Constructivism and Its Perspectives Related to Teaching And Learning Process In The Classroom : A Conceptual Framework

Constructivism is a view that emphasizes the active role of students in building understanding and making sense of the information. The constructivist teaching is learner centered where students are actively involved in knowledge construction rather than mere passive listeners. Constructivists‟ views can be organized in two forms: psychological and social. In constructivists‟ view such as Piaget, students construct knowledge by transforming, organizing, reorganizing previous knowledge whereas in social constructivists‟ view such as Vygotsky, opportunities are provided to students to learn through social interaction in construction of knowledge and understanding. The paper is an attempt toexamine constructivist teaching and learning by providing in-depth analysis of features of constructivist theory and its two forms (psychological and social) and the organization of a constructivist classroom

Social Constructivism-Based Reading Comprehension Teaching Design

Abstract: This study aimed to investigate students’ reading comprehension achievement, vocabulary mastery, and social values among students. The methodology was Research & Development (R&D). There were six classes involved in the research and grouped into three high classes and three low classes based on the reading comprehension and vocabulary placement test results. All classes were taught with the social constructivism-based reading comprehension teaching design in the phase of large fild testing in the academic year 2016/2017 with total number of 148 students; 72 in the high class and 76 the low students. To collect the data, tests of reading comprehension and vocabulary were used. Shapiro-Wilk test was used to the normality of data distribution. The fidings from the paired-sample t-tests showed signifiant diffrences revealing the effctiveness of the social constructivism-based reading comprehension teaching design. The article concludes with implications for pedagogy.Keywords: reading comprehension achievement, vocabulary mastery, social constructivismAbstrak: Penelitian ini bertujuan untuk mengetahui prestasi pemahaman membaca siswa, penguasaan kosakata, dan nilai-nilai sosial siswa. Metode yang digunakan adalah Research & Development (R&D). Terdapat enam kelas yang terlibat dalam penelitian ini dan dikelompokkan menjadi tiga kelas atas dan tiga kelas rendah berdasarkan hasil tes pemahaman membaca dan tes penempatan kosa kata. Semua kelas diajar dengan desain pembelajaran pemahaman membaca berbasis konstruktivisme sosial pada tahap uji coba lapangan besar pada tahun ajaran 2016/2017 dengan jumlah 148 siswa; 72 di kelas tinggi dan 76 di kelas rendah. Untuk mengumpulkan data digunakan tes pemahaman membaca dan kosakata. Uji Shapiro-Wilk digunakan untuk mengetahui normalitas sebaran data. Temuan dari uji-t berpasangan menunjukkan perbedaan yang signifian yang menunjukkan keefektifan desain pengajaran pemahaman membaca berbasis konstruktivisme sosial. Artikel ini memberikan kesimpulan dengan implikasi pedagogi.Kata-kata kunci: prestasi pemahaman membaca, penguasaan kosakata, konstruktivisme sosia

PENERAPAN METODE PENGAJARAN TOTAL PHYSICAL RESPONSE (TPR) BAGI GURU BAHASA INGGRIS MADRASAH IBTIDAIYAH DI PONDOK PESANTREN AL AMALUL KHAIR PALEMBANG

Penyuluhan pelatihan Pelatihan Penerapan Metode Pengajaran Total Physical                                                 Response (TPR)  bagi guru Bahasa Inggris Madrasah  Ibtidaiyah di Pondok Pesantren Al Amalul Khair Palembang bertujuan untuk memberikan penyuluhan kepada Guru Bahasa Inggris Madrasah  Ibtidaiyah di Pondok Pesantren Al Amalul Khair Palembang bagaimana melakukan penerapan metode pengajaran   Total Physical Response (TPR). Hal ini dimaksudkan untuk menambah pengetahuan serta memberikan alternatif pilihan cara pengajaran bagi guru Bahasa Inggris Madrasah  Ibtidaiyah di Pondok Pesantren Al Amalul Khair Palembang. Kegiatan ini dihadiri oleh seluruh guru Bahasa Inggris Madrasah  Ibtidaiyah di Pondok Pesantren Al Amalul Khair Palembang.  Dalam penyuluhan, terjadi diskusi dan brain-storming yang menarik sehingga kegiatan penyuluhan ini sesuai dengan yang telah direncanakan. Pada akhir kegiatan penyuluhan peserta telah memahami tata cara penerapan metode pengajaran Total Physical Response (TPR)

BRING TO LIGHT STUDENTS LISTENING COMPREHENSION DIFFICULTIES AT TERTIARY LEVEL IN EFL CONTEXT

Abstract:  Listening Comprehension has been an obstacle for the students to learn English well. They have untold difficulties in understanding listening text. This paper tries to uncover this problem and the step stone to facilitate teachers finding solution to set the students free from their confinement. 56 students were the respondents of the questionnaire concerning about their listening difficulties. Their biggest responses were limited listening time allocation (10%-25% out of teaching time), failure in listening test (41 students), lack of practice listening at home (46 students), using the right learning media (50 students), No meta-cognitive strategy before listening (30 students), listening to word by word technique while listening (35 students), ignoring the difficult words during listening (29 students), speed of speech (38 students), unfamiliar topic (35 students), and long listening text (25). The conclusion is the awareness of listening comprehension difficulties resulted on identifying the problem. As their attitude toward learning was positive, they were able to apply the right strategy to help them reducing their listening problems

FORMATIVE ASSESSMENT

The use of formative assessments, or other diagnostic efforts within classrooms, provides information that should help facilitate  improved pedagogical practices and instructional outcomes. However, a review of the formative assessment literature revealed that there is no agreed upon lexicon with regard to formative assessment and suspect methodological approaches in the efforts to demonstrate positive effects that could be attributed to formative assessments. Thus, the purpose of this article was to set out to clarify the terminology related to formative assessment and its usage

READING COMPREHENSION ACHIEVEMENT AND VOCABULARY MASTERY THROUGH SOCIAL CONSTRUCTIVIST STRATEGIES

This research aims at investigating whether: (1) teaching reading comprehension using K-W-L influences students’ reading comprehension achievement and vocabulary mastery, (2) teaching reading comprehension with Reciprocal Teaching (RT) influences students’ reading comprehension achievement and vocabulary mastery, (3) the students having high reading comprehension achievement and vocabulary mastery will achieve better results when taught with K-W-L, and (4) the students having low reading comprehension achievement and vocabulary mastery will achieve better results when taught with Reciprocal Teaching, and (5) the students’ social values grow among students. Factorial design 2x2 was used in this research. The subjects were the second-semester students of Business Administration study program consisting of four classes of high and low. The first group was treated with K-W-L and the second group was treated with RT. The data were analyzed by using t-test. Based on the analyses, K-W-L and Reciprocal Teaching significantly affect students’ achievements on reading comprehension and vocabulary, but students' achievements on reading comprehension and vocabulary mastery taught by using RT are higher than those of the students taught by using K-W-L. Social values such as cooperative, responsible, respectful, and critical among students also grow

CRITICAL THINKING MODELS AND READING COMPREHENSION INSTRUCTION : A THEORETICAL STUDY

The main purpose of this writing is to review and how to implement two critical thinking models, namely model to generate critical thinking and critical questions – a linear model. These two critical thinking models can be applied in the reading comprehension instruction, since there relationship between reading comprehension and critical thinking is so close. The specific issues being discussed include schema theory as a rational premise for the connection between reading comprehension and critical thinking, cognitive development processes, critical thinking: its nature and definitions, critical thinking: skills and dispositions, and critical thinking and reading comprehension. The results revealed that: (1) there is well established relationship between reading comprehension and critical thinking, (2) schema theory provides a rational premise for that relation, and (3) there is no consensus regarding the definition of critical thinking which might be interpreted as a lack of an accepted framework for critical thinking

THE ENHANCEMENT OF SPEAKING SKILL THROUGHCLASSROOM PRESENTATION

The study was aimed to enhance speaking skill through classroom presentation. It tried to find the actual problems of speaking in the class and then solve them. The subjects of the research were the first semester students of Energy Engineering Study Program State Polytechnic of Sriwijaya. This study was qualitative research which was carried out using YouTube media and animation power point media. The research instruments for collecting data were observation sheets and rubric score of presentation. The data collection techniques were observing the classroom presentation activity done by the students and taking score using rubric during presentation. The data were analyzed in 3 stages: reducing the data, displaying the data and drawing conclusions. The results of the study showed that there were some enhancements in the students’ speaking skill. In using YouTube media, there were some unsuccessful actions. Meanwhile, in using animation power point media, the implementation of classroom presentation was successful in enhancing the students’ speaking skill

GURU DAN MEDIA TEKNOLOGI INFORMASI KOMUNIKASI (TIK)

Era modernisasi saat ini telah membawa bangsa Indonesia mengalami kemajuan perkembangan ilmu pengetahuan dan teknologi yang sangat pesat. Hal ini ditandai dengan adanya informasi dan komunikasi yang menyebar secara cepat dalam setiap lini kehidupan termasuk dalam dunia pendidikan. Sosok guru yang dibutuhkan dalam era sekarang adalah yang mampu mengikuti perkembangan zaman, dapat memainkan berbagai peran sebagai pembawa perubahan, konsultan pembelajaran; yang memiliki rasa kemanusiaan dan moral yang tinggi, dan sensitivitas sosial, serta berpikiran rasional dan jujur, sehingga mampu bekerja dengan baik dalam lingkungan pendidikan yang dinamis.Seiring dengan perkembangan TIK, dunia pendidikan juga diharuskan mampu untuk beradaptasi, memilah, dan memanfaatkan perkembangan informasi dan komunikasi sehingga dapat berkontribusi positif terhadap peserta didik. Dengan kata lain pembelajaran sesungguhnya memiliki peran penting dalam upaya meningkatkan kualitas pendidikan, sehingga pembelajaran yang diselenggarakan dapat membawa kebermaknaan dan kemanfaatan bagi pebelajar. Kesimpulan dalam tulisan ini adalah penguasaan TIK merupakan indikator kompetensi dari seorang guru. Pemilihan dan pengunaan media TIK haruslah berkorelasi dengan pembelajaran dan disesuaikan dengan kebutuhan kegiatan pembelajaran