15 CBI is a really comprehensive approach to foreign language teaching that may be simultaneously a philosophical viewpoint, a methodological system, a syllabus design for a single course, and a framework for an entire program of instruction. Thus, CBI projects must meet four fundamental criteria (Stoller, 2002): Subject matter core -the fundamental organization of the curriculum should be derived from the subject matter, rather than from forms, functions, or situations; Use authentic texts -the core materials (texts, video tapes, audio recordings, visual aids, etc.) should be selected primarily (but not exclusively) from those produced for native speakers of the language; Learning new information -students should use the second/foreign language to learn new information; The subjects, content, resources, and learning activities should correspond to the cognitive and affective demands of the students and the skill level of the class. Thus, through content-based instruction, learners strengthen language abilities and become more aware global citizens. CBLT involves integrating the simultaneous acquisition of language and content. It means that CBLT focuses not only on the language itself, but also language becomes the medium through which something new is learned. When teachers use CBLT, they want students to master both language and content. Many things can be considered content that is important for being taught or discussed through the language. Aspects of the curriculum, discussions about current events and world cultures, math, science/social studies or even general topics of interest are all valid ‘content’ options. In CBLT, language is utilized as the medium for teaching subject content. The language learning objectives are achieved through content learning since the syllabi in most CBLT courses are derived from content areasCBLT has three different models that can be applied in second/foreign language classroom. First, Theme based model that is usually found in EFL contexts and taught by an EFL teacher or team with a content specialist. The teacher(s) can create a course based on students' interests and be chosen from an enormous number of diverse topics. The example of theme based model is when students in State University of Surabaya learn about The History of Indonesian,
This kind of team teaching requires teachers to work closely together to plan and evaluate classes. This kind of team teaching requires teachers to work closely together to plan and evaluate classes. so the topics include Struggle of independent, geography, demography, heroism, and Indonesia culture. The materials used in this class were authentic materials that the teacher adapted to the learners’ language levels and interests and they were designed for external language teaching purpose.Furthermore, it is adjunct model (AL) that aims at connecting a specially designed language course with a regular academic course. AL courses are taught to students who are simultaneously enrolled in the regular content course, but who lack the necessary competence to follow the course successfully unless some additional aid is provided. Both the regular discipline and the adjunct course share a common content based, but differ in the focus of instruction: whereas the content instructor focuses on academic concepts, the language teacher emphasizes language skills using the academic content as a background for contextualizing the language learning process. This model requires a willing interaction and coordination among teachers in different disciplines and across academic units and, for thatreason, may be administratively difficult to arrange. Sheltered model is model that learners are given special assistance to help them understand regular classes. Two teachers can work together to give instruction in a specific subject. One of the teachers is a content specialist and the other is an ESL specialist. They may teach the class together or the class time may be divided between the two of them. For example, the content specialist will give a short lecture and then the English teacher will check that the students have understood the important words by reviewing them later. 16 Immersion and Sheltered Education Immersion models of language education first appeared in Canada and the United States over a half-century ago with programs aimed at providing more rigorous training in French and Spanish for native-English-speaking children in primary school (Brown & Lee, 2015). Immersion models often deliver the majority of subject-matter knowledge via the L2, hence the name "immersion". Immersion education is a type of instruction in which pupils spend a major amount of the day immersed in a foreign language or culture.
17 All courses, including math, physics, and social studies, are taught in the target language in immersion programs. Thus, immersion education aims to promote fluency and competency in the target language, as well as cultural understanding and awareness. The goal of immersion programs is to build fluency and competency in a foreign language. In contrast, sheltered education is a program meant to support English language learners (ELLs) by providing them with culturally and linguistically accessible instructional content. Teachers employ visual aids, gestures, and graphic organizers to help ELLs understand the curriculum in sheltered education programs. Techniques that have been demonstrated to be beneficial include pre-teaching difficult vocabulary, suggesting reading comprehension strategies, explaining key grammatical structures, and providing form-focused feedback Teachers provide possibilities for L2 students whose language skill is insufficient to manage subject-matter information in the L1 of the educational system to master content requirements with additional language help. The purpose of sheltered education is to assist ELLs in developing their English language abilities and academic understanding, as well as their self-confidence and motivation to succeed in school. the objective of sheltered education programs is to assist English language learners with their academic material. Bilingual Education Bilingual education is the use of two or more languages to educate students’ academic content. Brown & Lee (2015) mention bilingual education is an approach in which two languages are used as media of classroom instruction for the same group of students so that students receive some of their instruction in one language and some in the other, with the proportion of each language varying according to program type, instructional goals, and various contextual influences.The purpose of bilingual education is to help language minority that learners keep their home language and culture while they are also learning the skills needed to succeed in the mainstream language.
This can be accomplished through a variety of instructional methods, including as immersion, dual language, and transitional bilingual education programs. Bilingual education has assumed different forms in elementary, secondary, and higher education, as well as in the setting of languagemajority and language-minority students. At the primary level, for example, options range from early-exit, or transitional programs (children are placed in a bilingual classroom for a limited number of years until they are mainstreamed), to developmental, or maintenance programs (the child's L1 is maintained throughout the program). Language for specific purposes and content-based immersion programs can be considered as category of bilingual education at the higher education level. In an immersion program, for example, the majority of instruction is in a non-native language, with the goal of building fluency in that language. It can be said that bilingual education implementation might vary based on the unique curriculum and the needs of the students. Work Place and Vocational L2 instruction 18 Language for Specific Purposes Languages for specific purposes (LSP) refers to the development of language skills that are tailored to the particular needs and requirements of specific academic or professional fields. Typically, these specialized languages include specialized vocabulary, grammar rules, and discourse patterns to facilitate communication and comprehension within a specific context. Workplace and vocational approaches to L2 instruction are examples of languages for specific purposes (LSP) or English for specific purposes (ESP). This genre of L2 instruction is typically associated with higher education and has offshoots in English for academic purposes (EAP), and specialized English courses in, for example, the fields of science and technology (EST), business and economics (EBE), and medicine (EMP) for international students studying in English-speaking countries.
LSP is implemented through specialized training and education programs that target specific language user groups, such as business professionals, scientists, and medical professionals. In LSP, the authentic world must be brought to the students, and they must learn to interact with the language as it is spoken or written in target situations (Brown & Lee, 2015). LSPs are designed for use in a specific context, so communication is accelerated and made more efficient. It is also easier to comprehend the meaning of the words and sentences employed that helps to reduce confusion and miscommunication. Brown, H. D., & Lee, H. (2015). Teaching by Principles: An Interactive Approach to Languag Pedagody. Pearson Education Inc. Haynes, J. (2019). Cooperative Learning Strategies to Enhance Writing Skills Among Second Language Learners. International Journal of Instruction, 12(Januari 2019), 1399–1412. Hughes, J. M., & Morrison, L. J. (2020). Innovative Learning Spaces in the Making. Frontiers in Education, 5(July), 1–17. https://doi.org/10.3389/feduc.2020.00089 Lai, C., Huang, Y. X., & Lam, T. (2020). Teachers’ socio-spatial practice in innovative learning environments. Cambridge Journal of Education, 50(4), 521–538. https://doi.org/10.1080/0305764X.2020.1736003 19 Since LSPs are intended for use by subject matter experts, the language employed is extremely accurate and precise. For example, the use of specialized terminology and vocabulary eliminates any potential misunderstandings that could arise from the use of everyday language. It can also help to eliminate communication errors and reduce the likelihood of misunderstandings. A training program for medical professionals that aims to improve their language skills in the context of medical communication is an example of LSP. The program may include modules on medical terminology, anatomy, pharmacology, and medical procedures, as well as training in writing medical reports, patient case studies, and medical presentations. This specialized training would equip medical professionals with the necessary linguistic skills for effective communication in the workplace. References
20 Moore, P. J. (2018). Task-Based Language Teaching (TBLT). The TESOL Encyclopedia of English Language Teaching, 1–7. https://doi.org/10.1002/9781118784235.eelt0175 Murad, T. M., & Language, F. (2009). The Effect of Task-Based Language Teaching on Developing Speaking Skills among the Palestinian Secondary EFL Students in Israel and Their Attitudes towards English Supervisor Major: Curricula and Methods of Teaching English as a Foreign Language Departme. Asian Efl Journal.Com. http://asian-efljournal.com/Thesis/Thesis-Murad.pdf Stoller, F. L. (2002). Language Teaching or a Framework for Strategic Language. Tesol 2002, 16, 2006. https://carla.umn.edu/cobaltt/modules/strategies/stoller2002/stoller.pdf Timmins, A. C. B. (1996). Multiple intelligences: Gardner’s theory. Practical Assessment, Research, and Evaluation, 5(10), 1–3. Zhang, L. J. (2010). A dynamic metacognitive systems account of Chinese university students’ knowledge about EFL reading. TESOL Quarterly, 44(2), 320–353. https://doi.org/10.5054/tq.2010.223352 MODULE 2: TASK 4- CHECKING YOUR UNDERSTANDING This graded quiz is meant to check your comprehension of the reading on the previous page. Please make sure you have read and taken notes before completing this quiz. This quiz is worth 5 points, and consists of 5 multiple choice questions. If you do not understand a question, return to your reading to review. When you are finished with this quiz you should feel confident in your understanding of The “Dawning” Years. Scan Here! >>>> Please note that this quiz can only be completed in VINESA <<<<
MODULE 2: TASK 5-DISCUSSION - CONTEXTUALIZING COMMUNICATIVE APPROACH In this module, it has been outlined several types of Contextualizing Communicative Approach. Now express your opinion about comparing the General Approach to the English for Specific Purposes Approach: Strengths and Weaknesses in Teaching and Learning English. In this discussion part, share your opinion. The following example is provided to offer guidance. Please use your own words and do not copy and paste from the examples. >>>> Please note that this discussion can only be completed in VINESA <<<< Hello all, Both the General Approach and Specific Approach have advantages and disadvantages, and the choice of which approach to employ depends on the specific needs and objectives of the students and the teacher. In my opinion, the strengths of general approach are to offer an adaptable curriculum that can be modified to meet the needs of a wide variety of students and to teach a variety of skills, including reading, writing, speaking, and listening, and it can be implemented in a variety of settings, including schools, colleges, and adult education programs. However, the weakness of general approach may not be appropriate for students with specific language requirements, such as those who need to use English for academic or professional purposes to prepare of their careers or academic programs since these approaches do not place sufficient emphasis on the specific language requirements of students, such as pronunciation, vocabulary, or grammar. However, ESP is used to meet the specific linguistic needs of students and is relevant to their academic or professional goals. The teacher focuses on the strategies to achieve the students’ objectives such asacademic writing, business communication, and medical terminology. ESP is frequently more effective in preparing students for the specific language requirements of their chosen careers or academic programs. On the other hand, ESP has some weakness such as, ESP is limited to specific language needs and may not be appropriate for students with more general language objectives. ESP also requires specialized materials and highly qualified instructors because ESP programs can be more expensive than general approach program. Best Regards Diana 21
After you share your opinion now, you can reply from a former participant. Here is the example 22 Dear Diana, I would say that I agree with your opinion. As we know that general English approaches are used with variety of students and to teach variety of English. However, ESP approaches are used to teach students based on their needs and objectives, such as English for secretary, in order to improve their career or professional. Best, Nana. You will be assessed based on this Discussion Board Participation Rubric
MODULE 2: TASK 6 – CASE STUDY (GROUP WORK): CONTEXTUALIZING COMMUNICATIVE APPROACH Ms. Johnson is an experienced English instructor who has taught English as a second language for more than ten years. Recently, she began instructing a class of ten secretaries at a huge firm. The employer has requested that the class concentrate on enhancing students' businessrelated English communication abilities. Ms. Johnson encountered various obstacles while teaching English to secretaries. Different English skill levels among the students made it difficult to construct a lesson plan that met everyone's demands. In addition, the lesson had limited time, so Ms. Johnson had to emphasize the most important English language abilities for secretaries. 23 Case study What advice would you give to the teacher to help them engage students and increase motivation in English learning? What specific strategies or methods does Miss Risa select in teaching reading to motivate students? Why should she apply that strategy? What steps can be taken to ensure that students have a positive and motivated learning experience in English classes? How are the teacher’ roles to promote students’ participation? How are the learners’ role to improve their reading competence? Now that you have assumed the role of Ms. Johnson, please determine what strategy she uses to teach English to secretaries, so they can learn well. Clarify your response and your reasons. Please, give alternative solutions by answering the questions: The assignment provides you with an opportunity to solve the problem based on the case provided. You can give your soltion using Google Docs, Microsoft Word, PDF, or a similar software. The lesson plan can cover one or more class periods, depending on your students' learning needs. Please read the instructions carefully before you start.
NO Aspect of reflection Answer a Facts Tell us about your experience when you learn Contextualizing Communicative Approach using LMS VINESAand e-module. What things did you experience in the learning process? You can also tell us about the obstacles/difficulties when learn Contextualizing Communicative Approach? b Feeling How did you feel when you learn Contextualizing Communicative Approach? Are you happy, excited or difficult to understand materials? Tell me things that make you have these feelings c Finding What lessons did I get from the process? What new things did I learn about myself after the process? d Future What could I do better if I did something similar in learning this materials? What actions or alternative solutions will I take after learning about Contextualizing Communicative Approach? MODULE 2: TASK 7- REFLECTION ACTIVITY This activity allows you to think about A century of Language Teaching. Please reflect on the ways in which you understand the concept of a century of Language Teaching. Before moving on to the next part, please reflect on the following questions: Directions: 24
Bilingual education classroom instruction in two languages for the same group of students; students receive some of their instruction in one language and some in the other, in varying proportions according to program type, instructional goals, and contextual influences Bilingualism ability in two or more languages Content-based language teaching (CBLT) an umbrella term for a multifaceted approach to L2 language teaching that integrates language teaching aims with content instruction Cooperative learning model of education in which students work together in pairs and groups, share information, and come to each other’s aid, as opposed to teacher-centered instruction Foreign language (context) the target language is not readily accessible outside the classroom; for example, German (as the L2) in Australia Postmethod a concept that arose around the turn of the twenty-first century that described the need to put to rest the limited concept of method as it was used in the previous century Situation analysis a study of information about the target educational setting, characteristics of class, faculty, and students, governance of course content and materials, and assessment methods Strategies-based instruction (SBI) teaching learners with an emphasis on the strategic options that are available for learning; usually implying the teacher’s facilitating awareness of those options in the learner and encouraging strategi action Strategy a specific method or technique for approaching a problem or task; a mode of operation for achieving a particular end; a planned design for controlling and manipulating certain information Styles consistent and enduring tendencies or preferences within an individual; general characteristics of intellectual and emotional functioning that differentiate one person from another Task a classroom activity in which meaning is primary, there is a problem to solve, a relationship to real-world activities, and an objective that can be assessed in terms of an outcome Task-Based Language Teaching (TBLT) an approach to language instruction that focuses on tasks (see task) Teacher-centered instruction the teacher controls everything; students speak only MODULE 1: TASK 8- GLOSSARY 25
when asked to; the teacher is an authority who is not to be questioned Vocational L2 instruction part of an adult education program that provides preemployment language training, typically including basic academic language skills along with specialized occupational contexts workplace L2 instruction tailoring language to the specific linguistic needs of carrying out one’s duties “on the job” 26
INNOVATIVE LEARNING IN DIGITAL ERA BY: ARIK SUSANTI
TABLE OF CONTENS Module 3: Task 1 - Reading Innovative Learning in Digital ....................1 Module 3: Task 2 - Checking your understanding....................................5 Module 3: Task 3 - Reading Problem Based Learning ...........................6 Module 3: Task 4 - Checking your Understanding...................................11 Module 3: Task 5 - Reading Project Based Learning ..............................12 Module 3: Task 6 - Checking your Understanding..................................20 Module 3: Task 7 - Reading Genre Based Approach..............................21 Module 3: Task 8 - Checking your Understanding..................................25 Module 3: Task 9 - Reading Scientific Approach.....................................25 Module 3: Task 10 - Checking your Understanding.................................29 Module 3: Task 11 - Discussion..........................................................................30 Module 3: Task 12 - Case Study (Group work)...........................................32 Module 3: Task 13 - Reflection Activity..........................................................34 Module 3: Glossary................................................................................................35
The module should take 6-8 hours to complete. Do the following tasks in this order by the end of the week: Task 1: Read Module 3: Reading – Innovative Learning in Digital Era (1 hour) Task 2: Take Module 3: Checking Your Understanding (Graded) (30 minutes) Task 3: Read Module 3: Reading – Problem Based Learning (1 hour) Task 4:Take Module 3: Checking Your Understanding (Graded) (30 minutes) Task 5 : Reading Module 3-Project Based Learning (1 hour) Task 6: Take Module 3: Checking Your Understanding (Graded) (30 minutes) Task 7: Take Module 3: Genre Based Approach (1 hour) Task 8:Take Module 3: Checking Your Understanding (Graded) (30 minutes) 1 Explored concept of innovative learning in digital era Explored concept of problem based learning Explored concept of project based learning Explore concept of genre based approach Explore concept of scientific approach Objectives : By the end of the module, you will have: MODULE 3 : OVER VIEW MODULE 3 TASK LIST OUR BEST CLIENTS
Task 9: Take Module 3: Scientific Approach (1 hour) Task 10: Take Module 3: Checking Your Understanding (Graded) (30 minutes) Task 11 : Post 2 or more messages in Module 3: Discussion - A century of Language Teaching (1 hour) Task 12: Case Study (Group Work) – Innovative Learning in Digital Era (2 hours) Task 13 : Reflection Activity - Reflecting on Experiences with A century of Language Teaching (30 minutes) Task 14: Glossary 2 OUR BEST CLIENTS MODULE 3: TASK 1 READING – INNOVATIVE LEARNING IN DIGITAL ERA (1 HOUR) Innovative learning in the digital age refers to the use of current technology and methodologies to enhance students' educational experiences. It entails the incorporation of digital resources, such as mobile devices, educational apps, and interactive multimedia content, to create a more engaging and interactive learning environment (Hughes & Morrison, 2020). Innovative learning can contribute to the development of students' knowledge since it affords them additional chances to build their independence and competence (Gimeno-Sanz, 2015). Typically, innovative learning is founded on a constructivist paradigm that enables students to assimilate, restructure, or alter new material. Transformation occurs when novel cognitive structures result in novel modes of comprehension. When new information causes the development or expansion of mental structures that enable learners to reconsider what they already know
3 The teacher can use blended learning to encourage individualized learning. Blended learning is a combination of traditional classroom education and online learning (Limbong, 2017). This technique employs technology to personalize learning experiences based on the student's performance and progress. A profound understanding occurs. In a productive classroom, students are responsible for their own learning, develop into independent thinkers, connect ideas, pose challenging questions, and find answers (Mantra, 2019) . Innovative learning also emphasizes individualized learning, in which each student can learn at his or her own speed and in accordance with his or her own learning style. This can be accomplished through the use of adaptive learning technologies that modify the content's level of difficulty based on the student's progress and performance. Individualized learning is a crucial component of innovative learning, since it helps to match the specific needs and preferences of each learner. It is known that a personalized learning plan is a tailored learning path designed to match the specific needs of each student. Based on the student's strengths and shortcomings, this plan may incorporate self-paced learning, interactive activities, and tailored instruction. It also gives students with tailored feedback, educational content, and assistance to help them attain their learning objectives. Students can access course materials online, engage with teachers and peers, and work at their own leisure on projects (Manwaring et al., 2017). Thus, this strategy not only improves student engagement and motivation, but also encourages deeper learning and improved outcomes.Moreover, innovative learning is dependent on collaborative learning that promote students to collaborate to solve issues, share ideas, and learn from one another in groups. Collaborative learning can take the shape of group projects, peer mentoring, and teambased activities, among others (Shen et al., 2011). The usage of social media and online collaboration tools can enhance collaborative learning and increase student-teacher communication. Many schools and universities are now delivering their courses through online l
4 Learning systems such as Canvas and Blackboard that enable student collaboration in virtual classrooms, group project work, and participation in discussion boards. It can createteaching and learning process more engaging and enjoyable. It can encourage students to collaborate in order to reach a common objective, and it helps them acquire vital skills such as communication, leadership, and cooperation. Based on the explanation above, Indonesia government supports English teachers/instructors to utilize innovative learning because of several reason. Last, innovative learning can help students prepare for their future by equipping them with the skills and knowledge they need to succeed in a world that is rapidly changing. This includes skills such as collaboration, communication, and problem-solving, which are essential for success in today's workplace. Therefore, innovate learning methods that are proposed by Indonesia government to employ constructivist learning settings, such as problem based learning, project based learning, genre based approach, and scientific approach. When English teachers/instructors utilize innovative learning, it encourages student-centered learning and assessment that reflects students' diverse thought processes. Finally, it can promote students’ creativity, critical thinking, student involvement, better learning, and preparation for the future. First, innovative learning can stimulate students’ creativity and encourage them to think in unconventional ways. Students can work on problems or projects from the real world that can lead to improve their problem-solving abilities. It provides students with more interactive and hands-on experiences. This innovative learning can aid learners in retaining material and applying it to real-world scenarios. It can also facilitate the development of students’ critical thinking skills. Students can engage in critical analysis of a problem to provide more effective and inventive solutions.
5 MODULE 3: TASK 2- CHECKING YOUR UNDERSTANDING (GRADED) (30 MINUTES) This graded quiz is meant to check your comprehension of the reading on the previous page. Please make sure you have read and taken notes before completing this quiz. This quiz is worth 5 points, and consists of 5 multiple choice questions. If you do not understand a question, return to your reading to review. When you are finished with this quiz you should feel confident in your understanding of The of Innovative Learning. Gimeno-Sanz, A. (2015). Digital Storytelling as an Innovative Element in English for Specific Purposes. Procedia - Social and Behavioral Sciences, 178(November 2014), 110–116. https://doi.org/10.1016/j.sbspro.2015.03.163 Hughes, J. M., & Morrison, L. J. (2020). Innovative Learning Spaces in the Making. Frontiers in Education, 5(July), 1–17. https://doi.org/10.3389/feduc.2020.00089 Limbong. (2017). Designing and Developing Supplemental Technology of PACI Model Materials through Blended Learning Methods. Celt: A Journal of Culture, English Language Teaching & Literature, 16(2), 271–304. https://doi.org/10.24167/celt.v16i2.771 Mantra, I. B. N. (2019). Usability of innovative learning models in higher education. International Journal of Social Sciences, July. https://doi.org/10.31295/ijss.v2n1.91 Manwaring, K. C., Larsen, R., Graham, C. R., Henrie, C. R., & Halverson, L. R. (2017). Investigating student engagement in blended learning settings using experience sampling and structural equation modeling. Internet and Higher Education, 35, 21–33. https://doi.org/10.1016/j.iheduc.2017.06.002 Shen, P. Di, Lee, T. H., & Tsai, C. W. (2011). Applying blended learning with web-mediated self regulated learning to enhance vocational students’ computing skills and attention to learn. Interactive Learning Environments, 19(2), 193–209. https://doi.org/10.1080/10494820902808958 >>>> Please note that this quiz can only be completed in VINESA <<<< Scan Here! References
6 MODULE 3: TASK 3 –READING PROBLEM BASED LEARNING (1 HOUR) Problem-based learning (PBL) is a type of instruction that requires students to study and collaborate to solve real-world problems (Zamroni et al., 2020). The instructor poses problems to stimulate students' curiosity. Students are given the problem before studying the idea or learning material to build their knowledge. Consequently, PBL can improve students' attitudes toward studying and job exploration. PBL can also direct students through learning situations that enhance their talents such as critical thinking, problem-solving, and communication. Next, PBL facilitates collaborative learning, discovery and evaluation of research materials, and lifelong learning. When PBL is applied to the learning process, it highlights the importance of problem-solving abilities and fosters the capacity for self-learning since PBL is useful in educational settings where learning is a lifetime process and when information changes rapidly. PBL also emphasizes student-centered activities that motivate students to engage in collaborative learning, so the teacher's responsibility is to guide students in achieving their objectives. PBL is characterized by a student-centered approach that focuses on a real-world problem, hence encouraging active learning (White, 2001). The teacher facilitates students with a certain problem or case, so students will solve a problem in peers or group. They collaborate to develop content knowledge, problem-solving, reasoning, communication, and selfassessment skills to solve their problem or issue. It can increase students’ interest because students realize that they are learning the skills required to be successful in the field.PBL also requires students to be metacognitively aware and become self-directed learning. In PBL students have awareness to learn what information they already know about the problem, what information they need to know to solve the problem, and the strategies to use to solve the problem.
7 The teacher facilitates students how to cultivate students’ interest in subject, encourage them to work in group and assist them in becoming self-directed learners. Thus, PBL employs five strategies: (1) problem as a subject, (2) problem as a process of understanding, (3) problem as a sample, (4) problem as an integral component of the process, and (5) problem as a stimulant for authentic activities . Students become more effective problem-solvers and self-motivated learners when they are able to verbalize such ideas. Initially, though, many students are incapable of such independent thought. Therefore, the instructor must become a mentor or facilitator who serves as a role model for his students. The problem must inspire students to seek out a deeper understanding of concepts. The problem should require students to develop and defend reasoned judgments. The problem should incorporate the learning objectives The problem needs a level of complexity to ensure that the students must collaborate to solve it. There are features of effective PBL issues (Duch, Groh, and Allen, 2001). It can be concluded that PBL require a strategy, whilst the project serves as a focal point. PBL needs students’ responsibility to actively involved in locating the correct solution. Hence, the students' discussion, presentations, and evaluations will provide useful input that allow them to gain knowledge through experience. PBL is focused on questions or problems that can drive students to solve the problems by using appropriate concepts, principles, and knowledge. It can create active students in teaching and learning process since problems or project must in line with the students’ ability or knowledge. PBL also emphasis on student autonomy that makes their actions particularly significant.
8 Examine and try out what students know Discover what students need to learn Develop students’ skills for achieving higher performance in teams Improve students communications skills State and defend positions with evidence and sound argument Become more flexible in processing information and meeting obligations Practice skills that students will need after their education PBL model provide students with opportunities to: Case studies, role-plays, and simulations are closely connected teaching strategies that encompass the PBL method. Case studies are delivered in written format to pupils. Students improvise scenes based on supplied character descriptions during roleplays. Currently, simulations frequently incorporate computer programs. Regardless of the strategy employed, the core of the method is always the real-world issue. Implementing PBL consists of the following steps: Organizing students for learning In this phase, the facilitator divides the class into groups and assigns each group a problem. In groups, students engage in activities such as (a) conducting brainstorming, (b) selecting an alternative to choose the focus suggestion, and (d) identifying a problem and defining a task in order to obtain references for solving the problem. In this activity, it is hoped that students would get insight into what they have known, what they have not known, and what knowledge they still need to acquire. Orientation of students to the problems The teacher/ fasilitator can give a basic concept, clue, reference, or link and skill that is required in learning process. This is done to inform students about the purpose of learning. The concept given is not too detail, only the main point, so that students can develop the concept independently. So, students can independently explore the concept because the concept is presented without excessive information.
9 Guiding students to investigation. After each member of a group is aware of his or her responsibilities, he or she will look for references that clarify the subject being investigated. The references may consist of items from the library collection or from the web. This investigation step has two objectives: (1) students will seek information and deepen their understanding pertinent to the subject discussed in class; and (2) the acquired information is presented in class. Students are also permitted to share, discuss, and organize the material with their peers outside of the classroom. In this situation, the teacher acts as a facilitator who assists students in solving their challenges. Analyzing and evaluating The teacher will assess the group's performances during the PBL assessment phase. It will be used rubrics to examine whether or not students have clearly communicated the problem, background, research methods, solutions, and resources, as well as whether or not all group members have meaningfully contributed. The facilitator should consider having students complete daily and final reflections on their learning (covering what they've learned about the subject matter and the research process). Presenting the work After each member of a group obtains references for the topic, they will discuss their accomplishments and the solution to the problem at the following meeting. Every group has a leader, and every member will report his or her self-learning results. Each group will then deliver a presentation.
Phases Learning Process (Describing the Event) Phase 1 Orientation of students to the problems Students get a problem “ Why does flood often happen in Indonesia?” Phase 2 Organizing students to learn Students work in group to analyze the activity sheet about the data of flood area in Indonesia. Phase 3 Guiding students to investigation Students do a research to analyze the data related with the flood area in Indonesia. Teacher facilitates students to solve the problem. Phase 5 Analyzing and Evaluating Class discussion is to analyze the solution of the problem and to have same perception about the problem and the solution. Students are hoped to use multimedia to help them evaluate the result of discussion. 10 The implementation of pbl In conclusion, PBL is very effective when it is used with groups because it encourages the students to develop their interpersonal, team-working, creativity and influencing skills. There are five phases or steps in conducting this model, those are: orientation of students to the problems, organizing students to learn, guiding students to investigation, presenting the work and analyzing and evaluating. PBL also develop students’ general skills such as critical thinking, collaboration, and communication since PBL is often used as a way for students to develop experience in the process of solving a problem, rather than simply seeking a ‘correct’ solution.
11 White, H. (2001). OF Problem-Based Learning. 11(1), 1–8. Zamroni, E., Muslihati, Lasan, B. B., & Hidayah, N. (2020). Blended Learning based on Problem Based Learning to Improve Critical Thinking Ability of Prospective Counselors. Journal of Physics: Conference Series, 1539(1), 1–9. https://doi.org/10.1088/1742-6596/1539/1/012039 References Module 3: Task 4- Checking Your Understanding(Graded) (30minutes) This graded quiz is meant to check your comprehension of the reading on the previous page. Please make sure you have read and taken notes before completing this quiz. This quiz is worth 5 points, and consists of 5 multiple choice questions. If you do not understand a question, return to your reading to review. When you are finished with this quiz you should feel confident in your understanding of The of Problem Based Learning. Scan Here! >>>> Please note that this quiz can only be completed in VINESA <<<<
12 PjBL can be applied to the 2013 curriculum or independent curriculum since it aids students in internalizing information and connecting it to practical experience. PjBL is beneficial for the educational environment, due to the fact that students will learn information and practice in real life through research topics. It also changes the learning process from being primarily focused on the teacher to being more focused on the students (Tan, Joseph C.L. & Chapman Anne, 2016 p 55). The Project-Based Learning (PjBL) approach has evolved into a studentcentered teaching strategy with four primary components: using a realworld challenge, incorporating group work, utilizing multifaceted assessment, and engaging in a professional learning network (Affandi & Sukyadi, 2016). PjBL is being used in a way that is consistent with 21st century skills. Students have the chance to foster and support their creativity in addressing issues or challenges in their society. Students should collaborate to create a product to solve a certain issue. It is expected that they can enjoy working in their community, when complete their project. Students can improve their communication abilities after participating in an interactive group activity based (Sulisworo & Toifur, 2016). MODULE 3: TASK 5–ReadingProjectBased Learning(1hour) The teacher's function should be a facilitator or mentor who gives students access to materials, encouragement, and guidance so students may start working on their projects. In this situation, the teachers take on the role of a director, directing the students' project planning and helping them use the resources they need to complete their project work.
13 Improving students' ability to learn and complete meaningful work. Enhance students' problem-solving skills. Encourage pupils to take an active role in tackling challenging issues. Get the partnership going. Motivate students to hone their speaking abilities. Enhance students' ability to analyze the sources. Provide students with the opportunity to study and practice project organization, and set up time allotment and other resources to complete a work. Give children learning opportunities that are modeled after real-world situations. Encourage students to learn how to gather information to demonstrate their understanding, and apply what they have learned in the actual world. Create a fun learning environment for both students and teachers so that learning is joyful. Implementing PjBL in the educational process has both benefits and drawbacks. The benefits of PBL include: Students are encouraged to take charge of the result of their education. In order to enhance the caliber, applicability, and reliability of their project, students frequently need to look beyond the walls of the institution for mentors or other resources. The students reply to real-world questions as part of PjBL, which enables them to communicate effectively as they go through the many PjBL phases. In conclusion, PjBL focuses on the center of the learner to encourage students to work in cooperative, self-directed, independent, and cooperative learning as well as outside of the classroom. To address the PjBL's limitations, teachers could help students solve problems, set deadlines for projects, restrict the number of tools they use and make them simple, choose accessible research locations to save time and money, and make learning situations enjoyable for both teachers and students. According to Digest (1998), PjBL comprises six stages, as shown in figure 1 below.
14 Figure 1 PjBL Syntax The implementation of PjBL can be described below: Giving essential questions The teacher provides many topics or issues and students pick a topic or an issue based on their group discussion. A project can be a final concluding activity or it can concentrate on the goals of one educational unit or skill, like blogging writing or podcast. Designing plan for a project The students discuss with group members to design a plan for the project. Students must participate in project decision-making from the very beginning while designing a project. Collecting data for the project After choosing a particular project, the students collaborate to gather the data. The steps needed to complete or construct the project must be known by the students. Students can obtain information by conducting interviews. Sometimes they might practice making notes and asking questions to get information for their work or project to make it stronger. Creating the project After students collect the data, they are required to do or create the project by applying the knowledge they obtain through the process of inquiring. To accomplish their project, students must gather, analyze, and organize the data, so they can create a unique or creative project.
15 PjBL has function as a bridge between using English in class and using English in real-life situations outside of class. The teacher places EFL learners in situations that require authentic use of language to communicate by providing tasks or projects that motivate them to work in teams. Markham, Larmer, and Ravitz (2003) state that one of the fundamental criteria of PjBL is using modern Information Communication Technology ICT toolsthat utilizes an online platform as a medium for applying PjBL. The combination between project-based and technology or Information Communication Technology is called online project-based (Figura & Jarvis, 2007 ; Ogbonna et al., 2019). It can help students to gain a deeper understanding of the knowledge and a higher level of problemsolving skills (Cholifah et al., 2019). It can also assist learners in acquiring continuous learning and encouraging them to be more independent since teachers provide them with a better opportunity for controlling and initiating their language learning ( Chan, 2010; Goulão & Menedez, 2015; Tseng & Yeh, 2019). Learners can develop their communication by learning in group work, so they learn how to deliver their opinion or ideas to complete their project in online learning (Zouganeli et al., 2014). Presenting the project Students should present their project results in the classroom or in community other classes within the curriculum, oral presentations might go together with written products. The purpose of presenting the project is to get input from their teacher and peers to improve the outcome of their effort. Students may be engaged thinkers and creative individuals at all levels. As an illustration, English language learners from an adult program in New York City, whose project resulted in the construction and administration of a cafe and catering business, might be used to illustrate how project outcomes can be shared with the greater community. Evaluating the project By working in teams or groups to perform an investigation that enhances their interaction and collaboration to create and grow their own knowledge, students engage in PjBL and acquire fundamental knowledge, skills, and personalities. The implementation of pbl
16 Moreover, they have many chances to find other resources to improve their critical thinking skills, digital literacy. Finally, they can achieve their learning goals (Broadbent & Poon, 2015). Table 1 describes some teaching procedures using online projects based using blogging. GBA has the following characteristics: Stages Blogging as an online project for writing skills Giving essential questions The teacher explains the characteristic of writing such as argumentative, easy, or academic writing to students that will be published in blogging. Therefore, they must read and discuss the model or type of text. Then, learners are introduced to blogging by given a series of demonstrations on how to create a blog as well as how to popularize it on Blogger (https://www. blogger.com/start), a Google platform, and WordPress (http://wordpress.org). Here, the teacher explains essay writing through blogging. Designing project In this step, students must decide the topic of writing that will be written and published in a blog. They must read all the materials or resources that have the same topic so that they are able to write a composition. Then, the class is divided into several groups, and each group consists of 3 members. In this group, they will outline and plan their blog. The process of discussion can be done using WhatsApp Collecting data for project The learners were asked to write based on the chosen topic and submit their composition to the group leader that will be distributed to other members to do peer feedback within a group. The learners were requested to correct based on the given feedback. Table 1 some steps to teach writing using online PjBL
17 GBA has the following characteristics: Creating project Presenting project The students publish or present their compositions through blogging. Evaluating project The teacher and other groups will give feedback or comment to their presentations. Every group must create a blog to publish their composition. If they find difficulties while creating a blog, they could ask their teacher since the teacher's roles are to monitor and help his students. When the teacher applies PjBL in teaching and learning process, it is essential to use multiple assessment strategies to gain a full understanding of student learning and ensure that the project meets the learning objectives. Assessment in project-based learning can be formative or summative, and it can take various forms, including written assignments, presentations, demonstrations, peer evaluation, and selfreflection. The following are some ways that PjBL can be assessed in an English classroom. (1) Rubrics are an effective way of assessing projectbased learning in English since they provide a clear set of criteria for assessing student work used to evaluate both the process and the final product.
18 (2) Peer evaluation is a useful tool for assessing PjBL since it allows students to evaluate each other's work and provide feedback on the project's strengths and weaknesses. (3) Self-reflection is an essential aspect of PjBL allowing students to evaluate their learning and assess their performance in the project. It can be done through written reflections, peer discussions, or presentations. (4) Observations is used to assess students’ interactions and engagement during the project and use this information to evaluate their learning It can be conclude that PjBL is more effective since it helps the students improve their motivation, communication skills, social interaction, disciplinary and creativity. It is also suitable strategy to make the learning process more meaningful since students actively construct knowledge by processing and integrating their newly learned knowledge with their prior knowledge. Students are actually doing a meaningful project connected to live experiences to process and gain new knowledge from authentic learning experiences that foster independent learning. Finally, PjBL motivates students’ responsibility and creativity that affect their effort, belief, interest, and desire to learn. Referrences Affandi, A., & Sukyadi, D. (2016). Project-based learning and problembased learning for EFL students’ writing achievement at the tertiary level. Rangsit Journal of Educational Studies, 3(1), 23–40. https://doi.org/10.14456/rjes016.2 Cholifah, P. S., Oktaviani, et al., (2019). Online project-based learning for improving the innovative initiation during diffusion and innovation course. 2019 5th International Conference on Education and Technology, ICET 2019, 55–60. https://doi.org/10.1109/ICET48172.2019.8987221 Digest, L. E. (1998). ED427556 1998-12-00 Project-based learning for adult English language learners. ERIC Digest. 1–7. www.eric.ed.gov tion Researcher, 25(3), 441–451. https://doi.org/10.1007/s40299-016- 0282-5
19 Figura, K., & Jarvis, H. (2007). Computer-based Materials: A study of learner autonomy and strategies. System, 35(4), 448–468. https://doi.org/10.1016/j.system.2007.07.001 Indriyana, B. S., & Kuswandono, P. (2019). Developing students higher order thinking skills (HOTS) in reading: English teachers strategies in selected junior high schools. JET (Journal of English Teaching), 5(3), 204. https://doi.org/10.33541/jet.v5i3.1313 Kramer, Ij. M., & Kusurkar, R. A. (2017). Science-writing in the blogosphere as a tool to promote autonomous motivation in education. Internet and Higher Education, 35(2), 48–62. https://doi.org/10.1016/j.iheduc.2017.08.001 Laur, D. (2013). Authentic learning experience a real-world approach to project-based learning. In Eye On Education Routledge Taylor & Francis Group New York London (Vol. 53, Issue 9). Liu, M. H. (2016). Blending a class video blog to optimize student learning outcomes in higher education. Internet and Higher Education, 30, 44–53. https://doi.org/10.1016/j.iheduc.2016.03.001 Mali, Y. C. G. (2017). EFL students’ experiences in learning CALL through project based instructions. TEFLIN Journal - A Publication on the Teaching and Learning of English, 28(2), 170. https://doi.org/10.15639/teflinjournal.v28i2/170-192 Maulana, R. et al., (2016). Autonomous motivation in the Indonesian classroom: Relationship with teacher support through the lens of selfdetermination theory. Asia-Pacific Educa Affandi, A., & Sukyadi, D. (2016). Project-based learning and problembased learning for EFL students’ writing achievement at the tertiary level. Rangsit Journal of Educational Studies, 3(1), 23–40. https://doi.org/10.14456/rjes016.2 Cholifah, P. S., Oktaviani, et al., (2019). Online project-based learning for improving the innovative initiation during diffusion and innovation course. 2019 5th International Conference on Education and Technology, ICET 2019, 55–60. https://doi.org/10.1109/ICET48172.2019.8987221 Digest, L. E. (1998). ED427556 1998-12-00 Project-based learning for adult English language learners. ERIC Digest. 1–7. www.eric.ed.gov Figura, K., & Jarvis, H. (2007). Computer-based Materials: A study of learner autonomy and strategies. System, 35(4), 448–468. https://doi.org/10.1016/j.system.2007.07.001 Indriyana, B. S., & Kuswandono, P. (2019). Developing students higher order thinking skills (HOTS) in reading: English teachers strategies in selected junior high schools. JET (Journal of English Teaching), 5(3), 204. https://doi.org/10.33541/jet.v5i3.1313
20 Kramer, Ij. M., & Kusurkar, R. A. (2017). Science-writing in the blogosphere as a tool to promote autonomous motivation in education. Internet and Higher Education, 35(2), 48–62. https://doi.org/10.1016/j.iheduc.2017.08.001 Laur, D. (2013). Authentic learning experience a real-world approach to project-based learning. In Eye On Education Routledge Taylor & Francis Group New York London (Vol. 53, Issue 9). Module 3: Task 6- Checking Your Understanding(Graded) (30minutes) This graded quiz is meant to check your comprehension of the reading on the previous page. Please make sure you have read and taken notes before completing this quiz. This quiz is worth 5 points, and consists of 5 multiple choice questions. If you do not understand a question, return to your reading to review. When you are finished with this quiz you should feel confident in your understanding of The of Project Based Learning Scan Here! >>>> Please note that this quiz can only be completed in VINESA <<<<
21 GBA emphasizes the study of actual texts rather than isolated language skills. Students are introduced to a variety of texts and are taught to examine and reproduce each text based on structure of a text in terms of language features and text features often in the form of linguistic conventions (Hammond and Derewianka, 2001). This method combines the instruction of language skills (grammar, vocabulary, pronunciation, etc.) with the analysis of texts. Students acquire language contextually and apply it to authentic circumstances. The genre-based approach (GBA) is a teaching and learning strategy that focuses on assisting students in acquiring the skills and knowledge to comprehend, analyze, and produce many sorts of texts. It is a successful method of language instruction because it stresses the use of authentic, meaningful, and relevant texts. According to Yan (2005), GBA has gained popularity since the 1980s. It is believed that students might profit from analyzing various sorts of written texts. Lin (2006) says that GBA concentrates on the comprehension and production of particular text genres, so teaching and learning about text genres has gained prominence in mainstream ELT in a variety of contexts, including primary, secondary, tertiary, professional, and community teaching contexts as well as ESL and EFL students. Thus, GBA tries to assist students become more proficient in their use of English by focusing on the characteristics, features, and purposes of different types of text. GBA has the following characteristics: Module 3: Task 7- Reading GenreBased Approach (1hour)
22 This approach highlights the magnitude of the readers and the linguistic conventions that a piece of writing needs to follow in order to be successfully accepted by its readership (Muncie, 2002). GBA is a strategy for teaching that stresses the use of many literary genres. The GBA syntax includes Building Knowledge of the Field (BKoF), Modeling of Text (MT), Joint Construction of Text (JCT), and Independent Construction of Text (ICT). Teachers and students build cultural context, share experiences, discuss vocabulary, grammatical patterns and so on in Building Knowledge of the Field (BKoF). All of these are geared around the types of spoken texts and topics they are going to deal with at the second stage. The second stage is Modeling of Text (MT) where students listen to statements of short functional texts, GBA stresses the writing process, which includes planning, drafting, revising, and editing. Students are taught to evaluate and revise their work in response to feedback. This approach is concerned with teaching learners how to use language patterns to accomplish coherent, purposeful prose writing (Hyland, 2003). GBA emphasizes teamwork and collaboration. Students collaborate to evaluate texts, exchange ideas, and critique one another's writing. The teacher plays a crucial role in facilitating students' understanding and use of language structures and functions in specific genres. The teacher acts as a guide who helps students identify, analyze, and create various genres of text, such as narratives, reports, persuasive essays, and so on. The teacher isalso responsible for selecting appropriate texts and designing meaningful activities that engage students in the process of learning language through genre. The teacher provides explicit instruction on the conventions of different genres, including grammar, vocabulary, and discourse features. Furthermore, the teacher encourages students to interact with authentic texts to identify the purpose and audience of the genre, and reflect on their language use. The teacher can assess students through various means, such as teacher observation, peer review, and self-assessment. Teacher may also use rubrics or other standardized measures to evaluate student work and provide feedback on areas for improvement.
Cooperative learning, group projects, and other peer collaboration techniques are examples of distinct educational methodologies in which students collaborate. Collaboration is generally believed to be a generic conversations, and monologues that are geared around a certain communicative purpose. The third stage is Joint Construction of Text (JCT). At this stage they try to develop spoken texts with their peers and with the help from the teachers. They need to demonstrate their speaking ability and to show confidence to speak. The final stage is Independent Construction of Text (ICT). At this stage, students are expected to be able to speak spontaneously or to carry our monologues that are aimed at giving directions or showing ways to do things such as how to make a kite, how to make a paper cap, and so on. Thus, the first cycle integrates the development of speaking and listening skills. 23 The implementation of Genre Based Approachl Stages Learning Activities (Describing Animals) Cycle 1 Background Knowledge of Field Given some pictures, students can choose the right picture based on the oral description. Students identify the unfamiliar words of a text described by a teacher orally. ” Cycle 2 Modeling of Text Teacher give a descriptive text. In groups, students identify the genericstructure of descriptive text. Students identify the language features in a text. Students find the detail information of a text. Cycle 3 Joint Construction of Text In groups, students arrange the words into good expressions based on the picture and clue given. Students present the result of the group work.
24 In groups, students compare between one descriptive text to another by completing the table. In groups, students write a descriptive text based on the series of pictures. Cycle 4 Independent Construction of Text 1.Individually, students write a descriptive text. In pairs, students check their work. (pair assessment) To sum up, GBA has become popular since the 1980s since this approach focuses on the understanding and production of selected genres of texts. There are four cycles in this method, those are; building knowledge of field, modelling of text, joint construction of text, independent construction of text. The teacher can create a rich and engaging learning environment that helps students develop their English language skills and their ability to communicate effectively in different genres when teacher apply GBA. Hammond, J., and Derewianka, B. (2001). Genre. In R. Carter & D. Nunan (Eds). The Cambridge Guide to Teaching English to Speakers of Other Languages. Cambridge: Cambridge University Press. Hyland, K. (2002). Teaching and researching writing. Harlow, Essex: Longman Permendikbud No. 24 Th. 2013. Kompetensi Inti dan Kompetensi Dasar SMA/MA/SMK/MAK Project Based Handout for SMA/SMK. 2016 http://lana-cometorich.blogspot.co.id/2009/06/genre-basedapproach.html https://www.scribd.com/doc/117997883/An-Introduction-to-GenreBased-Approach Referrences
25 MODULE 3: TASK 8- CHECKING YOUR UNDERSTANDING (GRADED) (30 MINUTES) This graded quiz is meant to check your comprehension of the reading on the previous page. Please make sure you have read and taken notes before completing this quiz. This quiz is worth 5 points, and consists of 5 multiple choice questions. If you do not understand a question, return to your reading to review. When you are finished with this quiz you should feel confident in your understanding of Genre Based Approach. Scan Here! >>>> Please note that this quiz can only be completed in VINESA <<<< MODULE 3: TASK 9- READING SCIENTIFIC APPROACH (1 HOUR) Scientific approach is the process of finding out information in science, which involves testing the ideas by performing experiments and making decisions based on the result of analysis (Longman, 2014). It indicates that scientific approach is a collection of techniques for exploring phenomena, collecting new knowledge, and correcting and integrating prior knowledge. Scientific approach has the characteristics of “doing science” (Tang et al., 2009) that allows teachers to improve the process of learning by breaking the process down into stages which contains detailed instructions for conducting students learning. So, the teaching learning process in scientific approach referred to the process of observing, asking, reasoning, experimenting, and establishing network for all subjects.
26 Hosnan (2014) state that five steps of applying scientific approach in teaching learning process include observing, questioning, experimenting, associating, and communicating (Kemdikbud, 2013). The activities of each steps can be explain as follows. Observing There are two primary tasks that must be completed prior to the observation steps. First, teachers provide students with enough opportunities for observation. The observation can be done through reading, listening, or seeing the object. Second, teachers support observation and instruct students on how to observe the object's essential characteristics. The observing process consists of seven steps: (1) determining the object to be observed, (2) determining the purpose, (3) determining the method of observation, (4) restricting the object, (5) conducting observation carefully (6) reporting the result of observation, and (7) understanding the result. Questioning Questioning functions to encourage and inspire learners to actively learn and develop questions of and for itself; to raise skills of students in talking, asking questions, and the other can answer logically, systematically using proper and correct grammar; to encourage students’ participation in discussing, arguing, developing the ability to think and draw conclusions; and to build an attitude of openness to give and receive opinions or ideas, enrich vocabulary, as well as developing social tolerance in gregarious. Experimenting In experimenting, the steps are preparation, working, and follow up. There are five activities that can be done in experimenting, (1) Grouping students into several groups, (2) asking students to discuss, (3) recording the finding, (4) supervising the learning process to ensure that all learners are actively involved in the discussion, and (5) directing the group that need help.
27 Experimenting In experimenting, the steps are preparation, working, and follow up. There are five activities that can be done in experimenting, (1) Grouping students into several groups, (2) asking students to discuss, (3) recording the finding, (4) supervising the learning process to ensure that all learners are actively involved in the discussion, and (5) directing the group that need help. . Associating Associating is the ability to analyze and associate the information occurred within the group. Associating is the process of analyzing the information to find the relationship between one information to other information and to find the patterns of interrelationship of the information so that one can make conclusion from the patterns found. Communicating Communicating is the ability to conclude the facts that have been observed and experimented. There are four activities that can be conducted in communicating steps, (1) asking the students to read their work to the class, (2) asking each group to listen well and provide additional input with regard to the work of each group, (3) giving explanation after the group discussion ended, and (5) structuring tasks and providing opportunities to the students to demonstrate attitude, skills, and understanding of the substance of learning given. It is hoped that students are actively involved in class activities by integrating skills, attitude, and knowledge when the teacher apply scientific approach during teaching and learning process.
28 The Implementation of Scientific Approach By combining various assessment methods, teachers can get a comprehensive understanding of their students’ understanding and mastery of English skills. Some ways to assess students’ competence such as observation (the teacher can observe students during experiments or activities, or how they interact with materials and each other), performance task (students demonstrate their speaking task), writing assignment (students write a certain topic or issue), peer assessment (students evaluate each other’s work, such as presentations using a rubric or specific criteria), and reflection (students can reflect on their learning what they need further to support or clarification). Overall, scientific approach is a body of techniques for investigating phenomena, acquiring new knowledge, and correcting and integrating previous knowledge.
29 Moreover, this approach allows teachers to improve the process of learning by breaking the process down into steps or stages which contains detailed instructions for conducting students learning. These two ideas became the basic of using scientific approach to be the basis for implementing the 2013 curriculum. There are 5 stages in this method, those are; observing, questioning, experimenting, associating, and communicating Hosnan. (2014). Pendekatan Saintifik dan Kontekstual dalam Pembelajaran Abad 21: Kunci Sukses Implementasi Kurikulum 2013. Bogor: Ghalia Indonesia. Kemdikbud. (2013). Modul Pelatihan Implementasi Kurikulum 2013. Jakarta: Badan Pengembangan Sumberdaya Manusia Pendidikan dan Kebudayaan. Kemdikbud. (2013a). Peraturan Menteri Pendidikan dan Kebudayaan Nomor 81a Tahun 2013 tentang Implementasi Kurikulum 2013. Jakarta: Kemdikbud Longman. (2014). Longman Dictionary Online. Retrieved October 23, 2014, from http://global.longmandictionariesw.com/ McCollum. (2009). A Scientific Approach to Teaching. Retrieved from http://kamccollum.wordpress.com Referrences MODULE 3: TASK 10- CHECKING YOUR UNDERSTANDING (GRADED) (30 MINUTES) This graded quiz is meant to check your comprehension of the reading on the previous page. Please make sure you have read and taken notes before completing this quiz. This quiz is worth 5 points, and consists of 5 multiple choice questions. If you do not understand a question, return to your reading to review. When you are finished with this quiz you should feel confident in your understanding of Scientific Approach. Scan Here! >>>> Please note that this quiz can only be completed in VINESA <<<<
MODULE 3: TASK 11- DISCUSSION INNOVATIVE LEARNING IN DIGITAL ERA In this module, it has been outlined several types of Innovative Learning in Digital Era. Now express your opinion about those methods covering their strengths and weaknesses in teaching and learning English in digital era. In this discussion part, share your opinion. The following example is provided to offer guidance. Please use your own words and do not copy and paste from the examples. >>>> Please note that this discussion can only be completed in VINESA <<<< Hello all, In my opinion, there has been a growing interest in using innovative teaching methods in English language teaching in recent years. These methods can enhance student engagement and promote active learning, such as project-based, problem-based, and genre-based approaches. This discussion aims to explore the effectiveness of these innovative teaching methods in English language teaching by comparing their advantages, and challenges. Project-based learning involves students working on a project that addresses a real-world problem or challenge that promotes students' critical thinking, creativity, and collaboration skills. Problem-based learning, on the other hand, requires students to work on solving a specific problem through research and analysis. It helps students develop problem-solving skills, analytical thinking, and research skills. The last, GBA involves teaching English through the study of different genres such as narrative, descriptive and so on to enhance students' understanding and develops their reading and writing skills. It is also known that these innovative teaching methods have shown positive outcomes. First, students can demonstrate higher levels of engagement, creativity, and critical thinking. Next, they have shown improvements in their language skills, such as reading, writing, and speaking. Despite these challenges, these innovative teaching methods pose some challenges. For example, PjBL can be time-consuming and may require extensive planning and coordination. 30
PBL may not be suitable for all students, as some may struggle with the open-ended nature of the problem. Genre-based teaching may not be suitable for students with different learning styles or cultural backgrounds, as some genres may not be familiar to them. In conclusion, innovative teaching methods offer promising ways to enhance English language teaching. However, it is vital to consider the specific needs and abilities of students, as well as the resources and constraints of the classroom, when choosing these approaches. Best, Diana 31 After you share your opinion now, you can reply from a former participant. Here is the example Dear Diana, I would say that I agree with your opinion. As we know innovate teaching methods offer promising ways to enhance students’ participation and English competence. However, the teacher should consider the specific needs and students’ abilities when they are choosing these approaches since they also have some disadvantages. Thus, English teacher should be wise how to implement one of the methods to improve students’ competence. Best, Nana. You will be assessed based on this Discussion Board Participation Rubric
32 MODULE 3: TASK 12 – CASE STUDY (GROUP WORK): INNOVATIVE LEARNING IN DIGITAL ERA (2 HOURS) Mrs. Julia is an English teacher at a certain junior high school in Surabaya. She teaches English to the ninth graders in that school. On grade nine, English is taught twice a week on Wednesday (the 1st – 2nd period) and Friday (the 1st – 2nd period). One day, she taught Advertisement to her students. As usual, when she comes to class, she greets the students and does preparation before teaching, such as checking the students’ attendance and their preparation. Next, by using PPT slides she showed her students some examples of Advertisement, such as advertisement on several products. Case study
33 What do you think about the teaching and learning stages that the teacher applied in the above situation? What kind of methods does the teacher apply in the above situation? Does the teacher give the right and interesting assignments for her students? Clarify your answer. If you were a student in the above situation, do you think that the teaching technique used by the teacher makes you interested to learn about Product Advertisement? Explain your answer. She asked them to observe, find and mark the important things and detail information from those advertisements. Then she told the students that they were going to learn about Product Advertisement on that day. By showing one examples of Product Advertisements, Mrs. Julia explained it in detail from the social function, text organization, and language features used in Product Advertisement. In addition, she also mentioned what should be written in Product Advertisement, such as its quality, benefits, and availability. Next, she asked the students to read two different texts about Product Advertisement and answer the comprehension questions (Getting the main ideas, specific and detail information about Product Advertisement, referential and inferential questions about Product Advertisement) that follow in pairs. After discussing all the students’ answers, she then asked the students in small group of three to find other examples of Product Advertisements stated in English and Indonesian and discuss the comparison between them. Next, before reviewing the lesson and dismissing the class, she asked each group to report the result of their discussion in front of the class. The assignment provides you with an opportunity to solve the problem based on the case provided. You can give your soltion using Google Docs, Microsoft Word, PDF, or a similar software. The lesson plan can cover one or more class periods, depending on your students' learning needs. Please read the instructions carefully before you start.
NO Aspect of reflection Answer a Facts Tell us about your experience when you learn Innovative Learning in Digital Era using LMS VINESAand e-module. What things did you experience in the learning process? You can also tell us about the obstacles/difficulties when learn Innovative Learning in Digital Era ? b Feeling How did you feel when you learn Innovative Learning in Digital Era? Are you happy, excited or difficult to understand materials? Tell me things that make you have these feelings. c Finding What lessons did I get from the process? What new things did I learn about myself after the process? d Future What could I do better if I did something similar in learning this materials? What actions or alternative solutions will I take after learning about Innovative Learning in Digital Era ? MODULE 3: TASK 13- REFLECTION ACTIVITY This activity allows you to think about Innovative Learning in Digital Era. Please reflect on the ways in which you understand the concept of Innovative Learning in Digital Era. Before moving on to the next part, please reflect on the following questions: Directions: 34
Assessment: The process of gathering and analyzing data to evaluate student learning and progress. Authentic Assessment: Assessments that measure real-world skills and knowledge, such as writing an email or having a conversation. Collaborative Learning : A technique in which students work in groups to complete tasks, share knowledge and solve problems together. Feedback: Information provided to students to guide their learning and improve their understanding of a concept. Flipped Classroom: A teaching method where students watch lectures or complete readings outside of class and use class time to work on projects, collaborate with classmates, and receive feedback from their teacher. The flipped classroom is focused on developing students' critical thinking and problem-solving skills, as well as their ability to work in teams. Formative Assessment: Assessments that occur during the learning process to provide feedback and guide instruction. Gamification : The use of game elements in non-game contexts to engage and motivate learners. Genre-Based Approach: A teaching method that focuses on teaching English through specific genres, such as news articles, advertisements, or movie scripts. The method helps students to learn language in context and develop their reading, writing, and communication skills in a more natural way. Innovative English Methods: New and creative ways of teaching and learning English that go beyond traditional methods. Mind Mapping: A visual tool that helps students organize and understand information by connecting related concepts. Online Learning Communities : A platform that provides a virtual space for students to collaborate and communicate with their peers and instructors. Peer Assessment: Students evaluate each other's work using a set of criteria. Peer Tutoring : A technique where students help and teach one another, building collaboration and communication skills. Performance-based Assessment: Assessments that require students to demonstrate their understanding of a concept through a task or project. Personalized Learning: A teaching method that is tailored to each student's individual needs and learning style. This approach uses technology to provide students with personalized feedback, resources, and learning opportunities that match their interests and abilities. MODULE 3: TASK 14- GLOSSARY 35