This study aims to describe and to analyze how creative school shapes the character of students through edutainment strategies. Character building is very important so the school need to design the curricula to develop students’ character. Creative schools can use edutainment strategies to shape students' character, which provide enjoyable learning process. This qualitative-descriptive study used interviews, observation, and documentation for collecting the data which are analyzed qualitatively. The results show that the school as a creative school with edutainment-based character building, designed innovative ideas involving various activities namely, 1) Tilawah and Tahfidz (recitation and memorization of) Qur'an that formed character of religious and likes to read; 2) multiple language program that built friendly, communicative, responsible, and disciplined students; 3) computer education that developed creative and curious; 4) outdoor learning that included the character values: responsible and care for the environment; 5) leadership and entrepreneurship that resulted the students to be responsible, independent, disciplined, socially caring, and honest; 6) inviting native speakers that created the character of friendly and communicative. Received: 7 July 2021 / Accepted: 17 September 2021 / Published: 5 November 2021
A Descriptive Study was conducted at the ten grade of SMAN 1 Purbalingga, revealed the teachers’ ways in maximizing STT in the EFL class. The data, which were collected and analyzed from observation, interview, and questionnaire, showed that the classroom management is important to make a good atmosphere in teaching learning process. Making an interactive classroom by reducing the central (and traditional) position and by giving chances for students to express themselves in meaningful ways are very effective to create the opportunities in STT. Also, using pair and group work which have various activities are able to build the students’ enthusiasm in their talking and give much time to talk. Moreover, by giving questions such as knowledge and comprehension questions is able to stimulate students to speak and give the time to practice their languages. The most effective way in maximizing STT is by giving chances for students to express themselves in meaningful ways and the least effective way is giving questions.
This study aims to investigate the needs of students in writing skills. In particular, this research attempts to explore the present situation, the target, and the learning needs for the writing course. Need analysis is conducted for deciding the goals and the objectives of the upcoming curriculum and for ensuring that the curriculum content ties the students’ needs. A descriptive method was employed in this study. A questionnaire was used for collecting the data which then analyzed and described qualitatively. The respondents of this research were 176 students of English Education Department students who are mostly in the second semester. The results show that; firstly, in the present situation analysis, most of the students admitted that they were in the intermediate level of English; specifically, most of them have fair proficiency in writing. Next, in the target situation analysis, writing skill is the secondary need of the students in which grammar is the most priority needed by the students to be improved. Next, the students’ purposes in learning English are to be a teacher/lecturer, translator, and tourism guide. Most of the students are more enjoyable for learning in the classroom that should be consisted of not more than 30 students. Thirdly, in the learning needs analysis, the students were interested to learn writing using discussion. For doing the writing task, the students require to have individual work. The learning media that is the most needed is PowerPoint presentation. In addition, the most important learning source that the students need is a hand-out and the topics of the material are about issues in Indonesia. Finally, the results of this research are expected to contribute to the curriculum development at the English Education Department of UIN SAIZU.
The government expects that the learning process in the 2013 curriculum uses inspiring, interactive, fun, and challenging activities that engage students’ participation in the class. The students’ involvement and critical thinking in meaningful learning are increased when the students ask questions productively in the classroom. However, Indonesian EFL students are indicated to have little space for interacting in the classroom, not to mention questioning. For that reason, this study aims to explore the teacher’s strategies in encouraging student questioning in EFL class. A qualitative research design was conducted through observation, interview, and questionnaire. The findings showed that the teacher used various strategies in promoting student questioning: providing a free question time, using turn-taking questioning, evolving a receptive classroom atmosphere, and giving explicit instruction in the teaching and learning process. Finally, this study implies that Indonesian EFL students would be encouraged to ask questions actively when: (a) the activities to pose questions were set; (b) objects or topics of questioning to scaffold students were provided; (c) classroom climate was accepted questions; (d) clear instructions were given. Thus, student questioning could be raised through instructional interventions from the teacher.
English Proficiency Test (EPT) is popularly used in higher education as a requirement of graduation. However, in fact, some students have not passed the minimum score of the test whereas English language proficiency is important in English Department. Since the class mostly use English to deliver the course, the students’ proficiency need to be concerned. Previous research (David, 2014) suggests that English language proficiency can be a predictor of academic achievement. Thus, this study purposed to find out whether there is any significant positive correlation between English Proficiency Test (EPT) score and Cumulative Grade Point Average (CGPA). Pearson product moment correlation was conducted to compute 35 data of EPT score and CGPA. The results show that there is a significant positive correlation between EPT score and CGPA of English Department students in a university of Purwokerto. Thus, the students should concern to their language proficiency in order to get successful academic achievement.
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