TEACHING JOURNALS

TEACHING JOURNALS

Three Teaching Journals and their summaries

First Journal

1st Summary

Reference:

Noriega, Heydy S. R. 2016. Mobile Learning to Improve Writing in ESL Teaching. TEFLIN Journal. Vol. 27/2. July. Pp: 182-202.

This article reports on the results of a study concerning the type and their features produced by a student after using mobile technology as a support to improve the development of the students’ writing skills in a second language. It is done to find out the student’s writing during a period of eight-week course, which was then complemented with an interview conducted by the researcher. The researcher uses mixed method (qualitative and quantitative) in this study. The subject of this study is the 19-years-old freshman an International Relation student from Universidad del Norte, Colombia. And the results of this study reveal that the genre approach to increase writing abilities with the support of mobile technology might generate positive results because the participant optimized the quality of the texts she produced in a short period of time.

Source: http://journal.teflin.org/index.php/journal/article/view/334

2nd Summary (Yesicha)
Reference:
Paolini, Allison. 2015. Enhancing Teaching Effectiveness and Student Learning Outcomes. The Journal of Effective Teaching, Vol, No.1, 2015, 20-33.

This article explains about how post-secondary educators can enhance their teaching effectiveness and student learning outcomes through student assessment. It will include evidence-based practices, teaching style, methodology, and the use of assessment data for university instructors. The results of this research are the most impactfull student-centered instructors utilize specific interventions, effective instructors also gather, collect, interpret, and implement data to assess student strengths and weaknesses, student learning, and the value  of their instructions.
Source: http://files.eric.ed.gov/fulltext/EJ1060429.pdf

Second Journal

1st Summary

Reference:

Rodliyah, Rojab S. 2016.Using A Facebook Closed Group to Improve EFL Students’ Writing. TEFLIN Journal. Vol. 27/1. January. Pp: 82-100.

This study is to find out how social media, in this case Facebook, can be incorporated in ELT through e-dialogue journal writing shared in a Facebook closed group. This study used qualitative as method. The participants of this study are 15 EFL students in second, third and fourth students of English Education Department of a university in Bandung who voluntarily joined a Facebook closed group for about 4 months and contributed their journal entries. And the findings indicate that the students responded positively to this activity and perceived improvement in their writing especially in vocabulary and grammar.

Source: http://journal.teflin.org/index.php/journal/article/view/293

2nd Summary (Yesicha)
Reference:

Vega, Orestes. 2016. Effective Strategies for Teaching and Learning Academic Vocabulary. The Journal of Teaching English for Specific and Academic Purposes. Vol. 4. NO 2. 2016. Pp. 277 – 285.

This article is to present evidence that intensive reading along which is not only way nor the most effective approach to learn and acquire vocabulary in a second language. It is also to present substantial evidence based on research conducted in class by highly recognized authorities in the field of second language learning that different explicit strategies for teaching vocabulary can enhance the vocabulary range on English Language Learners. This research used qualitative method. The result of this research is explicit teaching is effective in vocabulary learning, and teachers should not spouse to one approach or method only. Language teachers must be eclectic, and not limit themselves to one approach or method, but use all possible approaches, strategies and methods that are useful and can produce results to improve the students’ academic achievements.

Source: http://espeap.junis.ni.ac.rs/index.php/espeap/article/view/326

Third Journal

1st Summary

Reference:

Gozali, I., & Harjanto, I. 2014. Improving the Grammatical Accuracy of Kindergarten Students. TEFLIN Journal. Vol. 25/2. July. Pp: 168-184.

This study is to describe the implementation of Form-Focused Instruction (FFI) strategy coupled with Corrective Feedback (CF) in Grammar lessons. It is used to improve the accuracy spoken English of kindergarten students in an international preschool in Surabaya. This study used Mixed Method (qualitative and quantitative) and Classroom Action Research (CAR) method. The participants in this study are 11 students aged 5-6 years old at Kindergarten 2 level of one intact class called Lavender Class of Pre-school X. The researcher manages them with divided into 4 groups. And the results showed that FFI and CF contributed to the improvement of the spoken grammar in varying degrees, depending on the academic performance, personality, and specific linguistic traits of the students. Students with high academic achievement could generally apply the grammar points taught after the FFI lessons in their daily speech. Students who were rather talkative were sensitive to the CF and could provide self-repair when prompted.

Those with lower academic performance generally did not benefit much from the FFI lessons nor the CF.

Source: http://journal.teflin.org/index.php/journal/article/view/190

2nd Summary (Yesicha)
Reference:

Green, Steve G., Ferrante, Claudia J., and Heppard, Kurt A. ( 2016). Using Open – Book Exams to Enhance Student Learning, Performance, and Motivation. The Journal of Effective Teaching, Vol. 16, No.1, 2016, 19-35.

This article is to investigate an alternative testing protocol used in an undergraduate managerial accounting course. The researchers assert that consistent open-book testing approaches will enhance learning and better prepare students for the real-world decision-making they will encounter. This article used qualitative research method. The findings of this research are students taking open-book and closed-book pre-quizzes performed better on open-book final exams, but not other major exams and this research approach also revealed preliminary indications that their students value their textbooks more, and used them more frequently and extensively, to prepare for class using open-book testing protocols as opposed to using traditional closed-book testing procedures.

Source: http://files.eric.ed.gov/fulltext/EJ1092705.pdf