234 research outputs found
Reading and Writing Skills of Scientific Articles for Undergraduate Students: Benefits and Challenges
No full textWriting anxiety and its causes of pre-service teachers in an EFL context: Preliminary study
No full textDeveloping Teachers' and Students Use of Self-Questioning Strategy in an English as a Foreign Language (EFL) Context in Indonesia
No full textThe teaching practices of English reading in Indonesia provide limited opportunities for students to engage actively with texts to foster comprehension. Teaching reading through the use of self-questioning strategy has been shown to be an effective approach to improve students’ levels of questioning that promotes reading comprehension. However, for this to occur, teachers need a more effective self-questioning strategy to use it with their students. This study investigates the development of teachers’ and students’ self-questioning strategy use, the challenges faced by teachers, and the assistance that they need to implement it. The effects of the implementation of self-questioning strategy on students’ skills in generating questions about English passages are also examined. This study was conducted in Samarinda, the capital of East Kalimantan, Indonesia, where English is a foreign language to Indonesian speakers. Three teachers and their Grade 11 classes from three different secondary schools participated in a multiple-site case study which was employed to generate rich explanatory data across sites. Data were gathered from both teachers and students in the form of observations, field-notes, interviews and reflective journals. Audio and video recordings of classes and teaching of English reading were used to support the data collection. The teachers were subsequently trained in a workshop in the use of self-questioning strategy with guidelines for the use of different levels of questions based on Bloom’s taxonomy. The teachers then implemented the self-questioning strategy with students in their classrooms. Two levels of analysis were applied in this multiple-site case study. Within site study analysis involved organising the data to search for patterns for each site. Across-site study analysis was then applied to generate themes, knowledge, concepts, and connections between variables and across the study sites before triangulation with other sources of data was undertaken to draw conclusions. The findings from this study show that teachers relied on textbooks for pedagogies for teaching reading and for the kinds of questions they asked to assist in reading comprehension. This meant that both teachers and students were exposed mainly to low level questions. Thus, they faced challenges in generating high level questions in these conditions, and required assistance in order to do this. The results reveal that both teachers and students perceived that they gained benefits from the application of the self-questioning strategy. Some factors that contributed to the effectiveness of the implementation of the self-questioning strategy in this EFL context were teachers’ knowledge and confidence, the abilities of students, the nature of the class, the supportive learning environment, and sufficient time for implementation. The implications for future research included the need to examine the self-questioning strategy in a longitudinal study, and the need to focus on students’ understanding and transfer of learning to other contexts. More generally, this study shows that the self-questioning strategy can be implemented effectively in reading lessons in Grade 11 classes in an Indonesian context. The findings of the study reveal that as well as improving teachers’ and students’ abilities to generate questions about English passages, the use of self-questioning also promotes the development of a more learner-centred approach in EFL and assists teachers to ask questions in their classrooms that go beyond those provided in the textbooks. The findings suggest that research in self-questioning strategy needs to be expanded and continued because this study has shown the potential of the strategy to enhance students’ engagement in learning and potentially to foster improvements in reading comprehension
ASPEK SOSIAL NOVEL DUA CINTA NEGERI SAKURA KARYA IRENE DYAH
No full textAbstractNovel Dua Cinta Negeri Sakura is one of the novels by Irene Dyah. This novel by Irene Dyah does not only tell about romance but an interesting social point of view. What are the values of the social aspects contained in the novel Dua Cinta Negeri Sakura and how do the readers influence society from the social aspects in the novel Dua Cinta Negeri Sakura. The aim is to describe the influence of the social aspects of the novel on the reader. In this study, researchers used descriptive qualitative methods. Then, the technique used by the author is literature study technique. Any data that has been recorded in the form of a page number sentence and the paragraph number listed. The data resulting from this study are in the form of a big picture of several sentences that contain social aspects. Then, describe the influence of the social aspects of the sentence on the reader. The results of this study, the aspects contained in the novel Dua Cinta Negeri Sakura by Irene Dyah, namely the values of religion, culture, morals, education, economy, social environment. Then, the effect obtained on these values can influence it not only in theory, but the reader will apply it in real life or to the surrounding community
Teachers, Perception Towards the New Curriculum 2013
No full textThe 7th International Seminar 2013 “Language Policy and Planning: What are the Issues?” Salatiga, November 20 – 21, 2013 ; p. 126 – 131The implementation of new curriculum 2013 begins in July. Teachers are required to attend the training of this new curriculum. Some of them have already participated in the training conducted by the central government. They are expected to be able to implement the curriculum in this academic year. Some perplexities emerge for stakeholders such as teachers, parents and schools who do not have any opportunities to participate in the training. Therefore, this paper reported the teachers' perception towards the preparation of new curriculum implementation at three schools particularly in English lesson. The data were gathered from interviews of three English teachers from senior and junior high school in Samarinda who have attended the training of new curriculum. The findings indicated that the teachers were quite confidence about the concept of the curriculum but slightly unsure how the English lesson would be taught to their students based on the new curriculum. They concern about the amount of time they need to teach which fewer than that the previous curriculum. It is expected the findings from this study would contribute to the development of the new curriculu
Cooperative learning in peer teaching: A case study in an EFL context
No full textIt is significant to prepare pre-service teachers do to teaching practicum as they will teach English at secondary schools. One of the preparations is peer teaching during teacher education program. This study is intended to explore students’ experiences during the peer teaching in a cooperative learning style. One class of 26 students of English Education Department of a state university in East Borneo, Indonesia, participated in this study. They were randomly assigned in the group of four and eight, and each group member should practice peer teaching in their own group. Using a case study design, the findings have shown the potency of cooperative learning. The students had positive experiences the cooperative style of four-group, eight-group, and the whole class. The four- and eight- group formats in the peer teaching provide students more opportunities to have better teaching preparation, mastery of the teaching materials, more interaction with peers, to develop confidence, and to learn from others. They encountered some difficulties such as attracting peers’ attention, time for peer teaching, less serious peers, and more preparation. The findings suggest that it would be more valuable for students to be in more group formats with more time that would give students more confident when they teach for the whole class. Implication and suggestion are further discussed.</jats:p
Learning Style Preferred by English and Computer Students in Indonesia Context
No full textThis study investigates students’ learning style at tertiary level in Indonesia con-text. Eighty students of English Education and Computer Science Department participated in this study. Using a case study design, Kolb Learning Style Inven-tory and interview were employed to gather the data. The results showed that the students had similar learning style. They employed more Diverger style than three other characteristics. They had more ability in Concrete Experience in grasping experience process and Reflective Observation was dominant in transforming ex-perience process. This indicated that the English students were likely to observe, do and feel while the Computer students had more mixed style; feel, observe, and think and do. These findings will contribute to our knowledge what types of ac-tivities and teaching methods will suit with the students’ learning styles
DINASTI GIRINDRAWARDHANA DYAH RANAWIJAYA DALAM KAJIAN PRASASTI PETAK TAHUN 1486 M.
No full textThe aims of this study are: 1) to analyze the Girindrawardhana Dyah Ranawijaya dynasty from several inscriptions from the late Majapahit period; 2) How is the relationship between the Girindrawardhana Dyah Ranawijaya dynasty and the previous kings of Majapahit. The main sources used are inscriptions such as the Petak Inscription, the Trailokyapuri (Jiyu) I Inscription, the Trailokyapuri (Jiyu) II Inscription, and the Trailokyapuri (Jiyu) III Inscription. The primary source obtained by the author is observational data in the field, namely Dusun Hamlet, Petak Village, Pacet District, Mojokerto Regency. The results of the study reject the notion that the figure of Girindrawardhana Dyah Ranawijaya is the new ruler of the Majapahit kingdom from the new dynasty - the Girindrawardhana Dynasty - in the late Majapahit period. But the later kings of Majapahit used the title name Girindrawardhana which means "Successor of Girindra". They are still descendants of the previous Majapahit kings. Thus, in the Majapahit Kingdom there was only one ruling dynasty, namely the Girindra Dynasty (Girindrawansa) or the Rajasa Dynasty (Rajawansa) which was founded by Sri Rangah Rajasa Bhattara San Amurwwabhumi alias Ken Arok. Later Majapahit kings adopted a name with a title Girindrawarddhana which means "successor of Girindra".
Keywords: End of Majapahit Period, Girindrawardhana, Petak Inscription
Teachers’ competencies and students’ attitudes toward ICT at an EFL secondary school
No full textTeachers as educators should have adequate competency in using a variety of media and knowledge to deliver the information to their students in order to use information and communication technologies (ICT) effectively. This study explores teachers’ competencies of ICT in their teaching and students’ attitudes toward ICT in learning English. Three English teachers and their 90 students of eleven graders at one secondary school in one district in East Kalimantan participated in this study. The data were gathered from semistructured interviews, observations, and questionnaires. Using a qualitative approach design concerning phenomenological perspective, the content analysis results have revealed that approximately 70% of the students had a positive attitude toward ICT, while the teachers’ competencies were varied from mostly incorporating all the ICT tools to rarely using them in their classroom. The results suggest that English teachers need to have more professional development programs related to ICT in order to understand and be able to operate the ICT media and tools to teach English. EFL students should aware of their attitude toward ICT in this modern era and firmly use the advancement of ICT for educational purposes
Reading Strategies Used by 12 Graders in an EFL Context: A Correlational Study
No full textThis correlation study investigates three major strategies of cognitive, metacognitive, and socio-affective as the strategies that are generally applied in reading comprehension and reading achievement at secondary level in Indonesia. The participants were 127 of 12 graders. The reading strategy questionnaire adopted from Strategy Inventory for Language learning (SILL, ESL/EFL version 7.0) and reading comprehension test were the used instruments. Using one-way analysis of variance, the results reveal that there was significant correlation of metacognitive strategies and reading comprehension achievement but not with cognitive and socio-affective strategies. In addition, metacognitive was the most frequent strategies employed to reading comprehension.Keywords: reading strategies, comprehension, secondary leve
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