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Writing with Cultural Insight: Elevating Analytical Exposition through Local Culture and Project-Based Learning
Abstract
This study examines the effectiveness of integrating project-based learning (PjBL) with the Latemmamala cultural approach in enhancing the analytical exposition writing skills of grade XI students at SMA Negeri 3 Soppeng. Utilizing a quantitative research design, the study assessed improvements in students' writing abilities through pre-test and post-test evaluations, focusing on grammar, vocabulary, mechanics, fluency, and organization. Results indicated a notable increase in students' writing skills, with the mean score rising from 1425 to 2240. The standard deviation decreased from pre-test (4.811) to post-test (3.185), suggesting a more uniform improvement among students post-intervention. The paired samples t-test further substantiated the efficacy of the intervention (t(observational) = 7.14, p < 0.05), indicating a significant enhancement in writing skills attributable to the culturally infused PBL methodology. The study revealed that integrating PBL with a cultural perspective not only improved students' writing proficiency but also enhanced their motivation, creativity, and engagement with the learning process. It demonstrated that the Latemmamala cultural theme enriched the learning environment, fostering a closer bond between teacher and students through continuous monitoring and support during the project work. Significant improvements were observed in various facets of writing, reflecting the approach's comprehensive impact. By demonstrating the potential of culturally responsive teaching strategies, this study provides a valuable model for educators seeking to foster more inclusive, engaging, and effective learning environments. It underscores the importance of integrating cultural heritage within a PjBL framework to enhance language education, offering new insights into the potential of culturally enriched PBL. This research contributes to the growing body of literature on the benefits of cultural approaches in education and highlights the efficacy of integrating the Latemmamala cultural approach in improving students' academic skills and cultural understanding
... As an instructional method that can develop students' writing skills, project-based learning (PjBL) seems to be an effective and dynamic method of teaching writing. It enables students to get immersed in meaningful real-world tasks, allowing them to actively practice their English language skills in problem-solving contexts (Garim et al., 2023). Focusing on accomplishing authentic activities assigned to a project, PjBL allows students to participate in communication that enables the use of English in a natural setting (Padmadewi et al., 2023). ...
... Considering the advantages of PjBL in the present study, which include minimizing individual tasks, avoiding getting stuck, accomplishing the project in a well-planned manner, and engaging students more actively, previous studies echoed that PjBL offered similar and different advantages as well. Garim et al. (2023) revealed that PjBL fostered students' engagement, motivation, and creativity. Sari et al. (2023) also echoed that it was advantageous in fostering students' creative thinking skills. ...
Despite a plethora of studies on project-based learning (PjBL) for teaching English academic writing in a higher education setting, it has remained underinvestigated in non-English department contexts, and students' practical strategies to overcome hindrances have also been underexplored. This present study scrutinizes the views, hindrances, and practical strategies involved in the enactment of PjBL for teaching English academic writing in a non-English department setting. This study adopted a qualitative research method with a single-case study design. Three undergraduate students and one English academic writing lecturer were purposefully recruited as participants. Data were gathered through individual, semi-structured interviews. Thematic analysis was utilized to analyze the data, and member checking was employed to ensure trustworthiness. The findings suggest that the students positively viewed the enactment of PjBL as very helpful although they had mixed opinions about whether the project should be carried out individually or in groups. Moreover, PjBL offers four advantages, including minimizing individual tasks, avoiding getting stuck, accomplishing the project in a well-planned manner, and engaging students more actively. Appropriate technological tools and teaching media are encouraged to be incorporated into PjBL. Although several hindrances related to teamwork and writing were encountered, the students attempted to overcome these hindrances with some practical strategies. Implications, limitations, and future studies are also discussed. This is an open access article under CC-BY-NC 4.0 license.
... In the learning process, especially in social studies subjects, students can learn wisdom and lessons from the local wisdom activities of the mappadendang tradition [26] , not only in the family environment which can be used as a family but in education, society and government can be used as a family to maintain ties of friendship as explained. from various informants that the value that can be taken from the mappadendang traditional event is as an expression of gratitude for abundant sustenance, a medium for friendship between society and society, society and the government [27], as well as society and the kingdom so that family relations are always close and as an opportunity to have fun. ...
Purpose of the study: To find out the local wisdom values of the mappadendang tradition which can be used as a source of social studies learning at MTs DDI Amparita. To find out the implications of the local wisdom values of the Mappadendang tradition which can be used as a learning resource in social studies subjects at MTs DDI Amparita. Methodology: The research method used in this thesis is descriptive qualitative research. Data in the research process was obtained from primary data and secondary data. Data collection techniques are carried out through observation, interviews and documentation, equipped with technical data analysis using data reduction, presentation and verification. Main Findings: The results of the research show that in the local wisdom of the Mappadendang tradition, the values that can be taken as a source of learning include: 1) The value of mutual cooperation, 2) The value of family, 3) The creation of a society that upholds tolerance, 4) The value of togetherness and 5) The value of love for culture, especially the local wisdom of the mappadendang tradition . Novelty/Originality of this study: This research introduces a new perspective in social studies learning by exploring the local wisdom values of the Mappadendang tradition, which has not been integrated systematically in the formal education curriculum.
The study aims to explore students' perspectives on the implementation of collaborative project-based learning (CPBL) in the Engineering Department as a means to enhance their understanding of the subject matter and develop problem-solving abilities. A quasi-experimental design was employed, and data was collected through a semi-structured questionnaire. The results indicate that CPBL has the potential to improve students' speaking and presentation skills in various aspects, including grammar, discourse competence, sociolinguistics, strategic competence, fluency, accuracy, and presentation skills. The study also recommends further investigation into computer-mediated communication within group projects and suggests incorporating controlled and energizing task speaking during comparison evaluations to foster reflective thinking among both teachers and students. In summary, this research highlights the positive impact of CPBL on language and presentation skills within the Engineering Department, emphasizing its potential benefits for student learning.
This study aims to find out writing descriptive text ability of the tenth grade students of SMA 1 Barru by using Google application. Based on the information of the EFL teacher of SMA 1 Barru, she said that 70% of the tenth grade students of SMA 1 Barru have low ability to write in English descriptive text. In regard to this problem, the researcher intended to develop the students’ writing ability. This research applied a pre-experimental method with one group pretest and posttest design and used cluster random sampling technique, which just one class was taken as sample. In collecting data, the researcher used writing test through Google application. The result of the data analysis was showed that the students’ writing descriptive achievement developed after treatment through Google application. Based on the result of data analysis, the researcher concluded that the use of Google application was effective in developing the students’ writing descriptive text ability. The students do not only consume their own writing, but they can share to other via online.
This Pdf is a recap of Jack C. Richards & Willy A. Renandya's Methodology in Language Teaching: An Anthology of Current Practice book. I hope this summary, I have prepared would be helpful and usable for learners who want to have a brief and comprehensive study of the significant chapters of this book.
In this paper, we present a design solution that involves the bringing together of Project-based Learning (PBL) with the theory of usable knowledge (Pellegrino & Hilton, Developing transferable knowledge and skills in the 21st century, 2012). Usable knowledge is the ability to use ideas to solve problems and explain phenomena, an approach to science learning put forth by the Framework for K-12 Science Education (National Research Council (NRC), A framework for K–12 science education: Practices, crosscutting concepts, and core ideas, 2012) to optimize science learning environments. We offer a process for designing a curricular system that enhances how students learn science as a progression toward sophisticated practice of usable knowledge by focusing on coherence, depth, and motivation. We saw the potential of these distinct approaches for informing one another, and we extrapolate on 4 years of research that involves the process of iterating on our curricular design to best integrate the two approaches to support student learning.
Higher education is frequently criticized for inadequate preparation of students so that they could become successful in their studies, future lives and careers. Students tend to lack higher-order thinking skills, in particular problem solving skills. What the new face of a university foreign language course might be is not simply learning languages but also integrating the development of the most important skills of the 21st century ⿿ higher-order thinking, problem-solving, self-directed learning, communication and collaboration with the ability to demonstrate these skills using a foreign language. Problem-based learning (PBL) is a unique approach that allows achieving this and therefore needs to be more increasingly implemented even in the field of foreign language education. There is much literature that explains curricular change in the field of PBL demonstrating the value of this approach to students, educators and institutions; however, there is little research to date that has explored PBL in foreign language education. Based on the scientific literature review method, this article addresses the issue of why PBL is a relevant approach to be implemented in foreign language education and suggests ways of its implementation. PBL can help revitalize foreign language learning in higher education as it can create meaningful and authentic communication central to the learning process, where language learning is coupled with learning how to solve ill-structured problems. Students move from reproductive to creative and meaningful language use, which undoubtedly contributes to meaningful learning and increased motivation.
It is commonly accepted that language is a part of culture and that it plays a very important role in it. However, the priority given to the place of culture as a significant component in language teaching has not been equally the same in different approaches and methods of foreign language teaching. This paper explores the role of culture in language teaching and the importance of the integration of culture into the teaching of language in traditional, innovative and modern approaches to language teaching. It starts from the ancient times and the age of popularity of Grammar-translation Method when the role of culture was only implicitly recognized and culture was confined to literature and fine art and ends with the present situation where the pressing need for cross-cultural encounters in the era of globalization has led to the notion of intercultural competence.
Writing is one of the most important skills that second language students need to develop, and the ability to teach it is central to the expertise of a good language teacher. Various theories and approaches have emerged to support teachers, but the success of these often depend on the context and teachers’ view of teaching and learning. These reearch questions encourage teachers and researchers to explore what writing, is, why it is used, and how it can bvest be taught and studied in different contexts.
IELTS (International English Language Testing System) is one of the English proficiency tests which consists of 4 skills that should be tested including Writing which has two types “writing task 1 and task 2. However, there are many problems that testees face in doing writing such as problem in language use, word choice, punctuation and so on that make them could not pass the test. in this case, the researcher focueses on writing task 1 to know the problems that testees faced. The present study aims at (i) finding out the problems are faced by the testees,(ii) to find out the most frequent problems; and cause of error in language use made by the participants in ELC-IDP Makassar. This study employs a descriptive qualitative approach, and the total number of the samples were 17. The instrument used for this study was archival documents (testees’ writing). In this case the authors clasify the problems of the testee’s writting into four categories: problem in word choice, punctuation, spelling and language use, then language use is identified and clasified into grammatical area: error of verb, noun, pronoun, adjective, adverb, article, preposition, and conjuntion, after that the error analized using procedure of error analysis. The finding indicates that:a total of whole problems are 88 numbers which made by the testees (i) the percentage of problems in word choice is 5 % (4), punctuation 10% (9), spelling 7% (6); (ii) the most frequent problem is error in language use about 78% (69) which the most frequent error is verb area (73%) 50 errors from 69 of total error and; (iii) the causes or error are interference of the learner’s mother tounge, overgeneralization, and false concept hypothesis.
Tujuan dari penelitian ini adalah untuk menggali dan mengungkap bentuk dan karakteristik kesantunan bahasa, strategi kesantunan, dan manifestasi kearifan lokal yang terdapat pada masyarakat Bulukumba. Kajian ini mencoba menyelidiki ungkapan politena yang paling sering digunakan dalam bahasa Bugis dan ungkapan yang digunakan oleh orang Bugis untuk menunjukkan rasa terima kasih. A adalah metode deskriptif-kualitatif digunakan sebagai pendekatan studi. Penulis mengamati percakapan dalam berbagai situasi. Peserta melibatkan 20 orang dengan beragam usia, jenis kelamin, latar belakang pendidikan dan pekerjaan. Analisis data yang digunakan adalah taksonomi modifikasi yang dibuat oleh Cheng (2005) yang terdiri dari tujuh strategi mengungkapkan rasa syukur. Hasil penelitian mengungkapkan bahwa thanks menggunakan frase bahasa Indonesia thank you lit. Menerima cinta 'terima kasih', adalah strategi yang paling umum digunakan ketika orang Bugis menunjukkan rasa terima kasihnya.
Culturally relevant and sustaining pedagogy is an asset‐based approach to teaching and learning. In this way, students’ identities, languages, and cultures are centered in the learning experience, creating a sense of belonging. The authors observed culturally relevant and sustaining approaches to teaching and learning while visiting schools in New Zealand as part of a three‐week study abroad program. Specifically, the authors observed how teachers in New Zealand centered Maori and Pasifika cultures into daily instruction and learning. Together as teacher educators, an inservice teacher, and a preservice teacher, the authors examine the importance of culturally relevant and sustaining teaching and share their observations of how students’ cultures are honored through writing and arts integration in the classrooms visited in New Zealand. The authors describe how a fifth‐grade teacher applied lessons learned from her visit to New Zealand in her own classroom context in the United States.
If students are to be successful in school, at work, and in their personal lives, they must learn to write. This requires that they receive adequate practice and instruction in writing, as this complex skill does not develop naturally. A basic goal of schooling then is to teach students to use this versatile tool effectively and flexibly. Many schools across the world do not achieve this objective, as an inordinate number of students do not acquire the writing skills needed for success in society today. One reason why this is the case is that many students do not receive the writing instruction they need or deserve. This chapter identifies factors that inhibit good writing instruction, including instructional time; teachers’ preparation and beliefs about writing; national, state, district, and school policies; and historical, social, cultural, and political influences. It then examines how we can address these factors and change classroom writing practices for the better across the world by increasing pertinent stakeholders’ knowledge about writing, with the goal of developing and actualizing visions for writing instruction at the policy, school, and classroom levels. This includes specific recommendations for helping politicians, school administrators, teachers, and the public acquire the needed know-how to make this a reality.
We learn to speak and understand our native language without any great effort, for these are natural aspects of the maturation of every human being. The skills of reading and writing, by contrast, have to be learned, usually in an educational context. Now, when it comes to a foreign language, all the skills (speaking, un derstanding, reading and writing) have to be learned - nothing can be acquired without considerable effort. This learning process does not take place in a vac uum: it is heavily influenced by our previous experience of acquiring our native language and learning to read and write it. These facts have been taken as the background to this book. We aim this book at native speakers of Dutch who have learned to read and write their own language, and who now wish to add skill in writing English to their repertoire. Since this is our well-defined target group, we will be continually pointing to those aspects of written English which differ from comparable aspects of written Dutch, while also giving a complete guide to the writing process. There are two matters concerning the presentation of information in this book that require clarification in advance. Firstly, the book contains hundreds of numbered examples.
This chapter considers the work of preparing educators to teach in culturally sustaining/revitalizing ways. It is based on a qualitative study that examined 60 preservice interns' cross-cultural experiences in schools in Alaska Native villages. The chapter explores the interns' descriptions of the schooling contexts related to school-based instruction of Indigenous languages and cultures and considers pedagogical implications for preservice programs that aim to prepare culturally sustaining/revitalizing educators. Findings include accounts of instructional practices in classrooms teaching Indigenous languages and cultures and themes presenting the schooling contexts as crisis, struggle, and hope. Implications for teacher education are discussed consisting of pedagogical responses to the contexts interns described and considerations for supporting preservice teachers' transformative learning.
p>The use of local culture in the teaching of English as a foreign language in Indonesia may lead into consideration since language and culture are interrelated. Local culture in English language teaching enables students to learn English skills well because students are asked to discuss or describe something they know very well. This paper reports the results of an experimental study which was concerned with how well bringing local culture in English Language Teaching could affect students’ writing achievement. Quasi-experimental research applying non-randomized pretest-posttest design was used in this study. The subjects of the study were the students of English Department of College of Teacher Training and Education in Blitar. Class A, which consisted of 23 students, was taught using local culture strategy, and was the experimental group, while class B, which consisted of 25 students was taught without using local culture, and was the control group. The results showed that bringing local culture in English language teaching produced better achievement of the students’ writing skill.
Keywords: local culture; writing achievement, English language teaching </p
Project-based learning is a comprehensive approach to classroom teaching and learning that is designed to engage students in investigation of authentic problems. In this article, we present an argument for why projects have the potential to help people learn; indicate factors in project design that affect motivation and thought; examine difficulties that students and teachers may encounter with projects; and describe how technology can support students and teachers as they work on projects, so that motivation and thought are sustained.
In this article research on teaching and learning is reviewed from a cross-cultural perspective. A meta-analysis indicates that across a number of very different cultures higher quality learning strategies, at both school and university level, are associated with higher student self-esteem and an internal locus of control. Such strategies tend to be encouraged in classrooms where students feel involved, the teachers are supportive, the workload is fair, and the assessment system reflects broader notions of learning beyond examination marks. In-depth research on Chinese students questions the validity of a number of basic Western notions of educational psychology regarding the nature of motivation and the role of memorisation. Other research suggests that the Western teacher education emphasis on getting students on task and coping with behavioural problems may not be as relevant in the Chinese context. Chinese educators tend to see both creativity and understanding as slow processes requiring much effort, repetition, and attention rather than relatively rapid, insightful processes. Such views are grounded in hundreds of years of Chinese philosophical thought. Any attempts to reform education by importing ideas from one culture to another must consider the overall contexts of the societies involved.
Until recently, motivation has been considered to be an individual phenomenon. Motivational theorists have accordingly conceptualised key constructs in individualistic terms and emphasised the individual origins and nature of motivation, although they have also long recognised that contextual or social factors have a significant influence on these individual processes. Recently this conceptualisation has been questioned as theorists have suggested, after Vygotsky, that motivation, like learning and thinking, might be social in nature. This idea was first suggested by Sivan (1986) more than twenty years ago but it received a major impetus with the publication of an article by Hickey (1997) eleven years later. Since that time interest in the social nature of motivation has grown as a small number of book chapters and journal articles have been published and conference papers have been presented on the topic. Although some motivational theorists remain sceptical (e.g. Winne, 2004) of this theoretical development, the inclusion of a section on sociocultural approaches to motivation in Perry, Turner, and Meyer's (2006) chapter on classrooms as contexts for motivating learning in the 2nd edition of the Handbook of Educational Psychology suggests that this perspective is being seriously considered by motivational researchers. Similarly, the inclusion of a chapter (Walker, in press-b) on the sociocultural approach to motivation in the 3rd edition of the International Encyclopedia of Education indicates that this approach has achieved some recognition.
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