scholarly journals Analysis of Learners’ Classroom Interaction Using Listing and Comparing Task in English Study Program of Cenderawasih University Teaching Context

2019 ◽  
Vol 4 (2) ◽  
pp. 81-94
Author(s):  
Monika Gultom
Keyword(s):  
Problem Solving ◽  
Cooperative Learning ◽  
English Language ◽  
Group Learning ◽  
Classroom Interaction ◽  
Language Education ◽  
Learning Activities ◽  
University Teaching ◽  
Study Program ◽  
Pair Group

The main focus of this research is the analysis of interactions between students (learner-to-learner interaction) in the context of cooperative learning through pair-group learning activities. The pair-group learning activities were provided to make sure the intense of the interaction that focus on doing the ordering, task listing, and problem solving tasks. This current research uses descriptive qualitative method by collaborating with students as the subject of this study acting as a key instrument in order to collect data as authentically as possible in the data collection of interactions that occur between students through voice recording. The results showed that the interaction occurred in within the English language education study program FKIP UNCEN are still dominated by lecturers, such as asking questions, error corrections, lectures, explained and waiting for the learners’ response, and therefore suggested to create an encouraged atmosphere of activeness and participation regarding the kinds of learning activities that "force" students to interact in smaller groups to ensure the equal opportunities to interact within the group using cooperative learning activities with a focus on ordering task, listing task, and problem solving task.

scholarly journals Jigsaw Strategy for Cooperative Learning in an English Reading Class: Teacher’s and Students’ Beliefs

2020 ◽  
Vol 8 (2) ◽  
pp. 102
Author(s):  
Yuliana Putri Susanti ◽  
Adaninggar Septi Subekti
Keyword(s):  
Cooperative Learning ◽  
English Language ◽  
Language Education ◽  
Learning Activities ◽  
Structured Interviews ◽  
English Language Education ◽  
English Reading ◽  
Teachers And Students ◽  
Student’S Performance ◽  
Intensive Reading

The study investigated teacher’s and students’ beliefs on jigsaw learning activities for cooperative learning. It was conducted to fill the void in the literature on jigsaw in the second language (L2) instruction seen from teachers’ and students’ beliefs. Twenty-four students of the English Language Education Department taking Intensive Reading class and the class teacher were involved in this study, employing observation and semi-structured interviews, the data of which were analyzed using Thematic Analysis. It found that even though the jigsaw learning activities seemed to be successful, the phenomenon was not that straightforward as several students reported that they did not optimally show their best efforts in learning independently before class and did not optimally contribute to the discussions either. The study also found three themes related to teacher’s and students’ views on the implementation of the jigsaw. The students’ pre-college learning experiences as passive learners negatively affected the quality of jigsaw conducted in the class. Though jigsaw being reported to be helpful, jigsaw’s success heavily depended on individual student’s performance and contribution. Despite the students’ limitations, teachers’ expectations towards the students motivated students to stretch their limits and perform better. Based on the findings, contribution, regulations, and suggested future studies are stated.

scholarly journals DESIGNING PROBLEM-BASED LEARNING THROUGH NARRATIVE STORIES FOR MICROTEACHING CLASS USING ADDIE MODEL

2020 ◽  
Vol 7 (2) ◽  
pp. 187-217
Author(s):  
Anita Galuh Sri Hapsari ◽  
Paulus Kuswandono
Keyword(s):  
Problem Solving ◽  
English Language ◽  
English Education ◽  
School Context ◽  
Problem Based Learning ◽  
Language Education ◽  
Design Development ◽  
Study Program ◽  
Analysis Design ◽  
Addie Model

This research aimed to design a reflection book as a set of problem-based learning (PBL) for a supplementary material in Microteaching class. The book was developed not only to assist pre-service English teachers (PSETs) undergoing Microteaching class to understand real problems in school context, but also to help them enhance their problem-solving skill through critical reflection and discussion. This book was designed by implementing ADDIE model, consisting of five phases, namely Analysis, Design, Development, Implementation, and Evaluation. This product was formatively evaluated within the Analysis, Design, Development and Implementation phases and was field tested in Microteaching class comprising of 19 PSETs from the English Language Education Study Program in Tuladha University (pseudonym). In the last stage, summative evaluation was conducted by two subject matter experts whose background was both English education lecturers and book authors. Product validation included narrative story aspect and reflective activities. The validation result showed that the book was appropriate and practical for enhancing PSETs’ problem-solving skill.

scholarly journals Classroom Interaction in English Language Class for Students of Economics Education

2017 ◽  
Author(s):  
Arab World English Journal
Keyword(s):  
English Language ◽  
Interaction Analysis ◽  
Classroom Interaction ◽  
Learning Activities ◽  
Economics Education ◽  
Teacher Questioning ◽  
Study Program ◽  
Language Class ◽  
Teaching Learning ◽  
Almost All

This research is attempts to find out the types of teacher and students talk and also the patterns of teaching-learning interaction. This research was qualitative case study conducted in English Language 1 class Economics Education Study Program of Teacher Training and Education Institute Persatuan Guru Republik Indonesia Bojonegoro, East java. The participants were an English teacher and thirty four students. Observations were conducted twice in November 2016. The data were analysed by using the combination of interaction analysis system adapted from (Flanders, 1970; Moskowitz, 1971; Brown, 1975; Al-Otaibi, 2004; and Erling et al., 2012). The findings show that the teacher produced almost all types of teacher talk. They also produced almost all types of student talk in learning process. The teaching-learning activities used produced the patterns of group work, choral responses, closed-ended teacher questioning (IRF), individual work, student initiates-teacher answers, open-ended teacher questioning, and collaboration. Consider the result of this study. It is important for the teacher to build interactive and communicative teaching-learning activities involving more interaction and participation among the students. It is also advisable for the teacher to consider the factors that might affect the teaching-learning interaction in the classroom.

Rancang Bangun E-Learning Pronounciation Bahasa Inggris STKIP Setiabudhi Rangkasbitung Berbasis Web

2020 ◽  
Vol 9 (2) ◽  
Author(s):  
Dentik Karyaningsih ◽  
Puji Siswanto
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
English Education ◽  
System Development ◽  
Language Education ◽  
Prototype System ◽  
Study Program ◽  
Education Study ◽  
English Pronunciation ◽  
E Learning

Lecture courses in the English Language Education Study Program of STKIP Setiabudhi Rangkasbitung are still conducted in face-to-face class, so the students who do not attend lectures cannot know the pronunciation material at that time, because the Pronunciation course is a practical course in the English pronunciation system. The E-Learning Pronunciation is built so that lectures can be carried out anywhere and anytime without reducing the quality of the teaching and learning process. Therefore, the students who are left behind can continue to follow the Pronunciation course material, as well as habituating students in utilizing communication and information technology. E-Learning Pronunciation is important to be built to improve the ability of students’ pronunciation when doing distance learning, so that students are clearer and more firm in understanding Pronunciation so that there are no errors in English pronunciation. Participants in this study were first semester students of English education study programs. This study uses an experimental research design with the Prototype System development method and system of testing uses Black box testing.

scholarly journals Intrinsic and Extrinsic Motivation Found in Students’ Written Reflection in Play Performance Course

2018 ◽  
Vol 3 (2) ◽  
pp. 171
Author(s):  
Veronica Esti Nugrahani
Keyword(s):  
Extrinsic Motivation ◽  
English Language ◽  
Research Question ◽  
Language Education ◽  
English Language Education ◽  
Study Program ◽  
Intrinsic And Extrinsic Motivation ◽  
Education Study ◽  
Identified Regulation ◽  
Written Reflection

As other courses, motivation plays important role in Play Performance course. That motivation can be from the students themselves or other factors outside themselves. This study aimed to examine intrinsic and extrinsic motivation of students’ learning in Play Performance course in English Language Education Study Program of Sanata Dharma University by analyzing their written reflection. There was one formulated research question: “To what extent is intrinsic and extrinsic motivation found in students’ written reflection in Play Performance course?” In this study, document or content analysis was employed. The researcher analyzed 41 students’ written reflection in Play Performance course to find the intrinsic and extrinsic motivation. The findings showed some types of both intrinsic and extrinsic motivation. For intrinsic motivation, there were 15 statements which expressed motivation of knowledge; 19 statements expressing motivation of accomplishment; and 38 statements expressed motivation of stimulation. Meanwhile, for extrinsic motivation, it was found 9 statements expressed motivation of external regulation; 1 statement expressed motivation of introjected regulation; and 2 statements of identified regulation.

scholarly journals ERROR ANALYSIS OF CONDITIONAL SENTENCES

2020 ◽  
Vol 1 (1) ◽  
pp. 35-42
Author(s):  
Wilna Kristina ◽  
Albert Rufinus ◽  
Masfa Maiza
Keyword(s):  
Language Learners ◽  
Research Method ◽  
English Language ◽  
Language Education ◽  
Analysis Data ◽  
Target Language ◽  
English Language Education ◽  
Study Program ◽  
West Kalimantan ◽  
Foreign Language Learners

Making mistakes when using conditional sentences is common for foreign language learners. Errors in this study are in accordance with the error classification surface strategy taxonomy, namely omission, addition, misform ation and misordering. The purposes of this study are to identify and to classify the types of error and to find the factors causing errors in the use of conditional sentences. The research method used is descriptive qualitative research method that is a case study with taxonomic analysis. Data collection techniques were carried out using test and interview. The research subject was third semester students of the English Language Education Study Program 2018/2019 of Pamane Talino College of Education in Landak Regency, West Kalimantan. The results show that 30.27% of students make omission errors, 21.11% addition errors, 34.86% misformation errors and 13.76% misordering errors. The factors that cause errors are found from the system's own target language (intralingual). The main error factors classified as intralingual errors in this study are: incomplete knowledge in verb forms, incomplete application of rules and false concept hypothesis.

Why EFL Students Understand the Language Assessment?

2020 ◽  
Vol 03 (12) ◽  
Author(s):  
Arjulayana . ◽  
Keyword(s):  
Language Learners ◽  
English Learners ◽  
English Language ◽  
English Education ◽  
Language Education ◽  
Language Assessment ◽  
Total Sample ◽  
Study Program ◽  
Training And Education ◽  
Teachers Training

English language assessment is a subject lesson in some university in Indonesia, and it is one of the requirement to be able to master by the students in advocating language learners’ quality and competency. Assessing the language skills is a critical process to improve language capacity and competency in mastering language skill correctly. In the other hand, assessment as the most important thing to be understood by all language learners in making their process of teaching and learning are understandable and gaining good outcomes as the expectation. The objective of this paper is to outline the importance of language assessment subject for student who major in teachers training and education faculty. This paper used qualitative descriptive approach, with observation, interview and study documents to collect the data. The triangulation validation is used to validate the instruments. The sample of this research is 5 semester students of teachers training and education from University of Muhammadiyah Tangerang with the total sample is 33 students, majoring of English education study program. The result of this research can be simulated as; firstly, giving understanding language assessment to English learners can motivate and help them in doing their final assignment/mini research easily. Secondly, understanding English language assessment made students’critical thinking increase, because they start thinking about many kinds of language research and the solution in improving English language problems. Thirdly, learning English assessment gave a clear outline for English learners to support their research as a final requirement in getting bachelor degree and foster their competency as the language education learners.

scholarly journals Supervisory Conversations: A Key to Reflective Experimentation

2006 ◽  
Vol 1 (2) ◽  
Author(s):  
Caroline Gwyn-Paquette
Keyword(s):  
Preservice Teachers ◽  
Problem Solving ◽  
Cooperative Learning ◽  
Student Teaching ◽  
Knowledge Construction ◽  
Cooperating Teachers ◽  
Qualitative Approach ◽  
Teaching Approach ◽  
Learning Activities ◽  
Stimulation Of

Using a qualitative approach, in this article, the author explores the conversations which take place between preservice teachers and their university supervisor, analysing sequences which serve as support for experimentation of a ‘new’ teaching approach and situations of knowledge construction by preservice teachers. They were asked to use cooperative learning activities during student teaching although such strategies were not necessarily modelled by their cooperating teachers or familiar to the students. As their researcher/supervisor, the author provided support in planning conferences and coaching through post-observation conferences. It is suggested that there is more to supervisory conversations than simply providing moral support for the preservice teachers or evaluation of their performance. They are occasions for knowledge construction, notably, through problem-solving and solution finding, stimulation of reflection and discussion of theory.

scholarly journals PROJECTS BASED LEARNING ACTIVITIES IN A CALL CLASSROOM: LET’S SEE AND TRY!

2016 ◽  
Vol 1 (3) ◽  
pp. 233
Author(s):  
Yustinus Calvin Gai Mali
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Education ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
English Language Education ◽  
Study Program ◽  
Efl Teachers

This paper discusses three main projects and their related activities that students do in a Computer Assisted Language Learning (CALL) classroom at English Language Education Study Program, Dunia University Indonesia. The practical discussions in this paper will be an interest of English as a Foreign Language (EFL) teachers in Indonesia who look for practical ideas to teach the use of CALL in EFL classrooms, feel interested in integrating CALL into their classroom practices, and wish to explore ideas about how their students can benefit from technology. At the end of the paper, I address voices to support the use of CALL in teaching and learning in Indonesia.  

Sign in / Sign up

Export Citation Format

Share Document