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All Journal Journal of Education and Learning (EduLearn) Voices of English Language Education Society Jurnal Ilmiah Pendidikan Citra Bakti
Madar Aleksius
Universitas Katolik Widya Mandira
Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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Other-Initiated Repair Strategies in Solving Understanding Problems in EFL Learners Conversations Madar Aleksius; Ali Saukah
Journal of Education and Learning (EduLearn) Vol 12, No 1: February 2018
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (423.901 KB) | DOI: 10.11591/edulearn.v12i1.7530

Abstract

The aims of this study were to investigate the employment of Other-Initiated Repair Strategies (OIR Strategies) in solving understanding problem in EFL learners’ conversation and to examine the kinds of trouble sources that prompt the employment of OIR Strategies. The participants were nine EFL learners participating in a speaking class in small university in Indonesia. To elicit the learners’ conversations two communicative tasks, Spot the Difference and Desert Island were used. The learners’ conversations during task performance were video-recorded, then, transcribed using the conventions proposed by Markee (2000) and analyzed qualitatively using Conversation Analysis method. The results showed that EFL learners managed to employ eight types of OIR Strategies comprising of 62 instances in total. The strategies are unspecified repair, interrogative repair, partial repeat plus a question word repair, partial repeat repair, understanding check repair, request for repetition, request for definition, and correction repair. Three different types of trouble sources triggered the use of OIR Strategies, namely linguistic-related problem, interactional-related problem, and meaning-related problem. The study demonstrated that by employing different OIR Strategies, even EFL learners with limited proficiency in English managed to take initiatives to overcome the understanding problem in conversations as part of their learning process. Therefore, the EFL teachers need to consider incorporating the teaching of OIR Strategies as part of their speaking class to improve the students’ fluency.
Exploring EFL Students’ Perceptions of Google Classroom as Learning Management System Madar Aleksius; Floribertha Lake; Elisabet Andriyanti Werang; Maria Febriani Seran
VELES Voices of English Language Education Society Vol 6 No 1 (2022): VELES Voices of English Language Education Society
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v6i1.5113

Abstract

The employment of Information Technology (IT) for the online teaching and learning process is unavoidable nowadays. One of the popular online teaching platforms currently used in ELT is Google Classroom.  However, the literature indicates that there is a limited number of research investigating the perceived usefulness and effectiveness of Google Classroom viewed by the students as its end-users. Thus, the current study aims at investigating the perceptions of secondary students in using Google Classroom (GC) as a Learning Management System (LMS) in English Language Teaching (ELT0.  The study focuses on three variables:  perceived usefulness (PU), perceived ease of use (PEOU), and actual system use (AU). The study employed a mixed-method research design for data collection and analysis. Quantitative data was collected using a questionnaire and analyzed using IBM SPSS 25.0. The qualitative data was obtained through in-depth interviews with nine respondents.  The findings suggest that most participants have positive views on GC with some reservations. Students seem to have more expectations before using GC; yet, they experienced dissatisfaction afterward.  It was revealed that GC provides various features to support English learning, but it depends on the users to maximize them. It is suggested that more digital technology training and workshops for students and teachers be adequately fluent in using the GC.  Schools need to establish policies to enforce the use of GC within schools, conduct preparation for teachers and students, provide technical support, and collaborate with other institutions for capacity building. 
PENERAPAN PENDEKATAN PENDIDIKAN MATEMATIKA REALISTIK BERBASIS ETNOMATEMATIKA UNTUK MENINGKATKAN HASIL BELAJAR SISWA Ellen A Saubaki; Samuel Igo Leton; Madar Aleksius
Jurnal Ilmiah Pendidikan Citra Bakti Vol. 11 No. 2 (2024)
Publisher : STKIP Citra Bakti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38048/jipcb.v11i2.3633

Abstract

Tujuan dari penelitian ini untuk mendeskripsikan penerapan pendekatan Pendidikan Matematika Realistik (PMR) berbasis etnomatematika untuk meningkatkan hasil belajar siswa SMA Negeri 2 Kupang Tengah. Metode penelitian yang digunakan adalah Penelitia Tindakan Kelas (PTK) mengacu pada model Kemmis & McTaggrat, dengan jenis data kualitatif dan kuantitatif. Penelitian ini dilaksanakan di SMA Negeri 2 Kupang Tengah. Pelaksanaan Penelitian Tindakan Kelas (PTK) ini dilaksanakan dengan 4 tahap yaitu : Perencanaan (planning), Pelaksanaan Tindakan (action), Pengamatan (Observation), dan Refleksi (reflection). Hasil penelitian menunjukkan penerapan pendekatan Pendidikan Matematika Realistik (PMR) berbasis etnomatematika dapat meningkatkan hasil belajar SMA Negeri 2 Kupang Tengah. Hal ini dibuktikan dengan presentase belajar siswa yang tuntas pada siklus I yaitu 68.75% kemudian pada siklus II meningkat menjadi 84,375%.
Co-Authors Ali Saukah Elisabet Andriyanti Werang Ellen A Saubaki Floribertha Lake Maria Febriani Seran Samuel I. Leton