scholarly journals A Study on Direct Corrective Feedback in Improving Students' Writing Performance and Motivation at MTs YP KH Syamsuddin Ponorogo

2021 ◽  
Vol 2 (1) ◽  
pp. 1
Author(s):  
Novika Agustiningsih ◽  
Fenty Andriani
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Corrective Feedback ◽  
Writing Performance ◽  
English As Foreign Language ◽  
Target Form ◽  
Teachers And Students ◽  
Teaching Learning ◽  
Interview Questionnaire

This research is aimed to foster students’ motivation in improving writing performance by implementing direct corrective feedback. Direct error correction identifies both the error and the target form. Providing corrective feedback is an essential part of language learning because it influences students’ learning and achievement. Feedback helps both teachers and students to meet their goals in teaching and learning. Feedback and motivation are two perceptions which control the students’ English as foreign language improvement and progress in learning. This research applied a descriptive qualitative research method. Data gathered through observation, interview, questionnaire, and relevant documents. The research was conducted in the seventh C grade of MTs YP KH Syamsuddin Ponorogo. Thirty five students participated in this research by filling out a questionnaire, and interviewed to obtain more information related to their responses to the questionnaire. The finding of this research indicates that the implementation of direct corrective feedback in improving students’ writing performance and motivation in writing teaching learning process was divided into two ways: oral and written. There was also such improvement on students’ motivation. The students’ responses toward the implementation of direct corrective feedback in improving the students’ writing performance were positive because it made them feel comfort in the learning process.

scholarly journals Effect of Oral Corrective Feedback on Language Skills

2019 ◽  
Vol 9 (6) ◽  
pp. 672
Author(s):  
Radiah Alsolami
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Language Skills ◽  
Corrective Feedback ◽  
Teachers And Students ◽  
Oral Corrective Feedback ◽  
Language Classrooms ◽  
The Common ◽  
The Impact

Corrective feedback is an important element in the language learning process. The issue of corrective feedback in language classrooms has been investigated by numerous scholars who believe that the strategy can effectively be used to improve the language skills of students. Though many forms of feedback approaches are used in learning, oral corrective feedback is the commonly used strategy in teaching languages. This is mainly because it captures the diverse elements of language lessons such as pronunciations and spelling. Oral corrective feedback presents a broad field which assists both teachers and students in error identification and eradication. It mainly focuses on highlighting the common errors and mistakes and addressing them enabling the students to avoid them in the future. This paper mainly explores the impact of oral corrective feedback on the language skills of learners. It generally analyses articles that address the issue of oral corrective feedback and derives information regarding the impact of the strategy in language learning outcomes.

scholarly journals Using Communicative Games in Improving Students’ Speaking Skills

2016 ◽  
Vol 10 (1) ◽  
pp. 63 ◽  
Author(s):  
Ratna Sari Dewi ◽  
Ummi Kultsum ◽  
Ari Armadi
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Collaborative Action Research ◽  
Teachers And Students ◽  
Post Test ◽  
Speaking Skill ◽  
Teaching Learning ◽  
Speaking Skills

The aims of the study are to know whether communicative games have an impact on teaching speaking skill and describe how communicative games give an influence on speaking skills of students at junior high schools in Jakarta, Indonesia. Classroom Action Research (CAR) was implemented based on Kurt. L model. The procedures used were planning, acting, observing, and reflecting. It was done into two cycles in each cycle consisted of three meetings. The researcher used collaborative action research with some of the English teachers. In collecting the data, the instruments were interview, observation, questionnaire and test. The test only given to students. The rest of the instruments administered for both teachers and students. The result of the study showed the mean score’s pretest reached of 60.42 to 69.02 and post test’s score reached up to 78.77. It is important to describe that there is a significant improvement of 13.9% to 41.7% in post test 1 and 83.33% in post test 2. Therefore, the criteria of success had been determined. It is crucial to note that communicative games have contributed a positive impact on teaching learning process. This also implies the communicative games expected to enhance students’ enthusiasm and motivation. Clearly, It gives positive improvement on students’ active participation, confidence and their fluency in speaking skill. In short it can be described that the strategy of teaching and learning creates good, enjoyable circumstances and reduces the boredom and stress of learning process.

scholarly journals Emotions in the Teaching/Learning Process

2012 ◽  
Vol 8 (1-2 (10)) ◽  
pp. 99-103
Author(s):  
Gayane Shmavonyan ◽  
Lili Karapetyan
Keyword(s):  
Learning Process ◽  
Emotional Labor ◽  
Teaching And Learning ◽  
Positive Emotions ◽  
Language Teachers ◽  
Emotional Understanding ◽  
Teaching Process ◽  
Emotional Factors ◽  
Teachers And Students ◽  
Teaching Learning

Emotions play a great role in our daily life, as well as in the teaching process which is closely connected with the emotional sphere of life since teaching is an emotional practice involving emotional understanding, as well as emotional labor. Being in the center of the teaching process, emotions should be paid due attention to in the language classroom since they lead to a better understanding of classroom interactions and more satisfying educational experiences for both language teachers and students. The paper explores the role and significance of students’ and teachers’ emotions in language teaching and learning, as well as the emotional factors that influence the teaching/learning process. It also suggests some strategies for enhancing positive emotions.

scholarly journals POLA INTERAKSI GURU DAN SISWA KELAS X SMAN 1 JORONG

2020 ◽  
Vol 10 (1) ◽  
pp. 89
Author(s):  
Dwi Rahmanto
Keyword(s):  
High School ◽  
Data Analysis ◽  
Learning Process ◽  
Teaching And Learning ◽  
Public High School ◽  
Analysis Techniques ◽  
Stimulus Response ◽  
Teachers And Students ◽  
Weak Student ◽  
Teaching Learning

Abstract The Interaction Pattern of Teachers and Students of Class X of SMAN 1 Jorong. This study aims to describe (1) the pattern of intervention, (2) the pattern of adjacent pairs, and (3) the pattern of preference in the interaction discourse of teachers and students of class X at Jorong 1 Public High School during the teaching and learning process. The approach used in this study is a qualitative approach with descriptive methods. Sources of data collected in the form of oral speeches that occur during teaching-learning interactions. Data collection uses documentation techniques. Data analysis techniques use qualitative analysis techniques. From the results of data analysis and research conclusions, the findings are as follows: Interruptive patterns in teacher discourse and class x students at Jorong 1 State Senior High School during the teaching and learning process. The teacher's interruption pattern to students is due to weak student volume and to stop doubts or reinforce the answers to the teacher's questions. The pattern of contiguous pairs occurs normally or naturally according to the stimulus-response process and meets the structure of adjacent pairs which creates habits and regularity. This pattern of well-implemented preferences can be seen from the structure of the preferred action expected to be in the next action and not to be expected to be expected in the next action. Key words: teacher and student interaction, interrupt pattern, contiguous pair pattern, preference pattern … Pola Interaksi Guru dan Siswa Kelas X SMAN 1 Jorong. Penelitian ini bertujuan untuk mendeskripsikan (1), pola interupsi (2),pola pasangan berdekatan, dan (3), pola preferensi dalam wacana interaksi guru dan siswa dalam kelas X di SMA Negeri 1 Jorong pada waktu proses belajar-mengajar. Pendekatan yang digunakan dalam penelitian ini adalah pendekatan kualitatif dengan metode deskriptif. Sumber data yang dikumpulkan berupa tuturan-tuturan lisan yang terjadi saat interaksi belajar-mengajar. Pengumpulan data menggunakan teknik dokumentasi. Teknik analisis data menggunakan teknik analisis kualitatif. Dari hasil analisis data dan kesimpulan penelitian, diperoleh temuan antara lain sebagai berikut: Pola interupsi dalam wacana guru dan siswa kelas X di SMA Negeri 1 Jorong pada waktu proses belajar-mengajar. Pola interupsi guru kepada siswa dikarenakan volume suara siswa lemah dan untuk menghentikan keraguan atau mempertegas jawaban atas pertanyaan guru. Pola pasangan berdekatan terjadi dengan normal atau alamiah sesuai dengan proses stimulus-respon dan memenuhi struktur pasangan berdekatan yang menimbulkan kebiasaan dan keteraturan.Pola preferensi terlaksana dengan baik ini bisa dilihat dari adanya struktur tindakan yang disukai diharapkan ada pada tindakan berikutnya dan tidak disukai diharapkan tidak ada pada tindakan berikutnya. Kata-kata kunci: interaksi guru dan siswa, pola interupsi, pola pasangan berdekatan, pola preferensi

scholarly journals Using of undergraduate student’s feedback, learning process and growth mindset to improve the teaching and learning at university

2018 ◽  
Vol 6 (1) ◽  
pp. 111-118
Author(s):  
Jalberth Fernandes De Araujo ◽  
Izadora Soares Cardoso ◽  
Ariadne Caroline Silva Guedes ◽  
Ianca Rocha Ferreira ◽  
Helvio Rubens Reis De Albuquerque
Keyword(s):  
Undergraduate Students ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Effective Communication ◽  
Growth Mindset ◽  
Feedback Learning ◽  
Teachers And Students ◽  
One Year ◽  
Teaching Learning

Several researches indicate that undergraduate students are unsatisfied with their learning experience at university. One of the reasons is the non-effective communication between teachers and students. The non-effective communication may cause problems in teaching and learning, which are fundamental and professional skills that teachers and students must continually develop. Problems in teaching and learning impact directly the learning experience at university of the students, and improve the communication between teachers and students can solve the problems. The communication and, consequently, the teaching and learning, can be improved using the undergraduate student’s feedback. In this paper, a methodology to improve the teaching and learning is presented. The methodology is based on the use of undergraduate student’s feedback, and it was utilized in an electrical engineering classroom during one year. Based on the results, teaching, learning, communication, motivation, engagement and satisfaction of the teacher and students have improved correlating the methodology with the learning process and growth mindset.

scholarly journals Evaluation of ELLIS Program at SMP Bopkri 3 Yogyakarta Based on CIPP Model

2019 ◽  
Vol 1 (2) ◽  
Author(s):  
Pranesti Widhi Hapsari
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
Evaluation Research ◽  
English Teaching ◽  
Cipp Model ◽  
Collection Data ◽  
Teaching Learning ◽  
Learning English

This research aimed to describe the evaluation of ELLIS (English Language Learning and Instruction System) Program in English teaching and learning process in SMP Bopkri 3 Yogyakarta in terms of the context, input, process, and product aspects.This research is an evaluation research employing CIPP model by Stufflebeam (2010). The data were collected through observation, open questionnaires, and interviews and were analyzed using Miles, Huberman and Saldana’s flow model of qualitative data research which included data collection, data condensation, data display and conclusion drawing.The findings revealed that the evaluation of ELLIS Program in English teaching and learning process in SMP Bopkri 3 Yogyakarta related to the process of context was in line with the objective of the program that is improving the students’ English skills and the program can support the English teaching-learning process. In term of input, the program is appropriate according to the required standard for good teaching learning English, this program is supported by the school’s entire component, the facilities of the teaching-learning process is completed, the material in ELLIS program can apply consecutively to be able to improve students’ English skill. On the process of teaching and learning has appropriated, the schedules of ELLIS program is held correctly and on time, every meeting the teacher always use ELLIS, the procedures and activities ELLIS program are implemented correctly, the students always participate actively during the learning process, the students more interested in learning English. Dealing with product the students more understand, easier in catching the material and more comfortable in taking part of the learning process, they feel happy and feel that their ability in learning English increase, the students’ English skill can improve successfully, the students can communicate with the teacher and their other friends in English correctly, the aim of this program can hold successfully. Between 250-300 words; must focus on: aims of the study, methods, findings, conclusions, and implications.

scholarly journals (Mobile Assisted Language Learning) MALL Implementation During Distance Learning

2021 ◽  
Vol 4 (1) ◽  
pp. 156
Author(s):  
Made Erwinda Febriyanti ◽  
I Nyoman Adi Jaya Putra ◽  
Made Hery Santosa
Keyword(s):  
Distance Learning ◽  
Language Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Assessment Tool ◽  
Learning Design ◽  
Mobile Assisted Language Learning ◽  
Teachers And Students ◽  
The Government ◽  
Teacher Ability

The rules for studying from home have been implemented since the outbreak of the Corona Virus. This impacts the education sector in Indonesia, which makes the government make regulations to learn from home—in addition, making the teaching and learning process held in the context of distance learning. This study aims to analyze the learning process that applies MALL during the distance learning process and the challenges during education. The instruments used to obtain the data were self-rated questionnaires, observation checklists, and interview guidelines. This instrument was developed from the Prospective Teacher Ability Assessment Tool (APKCG) and the RASE learning design framework. The technique used to analyze the data is descriptive qualitative analysis. This study indicates that English teachers have implemented MALL during the distance learning process by using several online platforms as classrooms in their activities. Several challenges arise from teachers and students in this learning process, including the lack of teacher ability in utilizing technology, unsupported student devices, and unstable student connections.

scholarly journals Robotic - Cognitive Adaptive System for Teaching and Learning (R-CASTLE)

2020 ◽  
Author(s):  
Daniel Tozadore ◽  
Roseli Romero
Keyword(s):  
Machine Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Adaptive System ◽  
Personalized Learning ◽  
Human Robot Interaction ◽  
Graphical Interface ◽  
Robot Interaction ◽  
Teachers And Students ◽  
Teaching Learning

One of the biggest current challenges in education is to positively impact the teaching-learning process with technology. Two common reasons are the teachers’ lack of preparation and the students’ attention span. Several Human-Robot Interaction (HRI) studies are approaching these issues. However, very few of them are considering both teachers and students in a one and only application. Thus, the presented thesis had two objectives: to provide a unique and intuitive HRI tool for education and to evaluate its impact on the users. The resulting architecture was a Robotic - Cognitive Adaptive System for Teaching and Learning (R-CASTLE). R-CASTLE aims to provide customized interactions and personalized learning to the students through machine learning for autonomous vision and dialogue interactions. The methods are configured by the teachers in the windows of the system’s graphical interface. Teachers can also have access to the system’s evaluations in chart mode of the students’ collective and individual performances. In end-to-end experiments, teachers and students claimed to experienced a sensitive potential of the system to support them. R-CASTLE was tested with other interactive devices in different applications and the results showed high performances in their activities design optimization. From the best of our knowledge, it is an innovative proposal implemented with collaborative assistance of institutes from Portugal, Italy and Japan. R-CASTLE is currently being adapted to support teachers in their remote classes during COVID-19 pandemic.

scholarly journals PROMOTING FUN LEARNING IN WRITING THROUGH GAMES

2016 ◽  
Vol 1 (2) ◽  
pp. 143
Author(s):  
Eka Wulandari
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Hard Work ◽  
Whole Process ◽  
Full Control ◽  
Teaching Technique ◽  
Teaching Learning

Writing is one of the most difficult skills to master in language learning. Itneeds lots of hard work and efforts to study this. This condition makessome learners less motivated to study writing. One of the possible ways toavoid this condition is by applying games in teaching and learning processof writing. Games have some positive aspects that make learners studyingthis skill involuntarily in a fun way. Students will not feel burdened in theprocess of learning and teachers will not find difficulties to motivate thestudents for studying. One thing that teachers need to remember is that theteachers must have a full control of the whole process so that the studentswill not be carried away with the fun only and neglect the learningobjective.Keyword: writing, teaching technique, teaching learning process, games,fun

scholarly journals The Code Switching of Singkil Language in Indonesian Language Learning Process at Junior High School of Aceh Singkil and Its Usefulness as Student Reading Material

2020 ◽  
Vol 3 (4) ◽  
pp. 2024-2035
Author(s):  
M. Khairunsyah ◽  
Abdurahman Adisaputera ◽  
Marice Marice
Keyword(s):  
Language Learning ◽  
Junior High School ◽  
Learning Process ◽  
Teaching And Learning ◽  
Mother Tongue ◽  
Code Switching ◽  
Reading Material ◽  
Code Mixing ◽  
Student Reading ◽  
Teaching Learning

In teaching learning process at SMP Darulmuta'alimin Tanah Merah Aceh Singkil, code switching and code mixing are useful in some events. This does not only happen to students, but also teachers who have the same background (mother tongue) as students. A teacher at SMP Darulmuta'alimin Tanah Merah Aceh Singkil uses the local language or mother tongues so that the students are being taught understand. In accordance with the explanation of Article 36, Chapter XV, of the 1945 Constitution, it can be seen that the language of instruction is used in the teaching and learning process in the Indonesian class. This type of research is qualitative analytical descriptive, which seeks to describe the characteristics of the data in accordance with the actual situation. The description is described as it is systematically, factually, and accurately regarding the data and characteristics of the phenomena under study. The data shows that the code switching event in Indonesian language learning in grade VII-A SMP Darulmuta'alimin Tanah Merah Aceh Singkil, which is from the Singkil language to Indonesian. Since the beginning of the conversation in the learning process, the teacher and students communicate using Singkil and the end of their conversation using Indonesian.

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