Printed Instructions in Students’ Materials: A Study of Graduate Students (Published)
Teachers’ verbal treatment of rubrics generally indicate that teachers override the rubric in a number of ways of students’ preferred rubric access strategies revealed that reading the rubric themselves is a utilized strategy ranked after teacher paraphrase and teacher-generated examples. According to the author’s past and current studies on rubrics, there is no guarantee that rubrics will be used or required in the way they were intended. Research focusing on materials writers and publishers suggests that the target audience of the rubric is neither clear nor universal, and that, sans rubrics, teachers can be quite innovative in their task interpretations. As part of an on-going examination of various aspects of textbook rubrics, the following study will examine the need for rubrics in student materials of graduate students. It further clarifies the definition and idea of teaching in the context of pedagogy. Finally, this study discusses about introduction, instrumentations, data collection procedures, discussions and conclusion.
Keywords: ELT materials, Pedagogy, Rubrics, Task, printed instructions
The Effect of Holistic and Discrete Tasks on English Writing Performance of Students with Different Learning Styles (Published)
This factorial experimental study investigated the effect of tasks (holistic dan discret) and learning styles (visual, auditory, dan kinaesthetic) on students’ English Writing Performance (EWP). The experiment applied factorial design 2×3 with amount of sample 150 students taken randomly stratified from three junior high schools at Buton Regency, Indonesian during school-year 2014/2015. The research hypotheses were tested using two ways of analysis of variance and continued with Tuckey test. The results of the research revealed that: (1) EWP of students given holistic tasks was higher than EWP of students given discrete tasks; (2) statistically, there was no significant difference on EWP of visual students, auditory students, and kinaesthetic students; (3) there was any interaction effect on giving tasks and learning styles on students’ EWP; (4) visual students given holistic tasks reached higher EWP than those given discrete tasks; (5) auditory students given discrete tasks attained higher EWP than those given holistic tasks; and (6) kinaesthetic students given holistic tasks achieved higher EWP than those given discrete tasks.
Keywords: Discrete, Task, Writing Performance, holistic, learning styles
The Impact of Task Repetition on Fluency, Accuracy, and Complexity (Published)
A number of strategies, which can utilize various tasks to develop accuracy, fluency, and complexity in language have been proposed. With past studies indicating that repetition of tasks have a positive effect on these basic goals of speech while today’s studies contradict the same, it was interesting carrying out a study on this topic. The study was to examine the kind of influence that task repetition has on the students’ performance in terms of accuracy, fluency, and complexity. Two pairs of students were given a describing-picture task, which was repeated two times. Unexpectedly, the results were opposite to that indicated in the literature. The result revealed that repetition of tasks had no remarkable effect on the students’ performance. This was a clear deviation from the findings of the past studies, which had shown a clear relationship between task repetition and the three basic goals of speech. This study will highlight on the methodologies, analysis, results, and the subsequent conclusions that were reached during the study
Keywords: Accuracy, Complexity, Fluency, Task, repetition
REVIEW OF NOTION AND FRAMEWORK OF TASK-BASED LANGUAGE TEACHING (Review Completed - Accepted)
This paper is one in series of papers related to secondary school teacher cognition of Task-Based Language Teaching and of the new series of textbooks of English officially passed by in Vietnam in 2006. The purpose of this paper is to make a proposal on how task and TBLT model should be put/understood/viewed to fit the literature and the context of research project. In order to do this, the argumentation is set in three steps: firstly a review of notions of tasks and TBLT is made; secondly, the author proposes a proper understanding of task and TBLT framework to fit the research context; at last endeavor, the author explain reasons for the use of task notion and TBLT framework by making an overview of research setting relating to objectives, methods, background of research
Keywords: Framework, Notion of Task, TBLT, Task