scholarly journals MAKASSARESE AND BUGINESE LOCAL WISDOMS IN SCL-BASED WRITING CLASS (A CASE STUDY)

2016 ◽  
Vol 16 (1) ◽  
pp. 91
Author(s):  
Ria Jubhari ◽  
Etty Bazergan ◽  
Karmila Mokoginta ◽  
Simon Sitoto ◽  
Besse Puspita Syarif ◽  
...  
Keyword(s):  
Learning Process ◽  
Qualitative Case Study ◽  
Classroom Interaction ◽  
Classroom Observations ◽  
Interaction Data ◽  
Mutual Help ◽  
Class A ◽  
Writing Class ◽  
Student Centred Learning

This descriptive-qualitative case study aims to (1) identify the values of Buginese/Makasaresse local wisdoms that shape the learning process of Hasanuddin University students attending the Writing2 (MBI2) subject in the even semester, 2014; (2) find out which of the local wisdoms that strongly shape the student-centred learning (SCL) process in the Writing II class. The study focused on students classroom interaction. Data were collected from classroom observations, questionnaires, interviews and teachers note on the learning process in classroom. This study found that what is thought as Buginese or Makassarese local wisdoms can both support and inhibit the SCL process in MBI2. Such local wisdoms include respect to older people and mutual help

scholarly journals Lecturer’s talk in Classroom interaction in Listening class: A case study

2020 ◽  
Vol 13 (1) ◽  
pp. 23
Author(s):  
Muhammad Zuhri Dj ◽  
Musfirah Musfirah
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Classroom Interaction ◽  
Research Instrument ◽  
Class A

The aim of this research was to find out the category of lecturer’s talk in classroom interaction in learning listening. The method used a case study which applied observation and interview. It aimed to gain the data that were observed during Teaching and learning process and interview the lecturer and learners. The data were presented by analyzing the lecturer’s talk. The source of data was the lecturer who teaches listening in TBI program. The instrument of this research were observation where the researcher saw or watched the teaching and learning process after that transcribing the lecturer’s talk and interview where the researcher used recorder. This research instrument was applied to acquire the data about lecturer’s talk used by the lecturer. The result of the research showed that there were some categories of lecturer’s talk performed by the lecturer during classroom interaction, the lecturer applied categories based on FIAC System, and they are: accept feeling, praises and encourages, accepts and uses idea of students, asks questions, lecturing, giving direction, and criticizing or justifying authority. Most frequent category of lecturer’s talk were asking the question, giving direction, praise or encouraging and lecturing.

scholarly journals “Tell me about your Day”: Portraying Student’s Reflective Practice through Diary Writing

2021 ◽  
Vol 15 (2) ◽  
pp. 375-384
Author(s):  
Teguh Kasprabowo ◽  
Endang Yuliani Rahayu ◽  
Agnes Widyaningrum
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
Reflective Practice ◽  
Language Learners ◽  
Learning Process ◽  
Personal Development ◽  
Qualitative Case Study ◽  
Writing Class ◽  
Diary Writing

Although commonly understood that diary writing benefits language learners in many ways, the use of diary writing as a medium for reflective practice in higher education is still rarely considered. The study aimed to portray the student's reflective practice through diary writing - to display how the student made meaning of her daily life and learning experiences. Employing qualitative case study, we observed one of our students’ reflective practice through her diary entries. Our study employed Rodger’s summary of Dewey’s reflective practice (2019) as the theoretical framework. The data of this research was a handwritten diary of a student named Lana containing 30 diary entries written from September 6, 2018, to October 22, 2018. The entries were written in the period when she joined a Creative Writing class. The diary writing activity was mainly aimed to help the students in the class to build their writing habits by writing reflections of their daily activities. The result showed that diary writing provided room for Lana to carry out the reflective practice. This practice helped her to see and to understand herself as a learner. Also, Lana specifically expressed that diary writing helped her to have ideas for writing easily. Based on the findings, we argue that in the Indonesian higher education context diary writing needs to be incorporated in the learning process to benefit learners in their personal development and their language learning process.

scholarly journals Riding Out the Storm: Out-of-Field Teaching Practice in Indonesia

Humaniora ◽  
2019 ◽  
Vol 10 (2) ◽  
pp. 161
Author(s):  
Esti Rahayu ◽  
Shuki Osman
Keyword(s):  
Professional Learning ◽  
Teaching Practice ◽  
Qualitative Case Study ◽  
School Leaders ◽  
Document Analysis ◽  
Classroom Observations ◽  
Extended Time ◽  
Learning And Teaching ◽  
Teaching Learning

As out-of-field teachers existence led to change in teachers, this research aimed to explore their commitment to learning and teaching, and how their schools supported them. Five Indonesian teachers who started teaching as out-of-field teachers and their school leaders were interviewed for this research. The qualitative case study was employed to explore the problem through interviews, classroom observations, and document analysis. The findings reveal that the initial commitment to teaching, learning, and growing is an investment for further actions throughout the teaching practice. The schools provide necessary assistance through the induction and during their in-service in the provided and requested professional learning, being trusted and acknowledged by school leaders, and having resourceful colleagues. From their schools’ support, the out-of-field teachers become more knowledgeable and remain as teachers for an extended time.

scholarly journals Práticas de letramento e whatsapp: estudo de caso no contexto de português como língua de acolhimento, à luz da perspectiva ecológica

2021 ◽  
Vol 2 (3) ◽  
pp. 218-237
Author(s):  
Rosyanne Louise Autran Lourenço ◽  
Eliana Barbosa dos Santos
Keyword(s):  
Learning Process ◽  
Literacy Practices ◽  
Qualitative Case Study ◽  
Participant Observation ◽  
Ecological Perspective ◽  
Data Generation ◽  
Field Notes ◽  
Teaching Learning ◽  
Refugee Immigrants

Este artigo visa a apresentar, sob uma perspectiva ecológica de letramento, resultados da análise de práticas sociodiscursivas do processo de ensino-aprendizagem de Português Língua de Acolhimento, de imigrantes refugiados no Brasil, realizadas por meio do WhatsApp. Teoricamente, o estudo circunscreve-se às dimensões analíticas de letramento (MOREAU et al., 2013), sob a perspectiva ecológica dos estudos linguísticos (VAN LIER, 2004, 2010), fundamentando-se em pressupostos referentes aos recursos multimodais das tecnologias digitais (LEFFA, 2006; MORAN, 2013) e à função mediadora da linguagem (VIGOTSKI, 1971), em especial, do Português Língua de Acolhimento (BARBOSA; SÃO BERNARDO, 2017) e de suas implicações referentes à noção de afetividade (LEITE, 2012). Metodologicamente, trata-se de estudo qualitativo de caso (STAKE, 1994), de base etnográfica virtual (SANTOS; GOMES, 2013) cuja geração dos dados ocorreu por meio de observação participante (BOGDAN; BIKLEN, 1998) e notas de campo (FETTERMAN, 1998). Sua relevância reside na urgência no processo de imersão de imigrantes refugiados em práticas sociodiscursivas que viabilizem a obtenção de condições mínimas de vida digna e a garantia de autonomia em sua agência no país de destino (COSTA; TAÑO, 2018). Os resultados da pesquisa sugerem que a abordagem ecológica de práticas de letramento em ambiente virtual amplia a compreensão das articulações inerentes ao processo de ensino-aprendizagem de línguas, propiciando ao docente melhores condições de promover a autonomia dos estudantes, em contexto de imigração, na condução de soluções que atendam às suas necessidades mais prementes, voltadas para as práticas sociais de imersão no país de chegada.   This article aims to present, in the light of an ecological perspective of literacy, the results of the analysis of sociodiscursive practices of the teaching-learning process of Portuguese as a Host Language, through WhatsApp by refugee immigrants in Brazil. Theoretically, the study is limited to the ecological perspective of linguistic studies (VAN LIER, 2004, 2010) and analytical literacy dimensions (MOREAU ET AL., 2013) based on assumptions regarding the multimodal resources of digital technologies (LEFFA, 2006; MORAN, 2013) and the mediating function of language (VIGOTSKI, 2009) in particular the Portuguese Host Language (BARBOSA; SÃO BERNARDO, 2017) and its implications regarding the notion of affectivity (LEITE, 2012). Methodologically, it is a qualitative case study (STAKE, 1994) with a virtual ethnographic basis (SANTOS; GOMES, 2013) whose data generation occurred through participant observation (BOGDAN; BIKLEN, 1998) and field notes (FETTERMAN, 1998). Its relevance resides in the urgency in the process of refugee immigrants sociodiscursive practices that make it possible to obtain minimum conditions of dignified life and guarantee autonomy at their agency in the destination country (COSTA; TAÑO, 2018). The research results suggest that the ecological approach to literacy practices in a virtual environment broadens the understanding of the articulations inherent to the language teaching-learning process, providing the teacher better conditions to promote the autonomy of the students in the context of immigration, in driving solutions that meet their pressing sociodiscursive needs, focused on social immersion practices in the country of arrival.

scholarly journals Students’ and Teacher’s Belief About Their Classroom Interactions Toward Teaching and Learning English

2018 ◽  
Vol 6 (3) ◽  
pp. 285
Author(s):  
Martira Fifrilya Ningtyas ◽  
Dewi Rochsantiningsih ◽  
Handoko Pudjobroto
Keyword(s):  
Teaching And Learning ◽  
Qualitative Case Study ◽  
Lesson Plan ◽  
Classroom Interaction ◽  
English Teacher ◽  
Cooperative Teaching ◽  
Positive Belief ◽  
Research Findings ◽  
Learning English

<p>Belief is an underlying case in human’s decision and attitude, including in the classroom interaction context. Its existence in classroom interaction is revealed in this article by identifying and describing the students’ and teacher’s belief about their classroom interaction toward teaching and learning English. The study was carried out using qualitative case study in Surakarta, at eighth grades student and their English teacher. The data were collected through questionnaire, interview, classroom observation, and teacher’s lesson plan which then reduced to find the smallest valuable unit, categorized based on similarity, and compared to find the relation between the categories thus hypothesis is constructed as the answer. The research findings show that: (1) students believe they have good classroom interaction; (2) the teacher believes that interaction is the students’ need facilitating media; then (3) the belief has affected the students’ paradigm, that now they like English, and has affected the teacher’s decision making on her social interaction and her way of teaching. Having positive belief is beneficial to support cooperative teaching and learning process.</p>

scholarly journals PEMATUHAN MAKSIM KUANTITAS GRICE PADA TUTURAN GURU DALAM INTERAKSI KELAS BAHASA ARAB DI MA AL MUNAWAROH JOMBANG

2021 ◽  
Vol 4 (2) ◽  
pp. 293
Author(s):  
Lailatul Qomariyah ◽  
Ahmad Sauqi Ahya
Keyword(s):  
Speech Act ◽  
Interactive Learning ◽  
Qualitative Case Study ◽  
Classroom Interaction ◽  
Case Study Approach ◽  
Student Activity ◽  
Study Approach ◽  
Teachers And Students ◽  
Class Interaction

<p><em>The teacher's speech dominates in interactive activities with students in learning Arabic. To realize communicative and interactive learning, the teacher obeys the maxim of quantity proposed by Grice, which is to speak as briefly and clearly as possible so that the information conveyed can be understood easily. This article examines how to comply with Grice's maxim of quantity in the teacher's speech in Arabic class interaction. This research uses a qualitative case study approach in which data is collected through the documentation method and then analyzed using an interactive method. The results of this study are, the observance of the maxim of quantity in the teacher's speech is used in several categories; namely, 1) Requestives "begging", 2) Requestives "Praying"; 3) Requestives Ask; 4) Questions "ask"; 5) Questions "probing", and 6) Prohibitives "Prohibiting". Compliance with the maxim of quantity in Arabic classroom interactions between teachers and students positively impacts student activity and makes learning more conducive.</em></p><p><strong><em>Keywords: </em></strong><em>the maxim of quantity, Speech act, classroom interaction.</em></p>

Hopeful Discourse: Elementary Children’s Activist Responses to Modern-Day Slavery Grounded in Systems Thinking

2019 ◽  
Vol 68 (1) ◽  
pp. 139-161 ◽  
Author(s):  
Margaret Sauceda Curwen ◽  
Amy Ardell ◽  
Laurie MacGillivray
Keyword(s):  
Social Justice ◽  
Systems Thinking ◽  
Critical Literacy ◽  
Literacy Instruction ◽  
Qualitative Case Study ◽  
Fifth Graders ◽  
Classroom Observations ◽  
Modern Day Slavery ◽  
Insight Into

This qualitative case study examines how fifth graders and their teachers participated in critical literacy instruction grounded in systems thinking on the topic of slavery. Systems thinking seeks to discover relationships and patterns in diverse underlying systems; critical literacy examines everyday texts, focuses on social justice and change, and promotes transformative practices. Classroom observations, photographs, interviews, and student artifacts were collected and analyzed to provide insight into students’ understandings of patterns of slavery from American colonial times to modern-day trafficking. Through a range of texts and different modalities, students sought to understand different group perspectives and ultimately took action to disrupt an unjust system. Three aspects of students’ learning led them to an agentic role: (1) crossing boundaries across time and differences, (2) developing a holistic worldview, and (3) reimagining a different world and altering the existing discourse.

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