The importance of grammar pedagogy in learning and teaching of foreign language has been the focus of discussion for many years which has resulted in a variety of views on grammar and grammar teaching and different teaching approach as well depend on various perspectives and contexts of language learning. The present study reports students’ perception on flipped classroom mode in learning English grammar. Drawing on classroom action research through reflective journal, photo elicitation and interviews data. Qualitative findings show that: All of the students enjoyed watching the video materials and had an interest in using them for learning grammar; (2) the use of the flipped classroom mode in learning grammar made students’ independent and active in learning grammar; (3) flipped classroom engaged them in learning grammar in different discourse contexts; (4) flipped classroom mode motivated students in learning grammar. The findings of this study may be useful to other researchers who are interested in EFL teaching innovation or teachers who seek effective grammar teaching method.
Learning of physics always related to conceptual understanding. In the learning process, there can be a difference in conceptual understanding that causes misconceptions. Misconceptions can occur in a variety of physics material, including on momentum and impulse. The purpose of this study was to investigate students’ misconceptions about momentum and impulse through Interactive Conceptual Instruction with computer simulation. This study was conducted to 10th grade consists of 30 students. The sampling technique is purposive sampling. The method used is quasi-experimental with research design is one group pre-test and post-test. The instrument used to investigate students’ misconceptions is form four-tier diagnostic test. The result shows that misconceptions before treatment higher than after treatment. It can be concluded that Interactive Conceptual Instruction with computer simulation is better in facilitating student learning process on momentum and impulse.
Collaboration is one of the 21st-century skills needed to survive in this era. The need in society to think and work together on issues of critical concern has increased, shifting the emphasis from individual efforts to group work, from independence to community. Integrating Collaborative skills in the educational field, particularly in assessment, has been broadly employed. However, lesson plans that incorporate collaborative skills are lacking. This study aims to explore the collaborative skill in English teaching lesson plan in junior high school in Indonesia. A content analysis approach is used in this study. The data was analyzed using a systematic content descriptive text methodology based on the ACER (Australian Council for Educational Research) Framework, which was used in this study as an instrument to analyze lesson plans to see if they were integrating or not. The expected result of the study is that Collaborative skills are found in lesson plans, indicators, and the learning process.
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