scholarly journals Comprehending the Learning Process of Peer-Feedback Activities of EFL Learners with Autism in Different Settings in Indonesia

2016 ◽  
Vol 4 (4) ◽  
pp. 623
Author(s):  
Alam Aji Putera ◽  
M. Adnan Latief ◽  
Ali Saukah ◽  
Sri Rachmajanti
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Classroom Observation ◽  
Peer Feedback ◽  
Special Educational Needs ◽  
Observation Study ◽  
Efl Learners ◽  
Language Class ◽  
New Findings ◽  
Expert Novice

<p><em>This classroom observation study attempts to comprehend, reveal and find the learning possibilities from the social learning perspective, in the process of peer-feedback activities of EFL Learners with autism learning with different peers in different settings. This study aimed at discovering the viability of the practice of EFL learners with autism peering with other autistic students, normal students, and special needs students. The research took place in inclusive (IC) classroom, mainstreaming and Special Educational Needs (SEN) classroom.8 autistic students, 7 males and 1 female, were observed during their discussion with their peers in the teaching and learning process in English Foreign Language class. Throughout the classroom observation and discourse analysis during the students’ discussion there are four pattern of interaction took place: unique collaborative, expert-novice, and passive-passive. Wherein the unique collaborative is divided into active unique collaborative and passive unique collaborative and these are new findings and may add to the theory of peer-feedback interaction in EFL context.</em><strong><em></em></strong></p>

PEER FEEDBACK TECHNIQUE IN IMPROVING THE STUDENTS’ WRITING ABILITY OF THE FIRST GRADE STUDENTS IN SMA NEGERI BALIKPAPAN

2020 ◽  
Vol 3 (1) ◽  
pp. 117-131
Author(s):  
Dayang Suriani
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Peer Feedback ◽  
First Grade ◽  
First Year ◽  
First Year Students ◽  
Writing Ability ◽  
Preliminary Study ◽  
Academic Year ◽  
Writing Practice

This study is directed to obtain information how peer feedback can improve students’ ability in writing. Specifically, it is directed to investigate whether peer feedback works and can improve students’ writing ability in writing sentences and narrative paragraphs, at the first year students of SMA Negeri 1 Balikpapan. The study was conducted based on the result of preliminary study at the school. It is found that the students’ ability in the language skills especially in writing is still insufficient. In the teaching and learning process the teacher provides fewer portions in writing activities for the students in class. In addition, the strategies used in the teaching and learning process are uninteresting because the students have to do the writing activities in under pressure. To answer the problems, a classroom action research is conducted. The teacher as a researcher works in planning the action, implementing the action, observing, and analyzing and reflecting the action. The subjects of the study are the second year students (X-IPA-1) of 2019/2020 academic year consisting of 40 students. The results shows that peer feedback obviously can improve the students’ ability in writing sentences and narrative paragraphs at the first year students of SMA Negeri 1 Balikpapan. It has been observed that the improvements are caused by the regular writing practice done by the students and the teacher’s response given to their writing. It becomes a sort of on going dialogue.

scholarly journals Task Based Learning (TBL) in EFL Classroom: from theory to practice

2020 ◽  
Vol 3 (4) ◽  
pp. 139-144
Author(s):  
Muhammad Badrus Sholeh ◽  
Sahril Nur ◽  
Kisman Salija
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Language Use ◽  
Language Education ◽  
Target Language ◽  
Learning Goals ◽  
Efl Learners ◽  
Learning Framework ◽  
Theory To Practice ◽  
Efl Teachers

Task-Based Learning (TBL) is one of the contemporary approaches, which has attracted a great deal of study in recent decades. It is a language education approach that offers students the opportunity to use authentic target language use by tasks. Task-Based Learning drives skill-based teaching and learning, engages students in the learning process, motivates and enhances student imagination. This paper focuses on some fundamental aspects of TBL in literature: (1) the task-based learning definition, (2) the task-based learning characteristics, (3) the task-based learning framework, (4) the task-based learning benefits, and (5) a proposed task-based learning practice for EFL learners. The paper gives useful suggestions to EFL teachers who have similar teaching strategies to help students meet such learning goals in their classrooms and continue positive TBL patterns in teaching and learning.

scholarly journals LOCAL WISDOM VALUES IN EFL ONLINE LEARNING: EMERGING ENVIRONTMENTAL ISSUES

2021 ◽  
Vol 1 (02) ◽  
pp. 23-34
Author(s):  
Umar Al Faruq A. Hasyim ◽  
Nurul Puspita
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Environmental Issue ◽  
Local Culture ◽  
Essay Writing ◽  
Efl Learners ◽  
Online Platform ◽  
Writing Students ◽  
Efl Students

Abstract Local wisdom values mean society awareness about their ability in recognizing the surrounding condition.  In this context, the values refer to the Lampungnese custom in planting crop. Unfortunately, many EFL learners were not familiar with their surroundings.  Furthermore, this research describes the used of environmental issue topic in learning Essay writing. The teaching and learning process was done by EFL students by using online platform. It was suggested during the pandemic situation. However, the aim of this research is describing EFL students’ activities in emerging environmental topic toward their essay. This research was done on second semester of essay writing students. It was about 27 students. In conducting the teaching and learning process the lecturers choose any pictures that deal with the local culture of Lampungnese in planting crop as a topic. Then, the students would be more familiar with the values of the culture and elaborate the values in term of essay writing.

scholarly journals Meanings of care in health promotion

2008 ◽  
Vol 16 (3) ◽  
pp. 419-424 ◽  
Author(s):  
Gladys Carmela Santos Falcón ◽  
Alacoque Lorenzini Erdmann ◽  
Dirce Stein Backes
Keyword(s):  
Health Care ◽  
Health Promotion ◽  
Learning Process ◽  
Teaching And Learning ◽  
Reference Data ◽  
Classroom Observation ◽  
Self Organization ◽  
Ground Theory ◽  
Three Samples ◽  
Teaching Learning

The objective of the study is to understand the meaning built by students and professors on health promotion in the teaching and learning process of health care in Nursing. It is a qualitative study using ground theory as a methodological reference. Data was collected through interviews, with three samples groups, 13 students and four professors, by classroom observation, and through meetings with nursing professors. The central subject resulting from this analysis was: constructing teaching and learning in order, disorder and self organization for a new way of caring promoting health. The teaching/learning process directed at health promotion develops in a stage of crisis, going from a state of order to a state of disorder that is uncertain and contradictory regarding what society understands about health.

scholarly journals THE USE OF POWTOON SOFTWARE PROGRAM IN TEACHING AND LEARNING PROCESS: THE STUDENTS' PERCEPTION AND CHALLENGES

2019 ◽  
Vol 3 (2) ◽  
pp. 81-85
Author(s):  
Entis Sutisna ◽  
Lungguh Halira Vonti ◽  
Septian Agung Tresnady
Keyword(s):  
Digital Media ◽  
Learning Process ◽  
Teaching And Learning ◽  
Qualitative Data ◽  
Classroom Observation ◽  
Theory Building ◽  
Data Coding ◽  
Software Program ◽  
Instructional Technique ◽  
The Media

This research aimed to find out the students’ perception and challenges in lteaching and learning process through Pow Toon software. Qualitative data are gained from classroom observation, questionnaire, and interview. The qualitative data are analysed by assembling the data, coding the data, comparing the data to the theory, building interpretations, and reporting the outcomes. The result of the research shows the students' perceptions of learning through this kind of software and describes the challenges found by both the teachers and the students. Thus, it is also found out that learning by using animation video also make a learning process more interesting. However, one of the challenges that the students found in learning through the animation video from Pow Toon software is the motion of the animation itself that distract students’ concentration; therefore, the teachers who will use the media should consider best instructional technique in the teaching and learning process. In addition, the duration when the explanation on the video is too fast. So they need to extra concentrate to the material itself. Yet, the use of digital media in teaching and learning process is one of innovative ways and it is a necessity for the millenium era.

scholarly journals EFL Learners’ Perceptions on ZOOM Application in the Online Classes

2021 ◽  
Vol 2 (1) ◽  
pp. 41-51
Author(s):  
Nadila Nuraziza ◽  
Lulud Oktaviani ◽  
Fatimah Mulya Sari
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Qualitative Approach ◽  
Online Classes ◽  
Learning Materials ◽  
Teaching Process ◽  
Efl Learners ◽  
Learning And Teaching ◽  
E Learning

Pandemic Covid-19 brings impactful aspects for several sectors, especially in the education sector. The teaching and learning process has shifted to online learning. It quite challenges the teachers as well as the students to fully support the success of the online classes.Teachers are required to be more creative in delivering the learning materials that will be given to their students. Meanwhile, students are encouraged to be autonomous learners. This paper aims to investigate the students’ perceptions toward the implementation of the ZOOM application to support the online learning process and explore how this application gives a new shape in the educational industry. The qualitative approach was chosen for this study. The data were obtained from questionnaires and interviews. Based on the findings, there are some perceptions about the implementation of ZOOM to support online learning. The result showed that most students thought implementation of e-learning should be improved continuously. Surprisingly, it gave significant changes toward the learning and teaching process, especially during covid-19 itself.

scholarly journals The Role of Web-based Language Teaching on Vocabulary Retention of Adult Pre-intermediate EFL Learners

2018 ◽  
Vol 9 (2) ◽  
pp. 372 ◽  
Author(s):  
Mustapha Hajebi ◽  
SeddiQ Taheri ◽  
Farhad Fahandezh ◽  
Hosain Salari
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Vocabulary Knowledge ◽  
Control Group ◽  
Web Based ◽  
Efl Learners ◽  
Language Class ◽  
Significant Difference

This research is done to prove the effect of web-based language learning on the vocabulary improvement of the subjects of the study and to seek the attitudes of the learners on the use of web-based approach in the language class. In order to ensure the homogeneity of the students, a modified Michigan test (version1997) was presented and students were divided into one experimental group (n1=33) who learned their course vocabularies making use of free vocabulary learning sites of IELTS English language learning site every day for 8 weeks and one control group (n2=33) who received ordinary classroom instructions each session. The result appeared to manifest that learners’ perception improve by incorporating web based instruction in language learning classroom. It also indicated a significant difference between experimental and control group with regard to their vocabulary knowledge. WBL instruction enhanced EFL learners' vocabulary knowledge. The findings of this study may offer some implications for language teaching and learning. To begin with, these findings can be beneficial for language learning curriculum designers to present tasks that enrich both the language of the students and their motivation to apply on-line web sites for autonomous learning of language.

scholarly journals A Study on Ganre-Based Approach in Teaching Speaking to Indonesian EFL Learners

2019 ◽  
Vol 7 (1) ◽  
pp. 1
Author(s):  
Rangga Mega Putra
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Social Function ◽  
English Teacher ◽  
Seventh Grade ◽  
Generic Structure ◽  
Efl Learners ◽  
Efl Teachers ◽  
Efl Teaching ◽  
Speaking Skill

The implementation of genre-based approach in EFL teaching has been increasingly attracting many EFL teachers’ attention. This study aimed at investigating the implementation of Ganre-Based Approach in teaching and learning process of speaking skill at SMPN 1 Gamping Yogyakarta. This study was descriptive qualitative. The techniques of collecting the data were observation, interviews and documentation. The data was analyzed by referring to theory of the stages of genre-based approach developed by Hammond et al., (1992). The total of the sample of this study was 28 students in the seventh grade of SMPN 1 Gamping Yogyakarta. The findings showed that the English teacher still had some weakness in implementing genre-based approach. Moreover, the students still had many difficulties in generic structure and social function of the text.

scholarly journals STUDENTS’ PERCEPTION ON THE TEACHER’S NON-VERBAL COMMUNICATION IN TEACHING ENGLISH AT SMAN 14 BOMBANA

2020 ◽  
Vol 5 (3) ◽  
pp. 219
Author(s):  
Marianti Marianti ◽  
Firdaus Sale ◽  
Isnada Waris Tasrim
Keyword(s):  
Nonverbal Communication ◽  
Learning Process ◽  
Teaching And Learning ◽  
Classroom Observation ◽  
Structure Interview ◽  
Teaching English ◽  
Teaching Process ◽  
Semi Structure Interview ◽  
The Subject ◽  
Tone Of Voice

Many  teachers  understand  that  the  use  of  nonverbal  communication  in teaching process is a good way to support the students’ understanding. By this effort, students may reach good comprehension through their belief for every act of teaching  and  learning  process.  This  belief can  be scripted  to  picture their perception. The students’ perception is all the students’ mental images and feeling which happen during their activities in the school. This means that any activities where the students gain information, the perception exist there. In this thesis, the students’ perception determines the function of the teacher’s nonverbal communication. The aim of this research was to investigate the students’ perception on the teacher’s nonverbal communication in teaching English at SMAN 14 Bombana. The research used a qualitative design with the subject of the study was class X and XI IPA. The total numbers of these two classes were 47. The researcher used classroom observation sheet and semi-structure interview as the instrument of the research, the interview which was the questions were formulated but, in the field, the interviewer might modify the format or questions during the interview process. This process took place to both of the students and the teacher. After collecting data, the data was analyzed descriptively. The result showed that the students agreed that the use of nonverbal communication in the teaching and learning process works. All of the expected meaning behind the nonverbal communication could be understood by the students well. The entire teacher’s   nonverbal   communication   where   the   researcher   focused   namely gestures, eye contact, and tone of voice functioned well. Most of the students agreed that the teacher’s nonverbal communication made them motivated to learn, focused their attention, and made them eagerly to speak, and sometimes, it made the students proud

scholarly journals Análise da atuação de um profissional da sala de atendimento multifuncional na perspectiva da teoria da aprendizagem significativa

2018 ◽  
Vol 6 (12) ◽  
pp. 426
Author(s):  
Rosângela Lopes Borges ◽  
Marcos Fernandes-Sobrinho
Keyword(s):  
Inclusive Education ◽  
Learning Process ◽  
Teaching And Learning ◽  
Structured Interview ◽  
Educational Process ◽  
Special Educational Needs ◽  
Systematic Observation ◽  
Descriptive Research ◽  
Qualitative Descriptive ◽  
Resource Rooms

Resumo: A Teoria da Aprendizagem Significativa (TAS) de David Ausubel é uma das proposições da aprendizagem que visa aprimorar o processo educacional dos alunos. Nela se considera os conhecimentos prévios dos discentes, além da organização e estabilização de ideias. Este estudo tem como problemática a percepção e o uso da TAS pelos professores das Salas de Recursos Multifuncionais (SRM). Objetiva-se investigar como se dá o processo de ensino e aprendizagem dos alunos com Necessidades Educativas Especiais (NEE) e como o profissional de inclusão promove a Aprendizagem Significativa desses. Para isso, empregou-se uma pesquisa descritiva de cunho qualitativo, lançando mão do levantamento de informações, por meio de uma entrevista semiestruturada para com um profissional da SRM, que trabalha em uma escola estadual de um município do interior do Estado de Goiás/Brasil. Além disso, realizou-se uma observação sistemática, por três semanas, dos atendimentos matutinos a fim de perceber como ocorre o processo de ensino e aprendizagem no Atendimento Educacional Especializado (AEE) à luz da TAS. Conclui-se que a profissional entrevistada tem conhecimento da teoria em foco, que pondera as experiências vividas, enfatiza a interdisciplinaridade e estimula o desenvolvimento da autonomia dos estudantes. Entretanto, identificou-se a burocracia como empecilho à implantação de novas Salas de Recursos na localidade.Palavras-chave: Significância do Ensino; Ausubel; Professor de AEE; Educação Inclusiva. Analysis of the activity of a professional in the multifunctional service room in the perspective of the theory of significant learningAbstract: David Ausubel Theory of Significant Learning (TSL) is one of the propositions of learning that aims to improve the educational process of students. It considers the students' previous knowledge, as well as the organization and stabilization of ideas. This study has as problematic the perception and the use of the TSL by the teachers of the Multifunctional Resource Rooms (MRR). The objective is to investigate how the teaching and learning process of students with special educational needs (SEN) is given and how the inclusion professional promotes their meaningful learning. For this, a qualitative descriptive research was used, using a semi-structured interview with a MRR professional, who works in a state school of a municipality of the interior of the State of Goiás/Brazil. In addition, a systematic observation was carried out for three weeks of the morning attendance in order to understand how the teaching and learning process occurs in the Specialized Educational Service (SES) in the light of the TSL. It is concluded that the professional interviewed has knowledge of the Theory in focus, which weighs the lived experiences, emphasizes the interdisciplinarity and stimulates the development of students' autonomy. However, bureaucracy was identified as an obstacle to the implementation of new Resource Rooms in the locality.Keywords: Significance of Teaching; Ausubel; Teacher of AEE; Inclusive education. 

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