Pub Date : 2018-06-08DOI: 10.32332/PEDAGOGY.V6I1.1110
Agus Trioni Nawa
The purpose of this study was to investigate the English language learning strategies implemented by Thai students with the consideration of gender variable. The study employed a descriptive quantitative research design which involved administering questionnaires of rating scale using Oxford, (1990) Strategy Inventory for Language Learning (SILL) to investigate the most frequent language learning strategies from 38 Thai students (15 males and 23 females) of Wahid Hasyim University of Semarang. This study revealed that females showed more strategic (3.34) in learning English than males (2.823). Generally, females showed more frequent use social strategies and males showed more frequent use affective strategies.
{"title":"AN INVESTIGATION OF THAI STUDENTS’ ENGLISH LANGUAGE LEARNING STRATEGIES","authors":"Agus Trioni Nawa","doi":"10.32332/PEDAGOGY.V6I1.1110","DOIUrl":"https://doi.org/10.32332/PEDAGOGY.V6I1.1110","url":null,"abstract":"The purpose of this study was to investigate the English language learning strategies implemented by Thai students with the consideration of gender variable. The study employed a descriptive quantitative research design which involved administering questionnaires of rating scale using Oxford, (1990) Strategy Inventory for Language Learning (SILL) to investigate the most frequent language learning strategies from 38 Thai students (15 males and 23 females) of Wahid Hasyim University of Semarang. This study revealed that females showed more strategic (3.34) in learning English than males (2.823). Generally, females showed more frequent use social strategies and males showed more frequent use affective strategies.","PeriodicalId":443442,"journal":{"name":"Pedagogy : Journal of English Language Teaching","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129945399","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-06-06DOI: 10.32332/pedagogy.v6i1.1129
Ahmadain Nahid, Muchlas Suseno, Hanip Pujiati, J. Juanda
. This study aims to examine the effectiveness of Genre Based Approach in teaching students’ speaking of descriptive text and to investigate the improvement, if any, of junior high school students in their speaking of descriptive genre. To achieve those purposes, both quantitative and qualitative research were utilized. Specifically, one post-test only quasi-experimental design was chosen to achieve the first aim, while case study was utilized to answer the second research purpose. To collect the data, non-participant observations and students’ speaking test were conducted. The data from observation were then analyzed using inductive analysis while the students’ speaking test was proceed using statistical calculation through t-test and also analyzed using the genre framework analysis of descriptive text. The result reveals that GBA is effective to develop students’ speaking descriptive text and the improvement of students is seen from the social function, text organization and linguistic features of the text. Additionally, this study suggests that EFL teachers use GBA to teach other types of text. Keywords: Descriptive text,Genre Based Approach
{"title":"Genre-Based Approach To Teaching Speaking Of Descriptive Text (A Case Study At A Rural Junior High School In South West Nusa, Indonesia)","authors":"Ahmadain Nahid, Muchlas Suseno, Hanip Pujiati, J. Juanda","doi":"10.32332/pedagogy.v6i1.1129","DOIUrl":"https://doi.org/10.32332/pedagogy.v6i1.1129","url":null,"abstract":". This study aims to examine the effectiveness of Genre Based Approach in teaching students’ speaking of descriptive text and to investigate the improvement, if any, of junior high school students in their speaking of descriptive genre. To achieve those purposes, both quantitative and qualitative research were utilized. Specifically, one post-test only quasi-experimental design was chosen to achieve the first aim, while case study was utilized to answer the second research purpose. To collect the data, non-participant observations and students’ speaking test were conducted. The data from observation were then analyzed using inductive analysis while the students’ speaking test was proceed using statistical calculation through t-test and also analyzed using the genre framework analysis of descriptive text. The result reveals that GBA is effective to develop students’ speaking descriptive text and the improvement of students is seen from the social function, text organization and linguistic features of the text. Additionally, this study suggests that EFL teachers use GBA to teach other types of text. \u0000 \u0000Keywords: Descriptive text,Genre Based Approach","PeriodicalId":443442,"journal":{"name":"Pedagogy : Journal of English Language Teaching","volume":"41 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132079609","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-06-05DOI: 10.32332/PEDAGOGY.V6I1.1116
W. Ninsiana, Lukmanul Hakim
The aim of the research is to find the error of using inflectional affixes in students’ argumentative writing of the fifth semester of English Department of IAIN Metro. This research is descriptive-qualitative research. This descriptive-qualitative research use two sources, primary and secondary data, the primary data is achieved through the argumentative writing text from the fifth students semester of IAIN Metro. Then the secondary data is collected from archival. This research applies Creswell model to analyze the data. The findings research shows there are 9 argumentative writing result, they have eight errors in using {–s}, 2 errors in using {–es}, 1 error in using {–ies}, 13 errors in using {–ed}, 3 errors in using {–ing}, and there is no error in using {–er} and{–est}. Based on the data, the first error that commonly found in students’ writing production is the use of {–ed}, and the second one is the use of {–s}, and the third one is the use of {–es}. Most of the fifth semester students of the English Department of IAIN Metro have lack of knowledge about inflectional affixes and there are many students who feel difficult in deciding which one is the correct affix for the word they want. It means there are many students of the fifth semester of English Department of IAIN Metro that still can not use the inflectional affixes correctly. The conclusion of the research is the student of the fifth semester of English Department of IAIN Metro need attention to focus on writing argumentative learning and semantic specially ‘inflection affixes’.
{"title":"An Analysis Of Inflectional Affixes Error In Argumentative Writing","authors":"W. Ninsiana, Lukmanul Hakim","doi":"10.32332/PEDAGOGY.V6I1.1116","DOIUrl":"https://doi.org/10.32332/PEDAGOGY.V6I1.1116","url":null,"abstract":"The aim of the research is to find the error of using inflectional affixes in students’ argumentative writing of the fifth semester of English Department of IAIN Metro. This research is descriptive-qualitative research. This descriptive-qualitative research use two sources, primary and secondary data, the primary data is achieved through the argumentative writing text from the fifth students semester of IAIN Metro. Then the secondary data is collected from archival. This research applies Creswell model to analyze the data. The findings research shows there are 9 argumentative writing result, they have eight errors in using {–s}, 2 errors in using {–es}, 1 error in using {–ies}, 13 errors in using {–ed}, 3 errors in using {–ing}, and there is no error in using {–er} and{–est}. Based on the data, the first error that commonly found in students’ writing production is the use of {–ed}, and the second one is the use of {–s}, and the third one is the use of {–es}. Most of the fifth semester students of the English Department of IAIN Metro have lack of knowledge about inflectional affixes and there are many students who feel difficult in deciding which one is the correct affix for the word they want. It means there are many students of the fifth semester of English Department of IAIN Metro that still can not use the inflectional affixes correctly. The conclusion of the research is the student of the fifth semester of English Department of IAIN Metro need attention to focus on writing argumentative learning and semantic specially ‘inflection affixes’.","PeriodicalId":443442,"journal":{"name":"Pedagogy : Journal of English Language Teaching","volume":"93 Pt A 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122656083","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-06-05DOI: 10.32332/PEDAGOGY.V6I1.1090
D. Hans
Process of literacy teaching influences young learners’ future education. Childhood experience of literacy learning in EFL classroom becomes one of the factors that contributes to young learnes’ motivation in learning English. Consequently, the implementation of literacy instruction to young learners in EFL classroom must be conducted interestingly in order to engage them in the enjoyable and understandable English learning process. One of the efforts to encounrage young learners to improve their literacy skills is by the use of ICT in EFL classroom. Importantly, the use of animated electronic books in EFL classroom is considered as one of the beneficial tools used to increase young learners’ literacy skills. Therefore, this article discusses how to implement animated electronic books in increasing young learners’ literacy skills in EFL classroom.
{"title":"CONCEPT OF ANIMATED ELECTRONIC BOOKS IN INCREASING YOUNG LEARNERS’ LITERACY SKILLS IN EFL CLASSROOM","authors":"D. Hans","doi":"10.32332/PEDAGOGY.V6I1.1090","DOIUrl":"https://doi.org/10.32332/PEDAGOGY.V6I1.1090","url":null,"abstract":"Process of literacy teaching influences young learners’ future education. Childhood experience of literacy learning in EFL classroom becomes one of the factors that contributes to young learnes’ motivation in learning English. Consequently, the implementation of literacy instruction to young learners in EFL classroom must be conducted interestingly in order to engage them in the enjoyable and understandable English learning process. One of the efforts to encounrage young learners to improve their literacy skills is by the use of ICT in EFL classroom. Importantly, the use of animated electronic books in EFL classroom is considered as one of the beneficial tools used to increase young learners’ literacy skills. Therefore, this article discusses how to implement animated electronic books in increasing young learners’ literacy skills in EFL classroom.","PeriodicalId":443442,"journal":{"name":"Pedagogy : Journal of English Language Teaching","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134121583","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-06-04DOI: 10.32332/PEDAGOGY.V6I1.1087
M. Wijaya, I. Uin, Raden Intan
Fluent readers are characterized by their ability in comprehending reading text flawlessly. They need no such a significant delay to process either word recognition or world knowledge while putting some efforts to get the gist of the text. Thus, their reading speed would increase by the time their word recognition skill improved. This also implicates their reading comprehension as well since they are skillful enough to relate what they know about the text with the text itself. However, that condition happened differently to students who joined Reading for General Purposes class. Some students who read in normal speed varied in their reading comprehension score. Students’ reading speed level must have yielded the approximate score to their speed level, moderate score. This occurrence leaded the writer to investigate if there is any correlation between students’ reading speed level and their reading comprehension. Thus, correlational research design was deployed in this research. Sample of this research were students who joined writer’s Reading for General Purposes class, 74 students. The data were collected by using tests, reading speed test and reading comprehension. After collecting the data, the writer analyzed them by using Spearman’s Rank Order Correlation to test the hypothesis. Since the result of Spearman’s rho value Sig. = .608 > α = .05, alternative hypothesis was not accepted which meant that there was no correlation between students’ reading speed level and their reading comprehension.
{"title":"READING SPEED LEVEL AND COMPREHENSION IN SECOND LANGUAGE READING","authors":"M. Wijaya, I. Uin, Raden Intan","doi":"10.32332/PEDAGOGY.V6I1.1087","DOIUrl":"https://doi.org/10.32332/PEDAGOGY.V6I1.1087","url":null,"abstract":"Fluent readers are characterized by their ability in comprehending reading text flawlessly. They need no such a significant delay to process either word recognition or world knowledge while putting some efforts to get the gist of the text. Thus, their reading speed would increase by the time their word recognition skill improved. This also implicates their reading comprehension as well since they are skillful enough to relate what they know about the text with the text itself. However, that condition happened differently to students who joined Reading for General Purposes class. Some students who read in normal speed varied in their reading comprehension score. Students’ reading speed level must have yielded the approximate score to their speed level, moderate score. This occurrence leaded the writer to investigate if there is any correlation between students’ reading speed level and their reading comprehension. Thus, correlational research design was deployed in this research. Sample of this research were students who joined writer’s Reading for General Purposes class, 74 students. The data were collected by using tests, reading speed test and reading comprehension. After collecting the data, the writer analyzed them by using Spearman’s Rank Order Correlation to test the hypothesis. Since the result of Spearman’s rho value Sig. = .608 > α = .05, alternative hypothesis was not accepted which meant that there was no correlation between students’ reading speed level and their reading comprehension.","PeriodicalId":443442,"journal":{"name":"Pedagogy : Journal of English Language Teaching","volume":"135 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124199325","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-06-04DOI: 10.32332/PEDAGOGY.V6I1.1113
Ahmad Madkur
According to Van Dijk, there are three dimensions of discourse analysis, namely text, social cognition and social context. This study was focused on the first dimension, text. Joko Widodo’s first presidential English speech on economic issues in front of international audience in CEO Summit in Beijing was one of speeches a lot of people talk about. Some like while some others dislike. This study was intended to analyze the transcript of the speech. This text analysis was based on Van Dijk’s design in which the unit elements of the analysis are divided into three parts: macro-structure, suprastructure and microstructure. The result of the analysis revealed that in macrostructure element, several sentences in the presidential speech were less coherent in term of stating theme. Then, in suprastructure, the scheme of the speech consisted of opening, content and closing. Finally, in the microstrucure, the semantic aspect could be found in setting, detail, intention, presupposition, and normalization.
Van Dijk认为语篇分析有三个维度，即文本、社会认知和社会语境。这项研究的重点是第一个维度，即文本。佐科·维多多在北京CEO峰会上首次就经济问题在国际观众面前发表了总统英语演讲，这是很多人谈论的演讲之一。有些人喜欢，有些人不喜欢。这项研究的目的是分析演讲的文字记录。本文以Van Dijk的设计为基础进行分析，分析的单元要素分为宏观结构、上层结构和微观结构三部分。分析结果表明，在宏观结构因素上，总统演讲中有几个句子在阐述主题方面缺乏连贯性。其次，在上层结构上，演讲方案由开场、内容和结尾组成。最后，在微观结构中，语义方面可以在设置、细节、意图、预设和规范化中找到。
{"title":"A TEXT ANALYSIS ON PRESIDENT JOKO WIDODO’S SPEECH AT APEC CEO SUMMIT ASIAN PACIFIC","authors":"Ahmad Madkur","doi":"10.32332/PEDAGOGY.V6I1.1113","DOIUrl":"https://doi.org/10.32332/PEDAGOGY.V6I1.1113","url":null,"abstract":"According to Van Dijk, there are three dimensions of discourse analysis, namely text, social cognition and social context. This study was focused on the first dimension, text. Joko Widodo’s first presidential English speech on economic issues in front of international audience in CEO Summit in Beijing was one of speeches a lot of people talk about. Some like while some others dislike. This study was intended to analyze the transcript of the speech. This text analysis was based on Van Dijk’s design in which the unit elements of the analysis are divided into three parts: macro-structure, suprastructure and microstructure. The result of the analysis revealed that in macrostructure element, several sentences in the presidential speech were less coherent in term of stating theme. Then, in suprastructure, the scheme of the speech consisted of opening, content and closing. Finally, in the microstrucure, the semantic aspect could be found in setting, detail, intention, presupposition, and normalization.","PeriodicalId":443442,"journal":{"name":"Pedagogy : Journal of English Language Teaching","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114020245","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-06-04DOI: 10.32332/PEDAGOGY.V5I2.1010
Septi Fitrianingsih, L. Sholihah
One of the objectives in foreign language teaching in Indonesia is to improve speaking skill accurately and fluently. Speaking is one of difficult aspect for students to master. This is hardly surprising when one considers everything that is involved when speaking: ideas, what to say, language, how to use grammar and vocabulary pronunciation as well as listening to and reacting to the person you are communicating with. The purpose of this research is to know there is any positive and significant influence of using Inside Outside Circle (IOC) technique toward students’ speaking ability at the second year students of MA Negeri 1 East Lampung academic year 2016/2017. This research is quantitative research. Research design that is used in this research is quasi experimental design. Data collecting technique of this research consists of pretest, treatment and posttest. The researcher gives test to know how far the students ability in speaking. The score of the students get from pretest and posttest. Inside Outside Circle influence the students’ speaking ability. It is appropriate with the result of the students score. It was proved based on the result of ttest, where tcount was 15,89 were higher than ttable was 2.0 in significance level 5% and 2,66 in significance level 1%. It means that there is an influence of Inside Outside Circle technique toward students speaking ability in second year of MA Negeri 1 East Lampung.
印尼外语教学的目标之一是提高准确流利的口语能力。口语是学生难以掌握的一个方面。当一个人考虑到说话时所涉及的一切:想法、要说什么、语言、如何使用语法和词汇发音，以及倾听和回应与你交流的人时，这一点也不奇怪。本研究的目的是了解在2016/2017学年东楠榜MA Negeri 1的二年级学生中，使用内外圈(IOC)技术对学生的口语能力是否有积极且显著的影响。这项研究是定量研究。本研究采用的研究设计为准实验设计。本研究的数据收集技术包括前测、处理和后测。研究人员通过测试来了解学生的口语能力。学生的成绩由前测和后测得出。Inside Outside Circle会影响学生的口语能力。这与学生的成绩是相适应的。根据检验结果证明，其中tcount为15.89，显著性水平5%高于表值2.0，显著性水平1%高于表值2.66。这意味着内外圈教学法对东楠榜MA Negeri 1二年级学生的口语能力有一定的影响。
{"title":"The Influence Of Using Inside – Outside Circle (Ioc) Technique Toward Students’ Speaking Ability At The Second Year Of Ma Negeri 1 East Lampung","authors":"Septi Fitrianingsih, L. Sholihah","doi":"10.32332/PEDAGOGY.V5I2.1010","DOIUrl":"https://doi.org/10.32332/PEDAGOGY.V5I2.1010","url":null,"abstract":"One of the objectives in foreign language teaching in Indonesia is to improve speaking skill accurately and fluently. Speaking is one of difficult aspect for students to master. This is hardly surprising when one considers everything that is involved when speaking: ideas, what to say, language, how to use grammar and vocabulary pronunciation as well as listening to and reacting to the person you are communicating with. The purpose of this research is to know there is any positive and significant influence of using Inside Outside Circle (IOC) technique toward students’ speaking ability at the second year students of MA Negeri 1 East Lampung academic year 2016/2017. This research is quantitative research. Research design that is used in this research is quasi experimental design. Data collecting technique of this research consists of pretest, treatment and posttest. The researcher gives test to know how far the students ability in speaking. The score of the students get from pretest and posttest. Inside Outside Circle influence the students’ speaking ability. It is appropriate with the result of the students score. It was proved based on the result of ttest, where tcount was 15,89 were higher than ttable was 2.0 in significance level 5% and 2,66 in significance level 1%. It means that there is an influence of Inside Outside Circle technique toward students speaking ability in second year of MA Negeri 1 East Lampung.","PeriodicalId":443442,"journal":{"name":"Pedagogy : Journal of English Language Teaching","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121205354","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-06-04DOI: 10.32332/PEDAGOGY.V6I1.1112
S. Suhono, Y. A. Sari
The aim of this research was to know whether of applying Tell and Show strategy can influence learners’ descriptive text at the Tenth grade of English Course Surakarta. The researchers used true experimental design which consist of control groupand experimental group.The subject of this research was students of young learner at the tenth grade of English Course at Surakarta. This research was quantitative research design in the form of experimental research. The researcher uses test as the data collection method. To investigate whether there was a positive and significant differences study between experimental class and control class. The researcher analyzed the data by using t-test formula. The result revealed that the average score of Experiment class was higher (72.12) than the average of control class (66.23). It can be concluded that teaching in the experimental class using Tell and Show (TS) strategy gave better result than in the control class using the other strategy in teaching descriptive text. the result of data analysis using t-test is t-observed = 5.289 and t-table = 5% : 2.000, 1% : 2.660. It means that t-observed is higher than t-table = 5.289 > 2.000. It can be inferred that Ha is accepted and Ho is rejected.It can be concluded that is using Tell and Show (TS) strategy gave more positive effect toward the learnerners’ descriptive text writing ability.
{"title":"APPLAYING TELL AND SHOW STRATEGY ON WRITTENT TEXT OF YOUNG LEARNERS","authors":"S. Suhono, Y. A. Sari","doi":"10.32332/PEDAGOGY.V6I1.1112","DOIUrl":"https://doi.org/10.32332/PEDAGOGY.V6I1.1112","url":null,"abstract":"The aim of this research was to know whether of applying Tell and Show strategy can influence learners’ descriptive text at the Tenth grade of English Course Surakarta. The researchers used true experimental design which consist of control groupand experimental group.The subject of this research was students of young learner at the tenth grade of English Course at Surakarta. This research was quantitative research design in the form of experimental research. The researcher uses test as the data collection method. To investigate whether there was a positive and significant differences study between experimental class and control class. The researcher analyzed the data by using t-test formula. The result revealed that the average score of Experiment class was higher (72.12) than the average of control class (66.23). It can be concluded that teaching in the experimental class using Tell and Show (TS) strategy gave better result than in the control class using the other strategy in teaching descriptive text. the result of data analysis using t-test is t-observed = 5.289 and t-table = 5% : 2.000, 1% : 2.660. It means that t-observed is higher than t-table = 5.289 > 2.000. It can be inferred that Ha is accepted and Ho is rejected.It can be concluded that is using Tell and Show (TS) strategy gave more positive effect toward the learnerners’ descriptive text writing ability.","PeriodicalId":443442,"journal":{"name":"Pedagogy : Journal of English Language Teaching","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122894089","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-06-03DOI: 10.32332/PEDAGOGY.V6I1.1111
Ayu Fatmawati
The phenomenon of graduate students who are not ready for employment in a digital age seizes the educators’ attention. Then, some research findings identified the students’ need to focus on 21st century skills in order to fulfill the workplace requirements. Some teaching methods are provided to help teacher in teaching 21st century skills. One of them is the project based learning (PbL). This research aimed at knowing the students’ perception of 21st century skill development through the implementation of project-based learning. Descriptive quantitative method was utilized in this research. The respondents were the students of English department from one of private universities in East Java. An online questionnaire was used as the instrument in this research. The data analysis was done statistically. The responses indicate that the implementation of project based learning generally helps the students in developing their 21st century skills. In conclusion, the students agree that the PbL can develop their 21st century skills. So, the lecturers are suggested to design the project based learning with the specific goals of 21st century skills development.
{"title":"STUDENTS’ PERCEPTION OF 21st CENTURY SKILLS DEVELOPMENT THROUGH THE IMPLEMENTATION OF PROJECT-BASED LEARNING","authors":"Ayu Fatmawati","doi":"10.32332/PEDAGOGY.V6I1.1111","DOIUrl":"https://doi.org/10.32332/PEDAGOGY.V6I1.1111","url":null,"abstract":"The phenomenon of graduate students who are not ready for employment in a digital age seizes the educators’ attention. Then, some research findings identified the students’ need to focus on 21st century skills in order to fulfill the workplace requirements. Some teaching methods are provided to help teacher in teaching 21st century skills. One of them is the project based learning (PbL). This research aimed at knowing the students’ perception of 21st century skill development through the implementation of project-based learning. Descriptive quantitative method was utilized in this research. The respondents were the students of English department from one of private universities in East Java. An online questionnaire was used as the instrument in this research. The data analysis was done statistically. The responses indicate that the implementation of project based learning generally helps the students in developing their 21st century skills. In conclusion, the students agree that the PbL can develop their 21st century skills. So, the lecturers are suggested to design the project based learning with the specific goals of 21st century skills development.","PeriodicalId":443442,"journal":{"name":"Pedagogy : Journal of English Language Teaching","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-06-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122935054","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：