PERSEPSI DOSEN TERHADAP PENGEMBANGAN MATERI AJAR MENULIS AKADEMIK BAHASA INGGRIS BERBASIS BRAIN-FRIENDLY STRATEGIES [TEACHERS' PERCEPTIONS OF AN ENGLISH ACADEMIC WRITING MATERIAL MODEL BASED ON BRAIN-FRIENDLY STRATEGIES]

Euis Meinawati

Abstract


The purpose of this study was to identify teachers’ perceptions of an English academic writing teaching material model based on brain-friendly strategies. The research method used was qualitative. The process of collecting data was interviews and questionnaires. The research findings indicated that the material model of English academic writing was effective and matched teachers' perceptions that it fulfilled the learning needs. This could be seen in the percentage of teachers’ questionnaires. They thought that the teaching material was appropriate for the students’ needs context and the global challenges of their program of study.

BAHASA INDONESIA ABSTRAK: Tujuan dari penelitian ini adalah untuk mengidentifikasi persepsi dosen terhadap model materi ajar menulis akademik bahasa Inggris berbasis brain-friendly strategies. Metode penelitian menggunakan kualitatif. Proses pengumpulan data menggunakan wawancara dan kuesioner. Hasil kajian menunjukkan bahwa model materi ajar menulis akademik bahasa Inggris berbasis brain-friendly strategies efektif. Efektifitas tersebut terlihat pada presentase yang cukup baik dari dosen. Menurut para dosen materi ajar yang telah dirancang sesuai dengan konteks pembelajaran menulis akademik bahasa Inggris dikelas dan tantangan global saat ini. Dengan demikian, model materi ajar bisa diterapkan pada program studi Manufaktur.


Keywords


academic writing; brain-friendly strategies; English learning; material model; Menulis Akademik; Pembelajaran Bahasa Inggris; Model Materi Ajar; Manufaktur



DOI: http://dx.doi.org/10.19166/pji.v15i2.1682

Full Text:

PDF

References


Beck, S. W., Llosa, L., Black, K., & Anderson, A. T. G. (2018). From assessing to teaching writing: What teachers prioritize. Assessing Writing, 37, 68–77. https://doi.org/10.1016/j.asw.2018.03.003

Cho, Y., & Choi, I. (2018). Writing from sources: Does audience matter? Assessing Writing, 37, 25–38. https://doi.org/10.1016/j.asw.2018.03.004

Dwikristanto, Y. P., & Listiani, T. (2018). Pengembangan modul pembelajaran pengolah lembar kerja excel berbasis multimedia [Developing an Excel spreadsheet multimedia learning module]. Polyglot: Jurnal Ilmiah, 14(1), 79-86. https://doi.org/10.19166/pji.v14i1.793

Haghighi, M. (2013). The effect of brain-based learning on Iranian EFL learners’ achievement and retention. Procedia - Social and Behavioral Sciences, 70, 508–516. https://doi.org/10.1016/j.sbspro.2013.01.088

Love, K., & Sandiford, C. (2016). Teachers’ and students’ meta-reflections on writing choices: An Australian case study. International Journal of Educational Research, 80, 204–216. https://doi.org/10.1016/j.ijer.2016.06.001

Matsuda, P. K., Saenkhum, T., & Accardi, S. (2013). Writing teachers’ perceptions of the presence and needs of second language writers: An institutional case study. Journal of Second Language Writing, 22(1), 68–86. https://doi.org/10.1016/j.jslw.2012.10.001

Oflaz, M. (2011). The effect of right and left brain dominance in language learning. Procedia - Social and Behavioral Sciences, 15, 1507–1513. https://doi.org/10.1016/j.sbspro.2011.03.320

Spence, L. K., Fan, X., Speece, L., & Bushaala, S. (2017). Generous reading expands teachers’ perceptions on student writing. Teaching and Teacher Education, 66, 96-106. https://doi.org/10.1016/j.tate.2017.03.017

Tomlinson, B. (2013). Developing materials for language teaching (2nd ed.). New York, NY: Bloomsbury.

Tüfekçi, S., & Demirel, M. (2009). The effect of brain based learning on achievement, retention, attitude and learning process. Procedia - Social and Behavioral Sciences, 1(1), 1782–1791. https://doi.org/10.1016/j.sbspro.2009.01.316

Wette, R. (2014). Teachers’ practices in EAP writing instruction: Use of models and modeling. System, 42, 60–69. https://doi.org/10.1016/j.system.2013.11.002

Yagcioglu, O. (2014). The advantages of brain based learning in ELT classes. Procedia - Social and Behavioral Sciences, 152, 258–262. https://doi.org/10.1016/j.sbspro.2014.09.190


Refbacks

  • There are currently no refbacks.


Bookmark and Share


Copyright (c) 2019 Euis Meinawati

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

favicon Faculty of Education | Universitas Pelita Harapan | Lippo Karawaci, Tangerang, Indonesia, 15811 | Tel +62 21 5466057 | Fax +62 21 5461055