scholarly journals THE PRESENCE OF COLLABORATION SKILL IN ELT CLASS

Prominent ◽  
2020 ◽  
Vol 3 (2) ◽  
Author(s):  
Hakim Sudinpreeda ◽  
Mutohhar Mutohhar ◽  
Agung Dwi Nurcahyo ◽  
Fajar Kartika
Keyword(s):  
21St Century ◽  
Learning Process ◽  
21St Century Skills ◽  
Teaching And Learning ◽  
English Education ◽  
Real Life ◽  
Effective Instruction ◽  
Education Department ◽  
Freshman Students ◽  
And Control

One of the skills that must be possessed in the 21st century is collaboration skill. It requires teachers to present or provide it in the learning process, so that later students are expected to be able to implement it in their real life. The study reported in this paper aims to describe the implementation of collaboration skill in the process of teaching and learning. The data collected by means of close-ended questionnaires and guided interview that were administered to 125 freshman students of the English Education Department of Universitas Muria Kudus. The result shows that 84% of the students said that the teacher has implemented the collaboration skill, however from 84%, only 48% is categorized as instructionally effective. It is suggested that the teachers should manage some instructions and control how the instructions are executed. Keywords: 21st century skills, collaboration skill, effective instruction.

scholarly journals INTEGRASI KETERAMPILAN ABAD 21 DALAM MODUL SOCIOLINGUISTICS: KETERAMPILAN 4C (COLLABORATION, COMMUNICATION, CRITICAL THINKING, DAN CREATIVITY)

2019 ◽  
Vol 4 (2) ◽  
pp. 455-466
Author(s):  
Winda Winda Trisnawati ◽  
Arini Kumala Sari
Keyword(s):  
Critical Thinking ◽  
Data Analysis ◽  
21St Century ◽  
Learning Process ◽  
21St Century Skills ◽  
English Education ◽  
Teaching Material ◽  
Education Department ◽  
Analysis Techniques ◽  
Student Questionnaire

Preparing 21st century students to be able to compete in the future, teachers around the world promote several skills to face the challenges of 21st century development. Students need 21st century skills which are known as 4C skills (critical thinking, collaboration, communication, and creativity). Integrating 21st century skills in the learning process effectively becomes very important. Teaching material as a source of learning is needed in this regard. One of the teaching materials is a module. The aim of this research is to develop an integrated Sociolinguistics module on 21st century skills that focus on 4C skills. It aims to find out the suitable of this module as teaching material for students in the English Education Department of STKIP Muhammadiyah Muara Bungo. This research method used research and development (R&D). The research procedure was divided into two, namely preparation and implementation. This research was conducted to students in the fifth semester of the academic year 2019/2020 English Education Department of STKIP Muhammadiyah Muara Bungo. Data collection techniques used questionnaire and observation sheets as instrument. This research data analysis technique used quantitative data analysis techniques and qualitative data analysis techniques. The results showed the recapitulation of assessment aspects from various experts, sociolinguistics lecturer, student questionnaire sheets, and observations sheet. The following are the percentages of the result module eligibility which includes: the results of the material expert validation was 61.3% (good category); the results of the validation of media experts was 75.8% (excellent category); module self-evaluation results by lecturers was 90% (excellent category); field trial observation sheet results was 78.9% (excellent category); and the results of the student questionnaire sheet was 76.3% (excellent category). So the sociolinguistics module which is integrated with 4C skills is appropriate to be used in the learning process.

scholarly journals The Effective 21st-century Pedagogical Competence as Perceived by Pre-service English Teachers

2020 ◽  
Vol 8 (1) ◽  
pp. 1
Author(s):  
Renol Aprico Siregar
Keyword(s):  
21St Century ◽  
Learning Process ◽  
Teaching And Learning ◽  
Real Life ◽  
English Teachers ◽  
21St Century Education ◽  
Pedagogical Competence

As teaching is considered as a lifelong process, teachers should always intend to develop themselves to be able to effectively conduct the teaching and learning process. This study aimed at exploring the view of pre-service English teachers towards the effective 21st-century teachers’ pedagogical competence and how they develop their pedagogical competence for their future teaching. The data were obtained through interviews and questionnaires. The study was qualitatively conducted as a case study by involving 12 pre-service English teachers purposively chosen due to their familiarity with the study issue. The results indicated that in terms of 21st-century education, the participants perceived that the pedagogical competence focused on teachers’ capability of integrating the technology in classrooms and teachers’ ability to exploit adjusted methods and materials which furnish students with skills appropriate to their future real-life careers.  Further, there were eight very crucial traits of effective 21st-century pedagogical competence perceived by the participants. They were extended to; facilitating and inspiring students to learn creatively, utilizing, designin

scholarly journals The Optimization of Blended Learning in Extensive and Intensive Reading Course

2020 ◽  
Vol 2 (2) ◽  
pp. 8-17
Author(s):  
Musdalifah Ifah Rahman
Keyword(s):  
Blended Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Education ◽  
Learning Processes ◽  
Positive Perception ◽  
Education Department ◽  
The Subject ◽  
Intensive Reading ◽  
Online Conversation

This study aimed to describe 1) the application of Blended Learning in extensive and intensive reading subjects, and (2) the students’ perception of the application of blended learning.  The subject of this study was the students of the English education department at the Muhammadiyah University of Enrekang. The data in this study were the activities of students and the lecturer in the teaching and learning processes and the students’ perception of the learning process in the classroom.  The results showed that (1) the students and the lecturer were actively engaged in live learning and online conversation, and (2) the students had a positive perception of learning.

scholarly journals 4P-2E Model: Teaching and Learning Process Through ICT Integration for Private Islamic Schools in Thailand

2021 ◽  
Vol 16 (4) ◽  
pp. 71
Author(s):  
Sariya Binsaleh ◽  
Muazzan Binsaleh
Keyword(s):  
Information Technology ◽  
Private Schools ◽  
21St Century ◽  
Learning Process ◽  
21St Century Skills ◽  
Teaching And Learning ◽  
Project Based Learning ◽  
Ict Integration ◽  
Joint Research ◽  
Innovative Teaching

The research “teaching and learning process by integrating information and communication technology for Islamic private schools in the three southernmost provinces of Thailand in the 21st Century" aimed to determine the integration of information technology for the design and development of innovative forms of teaching in line with the current situation of Islamic private schools in the three southern border provinces. The research scope focused on the development process for teachers to develop innovative forms of teaching to enable learners with lifelong learning skills. Teachers also were able to apply ICT in designing and developing innovative models for teaching to meet the 21st century skills. The participation and action research methods were used by allowing teachers to play a researcher’s role in conducting joint research with the team.  Project-based learning instruction method with ICT integrated was used. The results of this research is the innovative model of teaching that integrated information technology to provide students with the 21st century skills which is the 4P-2E model.  The impacts of this research to learners are: (1) Learners are creative, they enjoy the project-based learning and the integration of ICT in learning. (2) Learners are able to extend their own knowledge and are equipped with the 21st century skills and (3) Learning achievement of learners has improved significantly.   Keywords: 4P-2E Model, Teaching and learning process, ICT integration, Innovative teaching and learning, Project-based learning

scholarly journals AN ANALYSIS OF LECTURER TALK DURING TEACHING AND LEARNING PROCESS OF ENGLISH AS A FOREIGN LANGUAGE

2020 ◽  
Vol 6 (2) ◽  
pp. 51-62
Author(s):  
Siti Jubaidah ◽  
Rusfandi Rusfandi
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
English Education ◽  
Interaction Analysis ◽  
Private University ◽  
Teacher Talk ◽  
Education Department ◽  
Audio Recorder ◽  
Practical Implications ◽  
Analysis Category

Researching teacher talk during teaching and learning process of English is essential because it offers practical implications for the improvement of teaching and learning process.  However, there are still few studies which try to compare types of talk used by lecturers who teach content and skill subjects. This research investigates the types and the dominant types of lecturer talk during the teaching and learning process at an English Education Department. The participants were two English lecturers at a private University in Malang who taught Vocabulary (skill subject) and Poetry (content subject) classes. The researchers used an audio recorder to record the utterances by the lecturers. The data were analyzed qualitatively by using FIAC (Flanders Interaction Analysis Category). The types of lecturer talk produced by the lecturer who taught Vocabulary were Ask question, Give direction, Give lecture, Accept or use students’ idea, Praise or encourage, and Criticize or justify authority. The types of lecturer talk produced by the lecturer who taught Poetry were Give lecture, Ask question, Accept or use students’ idea, Give direction, Praise or encourage, and Criticize or justify authority. The most dominant types of talk produced by the lecturer who taught Vocabulary were Ask question and Give direction but Give lecture was the most dominant types of talk produced by the lecturer who taught Poetry. This finding indicates that types of course taught by lecturers affect the kinds of talk produced by the lecturers.

scholarly journals IMPLEMENTATION OF ONLINE CREATIVE PEDAGOGICAL MODELS IN EXTENSIVE READING SUBJECT

JURNAL BASIS ◽  
2021 ◽  
Vol 8 (2) ◽  
pp. 265
Author(s):  
Elisa Nurul Laili ◽  
Sakhi Herwiana
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Qualitative Method ◽  
English Education ◽  
Private University ◽  
Extensive Reading ◽  
Education Department ◽  
Creative Teaching ◽  
Remote Areas ◽  
Pedagogical Models

Covid-19 significantly influences teaching and learning activities. Lecturers need to be more creative to optimize the available electronic tools for supporting the teaching and learning process. Many problems faced by both lecturers and students, especially in private university whose its students are from economically low society, when they are disrupted by this condition. Creative teaching and learning process is needed to make the class more effective and attractive. Besides, it also shapes the students’ minds to follow every sophisticated change and condition in the future by seeking the exact and creative problem-solving. This research aims to describe the implementation of the online creative pedagogical learning models in English Education Department students on Extensive Reading course. The research uses a descriptive qualitative method, which is designed as classroom action research. This research conducted in English Education Department of Hasyim Asy’ari University Tebuireng Jombang, with 25 participants. The result of this research shows that online creative pedagogical models can be used for solving students’ problems, such as Google Classroom, Youtube, and Instagram TV for a synchronous meeting, and Google Meet for an asynchronous meeting. The result shows that those media suitable for implementing creative onli also become alternatives for students who have limited access to the internet because they live in remote areas or have low budgets, but those media are practical and effective.

TEACHERS’ READINESS IN INSERTING THE 21ST CENTURY SKILLS FOR TEACHING ENGLISH AT PRIMARY SCHOOLS

2020 ◽  
Vol 4 (2) ◽  
pp. 95
Author(s):  
Putu Rahmayanti ◽  
Ni Nyoman Padmadewi ◽  
Luh Putu Artini
Keyword(s):  
21St Century ◽  
Learning Process ◽  
21St Century Skills ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Lesson Planning ◽  
English Teachers ◽  
Qualitative Description ◽  
Teaching English ◽  
Balanced Assessment

The development of 21st century affects all sectors including the education field. The importance for preparing students with knowledge and skills affects the learning process in this era. Life skills and balanced assessment are the demands in 21st century era. These demands need to be prepared by the teachers since primary education. Therefore, it is important to analyze primary English teachers’ readiness in inserting 21st century skills in terms of lesson planning, teaching and learning process and assessing students’ learning as the important aspect on learning process. This study used embedded mixed method using qualitative description and supported with descriptive quantitative analysis. The subjects of the research were 11 primary English teachers in Denpasar. A questionnaire was used to measure the readiness of the teachers in inserting the skills in the aspects of learning process. The data obtained were calculated and classified into its level of teachers’ readiness. It was found that the teachers perceived themselves as ready in inserting the 21st century skills. This is indicated by 1) their positive responses toward the knowledge about the 21st century skills, 2) they were confident in perceiving their implementation toward 21st century skills, and 3) they were ready in inserting 21st century skills in terms of lesson planning, teaching and learning process and assessing their students’ learning activities. It is expected that the teachers sustain their readiness in inserting the 21st century skills in teaching English for their students at schools.

scholarly journals Innovative Learning Strategies to Increase Students’ Participation and Quality of English Teaching and Learning Process

2021 ◽  
Vol 26 ◽  
pp. 314-325
Author(s):  
Andi Tenri Ampa ◽  
Nurqalbi Nurqalbi
Keyword(s):  
Learning Strategies ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
English Education ◽  
Language Education ◽  
Research Subjects ◽  
Education Department ◽  
Innovative Learning

Abstract: One of the factors that may influence the success of the teaching and learning process is to use appropriate and innovative strategies of both online and offline. Therefore, the study aimed to describe the extent to which the lecturers of the English education department at Faculty of Teachers Training and Education, Unismuh Makassar apply innovative learning strategies to increase the students’ participation and the quality of the teaching and learning process. The study used a 'mixed method', namely by obtaining quantitative and qualitative data. The research subjects were lecturers of the English language education department with the criteria that they had obtained an educator certificate. The research instrument used a questionnaire to answer the problems and to achieve research objectives. Data analysis was performed using descriptive statistics. The results showed that the innovative teaching strategies used by the lecturers were cross over teaching, teaching through smart boards, flipping classrooms, collaboration, virtual reality, cloud computing, inquiry-based teaching and problem-based learning.

Infusing 21st Century Skills in a Smart Learning Environment for Secondary Mathematics Classrooms

2019 ◽  
pp. 99-116
Author(s):  
Steve Carlisle Warner
Keyword(s):  
Learning Environment ◽  
21St Century ◽  
Learning Process ◽  
Real World ◽  
21St Century Skills ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
Smart Learning Environment ◽  
Smart Learning ◽  
Real World Problems

The main objective of this chapter is to demonstrate how an instructional model, 2T2C, was used to infuse 21st century skills in the teaching of secondary school mathematics using a smart learning environment (SLE). It was imperative that cooperative and collaborating learning methodologies were included in the teaching model to ensure peer/teacher interaction to enhance student communication, the infusion of high-order thinking skills to guarantee that students can solve real-world problems and think at higher cognitive levels, the introduction of self-efficacy sessions to ensure that all students have the confidence and self-esteem to believe and have the self-assurance to solve mathematical real-world problems and take responsibility for their own learning, and the infusion of technology as a resource in the teaching and learning process: hence, 2T2C (thinking, technology, communication, and confidence). The scenarios presented highlighted the need for communication, high-level cognitive objectives, multiple evaluation practices, and thinking as key to the learning process.

scholarly journals THE IMPLEMENTATION OF BLOG BASED LEARNING IN INTERPRETING CLASS AT THE SIXTH SEMESTER STUDENTS OF ENGLISH EDUCATION DEPARTMENT

2019 ◽  
Vol 3 (1) ◽  
pp. 81
Author(s):  
Nur Isnaini Wulan Agustin
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
English Education ◽  
Learning Problems ◽  
Education Department ◽  
Additional Source ◽  
Good Management ◽  
Event Information

Blogs Based Learning is one of media in teaching which bringssignificant role unexceptionally in interpreting class. This studyaims to describe the implementation of Blog Based Learningin interpreting class, which would become more sustainable by... of the use of currently popular technology. This research isconducted to gain insights into the implementation of BlogBased Learning, problems faced by the teacher, and solutionsto solve those problems. The researcher got the data fromscripton, event, information, and document. The techniques ofcollecting data are the observation, interview and documentationin teacher’s blogs to clarify the implementation of Blog BasedLearning. The finding showed that the implementation of Blog iswell executed although the uses of blogs are not fully carried outin interpreting class fully. The challenges faced by the teacherin implementing the blogs are mostly related to teacher’s lack ofmanagement to maximize Blog Based Learning and the difficultyin improving students’ awareness. There are several solutionsproposed by the teacher in the implementation of Blog BasedLearning are building a good management and communicatingthe importance of active participations in interpreting classthrough blogs. Some students have low awareness in accessingblogs for additional source for their learning. Both teacher andstudents required to collaborate each other in making goodmedia for teaching and learning process.

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