scholarly journals THE NEEDS FOR DEVELOPING COOPERATIVE PROBLEM-BASED LEARNING (CO-PBL) TO PROMOTE VERBAL CREATIVITY IN EFL WRITING

2018 ◽  
Vol 2 (2) ◽  
pp. 72
Author(s):  
M. Ali Ghufron ◽  
Siti Ermawati
Keyword(s):  
Teaching And Learning ◽  
English Education ◽  
Problem Based Learning ◽  
Private University ◽  
Learning Model ◽  
Writing Teachers ◽  
Efl Writing ◽  
Verbal Creativity ◽  
Writing Class ◽  
Teachers And Students

This study is the initial part for developing cooperative problem-based learning (hereafter Co-PBL) to promote verbal creativity in EFL writing. The study is aimed at: (1) investigating the previous teaching and learning model implemented in EFL writing class; and (2) measuring and analyzing the extent to which the teachers and students need Co-PBL to promote verbal creativity (hereafter VC) in EFL writing. This study employed a case study method with the respondents of the research were 2 EFL writing teachers and the students who take EFL writing course in English Education Department of a private university in East Java, Indonesia. The data was yielded from questionnaire, in-depth interview, observation, and document analysis. After analyzing the data descriptively, the results show that teachers have used to implement cooperative learning and problem-based learning in EFL writing class; however, they never try to integrate the two models as a new one. It was also revealed that they did not notice verbal creativity as an affecting factor in EFL writing due to their insufficient knowledge to develop learning model that can promote verbal creativity. This study also reveals that teachers and students are eager to develop and implement Co-PBL in order to promote students’ verbal creativity in EFL writing. The findings of this study might have implication for EFL writing teachers and learners.

scholarly journals The Framework of Cooperative Problem-based Learning (Co-PBL) to Promote Verbal Creativity in EFL Writing: Is It Feasible?

2018 ◽  
Vol 5 (2) ◽  
pp. 81
Author(s):  
M. Ali Ghufron ◽  
Siti Ermawati
Keyword(s):  
Cooperative Learning ◽  
English Education ◽  
Group Discussion ◽  
Problem Based Learning ◽  
Structured Interview ◽  
Influential Factors ◽  
Writing Teachers ◽  
Efl Writing ◽  
Verbal Creativity ◽  
Writing Class

One of the influential factors that could affect students’ writing skill is verbal creativity (VC). As an attempt to promote VC in EFL writing, two learning models i.e. cooperative learning and problem-based learning are incorporated and modified. This study was aimed at: (1) describing the structure of the framework of Co-PBL in order to promote VC in EFL writing; and (2) evaluating the feasibility of the framework of Co-PBL in EFL writing class. To achieve the goals of this study, a descriptive explanatory research was applied. It involves the EFL writing teachers and the first and second-grade students of English Education Department of a private university in East Java, Indonesia. The data were gathered through Focus Group Discussion (FGD), observation, semi-structured interview, and questionnaire. Incorporating cooperative learning (CL) and problem-based learning (PBL) results in the Co-PBL framework to guide the students through PBL cycles based on CL principles. The Co-PBL framework was also modified by inserting learning activities which could promote VC in EFL writing in each phase or cycle of PBL. Further, it was also confirmed that the Co-PBL framework is feasible to be implemented in EFL writing class. These findings, then, might have significant implications for EFL writing teachers and students.

scholarly journals Fostering Undergraduate Students’ Reading Performance in English Discourse through Problem-Based Learning Model

2019 ◽  
Vol 4 (1) ◽  
pp. 147
Author(s):  
Alek Alek
Keyword(s):  
Reading Comprehension ◽  
Undergraduate Students ◽  
Education Program ◽  
Teaching And Learning ◽  
English Education ◽  
Problem Based Learning ◽  
Learning Model ◽  
Reading Performance ◽  
Pbl Model

Choosing and applying appropriate models or strategies in teaching and learning reading comprehension may lead to enhance the quality of both teacher and students’ performance or achievement. Fostering students’ reading performance is the primary endeavor to master other English skills. This investigation has done in five main stages which cover pre-test, planning, acting, observing, reflecting, and evaluation of the results. This recent study expects to reveal and describe the application of Problem-Based Learning (PBL) in fostering the students’ reading English discourses. The instruments used in gathering the data were the observation sheets, questionnaire, and tests. There were 32 participants chosen to form the fourth-semester students which majoring in English education program of UIN Syarif Hidayatullah Jakarta. The data were analyzed qualitatively and quantitatively. The results show that the students’ scores since the pre-action test, first cycle up to the second cycle undergo increasing which tends to ‘positive category’ and ended with ‘good level’ (78 scores or high qualification category). It could be summarized that the application of PBL model towards EFL undergraduate students is effective in teaching and learning of English discourse reading comprehension.

scholarly journals The Influence of Problem-Based Learning Model on Students’ Learning Outcomes in Aceh Private University

2021 ◽  
Vol 20 (1) ◽  
pp. 56
Author(s):  
Budi Rizka ◽  
Lismalinda Lismalinda
Keyword(s):  
Experimental Design ◽  
Learning Outcomes ◽  
English Education ◽  
Hypothesis Test ◽  
Private Universities ◽  
Problem Based Learning ◽  
Private University ◽  
Learning Model ◽  
Average Value ◽  
Experimental Group

The aim of this study is to analyze the influence of using problem-based learning model in sociolinguistic learning on students learning outcomes of English Education at private universities in Aceh. This study used an experimental method with a research form that is pre-experimental design and one-group pretest-postest design experimental design. The population in this study were 20 students from private universities in Aceh. The sample in this study was the entire population of 20 students who were divided into an experimental group. The research instrument used was the learning outcome in the form of a multiplechoice test of 20 questions. The data collection technique in this study is a measurement technique. Hypothesis test results using t-stat which is obtained in experimental group t-stat (-18.6) < t Critical two-tail (2.093) with an average value of pre-test 59.75 and posttest 78. From the results of these calculations it can be concluded that there is an effect of using problem-based learning models on learning outcomes in sociolinguistic learning of private university students in Aceh.

scholarly journals Analysis of Student Attitudes to Develop a Self-Assessment Model of Genre-Based Writing Class

2018 ◽  
Vol 12 (3) ◽  
pp. 253
Author(s):  
Taufiqulloh Taufiqulloh ◽  
Yuvita Yuvita ◽  
Endang Sulistianingsih
Keyword(s):  
Goal Orientation ◽  
Student Attitudes ◽  
Teaching And Learning ◽  
English Education ◽  
Assessment Model ◽  
Self Assessment ◽  
Writing Classes ◽  
Efl Writing ◽  
English As Foreign Language ◽  
Writing Class

This research aimed to develop learners’ autonomy in English as Foreign Language (EFL) writing class, in particular, it was applying self-assessment. It enabled learners to raise their awareness in learning and to improve the goal orientation. The research also helped teachers to reduce their burdens of assessment and entailed a long-term effect on the learner’s autonomy. The objective of this research was to figure out student attitudes in developing a self-assessment model of genre-based writing class. Quantitative and qualitative analysis were utilized to draw the findings of this research. It was conducted at the English Education Department, Faculty of Teacher Training, Pancasakti University in the even semester of the academic year 2016/2017. The data were collected from a questionnaire, classroom observation, and focus group discussions. The results of this research present students’ problems, perceptions, and needs toward the teaching and learning process of genre-based writing classes attended as preliminary research to develop a self-assessment model of EFL writing.

scholarly journals THE EFFECT OF PROBLEM-BASED LEARNING MODEL ON THE SOCIOLINGUISTICS LEARNING OUTCOMES OF PRIVATE UNIVERSITY STUDENTS IN ACEH

2021 ◽  
Vol 8 (1) ◽  
pp. 14-25
Author(s):  
Budi Rizka ◽  
Lismalinda
Keyword(s):  
Experimental Design ◽  
University Students ◽  
Learning Outcomes ◽  
English Education ◽  
Private Universities ◽  
Problem Based Learning ◽  
Private University ◽  
Learning Model ◽  
Group A ◽  
Group B

This study aims to analyze the effect of the application of the problem based learning model in sociolinguistic learning on student learning outcomes of English Education at private universities in Aceh. This study used an experimental method with a research form that is pre-experimental design and one-group pretest-postest design experimental design. The population in this study were 40 students from private universities in Aceh. The sample in this study was the entire population of 40 students who were divided into two experimental groups, where Experiment Group A 20 people and Experiment Group B 20 people. The research instrument used was the learning outcome in the form of a multiple choice test of 20 questions. The data collection technique in this study is a measurement technique. Hypothesis test results using t-stat which is obtained in Experiment group A tstat (-18.6) < t Critical two-tail (2.093) with an average value of pre-test 59.75 and posttest 78 and Experiment group B tstat (-27 , 5) < t Critical two-tail (2,093) with an average score of 58 pre-test and 78 post-test. From the results of these calculations it can be concluded that there is an effect of using problem based learning models on learning outcomes in sociolinguistic learning of private university students in Aceh.

scholarly journals KETERAMPILAN BERPIKIR KRITIS MENGGUNAKAN MODEL CONTEXTUAL TEACHING AND LEARANING DI SEKOLAH DASAR

2017 ◽  
Vol 1 (2) ◽  
Author(s):  
Masniladevi Masniladevi
Keyword(s):  
Critical Thinking ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Teachers And Students ◽  
Contextual Teaching

Learning activities in primary schools are still dominated by teachers, consequently the students' critical thinking skills are low. The purpose of this study is to describe the implementation and improvement of students' critical thinking skills on the characteristics of wake up flat by using Contextual teaching and learning model. The results showed an improvement in the observation of students' critical thinking skills as well as aspects of teachers and students. The students' critical thinking ability in cycle I was 69 and increased in cycle II to 86. The result of observation of student aspect in cycle I was 76.75% with good qualification, and increased in cycle II to 92% with excellent qualification. It was concluded that, Contextual Teaching And Learning model can improve students' mathematical critical thinking ability.Keywords: critical thinking skills; Contextual Teaching And Learning model

scholarly journals Flipped Classroom Method with Computer-Assisted Language Learning (CALL) in EFL Writing Class

2021 ◽  
Vol 20 (1) ◽  
pp. 120-141
Author(s):  
M. Ali Ghufron ◽  
Fitri Nurdianingsih
Keyword(s):  
Language Learning ◽  
Flipped Classroom ◽  
Teaching And Learning ◽  
Experimental Methodology ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
Efl Writing ◽  
Face To Face ◽  
Writing Class ◽  
Quasi Experimental

This study revealed the strengths, weaknesses, and effectiveness of the flipped classroom with CALL in EFL writing class. A mixed-method approach was used to achieve the goals of the study. An embedded quasi-experimental methodology design was used to achieve the aims of this study (i.e., quantitative and qualitative data analysis). There were a hundred and fifty Indonesian EFL university learners who participated in this study. This study also involved 14 EFL writing teachers who experienced implementing the flipped classroom with CALL from five universities. The results of this study revealed that a flipped classroom with CALL in EFL writing class has many advantages, such as stimulating learner autonomy, improving teaching and learning processes, providing more time for EFL writing and input during face-to-face meetings, promoting active learning, student learning responsibility, and peer collaboration. Besides, some drawbacks were also found from its implementation. However, implementing the flipped classroom in the current study positively affects the EFL writing course. This study implies that teachers can include online resources such as videos from reputable sources or make their videos as learning materials if possible.

scholarly journals MODEL PROBLEM BASED LEARNING DAN MOTIVASI TERHADAP PENINGKATAN HASIL BELAJAR BIOLOGI PESERTA DIDIK

BIOLOVA ◽  
2021 ◽  
Vol 2 (2) ◽  
pp. 95-102
Author(s):  
Hudaya Indra Bakti ◽  
Handoko Santoso
Keyword(s):  
Learning Outcomes ◽  
Learning Process ◽  
Teaching And Learning ◽  
Model Problem ◽  
Problem Based Learning ◽  
Learning Model ◽  
Learning Activities ◽  
Two Factors ◽  
The Right ◽  
Pbl Model

Abstrak : Keberhasilan suatu proses belajar mengajar dipengaruhi oleh berbagai faktor. Dalam penelitian ini terdapat dua faktor yang mendominasi yaitu model pembelajaran dan motivasi yang dimiliki siswa saat belajar. Dengan menerapkan model pembelajaran yang tepat akan membuat kegiatan belajar mengajar lebih menarik sehingga menarik rasa ingin tahu siswa untuk belajar. Rasa ingin tahu merupakan motivasi alami yang dimiliki oleh siswa, sehingga mereka tertarik untuk mengikuti proses pembelajaran. Dalam penelitian ini model yang akan digunakan adalah Problem Based Learning atau dikenal dengan Problem Based Learning (PBL). Model pembelajaran ini berorientasi pada siswa, dimana guru akan memberikan objek permasalahan yang berkaitan dengan materi dan siswa akan diminta untuk menganalisis penyelesaian masalah tersebut dengan menggali berbagai informasi baik dari buku, internet ataupun hasil siswa. Sedangkan guru hanya berperan sebagai fasilitator dan mengarahkan siswa. Tujuan dari artikel review ini adalah (1) untuk mengkaji model Problem Based Learning (2) mempelajari hasil belajar (3) untuk mengkaji model Problem Based Learning dalam meningkatkan hasil belajar. Abstract: The success of a teaching and learning process is influenced by various factors. In this study, there are two factors that dominate, namely the learning model and the motivation that students have when learning. By applying the right learning model, it will make teaching and learning activities more interesting so that it attracts students' curiosity to learn. Curiosity is a natural motivation possessed by students, so they are interested in participating in the learning process. In this study, the model to be used is Problem Based Learning or known as Problem Based Learning (PBL). This learning model is oriented towards students, where the teacher will provide an object of problems related to the material and students will be asked to analyze the resolution of the problem by exploring a variety of information both from books, the internet or students' results. Whereas the teacher only acts as a facilitator and directs students. The purpose of this review article is (1) to examine the Problem Based Learning model (2) to study the learning outcomes (3) to examine the Problem Based Learning model in improving learning outcomes.

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