8 research outputs found
The Relationship between English Proficiency and Academic Achievement of Indonesian EFL Postgraduate Students
Full text linkThere is still a debate about using English proficiency in determining one's academic success or access to an opportunity. Hence, research on the correlation of language proficiency and academic achievement is urgently needed. This study attempted to investigate the relationship between Indonesian postgraduate students’ English language proficiency and their academic achievement. To achieve the objective, 54 male and female postgraduate students majoring in English education at a university in Bandung were involved as the sample. Students’ language proficiency was seen from their Test of English as a Foreign Language (TOEFL) scores and their grade point average (GPA) was used to indicate their academic achievement. All data were analyzed through manual computation of Pearson Product-moment correlation. The result revealed that there is a significant positive linear correlation between English language proficiency and academic achievement. This result suggests that as the English proficiency increases, so does academic achievement. The results are expected to provide insight in understanding whether English language proficiency can increase academic success, especially in educational settings where English is the primary medium of instruction
USING COOPERATIVE LEARNING IN TEACHING CRITICAL THINKING IN READING (A Case Study at a Vocational School in Cimahi)
No full textThis study is aimed to investigate how cooperative learning techniques facilitate students in learning critical reading and to find out the benefits and challenges during the implementation of cooperative learning in one vocational school in Cimahi. The study employs qualitative research design embracing the characteristics of a case study. The data are obtained from classroom observations, questionnaires, semi structured interview and students’ written tests. The result shows that despite some limitations, the implementation of cooperative learning techniques facilitates students to develop their critical thinking dispositions in reading, namely be open-minded; consider other points of view than their own; take and change position when evidences are sufficient; present a position honestly and clearly take into account others' feelings and level of understanding and view situations from different perspectives. There are some features which contribute to the development of students’ critical thinking in reading. Firstly, the implementation of the cooperative learning techniques encourages student-students interaction. Secondly, it provides group purposes that the students could work in their groups to achieve their common goals. Thirdly, it provides stimulus to the students’ development of thought and ideas. The aforementioned features promote benefits which involve higher motivation and involvement, increased opportunity for language use, and developed interpersonal relationship. Nevertheless, these benefits are constrained by the availability of time, students’ English proficiency, and students’ contribution to the groupwork. It is recommended that further researchers conduct the similar study in a longer period to make sure that the key elements of cooperative learning are well-structured
NEGOSIASI UNSUR BUDAYA DALAM WISATA VIRTUAL KARYA MAHASISWA PRODI SASTRA INGGRIS
Full text linkPenelitian ini difokuskan pada analisis appraisal terhadap sikap pemandu wisata ketika menegosiasikan berbagai unsur budaya dalam kegiatan wisata virtual. Data penelitian meliputi delapan narasi wisata virtual. Penelitian ini merupakan penelitian deskriptif kualitatif. Teknik pengumpulan data dilakukan dengan cara observasi partisipan, perekaman dan dokumentasi. Hasil penelitian menunjukkan bahwa unsur budaya yang dinegosiasikan pemandu wisata meliputi lima unsur budaya yaitu peralatan dan perlengkapan hidup, sistem sosial, sistem ekonomi, seni dan pengetahuan. Unsur budaya berupa pengetahuan merupakan elemen budaya yang paling banyak dinegosiasikan oleh pemandu wisata. Berbagai unsur budaya tersebut dinegosiasikan oleh pemandu wisata dengan menggunakan sikap positif dan negatif. Berdasarkan polaritasnya, sikap pemandu wisata didominasi oleh sikap positif sebanyak 91% dan sikap negatif sebanyak 9%. Dua subtipe sikap yang ditunjukkan pemandu wisata virtual meliputi (1) ekspresi perasaan (affect) sebanyak 20% dan (2) ekspresi apresiasi (apprecitation) sebanyak 80%.
 
TEACHER’S CORRECTIVE FEEDBACK ON STUDENTS’ SPOKEN ERRORS IN AN EFL CLASSROOM
Full text linkAbstract: Many EFL students encounter spoken errors repeatedly. In this sense, corrective feedback on students’
errors might be useful since the errors that are not corrected for too long, might be fossilized (Harmer, 2012). A
case study is utilized to examine the types of corrective feedback used by teacher on the students’ spoken errors
and the students’ responses toward the corrective feedback. This study takes place in a general English class in
an English course in Bandung. Through classroom observation and interview, it is discovered that recast is the
most frequent strategy employed since it is considered more appropriate by the teacher. The students respond
positively to the teacher’s corrective feedback and feel that it can improve their English skill. It can be concluded
that the corrective feedback strategies can help teachers deal with student’ spoken errors. Practically, this study
is expected to contribute some informative inputs for teachers to use corrective feedback on students’ spoken
errors. Theoretically, it is hopefully able to enrich literature in corrective feedback topic. Further research in
larger setting is recommended to provide more comprehensive result that helps teachers support the
improvement of students’ speaking ability.
Keywords: corrective feedback strategies, spoken errors, teacher’s corrective feedbac
Students’ Perspectives on Explicit Teaching in Reading Comprehension in an Online Classroom
Full text linkThis study examines students’ perspectives of the implementation of explicit teaching of reading comprehension strategies in an online academic reading classroom context at a university in Sumedang, Indonesia. The study employs qualitative research design embracing the characteristics of a case study. The data are obtained from an in-depth interview of students involved in the online This study examines students’ perspectives of the implementation of explicit teaching of reading comprehension strategies in an online academic reading classroom context at a university in Sumedang, Indonesia. The study employs qualitative research design embracing the characteristics of a case study. The data are obtained from an in-depth interview of students involved in the online academic reading classroom who have been taught using explicit reading strategies instruction for one semester. The objectives of the study are to explore students' perspectives of the role of the reading instructor, how the explicit instruction assists them in improving their academic reading, and the obstacles they find during the instruction. The data are analyzed descriptively by conducting data reduction and categorizing the data based on the three aspects formerly mentioned. The interview result points out a positive view about the implementation of explicit teaching of reading strategies and its effects on the students’ academic reading improvement. The students also emphasize an essential role of the reading instructor in guiding the students to master academic reading strategies in the online classroom environment. The major obstacles encountered by the students are common technical problems like connection, audio and video as well as the problems with their fluctuating motivation in doing the online learning. However, all these problems are not related to their positive view about the application of the explicit teaching of reading strategies in the classroom. Keywords: explicit teaching, reading comprehension strategies, students’ perspective
SEMIOTICS SYSTEM’S PERSPECTIVE IN MULTIMODAL EFL TEXTBOOK: MEANING-MAKING MODES IN FOCUS
No full textAbstractThe prominent role of textbooks as a learning media is frequently used by educators and learners alike to achieve specific learning objectives. By the standards set forth by the National Education Standards Agency (BSNP), books are deemed effective if they meet four criteria: content, presentation, language, and graphics. The elements identified in the study of multimodal discourse within semiotic systems: linguistic, visual, audio, gestural, and spatial modalities. The combination of two or more semiotic systems is defined as multimodal discourse; it facilitates learners' cognitive and creative development. This article explores the semiotic system potential by Anstey and Bull as textbook evaluation to meet the meaning-making in the EFL textbook, "English for Nusantara," published by the Ministry of Education and Culture of Indonesia. The objective of this research is to examine the concept of multimodal discourse as defined within the theoretical framework of Anstey and Bull's semiotic system theory. The design of this study was descriptive qualitative research with content analysis. The findings show that five different modes were used graded; visual 32%, gestural 23,9%, linguistics 22%, spatial 16,6%, and audio 5,4%. The textbook met the criteria for a quality educational resource, offering valuable cognitive implications for the user through its incorporation of multimodal text. It confirmed the importance of the semiotics system's potential modes in constructing meaning for both learners and educators. The meaning categorization involves: fostering the development of meaningful character traits, creating a sense of unity amidst the diversity of Pancasila, encouraging self-love, and cultivating heightened environmental awareness.Keywords: meaning-making, mode, semiotic system, textbook
Using Cooperative Learning In Teaching Critical Thinking In Reading
Full text linkThis study investigates how cooperative learning facilitates students in learning critical thinking in reading and to find out the benefits and challenges during the implementation of cooperative learning in one vocational school in Cimahi. A case study is utilized by using instruments of classroom observations, questionnaires, semi structured interview and students’ written tests. The findings show that the implementation of cooperative learning facilitates students develop their critical thinking and enhance critical thinking dispositions in reading. Three features which contribute to the development of students’ critical thinking in reading are: the encouragement of student-student interaction; the provision of group purposes; and the provision of stimulus to the students’ development of thought and ideas. The aforementioned features promote benefits which involved higher motivation and involvement, increased opportunity for language use, and developed interpersonal relationship. Nevertheless, these benefits are constrained by the availability of time, students’ English proficiency, and students’ contribution to the groupwork. It is recommended that further researchers conduct the similar study in a longer period to make sure that the key elements of cooperative learning are well-structured
PENGARUH MODEL PEMBELAJARAN DAN GAYA BELAJAR TERHADAP KEMAMPUAN BERPIKIR KRITIS (Studi Eksperimen Siswa Kelas V Pada Mata Pelajaran Ilmu Pengetahuan Sosial di Sekolah Dasar Negeri Bulurokeng Kota Makassar)
Full text linkThis study aims to determine the effect of learning models and learning styles on the
critical thinking skills of fifth-grade students of an elementary school in Social
Sciences. This experimental study uses Factorial 2x2. Determination of the sample
using the Multistage Random Sampling technique, namely class V students of SD
Negeri Bulurokeng Makassar. Data analysis used two-way variance analysis and
followed by the Tukey test for the significance level α = 0, 05. Test the normality of
the data using the Lilliefors test and homogeneity test using the Bartlett test. The
results of this study indicate: 1) Critical thinking ability given the Student Team
Achievement Division learning model is higher than those given Teams Games
Tournament learning model, 2) Critical thinking ability of students with auditory
learning styles is higher than students of visual learning styles, 3) There the influence
of interaction between learning models and learning styles on students' critical
thinking abilities, 4) The ability to think critically with auditory learning styles given
the Student Team Achievement Division learning model is higher than the Teams
Games Tournament model, 5) Ability to think critically with visual learning styles
given Student Team Achievement Division model is lower than students given
Teams Games Tournament learning model, 6) Critical thinking ability of auditory
learning style students who are given the Student Team Achievement Division
model is higher than visual learning style students with Teams Games Tour model
Namely, and 7) Critical thinking ability of auditory learning style students were
given a lower Teams Games Tournament model than visual learning style students
with the Teams Games Tournament model.
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Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran dan
gaya belajar terhadap kemampuan berpikir kritis siswa kelas V sekolah dasar pada
Ilmu Pengetahuan Sosial. Penelitian eksperimen ini menggunakan Factorial 2x2.
Penentuan sampel menggunakan teknik Multistage Random Sampling yaitu siswa
kelas V SD Negeri Bulurokeng Makassar. Analisis data menggunakan analisis varian
dua cara dan diikuti dengan uji Tukey untuk tingkat signifikansi α = 0, 05. Uji
normalitas data menggunakan uji Lilliefors dan uji homogenitas menggunakan uji
Bartlett. Hasil penelitian ini menunjukkan: 1) Kemampuan berpikir kritis yang diberi
model pembelajaran Student Team Achievement Division lebih tinggi dibandingkan
yang diberi model pembelajaran Teams Games Tournament, 2) Kemampuan berpikir
kritis siswa dengan gaya belajar auditori lebih tinggi dibandingkan siswa gaya
belajar visual, 3) Terdapat pengaruh interaksi antara model pembelajaran dan gaya
belajar terhadap kemampuan berpikir kritis siswa, 4) Kemampuan berpikir kritis
dengan gaya belajar auditori yang diberi model pembelajaran Student Team
Achievement Division lebih tinggi dibanding model Teams Games Tournament, 5)
Kemampuan berpikir kritis dengan gaya belajar visual yang diberi model Student
Team Achievement Division lebih rendah dibandingkan siswa yang diberi model
pembelajaran Teams Games Tournament, 6) Kemampuan berpikir kritis siswa gaya
belajar auditori yang diberi model Student Team Achievement Division lebih tinggi
dibanding siswa gaya belajar visual dengan model Teams Games Tournament, dan 7)
Kemampuan berpikir kritis siswa gaya belajar auditori diberi model Teams Games
Tournament lebih rendah dibanding siswa gaya belajar visual dengan model Teams
Games Tournament. Kebaruan penelitan ini adalah dari segi usia yakni pada jenjang
sekolah dasar. Sedangkan kedua penelitian sebelumnya dilakukan pada usia sekolah
menengah atas. Selanjutnya, penelitian ini menggunakan model Student Teams
Achievement Division dan Teams Games Tournament sementara penelitian
sebelumnya yang dilakukan Anit Pranita Devi menggunakan model pembelajaran
Think Pair Share dan Jigsa
