This study aimed at investigating students perceptions on the implementation of group works and the problems that students faced in working with their friends in group. The method of this study was mix method, descriptive quantitave and descriptive qualitative method. The participants were sixty (60) students of the first and second year students in English Education at Papua University. The data for study was taken from a five level Linkert scale questionnaire, open ended questionnaire and students reflection sheet. The results showed that some 30 (50 percent) of students preferred group work to individual work and few students 12 (20 percent) were disagree with group works in their learning proces while some other 18 (30 percent) of students chose no opinion. The problems faced by students were that there were students who were difficult to interact with other tended to be passive in group discussion, those who were hinger achievers tended to dominate in group and did not listen to other opinions (sometimes did not have willingness to study together) then caused students with lower level ability had no confidence to talk in group discussion (sometimes did not come to group discussion), and students who did not want to work had no effort to read and to study materials (only asked for explanation from his or her friends). Thus, it can be concluded that the students in English Education Department at The University of Papua had positive perception on the implementation of group works in teaching process and the problems in working in group came from themselves and from their group members. Key words: group works, the perception, the problems, Higher Education
Conducting a study to find the best practices in teaching a topic through lesson study procedures provided insight about what to do in planning a lesson and how students learn in a set context. The present study offered strategies in teaching passive voice and explanations about how to deal with some problems in teaching this problematic topic. This study was conducted by following the steps of lesson study and obtained the data from pretest, the notes taken in planning, doing and reflecting. The participants were 40 English Education students at Universitas Papua. The results showed that the possible strategy in teaching passive voice was using text to discuss grammar. Before deciding to use a text, teachers should check the knowledge of students in grammar and students’ prior knowledge of topic in text. In teaching process, drawing students’ attention to the grammatical contsructions, the agent or the recipient of the action should be done after discussing the main idea and information in text in order to understand and use grammar in context. Keywords: Teaching Instructions, Lesson Study, Passive Voice
Students’ ability to regulate their own learning is the key to learning in the twenty-first century, particularly in online learning environments during a pandemic situation. Studies have proved the significant contribution of Self-regulated learning (SRL) in academic success. This current study sought to understand and describe students’ perceptions and behavior in response to online teaching instructions designed in the light of SRL theories. The instructional support was designed following the principles of SRL from a social cognitive researcher. Twenty-five undergraduate students participated in this study. The data was obtained from questionnaires, tests, and observation. The learning activities were conducted in an E-learning platform provided by the university, google form, and virtual meeting. The results from the questionnaire showed that explicit instructional supports effectively encouraged students to employ SRL skills in their learning process. Albeit, the data from observation described that only some of the SRL skills were acquired and developed during online instructions and some skills still needed time to develop due to the fact that students were at the first level of SRL. The students in this study still need more exercises and practices to support them in continually developing their SRL skills. In future intervention, students should be trained to acquire self-assessment and task-selection skills. This study suggests providing explicit instructional support to assist university students with low level or minimal SRL capacity in developing SRL capacity.
This study aims to describe the completeness of the Electronic School Book (ESB) on physics subjects at high school. This research was descriptive qualitative research. This research was conducted by selecting 21 ESB books available on the website of the central office of the Ministry of Education and Culturein Indonesia which consist of 7 books for class X, XI, and XII. The research was conducted by analyzing the aspects of physics book completeness including achievement indicator (I), content (C), evaluation (E), view (V), dan language (L). Based on the results of Rasch Model analysis, it is found that the complete book of class X physics is the BX04 book and the less complete is BX02 and BX03, while the other book is quite complete. Completeness rarely possessed by physics book class X is on the aspect of the systematic presentation of material following the curriculum 2013 (C4), conformity with learning objectives (C3), and clarity of learning objectives (I1). The complete book of class XI physics is BXI02, and the less complete are BXI03 and BXI06. Completeness is lacking on the aspect of initial/pretest competence (E1), experimental physics activity (C5), and systematic presentation of material following the curriculum 2013 (C4). The complete book of class XII physics is BXII02, BXII03, and BXII05 while the less complete are books BXII04 and BXII07. Completeness is lacking in class XII physics book that is on aspects of early competence presence/pretest (E1), compliance with the learning objectives (C3), the systematic presentation of the material according to curriculum 2013 (C4), and the clarity of learning objectives (I1). Overall, it can be concluded that most available physics ESB books have been good but not following the systematic presentation of the material in the 2013 curriculum and have not had a clear learning objective so that there is a mismatch of material with the purpose of learning.
This study was conducted at SMAN 1 Manokwari, West Papua. The data were collected through classroom observation and interview with two qualified English teachers in the school. The results showed that the English textbooks provided were the main learning source in teaching reading comprehension. The teachers contextually modified the sequence of the tasks and lessons from the textbooks before assigning them to the students in teaching speaking, listening and grammar. Some factors that were considered by the teachers in selecting materials were the availability of learning materials in school, students" needs, and students" level of English competence, school facilities and the national exam. The results of these study consider practical implications to give teachers, practioners, other reserachers and author of textbooks in developing teaching materials to be used in different context of classroom.Keywords: the 2013 curriculum, decision making, textbook use LITERATURE REVIEWTextbooks are mostly used in English teaching and learning process. Textbook in this study refers to the printed materials that are provided by government to support the implementation of the 2013 curriculum. The English textbooks are designed to develop language competence of students. The textbooks are organized based on the Genre Based Approach. Genre is related to type of text. It is the classification of text based on three characteristics: the communication purpose, organization structure, and language features. The communication purpose or social function is the reasons to speak, write or create a text. Organization structure or generic structure is the way text is organized or arranged. Language features refer to grammar, vocabulary and connectors that are used in text.The government provides book for teachers and books for students. The books for teachers are different from the books for students. The books for teachers give guidelines for teachers to design teaching activities in order to lead
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.