Abstract:Vocabulary has been at the pinnacle of language learning since vocabulary mastery helps in communicating language. However, learning vocabulary yields problems prevalent among learners of this new digital era such as low participation and difficulties to keep learners attentive to lessons being learned. Deploying classroom action research, this study aims to depict the implementation of Quizlet in learning vocabulary at the tertiary level and to elicit learners' responses to Quizlet utilization in the classroom. In this regard, observation and interview were triangulated to get an enhanced portrayal of what occurred during the learning. These instruments resulted in findings that Quizlet to some extent helped in fostering learners' engagement, as well as persistence in vocabulary learning and that the learners enjoyed learning vocabulary in Quizlet and considered Quizlet as useful and beneficial tool for their learning development, particularly in vocabulary learning. Hence, it is suggested that teachers make use of Quizlet to provide learners with a new way of learning that is interesting, innovative, and probably improving learners' learning experiences, eventually fulfilling the learners' demand of the 21 st century.
Writing has always been beneficial for those who master it. Albeit its virtues, it is subject to investigation due to issues concerning its derisory tasks, its complexity, and its arid learning activities. Based upon the issues, this study is aimed at portraying how English teachers teach students writing recount texts by integrating Padlet into their classroom. Involving one English teacher and a class of 25 students, this study obtained the data through observation of four class meetings. The data were then analyzed qualitatively to depict thoroughly the teaching practice of the teacher as Padlet was deployed in the classroom. The analysis resulted in findings vis-�-vis the integration of Padlet and the teacher�s ways of integrating Padlet, that the integration of technology is categorized into some levels. The findings to some extent conform to previous studies that the integration of technology has been prevalent among English teaching in general. It is therefore suggested that teachers maintain the integration of technology while keep on fostering the accompanying capability of integrating it.�Keywords: writing; recount texts; Padlet; technology integration; digital teaching media.
This study goes into how an integration of process-genre approach and project ibunka improves students� English writing. Through Process-Genre approach, students put in writing essays by combining Process and Genre based writing. Meanwhile, Project Ibunka as an online collaborative writing project is deployed as a means of publishing the students� writing to be read and commented by other students from various cultures and countries. In the context of this study, Ibunka also provides sources used to explore the topic and as a writing model. This study is a classroom action research that involved 46 university students in two classes who learned to compose English essays in three learning cycles within twelve meetings. The integration of Process-Genre and Project Ibunka is implemented in four stages: introducing and exploring theme and topics of writing, modeling and determining genre, joint writing and independent writing. In joint and independent writing, the students go through several stages of writing process such as planning, drafting, writing, revising and editing. The result of essays scoring shows average score improvement in both classes from cycle 1 to cycle 2 and cycle 3. This students� writing improvement is also confirmed by students� positive responses revealed from observation, questionnaire and students interview.
This study aims to identify how project-based learning can help develop students’ writing ability in the form of procedural text. The study used a qualitative case study design. The data were collected through classroom observation, students’ writing, and interview which were analyzed qualitatively. The data show that PBL can develop students’ writing ability in which students improve their capacity in the concept of procedural text involving social function, schematic structure, and linguistic features. Key Words: Project-based learning, writing, procedural text
The pandemic has brought a lot of changes in education, as an example, distance learning has been used to facilitate young learners to learn and at the same time protect them from the spread of the Covid 19 virus. Distance learning has required teachers to be more creative in teaching so the learners can comprehend the teachers’ explanations. Workshop Canva and Screencast-O-Matic were conducted as a community service to help teachers provide more creative and interactive teaching using digital applications as learning media. It involved Madrasah Ibtidaiyah teachers in Bandung Barat. In presenting the community service process and result, descriptive qualitative was used to look at the process and interpret the result. As a result of workshop, the teachers were able to design teaching presentation by using Canva and make teaching recording. The teachers also admitted that the workshop helped them improve their digital literacy and their teaching creativity.
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