TUGAS

NAME : MIFTAKHUL JANNAH

STUDY PROGRAM : 17010106024

METHODOLOGY
TITLE AUTHOR(S) RESEARCH DATA
CONTEXT SETTING PARTICIPANT INSTRUMENTS
DESIGN ANALYSIS
The level of awareness and Ernie Adnan, Experimentals. Place : Teacher Education The participants 1. The method Descriptive data
production of English lexical Stefanie Pillai, Institute of Institute (ITE) comprised 104 used to elicit analysis including
stress among English language and Poh Shin The Lexical Stress Teacher Education campuses located trainees who were data for the graphs, and tables.
teacher trainees in Malaysia Chiew Awareness Test (ITE) Campuses in the northern selected from five first objective
(LSAT) consisted part of Malaysia. Teacher Education was a Lexical
of two sections. In Institute (ITE) Stress
the first section, campuses located Awareness
demographic in the northern Test (LSAT),
information was part of Malaysia. completed by
elicited from the There was an 104 teacher
participants, while equal proportion trainees.
the second section of Malay and 2. Data for the
focused on the Malaysian Chinese second
participants' level trainees (34%, objective
of awareness of n=35), while 22 were obtained
lexical stress in were Malaysian by recording
English. The Indians (21%). the trainees
questions, the The rest of them reading
scoring method were mainly from sentences
and the rubrics for Sabah and containing
the levels of Sarawak judging test words.
awareness were from their ethnic
 validated by three backgrounds
experts who had (11%, n=12).
an average of 14
years of teaching
experience on the
Teaching of
English as a
Second Language
(TESL)
undergraduate
programme at
ITEs

Writing Lessons in Grade 1 Sulfasyah Survey Place: Indonesia The Ministry of Students. Coding scheme Kappa analysis.
Indonesian Thematic Aliem Bahri Education and The sample and the clearness Descriptive data
Textbooks: A Content Analysis Sitti Fithriani The sample of the Culture of consisted of eight of operational analysis including
Saleh study consisted of Indonesia textbooks of definitions for graphs, and tables
eight compulsory Grade 1. Each each category by
textbooks, which book consists answering
were analysed of 24 lessons. a Likert
using a content Therefore, 192 scale–based
analysis. These lessons were questionnaire.
eight textbooks are analysed in this The scale ranged
used in one study. from 1 (Strongly
academic year in Disagree) to 5
Grade 1: (Strongly Agree).
four are designed Each gave a 4–5
for Semester 1; score for all items.
and four for
Semester 2. Each
textbook, named
 after different
themes, consists of
four sub-themes,
each of which
has six thematic
lessons that
integrate subject
areas taught in
Grade 1. Overall,
the eight books
have 192 lessons,
96 delivered in
Semester 1 and 96
in Semester 2.

Engaging young learners of Reni Experimentals. To begin with, we Digital stories as

English with digital stories: Puspitasari Research Method: asked the pupils to multimodal texts.
Learning to mean Dwi; form a group of 6
Lestariyana Introduced pupils members because
and Handoyo to fundamental the class
Puji Widodo language comprised 30
components, such students
as vocabulary, Siswa berusia 10 –
grammar, and 12 tahun.
pronunciation. We School principal,
also taught them the English
daily expressions teacher, the pupils,
in English in order and the parents
to build their self-
confidence in
expressing ideas in
English. This
foundational
lesson took four
weeks. In Week 5,
we initiated the
DST project as a
pedagogical
innovation. In this
project, the pupils
went through
several learning
activities (e.g.,
group formation,
topic
brainstorming,
field observation,
outlining and
drafting, creating a
digital story, and
sharing). To begin
with, we asked the
pupils to form a
group of 6
members because
the class
comprised 30
students. In each
group, the pupils
played different.
roles as a story
narrator,
photographer,
script writer,
language resource
provider, language
editor, and digital
story creator. This
role assignment
aimed to optimize
pupil involvement
in this project-
based language
learning.

Following this
group formation,
the pupils
brainstormed some
possible topics
(e.g., farming,
rural
environments,
schools, traditional
markets) which
could be
developed into a
story.