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All Journal Beyond Words : a journal on language education, applied linguistics and curriculum & instructions Journal of English Department WM
Priska Pramastiwi
Veronica L. Diptoadi
Education Languange, Linguistic, Communication & Media Social Sciences

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HIGH SCHOOL LEARNERS’ PERCEPTIONS OF THEIR STAD COOPERATIVE LEARNING EXPERIENCE IN STUDYING CONDITIONAL SENTENCES: DO GENDER AND PAST ACHIEVEMENT MATTER? Pramastiwi, Priska
Journal of English Department WM 2014
Publisher : Journal of English Department WM

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (458.778 KB)

Abstract

Cooperative Learning (CL) is notably superior among other instructional learning methods in improving academic achievement and affective domains. Nevertheless, how learners think of the enjoyableness of CL and the circumstances that heighten such positive learning outcomes are often neglected. This research explored the perceptions of 36 high school learners who studied the functions and patterns of the notoriously problematic Conditional Sentences within the dynamics of a CL technique called Student Teams Achievement Division (STAD). It examined the extent to which learners perceived their amount of learning, their contributions to the learning of others and the overall pleasure of following the STAD cooperative strategy. As individual characteristics contribute to the success of CL applications, the perception between boys and girls, and high and low achievers were compared to ascertain any peculiarities. Confirmed through Chi-square analysis, the research uncovered that neither gender nor past achievement matter in the forming of perception as all participants perceived the learning process positively. However, males were slightly more appreciative on the importance of team contribution as well as individual accountability for their learning success. Only a small rate of lower-ability students felt strongly positive of improved comprehension. Likewise, surpassing their counterparts, high achievers more firmly verified the clarity of STAD concept. Both high and low achievers provided adequate contribution to the teamwork, yet only 25% of the entire population felt strongly about recommending STAD based on the unlikeliness for non-conceptual learning to fit with the approach.
Challenges and Resources in CPD for In-Service Teachers: Establishing Communities of Inquiry Pramastiwi, Priska; Lie, Anita; Widiati, Santi; Lie, Trianawaty
Beyond Words Vol 6, No 2 (2018)
Publisher : Widya Mandala Catholic University Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/bw.v6i2.1705

Abstract

As teachers are reflective pedagogical thinkers, in-service continuing professional development (CPD) is imperative. Previous studies reveal that insufficient school support and teacher’s incapacity to reflect on their practices recurrently hamper CPD. However, biographical inquiries, encompassing critical events, in-service challenges, and resources employed in CPD, are scant. This study investigated (a) incidents embodying pivotal moments in career choice, (b) ensuing professional challenges, and (c) the resources for CPD at teachers’ disposal. We conducted an in-depth analysis of fifteen Indonesian teachers at novice, mid-career, and senior professional stages. Data from reflective essays and semi-structured interviews disclosed that motivation to teach stems from past experiences indicating intrinsic satisfaction, the influence of significant others, pragmatic concerns, and idealism. Resulting from perennial challenges, including classroom management, lesson planning, and task design, teachers appeared to have benefited most from pre-service teacher training, specifically within the purview of ICT (Information and Communications Technology). A notable finding is that teachers independently sought websites and social media to form professional learning communities, one of which was instigated through the IMOOC (Indonesian Massive Open Online Course). Due to the pervasiveness of technology, this study concludes with recommendations for a conflated model of ICT in CPD to establish communities of inquiry.
Co-Authors Anita Lie Lie, Trianawaty Widiati, Santi