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All Journal TLEMC (Teaching and Learning English in Multicultural Contexts)
Melisa Sri
Siliwangi University
Education Languange, Linguistic, Communication & Media

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INVESTIGATING COLLABORATIVE RESEARCH PROJECT IN INDONESIAN UNDERGRADUATE PROGRAM: BENEFITS AND CONCERNS Melisa Sri
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 3, No 2 (2019): Teaching and Learning English in Multicultural Contexts
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v3i2.1268

Abstract

Learning to research might become a challenge for undergraduate students since it needs navigating skills on how they look and relook the current trends in particular area globally. Although this study is not a new endeavor in ELT contexts, there remains lack of empirical evidence how it was experienced by undergraduate students in an Indonesian EFL context during a collaborative research project. In response to this, this study aims to explore how the students’ learning experiences in conducting this collaborative project (e.g., researching and reporting the research project). Framed in exploratory case study the data is collected through a survey given to 107 student teachers and in-depth semi structured interview to four student teachers in an English education department which were then thematically analyzed. Finding and implications of the study are provided further in this paper.
A COMPARATIVE CASE STUDY OF POSTER PRESENTATION AND CLASSROOM PRESENTATION Farida Ashriyani; Melisa Sri
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 2, No 2 (2018): Teaching and Learning English in Multicultural Contexts
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v2i2.901

Abstract

In second language learning, requiring students to perform their speaking skill can be done through presentation assignments such as classroom presentation and poster presentation. This research reports a comparative case study between poster presentation and classroom presentation focuses on the interaction between the presenters and the audiences, in relationto constructivism theory. The data obtained in this research were videotaped and transcribed. Ethnographic microanalysis, selective verbatim transcript, conversational analysis, and Seating Chart Observation Record were used to analyze the data. The result showed that more interactions between the presenters and the audiences took place in classroom presentation rather than in poster presentation. Moreover,several issues also appeared during the interaction in presentation tasks, including the use of L1 in presentation activities and some corrections to the mistyped and mispronounced words.
Co-Authors Farida Ashriyani