Utami Widiati

The Effect of Practice Generalization Reinforcement (PGR) Instruction Strategy Vs Direct Instruction and Prior Knowledge on Learning Outcome of English Grammar in Junior High School

The objective of the study is to examine the effect and the interaction between instructional strategies through the application of practice generalization reinforcement instruction strategy vs. direct instruction and prior knowledge on learning outcome of English grammar in junior high school. The research design used quasi experimental design by using the factorial design version pretest-posttest non-equivalent control group design. The subject of the study was the ninth grade students of junior high school 1 Labang, Bangkalan East Java. The sampling method used cluster random sampling’s technique. The number of students who involved in this study was 119 students. 60 students were learnt by using direct instruction as the control group and 59 students were learnt by using practice generalization reinforcement instruction strategy as the experimental group. The results of this study were analyzed by using Anova (analysis of variance) 2x2 factorial designs and the significance level was 5%. The result of this study showed that (1) The students’ English grammar learning outcome did not indicate a statistically significant difference from the students who were learnt by using the direct instruction strategy and the practice generalization reinforcement’s instruction, (2) The students’ English grammar learning outcome indicated a statistically significant different from the students who had a high prior knowledge and a low prior knowledge, and (3) The interaction between the instruction strategy and the prior knowledge indicated the significant effect on English grammar learning outcome.

How Do Indonesian Professional English Teachers Develop Their Pedagogical Competence in Teaching Implementation

This article aims to investigate what kinds of Professional Development (PD) activities done by Indonesian professional English teachers in developing their pedagogical competence dealing with teaching implementation as well as to identify how those activities contribute to their competence development. This qualitative study was done in two stages namely subjects selection and investigation on the subjects’ professional development for their pedagogical competence in teaching implementation. The criteria of subjects selection have reflected the four competences that professional teachers need to possess which include personal, social, pedagogical and professional competences. The data collection was done by using questionnaire, interview guide, observation sheet. This study involves four selected professional English as a Foreign Language (EFL) teachers from Malang city, Malang Regency, and Batu town. The results show that PD activities done by the subjects include having discussion with colleagues, joining teacher association forum, attending seminars and workshops, taking courses, doing research, reading relevant sources, surfing the net,and doing team teaching. The ways how the subjects learn cover doing reflection, taking and giving feedback, discussing, broadening knowledge, researching, and problem solving. Referring to the limitation of this study, future researchers are recommended to do further study involving other aspects of pedagogical competence development, particularly the ones dealing with teaching preparation and evaluation on students learning.