The aim of this research is to investigate EFL students’ experiences that appear in EFL students during the application of the flipped classroom learning model. The research was conducted by using a qualitative approach and descriptive method. The research participants were nine first-grade students at one of the public senior high school in Karawang. The participants were divided into three groups: three low-level students, three middle-level students, and three high-level students. To collect the data, researchers used were observation, interview, and documentation. This research found that the application of a flipped classroom provided positive experiences for students. The use of the video in this learning model made students excited. However, the use of online flipped classrooms appeared several challenges such as students must have internet access while they were learning and the internet connection, they have must be stable so that learning activities run well.
The purpose of this research wants to know the effect both grammar mastery and critical thinking towards student’s descriptive writing skill. It wants to know the effect of grammar mastery towards student’s descriptive writing skill. And then, it wants to know the effect of critical thinking towards student’s descriptive writing skill. Research method is a survey research which is taken from 90 students that are chosen randomly sampling technique at private senior high school in Karawang. There are several instruments, which are used in viewing the relationship between two independent variables (grammar mastery and critical thinking) and one dependent variable (descriptive writing skill), namely: (1) multiple choice test to measure the level of knowledge grammar mastery, (2) questionnaires to measure the level of cognitive in critical thinking, and (3) writing test to measure student’s ability in terms of descriptive writing skill. Data analysis technique used SPSS Version 16.0. The result of the research shown that (1) both grammars learned by student and critical thinking ability have effects on the student’s writing skill. This is evidence of the value both independent variables are Fcount = 339,539 and sig as big as 0,000 < 0,05. (2) grammar learnt by the students has effect on the student’s descriptive writing skill, this is evidenced by tcount = 26,037 and sig as big as 0,000 < 0,05. (3) critical thinking ability has no effect on the student’s descriptive writing skill, this is evidence by tcount = 0,858 and sig as big as 0,393 > 0,05.
Saat ini, kemampuan berkomunikasi dengan menggunakan bahasa Inggris merupakan kecakapan yang sangat penting dalam pergaulan sehari-hari, baik di lingkungan masyarakat maupun dilingkungan dunia usaha. Hampir semua dunia usaha atau perusahaan menggunakan bahasa Inggris sebagai alat ukur untuk tes masuk ke dalam sebuah perusahaan. Akan tetapi berkomunikasi dengan menggunakan bahasa Inggris bukanlah hal yang mudah. Untuk itu, sudah seharusnya permasalahan tersebut di atas menjadi perhatian kita bersama dalam rangka peningkatan kemampuan berbahasa Inggris. Termasuk bagi para lulusan Sekolah Menengah Kejuruan (SMK), dimana para peserta didik akan bersaing dengan sesama lulusan lain dan dengan lulusan pendidikan yang
Android based educational game is something new to introduce in EYL learning. This software is believed to assist teachers in delivering knowledge effectively (Megawati & Sultoni: 2016). This research is an endeavour to examine the improving of young learner's ability in learning English vocabulary towards the use of android based educational game. Using a quasi-experimentasl study, the android based educational game has been implemented for 4-week term with two meetings per week in an English class of fifth grade students' at elementary school in Karawang. Two classes are determined as sample for this research. Research findings reveal that there is significant differences in learning English vocabulary between experimental group and control group after the intervetion is implemented. The use of educational game from Android improved the student's English competence in learning vocabulary. Furthermore, the game greatly encourages the students in giving active participation during the classroom activities. The use of android based educational games is one of joyful alternative teaching to support the creative young learner's teachers. It is recommended for English Teacher to use android based educational game as alternative to improve quality of teaching.
This study is aimed to find out the strengths and the weaknesses of schoology in teaching and learning speaking and the student’s perception on the implementing schoology in teaching and learning speaking. For this research the researchers took six students of 10th grade. Qualitative was chosen as research approach to answer the research questions, while the research methodology used in this paper was narrative inquiry. The research instruments that was used in this research are interview guideline, students’ and teachers’ reflective journal questions. The data were collected by doing the three techniques: interview, reflective journal and documentation. The data analysis used thematic analysis. The finding of this research is divided into two themes: understanding schoology as an instructional media in learning speaking and student's experience of schoology in learning speaking. In this research, the researchers find out some the strengths and the weaknesses of the schoology and the students' perception of the implementing schoology in teaching and learning speaking. (1) The advantages of using schoology in teaching and learning speaking are easy to access, easy to send assignment, students can get direct feedback from the teacher personally, the features are appealing. There is no significant weaknesses of the schoology in speaking, the only weaknesses that teachers and students face are those related to internet signals. (2) The students' perception towards the implementation of schoology has a positive perception and impression because they can express their ideas in the process of learning speaking. As the conclusion, schoology is very helpful in teaching and learning speaking process, however, the teachers need to pay more attention on the weaknesses. From these research, we can anticipate the troubles that will happen and hopes that this research becomes alternative for teachers in teaching speaking.
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