Almost all students use social media, but few lecturers use it in their teaching process. This study examines students' perceptions of the use of social media in the process of teaching English in STKIP Rappang Muhammadiyah, South Sulawesi, Indonesia. This study was conducted using a mixed method, including quantitative and qualitative data. Data were collected using a questionnaire that collected background information of participants, a four-point Likert scale to gauge the students' perceived use of social media in class, and open-ended questions to gather more data rich in the beliefs, attitudes, wishes and concerns of students regarding the use of social media in the writing classroom. Findings from this study indicate that the majority of students showed a positive attitude toward and a willingness to use social media in the writing classroom. However, factors such as large classes, lack of training on the use of the Internet, and the lack of facilities could be possible barriers to the use of social media in the classroom.
Abstract-This paper uses the Interpretative Phenomenological Method to examine the conceptions thatEnglish literature teachers (ELITES) share about literature courses and teaching. The study investigated the experiences of four ELITES who taught literature classes at English education base faculties in three universities in Indonesia. These teachers were interviewed and observed in relation to their subject-matter knowledge in literature, their methods of teaching, their roles and the extent of their students' learning. The findings suggest two main themes: (1) ELITES view literature courses as one of the means of learning a language rather than as a "study" in its own right, together with holding a teacher-centered approach; and (2) ELITES' experienced relational conflicts with their students because of the students' perceived deficiencies in understanding literature, their lack of interest in reading and discussing literary works, their lack of motivation to read and appreciate literature, and their deficiencies in English language. Achieving a greater understanding of the experiences of teachers' conception of teaching literature can improve and influence best practice and possibly improve students' learning. The findings of the study have implications for teacher education departments, literacy educators, literary scholars and pre-service educators.
Abstract-This study has five main purposes (1) to investigate the effectiveness of Cooperative Learning (CL) strategy through English Village (EC) for teaching speaking in communicative language function (2) to investigate the effectiveness of teaching speaking in transactional language function (3) to know the significance change on self confidence after being taught through English Village EV using CL strategy. (4) to know the significance change on self interest (5) to know the significance change on self regulation. The study was experimental by using one-group pretest-posttest design. The target population of this study was, in fact, is all students of English education department of private university or colleges in Indonesia. However, while the accessible population was only students of English department at the Islamic university of Kalimantan. The result of dependent t-test turned out to confirm that CL strategy through EV is effective to teach speaking skill for both, communicative and academic language function. The result of Wilcoxon test turn out to confirm that CL strategy through English is in significance change of the students' internal factors.Index Terms-cooperative learning strategy, English village, communicative and academic language function of speaking
Abstract-The overall aim of this study is to develop an authentic-based instructional material for writing skill. Therefore, the research applied Research and Development design and used ADDIE model which consists of five stages namely Analysis, Design, Development, Implementation, and Evaluation. A Questionnaire was given to the third-semester students in Education Department of UIN Alauddin Makassar as the instrument to find out the students' need analysis. After designing the product, the material was validated by two experts and then implemented to the students. The implementation process of the authentic-based instructional materials was done twice in a small number of students consisted 10 students as the first try out and in a large number of students consisted of 30 students as the second try out. Then, evaluation of the materials was given by the experts, the lecturers, and the students. Data were analyzed using percentages and charts. In addition, the analysis of the data shows that most students, lecturers, and the experts gave positive responses towards the developed materials. The material was revised three times by considering the comments and suggestions by the experts, lecturers, and the students. The model of the developed materials consisted of some aspects namely goal, topic, activities, approach, media, genres, content, and testing strategy. Moreover, the learning process consisted of four parts namely discussion, pre-writing, writing, and post-writing.Index Terms-writing, authentic material, instructional material, research and development, ADDIE model
The discrepancy between students' preferences and teacher practices for feedback on writing has created difficulty on the side of teachers and confusion on the side of the students. What teachers believe and practice as effective feedback for students may not be the one that students perceive as useful and effective feedback for them. This paper investigates the types of written feedback preferred by the students and the types of feedback provided by the teachers on students' writing. This study employed a survey design which involved 54 students and 22 teachers using convenience sampling technique. The instrument used in collecting data was a questionnaire in the form of Feedback Scale. The results showed that there were some points of compatibility between students' preferences and teachers' practices and some other points were incompatible. The data showed that both students and teachers preferred to have or to give direct feedback but the data also indicated that students liked to have more direct feedback than the teacher could provide. It was also found that the teachers provided more indirect feedback than the students expected to have. The students also preferred unfocused feedback to focused feedback. The findings of the study have crucial implications on writing instruction. There is a need to design writing instructions which accommodate both teachers' practices and students' preferences for written feddback. Based on the profile of students' preference and teachers' practices, a model of feedback provision in teaching writing is proposed. This model is called preference-based feedback on writing instruction.
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