scholarly journals Identifying Teaching Writing Strategies Used by English Teachers at SMK N 3 Singaraja During Remote Teaching

2021 ◽  
Vol 1 (1) ◽  
pp. 27-43
Author(s):  
Ni Nengah Diah Handayani ◽  
Putu Eka Dambayana Suputra ◽  
Putu Adi Krisna Juniarta
Keyword(s):  
Teaching Strategies ◽  
English Teachers ◽  
Teaching Writing ◽  
Writing Strategies ◽  
Mind Mapping ◽  
Interview Guide ◽  
Guided Writing ◽  
Academic Year ◽  
Teaching Setting

The current study was carried out to identify the teaching writing strategies in remote teaching setting. This study was a case study. The study was conducted at SMK N 3 Singaraja. The participants of the current study were X grade English teachers of the 2020-2021 academic year, which consist of four teachers (2 females and 2 males).  In conducting the study, observation and interview guide were used. The data were analyzed with guidance of analyzing qualitative data by Miles, Huberman, & Saldana (2014). The findings showed that the teaching writing strategies implemented by English teachers were guided writing, mind mapping, scaffolding, and dictogloss. In this remote teaching setting, English teachers are encouraged to be more creative in designing instruction and carrying the teaching strategies for teaching writing. Further study is suggested to identify teaching strategies used by English teacher in remote teaching for different language skills.

scholarly journals PENERAPAN METODE PETA PIKIRAN DALAM MENULIS ESAI MAHASISWA SEMESTER V STKIP YDB LUBUK ALUNG

Ta dib ◽  
2016 ◽  
Vol 19 (1) ◽  
pp. 97
Author(s):  
Irawati Rahman ◽  
Dwi Mutia Chan
Keyword(s):  
Quantitative Research ◽  
English Teachers ◽  
Teaching Writing ◽  
Mapping Technique ◽  
Mind Mapping ◽  
Good Score ◽  
Academic Year

AbstractThis research is based on several problems found in students’ writing; (1) the structure of students’ essay is not complete; (2) the use of languge is not communicative; (3) the paragraph development is not coherent; and (4) the title of the essay is not appropriate. This reseach aims at implementing mind mapping technique in writing an essay. Mind mapping is a technique of teaching writing to help students map their idea in writing an essay. This research used quantitative research. The research sample was the fifth semester students of STKIP YBD Lubuk Alung registered in 2015/2016 academic year. The result of this research shows that mind mapping technique could increase students’ writing. This is indicated by the increase of students’ score after applying mind mapping technique. 25 students (92.6%) got very good score and 2 others (7.43%) got good score. Based on this finding, it is suggested for English teachers to use mind mapping technique to improve students’ writing skill.Kata Kunci: penerapan, teknik mind mapping, keterampilan menulis esai

scholarly journals TEACHING STRATEGIES USED BY ENGLISH TEACHERS IN ONLINE LEARNING

2021 ◽  
Vol 5 (2) ◽  
pp. 79
Author(s):  
Putu Devi Cahyaningsih ◽  
I Nyoman Adi Jaya Putra ◽  
Gede Mahendrayana
Keyword(s):  
Qualitative Research ◽  
Online Learning ◽  
Data Collection ◽  
Teaching Strategies ◽  
Case Study Research ◽  
English Teachers ◽  
Learning By Doing ◽  
Interview Guide ◽  
The Subject

This study aimed at finding out teaching strategies used by English teachers in an online learning. The subject of this study is English teachers at SMP Negeri 6 Singaraja. This study was qualitative research which uses a case study research design. The methods of data collection were observation and interview. This study used three instruments such as observation checklist, questionnaire, and interview guide. The findings showed that English teachers at SMP Negeri 6 Singaraja used learning by doing and learning by reflection in the online learning. Four English teachers were considering about aspects of learning by doing and learning by reflection. Besides, during the online learning, it was found five obstacles. The English teachers were also provided the solutions for the obstacles.

scholarly journals Artefacts, practices and pedagogies: teaching writing in English in the NAPLAN era

2021 ◽  
Author(s):  
Susanne Gannon ◽  
Jennifer Dove
Keyword(s):  
Secondary Schools ◽  
English Teachers ◽  
Teaching Writing ◽  
Pedagogical Practices ◽  
Deep Dive ◽  
Geographically Dispersed ◽  
English Classes ◽  
Novel Method ◽  
Teaching Of Writing

AbstractIn secondary schools, English teachers are often made responsible for writing results in national testing. Yet there have been few studies that focussed on this key group, or on how pedagogical practices have been impacted in the teaching of writing in their classrooms. This study investigated practices of English teachers in four secondary schools across different states, systems and regions. It developed a novel method of case study at a distance that required no classroom presence or school visits for the researchers and allowed a multi-sited and geographically dispersed design. Teachers were invited to select classroom artefacts pertaining to the teaching of writing in their English classes, compile individualised e-portfolios and reflect on these items in writing and in digitally conducted interviews, as well as elaborating on their broader philosophies and feelings about the teaching of writing. Despite and sometimes because of NAPLAN, these teachers held strong views on explicit teaching of elements of writing, but approached these in different ways. The artefacts that they created animated their teaching practices, connected them to their students and their subject, suggested both the pressure of externally driven homogenising approaches to writing and the creative individualised responses of skilled teachers within their unique contexts. In addition to providing granular detail about pedagogical practices in the teaching of writing in the NAPLAN era, the contribution of this paper lies in its methodological adaptation of case study at a distance through teacher-curated artefact portfolios that enabled a deep dive into individual teachers’ practices.

scholarly journals STUDENTS’ PERCEPTION ON THE DESIGN OF ASYNCHRONOUS ONLINE DISCUSSION USING SCHOOLOGY IN ENGLISH LANGUAGE EDUCATION GANESHA UNIVERSITY OF EDUCATION

2018 ◽  
Vol 2 (2) ◽  
Author(s):  
GPR Dewi ◽  
LDS Adnyani ◽  
KS Piscayanti
Keyword(s):  
English Language ◽  
Online Discussion ◽  
Case Study Research ◽  
Language Education ◽  
Positive Perception ◽  
English Language Education ◽  
Interview Guide ◽  
Asynchronous Online Discussion ◽  
Academic Year

This study was aimed at investigating students’ perception on the design of asynchronous online discussion using Schoology. This study was a case study research. The data in this study were collected quantitatively and qualitatively by using observation, questionnaire, and interview guide. The observation was conducted toward the design of asynchronous online discussion implemented by 2 lecturers in ICT and Poetry courses. The questionnaire was administered to one hundred students of English Language Education, Ganesha University of Education who were taught using Schoology in academic year 2017/2018. The interviews were done toward six students. The result of this study showed that 1) the design of the asynchronous online discussion in ICT and Poetry courses was different in terms of flexibility of time, flexibility of place, instruction or guidance, and topic, 2) the students had positive perception on the design of asynchronous online discussion.

scholarly journals STUDENTS’ PERCEPTION ON THE DESIGN OF ASYNCHRONOUS ONLINE DISCUSSION USING SCHOOLOGY IN ENGLISH LANGUAGE EDUCATION GANESHA UNIVERSITY OF EDUCATION

2019 ◽  
Vol 3 (1) ◽  
pp. 1
Author(s):  
Dewi G.P.R ◽  
Adnyani L.D.S. ◽  
Piscayanti K.S.
Keyword(s):  
English Language ◽  
Online Discussion ◽  
Case Study Research ◽  
Language Education ◽  
Positive Perception ◽  
English Language Education ◽  
Interview Guide ◽  
Asynchronous Online Discussion ◽  
Academic Year

This study was aimed at investigating students’ perception on the design of asynchronous online discussion using Schoology. This study was a case study research. The data in this study were collected quantitatively and qualitatively by using observation, questionnaire, and interview guide. The observation was conducted toward the design of asynchronous online discussion implemented by 2 lecturers in ICT and Poetry courses. The questionnaire was administered to one hundred students of English Language Education, Ganesha University of Education who were taught using Schoology in academic year 2017/2018. The interviews were done toward six students. The result of this study showed that 1) the design of the asynchronous online discussion in ICT and Poetry courses was different in terms of flexibility of time, flexibility of place, instruction or guidance, and topic, 2) the students had positive perception on the design of asynchronous online discussion.

scholarly journals Integrasi concise learning method dengan mind mapping dalam pembelajaran matematika di perguruan tinggi

2017 ◽  
Vol 10 (2) ◽  
pp. 203-221
Author(s):  
Ciptianingsari Ayu Vitantri
Keyword(s):  
Algebra I ◽  
Learning Method ◽  
Mind Mapping ◽  
Elementary Algebra ◽  
Descriptive Research ◽  
Interview Guide ◽  
Qualitative Descriptive ◽  
And Mathematics ◽  
Main Instrument ◽  
Academic Year

[Bahasa]: Penelitian ini bertujuan untuk mendeskripsikan penerapan, pemahaman konsep, dan respon mahasiswa terhadap pembelajaran CLM  yang diintegrasikan dengan mind mapping pada mata kuliah aljabar linier elementer I. Penelitian ini termasuk dalam penelitian deskriptif kualitatif, dengan subjek penelitian adalah mahasiswa prodi matematika dan pendidikan matematika semester gasal tahun ajaran 2016/2017 yang mengambil mata kuliah aljabar linier elementer I. Instrumen utama dalam penelitian ini adalah peneliti sendiri dengan instrumen pendukung yaitu lembar observasi, tes pemahaman konsep, angket respon, dan pedoman wawancara. Hasil penelitian menunjukkan: 1) Langkah-langkah pembelajaran CLM yang diintegrasikan dengan mind mapping meliputi preview, participate, process (mengolah informasi dalam bentuk mind mapping), practice, dan produce. 2) Pemahaman konsep mahasiswa mengalami peningkatan setelah pembelajaran. Dan 3) Mahasiswa memberikan respon positif terhadap pelaksanaan pembelajaran CLM yang diintegrasikan dengan mind mapping. Kata kunci: Concise Learning Method; Mind Mapping; Pemahaman Konsep; Respon; Aljabar Linier Elementer. [English]: This research aimed to describe the implementation, students’ understanding and their responses on CLM integrated with mind mapping on Linear Elementary Algebra I course,  This research was qualitative descriptive research with the subjects involved were students of mathematics and mathematics education on 2016/2017 academic year who took Linear Elementary Algebra I course. The main instrument in this research was the researcher and the supporting instruments used are observation sheet, test, response questionnaire, and interview guide. The results showed that: 1) The steps of CLM integrated with mind mapping include preview, participate, process (process all information into mind mapping), practice, and produce. 2) The students’ understanding of the mathematics concept of were developed. And 3) the students responded positively to the implementation of CLM integrated with mind mapping by showing enjoyment in the course. Keywords: Concise Learning Method; Mind Mapping; Understanding of Concept; Responses; Linear Elementary Algebra.

scholarly journals THE EFFECT OF TEACHING STRATEGIES AND SELF CONFIDENCE ON STUDENTS’ ABILITY IN WRITING DESCRIPTIVE TEXT IN AN INDONESIAN SCHOOL

2019 ◽  
Vol 3 (1) ◽  
pp. 15
Author(s):  
Triana Ramdha
Keyword(s):  
Teaching Strategies ◽  
Teaching Strategy ◽  
T Test ◽  
Teaching Writing ◽  
Writing Test ◽  
Self Confidence ◽  
Three Phase ◽  
Writing Skill ◽  
Quasi Experimental ◽  
Academic Year

In teaching writing, teaching strategy and students’ self-confidence influence students’ writing skill. The research was conducted to find out the effect of Roundtable Strategy and students’ self-confidence on students’ writing skill of descriptive text. The design of this research was quasi experimental with 2x2 factorial design. The population of this research was the VIII grade students of SMP Tri Bhakti Pekanbaru, 2015/2016 academic year. Writing test and self-confidence questionnaire were used as the research instruments. Then, the data were analyzed by using t-test formula and two ways Anova. The result of this research shows that (1) students who were taught by using Roundtable Strategy had better writing skill in writing descriptive text than those who were taught by using Three Phase Strategy. It was proven by the result of t-test which showed that tobserved was bigger than ttable, (2) students with high self-confidence who were taught by Roundtable Strategy had better writing skill in descriptive text than those who were taught by using Three Phase Strategy, (3) students with low self-confidence who were taught by Roundtable Strategy had better writing skill in descriptive text than those who were taught by using Three Phase Strategy, and (4) there was no interaction between both strategies and students’ self-confidence toward students’ writing skill, where Fobserved (0.004) was less than Ftable (3.39). In conclusion, Roundtable Strategy had a significant result on students’ writing skill than Three Phase Strategy and there was no interaction between teaching strategies and students’ self-confidence toward students’ writing skill.

The Didactic Treatment of English as a Medium of Instruction in Ivorian Universities: A Case Study

2016 ◽  
Vol 7 (2) ◽  
pp. 243 ◽  
Author(s):  
Jérôme Kouassi
Keyword(s):  
Foreign Language ◽  
Learning Strategies ◽  
Successful Implementation ◽  
Intensive English ◽  
Language Of Instruction ◽  
Material Resources ◽  
Interview Guide ◽  
Constructivist Perspective ◽  
Academic Year

In Côte-d’Ivoire French is used as the language of instruction at all levels of education except the foreign language departments in our universities. Today, the idea is to use EMI[1] in higher education. This requires full year training in intensive English. As the current conditions are not appropriate, the situation calls for reflection on an alternative solution: Training our students without necessarily resorting to a full academic year of intensive English. Considering the difficulties relating to the mobilization of human and material resources indispensable for a successful implementation of intensive English learning and taking account of the current teaching practices in our different departments, what didactic choices can allow the much needed training in our context? In order to answer this question I investigated the situation at the UFR-SEG[2]using a questionnaire and an interview guide. The conclusions of this study carried out in a constructivist and socio-constructivist perspective indicate that the majority of our trained students are unable to use English for instruction. My suggestions are threefold: Triangulation of didactic situations (didactic, a-didactic and non didactic situations), use of a multi-dimensional differentiated approach to instruction, and instruction based on learning strategies.

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