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p-Index From 2019 - 2024
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This Author published in this journals
All Journal LLT Journal: A Journal on Language and Language Teaching Journal of ELT Research
Ignasia Yuyun
Universitas Kristen Krida Wacana (UKRIDA)
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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EFL CLASSROOM AND LEARNERS PERCEPTION ON DIRECT TRANSMISSION SCAFFOLDING Averina Purnomo; Ignasia Yuyun
LLT Journal: A Journal on Language and Language Teaching Vol 22, No 1 (2019): April 2019
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v22i1.1538

Abstract

This study explored the learners perception on the use of direct transmission and scaffolding in the EFL classroom through a semi-structured interview. In this study, the constructivist view was narrowed to scaffolding. The method used by the higher education in Indonesia was still dominated by the situation where the lecturer acted as the knowledge provider. However, some lecturers have let go of the control in the classroom and give the opportunity for the learners to explore more. In this situation, the lecturers job is to assist the students and provide help (scaffold) if it is necessary. This study also employed a pre-test and post-test as a part of triangulation data to see the result from another perspective. The findings showed that the learners claimed in understanding and remembering the lesson more in scaffolding. However, the test showed that the learners score improved more in direct transmission.DOI:doi.org/10.24071/llt.2019.220110
Examining EFL Student Response to Student-Centered Classroom Instruction Hanna Juliaty; Ignasia Yuyun; Athriyana S. Pattiwael; Emanuella C. Natalia Mau
Journal of ELT Research: The Academic Journal of Studies in English Language Teaching and Learning 2019: Journal of ELT Research, Vol. 4, Issue 1
Publisher : University of Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (444.75 KB)

Abstract

Student-centered learning has been the new trend in education field in recent years. Various levels of education have started to gradually shift their teaching approach from the traditional teacher-centered instruction into student-centered instruction. This transition that focuses the learning process on students is considered desirable by society as it offers various benefits for students’ personal and academic growth (Clifford, 1999). However, in higher education, where most teaching instructions are naturally conducted in the form of lectures, the application of student-centered approach may appear as unfamiliar to students who are used to teacher-centered instruction. This study, hence, aims to investigate how undergraduate students responded to a shift in their classroom instruction, from teacher-centered into student-centered. An action research was conducted in three meetings of a Reading and Writing course for EFL undergraduate students in the Department of English. The study collected the data from class observations done by three observers. The field notes, observation reports, and discussion notes resulted from the three observation sessions were then analyzed using a qualitative approach to find out the students’ responses towards the student-centered classroom instructions. The findings of this study reveal that most of the students responded positively towards the student-centered instruction, as shown in their active involvement during the learning activities, such as in pair works, group discussions, and collaborative work using technology. The implications and recommendations drawn from this study are discussed in the paper.
Co-Authors Athriyana S. Pattiwael Averina Purnomo Emanuella C. Natalia Mau Hanna Juliaty