scholarly journals FAKTOR PENYUMBANG MASALAH PENGAJARAN DAN PEMUDAHCARAAN BAHASA TAMIL DAN CARA PENYELESAIANNYA DI SEBUAH SEKOLAH RENDAH ANTARABANGSA

2022 ◽  
pp. 104-110
Author(s):  
M. RAMESHRAAJ MURUGAN ◽  
SUPPIAH NACHIAPPAN ◽  
BAVANI VR KUMARAN
Keyword(s):  
Primary School ◽  
Language Learning ◽  
Primary Schools ◽  
International Schools ◽  
Document Analysis ◽  
International School ◽  
Lesson Plans ◽  
Learning Objectives ◽  
Government Schools ◽  
Analyse Data

Tamil language is one of the subjects offered by government schools as well as international schools in Malaysia. This study was conducted to examine the problems faced by students and teachers in learning and facilitation Tamil language in an international school. There are two objectives of the study in this study which is to examine the problems faced by students in an international primary school in learning and facilitation Tamil language and to identify the problems faced by teachers in an international primary school in learning and facilitation Tamil language. This study was conducted in an international primary school in Klang, Selangor. This study was conducted with the qualitative use of hermeneutic methods. Document analysis was used as a research instrument to collect and analyse data using daily lesson plans (RPH). The results of this study indicate that unplanned daily lesson plans, unclear content and inappropriate learning objectives were obtained from document analysis. This study can identify the problems faced by students and teachers should be curbed in an effective way. The problems studied in this study can help identify the solution to conduct effective Tamil language learning and facilitation in international primary schools.

scholarly journals Gender as a Factor in Predicting Academic Performance in Agriculture in Primary School Leaving Examination in Gaborone, Botswana

2019 ◽  
pp. 1-8
Author(s):  
Tapela Bulala ◽  
Keabetswe Malima
Keyword(s):  
Academic Performance ◽  
Primary School ◽  
Parental Support ◽  
Primary Schools ◽  
Economic Status ◽  
Government Schools ◽  
Significance Level ◽  
Ex Post ◽  
Significant Difference ◽  
Males And Females

The study looked at gender as it relates to academic performance of students in Agriculture Primary School Leaving Examination in Gaborone schools. The research was quantitative ex-post facto type design. The sample composed of 3781 (1751 males and 2030 females) students who wrote PSLE in 2012. The sample was taken from 43 primary schools in Gaborone area which included private and government schools. The results which included students’ scores were obtained from Botswana Examinations Council academic records and were not manipulated in any way. The results were then subjected to testing using Statistical Package for Social Sciences at significance level of 0.05. An independent t-test was conducted to determine significance difference and value of -5.964 which is statistically significance (P = 0.00) obtained and therefore the null hypothesis that states that there is no significant difference between males and females was rejected. The analysis revealed that girls performed better than boys and moreover there is a significant difference between males and females’ academic performance. It was therefore, recommended that the Gaborone Regional Education office intensify research to establish how other variables such as location, parental support and economic status of parents contribute to poor Primary School leaving Examinations.

Alternation of Curriculum Delivery Mode in Primary Schools

2021 ◽  
pp. 95-111
Author(s):  
Matlala Violet Makokotlela ◽  
Nomvula Monica Nxumalo
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Document Analysis ◽  
Depth Information ◽  
Delivery Mode ◽  
Face To Face ◽  
Interpretive Paradigm ◽  
Curriculum Delivery ◽  
Content Coverage

This investigation aimed to explore the mode of curriculum delivery in Primary School in Tshwane South District during the Covid-19 pandemic because there is insufficient research on this subject. A case study of a Primary School was used to obtain in-depth information about the mode of curriculum delivery during the Covid-19 pandemic. Using a case study was also practical because the pandemic's restrictions posed a challenge to research many schools. Data was gathered through document analysis. A qualitative approach was employed to analyze and identify categories and emerging themes from the data. An interpretive paradigm was used while connectivism theory was employed as a lens. The findings revealed that schools used face-to-face mode of curriculum delivery during the lockdown and after schools re-opened during Covid-19, resulting in a challenge with content coverage that led to revising the annual teaching plans and trimming the curriculum.

English language learning and teaching styles in two Turkish primary schools

2009 ◽  
Vol 37 (8) ◽  
pp. 1117-1128 ◽  
Author(s):  
Ilknur Pekkanli Egel
Keyword(s):  
Foreign Language ◽  
Learning Styles ◽  
Primary School ◽  
Language Learning ◽  
Primary Schools ◽  
Teaching Style ◽  
Teaching Styles ◽  
Foreign Language Learning ◽  
Primary School Students ◽  
School Students

Foreign language learning styles are aimed at facilitating students' learning and therefore the teaching style used is important in terms of matching learners' styles to their educational needs. The present study was aimed at investigating several dimensions of primary school students' language learning styles and the ways in which certain styles are shaped and favored by teachers' teaching styles. The primary aim was to find out whether or not the measures taken by the Turkish Ministry of Education regarding rectifying the shortage of teachers of English as a foreign language have had an effect on the learning styles of primary school students. The secondary aim was to examine the varying learning styles of EFL students in two primary schools and to establish whether or not there has been a change in these learning styles. Finally, the researcher examined whether or not the economic conditions of the schools had an influence on the students' learning styles.

scholarly journals Factors Affecting Technology Integration in EFL Classrooms: The Case of Kuwaiti Government Primary Schools

2020 ◽  
Vol 9 (4) ◽  
pp. 10
Author(s):  
Maha Bader Alghasab ◽  
Anaam Alfadley ◽  
Amel M. Aladwani
Keyword(s):  
Primary School ◽  
Language Learning ◽  
Parental Support ◽  
Primary Schools ◽  
Computer Assisted ◽  
Structured Interviews ◽  
Factors Affecting ◽  
Use Of Technology ◽  
Positive Attitudes ◽  
Efl Teachers

Previous Computer Assisted Language Learning (CALL) research has shown that technology is beneficial for promoting language learning, but some teachers neither use technology as an assisted tool nor integrate it into their language classrooms. It has also been argued that the integration of technology has been unsuccessful in Kuwait. This study aims to explore the factors influencing teachers’ use of technology in English as a foreign language (EFL) classroom in Kuwaiti government primary schools. More specifically, it aims to highlight factors promoting and hindering EFL teachers’ use of technology. For the purpose of this study, 55 questionnaire responses were collected from different primary school teachers in Kuwait, followed up with 15 semi-structured interviews. The study findings show that Kuwaiti primary school EFL teachers who participated in the current study demonstrated positive attitudes towards using technology and acknowledged the implementation of some cutting-edge technologies in their classrooms. Enhancing students’ language learning, innovation and school support were the main factors that encouraged the participating teachers to use technology. Other factors hindered the use of technology; particularly those related to lack of parental support, personal expenses and health problems, teachers’ lack of skills and training, poor classroom infrastructure, and time constraints/workload. The findings also reveal that the lack of professional development training workshops provided by the Ministry of Education led the Kuwaiti teachers to rely more on informal training in which they worked and learnt together with their colleagues in small sub-groups to improve their use of technology. The study findings have implications for policymakers and other stakeholders intending to integrate technology in Kuwaiti primary schools.

scholarly journals STRATEGI PEMBELAJARAN MENULIS PARAGRAF ARGUMENTASI BERBASIS SAINTIFIK PADA PESERTA DIDIK SD NEGERI SUNGAI PINYUH

2018 ◽  
Vol 1 (2) ◽  
pp. 188
Author(s):  
Yuliana Yuliana
Keyword(s):  
Primary School ◽  
Language Learning ◽  
Learning Outcomes ◽  
Primary Schools ◽  
Creative Thinking ◽  
Fourth Grade ◽  
Classroom Teachers ◽  
Fourth Grade Students ◽  
Scientific Approach ◽  
Interest And Motivation

 Learning to write paragraphs of argument in primary schools has not been entrenched because of the lack of interest and motivation of learners to learn to write. The scientific approach in Indonesian language learning especially in writing argumentation is one strategy that can be used to encourage and motivate learners to be more interested in writing an essay of argumentation based on critical and creative thinking. This study aims to describe the implementation of learning to write paragraphs of argumentation with a scientific approach in grade IV primary school. The subjects of this study were classroom teachers, and the fourth grade students at SDN 02, SDN 07 and SDN 08 Sungai Pinyuh. The results of this study indicate that (1) Learning to write paragraphs of argument has been implemented in accordance with the RPP that is designed based on scientific, (2) Learning to write paragraph argumentation has been done by teacher in accordance with scientific step, (3) the teacher has not been skilled in the use of learning resources, (4) Learning outcomes of learners in writing paragraphs argumentation approach scientifically indicate that learners can pour the contents of the idea well. Keywords : Writting, Paragraph Argumentation, Saintific Approach

Ideología, racismo y sexismo en textos escolares de educación básica para la enseñanza del inglés: una aproximación desde el análisis crítico del discurso

2015 ◽  
pp. 53
Author(s):  
Marcela Amaya García ◽  
Mercedes Mardones Corrales
Keyword(s):  
Primary School ◽  
Critical Discourse Analysis ◽  
Primary Schools ◽  
Structural Characteristics ◽  
Critical Discourse ◽  
Semantic Features ◽  
School Students ◽  
Government Schools ◽  
Linguistic Resources ◽  
The Government

ResumenEn el presente trabajo se lleva a cabo un estudio de los recursos lingüísticos utilizados con fines ideológicos,racistas y sexistas presentes en el discurso docente, específicamente, en los textos escolares de educación básica para la enseñanza del inglés desde la perspectiva del análisis crítico del discurso de Van Dijk (1997a, 2002,2003, 2005). En concreto, se analiza la ocurrencia de éstos como rasgos léxicos-semánticos asociados a las características estructurales internas de los textos escolares empleados en la pedagogía del inglés en los colegios de administración pública y privada del país. Se parte de una muestra representativa de ocho libros educacionales(del año 2007) utilizados de tercero a octavo básico, elegidos según los referentes conceptuales planteados porAlarcón (2006). Los resultados indican que a través del discurso docente se reproduce y perpetúa la ideología patriarcal y las actitudes sexistas.Palabras Claves: Ideología, racismo, sexismo, discurso docente, textos escolares, análisis crítico del discurso. IDEOLOGY, RACISM AND SEXISM IN SCHOOL BOOKSOF PRIMARY SCHOOL FOR THE ENGLISH TEACHING:AN APPROACH FROM THE CRITICAL ANALYSIS OFTHE SPEECHAbstractThis paper presents an analysis of the linguistic resources, found in the teaching scenario, for the presence (sometimes unintentional) of sexist, racist and ideological overtones. It focuses on textbooks used for the teaching of English as a foreign language in primary schools of the private sector as well as those used in the government schools (public sector) in Chile. The study was carried out taking into account Van Dijk’s critical discourse analysis(1997a, 2002, 2003, and 2005). The sample consisted of 8 textbooks (of 2007) used in third to seventh grade primary school and considered according to the conceptual references presented by Alarcón (2006). The textbooks used in government schools are, in fact, ones that are used all over the country for primary school students. The occurrence of the above mentioned overtones as well as the lexical-semantic features which occur in association with the structural characteristics present in the examined textbooks are analyzed.Key Words: Ideology, racism, sexism, teaching discourse, English textbooks, critical discourse analysisConferencia presentada en 2010 IATEFL-TESOL Chile International Conference:Communication, Culture & Community bajo el título “Ideology, sexism & racism in Englishtextbooks”.

scholarly journals OCEAN LITERACY OF PRIMARY STUDENTS OF INTERNATIONAL SCHOOLS IN RIYADH, SAUDI ARABIA

2021 ◽  
Vol 6 (2) ◽  
pp. 403-423
Author(s):  
Fadi Saad Aboulail ◽  
Azza Jauhar Ahmad Tajuddin
Keyword(s):  
Saudi Arabia ◽  
Primary School ◽  
Primary Schools ◽  
Human Impacts ◽  
International Schools ◽  
Marine Ecosystems ◽  
Primary Students ◽  
Primary School Students ◽  
School Students ◽  
Ocean Literacy

Background and Purpose: Recently, human impacts on marine ecosystems have intensified as the population and pressures increase. Human-originated pollutants of all kinds have impacted the oceans and the marine ecosystems. Oil spills, sewage, plastics, chemicals, garbage, carbon dioxide, and overfishing are the most challenging issues. It is known that school students are the future generation; they receive their information at school. Therefore, it is essential to assess students' knowledge and awareness regarding ocean related issues.   Methodology: This study investigated ocean literacy (OL) of primary school students at international schools in Riyadh, Saudi Arabia, based on the seven principles of ocean literacy. Resources from which children get information about the oceans was also investigated. Finally, the study investigated the attitudes of primary school students towards learning oceanography, protecting the oceans, and the relationship between humans and the environment. A questionnaire had been adapted from the Survey of Ocean Literacy and Experience (SOLE) and the Survey of Ocean Stewardship (SOS). The SOLE and SOS surveys had been developed originally by Greely (2008). However, due to the grade level of students and time issues, the number of questionnaire items were reduced and simplified. The questionnaire was distributed in two separate sessions. Students from three international schools, boys' sections, received the survey. 120 students answered the SOLE, and 102 students answered the SOS.   Findings: Results indicated a rather moderate level of ocean literacy of participants with a mean score of 12.56 (SD= 5.18) concerning the SOLE, and a mean score of 3.30 (SD= 1.12) concerning the SOS. As for the resource of information, results indicated the education program to be the students’ main source of education, television channels came second.   Contributions: Students of Riyadh international primary schools showed a positive attitude toward ocean stewardship. The study can help policy makers, curriculum developers and textbook authors to better understand the level of ocean literacy among students and take decisions to develop school curricula especially in the efforts to align with UN Decade of Ocean Science for Sustainable Development (2021-2030). It also corresponds to the 2020-2030 vision in Saudi Arabia.   Keywords: Ocean Literacy level, ocean Sciences materials, Saudi Arabia learners' attitudes   Cite as: Aboulail, F. S., & Ahmad Tajuddin, A. J. (2021). Ocean literacy of primary students of international schools in Riyadh, Saudi Arabia.  Journal of Nusantara Studies, 6(2), 403-423. http://dx.doi.org/10.24200/jonus.vol6iss2pp403-423

Factors affecting second language achievement in primary school

2005 ◽  
Vol 28 (1) ◽  
pp. 36-51 ◽  
Author(s):  
Noriko Iwashita ◽  
Irene Liem
Keyword(s):  
Second Language ◽  
Primary School ◽  
Language Learning ◽  
Primary Schools ◽  
Second Language Learning ◽  
Home Language ◽  
Language Background ◽  
Factors Affecting ◽  
English Classes ◽  
Chinese Study

Abstract This study investigates achievement in second language learning (Chinese) in primary school in relation to learner variables such as amount and duration of instruction and home language background.1 Currently in the State of Victoria it is recommended that all students learn a second language from the beginning of primary school to the end of Year 10. As the majority of students in some LOTE (Languages Other Than English) classes such as Chinese are background speakers, some parents and teachers are concerned that non-background learners can be disadvantaged compared with classmates who have some exposure to the LOTE outside school. In order to examine whether home language use has any impact on achievement, we developed a test of four skills and administered it to Year 6 students in two primary schools in Melbourne. The results showed that Chinese background students scored much higher than non-Chinese background students in all four areas. However a close examination of the data revealed that other variables such as Chinese study outside school and the number of years of study at school also influenced the test scores. This research has strong implications for developing a LOTE curriculum for both background and non-background speakers.

scholarly journals Pelatihan Perumusan Tujuan Pembelajaran dan Indikator Pencapaian Kompetensi bagi Guru-Guru Bahasa Inggris di Kabupaten Banjar

2021 ◽  
Vol 3 (2) ◽  
pp. 119
Author(s):  
Abdul Muth'im ◽  
Jumariati Jumariati ◽  
Yusuf Al Arief ◽  
Nor Jannah
Keyword(s):  
Language Learning ◽  
Lesson Plan ◽  
English Teachers ◽  
Lesson Plans ◽  
Learning Objectives ◽  
Continuous Training ◽  
Learning Methods ◽  
Training Activities ◽  
Achievement Indicators

Memiliki pemahaman dan kemampuan yang baik dalam merumuskan tujuan pembelajaran (TP) dan indikator pencapaian kompetensi (IPK) adalah hal penting yang harus dimiliki oleh seorang guru. Tujuan dari kegiatan ini adalah untuk meningkatkan pemahaman guru-guru bahasa Inggris di Kalimantan Selatan terhadap perumusan tujuan pembelajaran dan indikator pencapaian kompetensi. Metode kegiatan ini terdiri dari pemberian konsep pengetahuan tentang kurikulum dan komponennya, penjelasan tentang cara yang benar dalam merumuskan tujuan pembelajaran dan indikator pencapaian kompetensi disertai contoh-contoh, peninjauan terhadap Rencana Pelaksanaan Pembelajaran guru-guru peserta kegiatan, dan perbaikan rumusan TP dan IPK dalam RPP para peserta. Hasil kegiatan menunjukkan bahwa para guru: (1) menyadari konsep keliru yang selama ini mereka pegang dalam merumuskan TP dan IPK, (2) memiliki konsep pengetahuan yang benar dalam menyusun TP dan IPK, serta (3) mampu merumuskan TP dan IPK dengan baik dan benar. Rumusan IPK yang dibuat oleh guru setelah mengikuti pelatihan telah mengalami perbaikan terkait: (a) penggunaan kata kerja operasional yang terukur, (b) penggunaan kata kerja yang sesuai dengan karakteristik pembelajaran bahasa, dan (c) memunculkan metode pembelajaran yang akan digunakan untuk membantu siswa mencapai kompetensi dimaksud. Hasil evaluasi menunjukkan bahwa kegiatan ini berjalan dengan baik dan mendapat perhatian dari seluruh peserta hingga kegiatan berakhir. Disarankan agar kegiatan bimbingan dilakukan secara berkelanjutan dengan melibatkan lebih banyak guru-guru bahasa Inggris pemula di wilayah propinsi Kalimantan Selatan agar dapat membantu mereka memahami konsep yang benar tentang kurikulum dan perumusan tujuan pembelajaran serta indikator pencapaian kompetensi. Having a good understanding and ability in formulating learning objectives  and competency achievement indicators are the important things that must be possessed by a teacher The purpose of this activity is to improve English teachers' understanding of the formulation of learning objectives and indicators of competency achievement. The method of this activity consists of providing the concept of knowledge about the curriculum and its components, explaining how to correctly formulate learning objectives and indicators of competency achievement accompanied by examples, reviewing the Lesson Plan of the participating teachers, and improving the learning objectives   and competency achievement indicators formulations in the participants’ Lesson Plans. The results of the activity showed that the teachers: (1) realized the wrong concept they had so far in formulating learning objectives and competency achievement indicators, (2) had the correct concept of knowledge in compiling learning objectives and competency achievement indicators, and (3) were able to formulate learning objectives and competency achievement indicators properly. The competency achievement indicators formulation made by the teachers after attending the training has improved in terms of: (a) the use of measurable operational verbs, (b) the use of verbs that are in accordance with the characteristics of language learning, and (c) the learning methods that will be used to help students achieve the competence referred to. The results of the evaluation show that this activity went well and got the attention of all participants until the activity ended. It is suggested that continuous training activities be carried out by involving more beginner English teachers in the province of South Kalimantan in order to help them understand the correct concept of the curriculum and the formulation of learning objectives and competency achievement indicators.

scholarly journals L’atteggiamento e la motivazione degli alunni della scuola primaria nei confronti della seconda lingua

EL LE ◽  
2020 ◽  
Author(s):  
Barbara Gross
Keyword(s):  
Primary School ◽  
Language Learning ◽  
Primary Schools ◽  
Target Language ◽  
Italian Language ◽  
Parental Encouragement ◽  
Language And Culture ◽  
Positive Attitudes ◽  
Rural And Urban ◽  
German School

This study surveyed primary school children’s attitudes and motivation toward second language learning in South Tyrol, Italy. Differences concerning the attended school system, the gender and the schools’ territorial position were studied by means of a modified 22-item attitude and motivation test battery with 398 grade-four students from German- and Italian-language primary schools. The significance of differences between means was analysed using Two-Sample T-tests in SPSS 24. The findings of the research reveal differences in the observed Italian and German school systems whereby children attending Italian-language primary schools turned out to score higher on motivation, attitudes and parents’ encouragement. Moreover, females show a higher motivation and more positive attitudes than male pupils. Significant results were found for nearly all observed dimensions regarding differences due to the territorial position of the primary schools (rural and urban). Students attending an urban primary school are more motivated, show more positive attitudes, desire to integrate with the target language and culture and perceive a higher parental encouragement.

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