scholarly journals PENGARUH TEACHER FEEDBACK TERHADAP KEMAMPAUN MURID DALAM PEMBELAJARAN WRITING

2017 ◽  
Vol 3 (2) ◽  
pp. 157
Author(s):  
Muh Arief Muhsin ◽  
Ika Sastrawati
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Educational Institution ◽  
Spoken Language ◽  
Written Language ◽  
Instructional Materials ◽  
Teacher Feedback ◽  
Metalinguistic Feedback ◽  
The Subject

ABSTRACT The research aimed to describe the phenomena of feedback given by the teacher in learning writing. In addition, this study was also described how the response given by the student when receiving feedback from the teacher. The long term goal to be achieved was the improvement of the teaching system so that every educational institution had aimed at teaching concepts to form an intelligent generation. This study was a descriptive qualitative research to be carried out in SMA Muhammadiyah 1 Unismuh Makassar which one of top schools Muhammadiyah. The ability of students in the school had been considered good in communication, but their ability to write was still lacking , especially in terms of grammatical . Therefore, the researcher was described the feedback given by the subject teachers of English subjects at the time of writing , especially when students learned making mistakes in the process of teaching and learning in the classroom . The extent, the teacher can give feedback to the students.  The research was described the positive feedback and negative feedback given by the teacher so that it can be information and feedback in the learning process.Giving feedback subject teachers more English language based situation in the classroom. In writing instructional materials for example, most teachers use an explicit correction and metalinguistic feedback. This is because students are using written language than spoken language. Almost kinds of feedback used in teaching but not as often as with the two types of feedback. The students have different conditions, but most were more likely to agree given feedback after speaking or after making a mistake. The most powerful reason is the lack of experience of students in learning English so want to get direct feedback.Key words: Teacher Feedback, murid, Writing ABSTRAKPenelitian ini bertujuan untuk menggambarkan fenomena umpan balik yang diberikan oleh guru dalam belajar menulis. Selain itu, penelitian ini juga menggambarkan bagaimana respon yang diberikan oleh siswa saat menerima umpan balik dari guru. Tujuan jangka panjang yang ingin dicapai adalah peningkatan sistem pengajaran sehingga setiap lembaga pendidikan telah ditujukan untuk konsep mengajar untuk membentuk generasi yang cerdas. Penelitian ini merupakan penelitian deskriptif kualitatif yang akan dilaksanakan di SMA Muhammadiyah 1 Unismuh Makassar yang salah satu sekolah top Muhammadiyah. Kemampuan siswa di sekolah telah dianggap baik dalam komunikasi, tetapi kemampuan mereka untuk menulis masih kurang, terutama dalam hal tata bahasa. Oleh karena itu, peneliti digambarkan umpan balik yang diberikan oleh guru mata pelajaran mata pelajaran bahasa Inggris pada saat menulis, terutama ketika siswa pelajari membuat kesalahan dalam proses belajar mengajar di kelas. Sejauh ini, guru dapat memberikan umpan balik kepada siswa. Penelitian ini menggambarkan umpan balik positif dan umpan balik negatif yang diberikan oleh guru sehingga dapat menjadi informasi dan umpan balik dalam proses pembelajaran.Memberikan umpan balik guru mata pelajaran situasi berdasarkan bahasa lebih Inggris di dalam kelas. Dalam menulis bahan ajar misalnya, sebagian besar guru menggunakan koreksi eksplisit dan umpan balik metalinguistik. Hal ini karena siswa menggunakan bahasa tertulis dari bahasa lisan. Hampir jenis umpan balik yang digunakan dalam mengajar tapi tidak sesering dengan dua jenis umpan balik. Para siswa memiliki kondisi yang berbeda, tetapi kebanyakan lebih cenderung setuju diberikan umpan balik setelah berbicara atau setelah melakukan kesalahan. Alasan paling kuat adalah kurangnya pengalaman siswa dalam belajar bahasa Inggris sehingga ingin mendapatkan umpan balik langsung. Kata kunci: Guru Feedback, murid, Menulis

Pengaruh Teacher Feedback terhadap Kemampaun Murid dalam Pembelajaran Writing

2019 ◽  
Vol 6 (1) ◽  
pp. 25-31
Author(s):  
Muh Arief Muhsin ◽  
Ika Sastrawati
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Educational Institution ◽  
Spoken Language ◽  
Written Language ◽  
Instructional Materials ◽  
Teacher Feedback ◽  
Metalinguistic Feedback ◽  
The Subject

Abstract The research aimed to describe the phenomena of feedback given by the teacher in learning writing. In addition, this study was also described how the response given by the student when receiving feedback from the teacher. The long term goal to be achieved was the improvement of the teaching system so that every educational institution had aimed at teaching concepts to form an intelligent generation. This study was a descriptive qualitative research to be carried out in SMA Muhammadiyah 1 Unismuh Makassar which one of top schools Muhammadiyah. The ability of students in the school had been considered good in communication, but their ability to write was still lacking , especially in terms of grammatical . Therefore, the researcher was described the feedback given by the subject teachers of English subjects at the time of writing , especially when students learned making mistakes in the process of teaching and learning in the classroom . The extent, the teacher can give feedback to the students.  The research was described the positive feedback and negative feedback given by the teacher so that it can be information and feedback in the learning process.Giving feedback subject teachers more English language based situation in the classroom. In writing instructional materials for example, most teachers use an explicit correction and metalinguistic feedback. This is because students are using written language than spoken language. Almost kinds of feedback used in teaching but not as often as with the two types of feedback. The students have different conditions, but most were more likely to agree given feedback after speaking or after making a mistake. The most powerful reason is the lack of experience of students in learning English so want to get direct feedback.Key words: Teacher Feedback, murid, Writing

Challenges Facing Teaching and Learning of English Language in Public Secondary Schools in Enugu State Nigeria

2019 ◽  
pp. 1-9
Author(s):  
N. Ogbonna Mercy
Keyword(s):  
Secondary Schools ◽  
Teaching And Learning ◽  
English Language ◽  
School Administration ◽  
Instructional Materials ◽  
School Level ◽  
Learning Materials ◽  
Related Factors ◽  
The Subject ◽  
Enugu State

English language is the official language in Nigeria. The teaching and learning of English is important for Nigerian students especially at the secondary school level. However, several factors have led to mass failure of the subject by students at this level. This study sought to examine the challenges to effective teaching and learning of English language in secondary schools in Enugu state. The specific objectives included identifying the government factors; student based factors; teachers’ related factors and school administration/management based factors that contribute to the challenges. The study adopted survey research method and hundred questionnaires were used. Data were analysed with the use of descriptive statistics (percentages and mean). Respondents agreed that government based challenges included heavy workload and curriculum (=2.9) and do not provide sufficient learning materials (=2.6). The students based challenges included anxiety and fear for the subject (=2.7) and scarce English practice (=2.7). Teachers based challenges were not good qualification (=2.9) and lack of adequate teaching methods and instructional materials (=2.8). The school administration based factors included poor planning of learning structures (=2.9) and provision of malfunctioning or inappropriate curriculum (=2.9). Government is recommended to provide less workload, relevant curriculum, sufficient learning materials and adequate training for the teachers among others.

Teaching and Learning activities that promote effective learning of Research Methodology among Psychology students

2021 ◽  
Author(s):  
Minu Mathews
Keyword(s):  
Teaching And Learning ◽  
Psychology Students ◽  
Learning Activities ◽  
Student Perspective ◽  
Effective Learning ◽  
Psychology Courses ◽  
The Subject ◽  
Analyse Data ◽  
High Level

BackgroundCreating a conducive environment for learning cultivates engaged and independent learners, allowing for high-level learning (Warren, 2004). When assessing the diverse Psychology courses that exist, the evaluation of Research Methods (RM) teaching and its associated pedagogies is high on the agenda of college based Higher Education (Burton & Schonfield, 2011). ObjectiveThis study aimed at exploring what range of teaching and learning activities (TLA’s) promote effective learning of RM among Psychology students. Additionally, it aimed to understand, from a student perspective, what ‘effective learning’ meant in the context of RM. MethodA mixed methods approach comprising of both surveys as well as focus groups was conducted with undergraduate Psychology students. Thematic analysis and basic frequencies were used to analyse data. Results Results demonstrated that both student and teacher-led activities were beneficial and worked complementarily for students in their understanding of the subject whilst serving different purposes. Practical labs and class exercises were the top activities highlighted (student-led) followed by lectures and flow chart concept checks (teacher-led). Furthermore, ‘effective learning’ encapsulated not just a long-term knowledge acquisition of concepts but the ability to apply one’s knowledge to the wider context. Conclusion and teaching implication Findings are in line with the Conception of Learning which has a nested hierarchy consisting of both surface learning elements and deep learning (Marton,Dall’Alba & Beaty, 1993). RM has been identified as a difficult subject to teach as well for students to learn (Gray et al., 2015) and as a result this study teases apart some of the most beneficial techniques from a student perspective to be considered when designing the structure and delivery of RM courses.

scholarly journals ONLINE LANGUAGE TEACHING EFFICIENCY IN COVID-19 ENVIRONMENT

2021 ◽  
pp. 220-225
Author(s):  
Iryna Navrotska ◽  
Alla Pavliuk ◽  
Iryna Kalynovska ◽  
Iryna Kuzhel
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Educational Institution ◽  
Educational Process ◽  
Learning Needs ◽  
Distant Learning ◽  
National University ◽  
Learning Platforms

The article represents the results of the survey conducted among the group of university and high school teachers to establish the specific tendencies in online language teaching and learning within the COVID 19-affected environment. The study hypothesis presupposed verification of the thesis that language learning needs adjustment to new circumstances. During 2020-2021, the major platform adopted by Lesya Ukrainka Volyn National University has been MS Office. It provided the participants of learning process with necessary tools such as calendar planning, lecture and seminar moderation, data submission and storage as well as assessment options and statistics. Incorporating the platform required tutorials for teachers since there were certain issues with registration and running the MS Office programme on various gadgets. At the initial stages alternatives were allowed to be used for online classes. The survey was conducted and analysed by means of quantitative and descriptive methods and on the basis of continuous academic discussions. It was concluded that the teachers treated the challenges of new learning environment differently. Namely, the respondents were invited to rate the general effectiveness of constant online language or language related subject learning, characterise institutional support, specify the prioritised digital platform and share feedback regarding their satisfaction with the educational process within late 2020 – first half of 2021. The majority of the respondents denoted the satisfactory effectiveness of online English language system. The educational institution was reported to provide sufficient support on distant learning platforms. Roughly one third of the answers pointed at the use of several distant learning platforms. Zoom has been defined as the main teachers’ preference probably due to simplicity of installation and running flexibility on various gadgets for both sides. The most burning issues of online learning during the COVID-19 period were associated with internet connection and access.

scholarly journals The Use of the Discussion Method at University: Enhancement of Teaching and Learning

2018 ◽  
Vol 7 (6) ◽  
pp. 118
Author(s):  
Khalid Kamil Abdulbaki ◽  
Muhamad Suhaimi ◽  
Asmaa Alsaqqaf ◽  
Wafa Jawad
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Research Study ◽  
English Language Teaching ◽  
Class Discussion ◽  
Good Opportunity ◽  
Term Retention ◽  
Career Needs ◽  
Long Term Retention

The current paper attempts to examine the various aspects of the discussion method of teaching at university and its role in enhancing students’ linguistic and academic skills as well as its shortcomings. In Oman, research on English language teaching at universities and colleges show that a considerable number of students who move from secondary schools and join higher education institutions would confront difficulties in using the English language to meet their personal, social, academic, and career needs efficiently and appropriately. The discussion method allows establishing a rapport with students, stimulating their critical thinking and articulating ideas clearly (McKeachie & Svinicki, 2006). It is relatively acceptable among university academics who use it to promote active learning and long-term retention of information (Bonwell, 2000). It could provide students with a platform to contribute to their own learning and would offer the lecturer an opportunity to check students’ understanding of the material (Craven & Hogan, 2001). Critics argue that some problems may show up such as that several participants dominate the discussion sessions while other students may remain passive, and often, resentful (Brookfield & Perskill, 2005). The discussion could also include other signs of limitation such as that it may get off track or that only few students may dominate it during the whole session (Howard, 2015). Hence, the objectives of this research study are to identify students’ views and opinions of the use of the discussion method in teaching English as well as its strengths and weaknesses. The findings showed that majority of respondents indicated that a good opportunity to interact is provided during the discussion and that the lecturer is not the sole authority in class. The implications of this research could be reflected on students’ learning through their participation in class discussion. 

scholarly journals Use of Journal Articles in English Language Classroom

2018 ◽  
Vol 22 (1-2) ◽  
pp. 110-116
Author(s):  
Sagar Poudel
Keyword(s):  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Instructional Materials ◽  
Journal Articles ◽  
Teaching English ◽  
Language Classroom ◽  
Efl Teachers ◽  
Teachers And Students

Teaching English without any instructional materials may be difficult or even impossible. There are lots of materials which facilitate both the teachers and students in language teaching and learning. As with other teaching materials and resources, journal articles are also an important source for language teaching. Taking this into account, this article tries to explore how EFL teachers perceive the value of journal articles and how they use them in their classrooms. More specifically, the article tries to explore whether and to what extent journal articles can be used as instructional materials, and what strategies teachers employ to use journals articles to enhance language proficiency of their students.Journal of NELTA ,  Vol. 22, No. 1-2, 2017 December, Page: 110-116

Constraints on multiple center-embedding of clauses

2007 ◽  
Vol 43 (2) ◽  
pp. 365-392 ◽  
Author(s):  
FRED KARLSSON
Keyword(s):  
Computational Linguistics ◽  
Relative Clauses ◽  
Design Feature ◽  
Spoken Language ◽  
Written Language ◽  
Common View ◽  
European Languages ◽  
The Subject ◽  
Theoretical Syntax ◽  
Center Embedding

A common view in theoretical syntax and computational linguistics holds that there are no grammatical restrictions on multiple center-embedding of clauses. Syntax would thus be characterized by unbounded recursion. An analysis of 119 genuine multiple clausal center-embeddings from seven ‘Standard Average European’ languages (English, Finnish, French, German, Latin, Swedish, Danish) uncovers usage-based regularities, constraints, that run counter to these and several other widely held views, such as that any type of multiple self-embedding (of the same clause type) would be possible, or that self-embedding would be more complex than multiple center-embedding of different clause types. The maximal degree of center-embedding in written language is three. In spoken language, multiple center-embedding is practically absent. Typical center-embeddings of any degree involve relative clauses specifying the referent of the subject NP of the superordinate clause. Only postmodifying clauses, especially relative clauses and that-clauses acting as noun complements, allow central self-embedding. Double relativization of objects (The rat the cat the dog chased killed ate the malt) does not occur. These corpus-based ‘soft constraints’ suggest that full-blown recursion creating multiple clausal center-embedding is not a central design feature of language in use. Multiple center-embedding emerged with the advent of written language, with Aristotle, Cicero, and Livy in the Greek and Latin stylistic tradition of ‘periodic’ sentence composition.

scholarly journals Improving the Quality of English Language Teaching And Learning

2020 ◽  
Vol 2 (2) ◽  
pp. 49-54
Author(s):  
Sugiono Sugiono
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Educational Process ◽  
English Language Teaching ◽  
Instructional Materials ◽  
Learning Needs ◽  
Literature Study ◽  
Language Teaching And Learning

This is a literature study on how to improve the quality of English language teaching and learning. Teaching, in general, can give one daily an unbelievable roller coaster ride from the depths of total frustration to the heights of incredible rewards. Teaching is a profession that is given little respect and lots of criticism. English language teaching and learning is an educational process. It requires great preparation and implementation to maintain the interaction between teacher and students. Apart from this, the teacher needs to be skillful in identifying the needs that should be fulfilled and the objectives which should be achieved. Teacher perspective needs to orient itself to the teaching and learning activities that cover selection on the instructional materials being inline with the instructional objectives, approaches, methods, techniques, and suitable tasks and exercises. The study indicates that good English teaching and learning is tied not only to the subject matter in hand but also to the perspective of teaching that upholds the learner-oriented standpoint. It is strongly suggested that English language teaching and learning needs to do more on psycho-motoric domains, in the sense that it encourages students to do more practice in their learning.This is a literature study on how to improve the quality of English language teaching and learning. Teaching, in general, can give one daily an unbelievable roller coaster ride from the depths of total frustration to the heights of incredible rewards. Teaching is a profession that is given little respect and lots of criticism. English language teaching and learning is an educational process. It requires great preparation and implementation to maintain the interaction between teacher and students. Apart from this, the teacher needs to be skillful in identifying the needs that should be fulfilled and the objectives which should be achieved. Teacher perspective needs to orient itself to the teaching and learning activities that cover selection on the instructional materials being in line with the instructional objectives, approaches, methods, techniques, and suitable tasks and exercises. The study indicates that good English teaching and learning is tied not only to the subject matter in hand, but also to the perspective of teaching that upholds the learner-oriented standpoint. It is strongly suggested that English language teaching and learning needs to do more on psycho-motoric domains, in the sense that it encourages students to do more practice in their learning.

scholarly journals Planning Educational Activities for Learning “Road Safety”

2018 ◽  
Vol 1 (2) ◽  
pp. p43
Author(s):  
Evangelos C. Papakitsos ◽  
Georgia Korakidi ◽  
Xenophon Vamvakeros ◽  
Anastasios Mavrakis
Keyword(s):  
Road Safety ◽  
Teaching And Learning ◽  
Police Department ◽  
Junior High Schools ◽  
Educational Activity ◽  
Voluntary Organizations ◽  
Educational Activities ◽  
Local Sustainability ◽  
The Subject

In this paper, a project of the local sustainability network of schools in the area of Western Attica (Greece) is described. The subject of this project is “Road Safety”, and it was addressed to third grade pupils of junior high-schools. It has been planned as the result of collaboration between the local Secondary Education Directorate, a few voluntary organizations, some private Vehicle Technical Inspection Centers and the local traffic-police department. This educational activity had been mainly implemented through the teaching and learning method of “experiential learning”. The pupils were divided into groups and attended six workshops that were designed accordingly. The entire process aims at establishing educational activities that in long-term will deal effectively with the acute problem of road safety.

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