<p><em>This article explores the basic and important issues related to critical literacy for ELT in Indonesia. Hopefully, it could contribute to improving EFL teachers’ understanding of critical literacy, particularly in Indonesia. Critical literacy is still considered as a new approach in EFL contexts. However, it is promising such benefits for both students and teachers for it might contribute to developing both teachers’ and students’ critical manners in reading and writing. This article describes the concept of critical literacy. Then, it elaborates the appropriate learning sources and activities to support the development of students’ critical literacy. After that, it describes some challenges for implementing critical literacy in ELT in the Indonesian context briefly. Finally, it offers conclusions on the important points of the topic. </em><em></em></p>
Backgrounds Surgery clerkship for medical students has been changed in response to clinical exposure limitation due to this pandemic. This study aim to evaluate knowledge and skill of students in surgery clerkship in covid 19 pandemics. Methods Cross-Sectional design comparing surgery clerkship before and during COVID-19.A total of 270 fourth and fifth-year medical students have enrolled in surgery clerkship from June 2019–October 2020 were selected for this study. Each student had completed education and training in the hospital for nine weeks in the rotation. Results There is no significant difference in MCQs scores before and during the pandemic. However, a significant difference was found in OSCE scores. Conclusions Combining virtual platforms and in-person clinical rotation is an effective surgery clerkship curriculum, particularly in pandemic covid 19. There are no different skill and knowledge results before and during the pandemic analyzed from MCQs and OSCE exam.
This study aims to implement a problem-based learning method and investigate how this method enhances students’ learning performance, specifically in self-regulated learning and higher-order thinking skills for a Financial Management class, involving highly passive learners. The study adopted mixed methods, quasi-experimentally, by comparing a problem-based learning method with a conventional method, i.e. lecture-based learning. The results indicate that, alongside obtaining positive acceptance from the class, problem-based learning outperforms the conventional method by enhancing both students’ self-regulated learning and their higher-order thinking skills, although it lagged behind in maintaining students’ lower-order thinking skills. Future research into problem-based learning implementation in a similar learning context to this study should incorporate some adjustments, such as a more efficient curriculum design and a lower level of problem-based learning to ensure as many participants as possible, including slow learners, benefit optimally from learning through problem-based learning methods.
The study was aimed at finding out the level of students' grammatical quality in their use of English in conversations. The subjects were 301 year-2, year-3, and year-4
Five research questions are asked concerning the profiles of students' learning strategies in terms of general categories and subordinate categories. Three hypotheses are proposed concerning the influences of Language, Gender, and Grade on students' learning strategies. Observation was conducted by trained student observers using a modified guide (Oxford, 1990) involving a total of 240 elementary school students. Percentages were used as the statistics for the descriptive analyses. For hypothesis testing a three-by-four multivariate analysis of variance (MANOVA) was used, followed by three-way analyses of variance (ANOVA) for the four strategy categories. Correlation was calculated for the four strategy categories and non- parametric ANOVA was conducted for the metacognitive category. Use of the students' learning strategy is as follows: cognitive (63.31 %), affective (23.79%), social (9.05%), and meta-cognitive (3.85%). A significant main effect is found for Grade ( p = 0.0001), and Language ( p = 0.0126). A significant interaction is found for Grade and Language ( p = 0.0001). For metacognitive a significant interaction is found between Grade and Gender ( p = 0.0012). A significant main effect of Grade was found for cognitive ( p = 0.0009) and for affective ( p = 0.01).
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