English Review: Journal of English Education
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PROJECT-BASED LEARNING IN TEACHING WRITING: THE IMPLEMENTATION AND STUDENTS’ OPINION
Get PDFWriting becomes the most challenging skill for the students as it needs more time to develop and tend to raise problem to students. Therefore, project based learning is offered to solve the problems in writing. Some experts believe that project based learning (PBL) can provoke the students to get new knowledge through their own project. This research reports on the implementation of project based learning in teaching writing. The objectives of the research are to know the implementation of project based learning in elevating the students’ ability on writing and to know the students’ opinion of the implementation of project based learning in teaching writing. Qualitative was used as a research method and classroom action research as a research design. The participants of the research were fourth semester students in one university in Cimahi, West Java. The collected data were obtained through observation, writing test and interview. Then, data were analysed based on triangulation. As result, it was found that the implementation of project based learning in teaching writing worked well. It could be seen from the students’ responses during the implementation of this method as they gave positive opinion toward the method used; they actively involved in learning process. PBL was proved on helping the students wrote well. Besides, the project given engaged the students in solving a real problem and answering it. In other word, this project could develop the students’ critical thinking and it could be a meaningful project for them
TENSES MASTER APPLICATION IN ENGLISH GRAMMAR LEARNING
Get PDFThe background of this research is based on the urgency of mastering basic English grammar in supporting the understanding of advanced English grammar. Basic English grammar are tenses. Tenses are basic language formulas related to the simple construction of sentences. Tenses master application is designed based on need analysis which consists of functional needs and non-functional needs. The purposes of this study are to 1) identify the needs of grammar learning media according to teachers and students, 2) identify learning models that have been and are being carried out in schools, 3) know the principles of developing instructional media based on theoretical studies, identification of needs and analysis of existing instructional media, 4) design learning media based on the results of learning analysis, 5) design learning media, and 6) test application-based learning media tenses. The research method used was research and development. The stages of the R&D method in accordance with Borg and Gall theory are 1) conducting research and information gathering, 2) conducting planning, 3) developing initial forms of products, 4) conducting field tests and product revisions, 4) revising products, and 5) disseminating and implementing. The result indicated that the mean of pretest was 27.4 and the mean of posttest was 60.65. Hence, it can be concluded that tenses master application can enhance the students’ grammar competence and practice
Investigating the effectiveness of flipped learning on enhancing students’ English language skills
Get PDFThis study aimed at investigating the effectiveness of utilizing flipped classrooms on seventh graders' English language skills (reading comprehension, writing, listening, and speaking) and areas (grammar and vocabulary) at Farahat Secondary Girls' School. The researchers chose two 7th classes for the study, and then the flipped learning was implemented with the experimental group, while the control group had traditional learning. According to data collection, the researchers used a pretest and a posttest to measure the students' achievements after 9 weeks of flipping the classrooms, which were executed on 36 female students. Then, a semi-structured interview was conducted to draw a clear picture of flipped learning. The major findings of the study revealed that there were significant differences in English language skills and areas between both groups. The experimental group achieved higher scores than the control one, and the most prominent improved skills are listening, speaking, and communication
The influence of means ends analysis (MEA) model on grammar achievement
Get PDFThe objective of this study was to find out the influence of MEA learning model on students’ grammar learning achievements. The participants were the third semester students of English study program, UM Palembang in academic year 2019/2020 which amounted to 40 students. This study was a quantitative research. This study used pre-experimental method. The research design used two groups pretest post-test design. The researcher conducted several steps to analyze the data; first, data from pre- and post-test results were analyzed to find averages obtained from the control and experimental group. Second, the data obtained by the control and experimental group were compared statistically to determine differences in grammar test scores between the two groups using paired sample tests. Third, the data obtained from the second step were compared statistically to find the significant differences in the grammar values between the two groups by using paired sample t-tests. Based on the results of the study, it can be concluded that the experimental group before the treatment was carried out in the learning process based on the pretest value was still not good, but when the treatment has been carried out, the student post-test results showed a very good improvement. For the control group, there were no favorable changes (significant) between the pre- and post-test result scores, because both of them showed the same results, which were not good
Content and Language Integrated Learning (CLIL) in science class during covid-19 outbreak: A narrative inquiry
Get PDFCOVID-19 outbreak that has shifted face-to-face (f2f) to forced remote learning challenged the CLIL Science teacher to thrive in a new teaching form. The f2f adaptation of the virtual meeting using video conferencing software has driven the teacher to have an effective and accessible synchronous learning environment, in addition to the asynchronous one. This research was a narrative inquiry participated by a CLIL Science teacher teaching the first-grader in a small town in Indonesia. By employing an in-depth interview, the data were collected and then analyzed by emotional geography frameworks. The findings showcased the f2f adaptations made by the teacher that synchronous mode of delivery was conducted in thirty minutes by careful attention on CLIL frameworks, the language (s) use, and students’ engagement. Her sociocultural, moral, professional and political geographies led her to decide what to do to make the students learning feasible. An implication of this is the possibility that the experience of how the CLIL Science teacher taught the young learners using English would be a new insight for other teachers in dealing with real-time live lesson delivery during the COVID-19 outbreak
TPS-Flipgrid: Transforming EFL speaking class in the 21st century
Get PDFInnovative teaching model in the 21st century is of necessity because in this digital transformation era, lecturers deal with tech-savvy students. These students should be taught differently; it can be done by integrating teaching technique with newly-updated and technological-based media or platform. In English Education Study Program, the lecturer still made use of conventional technique and it was monotonous and uninteresting. The present qualitative research with case study design was mainly intended to fathom out the students’ perceptions and the benefits of implementing TPS-Flipgrid in EFL speaking class. The implementation of TPS-Flipgrid in the present qualitative research with case study design for the sake innovating EFL speaking class has brought the language learning into certain level. The research clearly figured out that the perception of the third semester students was positive. They thought that TPS-Flipgrid was an innovative and flexible teaching model; besides, this model could invite active involvement and equalize classroom and online face-to-face interaction. The teaching model has successfully improved the students’ speaking performances and their 21st century life skills such as collaboration, creativity, communication, and critical thinking. Considering the significant results of applying TPS-Flipgrid, the implementation of this teaching model should be continuously carried out and improve
THE LOCAL-GLOBAL INNOVATION OF AN INDONESIAN TOEFL-LIKE GAME: A CULTURAL HYBRIDITY MODEL
Get PDFThe door to globalization for an Indonesian product is believed possible only when fulfilling some characteristics of other nation’s culture. To ensure the global popularity of a product, therefore, there is a need of mixing the local with a global culture. The cultural hybridity strategy of mixing local-global scenes is evident in the invention of a TOEFL-like game software, which based itself on a mobile application for its platform. With the platform, the game becomes easily downloadable through Google Playstore. It is innovative as it accommodates the Generation Z’s characteristics who are digital savvy. In the game, an animation is created for Listening section which takes in some forms of Javanese culture that are made hybrid with some American and Japanese ones. In finding out how successful the game is in fulfilling the needs of TOEFL-like game players, a Technology Accepted Model questionnaire is given to students from Indonesia and Japan. Japanese players, who are English Department students, were chosen on the assumption that they are more digital savvy. This article reports that the game is useful and beneficial in raising the English competence of both Indonesian and Japanese students. With the cultural hybridity strategy in creating the animation, the players agree that the game is a good model for learning about the English language in a fun and innovative way
INCORPORATING CULTURAL FACTORS IN EFL CONTEXT
Get PDFThis study highlighted the issue of the incorporation of English cultures, cultural preference and diversity in relation to the students’ English program. The need to analyze the students’ perception is imperative since the students are considered as one of the most important factors in determining the success or failure of their own learning process. The respondents recruited for the present study were 80 part-time college students of different departments (i.e., Literature, Informatics, and Accounting). The use of mixed method aimed to elicit more elaborate data on the students’ perceptions toward the above issues. The instruments used in the present study were questionnaires and semi-structured interview. During the data collection, the questionnaire, and interview were administered within the same day. The results indicated that the students’ perception toward the incorporation of English culture was ambivalent. Of the 80 participants, there were only 48 students who voiced to agree and to strongly agree with the exposure; while the rest of the participants did not seem to agree. It was also found that most of the students preferred to learn Asian cultures instead of western ones. The most noticeable determinants affecting their preference were mainly the popularity of Asian cultures exposed on various media as well as their jobs which mostly involved Asian employers (Japanese, Korean, etc.). They were also found to appreciate the exposure conducted by the teacher as one of the relevant activity when learning foreign language. English grammar and vocabulary are skills to prioritize when speaking with Asians, and they did not find pronunciation important to support communication among them
EFFICACY OF METHODOLOGICAL PRACTICES UNDERTAKEN BY SAUDI ENGLISH TEACHERS IN PUBLIC SCHOOLS DURING THEIR FORMATIVE PHASE
Get PDFThe main focus of this article is to evaluate the practices involving various approaches and methods that the novice Saudi English Teachers (SETs) employ in classrooms, and to see how far these are successful in attaining the desired results. It also takes into cognizance the chasm between the measures taken by Saudi Ministry of Education to modify the curriculum to develop communicative competence and the actualization these measures in the classroom pedagogy. The dichotomy eventually brings to bear upon the learning outcomes of the students who fail to achieve the required proficiency in communicative skills. The study necessitated a qualitative approach (grounded theory) in which previous literature was ransacked. Data was gathered through structured interviews, surveys and documents analysis. The rudimentary results showed that SETs rely more on conventional teaching methods despite the States thrust on Communicative Language Teaching (CLT) that tends to be more student-centered, cooperative and collaborative
INVESTIGATING THE EFFECT OF CANVA ON STUDENTS’ WRITING SKILLS
Get PDFA growing number of language teaching studies have started to consider the role of technology in teaching writing. Moreover, recent work in English as a Foreign Language (EFL) class has highlighted the importance of introducing visual media in an effort to help students improve their writing skills. The present study aims at investigating the effect of Canva on students’ writing skills. To this end, forty-four Indonesian EFL students were selected and assigned randomly to two writing classes, namely control and experimental groups. Before the treatment, both groups had a pre-test. During the sessions of instruction, both classes were taught by adopting Communicative Language Teaching (CLT) approach. However, in the experimental group, in order to help students to explore their writing ideas, they were asked to use Canva as media of writing. After the treatment, both groups had a post-test. Then, the number of writing errors made by students from both groups were compared using ANCOVA. The results showed that students in the experimental group had a significantly lower number of writing errors compared to the control group, which confirmed the positive effect of Canva in improving students’ writing skills