Detail De-Fossilizing and Fragmenting Students's Stand-Still TOEFL Score Attainments   Oleh:  Rohadi, Tedi Jenis: Article from Proceeding Dalam koleksi: The 61st TEFLIN International Conference : English Language Curriculum Development: Implications for Innovations in Language Policy and Planning, Pedagogical Practices, and Teacher Professional Development, Solo, 7 - 9 October 2014, page 842-845 . Fulltext: DE-FOSSILIZING AND FRAGMENTING.pdf (6.96MB) Isi artikel Fatigue, boredome, de-motivation, and even frustration are the reactions of both students and teachers to the facts that the students TOEFL score attainments seem to be stand-still showing in some extent no progress of learning or no effect of teaching at all. It is furthermore, in theoretical level, worsened by some proposition in some researchs in that ‘the so called-fossilization” cannot be remedied. However, this paper contends that fossilization can substantially be remedied when some measures and procedures are properly taken and utilized. The paper is a report of a breakthrough programs resulted from a classroom action research in improving and increasing the ceiling-like TOEFL score attaintment of students in BEAP/EAP program administered by BAPPENAS. Theories and concepts underpinning the study as well as research methodology will initiate the paper. The next part of the paper will discuss the so called “de-fossilizing and fragmenting program” itself as the focus of the study and its implementation and findings. The paper will not only elaborate some problems that were encountered during the implementation but also will provide some suggestions to anticipate those potential problems in the end part of the paper. The discussion last but not least enlighten every aspect involved in the study. Opini Anda Klik untuk menuliskan opini Anda tentang koleksi ini! Kembali

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