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All Journal EDUPEDIA ENGLISH EDUCATION: JOURNAL OF ENGLISH TEACHING AND RESEARCH
Ganang Yudha Pratista
Universitas Sanata Dharma
Education Languange, Linguistic, Communication & Media

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PRESENTATION PRACTICE PRODUCTION VS TASK-BASED LANGUAGE TEACHING: A COMPARISON OF TWO TEACHING TEMPLATES Ganang Yudha Pratista
EDUPEDIA Vol 7, No 1 (2023): April
Publisher : Universitas Muhammadiyah Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/ed.v7i1.1726

Abstract

A number of statements are addressed to defend and criticize two popular teaching templates: Presentation Practice Production (PPP) and Task-Based Language Teaching (TBLT). Advocates of each teaching template claim that their method is more effectively to be implemented in English language teaching than the other. This article compares these teaching templates to find out their strengths and weaknesses. This paper is a library study. It employs theoretical analysis to examine experts, prominent figures, and previous important theories and findings on discussing the same topic. The idea of PPP is a deductive and teacher-centered approach with focuses mainly on accuracy by means of drilling practice. Meanwhile, TBLT encourages students to be communicative in the classroom through language input and pushes the teacher to be a facilitator. The result of the comparison indicates that using PPP is effective in preparing students to take exams or tests, while TBLT is useful to accommodate students’ real-life communicative purposes. As these teaching templates are effective in certain contexts, teachers should consider the learning goals before deciding to implement either PPP or TBLT.
Students’ Perceptions of Using Class Dojo in a Teaching and Learning Process Ganang Yudha Pratista
English Education:Journal of English Teaching and Research Vol 8 No 1 (2023): English Education
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jetar.v8i1.19257

Abstract

In the present educational context, the teaching and learning process is gradually associated with computers to maximize its outcomes. One of the platforms which is commonly used is ClassDojo. Implementing the principles of gamification, ClassDojo is considered effective to motivate students to be more active in online classes, pushes healthy competitiveness, and enhances learning and enjoyment. This study aims to investigate the students’ perceptions of using ClassDojo in the teaching and learning process. This study applied a cross-sectional survey design in which 77 participants range from 17 to 23 years of age. To assess the perceptions, a close-ended questionnaire with five-point Likert scale was distributed and then analyzed to find out its average. Then, several interviews were carried out as the data triangulation. The result shows that there are two main components of ClassDojo which motivates students in the English class; points and avatars. The students are more motivated and engaged in the teaching and learning process as they strive to earn more points. In addition, the students are eager to customize their own character and enjoy playing it throughout the class. Thus, not only points, avatars are also the essential component of ClassDojo which motivates and engages the students in the teaching and learning process.
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