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All Journal Indonesian Journal of Applied Linguistics (IJAL) Beyond Words : a journal on language education, applied linguistics and curriculum & instructions Magister Scientiae TEFLIN Journal: A publication on the teaching and learning of English
Siti Mina Tamah
Unika Widya Mandala
Education Languange, Linguistic, Communication & Media Physics Social Sciences

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MULTI-STRUCTURAL CLASS: WHAT AND HOW IT IS PERCEIVED Siti Mina Tamah
TEFLIN Journal: A publication on the teaching and learning of English Vol 24, No 2 (2013)
Publisher : TEFLIN

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Abstract

The perception of “students’ learning which equals students’ being given knowledge” has brought about the theatrical mode of classroom instruction which is typically characterized by whole-class presentational techniques in which teachers perform most of the talking in order to transferthe knowledge to the students. Since this mode was ‘attacked’ quite relentlessly,teachers have been continually challenged to make a professionalchange. The professional demand is fortunately facilitated by the existence of innovations in teaching approaches, one of which is cooperative learning. Argued implicitly and/or explicitly in some references (e.g. Kagan et al., 1985; Kaye & Rogers, 1968; Sharan, 1994; Slavin, 1994; Tinzmann et al.,1990) is that it is not a good idea to rely on the exclusive use of cooperative classroom. This article is then intended to provide a model of multistructural class design. It is in fact the exemplification of what the writer has implemented in her reading class of university students. Simply stated, the class which is designed to be multi-structural will be depicted and the students’ perception will, too.
English Proficiency of Secondary School Teachers in Indonesia Lie, Anita; Tamah, Siti Mina; Trianawaty, Trianawaty; Triwidayati, Katarina Retno; Jemadi, Fransiskus
Beyond Words Vol 7, No 2 (2019)
Publisher : Widya Mandala Catholic University Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/bw.v7i2.1950

Abstract

Responding to the growing need to foster communicative abilities in English, schools in Indonesia are driven to make their students proficient in English. However, the majority of English teachers themselves are still not prepared to use English as a means of communication; improving their English proficiency has thus become a matter of concern. As the first phase of a larger-scale study, this present study focuses on teachers’ English proficiency. Data for this study were collected from 149 secondary school teachers of English from five regions (Palembang, Yogyakarta-Sleman, Surabaya, Ruteng, and Maluku). They were asked to self-assess their English proficiencies based on the ACTFL (American Council on the Teaching of Foreign Languages) guidelines as well as to do an English Proficiency assessment. Fifty-two of these participants were teachers who were completing an in-service professional education program in Surabaya. The teachers assessed their proficiencies in interpersonal communication, presentational speaking, presentational writing, interpretive listening, and interpretive reading. The English Proficiency assessment includes syllabus-oriented items, General English items, and an essay. The study also conducted in-depth interviews of selected teachers. This study found that there is a gap between the teachers’ perception of their communicative abilities in English and their actual English proficiency.
HOTS QUESTIONING ABILITY AND HOTS PERCEPTION OF LANGUAGE TEACHERS IN INDONESIA Gozali, Imelda; Lie, Anita; Tamah, Siti Mina; Jemadi, Fransiskus
Indonesian Journal of Applied Linguistics Vol 11, No 1 (2021): Vol. 11, No. 1, May 2021
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v11i1.34583

Abstract

This study is part of a larger-scale research aimed at mapping the pedagogical competence of teachers of English and Indonesian Language across three cities of differing demographic features in Indonesia. As a subset of the study, this paper focused on investigating the ability to formulate higher-order thinking (HOT) questions in the classroom among the teachers, as well as getting their perception about applying HOTS in their classes. The mapping was done by comparing the abilities across teachers’ regions, years of service, and subjects taught (English and Indonesian Language). This research was designed as a case study involving quantitative and qualitative data analyses, with 15 (fifteen) secondary school teachers as the participants.  Data were collected through classroom observations, document (lesson plan) analyses, as well as teachers’ interviews. Quantitative analysis was performed on the teachers’ scores in formulating HOTS questions, while teaching documents and transcripts were coded for qualitative analysis. Although the statistical results revealed no significant difference between the HOTS questioning scores of the teachers in the different regions and years of service, qualitative data suggested that language medium, as shown by the difference between English and Indonesian Language teachers, might be an important factor affecting the abilities of teachers to ask HOT questions, as well as their perception of the applicability of HOTS in their classes. The inquiry into the teachers’ perceptions of HOTS also displayed a gap between teachers in the bigger city and those in more remote regions, as well as between the novices and the practitioners.
Teacher’s Enforcing Positive Interdependence: Students’ Perceptions Siti Mina Tamah
Magister Scientiae No 31 (2012)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (281.772 KB) | DOI: 10.33508/mgs.v0i31.498

Abstract

As there is a tendency to regard that a classroom without the label of ‘cooperative learning’ is not a good one, recent instructional practices then often utilize group work to encourage students to gain knowledge from one another – to assist and to seek assistance from their peers in addition to from the classroom teacher. Classrooms have the typical characteristics of small groups. The lock-step mode of instruction has been implicitly discouraged. Group seating in classrooms requires a teacher to keep into consideration the essential components of cooperative learning. One of the two critical components most widely reviewed is Positive Interdependence. With the trend to incorporate cooperative learning in the classroom practices, this Positive Interdependence is undoubtedly to be imposed to obtain the beneficial outcomes of cooperative efforts. Simply put, how can a teacher actively engage their students in their group work? How can a teacher enforce Positive Interdependence when implementing group work? This paper provides a model of enforcing students who are accustomed to having a non-cooperative learning class. It is in fact an attempt of the writer to share her classroom practice – what she has done to make the students really work as a group. To be more particular, this paper is intended to reveal students’ perceptions on the writer’s attempt to enforce the cooperative learning component – Positive Interdependence.
THE CORRELATION BETWEEN VOCABULARY SIZE AND THE READING COMPREHENSION OF THE ENGLISH EDUCATION DEPARTMENT STUDENTS Cinthia Astan; Siti Mina Tamah
Magister Scientiae No 38 (2015)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (79.252 KB) | DOI: 10.33508/mgs.v0i38.788

Abstract

The study explored the correlation between vocabulary size and the three levels of reading comprehension namely literal, inferential, and critical reading comprehension. The main intention was to discover what the correlation was between vocabulary size and literal reading comprehension, inferential reading comprehension, and critical reading comprehension in terms of direction and magnitude. The subjects were 30 students of the English Department at a university in Surabaya. A Vocabulary Size Test and a Reading Comprehension Test were administered to measure the subjects' vocabulary size and reading comprehension performance. The findings revealed that vocabulary size was positively, strongly, and significantly correlated to literal reading comprehension, inferential reading comprehension and critical reading comprehension.
Implementation of Jigsaw Technique to Improve Student Engagement in Writing Class Putra, Albertus Ronny Rizal Anggoro Octavin Asmara; Tamah, Siti Mina; Prijambodo, V. Luluk; Pramono, Y. G. Harto; Budiono, Davy
Beyond Words Vol 12, No 1 (2024): May
Publisher : Universitas Katolik Widya Mandala Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/bw.v12i1.5516

Abstract

The Jigsaw technique is an interactive teaching strategy that promotes active learning and collaboration among students. It is particularly effective in fostering engagement and improving writing skills. This study explores the effectiveness of the Jigsaw technique in enhancing student engagement and improving writing skills. Grade 8 students from a junior high school in Sidoarjo, Indonesia, were purposefully chosen for a Classroom Action Research (CAR) approach. Data collection involved pre/post-surveys, observation checklists, Focus Group Discussions (FGDs), and writing samples assessed with a standardized rubric. A mixed-methods approach, combining thematic analysis and descriptive statistics, was employed. The research design consists of iterative CAR cycles, implementing the Jigsaw technique, collecting data, and reflecting/modifying instructional strategies. Initial findings indicated below-average writing performance, prompting the need for improvement. Despite challenges in the initial cycle, adjustments in Cycle 2 led to significant improvements, surpassing passing grades. The post-survey and statistical analysis demonstrated a 57% positive impact on student engagement. FGD revealed varied opinions, but students acknowledged the motivating effects of the Jigsaw technique. The findings support the Jigsaw technique's potential to improve student engagement and writing performance. Future research could involve larger and more diverse groups to gain a more comprehensive understanding. By incorporating these insights, educators can effectively implement the Jigsaw technique to create engaging learning environments that promote collaboration, communication, and writing skill development.
Co-Authors Anita Lie Cinthia Astan Davy Budiono Fransiskus Jemadi Imelda Gozali Pramono, Y. G. Harto Putra, Albertus Ronny Rizal Anggoro Octavin Asmara Trianawaty, Trianawaty Triwidayati, Katarina Retno V. Luluk Prijambodo