Impact of School from Home in Teaching and Learning English for Young Learners

2021 ◽  
Vol 1 (2) ◽  
pp. 9-17
Author(s):  
Effinaftalia Thisa Gracia Tarigan
Keyword(s):  
Elementary School ◽  
Teaching And Learning ◽  
Single Case ◽  
English Teacher ◽  
Single Case Design ◽  
Study Approach ◽  
Young Learners ◽  
Teachers And Parents ◽  
The Impact ◽  
Learning English

The objectives of this study were to examine the impact of school from home in teaching and learning English for young learners. This study employed a case study approach, which is an embedded single-case design. A set of questionnaires was distributed to twelve young learners in the fourth grade of an elementary school in Singaraja and one English teacher. The young learners in this study were selected with purposive sampling, where participants were selected based on their parents' and teachers’ consent. Furthermore, an interview was also conducted with one English teacher from an elementary school in Singaraja to obtain the supplementary data. The findings indicate that the impact of school from home in teaching and learning English had some positive and negative impacts. Therefore, this study ends with suggestions for teachers and parents during school from home.

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.  

scholarly journals “You would expect the successful person to be the man”

2015 ◽  
Vol 7 (3) ◽  
pp. 303-320 ◽  
Author(s):  
Sally Jones
Keyword(s):  
Teaching And Learning ◽  
Entrepreneurship Education ◽  
Education Institution ◽  
Symbolic Violence ◽  
Cultural Norms ◽  
Content Type ◽  
Study Approach ◽  
Multiple Method ◽  
The Impact

Purpose – This paper aims to to explore power and legitimacy in the entrepreneurship education classroom by using Pierre Bourdieu’s sociological and educational theories. It highlights the pedagogic authority invested in educators and how this may be influenced by their assumptions about the nature of entrepreneurship. It questions the role of educators as disinterested experts, exploring how power and gendered legitimacy “play out” in staff–student relationships and female students’ responses to this. Design/methodology/approach – A multiple-method, qualitative case study approach is taken, concentrating on a depth of focus in one UK’s higher education institution (HEI) and on the experiences, attitudes and classroom practices of staff and students in that institution. The interviews, with an educator and two students, represent a self-contained story within the more complex story of the case study. Findings – The interviewees’ conceptualization of entrepreneurship is underpinned by acceptance of gendered norms, and both students and staff misrecognize the masculinization of entrepreneurship discourses that they encounter as natural and unquestionable. This increases our understanding of symbolic violence as a theoretical construct that can have real-world consequences. Originality/value – The paper makes a number of theoretical and empirical contributions. It addresses an important gap in the literature, as educators and the impact of their attitudes and perceptions on teaching and learning are rarely subjects of inquiry. It also addresses gaps and silences in understandings of the gendered implications of HE entrepreneurship education more generally and how students respond to the institutional arbitration of wider cultural norms surrounding entrepreneurship. In doing so, it challenges assertions that Bourdieu’s theories are too abstract to have any empirical value, by bridging the gap between symbolic violence as a theory and its manifestation in teaching and learning practices.

scholarly journals THE IMPLEMENTATION OF FUN FISHING TO TEACH SPEAKING FOR ELEMENTARY SCHOOL STUDENTS

2020 ◽  
Vol 1 (1) ◽  
pp. 1-6
Author(s):  
Robekka Risten Fransiska Sinaga ◽  
Lulud Oktaviani
Keyword(s):  
Physical Activity ◽  
Elementary School ◽  
Foreign Language ◽  
Language Learning ◽  
Elementary School Students ◽  
Teaching And Learning ◽  
Qualitative Method ◽  
School Students ◽  
Short Attention Span ◽  
Learning English

To produce competitive students that ready to face the trend of language learning in English as a foreign language, especially speaking skills, teachers should be ready to develop good planning in the teaching process. It can be in the form of strategies that can motivate students in the learning process. Moreover, in teaching elementary school students, teachers should be more creative to encourage students’ motivation in speaking by using attractive teaching media which involves physical activity because young learners usually only have a short attention span. By using teaching media, students will learn a language in such attractive and fun ways. Thus, the researchers want to see the use of Fun Fishing in teaching speaking at one of the Elementary Schools in Lampung to encourage students in learning English. This research used a qualitative method since it disclosed how to implement Fun Fishing media in an Elementary School in Lampung. As a result, the students were divided into four groups consisted of 2-3 members and learned English which involved physical activity. To sum up, using this media in learning English can motivate students to speak in English and make teaching and learning become more fun because they did physical activity.

scholarly journals Using Total Physical Response (TPR) Method on Young Learners English Language Teaching

2019 ◽  
Vol 3 (1) ◽  
pp. 26
Author(s):  
Cicih Nuraeni
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Word Choice ◽  
Young Learners ◽  
Teachers And Students ◽  
Post Test ◽  
Physical Response ◽  
Learning English

<p>The purpose of this study was to describe the use of Total Physical Response (TPR) method on young learners English Language Teaching (ELT) at Panti Asuhan Yauma. The method of the research is descriptive qualitative. In this research the researcher describes the activities carried out by teachers and students by using TPR method. The data resources are from teacher and students in Panti Asuhan Yauma Jakarta. The class consists of 30 students which their ages were around 5 to 11 years old. The data collected through observation in learning activities. The instruments were pre-test and post-test with 2 (two) criterion being assessed, namely vocabulary and comprehension. They were divided into 5 (five) elements such as accuracy of word, understanding each word, word choice, understanding the meaning, and speaking easily. The results showed that there was an improvement in vocabulary score about 27.40 and comprehension score about 28.77. The research finding first showed that when using the TPR method children enjoyed and were also very active in learning English. The researcher hopes that the study contributes to the activities of teaching and learning English, especially teaching English for young learners. It was proved by the score from pre-test and post-test.</p>

scholarly journals The Impact of Mobile Learning on EFL Students’ Learning Behaviors and Perceptions: From Content Delivery to Blended Interaction

2021 ◽  
Vol 5 (4) ◽  
pp. 25
Author(s):  
Vo Thuy Linh ◽  
Nguyen Ngoc Vu
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Mobile Technology ◽  
Teaching And Learning ◽  
Theoretical Background ◽  
Modern Technology ◽  
Rapid Expansion ◽  
Efl Students ◽  
The Impact ◽  
Learning English

Mobile learning (M - learning) emerges as the essential mark of technological revolution 4.0 and the great development of modern technology. It has proved that their smart functions were accompanied by the rapid expansion of mobile devices to support learning of learners everywhere and every time. Although mobile technology is expected to apply suitably to teaching and learning, the capacity of English as a Foreign Language (EFL) students to use mobile devices to support their English learning needs to be thoroughly evaluated. This paper is to present how EFL learners at a Vietnam University can exploit mobile technology by questionnaire through a survey of 300 EFL students. The investigation took place during the second semester of the 2018 - 2019 school year. The quantitative approach has been used to gather and analyze data, and results have shown that EFL students are confident of learning English through mobile devices through their use of mobile technology. This shows that learning English by mobile devices is feasible and has got positive perceptions from the students. Furthermore, the research results are expected to contribute as a theoretical background as reference for future researches related to mobile learning applications.

Socrates and Descartes Meet the E*Trade Baby

2011 ◽  
pp. 1-20
Author(s):  
Denise L. Winsor ◽  
Sally Blake
Keyword(s):  
Teaching And Learning ◽  
Personal Epistemology ◽  
Generation Gap ◽  
Information Communication ◽  
Media Technology ◽  
Learning And Development ◽  
Potential Benefits ◽  
Teachers And Parents ◽  
Impact Of Technology ◽  
The Impact

Personal Epistemology is the study of an individual’s beliefs about the nature of knowledge and the process of knowing (Hofer & Pintrich, 1997). The study of epistemology has been debated for centuries from Socrates to Descartes; it was later revived in the field of educational psychology by William Perry (1970). Technology plays a significant role in all aspects of children’s life today, and this role will only increase in the future. The potential benefits of technology for young children’s learning and development are well documented (Wright & Shade 1994). Therefore, parents and teachers of young children have a responsibility to critically examine the impact of technology on children and be prepared to use technology to benefit children. When it comes to technology the generation gap is undeniable; what does this gap mean for teaching and learning in early childhood? Further, what does it mean for teachers and parents while our youngest learners tip the scale as their worlds are enmeshed with information, communication, and media technology? Does the E*Trade baby represent our future children?

scholarly journals Overcoming reading comprehension difficulties through a prosodic reading intervention: A single-case study

2019 ◽  
Vol 35 (1) ◽  
pp. 75-88 ◽  
Author(s):  
Nuria Calet ◽  
M. Carmen Pérez-Morenilla ◽  
Macarena De los Santos-Roig
Keyword(s):  
Reading Comprehension ◽  
Reading Fluency ◽  
Reading Intervention ◽  
Reading Interventions ◽  
Single Case ◽  
Repeated Reading ◽  
Conclusive Evidence ◽  
Prosodic Features ◽  
Single Case Design ◽  
The Impact

Apart from speed and accuracy, prosody has recently been included as another component of skilled reading, as its role in reading comprehension is being increasingly recognized. Prosodic reading refers to the use of prosodic features of language during reading, including suitable pauses, stress and intonation and appropriate phrasing. The aim of this research was to examine the impact of a prosodic reading intervention on the reading comprehension of a fourth-grade primary child with specific reading comprehension difficulties. An AB single-case design was used with baseline (A) and treatment (B) phases. The intervention, in 17 sessions, was based on repeated reading with a focus on expressiveness. Results pointed to improved reading fluency and reading comprehension scores over baseline scores. Nevertheless, more studies are needed to show conclusive evidence for improved comprehension as a result of prosody intervention. The implications of prosodic reading interventions for literacy development are discussed.

Volitional Change in Children With Autism: A Single-Case Design Study of the Impact of Hippotherapy on Motivation

2009 ◽  
Vol 25 (2) ◽  
pp. 192-200 ◽  
Author(s):  
Renee R. Taylor ◽  
Gary Kielhofner ◽  
Caitlin Smith ◽  
Sherri Butler ◽  
Susan M. Cahill ◽  
...  
Keyword(s):  
Single Case ◽  
Children With Autism ◽  
Single Case Design ◽  
Design Study ◽  
The Impact ◽  
Case Design

Estimating the Impact of Design Standards on the Rigor of a Subset of Single-Case Research

2020 ◽  
pp. 104420732093404 ◽  
Author(s):  
Collin Shepley ◽  
Kathleen N. Zimmerman ◽  
Kevin M. Ayres
Keyword(s):  
Single Case ◽  
Single Case Design ◽  
Design Standards ◽  
Case Research ◽  
What Works ◽  
What Works Clearinghouse ◽  
Single Case Research ◽  
The Impact ◽  
Case Design

The implementation of research-based practices by teachers in public school classrooms is required under federal law as expressed in the Individuals With Disabilities Education Improvement Act of 2004. To aid teachers in identifying such practices, researchers conduct systematic reviews of the educational literature. Although recent attention has been given to changes in the quality of these reviews, there has been minimal discussion about changes in the quality of the studies that comprise them. Specifically, to what extent have educational policies leading to the creation of experimental design standards resulted in a change in the rigor of educational research? Using a subset of the single-case literature commonly published in special education journals, we estimate the impact of What Works Clearinghouse single-case design standards on the trend in the rigor of single-case studies using a comparative interrupted time series framework. Within this subset of single-case studies, our estimation strategy did not detect a change in the trend of the rigor of single-case research following the establishment of What Works Clearinghouse single-case design standards. Implications are discussed for practitioners and researchers. Study data, syntax, and supplemental materials are available for public use at https://osf.io/xp7wv/.

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