12th Grader’s Perception Regarding Tertiary Students Teaching Practices

Putu Wahyu Sudewi, Adi Isma, Reski Reski — Mon, 02 Sep 2024 00:00:00 +0000

This research investigates students' perceptions of the teaching skills of teaching assistant (TA) tertiary students from the English Education Study Program at the University of Sulawesi Barat, conducted at SMA Negeri 1 Majene. The study aims to assess how well these TA tertiary students perform in key teaching areas, including lesson opening and closing, explaining, questioning, providing reinforcement, introducing variety, guiding small group discussions, and classroom management. Using a qualitative approach, data were collected via questionnaires based on a Likert scale, complemented by guided interviews for qualitative insights. The findings reveal that TA tertiary students received high ratings in explaining (92%), questioning (84%), and classroom management (85%), with an overall average rating of 81.37%, categorized as "very good". While students appreciated the enthusiasm and clarity TA tertiary students brought to lessons, they identified areas for improvement, such as maintaining classroom order, enhancing reinforcement techniques, and diversifying teaching methods. The study underscores the importance of targeted support and continuous development for TA tertiary students to enhance their teaching efficacy and better meet students' diverse needs.

Leveling Up English Writing Skill: The Role of Gamification in Language Education

Sun, 01 Sep 2024 00:00:00 +0000

Integrating game aspects into non-gaming environments, or "gamification," has become a potent technique in education that can make conventional teaching methods more engaging. Gamification has shown promise in the field of language education for improving a variety of skills, including writing. This study aimed to know whether the use of the gamification teaching method has a significant effect on the students’ writing skills and their attitudes toward the method. This study used a pre-experimental method with a one-group pre-test and post-test design. A writing test was used to determine the students’ writing skills before and after using the gamification teaching method. Meanwhile, a questionnaire was used to determine the students’ attitudes toward the method. The result of this study shows that the mean score of the pre-test was 52.5714, and the mean score of the post-test was 70.2875. The result of the questionnaire also indicates that the use of the gamification teaching method helps students write descriptive texts and engages them in the learning process. It can be inferred that students' writing skills have improved, and they exhibit a highly positive attitude when taught using the gamification teaching method.

ELS Journal on Interdisciplinary Studies in Humanities

12th Grader’s Perception Regarding Tertiary Students Teaching Practices

Leveling Up English Writing Skill: The Role of Gamification in Language Education