Case Study of Learning Language Research Methodology Through Driil Practice Method Among Students

Authors

  • Agus Darmuki Muria Kudus University, Kudus, 59327 Central Java, Indonesia
  • Nur Alfin Hidayati Muria Kudus University, Kudus, 59327 Central Java, Indonesia
  • Vita Verliana Muria Kudus University, Kudus, 59327 Central Java, Indonesia

DOI:

https://doi.org/10.53797/ujssh.v2i2.4.2023

Keywords:

Method, learning, language, drill practice, students

Abstract

The ability to drill Practice is one of the skills that is very important and needed in the 21st century. This research will describe a case study using the drill practice method on learning outcomes in language research methodology courses. This research is descriptive qualitative research, which uses the practical drill method. The objects of this research were all 3rd-semester students who took the language research methodology course. The subject of this research is learning language research methodology using the practical drill learning model. The data collection technique in this research is by conducting interviews and observations with lecturers and students in the 3rd-semester language research methodology class. Practical training in the course allows students to better understand the basic concepts and steps in conducting language research. Based on the research results, it can be concluded that: 1) There is an increase in learning outcomes, 2) the practical drill method provides valuable support in understanding and developing students' skills, 3) Through direct Practice, students can more easily apply the theory learned in situations practical. The researcher realizes there still needs to be an improvement in applying drill practice to teach research methodology courses. However, the result of this research may enlighten us on the importance of varying techniques in teaching research methodology to make the teaching and learning process run as expected.

References

Baeten, M., & Simons, M. (2014). Student teachers' team teaching: Models, effects, and conditions for implementation. Teaching and Teacher Education, 41, 92-110.

Beijaard, D. (2019). Teacher learning as identity learning: models, practices, and topics. Teachers and Teaching, 25(1), 1-6.

Clapham, C. (2000). Assessment and testing. Annual Review of Applied Linguistics, 20, 147-161.

Darmuki, A., Hariyadi, A., & Hidayati, N. A. (2022). Pembelajaran PBL Kolaborasi PjBL untuk Meningkatkan Keterampilan 4C pada Mata Kuliah Pragmatik. [PjBL Collaborative PBL Learning to Improve 4C Skills in Pragmatics Subjects]. Media Penelitian Pendidikan: Jurnal Penelitian dalam Bidang Pendidikan dan Pengajaran, 16(1), 21-27.

Darmuki, A., & Hidayati, N. A. (2018). An Investigation of The Cooperative Learning Using Audio Visual Media in Speaking Skill Subject.

Darmuki, A., Andayani, A., Nurkamto, J., & Saddhono, K. (2018, January). Cooperative, Synectics, and CTL Learning Models toward Speaking Ability Viewed from Student's Motivation. In 1st International Conference on Intellectuals' Global Responsibility (ICIGR 2017) (pp. 75-79). Atlantis Press.

Dewi, N. A. K., Trisnawati, T., & Kristina, M. (2020). The drill method with realistic approach to improve learning outcomes of descriptive statistics in higher education. JINoP (Jurnal Inovasi Pembelajaran), 6(2), 215-226.

Diniz, A. M., & Amado, N. (2014). Procedures for successful data collection through psychological tests in the elderly. Psicologia: Reflexão e Crítica, 27, 491-497.

Elisa, H., Sijono, S., Bintang, V. V., & Viani, M. (2023). A Classroom Action Research: The Use Of Chain Drill-Simulation For Teaching Speaking. Journal of English Educational Study (JEES), 6(2), 125-131.

Fauzia, N., & Lolita, Y. (2018). the use of drill, vocabulous (vocabulary Various) and computer assisted language Learning (call) in learning vocabulary. JET (Journal of English Teaching) Adi Buana, 3(1), 11-27.

Gee, Y. T., & Umar, I. N. (2014). The effects of drill and practice courseware on students’ achievement and motivation in learning English. International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering, 8(12), 3683-3688.

Harland, T. (2014). Learning about case study methodology to research higher education. Higher Education Research & Development, 33(6), 1113-1122.

Jarzębowicz, A., & Połocka, K. (2017, September). Selecting requirements documentation techniques for software projects: a survey study. In 2017 Federated Conference on Computer Science and Information Systems (FedCSIS) (pp. 1189-1198). IEEE.

Kamal, M. (2020). Research and Development (R&D) tadribat/drill madrasah aliyah class x teaching materials arabic language. Santhet (Jurnal Sejarah Pendidikan Dan Humaniora), 4(1), 10-18.

McDonough, S. K. (2001). Way behond drill and practice: Foreign language lab activities in support of constructivist learning. International Journal of Instructional Media, 28(1), 75.

Morgan, G. A., & Harmon, R. J. (2001). Data collection techniques. Journal-American Academy Of Child And Adolescent Psychiatry, 40(8), 973-976.

Pacol, C. A., & Patacsil, F. (2017). Drill and practice courseware in it fundamentals. PSU Journal of Engineering, Technology and Computing Sciences, 1(1), 33-47.

Padalia, A., & Yatim, H. (2020). Implementation of the drill method in learning art and culture in high schools. International Journal of Scientific & Technology Research, 9(2), 1607-1613.

Prediger, S., Gravemeijer, K., & Confrey, J. (2015). Design research with a focus on learning processes: An overview on achievements and challenges. ZDM, 47, 877-891.

Rathakrishnan, M., Raman, A., Haniffa, M. A., Mariamdaran, S. D., & Haron, A. (2018). The drill and practice application in teaching science for lower secondary students. International Journal of Education, Psychology and Counseling, 3(7), 100-108.

Sáiz Manzanares, M. C., Marticorena Sánchez, R., García Osorio, C. I., & Díez-Pastor, J. F. (2017). How do B-learning and learning patterns influence learning outcomes?. Frontiers in Psychology, 8, 745.

Sunarti, S., Bukhori, H. A., Sarjono, D., & Widyatmoko, T. (2023, April). Implementation of Drill and Practice Learning Models and Open-Ended Problems to Find Out Interest in Learning. In International Seminar on Language, Education, and Culture (ISoLEC 2022) (pp. 331-338). Atlantis Press.

Vesin, B., Mangaroska, K., & Giannakos, M. (2018). Learning in smart environments: user-centered design and analytics of an adaptive learning system. Smart Learning Environments, 5, 1-21.

Wickham, H., & Wickham, H. (2016). Data analysis (pp. 189-201). Springer International Publishing.

Yu, F. Y., & Chen, Y. J. (2014). Effects of student‐generated questions as the source of online drill‐and‐practice activities on learning. British Journal of Educational Technology, 45(2), 316-329.

Zaman, S. N., & Hakim, P. R. (2022). Teacher's Efforts in Practicing Beginning Writing Skills for Elementary Level Students Using the Drill Method. JENIUS (Journal of Education Policy and Elementary Education Issues), 3(2), 92-101.

Downloads

Published

2023-11-25

How to Cite

Darmuki, A., Hidayati, N. A., & Verliana, V. (2023). Case Study of Learning Language Research Methodology Through Driil Practice Method Among Students. Uniglobal Journal of Social Sciences and Humanities, 2(2), 18–22. https://doi.org/10.53797/ujssh.v2i2.4.2023

Most read articles by the same author(s)

<< < 1 2