Developing a Model for Teaching Speaking Using Cooperative Learning

The paper is aimed at: (1) finding out the weaknesses of the existing model for teaching speaking; (2)developing a model for teaching speaking using cooperative learning; and (3) finding out whether a model for teaching speaking using cooperative learning is more effective than the existing model for teaching speaking. It is an educational research and development (R & D) for developing a model for teaching speaking using cooperative learning. The research was conducted at the first semester of English Education Department of Graduate School UNS Solo. The steps consist of: (1) studying the existing model for teaching speaking to find the weaknesses of the existing model for teaching speaking using observation, interview, and questionnaire; (2) developing a model for teaching speaking using cooperative learning (trying out the model in speaking class: observation and FGD); and (3) field testing the model to find out whether a model for teaching speaking using cooperative learning is more effective than the existing model for teaching speaking. The paper reveals the following: (1) the weaknesses of the existing model for teaching speaking are as follows: (a) it is dominated by lecturing which is boring and difficult to understand; (b) it is monotonous because of lack of various models or methods; (c) the topic is not interesting; (d) the task is mostly individual; (e) discussion is rarely used; (f) the students are passive; and (g) there is lack of speaking practices and exercises; (2) developing a model for teaching speaking using cooperative learning as follows: (a) planning: to choose the topic to speak by using think and talk in groups (TTW: think, talk, and write) or think in pairs (TPS: think, pair, and share); (b) outlining: to discuss in groups or pairs the main points which will be used to develop the topic; (c) drafting: to practice in groups or pairs developing the main points into dialogue, conversation, or role play; (d) revising/editing: using peer editing/exchange/correction or group work to check the mistakes in: content, organization, grammar, vocabulary, and pronunciation (all indicators of speaking skill); and (e) sharing: the group or pair presentation while the other groups and lecturer give comments and correction; and (3) a model for teaching speaking using cooperative learning is more effective than the existing model for teaching speaking because: (a) the students are more interested or motivated to speak in groups or pairs; (b) the students are more active working in groups or pairs; (c) the students are not ashamed to make mistakes; (d) the students learn from their peers and lecturer; and (e) it can develop all indicators of speaking

Developing Computer-Assisted Tutorial Instructional Program for Teaching Grammar in Higher Education

The aims of this research were to: (1) gain information on the existing condition of learning media which are used by lecturers to teach grammar, (2) develop the proper media which is suitable for the students' need and appropriate to teach grammar, and (3) find out the feasibility of the proposed media. Research and Development method was used in this research. The research consisted of exploration stage and development stage. Observation, questionnaire, and interview were used to gain the data, while Spiral Data Analysis was used to analyze the data. From the exploration stage, it was found out that the media usually used by the lecturer to teach grammar were Power Point Presentation and handouts. The weaknesses of these media were lecturer dependent, bad presentation, time consuming, non-independent learning, device malfunction, and limited exercises. It was also revealed that Computer Assisted Instruction was not used to teach grammar while it was needed. Moodle based English Grammar Gate was designed as an answer to the students' need. It consisted of two major parts; they are: tutorial part and exercise part. Expert judgment was done to validate the product. The experts suggested several improvements and revision was made regarding the evaluation given. The revised product was then used in field testing to find out the feasibility of the product. Facing two field testing processes and having several revision toward the product, it was then stated feasible

Indonesian learners’ perception on the usage of mobile applications in writing skill

Nowadays, digital technologies play significant roles in daily life. In educational context, these technologies help learners to gain more knowledge. However, the learners mainly use mobile devices for non-academic purposes, like play game or open the social media applications rather than use the learning applications. In fact, mobile device is an effective media that can make the learners motivated and more interested in learning English. The further research needs to investigate students’ perception on the usage of mobile applications especially in creative writing skill. The participants of the research are 30 senior high school students consisting of 12 males and 18 females. The data is collected by using close-ended questionnaire. This research classified as case study research using randomized sampling. Descriptive data analysis was conducted. The results indicate that mobile applications generally give some advantages in learning English. The perceived benefits of mobile learning comprised opportunities to have ubiquitous learning, have so many exercises, analyze the specific mistakes the learner has made, and also explain the principles behind the correct answer. The learners should maximize the usage of mobile applications positively. The findings have several significant implications for educators, particularly for the use of mobile applications in academic purposes and the strategies to implement mobile learning

Listening Material in the 2013 Curriculum English Textbook: What Do the Teachers Think?

Listening is considered as the basic skill in learning a language. Listening lets students gain input in the form of audio. Due to the 2013 curriculum, schools are provided with English textbook prepared by the government. This textbook is used for the listening input which may affect the output of listening process. Therefore, the researchers are interested in conducting a research related to the weaknesses of the K13 English textbook When English Rings a Bell. The researchers want to know the weaknesses of the listening material in the textbook which can be known from the teachers\u27 perception. This research used qualitative and quantitative method. The instruments of this research are observation, questionnaire, and interview. The result of the study shows that there are several weaknesses of the listening material existing in the K13 English textbook. These weaknesses may affect to the output of language learning and cannot develop students\u27 listening skill. Therefore, it is expected that the government would take more attention on the listening material for students to help them better input for listening activity