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All Journal Jurnal Didaktik Matematika Prosodi: Jurnal Ilmu Bahasa dan Sastra EXPOSURE JOURNAL Indonesian Journal of English Language Teaching and Applied Linguistics
Milawati Milawati
Politeknik Negeri Madura
Education Languange, Linguistic, Communication & Media Mathematics

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The Application of Synchronous and Asynchronous Learning using E-learning on Elementary Linear Algebra Dwi Ivayana Sari; Moh. Zayyadi; Sharifah Osman; Milawati Milawati; Dian Kurniati
Didaktik Matematika Vol 9, No 1 (2022): April 2022
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (744.778 KB) | DOI: 10.24815/jdm.v9i1.24759

Abstract

Learning activities were changed from face-to-face to full-online due to the COVID-19 pandemic at the end of 2019. Online learning through WhatsApp Group (WAG) was used by a mathematics teacher in higher education program in the early 2020. However, the learning result showed that 75% of preservice teacher were unable to accomplish their elementary linear algebra material. The combination of online learning through asynchronous method and synchronous learning was an alternative solution to solve the problem and enable preservice teachers having virtual face-to-face interactions with their lecturers. Therefore, this study was conducted to determine the improvement in preservice teachers' learning outcomes and responses to synchronous and asynchronous learning. The research design used was one group posttest-only with 23 subjects were selected by clustered random sampling. Data were analyzed by descriptive statistical analysis. The test results showed that learning outcomes after synchronous and asynchronous learning was effective. While the questionnaire results expressed most preservice teachers gave a positive response to both learning methods. Thus, the combination of the two methods could improve the effectiveness of online learning during the Covid-19 pandemic. It is recommended that higher education institutions provide innovative e-learning platforms for preservice teachers in developing further online learning methods.
TEACHER’S QUESTIONING STRATEGIES IN SCAFFOLDING STUDENTS’ LEARNING AT UNIVERSITY LEVEL Milawati Milawati; Nurir Rohmah; Helmy Sahirul Alim
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 9, No 2 (2020): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v9i2.4170

Abstract

Evidence is mounting that teacher questions can assist students in various purposes in the teaching-learning process (Blosser, 2006; Bond, 2007; Cotton, 2007). The teacher tends to deliver a simple to the complex level of question, for the discussion can run smoothly (Bloom’s taxonomy level, 1956). Despite this, a variety of good questions will not guarantee that the interactive classroom will be created, the teacher needs to employ rephrasing, redirecting, probing, and reinforcement in her questioning (Goodwin et al, 1992). However, practically, teachers ask a large number of questions, which somehow they fail in doing questioning strategies (Wragg and Brown, 2001:p.28). This conceptual article describes the teacher’s questioning strategies in facilitating students’ learning and promoting their thinking skills. It highlights the fact that a teacher who has initially lack the ability to teach higher thinking skills can make considerable progress in terms of applying her knowledge in the classroom (Zohar Dori, 2011). This article ends by arguing for some changes that need to occur in effective classroom questioning, including the need to give a stronger description of the extent of the level of question and the questioning strategies, which the teacher employed. 
Blueprint as A Base In Building Better Teacher- Made Test Milawati Milawati
Prosodi Jurnal Ilmu Bahasa dan Sastra Vol 13, No 2: (2019): Prosodi
Publisher : Program Studi Bahasa Inggris Universitas Trunojoyo Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (370.868 KB) | DOI: 10.21107/prosodi.v13i2.6090

Abstract

Teacher made test becomes popular in most rural nor urban school, since multiple learning develop simultaneously during an educational experience. However, teacher often reuse tests without analysing or revising them and seldom use statistical procedures to see how a test or a test item is actually performing. Assesing students often means reaching for a test or quiz that is already prepared, whether it be a test included a textbook or something another teacher prepared. These are not neccessarily bad choices, but to make sure they are good choices, the knowledgeable about the blueprint in making a teacher made test should be known. This paper presents seven cornerstones of assessment, how to plan  and how to make a teacher made test blueprint. Knowing more about those issue will not only help the teacher to assess the students more effectively, but it will also provide the teacher with a means of evaluating the teaching learning process and help the teacher to produce test that will actually motivate the students to learn.
Grammar Translation Method: Current Practice In EFL Context Milawati Milawati
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Indonesian Journal of English Language Teaching and Applied Linguistics, 4(1), 2019
Publisher : State Islamic University Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (3128.843 KB) | DOI: 10.21093/ijeltal.v4i1.437

Abstract

This paper reports the findings of a case study investigating Grammar Translation Method (GTM) through mother tongue, much-isolated words, and putting words together in grammar class to scaffold students’ learning. Mixed methods, classroom observations, field-notes and videotape recording, were employed to collect the data. The data gained, then, transcribed and classified by using code. The selected data is displayed into table and analyzed descriptively. While validating data is done by crosschecking  the result of data analysis of each methods. The data is reported in regard with the result of findings and discussion to answer the research questions of this study. Findings indicate that among three types of GTM, the use of mother tongues was frequently used to give instruction.Other findings show that much-isolated words were used to introduce new vocabulary, and putting words together were used to explain topic discussion. Some changes to create effective GTM through other types of GTM was also discussed.
Co-Authors Dian Kurniati Dwi Ivayana Sari Helmy Sahirul Alim Nurir Rohmah Sharifah Osman Zayyadi, Moh