This mixed-method study observes the effects of collaborative writing strategy on EFL learners’ writing skill and their perception of the strategy. The population consists of 80 students from a public senior high school in West Sumatra, Indonesia. The samples, which were selected by using cluster random sampling, were categorized as the experimental and control class. Each class were taught with different teaching strategies, experimental class was taught by using collaborative writing strategy and the control class was taught by using conventional teaching strategy. The data were collected through writing tests and interviews to measure the students’ writing skill and their perception of collaborative writing. The result of the analysis reveals that collaborative writing strategy has helped students in generating their writing ideas and activating the students’ background knowledge of the topics assigned to them to develop in their writings. The result of this study also highlights the students’ positive perception on collaborative writing strategy.
In particular, the teacher plays essential roles in assisting the learners to achieve the goals of learning. To improve the learners' capacity to the higher level maximally, the appropriate scaffolding strategy is needed. This study aimed to describe the implementation of scaffolding strategy used by teachers at Speaking English Course at Kampung Inggris Pare, East Java. This place is one of the biggest non-native English environment in Indonesia that provides an alternative way to improve learners' speaking ability outside formal education. This study was descriptive qualitative research using observation, interview, and documentary. The participants were two speaking teachers that were elected by purposive sampling. It was found that the scaffolding strategies that used by the teachers were set and share the goal of the study, offering an explanation, providing hint, modelling, verifying and clarifying learners' understanding, inviting the learners' participation, reformulation, verbal prompt, giving feedback, and drillings. These are some stimulations for the learners to be independent.
<p style="text-align: justify;">The implementation of Lesson Study (LS) varies considerably across countries and institutions and is still in a phase of adaptation and experimentation. This article explains the result and the process of a school-based initiative endeavor to implement LS at a suburban elementary in Padang, Indonesia. The study involved 13 teachers, the principal and 6 classes of students. The data were collected through observation and interview. They were classified on the basis of three noticeable emerging themes- teacher collaboration, scaffolding, and reflection. The data were analyzed qualitatively. The results of data analysis reveal a promising improvement in these aspects. Implementing school- support LS increased by weaving the concept into practice helped teachers develop their professionalism gradually. It was obvious that the teachers felt more at ease to work collaboratively when they designed the lesson. This also affected their design which showed more meaningful learning activities and challenging tasks. Then, the teachers improved the way they scaffolded the pupils. The content of reflection and the way the results of reflection were conveyed became better. The principal’s support and the teachers’ strong willingness to elevate their quality apparently took an important role. In spite of that, there were some challenges in carrying out collaboration, providing appropriate scaffolding, and doing reflection. Changing the teachers’ common practice to LS apparently needs some adjustment and time.</p>
Abstract-This article discusses a partial result of a study conducted to look at the implementation of reflective teaching to improve student-teachers' pedagogic competence in Micro Teaching Class and Teaching Practicum subject. The focus of this report is to describe the use of reflective journals plus video recording as tools used by the prospective teachers for reflective teaching. Thus, the emphasis will be on the extent to which the combination of these tools helps the student-teachers improve their teaching skill. This action research employs qualitative approach. The data were collected through teaching performance assessment, observation, and interview. This research was carried out in Micro Teaching class consisting of 19 students. There were three procedures implemented in this research. First, the student-teachers were asked to perform their teaching. The teaching performance of each-student teacher was videorecorded by the researchers. The student-teachers were asked to reflect upon their teaching and watch their own teaching performance and write the results of the reflection in a journal. Second, the student-teachers performed their second teaching. Again, their teaching performance was recorded. Before receiving comments from the lecturer and their peers, they were asked to articulate what they thought about their performance. Similar to the first cycle, the student-teachers were asked to reflect upon their teaching practice, watch the recording, and write the results of reflection in their journals. The same procedure was applied at the third cycle. The findings of this study regarding the use of journal and video indicate that these tools are effective in helping students improve their teaching skill. In fact, quantitatively, the students' teaching skill improved as indicated by the comparison of the scores they gained in the three teaching cycles. Based on the qualitative analysis, it was found that the student-teachers got benefits from their reflective journal plus video recording. Their writing in the journals revealed that most of them were aware of their weaknesses, and thus made improvement in the corresponding points. Furthermore, in the interview they said that watching video gave them a vivid idea how their teaching was like.
This study explores the use of drawing task in the implementation of task-based language teaching to teach reading comprehension. The result reported here is a part of an experimental study which sought to look at the contribution of different task types on the students' reading comprehension. One of the tasks was drawing task. This study involved one randomly selected class of the 10th year senior high school students in Padang (West Sumatera). The data were collected through reading test and observation. The result of the data showed that drawing task was the most successful task. It is indicated by the average score the students gained in the test; that is 95. The result of observation also revealed that drawing task was interesting for the students. There are some factors which may explain these findings. In addition to its attractive sense, Drawing Task offers more authenticity and creativity to the students to deal with their reading text and comprehension. This leads to high motivation and engagement in reading and doing the tasks. However, some challenges in Drawing Task implementation need to be taken into account such as preparation, task duration, and text types.
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