Indonesian EFL learners Research Papers (original) (raw)

This mixed-method study observes the effects of collaborative writing strategy on EFL learners’ writing skill and their perception of the strategy. The population consists of 80 students from a public senior high school in West Sumatra, Indonesia. The samples, which were selected by using cluster random sampling, were categorized as the experimental and control class. Each class were taught with different teaching strategies, experimental class was taught by using collaborative writing strategy and the control class was taught by using conventional teaching strategy. The data were collected through writing tests and interviews to measure the students’ writing skill and their perception of collaborative writing. The result of the analysis reveals that collaborative writing strategy has helped students in generating their writing ideas and activating the students’ background knowledge of the topics assigned to them to develop in their writings. The result of this study also highlights...

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- Psychology, Perception, Mathematics Education, Language Teaching

Based on the previous research, it was found that the Think Write Pair Share technique was ineffective in improving students’ critical thinking skill, and due to the fact that during the process of learning to write argumentative essay, student commonly encounters various obstacles at determining the opinion of a topic which should be supported by logical reasons and appropriate evidences in the form of facts, then this research aimed at investigating the effectiveness of Toulmin’s model of argumentation within “Claim and Support” strategy on undergraduate students’ critical thinking ability on argumentative essay. Thus, this current research employed a quasi-experimental design with a pretest-posttest and nonrandomized control group design. Students’ critical thinking ability was measured by a writing test in the form of argumentative essay test. The data analysis in this research employed analysis of covariance (ANCOVA). This research revealed that Toulmin's model of argumenta...

- by Eko Suhartoyo
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Having the ability to think critically is prominent to aid students in dealing with academic life, filtering any information, and solving problems. This study investigates the effects of Problem-Based Learning on students’ ability in writing expository essays. It employed a quantitative approach with a quasi-experimental design by utilizing intact classes of advanced writing. The study utilized a writing test and a scoring rubric as the instruments to collect the data. The experimental group was taught by using PBL with group works whereas the control group was taught by using individual guided problem-solving. The findings on the t-test conveyed that the null hypothesis is rejected. Hence, there is a significant difference in the mean score of the students in the experimental group and those in the control group. Moreover, the analysis of each component of writing revealed that the implementation of PBL gives a significant effect on the components of content and organization. Hence...

- by Juma Riatmo
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- Psychology, Mathematics Education, Teaching EFL and Teacher Training

This study was conducted to find out how Problem Based Learning (PBL) affects students' English learning interests. The questionnaire is used as an instrument. The result of implementing the Problem Based Learning (PBL) method was that students felt enjoy and more interested. The students could develop their brainstorming when the teacher provided a problem to discuss with their group. They also created some ideas for solving their problem. Some students also provide their daily problems and make the classroom/discussion situation life. Based on data analysis showed that computing of the t-test was significant 0.000. It means that applying Problem Based learning (PBLaffects students' learning interests. So, this method can be used as one of the alternative ways of teaching-learning to develop students' learning interests.

- by Siti Qomariyah
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- Language Teaching Education

This quasi-experimental research aims to investigate the effect of collaborative writing on students’ writing skill at SMA Negeri 3 Padang Panjang. The population was 80 students of grade eleventh. The samples, which were selected by using cluster random sampling, were categorized as the experimental and control class. Each class was taught with different strategies, the experimental class was taught by using collaborative writing strategy and the control class was taught by using conventional teaching strategy. The data were collected through a writing test to gain students’ writing skill on different components of writing. The results of study show that collaborative writing strategy helped students in generalizing their writing ideas. It also found that their background knowledge about the topic of the texts and field-related vocabulary effected on their writing. Furthermore, the findings apply some implication for teachers facing the effect of collaborative writing and students’...

- by yenni rozimela
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- Professional Writing

- by Eka Puteri Elyani
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- Psychology, Mathematics Education

This factorial quasi-experimental 22 study aimed to corroborate the effect of PRWR strategy compared to Translation and Reading Aloud on students’ academic content-area reading comprehension as observed from their English proficiency. The interaction between the strategy and English proficiency was also examined. Data were obtained from a reading comprehension test, a TOEFL PBT Equivalent test, and a questionnaire on students’ perception towards the PRWR strategy. Both the reading test and the questionnaire were expert validated and tried out, whereas the TOEFL PBT Equivalent test was conducted under the auspices of an English institute. 58 sophomore students at a state university in Malang, Indonesia, served as the subjects of the study. This turned out that first; students taught by the PRWR strategy have better reading comprehension than that of by Translation and Reading Aloud. Second, students with high English proficiency taught by the PRWR strategy have better reading compreh...

One of the most current issues in recent years is the development of integrating online learning in the classroom. In Indonesia, it is seen on the Act of the Minister of Education and Culture No. 109 Year 2013. This issue came from the problems on the availability, accessibility, quality, equality, and guarantee. Further, an effort conducted by the Ministry of Education is developing e-Learning platform at universities. As one of the universities who supports the government policy, the English Department of Universitas Lambung Mangkurat applies for this e-Learning program through the http://elearning.ulm.ac.id. As a result, there is a need to unravel students' perceptions in the implementation of this policy as one of the ways to see the successful standard and to explore students' views. Employing qualitative method, this study uncovered the foci of English Department students' view of the independent assessment, learning outcome, and evaluation of learning English onli...

- by Fatchul Mu'in
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- Psychology, Social Science Research Network

Recommended Citation Ge, X. , Planas, L. G. , & Huang, K. (2015). Guest Editors’ Introduction: Special Issue on Problem-based Learning in Health Professions Education/Toward Advancement of Problem-Based Learning Research and Practice in Health Professions Education: Motivating Learners, Facilitating Processes, and Supporting with Technology. Interdisciplinary Journal of Problem-Based Learning, 9(1). Available at: https://doi.org/10.7771/1541-5015.1550

- by Lourdes Planas
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This present paper was aimed to promote problem-based learning in adult English language teaching. The change of curriculum that used scientific approach was asked the teachers to use the suitable method in teaching learning process. One of the methods can be used by teachers is problem-based learning. Problem-based learning took the problem as the core of the process. The teaching learning process shifted to be more students centered and the teachers just facilitated them. By applying problem-based learning, the teachers provided some skills needed by the students to face the 21st century competition. According to Pacific Policy Research Centre (2010), those skills are communication and collaboration, critical thinking and problem solving, and creativity and innovation

- by buyun khulel
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- Psychology

Critical literacy is a skill needed for academic and intellectual achievement, lifelong learning, discourse, future job prospects and other endeavours. Although it is instrumental to developing social interactions and relationships, some students cannot think critically and contribute meaningfully to spoken/written discourse because they do not possess the necessary skills and strategies. One way of developing critical literacy is through argumentative writing. Often, some students perceive argumentative writing as a complex and complicated skill in spite of its importance to their academic and lifelong goals. This paper discusses the importance of critical literacy and explores how argumentative writing can help develop this skill to salvage this situation. The article concluded that students should be exposed to the rudiments of argumentation to become critical literates who can critically scrutinise, appraise, and interpret information for their academic development and social t...

- by Ayomiku Olaniyan
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- by Ayomiku Olaniyan
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This study focused on comparing the effects on 32 students’ argumentative writing qualities when they worked alone or collaborated in pairs and groups and explored the students’ opinions towards critical thinking across different writing activities. The 32 students were divided into groups of four (n=8), pairs (n=16) and individuals (n=32). Their papers were rated in terms of content, language use, and organization by three raters. The research employed argumentative writing rubrics, semi-structured interview, and observation. From the total of 15 points, the novice learners gained the highest scores when writing in groups (X ̅ = 11.22), followed by pairs (X ̅ = 10.19) and individuals (X ̅ = 8.98). The intermediate learners also gained the highest scores in group work (X ̅ = 11.50), followed by pairs (X ̅ = 10.32), and individual work (X ̅ = 9.04), respectively. Similar to the advanced level, they had the highest scores when working in groups (X ̅ = 11.95), followed by pairs (X ̅ = ...

- by Jitlada Moonma
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- by yenni rozimela
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- Language Teaching
- by Amy Persichetti
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- Curriculum and Pedagogy

This is a study of the grammatical morphology of English, with the research focus on the problems of the pasted marker (lexical morpheme), the verb phrase marker (intra-phrasal morpheme), and the 3sg-s marker (inter-phrasal morpheme) used by the Indonesian learners of English as a second language. This study involved 40 participants from Syiah Kuala University in Banda Aceh, Indonesia. The data collection was carried out at two different points in time with a four-month interval. A corpus tagger software was used to analyze the corpora-a total of 69,575 words-produced by the the participants in two different writing conditions: timed writing and planned writing. Results indicated that the pasted marker is the type of morpheme with the least occurrences of errors, while the 3sg-s marker is the morpheme that appears to be the biggest problem for the L2 learners. The findings also revealed very small progress from Time 1 to Time 2; the relatively short time span appears to have an effect on the insignificant development of the grammatical morphemes. It is concluded that the acquisition of the English grammatical morphemes is not sensitive to the context of different writing tasks.

- by Yunisrina Qismullah Yusuf
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- Second Language Acquisition, English, Writing, Error Analysis

Our project sought to present our cosmic neighborhood to preschoolers in Santiago, Chile, country of growing astronomical culture and was funded by ALMA Conicyt (www.almaobservatory.org/www.conicyt.cl).The objective was to promote scientific thinking skills and incorporate astronomical vocabulary in preschool children from socially vulnerable sectors. We worked with four preschool teachers, trained them and develop together 12 didactic sequences to motivate learning experiences in the classrooms. Our experimental sample comprises 96 children, mean age of 5 years and 8 months (SD=3,7 months), 92% from Chilean families and 8% foreigners (Venezuelan and Haitian). We had 55 boys (62%) and 41 girls (43%). Regarding research ethics, we received active and informed consent from parents and / or guardians (98%) as well as educators, school managers and children. A control group of 66 children was considered. We used a mixed methodology, tested receptive vocabulary through our own test for astronomical vocabulary and the Peabody test (to correlate with the former), and a set of observation guidelines with indicators to assess learning achievements for scientific thinking skills. The validity of instruments was established by international expert judges. We applied the instruments before and after the learning experiences. The comparison between the control and experimental groups, both in vocabulary and scientific thinking skills, show that after going through the didactic sequences the experimental group ranks always above the control group, with statistically significant differences. Keywords: preschool, astronomy, scientific thinking skills, vocabulary