Beyond Words (Journal)
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The Variations of the English Noun Postmodifiers in The Undergraduate Students’ Compositions
Get PDFThis study investigated the acquisition of English noun post-modifiers in the compositions written by Writing III students of the English Department of Widya Mandala Catholic University Surabaya. It sought to discover the variations of English noun postmodification constructions, their complexity level, their accuracy, and their efficiency found in the end-of-term compositions of the students of Widya Mandala Catholic University Surabaya. The types of noun postmodifications, their complexity level, their accuracy, and efficiency of use may reflect the students’ level acquisition of the structures of the English noun post-modifications. The result showed eight of the nine types of postmodifiers were present, while one type was absent. The preposition phrase was the most dominant type postmodifier with 65.235% of occurrences. The embedding of the postmodified nouns was dominated by the zero embedding, while the rate of the single postmodification was also significantly high. Such dominances of preposition phrase, the zero embedding, and single postmodification, and the presence of such cases of lengthy and ambiguous structures noun postmodification indicate the students’ level of complexity of the structure of English noun postmodification, accuracy, and efficiency of the English noun postmodifications
Challenges and Resources in CPD for In-Service Teachers: Establishing Communities of Inquiry
Get PDFAs teachers are reflective pedagogical thinkers, in-service continuing professional development (CPD) is imperative. Previous studies reveal that insufficient school support and teacher’s incapacity to reflect on their practices recurrently hamper CPD. However, biographical inquiries, encompassing critical events, in-service challenges, and resources employed in CPD, are scant. This study investigated (a) incidents embodying pivotal moments in career choice, (b) ensuing professional challenges, and (c) the resources for CPD at teachers’ disposal. We conducted an in-depth analysis of fifteen Indonesian teachers at novice, mid-career, and senior professional stages. Data from reflective essays and semi-structured interviews disclosed that motivation to teach stems from past experiences indicating intrinsic satisfaction, the influence of significant others, pragmatic concerns, and idealism. Resulting from perennial challenges, including classroom management, lesson planning, and task design, teachers appeared to have benefited most from pre-service teacher training, specifically within the purview of ICT (Information and Communications Technology). A notable finding is that teachers independently sought websites and social media to form professional learning communities, one of which was instigated through the IMOOC (Indonesian Massive Open Online Course). Due to the pervasiveness of technology, this study concludes with recommendations for a conflated model of ICT in CPD to establish communities of inquiry
Dusting Tommy’s and Grace’s Portfolios: A Document Analysis of L2 English Learners’ Language Learning Strategies
Get PDFIn the field of language learning strategies, Griffiths and Oxford (2014) suggested that more qualitative studies need to be conducted as a supplement to the mainstream survey research. These qualitative methods might include interviews, think-aloud protocols, diaries, observation, and so on. Nevertheless, few studies use document analysis as a method. At best, it is marginalized as a supplement to other qualitative methods (Ahmed, 2010). This study intended to depict the process of L2 English learners’ strategy use by utilizing document analysis as a major method. In-depth interviews were conducted to corroborate the document analysis as a means of triangulation. In order to identify the learners’ strategies, the Strategy Inventory for Language Learning (Oxford, R. L., 1990) was employed as the coding scheme. The data from the interviews and documents yielded major themes and case examples
Peer Tutoring with QUICK Method vs. Task Based Method on Reading Comprehension Achievement
Get PDFThis study is a quasi-experimental research analyzing the reading comprehension achievement of the eleventh graders of Senior High School in Surabaya. This experimental research is comparing the effects of peer tutoring with QUICK method and task-based method to help the students to increase the students’ reading achievement. Besides for increasing the students’ reading achievement, this study has the main purpose to give a variation in teacher’s teaching reading techniques. This study uses independent samples t-test and paired samples t-test to indicate the students’ significant difference in achieving the reading comprehension in peer tutoring with QUICK method and task based method.
Keywords: Peer tutoring with QUICK method, Task-based method, T-test, Reading achievemen
Students’ Lived Experience of Project-Based Learning
Get PDFInspired by personal experiences during the study time in the Graduate Program in English Language Studies (ELS) Sanata Dharma University Yogyakarta, this research focused mainly on investigating the ELS students’ lived experience of project-based learning implemented by the ELS lecturers. This study employed hermeneutic phenomenology since it described and interpreted the meanings of ELS students lived experience. The participants of this study were the three ELS students considered to be illuminating from the three different streams batch of 2015. In this study we used one-on-one in depth interview to gain the data. The findings of this study consisted of four prefigured meanings and two emergent meanings namely a) authentic learning, b) learner autonomy, c) cooperative learning, d) multiple intelligences, e) understanding others, and f) personal development. The findings of this study gave implications not only to the ELS students and lecturers, but also to the audience. Lastly, recommendations were also addressed to the ELS students as their habit formation, to the ELS lecturers as their inputs to give more feedbacks to their students, and to the future researchers.
Keywords: Lived experience, project-based learning
Re-defining ‘Reading’ in the 21st Century: Accessing Multimodal Texts
No full textThe act of reading has been made more complex in the 21st century with the proliferation of multimodal texts. Organizations like the ‘Partnership for 21st Century Skills’ and researchers like the New London Group (1996), Hull & Nelson (2005) and Kress et al (2006) argue for the need for schools to re-look at the ways our children become literate in this and media-driven environment. Teachers too live with this reality and can appreciate the fact that not everything they learn can be found in the textbook. However, many do not possess the knowledge and skills to harness the media and technological tools for use in the language classroom. In order for teachers and learners to be effective users of texts in the 21st Century, we argue that a framework is needed to assist them. Hence this article proposes a framework called the 6 Semiotic Modes (Chan & Chia, 2014 adapted from Anstey and Bull, 2010). They include Linguistic, Audio, Spatial, Oral, Visual and Gestural modes and are used as tools to unlock the meaning behind different types of multimodal texts needed for teaching and learning
Exploring the Relationship between Learning Styles and Strategies for Secondary School Students in Thailand
Get PDFThe study explores the meaning of learning styles and strategies and attempts to find a relationship between the two in the context of English language learning. The research is conducted in Thailand with 22 grade six students and it examines some of the definitions and characteristics of learning strategies and learning styles as described by scholars in the field of SLA. The results gathered using qualitative and quantitative data, show that that the majority of the students are visual style learners and multi-modal learners. Based on the data collected, there is no concrete relationship between learning style and the use of learning strategies. Even so, the topic leaves many areas open for exploration, in particular, the learner’s metacognitive awareness of learning style and conscious learning strategy use and how this may improve his second language acquisition. The research also sheds a light on the learning strategies used by secondary school students in their L2 classroom as described by data collected through interviews
The Effect of Three Different Types of Corrective Feedback on Students’ Academic Writing in Higher Education
No full textThis present study compared three different modes of corrective feedback – peer corrective feedback, teacher-written corrective feedback and video-based corrective feedback – to investigate which mode was more beneficial for students’ academic writing skill. The participants were 120 first semester university students taking academic writing course. An Analysis of Variance (ANOVA) was performed to determine the relationship between students’ academic writing performance and the mode of corrective feedback they experienced with. In addition, a post hoc Tukey’s HSD test was conducted to explore the differences among the corrective feedback given to the students. The result shows that corrective feedbacks provided by teachers – written and video-based – were statistically significant in assisting students’ academic writing performance. In addition, it is also revealed that teacher-written feedback is still regarded as the most beneficial mode of feedback for students’ writing
Indonesians, Not Using Indonesian: Indonesian Students’ at the University of Nottingham’s Preference to Use English and/or Chinese on WeChat Moments
Get PDFWeChat is one of the world’s leading mobile application that has over one billion users inside and outside of China. WeChat is actively used by a group of approximately one hundred Indonesian students studying in the University of Nottingham Ningbo, China due to its convenience as a communication platform while studying in China. This study focuses on how language users accommodate each other, while showing identities and language attitudes through their choice of language in their digital practices on WeChat. The investigation has shown how Indonesian students in UNNC likely prefer to post on WeChat Moments using English and/or Chinese instead of Indonesia. It has pointed out how the participants have created a pattern of language preferences used on WeChat Moments to accommodate their contacts by converging with them and also diverging from them creating a unique identity as Indonesian students in UNNC. Their language preferences result from their attitudes of the English, Chinese and Indonesian language individually affected by social and political factors in their communit
