scholarly journals A Syllabus Design in Learning Speaking for International Volunteers as Non-Native Speakers of Indonesian

2019 ◽  
Vol 10 (1) ◽  
Author(s):  
Laily Nur Affini
Keyword(s):  
Action Research ◽  
Research Study ◽  
Native Speakers ◽  
Voluntary Service ◽  
Central Java ◽  
Learning Centered ◽  
Project Site ◽  
Teaching Learning ◽  
Learner’S Perspective

Indonesia International Work Camp (IIWC) is an international organization. The organization facilitates Indonesian course to foreign volunteers who conduct a voluntary project in Indonesia. The course started in 2009 up to now. If there is one lack from the course, it is because the course did not have any syllabus. This action research study has a main purpose to design an Indonesian speaking syllabus for IIWC foreign volunteers based on contextual field at a project site. This action research included a basic action research routine: look, think and act. An approach employed in this research is case study. Questionnaires, interviews, notes, a teaching journal, recordings, photographs and videos were taken during the course process. The population of this research is the IIWC foreign volunteers. The sample of this research is Yurie Takahashi, a Japanese foreign volunteer who was the only new foreign volunteer came in Indonesia at that time. She conducted a social international voluntary service in Indonesia. The major research participants are I as the Indonesian speaking instructor, and the foreign volunteer as the learner. The collected data is analyzed using a process of reflection and interpretation that is categorizing and coding. The findings are:  the syllabus for Indonesian speaking course, for IIWC foreign volunteers who conducted a project at the project site of Fatimatuzzahro orphanage Semarang central-Java Indonesia. The syllabus employs a learning centered approach. Then the program evaluation revealed the instructor’s teaching and attitudes from the learner’s perspective and the learner’s progresses after joining the course. Eventually, the teaching materials compilation was taught from the syllabus made to be a handout of the course which can support the teaching-learning processes later. It is suggested to other IIWC’s Indonesian speaking instructors who will teach foreign volunteers at the orphanage can look at the syllabus in advance, so that they can know starting points in surveying the existing situation. It is also suggested to other researchers to take the uninvestigated cases in this research regarding Indonesian listening and pronunciation problems which later can be contributed as well to knowledge of applied linguistics.

scholarly journals Learning Designs using Flipped Classroom Instruction | Conception d’apprentissage à l’aide de l’instruction en classe inversée

2015 ◽  
Vol 41 (2) ◽  
Author(s):  
Amber Danielle Mazur ◽  
Barbara Brown ◽  
Michele Jacobsen
Keyword(s):  
Action Research ◽  
Flipped Classroom ◽  
Teaching Effectiveness ◽  
Research Study ◽  
Instructional Model ◽  
Inquiry Based Learning ◽  
Learning Group ◽  
Class Time ◽  
Collaborative Discussion ◽  
Teaching Learning

The flipped classroom is an instructional model that leverages technology-enhanced instruction outside of class time in order to maximize student engagement and learning during class time. As part of an action research study, the authors synthesize reflections about three learning designs and how the flipped classroom model can support teaching, learning and assessment through: (1) guided collaborative discussion, (2) tabletop white boarding and (3) the development of augmented reality auras. Principles for teaching effectiveness are used as a lens to guide the reflection on the benefits and challenges with each of the learning designs. Findings suggest that flipped classroom models that emphasize collaborative learning, group work and accessibility can enable and support inquiry-based learning. Recommendations are provided for educators interested in designing learning using a flipped classroom instructional model, as well as suggestions for future action research agendas. La classe inversée est un modèle pédagogique qui met à profit l’apprentissage hors des heures en classe et qui est rehaussé par la technologie pour maximiser l’engagement et l’apprentissage des apprenants en classe. Dans le cadre de cette étude de recherche-action, les auteurs résument les réflexions sur la façon dont le modèle de la classe inversée peut appuyer l’enseignement, l’apprentissage et l’évaluation par la mise en œuvre de trois conceptions d’apprentissage par investigation : 1) discussion collaborative guidée, 2) tableau blanc de table et 3) développement d’auras en réalité augmentée. Les principes d’enseignement de l’efficacité sont utilisés comme optique guidant la réflexion sur les avantages et les défis de chacune des conceptions d’apprentissage. Les conclusions suggèrent que les modèles de classes inversées qui mettent l’accent sur l’apprentissage collaboratif, le travail en groupe et l’accessibilité peuvent permettre et appuyer l’apprentissage par investigation. Des recommandations sont fournies pour les éducateurs qui s’intéressent à la conception pédagogique à l’aide d’un modèle de classe inversée, ainsi que des suggestions pour la recherche-action future.

scholarly journals DEVELOPMENT OF EFL TEACHERS´ PEDAGOGICAL CONTENT KNOWLEDGE THROUGH ACTION RESEARCH IN A MASTER’S PROGRAM

2020 ◽  
Vol 78 (4) ◽  
pp. 533-552
Author(s):  
Julio Cesar Gomez
Keyword(s):  
Action Research ◽  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Research Study ◽  
Theoretical Framework ◽  
Master's Program ◽  
Pedagogical Content ◽  
Action Research Study ◽  
The Impact

This longitudinal, 2-year study explored the experience of a cohort of seven in-service teachers in an English Language Teaching master’s program as they carried out action research studies to determine the impact of the stages of the research process on the various components of their pedagogical content knowledge. The research design followed a qualitative multiple case study model. Data were gathered through semi-structured interviews, written reflections, and participant observation journal notes. Main findings highlight the way specific components of the thesis linked to stages of the action research study contributed to developing certain types of knowledge integral to pedagogical content knowledge. Knowledge of the students was highly impacted by the needs analysis and the design and implementation of the intervention. In terms of pedagogical knowledge, building the state of the art and theoretical framework along with the intervention clarified and further developed knowledge of teaching methodologies and strategies. Subject matter knowledge was highly impacted by the theoretical framework and the socialization opportunities. Establishing the setting of the study contributed to further understand the constraints and affordances of their teaching contexts. Overall, this action research study became an insightful experience that helped participants promote effective classroom practices to address their students’ needs. Keywords: action research, longitudinal case study, master’s thesis, pedagogical content knowledge, second language teacher education.

scholarly journals IELTS as a Literacy-Based Proficiency Test

2012 ◽  
Vol 3 (1) ◽  
pp. 46-51
Author(s):  
Sugeng Purwanto
Keyword(s):  
Action Research ◽  
English Language ◽  
Proficiency Test ◽  
English Literature ◽  
First Semester ◽  
Exploratory Case Study ◽  
Central Java ◽  
International English ◽  
Academic Year

This is an exploratory case study aimed at investigating whether or not International English Language Testing Systems (IELTS) scores correspond with literacy levels. During the 2011-2012 academic year, 20 first semester students in the English Literature Program in the Faculty of Language and Cultural Studies (Fakultas Bahasa dan Ilmu Budaya) at Universitas Stikubank (UNISBANK) were randomly selected to take the IELTS. Results were matched against predetermined criteria for literacy levels (Hammond, et al. 1992) in order to classify them into the appropriate levels of literacy. Findings indicate that all students (100 percent) were at the performative level of literacy with respect to their overall IELTS scores. Only 25 percent of the students on the speaking subtest and 20 percent of the students on the reading subtest managed to test at the functional level. It is therefore recommended that action research be conducted in Central Java level to upgrade the level of literacy from the performative level up to the informative level. As well, similar research may be conducted with a multi-disciplinary approach employing a correlational study between IELTS band scores with literacy levels.

scholarly journals Action Research in Practice: Issues and Challenges in a Financial Services Case Study

2014 ◽  
Author(s):  
Peter Marshall ◽  
Phyl Wilson ◽  
Kristy de Salas ◽  
Judy McKay
Keyword(s):  
Information Systems ◽  
Action Research ◽  
Financial Services ◽  
Research Study ◽  
Personal Account ◽  
Methodological Issues ◽  
Information Systems Strategy ◽  
Methodological Problems ◽  
Australian Universities

In this paper we give a direct and personal account of the issues and challenges that occurred in an action research study. The research team consisted of five researchers from two Australian universities. The action research case was carried out in a small financial services company and concerned the development of an information systems strategy. However, the focus of the paper is not on information systems, but on the general methodological issues and problems of action research. The authors hope that readers will benefit from the direct and transparent account of the practical methodological problems encountered in the study.

scholarly journals Voice and Participation of ‘Student Cabinet’ in School Activities through the Development of ‘Teamwork’: A Case Study of a Government Secondary School in Bangladesh

2021 ◽  
Vol 37 (2) ◽  
pp. 183-199
Author(s):  
Md Khairul Islam
Keyword(s):  
Action Research ◽  
Collaborative Action Research ◽  
Democratic Citizenship ◽  
Head Teacher ◽  
Structured Interviews ◽  
Democratic Citizenship Education ◽  
School Activities ◽  
The Government ◽  
Teaching Learning

Students’ voice and participation in teaching -learning practices in the classrooms and in schools are central in promoting Democratic Citizenship Education (DCE). Aiming to increase the practices of democratic values through education, in 2015 the government of Bangladesh enacted ‘student cabinet’ in secondary schools in Bangladesh. Through the development of a qualitative case study with an action research component, this study explores how the engagement of ‘student cabinet’ in school activities could be established through the development of ‘teamwork’. Data were collected from the head teacher, two classroom teachers, two group of students and the members of ‘student cabinet’ using semi-structured interviews, focus group discussions and field notes. Findings suggest that while the ‘student cabinet’ was not effectively functioning in the school, involvement of its members, the teachers and the head teacher in planning and implementing the activities of the ‘student cabinet’ through collaborative action research influenced positive changes. ‘Strategy of working as a team rather than individuals’ showed potentials for improving the engagement of ‘student cabinet’ in the school activities and developing sense of connectedness with the school community. Findings have implications in promoting DCE through student representative bodies in schools in Bangladesh and other contexts. Social Science Review, Vol. 37(2), Dec 2020 Page 183-199

scholarly journals Exploring students’ reactions when working teaching materials designed on their own interests

2015 ◽  
pp. 201
Author(s):  
Patricia Kim Jiménez Niño
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Main Role ◽  
English Learning ◽  
Descriptive Case Study ◽  
Efl Learners ◽  
Qualitative Descriptive ◽  
Current Article ◽  
Teaching Learning

The current article describes the findings of a qualitative, descriptive-case study which aimed to explore the reactions of a group of students, after using didactic materials designed according to their interests. The population consisted of a group of fourteen EFL learners who started fifth level in the extension area, at Instituto Internacional de Idiomas (IIDI) of UPTC. A diagnostic survey was applied at the beginning of the process, in order to verify the issue. The study was framed under action research principles aiming at articulating possible solutions to some observed classroom problems related to students’ attitude in front of the English learning. The instruments used to collect data were a diary, students’ artifacts, and a final survey. The findings evidence that it is relevant to take students’ interests into account when planning a course since they can become the motor to encourage and improve the teaching- learning process; however, this is not enough, students’ commitment plays the main role.

scholarly journals Designing Bilingual Scenarios to Promote English Language Learning at a Public School in Monteria

2016 ◽  
Vol 9 (4) ◽  
pp. 83
Author(s):  
Yanilis Romero ◽  
Milton Pajaro Manjarres
Keyword(s):  
Action Research ◽  
Public School ◽  
Language Learning ◽  
Learning Process ◽  
Research Methodology ◽  
English Language ◽  
Research Study ◽  
Target Language ◽  
English Language Learning ◽  
Teaching Learning

<p>This research study examines the assumptions of creating bilingual scenarios to promote English language learning for 384 students of ninth, tenth and eleventh grade of a public school in Monteria Colombia. An action research methodology was carried out in this study. The findings of this research suggested that the creation of bilingual scenarios within the school facilitated the promotion of English language learning because the students felt the need to use the target language in different contexts and situations and also because they felt that they were an important part of the teaching-learning process.</p>

scholarly journals ACTION RESEARCH: THEORY AND PRACTICE IN ENGLISH PRE-SERVICE TEACHERS

2016 ◽  
Vol 1 (2) ◽  
pp. 196
Author(s):  
Neni Marlina ◽  
Junjun M Ramdani ◽  
Melisa Sri
Keyword(s):  
Action Research ◽  
Teaching And Learning ◽  
English Education ◽  
Theory And Practice ◽  
Education Department ◽  
Final Project ◽  
Teaching Learning ◽  
Pre Service Teacher

The action research in English as a Foreign Language (EFL) classroomaims to enhance development of quality teaching and learning processcontributing not only to the quality of EFL teachers in handling the processof teaching learning but also to the quality of the students in learningEnglish. This study aims at analyzing the phenomenon of how pre serviceteachers carry out action research as their final Project. It is conducted inEnglish Education Department, one of universities in Indonesia. Three ofthe students� papers were selected randomly to analyze. Review ofdocuments and questionnaires were employed as data collection in thisstudy. Having gathered the data, they were holistically analyzed as a casestudy occurring in English Education Department. The results indicatedthere were several cases happened. First, the pre service teachers did notcomprehend holistically the notion of action research. Second, backgroundof the study was not elaborated completely showing evidences of thestudy. Third, it is also unclear how all problem indicators were improvedrationally using particular techniques or method. Fourth, they did not alsocomprehensively collect and analyze the data. The last, reporting theresearch project focused only on the quantitative data rather thanqualitative one. Therefore, both researchers and supervisors are necessaryto possess the whole understanding toward the type of the researchchosen. Enriching literature reviews will enhance their literacy in order toachieve a better implementation in conducting action research.Keywords: action research, case study, pre-service teacher

scholarly journals Tecnologias digitais, biologia do conhecer e pesquisa-ação no ensino de línguas

2018 ◽  
Vol 11 (2) ◽  
pp. 135-159
Author(s):  
Rodrigo Camargo Aragão ◽  
Iky Anne Fonseca Dias
Keyword(s):  
Action Research ◽  
Qualitative Methodology ◽  
Research Study ◽  
Digital Technologies ◽  
Pedagogical Practice ◽  
Human Relations ◽  
Audio Recordings ◽  
Teacher Researcher ◽  
Systemic Network ◽  
Teaching Learning

RESUMO:Neste artigo tomamos como base a experiência de uma professora-pesquisadora de inglês em uma pesquisa-ação para pensarmos sobre como práticas de ensino-aprendizagem de línguas com tecnologias digitais e o processo de reflexão na pesquisa nos fornecem elementos que fortalecem transformações no fazer pedagógico dessa professora. À luz do pensamento sistêmico da Biologia do Conhecer (MATURANA, 2001), argumentamos que a professora-pesquisadora transformou sua prática pedagógica em conjunto com outros elementos do sistema em que ela se encontra à medida que emoções e relações humanas são favoráveis para isso. Com uso de metodologia de pesquisa qualitativa, pesquisamos as transformações na rede sistêmica no curso da pesquisa-ação e as representações sobre a experiência da professora-pesquisadora, por meio de registros em áudio das reuniões de planejamento, relatórios, colagem visual e entrevista. A discussão dos resultados pretende trazer contribuições para o campo da formação de professores e do ensino de línguas mediado pelas tecnologias digitais. Os resultados indicam que a professora-pesquisadora reflete e inova sua prática embasada em mudanças nas suas emoções ao se sentir mais confiante com o seu trabalho e fluindo em rede com outros pontos do sistema, como mudanças nas ações e emoções de seus estudantes, o que retroalimentou o processo de transformação ocorrido na pesquisa-ação. A partir da discussão dos resultados, indicamos, em acordo com outras pesquisas na literatura, que o potencial de tecnologias digitais para o ensino e aprendizagem de línguas não está propriamente nelas, mas, nas ações, emoções e redes de relações colaborativas que podem ser propiciadas com elas. PALAVRAS-CHAVE: tecnologias digitais; biologia do conhecer; pesquisa-ação; ensino-aprendizagem de línguas.   ABSTRACT:By looking at the experience of an English teacher-researcher during an action-research study, we consider how teaching/learning practices with digital technologies alongside with the reflection prompted by the research make available to us different phenomena that strengthen transformations within the teacher-researcher practice. In the light of the Biology of Cognition’s systems thinking (MATURANA, 2001), we argue that the teacher-researcher transformed her pedagogical practice in line with other phenomena of the system she is embedded in, and as emotions and human relations are favorable for it. With the use of the qualitative methodology, we approach the transformations within the systemic network and the representations of the experience by the teacher-researcher with the use of audio recordings of our meetings, written reports, a visual collage and an interview. The discussion of the results aims at bringing contributions to the field of teacher education and to language teaching mediated by digital technologies. Results indicate that the teacher-researcher reflects and innovates her practice grounded on changes in her emotions as she feels more confidence in her work and by flowing with changes in other threads of the system, such as changes in her students’ emotions and actions. It feed backed her process of transformation during the action-research. Based upon the results discussed, we indicate, in accordance with other research in the literature, that the potential of digital technologies to the teaching/learning of languages are not in the technologies themselves, but in the actions, emotions and the network of collaborative and open relations that may be afforded by them. KEYWORDS: digital technologies; biology of cognition; action-research; teaching-learning of languages.

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