scholarly journals Teaching Vocabulary Using Modified Snakes and Ladders Game

2018 ◽  
Vol 1 (2) ◽  
pp. 87-95
Author(s):  
Imam Setiawan ◽  
Muhammad Mujtaba Mitra Zuana
Keyword(s):  
Elementary Schools ◽  
Positive Response ◽  
Vocabulary Learning ◽  
Second Graders ◽  
Modern Technology ◽  
Learning Objective ◽  
Learning Activity ◽  
Electronic Format ◽  
Young Learners ◽  
Creative Learning

Many teachers fail to create a creative learning activity based on the children’s characteristics. In fact, many of today’s elementary schools are equipped with modern technology facilities that can encourage the children’s motivation in vocabulary learning. Unfortunately, the facilities are still used monotonously in learning activity.  This invariable learning activity may cause boredom for young learners. One of the ways to solve the problem is by developing a suitable teaching aid to increase vocabulary learning quality for young learners; it is the electronic Snakes and Ladders game. Therefore, this study aims to develop the conventional format of Snakes and Ladders game into electronic format for the teaching of English vocabulary to the second graders and to investigate the students’ responses toward the game developed. The results in revision I and revision II shows that there are some revisions made dealing with the features and content during the development of the game. While the content is revised by adding more questions amount and variation. Overall the material used and the features exposed in electronic Snakes and Ladders game are appropriate with the second graders characteristics and learning objective. Furthermore, the students show positive response toward the electronic Snakes and Ladders game.  

A Study of English Mobile Learning Applications at National Chengchi University

2009 ◽  
Vol 7 (4) ◽  
pp. 38-60 ◽  
Author(s):  
Pei-Chun Che ◽  
Han-Yi Lin ◽  
Hung-Chin Jang ◽  
Yao-Nan Lien ◽  
Tzu-Chieh Tsai
Keyword(s):  
Mobile Learning ◽  
Positive Response ◽  
Modern Technology ◽  
Learning Activity ◽  
The Internet ◽  
Immediate Feedback ◽  
The Past ◽  
Learning Platform ◽  
Mobile Learning Environment

The pervasive popularity of the Internet in the past decade has changed the way many students live and learn, in part, because modern technology has made it possible for learners to access Real-Time Multimedia information on the Internet, or research any topic of interest to them from virtually any computer anywhere in the world. Students can also receive immediate feedback from their peers and/or their teachers when involved in collaborative projects. As a result, teachers of all disciplines need to incorporate the Internet and the concept of mobile learning into today’s classrooms to take advantage of this technology. This research investigated the response of English majors to a mobile learning platform (NCCU-MLP) developed at National Chengchi University (NCCU) in which they were involved as participants. The goal of the NCCU-MLP is to improve the students’ English ability as well as to update the teachers’ understanding of how to use the technology. The purpose of this research was to investigate the responses of students to a mobile learning environment. The research involved 18 participants in a pilot study and 37 participants in a follow-up study who participated in a group activity involving mobile learning activities. The students were asked to complete the activity following which they completed a brief survey of their response to the mobile learning activity. The findings indicate a positive response from the participants regarding the content and procedures involved in the activity. Technical support for the project was found to need enhancement for future projects of this nature.

scholarly journals EXPLORING YOUNG LEARNERS TEACHERS COMPETENCY AND CHALLENGES IN TEACHING ENGLISH

2019 ◽  
Vol 3 (1) ◽  
pp. 229-238
Author(s):  
Natalia Anggrarini
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Teaching And Learning ◽  
Learning Activity ◽  
English Teacher ◽  
Teaching English ◽  
Local Content ◽  
Young Learners ◽  
Teaching Competence ◽  
Good Ability

Competency is a set of knowledge, skill and experience necessary for the future, which manifest in their activity (White, 1959). Teaching competency reflects how teacher’s ability in teaching and learning activity. Regarding to English teaching and learning to foreign learners, young learners are also exposed to have this language mastery. But Indonesian Government (see 2013 Curriculum of Elementary School) limits the subjects in Elementary School into six subjects and English is excluded. For some elementary schools, English is not give, but some others English is put as Local Content. The decision of local content here is based on the need of society, and it is happened in some elementary school in Indramayu. Thus, an English teacher for young learners in some elementary schools should reflect their competency in teaching English. She/he should be occupied with knowledge, skill and experience that needed to teach English to young learners so the purpose can meet the need. The aim of this research is to find out teaching competence of English teacher in teaching English to young learners. By conducting qualitative descriptive, this research uncovered the competency of teacher in planning the lesson, media and the implementation so it can be a consideration to put back English subject as one of main subjects in Elementary School. From the finding, it can be seen that some English teachers had made their efforts on performing good ability in teaching English such as in lesson planning, teaching media, teaching and learning activity and teaching assessment. While the challenges in teaching English to young learners were from students’ behavior. The students’ unawareness, unwillingness and laziness to study were the challenges of teaching English for young learners.  

Pengaruh Keaktifan Belajar terhadap Prestasi Belajar Mata Pelajaran IPS Siswa Kelas Vii Di SMP Islam Raden Patah di Depok

2020 ◽  
Vol 3 (2) ◽  
pp. 178-193
Author(s):  
Agung Prasteyo ◽  
Yuli Iftitah
Keyword(s):  
Social Studies ◽  
Interval Data ◽  
Learning Activity ◽  
Class Interval ◽  
Learning Achievement ◽  
Mean Values ◽  
Study Approach ◽  
Creative Learning ◽  
Influence Variable ◽  
Quantitative Descriptive

  ABSTRACT        The purpose of this study was to discuss and analyze the Effect of Learning Activity on Learning Achievement of Social Studies Subjects for Grade VII Students at Raden Patah Islamic Middle School in Depok. This research method uses quantitative descriptive with a correlational study approach of two data variables. Data collection improves social studies learning by using a behavioral scale questionnaire consisting of 25 statements to 30 respondents.        The results showed a range of Variable X data between scores 40 - 79 and dominated by class intervals 61 - 67 (40%). Overall this data interval class is above a score of 61 (80%). The mode, median and mean values ​​of the data are 62, 61, 60, respectively. The description of this data shows the number of students interacting with variable X is sufficient, but not yet optimal. Variable Y data shows the range of data between scores 8-18 and is dominated by data interval classes 14-15 (40%). Class interval data above a score of 12 is 80%. The mode, median and mean values ​​of the data are 14.4, 14.0 and 13.6, respectively. This data condition illustrates the number of students who have a significant learning achievement (80%).        Data analysis showed that there was an influence (Variable X) on (Variable Y) with a correlation value of rxy = 0.757 and the results of the t-test = 6.128, whose values ​​were greater than the values ​​in Tables r and t standard. The effectiveness of using Variable X to Variable Y is 57.3% and there are other factors (42.7%) that are not yet known. Keywords: Creative Learning, Learning Achievement, Social Studies Subjects  

scholarly journals Using Games as a Tool in Teaching Vocabulary to Young Learners

2016 ◽  
Vol 9 (7) ◽  
pp. 120 ◽  
Author(s):  
Sahar Ameer Bakhsh
Keyword(s):  
Saudi Arabia ◽  
Elementary Schools ◽  
Literature Review ◽  
Foreign Languages ◽  
Teaching English ◽  
Main Subject ◽  
Young Learners ◽  
Methods And Techniques ◽  
Conventional Methods ◽  
Practical Implications

<p>Over the last few decades, teaching English become a phenomenon in Saudi Arabia, especially to young learners. English is taught as a main subject in kindergarten and elementary schools. Like any other children, Saudis accept new foreign languages easily, but they get bored very fast if the teacher is teaching them using the old conventional methods and techniques. The aim of this paper is to prove that games are effective tools when devised to explain vocabularies and they make it easier to remember their meanings. This paper deals with a literature review of teaching English vocabulary to young learners using games. Then it discusses the importance of using games in teaching vocabulary and in what way using them is helpful. After that it investigates the practical implications of using games to teach vocabulary that includes the implementation of vocabulary games and some examples of games that could be used to teach vocabulary to children. And finally it examines challenges teachers face when teaching vocabulary using games to young learners.</p>

scholarly journals FACTORS AFFECTING INDONESIAN YOUNG LEARNERS’ ENGLISH PROFICIENCY LEVEL

2020 ◽  
Vol 31 (2) ◽  
pp. 204
Author(s):  
Diah Royani Meisani ◽  
Fuad Abdul Hamied ◽  
Bahrudin Musthafa ◽  
Pupung Purnawarman
Keyword(s):  
Elementary Schools ◽  
Language Learning ◽  
Grade Level ◽  
English Proficiency ◽  
Factors Affecting ◽  
Proficiency Levels ◽  
Young Learners ◽  
Affective Variables ◽  
English Achievement ◽  
School Accreditation

This study was aimed at investigating the influencing factors on students’ English proficiency levels based on Cambridge English Tests for Children and Young Learners. A preliminary survey was undertaken to select the sample of elementary schools that offered English as a subject. As many as 157 students who sat in Grades 4, 5, and 6 from nine elementary schools participated in this study. The findings revealed that the average of students’ scores was at Starters/Movers Level, which is equal to A1 in the Common European Framework of Reference (CEFR). Through multiple regression analysis, three out of five investigated factors were detected to be significantly related to students’ English proficiency levels, namely gender, grade level, and school accreditation rank. While rich literature has found gender and grade level as one of the affective variables in language learning, none has studied whether school accreditation status influences young learners’ English achievement. It is recommended that schools and related stakeholders consider these factors to ensure effective English teaching to young learners. It is also suggested that future researchers conduct further study on how and under what conditions the factors can contribute to students’ English achievement.

scholarly journals The Development of Learning Devices Based on Guided Inquiry and Affectivities for Students' Critical Thinking Skills

2019 ◽  
Vol 5 (2) ◽  
pp. 194
Author(s):  
Lita Sumiyarti ◽  
Dadi Setiadi ◽  
Jamaluddin Jamaluddin
Keyword(s):  
Critical Thinking ◽  
Positive Response ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Learning Activity ◽  
Average Score ◽  
Guided Inquiry ◽  
Thinking Skill ◽  
Score Range ◽  
Effectiveness Data

Abstract: The purpose of this research is to make the learning device based on guided inquiry in science learning and affectivities to improve students’ critical thinking skills and to examine its validity, effectiveness, and practicability. This research adapts Borg & Gall Research and Development and modification. The instruments of the research were instrument validation results, practicality, and effectiveness. Data were collected by employing a validation sheet that was validated by the assessor to gain validation and practicality scores, the student's positive response questionnaire and learning result test sheet were full filled-in by the students, and the observation sheet was full filled-in by the observer. The average score of total validity is in the score range of 2.6<SV≤3.5 and is an invalid category. The result of practicality research of learning devices based on practicality questionnaire the range of 3.5-4.0 and is in a very practice category. The result of effectiveness based on learning result test showed that 75 % of the students are completely based on the results of the research, it can be concluded that the learning device based on guided inquiry is valid, practical, and effective that is feasible to be used in a learning activity in the classroom.Keywords: Development Research; Guided Inquiry; Critical Thinking Skill

Information-Rich Learning Concepts

2011 ◽  
pp. 1183-1188
Author(s):  
Alan Pritchard
Keyword(s):  
New Technologies ◽  
Learning Objectives ◽  
Learning Activity ◽  
Textual Information ◽  
School Work ◽  
Effective Learning ◽  
Young Learners

Williams (2001) points out that plagiarism in pupils’ school work is widespread and, perhaps more importantly, that it has been made significantly easier in recent years as a result of the increased use of and familiarity with new technologies. Lewis, Wray and Rospigliosi (1995) also highlight difficulties pupils have when faced with a large amounts of textual information. Pupils copying passages is not a new phenomenon, but it is quite clear that for many uninitiated young learners, copying and pasting electronically is perfectly acceptable. If learning activity becomes a process of cutting and pasting, then very little effective learning will take place. Pupils need to be taught, and encouraged, to use strategies to assist with the processes of searching and of making selections from the mass of information with which they will be confronted. Learning objectives set by the teacher will not be met if all that takes place is the transfer of text and pictures from one location to another.

Verbal Dramatisation of Words: Incidental Vocabulary Learning via Readers’ Theatre

2018 ◽  
Vol 3 (1) ◽  
Author(s):  
Ch’ng Looi Chin ◽  
Kimberley Lau Yih Long ◽  
Yeo Jiin Yih
Keyword(s):  
Incidental Learning ◽  
Vocabulary Learning ◽  
Learning Activity ◽  
Reading Material ◽  
Incidental Vocabulary ◽  
Language Classrooms ◽  
Post Test ◽  
Readers Theatre ◽  
Incidental Vocabulary Learning ◽  
Reader's Theatre

Although explicit teaching of vocabulary is often practised in language classrooms, it has been proven to be rather ineffective since words are not taught in context. This leads to the increasing use of incidental vocabulary learning approach, which emphasises on repeated readings as a source for vocabulary learning. By adopting this approach, this study aims to investigate students’ ability in learning vocabulary incidentally via verbal dramatisation of written texts. In this case, readers’ theatre (RT) is used as a way to allow learners to engage in active reading so as to promote vocabulary learning. A total of 160 diploma students participated in this case study and they were divided equally into two groups, namely classroom reading (CR) and reader’s theatre (RT) groups. A proficiency test was first conducted to determine their vocabulary levels. Based on the test results, a story was selected as the reading material for the two groups. The CR group read the story through a normal reading lesson in class while the RT group was required to verbally dramatize the text through readers’ theatre activity. Then, a post-test based on vocabulary levels was carried out and the results were compared. The findings revealed that incidental learning was more apparent in the RT group and their ability to learn words from the higher levels was noticeable through higher accuracy scores. Although not conclusive, this study has demonstrated the potential of using readers’ theatre as a form of incidental vocabulary learning activity in ESL settings.

PENGARUH KEAKTIFAN BELAJAR TERHADAP PRESTASI BELAJAR MATA PELAJARAN IPS SISWA KELAS VII DI SMP ISLAM RADEN PATAH DI DEPOK

2020 ◽  
Vol 2 (2) ◽  
pp. 167-182
Author(s):  
Agung Prasteyo ◽  
Yuli Iftitah
Keyword(s):  
Social Studies ◽  
Interval Data ◽  
Learning Activity ◽  
Class Interval ◽  
Learning Achievement ◽  
Mean Values ◽  
Study Approach ◽  
Creative Learning ◽  
Influence Variable ◽  
Quantitative Descriptive

  ABSTRACT        The purpose of this study was to discuss and analyze the Effect of Learning Activity on Learning Achievement of Social Studies Subjects for Grade VII Students at Raden Patah Islamic Middle School in Depok. This research method uses quantitative descriptive with a correlational study approach of two data variables. Data collection improves social studies learning by using a behavioral scale questionnaire consisting of 25 statements to 30 respondents.        The results showed a range of Variable X data between scores 40 - 79 and dominated by class intervals 61 - 67 (40%). Overall this data interval class is above a score of 61 (80%). The mode, median and mean values ​​of the data are 62, 61, 60, respectively. The description of this data shows the number of students interacting with variable X is sufficient, but not yet optimal. Variable Y data shows the range of data between scores 8-18 and is dominated by data interval classes 14-15 (40%). Class interval data above a score of 12 is 80%. The mode, median and mean values ​​of the data are 14.4, 14.0 and 13.6, respectively. This data condition illustrates the number of students who have a significant learning achievement (80%).        Data analysis showed that there was an influence (Variable X) on (Variable Y) with a correlation value of rxy = 0.757 and the results of the t-test = 6.128, whose values ​​were greater than the values ​​in Tables r and t standard. The effectiveness of using Variable X to Variable Y is 57.3% and there are other factors (42.7%) that are not yet known. Keywords: Creative Learning, Learning Achievement, Social Studies Subjects  

Sign in / Sign up

Export Citation Format

Share Document