scholarly journals STUDENTS’ PERCEPTIONS TOWARD THE EFFECTIVENESS OF COLLABORATIVE BRAINSTORMING IN ACADEMIC WRITING CLASSES

2020 ◽  
Vol 1 (2) ◽  
Author(s):  
Listyani - Listyani
Keyword(s):  
21St Century ◽  
Academic Writing ◽  
21St Century Skills ◽  
English Language ◽  
Classroom Interaction ◽  
Language Education ◽  
Structured Interviews ◽  
Group Discussions ◽  
English Language Education ◽  
Writing Classes

The 21st century skills include collaboration and teamwork, creativity and imagination, critical thinking, and problem solving. In writing  classes collaborative brainstorming is one of many activities that can be conducted by teachers to help students develop their 21st century skills. It is because collaborative brainstorming makes students think critically, creative, work better in a group, and solve problems collaboratively. This study investigated students’ perceptions on the use of collaborative brainstorming in Academic Writing classes and its effectiveness in the students’ eyes in writing. The participants of this study were 33 English Language Education Program (ELEP) students who were taking Academic Writing class. The data were analyzed qualitatively, supported by open ended questionnaires and semi-structured interviews. The results of the data analysis exposed to prove that collaborative brainstorming helps students in Academic Writing projects. Finally, this study indicates the importance of classroom interaction during classroom learning activities. This study also suggests a strategy to overcome students minor participation during group discussions. The 21st century skills include collaboration and teamwork, creativity and imagination, critical thinking, and problem solving. In writing  classes collaborative brainstorming is one of many activities that can be conducted by teachers to help students develop their 21st century skills. It is because collaborative brainstorming makes students think critically, creative, work better in a group, and solve problems collaboratively. This study investigated students’ perceptions on the use of collaborative brainstorming in Academic Writing classes and its effectiveness in the students’ eyes in writing. The participants of this study were 33 English Language Education Program (ELEP) students who were taking Academic Writing class. The data were analyzed qualitatively, supported by open ended questionnaires and semi-structured interviews. The results of the data analysis exposed to prove that collaborative brainstorming helps students in Academic Writing projects. Finally, this study indicates the importance of classroom interaction during classroom learning activities. This study also suggests a strategy to overcome students minor participation during group discussions.

scholarly journals PRE-SERVICE TEACHERS’ SELF-REGULATED LEARNING STRATEGY, MOTIVATION, AND REVISION BEHAVIORS IN EFL ACADEMIC WRITING

2019 ◽  
Vol 8 (2) ◽  
pp. 193
Author(s):  
Salim Nabhan
Keyword(s):  
Academic Writing ◽  
English Language ◽  
Learning Strategy ◽  
Language Education ◽  
English Language Education ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Writing Revision ◽  
Personal Process ◽  
The Relationship

<p>The present study explored pre-service teachers’ self-regulated learning strategy<br />and motivation in EFL academic writing. A further aim of the study is to<br />investigate the relationship between their self-regulated learning strategy and<br />motivation as well as to explore the revision behaviors in English academic<br />writing. A questionnaire was administered to 56 pre-service teachers (PST)<br />majoring English language education. The questionnaire covered 16 items of<br />questions regarding self-regulated learning strategy comprising environmental<br />process, behavioral process, and personal process, as well as motivation. PSTs’<br />revisions of academic writing were also assessed using writing revision categories<br />to identify their revision behaviors. Descriptive analyses indicated that<br />participants were moderate to high in their self-regulated learning strategy and<br />motivation toward their writing activities. Furthermore, the result showed that<br />despite the fact that self-regulated learning strategy in the aspect of environmental<br />strategy and personal strategy did not significantly correlate with motivation,<br />behavioral strategy significantly correlated with motivation. In addition to this,<br />among the revision categories, the aspects of organization, citation, mechanics,<br />language use, and references were the most common categories of revisions,<br />while content and format were the least ones. The study might have implication<br />on the PST’s EFL academic writing instruction.<br />Keywords: self-regulated learning strategy, motivation, revision, EFL academic<br />writing</p>

scholarly journals NILAI STRATEGIS KURIKULUM PENDIDIKAN BAHASA INGGRIS-BERBASIS KKNI FKIP UNIVERSITAS ISLAM BALITAR

2016 ◽  
Vol 8 (1) ◽  
pp. 1-19
Author(s):  
Teguh Budiharso
Keyword(s):  
Academic Writing ◽  
English Language ◽  
Action Plan ◽  
Personality Development ◽  
Group Discussion ◽  
Language Education ◽  
English Language Education ◽  
Managerial Skills ◽  
Work Skill ◽  
Qualification Framework

This study describes English Language Education Curriculum (ELEC) of Balitar Islamic University delineating needs analysis, tracer study and action plan that is devised considerably upon National Qualification Framework. The study used content analysis implementing qualitative approach. Data were collected from curriculum document, strategic plan of UNISBA, workshop, and Focus Group Discussion conducted at UNISBA for two-month visit. The study revealed that (1) ELEC has been organized in adherence to KKNI containing 144 credits, (2) semesterly course distribution is outlined into: 20 credits each in the first and second semester, 22 credits each in the third up to sixth semester, and 16 credits in seventh semester, (3) diploma supplement as subsequent competency is programmed in terms of workshop in academic literacy, TEFL, enterpreheneurship, IT and computer, and academic writing, (4) competency elements are categorized into: personality development (KPK), work skill (KKK), expertise and knowledge (KKP), methods and knowledge degree (KMK), and managerial skills (KKM) imposed by KKNI.

scholarly journals Students’ Perspective on the Use of Edmodo as an Assessment Tool

2019 ◽  
Vol 6 (1) ◽  
pp. 18-25
Author(s):  
Fauzul Etfita
Keyword(s):  
English Language ◽  
Assessment Tool ◽  
Language Education ◽  
Structured Interviews ◽  
Paper Test ◽  
English Language Education ◽  
Web Based ◽  
Online Technology ◽  
Writing Course ◽  
Assessment Techniques

The lecturers are in search of exploring innovative assessment techniques in order to promote students skill. For assessing students’ language skills, the study introduces Edmodo. Being a web-based online technology, beside can provide all subject, Edmodo also allows students and teacher to post materials, share videos and links, grades, notices, and assignment. It enables teachers to work with their learners in real time, and can be used either in the class or at home. The special code assigned for a particular group which makes it secure and safe in use. The study focuses on how the use of edmodo as an assessment tool. 68 students from two classes that attending News and Report Writing Course in English Language Education Islamic University of Riau in Pekanbaru participated in various assessment activities through Edmodo during 2016/2017 academic year. Reflection of the students regarding the use of Edmodo as an assessment tool were obtained by semi-structured interviews. There were four questions which posed to the students conducted by the researcher. The result indicated that most of the students motivated and Edmodo also reduced their test anxiety to a great extent and they would prefer to be assessed through Edmodo rather than traditional asessment techniques like pen-and-paper test.

scholarly journals NILAI STRATEGIS KURIKULUM PENDIDIKAN BAHASA INGGRIS-BERBASIS KKNI FKIP UNIVERSITAS ISLAM BALITAR

2016 ◽  
Vol 8 (1) ◽  
pp. 1-19
Author(s):  
Teguh Budiharso
Keyword(s):  
Academic Writing ◽  
English Language ◽  
Action Plan ◽  
Personality Development ◽  
Group Discussion ◽  
Language Education ◽  
English Language Education ◽  
Managerial Skills ◽  
Work Skill ◽  
Qualification Framework

This study describes English Language Education Curriculum (ELEC) of Balitar Islamic University delineating needs analysis, tracer study and action plan that is devised considerably upon National Qualification Framework. The study used content analysis implementing qualitative approach.  Data were collected from curriculum document, strategic plan of UNISBA, workshop, and Focus Group Discussion conducted at UNISBA for two-month visit.  The study revealed that (1)  ELEC has been organized in adherence to KKNI containing 144 credits, (2) semesterly course distribution is outlined into: 20 credits each in the first and second semester, 22 credits each in the third up to sixth semester, and 16 credits in seventh semester, (3) diploma supplement as subsequent competency is programmed in terms of workshop in academic literacy, TEFL, enterpreheneurship, IT and computer, and academic writing, (4) competency elements are categorized into:  personality development (KPK), work skill (KKK), expertise and knowledge (KKP), methods and knowledge degree (KMK), and managerial skills (KKM) imposed by KKNI. 

scholarly journals Aligning the Language Criteria of a Group Oral Test to the CEFR: The Case of a Formal Meeting Assessment in an English for Occupational Purposes Classroom

2021 ◽  
Vol 29 (S3) ◽  
Author(s):  
Priscilla Shak ◽  
John Read
Keyword(s):  
English Language ◽  
Language Education ◽  
Group Discussions ◽  
English Language Education ◽  
Assessment Task ◽  
Language Functions ◽  
Audio Recordings ◽  
Oral Group ◽  
English For Occupational Purposes ◽  
Formal Meeting

The Malaysian Education Blueprint (MEB) 2015-2025 has set in motion efforts from all stages of education to align programs, courses, and syllabuses to the Common European Framework of Reference (CEFR) benchmark. This exercise has brought on major revamps in all aspects of English language education in the nation. This study will present such an undertaking in a public university in Malaysia and detail how the language criteria for an oral group test of an English for Occupational Purposes course have been aligned to the stipulated CEFR level. The actual assessment task involved groups of four or five students conducting a meeting of their established company. Data for the study came from an analysis of the audio recordings of nine group meetings, along with post-assessment interviews and focus group discussions involving three EOP instructors. Based on the data analysis, this study recommends a revised set of language criteria for the assessment. Furthermore, it demonstrates how an alignment of the scoring criteria with the descriptors of the targeted CEFR scale can be achieved through a systematic comparison of the language functions (LFs) produced in the meeting task to the targeted CEFR descriptor scales. The revised language component for the meeting assessment could help ease instructors’ assessment of students interactional skills and allow them to gauge better their students’ attainment of the skills required in a formal meeting context.

scholarly journals Students’ Perceptions on English Fun Fair as an Implementation of Project-Based Learning in Speaking for Social Purposes Classes

2021 ◽  
Vol 20 (1) ◽  
pp. 73
Author(s):  
Ardela Indri Apriliani ◽  
Listyani Listyani
Keyword(s):  
English Language ◽  
Language Education ◽  
Private University ◽  
Project Based Learning ◽  
Structured Interviews ◽  
English Language Education ◽  
Central Java ◽  
Efl Students ◽  
Implementation Models ◽  
Speaking Skills

English Fun Fair is one of the implementation models in Project-Based Learning (PBL) which involves learning through various tasks and collaborative learning. Particularly, the project was implemented in Speaking for Social Purposes classes at an English Language Education Program, at a private university in Central Java, Indonesia. The study aimed to investigate students' perceptions of the influence of English Fun Fair which consisted of the benefits and challenges of the project. The participants of the study were fifty (50) students from 2016, 2017, and 2018 Academic Year who had taken Speaking for Social Purposes course and had done English Fun Fair. To gain data more deeply, the researchers used a qualitative method. The instruments used were open-ended questionnaires and semi-structured interviews. In the questionnaires, the participants answered some questions related to this study. After that, as a follow-up of the answers in the questionnaires, the researcher did interviews. Besides that, the data showed that improving speaking skills was the most dominant benefit mentioned by the participants. However, problems in speaking skills also became a challenge which they experienced a lot. Expectantly, the findings from this study can give views for EFL teachers about the benefits of this project and for EFL students can develop their speaking and other skills.

scholarly journals Teachers’ and Students’ Beliefs on English Language Education at Madrasah Mu’allimin Muhammadiyah

2020 ◽  
Author(s):  
Muhammad Agung Buwono ◽  
Widyastuti Purbani
Keyword(s):  
English Language ◽  
Qualitative Data ◽  
Language Education ◽  
Social Awareness ◽  
Language Usage ◽  
Structured Interviews ◽  
English Language Education ◽  
The Core ◽  
Teachers And Students ◽  
Academic Year

This study investigates both teachers’ and students’ belief in language education at Madrasah Mu’allimin Muhammadiyah Yogyakarta in the academic year of 2019/ 2020. Semi-structured interviews were conducted with five teachers and five students as the research participants. Interview results were analyzed though qualitative data analysist. The finding showed that generally their belief on language education was influenced by religious values of Islam. It was the core value of their language education. All respondents showed their social awareness of the importance of language usage and its mastery as part of religious duty.

scholarly journals A Study of ELE Students’ Perception of Undiksha Moodle E-learning in Pedagogical Courses

2021 ◽  
Vol 5 (2) ◽  
pp. 120
Author(s):  
Ni Luh Putu Viranicka Septyani ◽  
I.G.A Lokita Purnamika ◽  
Nyoman Karina Wedhanti
Keyword(s):  
English Language ◽  
Language Education ◽  
Field Education ◽  
Structured Interviews ◽  
Education Students ◽  
English Language Education ◽  
Learning Platform ◽  
E Learning ◽  
Strongly Agree ◽  
Data Collections

<p>E-learning has significantly influenced the educational field. Education currently utilizes e-learning as one of the learning systems that facilitate students and teachers' learning process is distanced or traditional, or even in blended learning. One of the platforms used is the Undiksha Moodle E-learning Platform used in the pedagogical courses. This study aimed to identify students' perception of the use of the Undiksha Moodle E-learning platform. This discussion focuses on the effectiveness offered in the use of the Undiksha Moodle E-learning platform. This study is a case study involving 15 English Language Education students. This study's object is students' perception of using the Undiksha Moodle E-learning platform in the pedagogical courses. Data collections were done with questionnaires and semi-structured interviews to see the suitability of perceptions expressed by students. Data analysis is conducted qualitatively supported with quantitative data by considering the questionnaires' results and interpreting the data obtained. This study showed that English Language Education students have a positive perception of using Undiksha Moodle E-learning. The findings on the effectiveness of the use of the Undiksha Moodle E-learning platform used amounted to 4,173. That indicates that students strongly agree that the platform is effectively used in pedagogical courses.</p>

scholarly journals Jigsaw Strategy for Cooperative Learning in an English Reading Class: Teacher’s and Students’ Beliefs

2020 ◽  
Vol 8 (2) ◽  
pp. 102
Author(s):  
Yuliana Putri Susanti ◽  
Adaninggar Septi Subekti
Keyword(s):  
Cooperative Learning ◽  
English Language ◽  
Language Education ◽  
Learning Activities ◽  
Structured Interviews ◽  
English Language Education ◽  
English Reading ◽  
Teachers And Students ◽  
Student’S Performance ◽  
Intensive Reading

The study investigated teacher’s and students’ beliefs on jigsaw learning activities for cooperative learning. It was conducted to fill the void in the literature on jigsaw in the second language (L2) instruction seen from teachers’ and students’ beliefs. Twenty-four students of the English Language Education Department taking Intensive Reading class and the class teacher were involved in this study, employing observation and semi-structured interviews, the data of which were analyzed using Thematic Analysis. It found that even though the jigsaw learning activities seemed to be successful, the phenomenon was not that straightforward as several students reported that they did not optimally show their best efforts in learning independently before class and did not optimally contribute to the discussions either. The study also found three themes related to teacher’s and students’ views on the implementation of the jigsaw. The students’ pre-college learning experiences as passive learners negatively affected the quality of jigsaw conducted in the class. Though jigsaw being reported to be helpful, jigsaw’s success heavily depended on individual student’s performance and contribution. Despite the students’ limitations, teachers’ expectations towards the students motivated students to stretch their limits and perform better. Based on the findings, contribution, regulations, and suggested future studies are stated.

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