Autonomous learning skill is one of the skills demanded to survive in the 21 st century. Students need to selfdirect themselves and show how their skills can match 21 st Century learning needs. However, the results of observations in several departments of education universities in North Bali reveals that teachers face challenges and problems on how students' 21 st century learning skills can be empowered. This research is aimed at empowering the pedagogical skills, autonomous learning, and 21 st century learning skills of the teacher candidates through a continuous clinical supervision model of teaching practices during Microteaching Class at an education university in North Bali. The study was in the form of embedded mixed method design, and implemented towards Microteaching classes of English Education Students in 2018. The data was collected using observations, questionnaires and also through tests, and analyzed qualitatively as well as quantitatively.The results of the study showed that there are obvious differences between the teacher candidates' performances before and after the implementation. Their pedagogical skills and self-directed learning improved satisfactorily. The continuous clinical supervision models applied and actions provided during the teaching practices improved the pedagogical skills, self-directness and 21 st century learning skills of the teacher candidates. With the improved skills, it is expected that they will become more skilled future teachers of the 21 st century generation.
Covid-19 pandemic is a situation that has impacted people’s life and all sectors especially Education. This pandemic situation forced the restrictions to do online learning in the teaching activities, including English learning in giving English Online Tasks. It raises pro contra between the implementation of online learning. The study aimed to find out the development of English Online Tasks and integrate those tasks in Online Learning Platforms. The study employed qualitative approach with interview and observation method. The sample of this study is one English teacher from SMA Negeri 4 Singaraja. The results showed that the English teacher has a lot of tasks during online learning in 1 semester. In developing English Online Tasks, the teacher has many methods. These tasks are integrated into several Online Learning Platforms. Therefore, it is suggested for the government to use this result as a reference to evaluate the online learning specifically in giving English Online Tasks for senior high school students.
Among the four pivotal skills, speaking signifies part of the most essential skill because its role primarily serves as a means of communication. Speaking is an interactive process of developing, creating, constructing and delivering meaning with goal of information exchanges between speaker and hearer. some students still faced some problems to communicate in English. Many students did not show their readiness in speaking English spontaneously. This study aimed at investigating the significant effect of debate technique on students’ speaking competency, this quasi-experimental research employed 70 student participants from two social science classes, who were randomly assigned to the experimental condition and to the control condition. The instruments used for collecting the data were performance of speaking test and rubric for students’ speaking assessment. The data were analysed by using descriptive and inferential analyses. The result of this study shows that the mean score of experimental group is 79.79, while the mean score of control group is 75.25. The result of t test shows that the value of Sig. (2-tailed) is .000, which indicates a significant mean different. Therefore, this study concludes that debate technique affects students’ speaking competency. In addition to it, the contribution to the teaching of speaking as well as implications for future research are also discussed.
The purpose of this research was to observe two processes: 1) developing online reading tasks; and 2) integrating those tasks into online learning platforms. This research employs a descriptive qualitative design. The subject of this study was English teacher at SMAS Laboratorium Undiksha Singaraja. The data was gathered through observation and an interview guide. The data collection procedure began with an online observation and an interview. The data were analyzed according to Miles and Huberman's (2002) framework of analysis, which includes data collection, data reduction, data visualization, and conclusion drawing. The study's findings indicated that 1) activities were used to develop reading tasks using online learning platforms; 2) teacher used five platforms to develop online reading tasks, including WhatsApp, Google Classroom, Youtube, Kahoot, and Quizizz; and 3) the use of online platforms to develop tasks motivates students to learn, increases students' interest in learning, and assists students in learning technology. The implication of this research is that utilizing online platforms to develop tasks benefits students' ability to learn technology
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