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This Author published in this journals
All Journal Journal of English for Academic and Specific Purposes (JEASP) Journal of English Language Teaching and Learning (JETLE)
Pertiwi, Nestiti Lintang
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Humanities Languange, Linguistic, Communication & Media

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Exploring Teachers’ Perception on Project Based Learning (PJBL) in Teaching Speaking of Report Text at Junior High School Pertiwi, Nestiti Lintang; Nurhayati, Dwi Astuti
Journal of English for Academic and Specific Purposes (JEASP) Vol 7, No 2 (2024)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jeasp.v7i2.28122

Abstract

At the junior high school level, the ability to speak English, especially in the form of report text, is an important focus in the curriculum. One innovative learning method that is widely applied at various levels of education is Project Based Learning (PjBL). Using PjBL in learning can contribute to supporting the teaching and learning process and developing students' speaking skills. This research explores teachers' perspectives regarding implementing Project-Based Learning (PjBL) in teaching speaking report text. The focus of this research is to understand teachers' perceptions of the implementation of PjBL in speaking skills, their approach to planning, implementing, and assessing PjBL, as well as the benefits and challenges they face. Data for this study was gathered through interviews and documentation using the case study methodology. The results showed that teachers believed that PjBL increased student engagement, provided real-world experience, increased motivation, and allowed peer-feedback. PjBL implementation includes three main stages: planning, implementation, and assessment. The benefits identified from implementing PjBL include improving students' pronunciation skills, vocabulary knowledge, creativity, and self-confidence. However, challenges include limited time allocation, diverse student learning styles, and uneven student participation. These findings can contribute to educators optimizing the use of PjBL to improve students' speaking abilities.
A conceptual article: The teachers’ role in implementing cognitive reading strategies to enhance students' reading comprehension Pertiwi, Nestiti Lintang; Iftanti, Erna
Journal of English Language Teaching and Learning (JETLE) Vol 6, No 1 (2024): Journal of English Language Teaching and Learning (JETLE)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jetle.v6i1.27136

Abstract

The ability to read well is essential for learning English. Students' reading comprehension can be influenced by the application of efficient reading practices. Cognitive reading strategies are one method that can be used to enhance reading comprehension abilities. By using cognitive reading strategies, students can visualize information, absorb information in a predictable way, make connections between the text and prior knowledge, and evaluate their understanding. This study investigates the teacher's role in implementing cognitive reading strategies to improve students' reading comprehension abilities. This article uses a descriptive qualitative approach with a literature study design. Data was gathered through literature searches on Sinta, Google Scholar, Neliti.com, and ResearchGate. By arranging and summarizing research findings from several chosen articles, a descriptive analysis of the data was conducted. The findings indicate that the role of teachers is essential in helping students apply cognitive reading strategies to improve their reading comprehension skills, such as providing direction and guidance on reading strategies, modeling strategies, providing a supporting learning environment, activating students' prior knowledge, assisting and providing feedback to students, facilitating cooperative practice. However, this article only used secondary data so that the weakness of this article is the limited availability of related literature. Concerning the consequences, it is advised that future researchers might investigate deeper into the specific aspects that determine the successful implementation of cognitive reading strategies.
Co-Authors Erna Iftanti Nurhayati, Dwi Astuti