AN ANLYSIS ON TEACHING SPEAKING AT SMU N 4 MALANG

In this study, the writer is interested to analyze the teaching speaking at SMU N 4 Malang. In detail, this study is attempt to investigate: (1) What is the objective of teaching speaking at SMU N 4 Malang ? (2) What are the materials of teaching speaking at SMU N 4 Malang ? (3) What are the technique used in teaching speaking at SMU N 4 Malang ? (4) How is the evaluation in teaching speaking at SMU N 4 Malang ? (5) What are the media used in teaching speaking at SMU N 4 Malang ? In analyzing the data, the researcher uses descriptive method because the writer would like to describes, analyze and explains about the teaching speaking at SMU N 4 Malang. Dealing with the study, the writer of this thesis takes the teacher who teach the first year class at SMU N 4 Malang, and collects the data from observation and interview. After analyzing the data, the writer found out the result: (1) the objectives of teaching speaking at SMU N 4 Malang are already stated in Competence Based Curriculum. In this case, SMU N 4 Malang has its own goal that is improving the students’ communication ability in using English and implement it in English competition or English contest. (2) the materials of teaching speaking at SMU N 4 Malang are taken from text book based on Competence Based Curriculum. (3) the techniques used in teaching speaking at SMU N 4 Malang are dialogues, giving opinion or respond, discussion, oral report, interviewing, news reading, and story telling. (4) the evaluation in teaching speaking at SMU N 4 Malang is usually uses discussion, debate, oral report, retelling story, conversation, news reading, and interviewing (5) the media used in teaching speaking at SMU N 4 Malang are real objects, television, VCD player, and television

CHALLENGES IN INTERNATIONAL SERVICE LEARNING

Benjamin Franklin said: “Tell me and I forget. Teach me and I remember. Involve me and I learn”. His statement emphasize the importance of involving students in their learning experience. International Service Learning, therefore, is regarded as a shift from traditional educational approach, which values the learning in a more meaningful way. With a real world experience, students in International Service Learning is argued to perform better, in their social, interpersonal, and intrapersonal skills (Cook-Sather, 2002; Larsen & Searle, 2017; Pratt & Danyluk, 2017, Carnicelli & Boluk, 2017 ). However, although international service learning has been conducted with adequate preparation, some issues are still identified (Darby, Ward-johnson, & Cobb, 2016; Larsen & Searle, 2017). In accordance to that, this paper highlights the challenges in the ISL program which administered by Faculty of Teacher Training and Education, University of Muhammadiyah Malang in qualitative method. In doing so, ten students involved in ISL program conducted in Thailand were selected as the research participants. In the results, the paper identify the challenges in three phase, namely pre-departure, during the implementation, and post-program. Furthermore, the paper provides the way to cope those challenges on each phase

DIGITAL NATIVE’S VOICES ON ONLINE PLATFORM IN BLENDED LEARNING

Teachers are required to provide digital learning environment which is fit with digital native learners. Moreover, Digital environment offer various online platforms which can be accessed by digital native learners. Therefore, the aim of this research is to investigate the digital native’s voices on online platforms in blended learning.   In regard with the concern, the current research applied a survey research which involves a hundred and fifty two students of English Language Education Department at one of Universities in East Java. In case of instrument, researchers used survey in form of online questionnaire with close-ended questions and rating scales to collect the data. Survey relies on closed-ended questions often use ratings scales. In addition, this research confirmed that the students they cannot decide their position on the function of blended learning along their learning process, 47,4% respondents answered “Maybe”. They also preferred to use Googleclassroom as their learning platform than other platforms. Moreover, Interaction between teacher and students is the main concern in blended learning with 69,6% respondents

The Power of PBL and TPACK: Catalysts for Elevating Students' Writing Learning Outcomes

The English writing learning process is crucial in English language education, but it often faces challenges such as limited resources and ineffective teaching methods. To address these issues, this study explores the use of Problem-Based Learning (PBL) integrated with Technological Pedagogical Content Knowledge (TPACK) in the context of English as a foreign language (EFL) learning, specifically in the writing course. The research aims to investigate how the integration of PBL and TPACK can enhance students' writing learning outcomes (assessing their content and clarity, structure of the writing, and language quality). The research follows a Classroom Action Research (CAR) design with a quantitative approach. The subjects consist of 10th-grade students from a public high school in Pasuruan Regency, with a total of 33 participants. Data collection instruments include pre and post writing tests and observation. Data analysis is conducted using Microsoft Excel, employing percentages. The findings demonstrate that the implementation of PBL integrated with TPACK leads to significant improvements in students' writing learning outcomes. In the pre-cycle, the pass percentage was only 39.39%, while in cycle I, it increased to 75.76%, and in cycle II, it reached 93.94%. This study contributes to the development of curricula and teaching methods for English writing. These findings have important implications for future writing instruction that can help improve students' writing learning outcomes. This study’s limitations are constraining the applicability of its findings to diverse educational environments and a relatively brief timeframe. Future research could explore cross-cultural variations, delve into extended research periods, and compare the effectiveness of PBL and TPACK with alternative teaching models in EFL education