scholarly journals Toonytools in Teaching Narrative Text: Pre Service Teachers' Experience

2020 ◽  
Vol 9 (2) ◽  
pp. 217-226
Author(s):  
Dinda Nur Hanifah Septiyani ◽  
Rizka Safriyani ◽  
Siti Asmiyah
Keyword(s):  
Private Education ◽  
Teaching And Learning ◽  
Qualitative Interview ◽  
Learning Processes ◽  
Narrative Text ◽  
English Teacher ◽  
Interactive Teaching ◽  
Remote Learning

Abstract. Technology has many applications in the field of media for teaching and learning.  In private education, teachers have to be creative in creating interactive teaching media. Moreover, teaching media are needed to support the success of teaching and learning processes. Comics is favorable to read because it is fun. Online comics become popular in remote learning because students work a lot with online applications today. Toonytools is one of the favorable online comic creators. This study aims to investigate the use of Toonytools as a teaching medium in teaching Narrative Text. This study uses mix-method. A survey as a quantitative and qualitative interview was done to the students and the English Teacher. Some possible benefits and challenges within the implementation are suggested. The finding of this research is the effectiveness of using the online comic platform Toonytools, a learning media to teach the narrative text. This platform is easy to use and applied to make Toonytools feasible as a favorite online comic platform for teachers to create learning media.

scholarly journals Whatsapp Voice Note in Speaking Class

2019 ◽  
Vol 3 (3) ◽  
pp. 343-360 ◽  
Author(s):  
Hega Nurazizah ◽  
Lilies Youlia Friatin ◽  
Bambang Ruby Sugiarto
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Positive Response ◽  
Narrative Text ◽  
Learning Activity ◽  
English Teacher ◽  
Tenth Grade ◽  
Speaking Skill ◽  
Share Information

This study deals with the use of WhatsApp voice note in speaking class. This study aimed at figuring out the teacher’s way in implementing WhatsApp voice note in teaching speaking on narrative text and investigating the perspective on WhatsApp voice note to improve speaking skill on narrative text. In conducting this study, the researcher used qualitative approach. Case study was applied as a research design in this study. This study involved 35 students of the tenth grade (X MIPA 1) and one English teacher. Instruments used in this study were classroom observation, interview, and questionnaire. The results of this study showed that nine steps were used by the teacher in the teaching and learning process through WhatsApp voice note in speaking class on narrative text. Meanwhile, most of the students gave their positive response toward the teaching and learning process. The teacher argued that WhatsApp voice note is a useful tool to provide the students opportunities to speak especially on narrative text and the students can share information easily. It also allows the students asking for help using English. Based on the findings, it can be concluded that learning to speak English using WhatsApp voice note is an attractive learning activity, positive activity, and WhatsApp voice note is easy to use. Finally, this study suggests other researchers to involve the objective data, to enrich the instrumentation, to add more sample of the study and to employ other methods and design in order to enrich the data.

Integration of e-learning technologies for interactive teaching and learning process: an empirical study on higher education institutes of Pakistan

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Muhammad Mujtaba Asad ◽  
Nadia Hussain ◽  
Maria Wadho ◽  
Zahid Hussain Khand ◽  
Prathamesh P. Churi
Keyword(s):  
Teaching And Learning ◽  
Research Study ◽  
Public University ◽  
Learning Technologies ◽  
Learning Processes ◽  
Interactive Teaching ◽  
Content Type ◽  
Information And Communication ◽  
E Learning ◽  
Modern Era

PurposeThe use of information and communication technologies (ICTs) has become a major driving force in transforming education worldwide. Similarly, in the last ten years, the usage of ICTs and e-learning in Pakistan has increased. Whereas the latest educational policy of the Government of Pakistan has focused on using ICTs and e-learning in schools and universities. The national professional standards for teachers have also suggested teachers to integrate ICTs in their classrooms and develop e-learning platforms for teaching and learning processes. However, in this study the effectiveness of information and communication and e-learning technologies integration in teaching and learning has been assessed. The context selected for this research study is a public university of Sindh, Pakistan. The research gap, which has been founded through the extensive literature review, indicated that most of the students are not able to utilize ICTs effectively. The first objective of this study is to enable students to gain wider range of knowledge and access Internet for developing a global outlook. Moreover, the second objective of this study is to develop students' capabilities of processing information more effectively and efficiently for teaching and learning.Design/methodology/approachBy nature, this study is quantitative survey-based research study. For this purpose, data has been collected from students and teachers of English, Computer Science and Business Administration departments of targeted university, survey questionnaires have been adopted as a data collection tool. Whereas the random sampling technique is used for the collection of data by using Morgan table of sample size. Additionally, data has been collected from 100 participants, 80 of them were students and 20 were teachers, and data has been analyzed by using SPSS 22.0 software.FindingsThe findings of this study have indicated the student's level of interest toward the integration of ICTs and e-learning in science and social science courses. Similarly, the findings specify that through ICT and e-learning materials, students can learn more effectively, which can also facilitate teachers for their teaching process in this modern era of technology. Whereas the issue that has been specified through the findings is that the teachers are not encouraged by the management of the university to implement the ICT in their teaching and learning due to their concerns on the limited resources and lack of competencies.Practical implicationsFor the practical implication, the findings of this study will facilitate the teachers and learners for integrating the ICTs and e-learning in their course curriculums and interactive teaching practices as per modern era of technology. Also, this study will help the provincial leader and policymakers by addressing the teachers’ concern to encourage the integration of ICT tools and develop capabilities for interactive classrooms for effective teaching and learning.Originality/valueThis is the first study of its nature that has been conducted in the Pakistani public university in rural setting, and the finding of this study will facilitate and help the institutional and government stakeholders to where and how they can effectively integrate ICTs and e-learning in classrooms for interactive teaching and learning processes in the rural Sindh.

scholarly journals Interactive Teaching and Learning Techniques

2018 ◽  
Vol 23 (1-2) ◽  
pp. 182-184
Author(s):  
Manita Karki
Keyword(s):  
Foreign Language ◽  
Traditional Method ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Processes ◽  
Interactive Teaching ◽  
Learning Techniques

Many teachers still follow the traditional method of lecturing to teach English as a foreign language rather than making students actively engage in learning processes. This lesson focuses on different activities to engage beginners actively to learn English language.

scholarly journals Preparing EFL pre-service teachers for curriculum 2013 through authentic materials and assessment integration

2021 ◽  
Vol 6 (1) ◽  
pp. 171-177
Author(s):  
Alan Jaelani ◽  
Amalul Umam
Keyword(s):  
Best Practices ◽  
Personal Experience ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Authentic Assessment ◽  
Learning Processes ◽  
English Teacher ◽  
Authentic Materials ◽  
Authentic Assessments ◽  
Teacher Classroom

Changes in Curriculum lead to changes in teaching and learning processes as well as new ways to demonstrate best practices for increasing students’ achievement. The Curriculum 2013 suggests teachers to use authentic materials and requires them to apply authentic assessments. It is quite challenging for English teachers because this condition creates problems especially for novice teachers. Therefore, they need to have prior knowledge and personal experience related to teaching practice and situation. In this study, authentic materials and authentic assessments were implemented in pre-service-English-teacher classroom at a university in Bogor, specifically in listening class, in order to familiarize them to the kind of materials and assessments. Action research was employed where documentation, observation, questionnaire, and interview were used to collect the data. The result shows that the integration of authentic materials and authentic assessment in EFL classroom helped the students in understanding the nature and the use of authentic materials and authentic assessment for their future needs of profession.    

scholarly journals THE USE OF DIGITAL LITERATURE IN TEACHING READING NARRATIVE TEXT

2020 ◽  
Vol 3 (2) ◽  
pp. 65
Author(s):  
Sumi Handayani ◽  
Lilies Youlia ◽  
R Bunga Febriani ◽  
Syafryadin Syafryadin
Keyword(s):  
High School ◽  
Learning Process ◽  
Teaching And Learning ◽  
Narrative Text ◽  
Learning Activity ◽  
Classroom Observations ◽  
English Teacher ◽  
Teaching Reading ◽  
Digital Literature

This study investigated the use of digital literature in teaching reading narrative text in a State High School in Ciamis. This study is aimed to finding out the teachers’ implementation of using digital literature in teaching reading narrative text and the students’ perception of using digital literature in teaching reading narrative text. Therefore, the writer took one English teacher and one class of eleventh grade students as the purposive sampling. Furthermore, the writer used case study as her research design and conducted the classroom observations to find out how the teacher implemented the digital literature in teaching reading narrative text. The questionnaire was used to figuring the students’ perception of using digital literature in teaching reading narrative text. The finding of the study showed that the teacher implemented well of the use digital literature in teaching and learning process. Besides, there were a lots of students influenced of using digital literature in teaching and learning activity. For example, students felt enjoyable and they became more active in the classroom. It can be concluded that the use of digital literature enabled students to comprehend the narrative text easier. Finally, the writer suggests that the English teacher should implement the digital literature on teaching reading of narrative text during the learning process

scholarly journals THE IMPLEMENTATION OF SCIENTIFIC APPROACH IN TEACHING ENGLISH AT THE TENTH GRADE OF SENIOR HIGH SCHOOL 7 PADANG

2016 ◽  
Vol 17 (1) ◽  
pp. 1
Author(s):  
Diki Atmarizon ◽  
M. Zaim
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
English Teachers ◽  
Learning Processes ◽  
English Teacher ◽  
Process Assessment ◽  
Teaching English ◽  
Scientific Approach ◽  
Tenth Grade ◽  
Descriptive Method

This article aims to investigate the extent to which the implementation of Scientific Approach by English teacher who taught in tenth grade at SMAN 7 Padang. Researcher tries to see the implementation of Scientific Approach in teaching and learning process, assessment and problems faced by the English teachers in teaching and learning process using scientific approach in 2013 Curriculum. Kind of the research is descriptive method. Data of the research were taken from observation and interview. Direct observation were done to see the activities and assessments conducted by English teachers in the classroom. Then, the researchers interviewed the English teacher to know the extent to which the implementation of Scientific approach in teaching and learning processes related to observing, questioning, experimenting, associating, and communicating. Then, the problems in the teaching and learning process were identified. The results showed that 69% of the steps in the scientific approach implemented by the English teacher. However the English teachers only used 62% of assessments based on the 2013 curriculum. Atferwards, there were problems faced by English teachers in the learning process in each steps in the scientific approach in the aspect of 2013 Curriculum.Key Words: Implementation, Scientific Approach, Teaching English, 2013 CurriculumIMPLEMENTASI PENDEKATAN SAINTIFIK DALAM PEMBELAJARAN BAHASA INGGRIS PADA KELAS 10AbstrakArtikel bertujuan untuk menginvestigasi sejauh mana penerapan Pendekatan Saintifik oleh guru Bahasa Inggris yang mengajar di kelas X SMAN 7 Padang. Peneliti mencoba untuk menemukan penerapan Pendekatan Saintifik dalam proses belajar dan mengajar, penilaian dan permasalahan dalam proses belajar dan mengajar dengan menggunakan Pendekatan Saintifik pada Kurikulum 2013. Penelitian ini menggunakan metode deskriptif. Data diperoleh melalui observasi dan wawancara. Observasi langsung untuk melihat kegiatan dan penilaian yang dilakukan oleh guru Bahasa Inggris di dalam kelas. Kemudian, peneliti mengadakan wawancara dengan guru Bahasa Inggris untuk mengetahui sejauh mana penerapan Pendekatan Saintifik dalam proses belajar dan mengajar yang berkaitan dengan observing, questioning, experimenting, associating, and communicating. Kemudian, Permasalahan dalam proses belajar dan mengajar tersebut kemudian diidentifikasi. Hasil penelitian menunjukan bahwa 69% tahap-tahap pendekatan saintifik diterapkan oleh guru Bahasa Inggris. Akan tetapi dalam penilaian guru Bahasa Inggris hanya menggunakan 62% jenis penilaian berdasarkan Kurikulum 2013. Lalu, dalam proses belajar mengajar terdapat permasalahan yang dihadapi guru Bahasa Inggris di setiap langkah – langkah pada pendekatan saintifik dalam aspek Kurikulum 2013.Kata Kunci: Implementation, Scientific Approach, Teaching English, 2013 Curriculum

Tailoring Design Development and Ideation in Catering To Industry Demands

2017 ◽  
Vol 14 (1) ◽  
pp. 67
Author(s):  
Fadila Mohd Yusof ◽  
Azmir Mamat Nawi ◽  
Azhari Md Hashim ◽  
Ahmad Fazlan Ahmad Zamri ◽  
Abu Hanifa Ab Hamid ◽  
...  
Keyword(s):  
Teaching And Learning ◽  
Industrial Design ◽  
Protocol Analysis ◽  
Early Stage ◽  
Idea Generation ◽  
Learning Processes ◽  
Design Stage ◽  
Design Development ◽  
Conceptual Design Phase ◽  
Industry Practice

Design development is one of the processes in the teaching and learning of industrial design. This process is important during the early stage of ideas before continuing to the next design stage. This study was conducted to investigate the comparison between  academic  syllabus  and  industry  practices  whether  these  processes  are  highly dependent on the idea generation and interaction related to the designer or to the student itself. The data were gathered through an observation of industry practice during conceptual design phase, teaching and learning process in academic through Video Protocol Analysis (VPA) method and interviews with industry practitioners via structured and unstructured questionnaires. The data were analysed by using NVivo software in order to formulate the results. The findings may possibly contribute to the teaching and learning processes especially in the improvement of industrial design syllabus in order to meet the industry demands. Keywords: design development, industrial design, industry demands

Investigating English Teacher Candidate’s Use of Instructional Media During the Teaching Practicum: A Case Study

2020 ◽  
Vol 9 (2) ◽  
Author(s):  
Rachel Ratih Ayu T ◽  
Zakiyah Tasnim ◽  
Annur Rofiq
Keyword(s):  
Teaching And Learning ◽  
Qualitative Case Study ◽  
Teacher Candidate ◽  
Visual Media ◽  
English Teacher ◽  
Instructional Media ◽  
Teaching Practicum ◽  
Case Study Design ◽  
The Way

This study analyzes the English teacher candidate’s use of instructional media in the teaching practicum. The English teacher candidate who became the participant in this study was doing their teaching practicum in MTsN 5 Jember. This study applied the qualitative case study design. Interview and observation were done one time to select the participant. The four-times classroom observations and questionnaires were used in order to collect the data. This study employed the model of Creswell in analyzing the data. The findings of this study showed that the English teacher candidate applied one type of instructional media namely Visual Media. Those were Picture and Whiteboard. The way the teacher candidate implemented the instructional media was almost the same in each meeting of the teaching and learning process. However, the students’ participation and response were not always the same in every meeting. It depended on the way the teacher candidate managed the class activity.

EL PENSAMIENTO CRÍTICO EN LA EDUCACIÓN DE POSGRADO: PROPUESTA DE UN MODELO PARA SU INTEGRACIÓN AL PROCESO EDUCATIVO

2016 ◽  
Vol 4 (2) ◽  
Author(s):  
Carlos Manosalvas Vaca ◽  
Luis Manosalvas Vaca ◽  
Ruth Barba
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Detailed Analysis ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Educación Superior ◽  
Educacion Superior ◽  
Educational Processes ◽  
Palabras Clave

La presente investigación, analiza los conceptos más importantes del pensamiento Crítico, así como su importancia y utilidad en los procesos de formación profesional a nivel de Posgrado. Se hace un análisis detallado de los conceptos más ampliamente aceptado y de los factores inmersos en el desarrollo y aplicación de este tipo de pensamiento. Finalmente se propone un modelo que engloba los conceptos y factores analizados y como se interrelacionan entre ellos; el objetivo final es brindar a los docentes y directivos de Instituciones de Educación Superior, una herramienta que posibilite la inclusión de este tipo de pensamiento en sus procesos enseñanza-aprendizaje con el fin último de mejorar la calidad de los procesos de formación. Palabras Clave: Pensamiento Crítico, Educación Superior, Educación ABSTRACT This research analyzes the most important concepts of critical thinking as well as their importance and usefulness for the educational processes at graduate level. A detailed analysis of the most widely accepted concepts and factors involved in the development and application of this kind of thinking has been made. Finally, a model that includes the concepts and analyzed factors and their interrelations is proposed; the ultimate goal is to provide teachers and directors of Institutions in Higher Education, a tool that enables the inclusion of this type of thinking in their teaching and learning processes with the ultimate intention of improving the quality of the training processes. Keywords: Critical thinking, Higher Education, Education Recibido: mayo de 2016Aprobado: septiembre de 2016

¿Razonamos en función de nuestro conocimiento general? Un estudio de las interacciones entre el procesamiento de la información y la inferencia lógica

2015 ◽  
pp. 33
Author(s):  
Miguel López Astorga
Keyword(s):  
Information Processing ◽  
Teaching And Learning ◽  
Learning Processes ◽  
Formal Logic ◽  
Conditional Reasoning ◽  
General Knowledge

RESUMENEn este trabajo, analizamos un experimento sobre el razonamiento condicional de Staller, Sloman y Ben-Zeev (2000). En dicho experimento, los sujetos parecen manifestar un comportamiento contrario a las prescripciones de la lógica formal. Nosotros lo revisamosy descubrimos todas las variables que es preciso atender en los procesos de enseñanza y aprendizaje, variables que no siempre son consideradas por los docentes.Palabras clave: condicional, conocimiento general, inferencia, procesamiento de la información, representación mental.DO WE REASON ACCORDING TO OUR GENERALKNOWLEDGE? A STUDY ABOUT INTERACTIONSBETWEEN INFORMATION PROCESSING AND LOGICALINFERENCEABSTRACTIn this paper, I analyze an experiment about conditional reasoning presented by Staller,Sloman and Ben-Zeev (2000). In that experiment, the subjects’ behavior seems contradictory to prescriptions of formal logic. I check it and I discover all the variables that we need to deal with them in teaching and learning processes, despite that such variables are notalways checked by the teachers.Keywords: conditional, general knowledge, inference, information processing, mentalrepresentation.

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