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All Journal Journal of ELT Research Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Open Access DRIVERset
Gunawan Suryoputro
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Education Languange, Linguistic, Communication & Media Other

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The Relationship between Authentic Materials and Cooperative Learning Strategy towards EFL Students’ Reading Comprehension Siti Nurlela; Gunawan Suryoputro
Journal of ELT Research: The Academic Journal of Studies in English Language Teaching and Learning 2016: Journal of ELT Research, Vol. 1, Issue 1
Publisher : University of Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (154.424 KB)

Abstract

EFL (English as a Foreign Language) students of vocational high schools are requested to have skillful reading strategies to comprehend specific texts in English. To have a good comprehension, they utilize not only their strategies but also interesting and suitable texts. Therefore, this current study investigated the correlation between students’ perception of the authentic materials and cooperative learning strategy towards students’ reading comprehension. The data of the reading comprehension tests and the students’ perception were analyzed using the multiple regression. The result revealed that (1) there was positive correlation between students’ perception of the authentic materials and students reading comprehension, (2) there was significant positive effect of cooperative learning strategy towards reading comprehension, and (3) there was significant positive effect of reading materials towards cooperative learning strategy. These findings suggested that the choice of authentic materials could motivate students to comprehend ESP texts. Besides this, by doing cooperative learning strategy, the scaffolding could happen so that they could share their comprehension. In spite of its limitation, this study could have certain pedagogical implications to reading classroom activities. 
Case Study: The Use of Recast in the EYL Classroom Dede Shandra; Gunawan Suryoputro
Journal of ELT Research: The Academic Journal of Studies in English Language Teaching and Learning 2017: Journal of ELT Research, Vol. 2, Issue 1
Publisher : University of Muhammadiyah Prof. DR. HAMKA

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Abstract

This paper reports the use of recast technique in correcting students’ errors in the EYL (English for Young Learners) classroom. Observation and interview methods were conducted to collect the data. While observation was implemented to find out the role of recast in teaching-learning processes, interview to ten teachers and twenty-four students was conducted in order to answer teachers and students’ perceptions of recast technique. Findings showed that teachers and students gave positive perceptions of recast. Recast can encourage students’ language awareness, motivation, and independence. The findings of this study suggest that recast technique can be used as an alternative feedback in giving correction to students’ errors. The study confirms literature showing that recast is an effective corrective feedback.            
Measuring the Four Cognitive Strands of Mathematical Proficiency in Primary School: A Systematic Review of Measurement Properties Sovia Khotami; Gunawan Suryoputro; Sovia Khotami; Gunawan Suryoputro; Ai Fatimah Nur Fuad
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 2 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i2.2027.11

Abstract

Mathematical proficiency in the primary years comprises four interwoven cognitive strands conceptual understanding, procedural fluency, strategic competence, and adaptive reasoning yet how well existing instruments measure them is unclear. This systematic review examined how these strands are operationalised in primary-school students and appraised the psychometric quality of the instruments used. Following the PRISMA 2020 statement and COSMIN methodology, Scopus and Web of Science were searched for English-language articles published between 2010 and 2026, yielding 40 studies. Conceptual understanding and procedural fluency were assessed far more often than strategic competence and adaptive reasoning; only one study operationalised all four strands, and its factor analysis recovered just two. Structural validity dominated by the Rasch/item-response-theory family was the most frequently reported property, whereas inter-rater reliability, content validity, and measurement invariance were seldom examined, and responsiveness was not established in any study. The field is thus strong on internal structure but weak on score consistency, comparability, and sensitivity to change. We propose an evidence-based blueprint sufficient theory-aligned items per strand, rubric scoring with multiple raters, bifactor or many-facet modelling, and a full validity argument to guide the development of curriculum-aligned, psychometrically defensible instruments.
Measuring the Four Cognitive Strands of Mathematical Proficiency in Primary School: A Systematic Review of Measurement Properties Sovia Khotami; Gunawan Suryoputro; Sovia Khotami; Gunawan Suryoputro; Ai Fatimah Nur Fuad
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 7 No. 2 (2027)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v7.i2.2027.11

Abstract

Mathematical proficiency in the primary years comprises four interwoven cognitive strands conceptual understanding, procedural fluency, strategic competence, and adaptive reasoning yet how well existing instruments measure them is unclear. This systematic review examined how these strands are operationalised in primary-school students and appraised the psychometric quality of the instruments used. Following the PRISMA 2020 statement and COSMIN methodology, Scopus and Web of Science were searched for English-language articles published between 2010 and 2026, yielding 40 studies. Conceptual understanding and procedural fluency were assessed far more often than strategic competence and adaptive reasoning; only one study operationalised all four strands, and its factor analysis recovered just two. Structural validity dominated by the Rasch/item-response-theory family was the most frequently reported property, whereas inter-rater reliability, content validity, and measurement invariance were seldom examined, and responsiveness was not established in any study. The field is thus strong on internal structure but weak on score consistency, comparability, and sensitivity to change. We propose an evidence-based blueprint sufficient theory-aligned items per strand, rubric scoring with multiple raters, bifactor or many-facet modelling, and a full validity argument to guide the development of curriculum-aligned, psychometrically defensible instruments.
Co-Authors Ai Fatimah Nur Fuad Dede Shandra Gunawan Suryoputro siti nurlela Sovia Khotami Sovia Khotami