Social media has now much been integrated as a learning platform in various educational settings, including those in Language Teaching and Learning (LTL). Increasing number of studies has also reported the effectiveness of social media to support LTL activities. This present study aimed to investigate whether Facebook, as the most popular social media in Indonesia, would be an effective learning tool for EFL university students taking advanced writing class. This study employed a case study qualitative approach. The data were collected through questionnaire, interview, and observation of students’ discussion on Facebook and then analyzed using frequency count and thematic content analysis. The findings reveal that most students find the use of Facebook in writing class effective in boosting their confidence in using English as communicative means, encouraging their participation in class discussion, and improving their English language proficiency, particularly the writing skill. This study suggests that Facebook can be used as a supplementary learning tool in higher education classrooms as it brings positive effect not only on students’ learning habits but also competence.
The writing process approach (WPA) is a way to solve the problems of how the students express their ideas in producing essays systematically. The use of WPA needs to be examined from the students' perceptions because students' perception of the use of WPA influences students' writing ability. This study aims to investigate the students' perceptions on the application of WPA in EFL writing classes. This study applied a qualitative approach using a questionnaire and semi-structured interview with a written list of questions as a guide which focused on students' perceptions in the application of the WPA in their writing class. The data of the interview was analyzed by qualitative by using content analysis. The questionnaire results showed that most students had a highly positive and positive perception, while no students had a negative perception of the application of WPA based on the percentages. The results of interviews were concluded in four themes. Firstly, most students reported that they have highly positive opinions on WPA and considered the planning. Secondly, peer feedback is revising strategies as most useful. Thirdly, they stated that the steps in WPA were specific, systematic, and helpful. Lastly, they perceived that their writing product had improved after the application of WPA in writing class. The findings from the interviews corresponded with the findings from the questionnaire, which revealed that students had positive perceptions on the application of WPA in writing class; therefore, WPA can be suggested as the alternative approach to improve students' writing ability.
Peer feedback is the comment or advice from equal partner, which can help the writer to improve their product of the writing. The aim of this study was to find out the types of peer feedback most frequently given by students in reviewing their classmates’ essay. The total participants of this study were 178 students of English education department. The data of this study was taken from peer feedback given by students in reviewing essay, which applied in the class of writing. The design of this study was descriptive quantitative. The peer feedback given by students in reviewing their classmates’ essay was analyzed and categorized based on Hyland and Hyland’s classification: praise, criticism, and suggestion. As the result, suggestion was most frequently given by students in reviewing essay because most of the students gave constructive comment or asking the improvement as their feedback rather than gave praise and criticism. It was seen that the total suggestion which given by students to the classmates was 208 feedback. Then, 108 praise was given which expressed the positive comments or positive impression, though there is some empty praise without constructive comments. 107 criticisms were also given by students in expressing their negative comment or dissatisfaction with the essay written by their classmates. In addition, some combinations of the feedback were also given in reviewing essay. There are 30 combinations of praise and criticism, 51 combinations of praise and suggestion, and 25 combinations of criticism and suggestion. In conclusion, the reviewers expressed positive and negative comments, positive and constructive comments, the negative and constructive comments in same time.
The purpose of this quasi-experimental research was to reveal the JiRQA learning supports on biology students' achievement in the multi-ethnical classroom in higher education. The research sample was included 125 students consisting of the ethnics of Dayak, Javanese, and Malay. The achievement data were obtained from the pretest and posttest using an essay test and analyzed by using ANCOVA at the level of significance 5%, followed by LSD test. The analysis results show that the achievement in JiRQA learning is 30.91% higher and significantly different from that of conventional learning. The achievement of Dayak ethnic students is 20.30% higher from the Javanese ethnic and 19.53% from Malay ethnic. The achievement among ethnics in JiRQA learning was not significantly different, but significantly different in conventional learning. Therefore, JiRQA learning has the accommodate biology students' achievement in the multi-ethnical classroom.
Penelitian ini bertujuan untuk mengetahui (1) bentuk model permainan dalam pembelajaran renang untuk mahasiswa. (2) Hasil pelaksanaan tahap uji coba pada kelompok kecil dan kelompok besar model permainan dalam pembelajaran renang untuk mahasiswa. Metode penelitian yang digunakan yaitu penelitian pengembangan. Hasil penelitian yang diperoleh yaitu (1) Tersusunnya 15 bentuk model permainan dalam pembelajaran renang dengan unsur meliputi: nama permainan, tujuan permainan, peralatan yang butuhkan, jumlah peserta dan aturan permainan. (2) Pada uji penggunaan model permainan oleh mahasiswa dalam uji coba kelompok kecil, terlihat bahwa model permainan yang dikembangkan memperoleh rata-rata skor 3,11 dengan kategori sangat baik dan pada uji penggunaan model permainan pada uji coba kelompok besar diperoleh rata-rata skor 3,28 dengan kategori sangat baik. Dari hasil tersebut dapat artikan bahwa model permainan untuk pembelajaran renang yang dikembangkan peneliti mendapatkan respon positif dari mahasiswa dan dapat diterapkan dalam pembelajaran renang untuk mahasiswa.
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