EFL Learners’ Perception toward an Outdoor Learning Program

Abstract

The aim of this study was to investigate EFL learners' perception of an outdoor learning program, called English Scout Organization which was developed to strengthen their students' interests in learning English at secondary school. For this purpose, the 20 secondary school students in YPI Darussalam Cerme Gresik, Indonesia, were given questionnaires related to the intervention program. The program was designed for sixteen sessions with the activities including simple jigsaw, drilling, and group work activities which were scheduled in a weekly program. The students were tested in the eighth session (One Day Big English Competition) and in the sixteenth session (English Camp). These two steps of evaluations were employed to check the effectiveness of the implementation and the process of all the scheduled programs and to measure students' participation levels. Based on the analysis of the data collected, it was found that they enjoyed the English Scout Program both individually and in groups. They indicated that they enjoyed non-formal activities especially playing games, competitions, and adventures and their interests towards English learning were also strengthened during the implementation of the program.

Students’ Perception of Learning Experience and Achievement Motivation: Prototyping English for Academic Purposes (EAP)

“…Thus the results presented from the process of identifying needs analysis must be explained objectively and scientifically, even though the opportunities for subjectivity are also very high. Moreover, at the level of learning implementation in the classroom, instructors and program designers must also be involved as insiders and as facilitators who are ready to conduct intensive evaluations to monitor weaknesses (Asmara, Anwar, & Ribeh, 2016).…”

“…Differences in expectations and "wish-lists" from learners, managers, and goals are very diverse so that an in-depth analysis is required to reflect the needs of all parties involved. This is certainly very different from English for General Purposes (EGP), where there are many similarities in objectives and connections in the needs of learners so that the material content can be designed more quickly with a high degree of flexibility (Asmara, Anwar, & Ribeh, 2016).…”

Implementasi Pembelajaran Bahasa Indonesia menggunakan Model Flipped Classroom Berbasis Pembelajaran Online

“…Hal ini didorong oleh kegiatan belajar mandiri yang dilakukan siswa sebelum pembelajaran dimulai. Sebagaimana tingkat pemahaman siswa terhadap materi yang dibaca dan ditelaah berulang akan memberikan konsep yang matang (Asmara, 2016). Flipped Classroom juga mempengaruhi motivasi siswa secara signifikan melalui keinginan dan kesan positif dari pelaksanaan pembelajaran bahasa Indonesia yang dilakukan.…”

Pre-Service Teachers Professional Development through Four-Step Problem-Solving Model: A Seminar Method

“…These adaptations of the model were based on the premise that the application of the Four-Step Problem-Solving Model requires at least four elements: first, underpinning theories (e.g., experimental learning) (Bell and Gower, 2011;Jolly and Bolitho, 2011;Reppen, 2011;Willis, 2011) second, various teaching strategies in relation to the application (e.g., outdoor education, jigsaw activities, and peer exchange) (Asmara et al, 2016) third, problemsolving skills (Centeno-Cortes and Jimenez-Jimenez, 2004; Lehti-Eklund, 2013) and lastly, social interactions (e.g., community learning in schools and the neighbourhood) (Morris, 2001). It is worth to note that the abovementioned elements and features can be changed based on the classroom environment, the geographical context of the place, the population of classroom students, the subject matter, the learners at the PGDE Programmes, and so on.…”