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 Teachers’ and Students’ Beliefs on English Language Education at Madrasah Mu’allimin Muhammadiyah

2020 ◽  
Author(s):  
Muhammad Agung Buwono ◽  
Widyastuti Purbani
Keyword(s):  
English Language ◽  
Qualitative Data ◽  
Language Education ◽  
Social Awareness ◽  
Language Usage ◽  
Structured Interviews ◽  
English Language Education ◽  
The Core ◽  
Teachers And Students ◽  
Academic Year

This study investigates both teachers’ and students’ belief in language education at Madrasah Mu’allimin Muhammadiyah Yogyakarta in the academic year of 2019/ 2020. Semi-structured interviews were conducted with five teachers and five students as the research participants. Interview results were analyzed though qualitative data analysist. The finding showed that generally their belief on language education was influenced by religious values of Islam. It was the core value of their language education. All respondents showed their social awareness of the importance of language usage and its mastery as part of religious duty.

scholarly journals STUDENTS’ PERCEPTIONS TOWARD THE EFFECTIVENESS OF COLLABORATIVE BRAINSTORMING IN ACADEMIC WRITING CLASSES

2020 ◽  
Vol 1 (2) ◽  
Author(s):  
Listyani - Listyani
Keyword(s):  
21St Century ◽  
Academic Writing ◽  
21St Century Skills ◽  
English Language ◽  
Classroom Interaction ◽  
Language Education ◽  
Structured Interviews ◽  
Group Discussions ◽  
English Language Education ◽  
Writing Classes

The 21st century skills include collaboration and teamwork, creativity and imagination, critical thinking, and problem solving. In writing  classes collaborative brainstorming is one of many activities that can be conducted by teachers to help students develop their 21st century skills. It is because collaborative brainstorming makes students think critically, creative, work better in a group, and solve problems collaboratively. This study investigated students’ perceptions on the use of collaborative brainstorming in Academic Writing classes and its effectiveness in the students’ eyes in writing. The participants of this study were 33 English Language Education Program (ELEP) students who were taking Academic Writing class. The data were analyzed qualitatively, supported by open ended questionnaires and semi-structured interviews. The results of the data analysis exposed to prove that collaborative brainstorming helps students in Academic Writing projects. Finally, this study indicates the importance of classroom interaction during classroom learning activities. This study also suggests a strategy to overcome students minor participation during group discussions. The 21st century skills include collaboration and teamwork, creativity and imagination, critical thinking, and problem solving. In writing  classes collaborative brainstorming is one of many activities that can be conducted by teachers to help students develop their 21st century skills. It is because collaborative brainstorming makes students think critically, creative, work better in a group, and solve problems collaboratively. This study investigated students’ perceptions on the use of collaborative brainstorming in Academic Writing classes and its effectiveness in the students’ eyes in writing. The participants of this study were 33 English Language Education Program (ELEP) students who were taking Academic Writing class. The data were analyzed qualitatively, supported by open ended questionnaires and semi-structured interviews. The results of the data analysis exposed to prove that collaborative brainstorming helps students in Academic Writing projects. Finally, this study indicates the importance of classroom interaction during classroom learning activities. This study also suggests a strategy to overcome students minor participation during group discussions.

scholarly journals Students’ Perspective on the Use of Edmodo as an Assessment Tool

2019 ◽  
Vol 6 (1) ◽  
pp. 18-25
Author(s):  
Fauzul Etfita
Keyword(s):  
English Language ◽  
Assessment Tool ◽  
Language Education ◽  
Structured Interviews ◽  
Paper Test ◽  
English Language Education ◽  
Web Based ◽  
Online Technology ◽  
Writing Course ◽  
Assessment Techniques

The lecturers are in search of exploring innovative assessment techniques in order to promote students skill. For assessing students’ language skills, the study introduces Edmodo. Being a web-based online technology, beside can provide all subject, Edmodo also allows students and teacher to post materials, share videos and links, grades, notices, and assignment. It enables teachers to work with their learners in real time, and can be used either in the class or at home. The special code assigned for a particular group which makes it secure and safe in use. The study focuses on how the use of edmodo as an assessment tool. 68 students from two classes that attending News and Report Writing Course in English Language Education Islamic University of Riau in Pekanbaru participated in various assessment activities through Edmodo during 2016/2017 academic year. Reflection of the students regarding the use of Edmodo as an assessment tool were obtained by semi-structured interviews. There were four questions which posed to the students conducted by the researcher. The result indicated that most of the students motivated and Edmodo also reduced their test anxiety to a great extent and they would prefer to be assessed through Edmodo rather than traditional asessment techniques like pen-and-paper test.

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 Students’ Perceptions on English Fun Fair as an Implementation of Project-Based Learning in Speaking for Social Purposes Classes

2021 ◽  
Vol 20 (1) ◽  
pp. 73
Author(s):  
Ardela Indri Apriliani ◽  
Listyani Listyani
Keyword(s):  
English Language ◽  
Language Education ◽  
Private University ◽  
Project Based Learning ◽  
Structured Interviews ◽  
English Language Education ◽  
Central Java ◽  
Efl Students ◽  
Implementation Models ◽  
Speaking Skills

English Fun Fair is one of the implementation models in Project-Based Learning (PBL) which involves learning through various tasks and collaborative learning. Particularly, the project was implemented in Speaking for Social Purposes classes at an English Language Education Program, at a private university in Central Java, Indonesia. The study aimed to investigate students' perceptions of the influence of English Fun Fair which consisted of the benefits and challenges of the project. The participants of the study were fifty (50) students from 2016, 2017, and 2018 Academic Year who had taken Speaking for Social Purposes course and had done English Fun Fair. To gain data more deeply, the researchers used a qualitative method. The instruments used were open-ended questionnaires and semi-structured interviews. In the questionnaires, the participants answered some questions related to this study. After that, as a follow-up of the answers in the questionnaires, the researcher did interviews. Besides that, the data showed that improving speaking skills was the most dominant benefit mentioned by the participants. However, problems in speaking skills also became a challenge which they experienced a lot. Expectantly, the findings from this study can give views for EFL teachers about the benefits of this project and for EFL students can develop their speaking and other skills.

scholarly journals The Question of Transformation in the English Language Education Classroom

2020 ◽  
Vol 3 ◽  
pp. 76-83
Author(s):  
Netra Prasad Sharma
Keyword(s):  
English Language ◽  
Language Education ◽  
Kathmandu Valley ◽  
English Language Education ◽  
Student Opinions ◽  
Course Of Action ◽  
The Future ◽  
Teachers And Students ◽  
Informal Discussion

Have we transformed ourselves? The question that frequently arises in the discourse pertaining to the reintroduction of the semester system in the different faculties of Tribhuvan University has taken the shape of this paper that attempts to probe into the demeanour of both teachers and students in the English language education classrooms in the Kathmandu valley. The data collected through a brief survey of student opinions and informal discussion with concerned teachers portray the classroom scenarios that are difficult to differentiate from the ones that usually characterize the classrooms in the “annual system” of teaching and testing. This portrayal suggests the future course of action on the part of teachers and students both.

scholarly journals A Study of ELE Students’ Perception of Undiksha Moodle E-learning in Pedagogical Courses

2021 ◽  
Vol 5 (2) ◽  
pp. 120
Author(s):  
Ni Luh Putu Viranicka Septyani ◽  
I.G.A Lokita Purnamika ◽  
Nyoman Karina Wedhanti
Keyword(s):  
English Language ◽  
Language Education ◽  
Field Education ◽  
Structured Interviews ◽  
Education Students ◽  
English Language Education ◽  
Learning Platform ◽  
E Learning ◽  
Strongly Agree ◽  
Data Collections

<p>E-learning has significantly influenced the educational field. Education currently utilizes e-learning as one of the learning systems that facilitate students and teachers' learning process is distanced or traditional, or even in blended learning. One of the platforms used is the Undiksha Moodle E-learning Platform used in the pedagogical courses. This study aimed to identify students' perception of the use of the Undiksha Moodle E-learning platform. This discussion focuses on the effectiveness offered in the use of the Undiksha Moodle E-learning platform. This study is a case study involving 15 English Language Education students. This study's object is students' perception of using the Undiksha Moodle E-learning platform in the pedagogical courses. Data collections were done with questionnaires and semi-structured interviews to see the suitability of perceptions expressed by students. Data analysis is conducted qualitatively supported with quantitative data by considering the questionnaires' results and interpreting the data obtained. This study showed that English Language Education students have a positive perception of using Undiksha Moodle E-learning. The findings on the effectiveness of the use of the Undiksha Moodle E-learning platform used amounted to 4,173. That indicates that students strongly agree that the platform is effectively used in pedagogical courses.</p>

scholarly journals EKSPLORASI PENGALAMAN MAHASISWA BAHASA INGGRIS SELAMA PROGRAM PPL: HARAPAN, TANTANGAN, DAN PELAJARAN

2019 ◽  
Vol 9 (1) ◽  
pp. 16
Author(s):  
Afrianto Afrianto ◽  
Dahnilsyah Dahnilsyah ◽  
Supriusman Supriusman
Keyword(s):  
English Language ◽  
Group Discussion ◽  
Language Education ◽  
Sampling Technique ◽  
Document Analysis ◽  
Structured Interviews ◽  
English Language Education ◽  
High Expectations ◽  
Teaching Activities ◽  
Initial Concept

This study aims to find out how these students teachers define the concept of'professional teacher' before PPL, what are their expectations before attending the PPL, whatobstacles they encounter during the PPL, and what lessons they get during the PPL program.This qualitative study involved ten students of English Language Education as participants.They were selected through purposeful random sampling technique. Data were collectedthrough semi-structured interviews, a focused group discussion, and document analysis. Thecollected data is analyzed inductively with the help of the NVivo application. The results of thestudy showed that participants had an initial concept of professional English teachers beforethey embarked on their PPL program. Their concepts are in line with the professional teacherframework as stated in Law No. 14/2005 concerning teachers and lecturers. At the same time,all participants had high expectations for the PPL program in relation to their desire to becomeprofessional teachers. Participants also reported some of the obstacles or challenges they faced during the PPL, such as the difficulty of undergoing the teaching process and feeling too muchburden from non-teaching activities during PPL. However, at the end of the PPL, all of themclaimed to be quite satisfied with the process they had gone through. They claim to have learneda lot from PPL, among them, they have increasingly understood the complexity of the tasks andresponsibilities of a teacher.

scholarly journals Using Reading Aloud Technique to Stimulate Students Reading Comprehension

2020 ◽  
Vol 3 (2) ◽  
pp. 191-199
Author(s):  
Alan Jaelani ◽  
Amalia Sadyawati ◽  
Wida Rosmawati
Keyword(s):  
Reading Comprehension ◽  
English Language ◽  
Reading Aloud ◽  
Language Education ◽  
Read Aloud ◽  
Basic Knowledge ◽  
English Language Education ◽  
Ibn Khaldun ◽  
English Reading ◽  
Oral Expression

This article aims to stimulate students' reading comprehension skills using the Reading Aloud technique. Reading aloud is the main axis connecting reading and speaking English. Reading aloud not only increases reading and basic knowledge but also improves oral expression. How the Read aloud technique can stimulate students' reading skills. Reading plays an important role as one of four abilities in improving students' English performance. This study involved 16 respondents who were 5th-semester students of the English Language Education Program at Ibn Khaldun University. This research was a descriptive study in which the researcher used a qualitative method. Data collected by interview, questionnaire, and observation. The results of the study showed that most of them did not agree with the techniques from Reading aloud. Based on respondents' statements, we found that the use of the reading method with hard reading techniques helped students to stimulate reading comprehension, especially to help students in pronunciation.  

scholarly journals Motivation toward English Language Learning among Iraqi University Students

2021 ◽  
Vol 2 (3) ◽  
pp. 46-56
Author(s):  
Saleh Jebrael Saleh ◽  
Shahen Jamal Majeed
Keyword(s):  
Language Learning ◽  
Online Survey ◽  
English Language ◽  
Practical Implication ◽  
Learning Activities ◽  
English Language Learning ◽  
Structured Interviews ◽  
University Teachers ◽  
Teachers And Students ◽  
The University

Purpose: This study aimed to examine motivation toward learning the English Language among learners from different universities in Iraq. The study focused on identifying   the type of, instrumental and integrative, and also the activities that learners prefer to use in the classroom. Methodology/Approach/Design: The study applied both qualitative and quantitative design. The instruments used in the study included questionnaires and semi-structured interviews. A sample of 200 participants were engaged in an online survey and filled the questionnaire questions. An interview through zoom was also conducted with the selected group of learners. Results: The findings of the study revealed that learners were motivated more instrumentally as compared to integratively. It was also evident that the students were interested in different learning activities. Practical Implication: This study will have a greater contribution to the pedagogy of English language learning. The findings of the study might be used by curriculum developers to make changes and implement the best techniques of teaching English in the Iraqi EFL curriculum. Originality/Value: The results of this study may make the university teachers and students aware of the significance of motivation in enhancing the English learning process. Also, the findings may make university teachers more creative in developing interactive learning activities that will be suitable for students.

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