The Effect of a Whole Brain Teaching Based Instruction on Developing Number Competencies and Arithmetic Fluency in Kindergarten Children

The objective of this research was to find out the improvement of students’ speaking skill teaching through Whole Brain Teaching method. The design used in this research was pre experimental. The population of this research was at the tenth grade students of SMK Negeri 2 OKU and the sample were which consisted of 36 students. The researcher used purposive sampling in taking the samples. The pre-test and post-test were used as the techniques for collecting the data. Instrument in this research was an oral speaking test. Based on the result of the pre- test, the mean score of the pre-test was 56.28. The result of the post-test the mean score was 68.89. Based on the statistical analysis, the researcher found that the value of Sig.= 0,000 less than the value of Significance level (a=0,05 and df = 35). It means that there was significantly improvement in teaching speaking by Whole Brain Teaching method at the the tenth grade students of SMK Negeri 2 OKU.

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effect of developmentally moderated focus on form instruction in Indonesian kindergarten children learning English as a foreign language

Instructed Second Language Acquisition ◽

10.1558/isla.39724 ◽

2020 ◽

Vol 4 (1) ◽

pp. 49-61

Author(s):

Isriani Hardini ◽

Bruno Di Biase ◽

Satomi Kawaguchi ◽

Carol Reid

Keyword(s):

Second Language Acquisition ◽

Kindergarten Children ◽

Short Report ◽

Focus On Form ◽

Grammatical Development ◽

Quasi Experimental ◽

Plural Marking ◽

Based Instruction ◽

One Year ◽

Kindergarten Class

This short report summarises a current quasi-experimental investigation into the effect of developmentally moderated focus on form instruction (DMFonF; Di Biase 2002, 2008) in an EFL classroom in an Indonesian kindergarten. DMFonF is an instructional approach which combines Pienemann's (1984) teachability hypothesis within Processability Theory (Pienemann 1998, 2011) with Long's (1991) focus on form (FonF) feedback. Specifically, the current study focuses on the acquisition of English plural marking on nouns. One first-year Indonesian kindergarten class (K1) and one second-year kindergarten class (K2) participated in the study. Children in both K1 and K2 were assessed at the beginning of the study and all of them, bar one exception, were found to be at the lexical stage; that is, they produced only single words and formulaic expressions in English without any grammatical markings. Analyses for K1 after one semester of instruction with DMFonF indicated that all the children acquired lexical plural marking and nine out of ten children also acquired phrasal agreement between quantifiers and nouns. A comparison of these results with K2 children (who were one year ahead in their meaning-based instruction) suggests that DMFonF instruction is effective in promoting grammatical development in the second language acquisition of kindergarten children.

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The development exair based on brain-based learning and whole brain teaching (exair-brain learning) and its effect on learning outcome for senior high school

Journal of Physics Conference Series ◽

10.1088/1742-6596/1440/1/012074 ◽

2020 ◽

Vol 1440 ◽

pp. 012074

Author(s):

A E Lidiastuti ◽

H Susilo ◽

U Lestari

Keyword(s):

High School ◽

Learning Outcome ◽

Senior High School ◽

Whole Brain ◽

Whole Brain Teaching ◽

Brain Based Learning

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Penerapan Metode Whole Brain Teaching (WBT) dalam Meningkatkan Motivasi Belajar Mahasiswa Program Studi Bahasa dan Sastra Indonesia STKIP Singkawang

10.31227/osf.io/6htmu ◽

2018 ◽

Author(s):

Safrihady Safrihady ◽

Wahyuni Oktavia

Keyword(s):

Whole Brain ◽

Whole Brain Teaching

Pendidikan tidak pernah terlepas dari pengajaran. Penting untuk diketahui bahwa kelangsungan dan keberhasilan proses belajar mengajar bukan hanya dipengaruhi dari faktor intelektual saja, melainkan juga oleh faktor-faktor non-intelektual lain yang tidak kalah penting dalam menentukan hasil belajar seseorang. Artinya tidak hanya murni kepandaian/ kepintaran saja yang mempengaruhi hasil belajar tapi banyak faktor-faktor lainnya dan salah satunya adalah kemampuan seseorang peserta didik dalam memotivasi dirinya. Motivasi merupakan suatu ha! yang mendorong timbulnya suatu perbuatan, mengarahkan perbuatan kepada pencapaian tujuan yang dikehendaki, dan menentukan cepat atau lambatnya suatu perbuatan. Lingkungan pembelajaran sangat berpengaruh dalam proses pembelajaran yang erat kaitannya dengan ketertarikan dan motivasi mahasiswa. Metode pembelajaran yang tepat dapat menunjang keberhasilan peserta didik. Metode Whole Brain Teaching sangat mendukung dalam memotivasi peserta didik dalam setiap proses pembelajaran. Metode ini menarik perhatian peserta didik dalam hal ini adalah mahasiswa sehingga mereka lebih terfokus pada materi yang diberikan.

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