scholarly journals THE LEARNING STYLE OF MILLENIAL STUDENTS AT ENGLISH EDUCATION DEPARTMENT OF IAIN BUKITTINGGI

2020 ◽  
Vol 7 (2) ◽  
pp. 84-91
Author(s):  
Ummu Hani ◽  
Leli Lismay
Keyword(s):  
Qualitative Research ◽  
Learning Styles ◽  
Learning Style ◽  
Team Learning ◽  
English Education ◽  
Classroom Interaction ◽  
Target Language ◽  
Education Department ◽  
Department Of State ◽  
Language Classroom

This research was conducted based on some problems found related to the learning style of milenial students in the classroom interaction. Most of the students did not follow the instructions given by the lecturer when working on assignment. So that, analysing milenial learning style is needed in order to found out some appropiate styles and strategies in teaching. This research was qualitative research. The instrument used in this research was observation and interview. The result showed that there were three categories of millenial learning styles namely; team learning, experiencing, and uses technologies in learning. Especially for students in the 2nd year at English Education Department of State Islamic Institute of Bukittinggi, Most of the students applied  team learning and uses technologies as learning styles during classroom interaction. They did not like the style of experiencing, while in the language classroom, experincing, should be the crucial factor to help the students mastering the target language. In coclusion, millenial learning styles at English Education Department of State Islamic Institute of Bukittinggi need to be improved in order to achieve the learning objectives.Keywords: Learning Style, Millenial, classroom interaction.

scholarly journals Relationship between Gender, Subject Preference and Learning Styles

2017 ◽  
Vol 16 (2) ◽  
pp. 242
Author(s):  
Suprihadi Suprihadi ◽  
Atik Rokhayani
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
English Education ◽  
Education Department ◽  
Student Centered ◽  
Student Centered Learning ◽  
Dependency Relationship ◽  
Index Of Learning Styles ◽  
The Subject ◽  
And Gender

Understanding the learning styles of the students is very crucial in implementing student-centered learning (SCL). The objectives of this research are to describe: 1) the general learning styles profile of the students of English Education Department Universitas Muria Kudus; 2) the dependency relationship between learning styles dimensions and gender, and 3) the dependency relationship between subject preference and learning styles dimensions. This research uses 208 students from different semesters as the samples, while the instrument is the Indonesian translation of Solomon-Felder Index of Learning Styles Questionnaire. The result of the analysis reveals that: 1) the general learning style profile of the students is balanced; 2) at ? .05, there is no significant relationship between the probability of the students of having certain learning styles dimensions and gender; 3) at ? .05, the subject preference of the students who are SensingIntuitive and Visual Verbal depends on their learning styles dimensions, while that of those who are Active Reflective and Sequential Global does not.

scholarly journals The Impact of Verbal and Non Verbal Corrective Feedback in Conversation Courses of University

2018 ◽  
Vol 6 (02) ◽  
pp. 171-185
Author(s):  
Rini Listyowati ◽  
Ina Daril Hanna
Keyword(s):  
Qualitative Research ◽  
English Education ◽  
Corrective Feedback ◽  
Education Department ◽  
First Semester ◽  
Structural Error ◽  
Writing Class ◽  
Language Classroom ◽  
The Impact ◽  
Descriptive Qualitative

In recent years, corrective feedback has important role in Second language classroom. It becomes a good way to improve the students’errors both structural and spoken. Corrective feedback has been discussed mainly in writing class but less in speaking class. This objective of the research is describing the impact of verbal and non verbal corrective feedback that used in conversation courses.  This study is descriptive qualitative research because the purpose is to gain information about phenomena that exist in this research. This study focused on conversation courses dealing with structural errors and spoken errors. The result explained that in conversation courses, the teacher used the various kinds of verbal-non verbal corrective feedback and verbal corrective feedback became more dominant and be efficient to correct students’ structural errors and spoken errors. The subject of the research is first semester and third semester of English Education Department students at Islamic Madura University-Pamekasan, east Java. The research conducted in four classes, two classes are first semester and two classes are third semester students. The four classes are joined then divided into two classes which each class consists of first and third semester students.  Both classes is treated by verbal-non verbal for 5 weeks. The data were discussed qualitatively. The study found a significant effect for verbal Feedback  that used to improve structural error in the use of tenses but no overall effect on accuracy improvement of Pronunciation. Students still have errors in pronouncing some words. It is hard to correct because it is influenced by Madurasse dialect. Keywords : Verbal-non verbal, Corrective Feedback, Pronunciation, Grammatical Error.  Abstrak: Dalam beberapa tahun terakhir, koreksi timbal balik mempunyai peranan penting dalam kelas bahasa kedua. Ini menjadi cara yang baik untuk memperbaiki kesalahan siswa baik secara structural maupun lisan. Koreksi umpan balik telah dibahas terutama dalam kelas writing tapi kurang dalam kelas speaking. Tujuan dari penelitian ini adalah untuk menggambarkan dampak umpan balik korektif langsung dan tidak langsung yang digunakan dalam kelas speaking. Penelitian ini menggunakan design  descriptive qualitative research karena bertujuan untuk mendapatkan informasi tentang fenomena yang ada dalam penelitian ini. Penelitian ini focus pada kelas speaking yang berhubungan dengan kesalahan structural dan kesalahan pengucapan. Hasilnya menjelaskan bahwa dalam kelas speaking dosen menggunakan beberapa jenis verbal-nonverbal corrective feedback dan umpan balik korektif verbal menjadi lebih dominan dan efisien untuk memperbaiki kesalahan structural dan kesalahan pengucapan. Subyek penelitian ini adalah mahasiswa jurusan Pendidikan bahasa Inggris semester pertama dan ketiga di Universitas Islam Madura –pamekasan, Jawa timur. Penelitian ini dilakukan dalam empat kelas , dua kelas adalah semester pertama dan dua kelas semester ketiga. Keempat kelas tersebut digabungkan menjadi dua kelas yang masing-masing terdiri dari mahasiswa semester pertama dan ketiga.  Kedua kelas tersebut diperlakukan dengan CF verbal-non verbal for 5 weeks. Data yang diperoleh di bahasa secara kualitative. Penelitian ini menemukan efek yang signifikan bahwa umpan balik verbal lebih sering digunakan untuk memperbaiki kesalahan structural dalam penggunaan tenses tetapi tidak ada efek keseluruhan pada peningkatan akurasi pengucapan . Siswa masih memiliki kesalahan dalam mengucapkan beberapa kata dan sulit untuk diperbaiki karena dipengaruhi logat bahasa Madura.

scholarly journals Using the Spanish Online Resource Aula Virtual de Español (AVE) to Promote a Blended Teaching Approach in High School Spanish Language Classrooms / Utilisation de la ressource en ligne espagnole AVE pour favoriser l’approche de l’enseignement hybride

2012 ◽  
Vol 38 (1) ◽  
Author(s):  
Martine Pellerin ◽  
Carlos Soler Montes
Keyword(s):  
Learning Styles ◽  
Positive Impact ◽  
Spanish Language ◽  
Teaching Approach ◽  
Target Language ◽  
Online Resource ◽  
Language Classroom ◽  
Students Attitudes ◽  
Delivery Approach ◽  
Blended Teaching

The study explores the effectiveness of the implementation of blended teaching (BT) by combining the Spanish online resource Aula Virtual de Español (AVE) with the face-to-face (F2F) delivery approach in second language Spanish programs in two high schools in Alberta, Canada. Findings demonstrate the effectiveness of combining the online resource AVE to the F2F teaching approach to promote BT in the Spanish language classroom. The use of BT approach in the language classroom had a positive impact on the students’ attitudes towards the study of the language, the students’ motivation and their participation levels in class, as well as their use of the target language in the classroom. Moreover, the multimodal experiences provided by the use of the online AVE resource combined with the F2F delivery approach responded more to the different learners learning styles and specific needs. Finally, the use of online AVE in conjunction with F2F teaching was also perceived as an effective tool in the preparation for the International Spanish Diplomas (DELE) taken by the students in the more advanced Spanish classes. La présente étude explore l’efficacité de l’enseignement hybride combinant l’utilisation de la ressource espagnole en ligne Aula Virtual de Español (AVE) et l’interaction face à face dans les programmes d’enseignement de l’espagnol, langue seconde, dans deux écoles secondaires de l’Alberta (Canada). Les résultats démontrent l’efficacité de la combinaison de la ressource en ligne AVE à la prestation face à face pour favoriser l’approche de l’enseignement hybride dans les cours d’espagnol. L’utilisation de l’approche de l’enseignement hybride dans le cours de langue a eu une incidence positive sur l’attitude des élèves relativement à l’apprentissage de la langue, la motivation des élèves et leur taux de participation en classe, ainsi que leur utilisation de la langue d’apprentissage dans la classe. En outre, les expériences multimodales fournies par l’utilisation de la ressource en ligne AVE et l’interaction face à face correspondaient mieux aux styles d’apprentissage et aux besoins particuliers des apprenants. Enfin, l’utilisation de la ressource en ligne AVE et de l’interaction face à face a aussi été perçue comme un outil efficace de préparation aux Diplômes internationaux d’espagnol (DIE) entrepris par les élèves des cours d’espagnol plus avancés.

scholarly journals DEVELOPING ENGKLEK GAME USING LEARNING STYLES APPROACH TO TEACH ENGLISH VOCABULARY FOR 4TH GRADE STUDENTS OF SD MUHAMMADIYAH KAUMAN YOGYAKARTA IN ACADEMIC YEAR 2015/2016

2017 ◽  
Vol 1 ◽  
pp. 20
Author(s):  
Agustia Pristiana Maulida ◽  
Sucipto Sucipto
Keyword(s):  
Elementary Education ◽  
Learning Styles ◽  
Learning Style ◽  
Significant Enhancement ◽  
English Teacher ◽  
Education Department ◽  
Post Test ◽  
The Subject ◽  
Academic Year ◽  
Test Treatment

This study was intended to develop Engklek Game using learning style approach as a media to teach English vocabulary for 4th grade students of SD Muhammadiyah Kauman Yogyakarta in academic year 2015/2016.The subject of the research was 4th grade students of SD Muhammadiyah Kauman Yogyakarta in academic year 2015/2016. The data of students’ needs and learning style was collected by the researcher by giving questionnaire, doing interviews and doing observations. The result of the data then was used to become considerations in developing Engklek Game. Then, the prototype of the product was evaluated by experts. There were English teacher as the expert in ELT and lecture of Elementary Education Department as the expert in learning styles. In order to find the effectiveness of Engklek Game, the implementation was done by giving pre-test, treatment and post-test to students. The data was calculated by using SPSS 16.00. After the implementation, the researcher did evaluation by analyzing the students’ responses to the media.The result of the evaluation done by the experts of ELT and learning styles showed that Engklek Game is suitable to be used as media to teach English vocabulary for 4th grade students of SD Muhammadiyah Kauman Yogyakarta in academic year 2015/2016. In other side, after the result of pre test and post test had been calculated, it can be seen that there was a significant enhancement of students in learning English vocabulary after taught using Engklek Game. While based on students’ response, it can be concluded that Engklek Game is appropriate to be used.

Negotiating knowledge bases in pedagogical discourse: relevance of identities to language classroom interactions

2015 ◽  
Vol 35 (5) ◽  
Author(s):  
Yo-An Lee
Keyword(s):  
Conversation Analysis ◽  
Personal Experience ◽  
Native Speakers ◽  
Classroom Interaction ◽  
Knowledge Bases ◽  
Multiple Identities ◽  
Target Language ◽  
Classroom Teachers ◽  
Pedagogical Discourse ◽  
Language Classroom

AbstractIdentities are about how people position themselves in their social surroundings individually and collectively. Research in applied linguistics shows how identities seem multifaceted, emergent, and constantly changing. The present study finds its analytic resources in conversation analysis (CA) and describes how access to particular knowledge can make different identities relevant in the contingent choices during real-time classroom interaction. Based on transcribed questioning sequences taken from English as a Second Language (ESL) classroom, the analysis demonstrates the intricate negotiation between classroom teachers and their non-native students in determining what knowledge is relevant among multiple possibilities. What underlies these sequences is the work of managing asymmetries in the knowledge base between teachers and their students as they come to terms with various competing knowledge bases, whether about content knowledge, target language, or personal experience. The findings suggest that participants deploy a far greater variety of identities than the pre-set categories of native/non-native speakers and that the presence of multiple identities is a central analytic resource as it shows the process by which the participants establish the relevant knowledge bases for the task at hand.

scholarly journals Enhancing student schematic knowledge of culture through literature circles in a foreign language classroom

2015 ◽  
Vol 3 (1) ◽  
pp. 85-92
Author(s):  
Alastair Graham-Marr
Keyword(s):  
Pilot Study ◽  
Foreign Language ◽  
English Education ◽  
Literature Circles ◽  
Student Understanding ◽  
Target Language ◽  
Classroom Activity ◽  
Language Classroom ◽  
Second Year ◽  
Schematic Knowledge

Abstract Improving student understanding of a foreign language culture is anything but a peripheral issue in the teaching of a foreign language. This pilot study reports on a second year required English course in a university in Japan that took a Literature Circles approach, where students were asked to read short stories out of class and then discuss these stories in class. Although students reported that they did not gain any special insights into the target language culture presented, they did report that reading fiction as source material for classroom activity helps with the acquisition of a vocabulary set that is more closely associated with lifestyle and culture. The results suggest that further study is warranted. Procedures of this pilot study are described and interpreted in the context of the English education system in Japan.

scholarly journals THE IMPROVING STUDENTS’WRITING SKILL THROUGH CLUSTERING TECHNIQUE

2019 ◽  
Vol 3 (2) ◽  
pp. 47-56
Author(s):  
Megawati Megawati
Keyword(s):  
Qualitative Research ◽  
Action Research ◽  
Research Method ◽  
English Education ◽  
Average Score ◽  
Education Department ◽  
Clustering Technique ◽  
Vocabulary Building ◽  
Writing Skill ◽  
The Subject

Students four grade semester English Education Department have difficult in writing. They have  limitation in English vocabulary building, students didn’t understand  systematically in writing. They usual use common words in writing English so that they weak in writing skill. Lecturer choose clustering technique to improve students’writing skill. The advantages this technique can mapp students’mind, an idea or theme with symbols and diagram after that they can improve become written or text. Furthermore all of the content in which they want to write based on the outline. This research aim to know improving students’writing skill  through clustering technique on students STKIP Kusuma Negara, Jakarta. It is qualitative research using classroom action research method. It was conducted two cycle. Each of cycle consist of four steps. There are planning, acting, observing and reflecting. This research was conducted with the subject twenty five students in fourth semester English Education STKIP Kusuma Negara Jakarta. Data were collected  through interview, observation and test. The result of this research is improving students’writing skill through Clustering Technique showed an increasing percentage and average score. Cycle I was  32 % students pass in writing skill or the average score is 73.28, in Cycle II was 88 % students pass in writing skill or the average score is 81.6. The students given positive responses, they were enthusiastic and motivated when they written in English by Clustering Technique. Based on the result, it  can be concluded Clustering Technique could improve the students’writing skill on STKIP Kusuma Negara.

Principles for code choice in the foreign language classroom: A focus on grammaring

2012 ◽  
Vol 47 (3) ◽  
pp. 332-348 ◽  
Author(s):  
Glenn S. Levine
Keyword(s):  
Language Learning ◽  
Curriculum Design ◽  
Social Space ◽  
Classroom Interaction ◽  
Language Education ◽  
Target Language ◽  
Language Pedagogy ◽  
Code Choice ◽  
Language Classroom ◽  
Effective Use

The social and cultural ‘turn’ in language education of recent years has helped move language teaching and curriculum design away from many of the more rigid dogmas of earlier generations, but the issue of the roles of the learners’ first language (L1) in language pedagogy and classroom interaction is far from settled. Some follow a strict ‘exclusive target language’ pedagogy, while others ‘resort to’ the use of the L1 for a variety of purposes (see ACTFL 2008). Underlying these competing views is the perspective of the L1 as an impediment to second language learning. Following sociocultural theory and ecological perspectives of language and learning and based on the findings of research on classroom code-switching and code choice, this paper lays out an approach to the language classroom as a multilingual social space in which learners and teacher study, negotiate, and co-construct code choice norms toward the dynamic, creative, and pedagogically effective use of both the target language and the learners’ L1(s). Learner use of the L1 for the purpose of grammatical or lexical learning is also considered, and some examples for instruction are offered.

Experiential Learning Style Grouping Impact on Student Outcomes in Team Leadership Coursework

2021 ◽  
pp. 104649642110235
Author(s):  
Jonathan Orsini ◽  
Laura L. Greenhaw ◽  
Bradley M. Coleman ◽  
Whitney A. Stone ◽  
J.C. Bunch
Keyword(s):  
Experiential Learning ◽  
Learning Styles ◽  
Learning Style ◽  
Team Learning ◽  
Group Development ◽  
Psychological Safety ◽  
Team Leadership ◽  
Learning Behavior ◽  
Student Groups ◽  
Stages Of Group Development

This study explores how different team configurations based on members’ experiential learning styles impacted group level variables including team learning behavior, stages of team development, potency, psychological safety, and satisfaction in an undergraduate class. Groups with homogeneous learning styles experienced higher levels of friendship and lower levels of conflict, which were associated with greater satisfaction and more rapid progress through the stages of group development. Most significantly, satisfaction was more strongly correlated to team learning behavior than psychological safety, suggesting that student groups in higher education settings may rely on other factors to progress through the stages of group development.

scholarly journals Students’ Responses to the Application of Peer-Editing Group Correction for Cause–Effect Written Assignments

2017 ◽  
Vol 17 (2) ◽  
pp. 197
Author(s):  
Ngasbun Egar ◽  
Siti Musarokah
Keyword(s):  
Qualitative Research ◽  
English Education ◽  
Education Department ◽  
Peer Editing ◽  
Learning Technique ◽  
Written Assignments ◽  
Descriptive Qualitative

The study aims at describing the students’ response to the application of Group Correction of Students’ Written Assignment technique assisted with Peer-Editing Worksheet in cause-effect essay teaching. The type of the study is descriptive qualitative research. The respondents of the study are the fourth semester students of the English Education Department of Universitas PGRI Semarang. The techniques used to collect the data are questionnaire and interview. The data are analyzed qualitatively The result of the study shows that through Group Correction of Students’ Written Assignment technique assisted with Peer-Editing Worksheet, the students can take some advantages. For example, the students can review other group’ works easily; they can also learn from other work errors to avoid making the same errors in their own writing, and add more ideas on their own writing by reading others’ works, etc. In conclusion, Group Correction of Students’ Written Assignment technique assisted with Peer-Editing Worksheet is useful learning technique for both the writer of the essay and the students who provide feedback.

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