Abstract:This study was aimed at describing the development of the instrument of the intercultural-based English speaking model for students in higher education. It was viewed from the validity, reliability, and difficulty index. This study used procedural development through the 4-D model that consists of four phases; defining, designing, developing, and disseminating. The study was prepared with 25 opened-ended questions and indicators. Thus, it was submitted to two group experts (ELT and language assessment experts)… Show more
“…For the textbook, it must provide selfreflection or assessment at the end of the chapter to check the understanding of each student towards the material that they have learned. It is in line with Aprianoto and Haerazi (2019) who inform that the assessment is a very crucial thing for teachers to know students" performance after giving learning materials.…”
A Textbook has a big role to make the process of learning and teaching running well. The good textbook will influence on the students’ ability toward the lesson in the classroom. Before getting an explanation from the teachers, the students will learn the material first in their homes. It will let them comprehend the material before being explained by their teachers. It will make the learners easily understanding the lesson which is explained by the teachers in the classroom. By doing so, it will not be complicated for the students in mastering each lesson. The purpose of this research is to know whether the textbook integrates all learning skills and to find out whether the textbook gives assessment or self-reflection to the students about each chapter. In order to do this research, the checklist and documentation method is used to investigate the content of the textbook. The result will be shown by using the table and explained clearly to avoid misunderstanding against the readers. Briefly, a good textbook used by teachers and students in the classroom plays a crucial role in the process of learning and teaching.
“…For the textbook, it must provide selfreflection or assessment at the end of the chapter to check the understanding of each student towards the material that they have learned. It is in line with Aprianoto and Haerazi (2019) who inform that the assessment is a very crucial thing for teachers to know students" performance after giving learning materials.…”
A Textbook has a big role to make the process of learning and teaching running well. The good textbook will influence on the students’ ability toward the lesson in the classroom. Before getting an explanation from the teachers, the students will learn the material first in their homes. It will let them comprehend the material before being explained by their teachers. It will make the learners easily understanding the lesson which is explained by the teachers in the classroom. By doing so, it will not be complicated for the students in mastering each lesson. The purpose of this research is to know whether the textbook integrates all learning skills and to find out whether the textbook gives assessment or self-reflection to the students about each chapter. In order to do this research, the checklist and documentation method is used to investigate the content of the textbook. The result will be shown by using the table and explained clearly to avoid misunderstanding against the readers. Briefly, a good textbook used by teachers and students in the classroom plays a crucial role in the process of learning and teaching.
“…Pronunciation is one of the most important things that they have to be paid attention to. According to Aprianoto and Haerazi (2019), pronunciation is a crucial aspect in speaking and it gives a significant effect for determining the utterance meaning.…”
Establishing students’ pronunciation needs a promising instructional method. One of the teachers’ efforts to develop students’ pronunciation is applying the shadowing technique. The shadowing technique was able to facilitate students to practice pronunciation skills. This study was categorized with a quasi-experimental study with the non-equivalent control group design. The samples were taken randomly using a purposive random sampling. The samples consist of 70 students that were divided into two classes, namely the experimental and control classes. The data were collected through interview, multiple-choice test, and record. Here it used descriptive and T-test analysis to find the ways they learned and the results. Finally, the researchers considered that shadowing technique is very good to be applied by the teachers and lecturers in class. The most surprising aspect of the findings are; 1) the students were motivated as long as teaching and learning conducted; 2) their response mostly positive to the way they learned; 3) and they got significant change on their pronunciation, grammar and vocabulary. This change can be seen from their ability in expressing their ideas and 4) inferential statistic results; t-test was 4.077 and t-table was 2.021 with degree of freedom (df) 44 and the level of significance (0.05) in 95%.
“…The 21 st -century learning skills require students to conduct interaction and communication (Aprianoto et al 2019). It is in line with Cinganotto (2019) who states every teacher should be aware of the importance of learning interaction in a foreign language as a crucial skill, together with listening, writing, reading, and speaking skills.…”
A useful conceptual understanding of ZPD can benefit the students from having talks with others in increasing their capability of knowing something. This idea of social constructivism underpins the need for opportunities for collaboration and support, and for learning. Individuals are required to construct self-knowledge and develop new perspectives, by engaging in hands-on activities rather than using structured information. If peer talk is combined with gallery walk where the students have the opportunity to share ideas, the combination bears such an active class activity. This study reveals the students’ achievements on how they negotiate their problems through conversing with each other. The problem-based conversation plays among students themselves in their initial academic development. This study supports theory highlighting the importance of talk in social interaction as a prerequisite for increasing students’ achievement. The results of this study show that the combination of gallery walk-peer talk able to improve the students’ achievements and also the students’ participation in class. The results also uncovers why they enjoy learning by doing gallery walk-peer talk.
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