught online in Bangladeshi universities and the attitude of the students towards these classes. The new-normal after the Covid-19 outbreak forced the students to attend classes online and their experience about the English Literature classes are investigated in this research. The total number of participants for this study was ninety-seven. The research was conducted on the students of the Department of English in four private universities in Bangladesh. A survey questionnaire was prepared consisting of twenty questions to collect the data online. The data was analysed with quantitative method of research. Digital statistical software Microsoft Excel used for the data analysis. The research finding shows that the students find poetry and short story classes effective and engaging in online classes but showed unfavorable attitude towards novel and drama classes. The results also show that the students want more opportunity to share their opinion in the class and preferred visual aids in online classes. This study implies that while the instructors and the students are going through an unprecedented challenge of learning English Literature in online classrooms, the obstacles can be mitigated through increasing interactive classroom discussion and precise use of multimedia tools while teaching different genres of English Literature.

scholarly journals IMPLEMENTASI BUDAYA DALAM PERKULIAHAN MENULIS AKADEMIK MAHASISWA BIPA TIONGKOK

LITERA ◽  
2021 ◽  
Vol 20 (1) ◽  
pp. 138-153
Author(s):  
Setyawan Pujiono ◽  
Pratomo Widodo
Keyword(s):  
Academic Writing ◽  
Literature Study ◽  
Writing Classes ◽  
Authentic Material ◽  
Cultural Objects ◽  
Cultural Research ◽  
Writing Class ◽  
Scientific Papers ◽  
Foreign Speakers ◽  
Traditional Arts

Upaya untuk mengenalkan budaya Indonesia kepada penutur asing (BIPA) dapat dilakukan melalui berbagai pendekatan. Salah satu pendekatan yang terbuka luas adalah melalui perkuliahan Menulis Karya Ilmiah (akademik). Tujuan penelitian ini untuk menguraikan implementasi budaya dalam perkuliahan menulis akademik mahasiswa BIPA dan mendeskripsikan topik terkait budaya Indonesia dalam produk karya tulis mahasiswa BIPA. Metode penelitian ini berdasarkan hasil observasi, wawancara, dan studi pustaka dalam proses perkuliahan menulis akademik mahasiswa BIPA. Hasil penelitian menunjukkan selama proses perkuliahan menulis akademik sudah berbasis budaya. Saat perkuliahan, dosen sudah menggunakan materi tentang budaya dan aktivitas mahasiswa (pemilihan ide, pengumpulan data, dan penulisan laporan) sudah beorientasi pada budaya Indonesia (khususnya budaya Jawa). Kemudian, topik produk tulisan mahasiswa juga berbasis budaya seperti perilaku hidup masyarakat Jawa, upacara tradisi, seni tradisi, dan benda-benda (artefak) budaya. Topik budaya dipilih oleh mahasiswa BIPA Tiongkok, karena: a) topik budaya sesuai pilihan mahasiswa, sehingga memotivasi belajar mereka, b) penelitian budaya merupakan materi otentik dan beraneka ragam jenisnya, c) budaya merupakan lahan tumbuhnya nilai-nilai dan kepribadian yang luhur dan mempercepat penyesuaian mahasiswa terhadap masyarakat lingkungannya.Kata kunci: budaya, menulis akademik, BIPAIMPLEMENTATION OF INDONESIAN CULTURE IN ACADEMIC WRITING CLASS OF CHINESE BIPA STUDENTSAbstractEfforts to introduce Indonesian culture to foreign speakers (BIPA) can be made through various approaches. One approach that is wide open is through lectures on Writing Scientific Papers (Academic Writing). The purpose of this study is to describe the implementation of cultures in the academic writing classes of BIPA students and to describe topics related to Indonesian cultures in the product of BIPA student research reports. The method of the study is based on the results of observations, questionnaires, and literature study in the academic writing process of BIPA students. The research results show that, during the lecture process, academic writing is based on culture. During classes, lecturers use material about students’ cultures and activities (idea selection, data collection, and report writing) which are oriented towards Indonesian cultures (especially Javanese cultures). Then, the topic of students’ writing is also based on cultures such as the behavior of the Javanese society, traditional ceremonies, traditional arts, and cultural objects (artifacts). The topic of the cultures is chosen by the Chinese BIPA students because: a) cultural topics are in accord with students’ choices, thus motivating their learning, b) cultural research is authentic material and has various types, c) culture is the land for the growth of noble values and personalities and accelerates the adjustment of students to their community.Keywords: culture, academic writing, BIPA

BLENDED CLASSROOM OUTCOMES: TEACHING WRITING BY USING PROBLEM BASED LEARNING FOLLOWED BY PEER ASSESSMENT

2021 ◽  
pp. 299-301
Author(s):  
Batirova Ma’rifat Hamidovna
Keyword(s):  
Blended Learning ◽  
Academic Writing ◽  
Peer Assessment ◽  
Problem Based Learning ◽  
Teaching Writing ◽  
Process Writing ◽  
Writing Classes ◽  
Face To Face ◽  
Writing Class ◽  
Face To Face Learning

The article focuses on effective using educational platforms as well as face to face learning modes in the example of academic writing class held with B2 level students of economic faculty. Six research questions were investigated in this study: What are the different attitudes towards blended learning? How to achieve active engagement of students in writing classes? How can PBL be used in process writing? What are the advantages of seminar classes function in Moodle for peer checking? What competencies and skills are assessed in the class under discussion? The study concludes by drawing the implications and results of the investigation. KEY WORDS: blended learning, problem based learning, process writing, peer checking, educational platform.

scholarly journals ENGLISH TEACHERS’ PERCEPTIONS OF STUDENT EVALUATION OF TEACHING IN AN INDONESIAN UNIVERSITY

2021 ◽  
Vol 32 (2) ◽  
pp. 316
Author(s):  
Rentauli Maria Silalahi
Keyword(s):  
Undergraduate Students ◽  
Teaching Practices ◽  
Student Evaluation ◽  
Private University ◽  
Structured Interviews ◽  
Student Evaluation Of Teaching ◽  
Teachers Perceptions ◽  
University Teachers ◽  
Evaluation Of Teaching ◽  
The University

Student evaluation of teaching (SET) has been proven to improve teachers’ teaching practices and students’ learning experiences despite being used commonly for accountability purposes. Indonesian teachers’ perceptions of SET, however, remain largely unexplored. This qualitative study therefore investigated how four Indonesian university teachers perceived SET, how SET impacted their teaching practices and what roles they believed the university should play in implementing SET properly. The participants taught English to undergraduate students in an Indonesian private university. Data were collected using semi-structured interviews and analysed using qualitative methods. The teachers perceived SET positively, had made conscious changes to improve their teaching practices and students’ learning, and believed the institution had facilitated teachers in meeting students’ needs, especially during the campus closure due to the COVID-19 pandemic, which led to a transition to online learning. The institution where the participants taught implemented SET only for formative or improvement purposes. Using SET for such purposes is important as it is more likely to cause teachers less pressure and anxiety. Hence, teachers are willing to act upon the student feedback. Meanwhile, using SET for accountability purposes may create extra work for teachers and make them feel manipulated and untrusted.

Confirming the Factor Structure of a Research-Based Mid-Semester Evaluation of College Teaching

2020 ◽  
Vol 38 (7) ◽  
pp. 866-881
Author(s):  
Alice E. Donlan ◽  
Virginia L. Byrne
Keyword(s):  
Gender Bias ◽  
Factor Structure ◽  
Undergraduate Students ◽  
Classroom Climate ◽  
Teaching Practices ◽  
Student Evaluation ◽  
College Teaching ◽  
University Administrators ◽  
Timely Feedback ◽  
Evaluation Of Teaching

End-of-semester evaluations provide scalable data for university administrators, but typically do not provide instructors with timely feedback to inform their teaching practices. Midsemester evaluations have the potential to provide instructors with beneficial formative feedback that can contribute to improved teaching practices and student engagement. However, existing research on the construction of valid, reliable midsemester tools is rare, and there are no existing midsemester evaluation scales that were constructed using education research and psychometric analysis. To address this gap, we designed and piloted a midsemester evaluation of teaching with 29 instructors and 1,350 undergraduate students. We found evidence that our Mid-Semester Evaluation of College Teaching (MSECT) is a valid and reliable measure of four constructs of effective teaching: classroom climate, content, teaching practices, and assessment. Furthermore, our factor structure remained consistent across instructor genders, providing evidence that the MSECT may be less susceptible to gender bias than prior student evaluation measures.

The Students' Perspective on the Use of Facebook in Writing Class

2018 ◽  
Vol 1 (3) ◽  
pp. 1-16
Author(s):  
Bunyamin Ali ◽  
Abd Rahman
Keyword(s):  
English Language ◽  
English Education ◽  
English Language Teaching ◽  
Teaching Writing ◽  
Writing Classes ◽  
Positive Feeling ◽  
Writing Class ◽  
Faculty Of Education ◽  
Main Instrument ◽  
Department Faculty

Technology nowadays has many functions in our life. This study aims to explore the students’ perspective on the use of Facebook in a writing class. This study was conducted at English Department, Faculty of Education, State Islamic College (STAIN) of Sorong, West Papua, Indonesia. Ten students of English Education Department (TBI) participated in this study. This study employed a qualitative method. Interview protocol is the main instrument in this study as guides for gathering data during the interview and ease the thematic analysis. This study explores the student perspectives on the use of Facebook in writing classes. Ten students shared their experiences in using Facebook and expressed their opinions about using Facebook in learning. They revealed eight subthemes related to four themes; the beginning of the students in using Facebook, the students’ purposes in using Facebook, their feelings towards the use of Facebook in learning, and their opinion toward the use of Facebook in writing class. Based on the students’ perspective towards the use of Facebook in their learning, this study revealed that most of the students had positive feeling to the use of Facebook in the writing class. This study is expected to give a contribution to English language teaching that Facebook can be a new medium in teaching writing for Islamic Higher Education.

scholarly journals Faculty members’ strategies to foster students’ learning engagement in writing class

2021 ◽  
Vol 11 (1) ◽  
pp. 175-196
Author(s):  
Nurmalinda Maharani Farizka ◽  
Bambang Yudi Cahyono
Keyword(s):  
Learning Strategies ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Strategy ◽  
Structured Interview ◽  
Faculty Members ◽  
Learning Engagement ◽  
Writing Classes ◽  
Writing Class

Fostering students' learning engagement plays a crucial role in higher education institutions. It is essential to assist students' learning best, satisfaction, and preferred faculty members' teaching strategies. The purpose of this study was to find out the faculty members' strategies by mapping out the students' perceptions of their experiences in writing classes with highly-engaging environments. Thirty participants from undergraduate students of English Language Teaching (ELT) at five state universities in Malang, Indonesia were selected purposively. All participants identified themselves as active students as they already had sophisticated results in the writing classes. Hence, the researchers employed a Likert scale questionnaire and semi-structured interview guide in collecting the data. The study revealed that the learning management system, materials, discussion, and feedback sections were rated highly as the most common activities during the teaching and learning of writing skills. Almost all of the participants mentioned confidently that those fundamental activities that boosted their participation resulted in positive learning engagement. Specifically, the researchers found that the faculty members' indirect learning strategy that specified only on the social learning strategies can foster students' engagement well. In highlight, this study offers teaching reflections by spotlighting various engagement strategies implemented in the writing class circumstances.

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