Multi-Structural Class: What and How It Is Perceived

Autor/in	Tamah, Siti Mina
Titel	Multi-Structural Class: What and How It Is Perceived
Quelle	In: TEFLIN Journal: A publication on the teaching and learning of English, 24 (2013) 2, S.201-219 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0215-773X
Schlagwörter	Cooperative Learning; Reading Instruction; College Students; College Faculty; Teaching Methods; Educational Change; Student Centered Learning; Instructional Innovation; Models; Classroom Techniques; Student Attitudes; Foreign Countries; English (Second Language); Second Language Learning; Second Language Instruction; Preferences; Statistical Analysis; Questionnaires; Likert Scales; Indonesia + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Leseunterricht; Collegestudent; Fakultät; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsreform; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Educational Innovation; Bildungsinnovation; Analogiemodell; Klassenführung; Schülerverhalten; Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Statistische Analyse; Fragebogen; Likert-Skala; Indonesien
Abstract	The perception of "students' learning which equals students' being given knowledge" has brought about the theatrical mode of classroom instruction which is typically characterized by whole-class presentational techniques in which teachers perform most of the talking in order to transfer the knowledge to the students. Since this mode was "attacked" quite relentlessly, teachers have been continually challenged to make a professional change. The professional demand is fortunately facilitated by the existence of innovations in teaching approaches, one of which is cooperative learning. Argued implicitly and/or explicitly in some references (e.g. Kagan et al., 1985; Kaye & Rogers, 1968; Sharan, 1994; Slavin, 1994; Tinzmann et al.,1990) is that it is not a good idea to rely on the exclusive use of cooperative classroom. This article is then intended to provide a model of multi-structural class design. It is in fact the exemplification of what the writer has implemented in her reading class of university students. Simply stated, the class which is designed to be multi-structural will be depicted and the students' perception will, too. (As Provided).
Anmerkungen	Association for the Teaching of English as a Foreign Language in Indonesia (TEFLIN). Malang, East Java, 65145, Indonesia. TEFLIN Publication Division, Department of English, Faculty of Letters, Universitas Negeri Malang, Jalan Semarang 5, Tel: +62-341-570566; Fax: +62-341-567475; e-mail: journal@teflin.org; Web site: http://journal.teflin.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01