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This Author published in this journals
All Journal International Journal of Evaluation and Research in Education (IJERE) Indonesian Journal of Applied Linguistics (IJAL) Beyond Words : a journal on language education, applied linguistics and curriculum & instructions Journal on English as a Foreign Language (JEFL)
Jo-Ann Netto-Shek, Jo-Ann
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Education Languange, Linguistic, Communication & Media Social Sciences

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TEACHING WRITING AT THE PRIMARY LEVELS Swandi, Irda Sulastri Binte; Netto-Shek, Jo-Ann
Indonesian Journal of Applied Linguistics Vol 7, No 1 (2017): Vol. 7 No. 1, May 2017
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v7i1.6852

Abstract

Writing is a critical skill for young learners to master for academic purposes and as a work and life skill. This paper is part of a larger study on the English Language 2010 syllabus and its national curriculum in Singapore particularly in the area of the teaching of writing at the primary levels. In this paper, we report findings from a quantitative content analysis of both the syllabus and the curriculum as “policy texts” (Ball, 2005) to locate alignments and variances in a discussion of their potential impact on classroom instruction. Findings from the analysis of these documents reveal that, on the whole, the national curriculum is aligned not only to current approaches for the teaching of writing but also to the syllabus in terms of instructional principles. However, the findings also reveal a difference in terms of emphasis between both documents that may potentially restrict the realisation of syllabus outcomes in the area of writing instruction at the primary levels.
Teaching Vocabulary at the Upper Primary Levels with the Vocabulary Self-Selection Strategy Kang, Natalie; Netto-Shek, Jo-Ann
Beyond Words Vol 5, No 2 (2017)
Publisher : Widya Mandala Catholic University Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/bw.v5i2.1592

Abstract

In this paper, the authors describe a classroom inquiry by a newly graduated English language teacher on the explicit teaching of vocabulary with one class of 40 pupils at the upper primary levels through the Vocabulary Self-Collection Strategy (VSS) (Haggard, 1982, 1986; Ruddell, 2008a). Findings from this inquiry reveal that the VSS strategy designed primarily for the development of vocabulary in academic or content areas in learners was also suitable for the learning of thematically-related words in fiction texts as well. In addition, it is argued that since the strategy was new to this class of pupils, prioritising word study skills over the identification of key words in a text is a useful primer to the use of the strategy. The article ends with the implications of the strategy implementation on the pupils, the teacher and her own classroom practice as an English language teacher.
Does academic writing coaching with genre pedagogy work with teachers? A case study of public school teachers in West Kalimantan, Indonesia Aunurrahman, Aunurrahman; Netto-Shek, Jo-Ann; Irwan, Dedi; Putra, Muhammad Iqbal Ripo
Journal on English as a Foreign Language Vol 14 No 2 (2024): Issued in September 2024
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v14i2.7857

Abstract

Recent studies in academic writing have used coaching to develop specific skills and affective variables. There are limited studies on coaching academic writing using genre pedagogy (GP) with adult learners, specifically Indonesian EFL teachers. This study investigated how academic writing coaching activities (AWCA) that implement GP could help develop the writing skills of public school teachers in Ketapang Regency, West Kalimantan, Indonesia. This qualitative case study involved fifty-seven participants who attended the coaching. Data obtained from participant observations and open-ended questionnaires were analyzed using inductive thematic analysis, and the participants
Gender differences in motivation and problem-solving in a physics course online problem-based learning Eldy, Elnetthra Folly; Sulaiman, Fauziah; Zaki Ishak, Mohd; Uden, Lorna; Netto-Shek, Jo-Ann
International Journal of Evaluation and Research in Education (IJERE) Vol 14, No 4: August 2025
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v14i4.31105

Abstract

Online learning has been crucial since COVID-19, yet its effectiveness, particularly in physics education, remains debated. Understanding students’ motivation and problem-solving abilities in online environments is critical. This paper examined and presented the gender difference in motivation and problem-solving skills using an integrated online problem-based learning (iON-PBL) in a physics course. Developed using analysis, design, development, implementation, and evaluation (ADDIE) mode, iON-PBL module of physics guided students through problem-solving activities over 13 weeks. A post-test–delayed post-test design was used to assess retention of motivation and problem-solving skills. The study involved 116 pre-university students from Universiti Malaysia Sabah (88 females, 28 males). Motivation was measured using the motivated strategies for learning questionnaire (MSLQ) (four components), and problem-solving skills were assessed with the problem-solving inventory (PSI) (three components). Data analysis was conducted using SPSS version 28. Findings showed a significant gender difference in the ‘cognitive strategy’ component of motivation at the post-test, favoring female students. However, this difference was not sustained in the delayed post-test. In contrast, no gender difference was found in problem-solving at the post-test, but females scored significantly higher in ‘personal control’ in the delayed post-test. These findings suggest that female students are more likely to maintain cognitive strategies and personal control in online learning. Educators should consider targeted strategies to support male students’ motivation and problem-solving development in virtual environments to foster gender equity. Educators should consider targeted strategies to support male students’ motivation and problem-solving development in virtual environments to foster gender equity.
Co-Authors Aunurrahman Dedi Irwan Eldy, Elnetthra Folly Muhammad Iqbal Ripo Putra Natalie Kang, Natalie Sulaiman, Fauziah Swandi, Irda Sulastri Binte Uden, Lorna Zaki Ishak, Mohd