The purpose of the research was to examine (1) whether or not the HOTS instruction was more effective than the LOTS (Lower Order Thinking Skills) instruction in teaching speaking for daily context to the first semester students at English Education department; (2) whether the students who had high self-motivation had better speaking ability than those who had low self-motivation; and (3) whether there was an interaction between teaching strategies and students’ self-motivation. By using a quantitative research with the quasi-experimental type, the data were derived from tests and questionnaires. The results show that (1) HOTS instruction is more effective than the LOTS instruction in teaching speaking for daily context to the first semester students at the English Education Department; (2) the students who have high motivation have better speaking skills than the students who have low motivation; (3) there is an interaction between teaching strategies and motivation in teaching speaking for daily context. It can be concluded that HOTS instruction is an effective strategy in teaching speaking viewed from students’ motivation. The effectiveness of the strategy is affected by students’ motivation.
The blended learning has proliferated in recent years to integrate ICT into ESP instruction. Thus, ESP teachers have to acclimatize the feasibility of the advancement in facilitating English instruction for ESP learners. To this end, the present study assayed the ESP students’ perceptions toward the blended learning in mastering English for specific purposes. In the present study, the qualitative approaches were employed based on the questionnaire data. The data gathered from the questionnaire was gauged by descriptive analyses that utilized SPSS 21. The results show that most students get satisfied and enthusiastic to have blended learning of ESP course. However, the classroom interaction by using English and time management skills should be taken into deep concern by English teachers for developing the ESP blended learning course.
Writing is a complex skill to be mastered by the university students. This skill involves not only cognitive aspect but also affective aspect such as emotions, apprehension, and motivation. The objective of this research was to find out whether there is a significant different between the students' writing skill after being taught using Thematic Progression Pattern and Direct Instruction. The research design used is quasi experimental research. There were two classes in this research, experimental class which was taught using thematic progression pattern and control class which was taught using direct instruction. The population of this research was all of the second semester students at English Department of IKIP PGRI Bojonegoro in academic year 2016/2017. The sampling technique was cluster random sampling. Technique of collecting data used was writing skill test. To analyze the data, t-test formula was used. Through this technique, the students can develop their ideas into a good writing.
Understanding the nature of the relationship between language and culture is central to the process of learning another language. Multicultural backgrounds of the students and the culture of the boarding school environment in MTs Al Iman Purworejo become the challenge for the teacher in delivering the course especially in ELT. The objectives of this research are: (1) to describe the implementation of Islamic boarding school (Pesantren) culture in ELT in MTs Al Iman Purworejo; (2) to find out its effects in English learning. This research used ethnography approach with qualitative data. The data sources in this research were teacher, students that were 2 classes from class VII and 2 classes from class VIII, and all written materials either in the form of books, reports, documents relating to research. There were some findings that can be concluded from this research, those are: (1) The teacher developed the learning materials by himself in accordance with the context and culture of Al Iman environment; (2) the teacher was open minded and flexible to receive the technological changes as the culture in Al Iman boarding school; (3) Interactive learning was implemented by the teacher in which he has a good relationship with the students.
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