scholarly journals The Development of Effective English Teacher Improvement Program Based on a Case Study of English Teaching in Madrasah in Indonesia

2017 ◽  
Vol 6 (2) ◽  
pp. 1
Author(s):  
Siti Nurul Azkiyah
Keyword(s):  
Dynamic Model ◽  
Time Management ◽  
Student Outcomes ◽  
Teaching And Learning ◽  
Teacher Improvement ◽  
Improvement Program ◽  
Teacher Instruction ◽  
Teaching Of Reading ◽  
Set Up ◽  
Reading Activities

Teachers play very important roles, yet not all teachers can teach well and hence it is important to develop a teacher improvement program. Therefore, this study observed teaching and learning process to understand current teacher instruction so that priorities could be easily set up. 11 English teachers participated in the study. The eight classroom factors of the dynamic model (Orientation, Structuring, Modeling, Application, Questioning, Assessment, Building Classroom as a Learning Environment, and Time Management) are used as the framework since they are theory-driven and have been empirically proven to lead to better student outcomes. The data on the teaching of reading were descriptively analyzed, the results of which show almost no teachers did orientation and structuring, which could serve as pre-reading activities. Modeling was not really provided and students were left not to have sufficient tasks, hence during reading activities were not well delivered. Questioning was practiced by teachers but was limited to “product” questions. Lastly, collaboration and competition among students were not really promoted. The findings of this study suggest that all eight factors should be trained to teachers. It is expected that when teachers practice those factors, student outcomes will be better. Keywords: teacher instruction, the dynamic model, teacher improvement program

TEACHING READING COMPREHENSION BY USING DIRECTED ACTIVITIES RELATED TO TEXT (DRTA) FOR THE STUDENTS

Jurnal KATA ◽  
2017 ◽  
Vol 1 (2) ◽  
pp. 153
Author(s):  
Niza Syaveny
Keyword(s):  
Foreign Language ◽  
Teaching Methods ◽  
Teaching Method ◽  
Main Idea ◽  
Teaching Reading ◽  
Foreign Language Reading ◽  
Teaching Of Reading ◽  
Expert Theory ◽  
Reading Activities ◽  
Source Of Information

<p><em>Membaca merupakan keterampilan yang harus dikuasai oleh siswa dalam belajar bahasa Inggris sebagai bahasa asing. Membaca tidak hanya melihat atau membaca apa yang tertulis namun juga memahami isi bacaan sehingga pembaca memperoleh ilmu serta informasi dari bacaan tersebut. Beberapa komponen membaca yang dikemukakan oleh para ahli, seperti pemahaman ide pokok, ide pendukung, kosakata, serta tata bahasa, membuat guru harus cermat dalam mengaplikasikan metode dalam mengajar bahasa Inggris khususnya membaca. Directed Activities related to Text (DART) merupakan metode mengajar yang dapat diaplikasikan dalam kegiatan membaca. Metode ini diaplikasikan melalui aktivitas rekonstruksi dan analisis. Tujuan penulisan artikel ini adalah mendeskripsikan cara pengajaran membaca melalui metode DART. Penulisan merujuk kepada kajian kepustakaan yang mendukung teori DART dalam pengajaran membaca. Dengan adanya informasi mengenai DART yang didukung oleh teori para ahli, dapat dijadikan sumber informasi tentang metode pengajaran bahasa Inggris khususnya membaca yang dapat diterapkan oleh guru di sekolah menengah.</em></p><p><em><br /></em></p><p>Reading is a skill that must be mastered by students in learning English as a foreign language. Reading not only see or read what is written but also understand the contents of the reading therefore the readers get the knowledge and information from the text. Some reading components are suggested by experts, such as understanding the main idea, supporting ideas, vocabulary, and grammar, it makes the teachers must be careful in applying methods in teaching English, especially reading. Directed Activities related to Text (DART) is a teaching method that can be applied in reading activities. This method is applied through reconstruction and analysis activities. The purpose of writing this article is to describe how teaching of reading through the DART method. The article support by a literature review  of DART theory in teaching reading. The information about of DART supported by expert theory, it can be used as a source of information about English teaching methods especially reading that can be applied by teachers in high school.</p><p><em><br /></em></p>

WWW.TELD.NET: Online Courseware Engine for Teaching by Examples and Learning by Doing

2001 ◽  
Vol 29 (3) ◽  
pp. 219-235 ◽  
Author(s):  
G. Q. Huang ◽  
B. Shen ◽  
K. L. Mak
Keyword(s):  
Teaching And Learning ◽  
Virtual Classroom ◽  
Learning By Doing ◽  
General Purpose ◽  
Project Based Learning ◽  
Course Materials ◽  
Summative Assessments ◽  
On Line ◽  
Set Up ◽  
Electronic Delivery

TELD stands for “Teaching by Examples and Learning by Doing.” It is an on-line courseware engine over the World Wide Web. There are four folds of meanings in TELD. First, TELD represents a teaching and learning method that unifies a number of contemporary methods such as Problem-Based Learning (PBL) in medical education, Project-Based Learning (PBL) in engineering education, and Case Method (CM) in business education. Second, TELD serves as a Web server for hosting teaching and learning materials especially based on the TELD method. A variety of on-line facilities are provided for editing and uploading course materials such as syllabus, schedule, curriculum, examples of case study, exercises of mini-project, formative and summative assessments, etc. Third, TELD is a courseware search engine where educators are able to register their course materials and search for materials suitable for a particular course. In contrast with general-purpose search engines, TELD is set up for the special purpose of education. Therefore, the time and efforts spent on surfing are expected to be reduced dramatically. Finally, TELD is an on-line virtual classroom for electronic delivery of electronic curriculum materials. In addition to providing the lecture notes, TELD not only provides discussion questions for conducting in-class discussions and homework as formative assessment but also provides facilities for students to plan and submit their group work. This article presents an overview of the TELD courseware engine together with its background and underlying philosophy.

Mechanical Power Losses of Ball Bearings: Model and Experimental Validation

2021 ◽  
pp. 1-29
Author(s):  
Ahmet Dindar ◽  
Amit Chimanpure ◽  
Ahmet Kahraman
Keyword(s):  
Dynamic Model ◽  
Point Contact ◽  
Elastohydrodynamic Lubrication ◽  
Mechanical Power ◽  
Ball Bearings ◽  
Power Losses ◽  
Euler Parameters ◽  
Surface Shear ◽  
Axial Forces ◽  
Set Up

Abstract A tribo-dynamic model of ball bearings is proposed to predict their load-dependent (mechanical) power losses. The model combines (i) a transient, point contact mixed elastohydrodynamic lubrication (EHL) formulation to simulate the mechanics of the load carrying lubricated ball-race interfaces, and (ii) a singularity-free dynamics model, and establishes the two-way coupling between them that dictates power losses. The dynamic model employs a vectoral formulation with Euler parameters. The EHL model is capable of capturing two-dimensional contact kinematics, velocity variations across the contact as well as asperity interactions of rough contact surfaces. Resultant contact surface shear distributions are processed to predict mechanical power losses of example ball bearings operating under combined radial and axial forces. An experimental set-up is introduced for measurement of the power losses of rolling-element bearings. Sets of measurements taken by using the same example ball bearings are compared to those predicted by the model to assess its accuracy in predicting mechanical power loss of a ball bearing within wide ranges of axial and radial forces.

scholarly journals Researching ELT 4.0 and Transmediality: Fostering Transliterate Reading through Transmedia Storytelling

2019 ◽  
Author(s):  
R. Della N Kartika Sari Amirulloh ◽  
Muhammad Amir Zikri
Keyword(s):  
New Media ◽  
Teaching And Learning ◽  
Classroom Observation ◽  
Interactive Media ◽  
Communication Studies ◽  
Story Comprehension ◽  
Transmedia Storytelling ◽  
Class A ◽  
Reading Activities

The notion of Education 4.0 has directed to the utilization of various media platforms in teaching, which, in this context, is the adoption of Transmedia storytelling. Transmedia storytelling is the material presented to the students during the teaching and learning session that aims at fostering students transliterate reading. Through transmedia storytelling students are introduced to reading activities that enable them to read through multiple media platforms presented in class. A number of studies have been done in researching transmediality in the area of communication studies, however only little is known in ELT research. Therefore, this paper endeavors to explore the ways in which transmedia storytelling helps foster students’ transliterate reading. Adopting Transmedia Play and Storytelling theories grounded in transmediality, the paper utilizes a case study as the research design. Employing classroom observation and students’ response sheets, the findings reveal that transmedia storytelling promotes students transliterate reading through facilitating them in engaging with multiple types of visual, audio and interactive media activities. It helps them develop awareness in three areas: 1) awareness of the function of pictures for story comprehension and vocabulary acquisition; 2) awareness of the way sound helps for narrative elements interpretation; 3) awareness of the needs of text-reader transaction through new media for comprehension.

scholarly journals English foreign language teaching anxiety of Indonesian pre-service teachers of undergraduate internship program

2021 ◽  
Vol 6 (2) ◽  
pp. 222
Author(s):  
Huyi Intan Sari ◽  
Choiril Anwar
Keyword(s):  
Foreign Language ◽  
Language Proficiency ◽  
Time Management ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Language Education ◽  
Teaching Experience ◽  
Negative Evaluation ◽  
Teaching Anxiety

Anxiety is a topic mostly investigated in the field of foreign language education. Unfortunately, the main focus of the studies on the aforementioned topic has primarily been provided in relation to anxiety suffered by students not teachers. Anxiety in speaking English while teaching has been proven to be a separate obstacle to the success of the language teaching and learning. This still happens to teachers who even have years of teaching experience. This study aims to investigate the English language teaching anxiety as experienced by the pre-service teacher at the department. The FLTA questionnaire consisting of 27 out of 45 items was adopted to collect data. Since this study was carried out during the COVID-19 pandemic, the questionnaire was distributed to the participants via email. The analysis was then made by implementing the qualitative descriptive approach and simple quantification to support the description. The results show that there were five factors of anxiety occur during the program. They were teaching inexperience, self-perception of language proficiency, fear of negative evaluation, lack of student�s interest, and difficulty with time management. These findings are expected to become a reference for the efforts of developing an internship preparation program.

scholarly journals Pest Management in Universiti Tun Hussein Onn Malaysia Natural History Repository

2018 ◽  
Vol 3 (3) ◽  
pp. 80
Author(s):  
Arney Sapaat ◽  
Maryati Mohamed ◽  
Mohd. Noh Dalimin
Keyword(s):  
Natural History ◽  
Pest Management ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Public Awareness ◽  
Monitoring Program ◽  
Expansion Plan ◽  
Set Up ◽  
Teaching Learning ◽  
Learning Institutions

Under the Malaysian Universities Act 1971, Higher Learning Institutions are encouraged to set up museums that could support teaching and learning at the institution. With that provision, the Universiti Tun Hussein Onn Malaysia (UTHM) Natural History Repository was formed in 2014, to support the newly developed BSc Program called Biodiversity and Conservation. Under the Faculty of Applied Science and Technology, Centre of Research - Sustainable Uses of Natural Resources (CoR-SUNR), develops and organizes the repository. Currently the repository is sited at a shoplot building in Parit Raja Campus that had been modified as part of campus expansion plan. The process of converting this shoplot building into functional gallery/storage space introduced a new challenge in pest management. The goals were to ensure whatever pests already present are eradicated, determine ways to seal out future pests, stabilize the condition to decrease pest infestation, and establish a monitoring program. Baseline pest data were collected via trapping throughout the repository spaces before, during, and after retrofit construction. Data from trapping were used to assess pest problems, and actions to eliminate these pests were initiated. A year-long survey of pests was performed after staff and collections occupied the building. The results showed variation in pest diversity and populations.  Having succeeded in controlling insects pest problems at UTHM Natural History Repository would lead to better teaching/learning experience for graduates as well as promoting public awareness and education especially among young public on biodiversity.Under the Malaysian Universities Act 1971, Higher Learning Institutions are encouraged to set up museums that could support teaching and learning at the institution. With that provision, the Universiti Tun Hussein Onn Malaysia (UTHM) Natural History Repository was formed in 2014, to support the newly developed BSc Program called Biodiversity and Conservation. Under the Faculty of Applied Science and Technology, Centre of Research - Sustainable Uses of Natural Resources (CoR-SUNR), develops and organizes the repository. Currently the repository is sited at a shoplot building in Parit Raja Campus that had been modified as part of campus expansion plan. The process of converting this shoplot building into functional gallery/storage space introduced a new challenge in pest management. The goals were to ensure whatever pests already present are eradicated, determine ways to seal out future pests, stabilize the condition to decrease pest infestation, and establish a monitoring program. Baseline pest data were collected via trapping throughout the repository spaces before, during, and after retrofit construction. Data from trapping were used to assess pest problems, and actions to eliminate these pests were initiated. A year-long survey of pests was performed after staff and collections occupied the building. The results showed variation in pest diversity and populations.  Having succeeded in controlling insects pest problems at UTHM Natural History Repository would lead to better teaching/learning experience for graduates as well as promoting public awareness and education especially among young public on biodiversity. 

scholarly journals Characteristics of Online Learning in Higher Education During the COVID-19 Pandemic

2021 ◽  
Vol 66 (1) ◽  
pp. 135-155
Author(s):  
Diana-Crina Marin ◽  
Mușata Bocoș
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Time Management ◽  
Teaching And Learning ◽  
Educational Opportunities ◽  
Face To Face ◽  
Quality Of Teaching ◽  
Teaching Learning ◽  
Students Success

"In the context in which the teaching, learning, and assessment processes take place in the online environment, the question arises whether the currently organized learning situations are as effective as the learning situations carried out in the classroom, before the beginning of the pandemic. One of the disadvantages of online learning is related to the teacher’s low control over students’ activity. Factors such as initiative, creativity, efficient time management, intrinsic motivation, responsibility, and intellectual curiosity play an important role in students’ success in learning activities. Attendance at courses should not be formal and superficial and should be a process that involves the active and interactive participation of the students in the learning process. Providing high-quality educational opportunities to all students is a goal that is increasingly difficult to achieve in the context of the absence of face-to-face interactions. Also, applying a curriculum focused on the needs of the learner is becoming hard to achieve. Through this research, we aim to investigate issues related to how online learning takes place and to establish ways in which we can increase the efficiency of current teaching and learning processes. The study revealed that in the opinion of most of the students, the current epidemiological context has influenced in a negative way the quality of teaching and the student-teacher educational relationship. Keywords: Interactive learning, eLearning, independence in learning, higher education, efficient strategies "

scholarly journals Managing English Language Classroom for Meaningful Teaching and Learning: A Case Study for Hochland High School in Windhoek

2021 ◽  
Vol 4 (4) ◽  
pp. p1
Author(s):  
Martha Hakaya ◽  
Nchindo Richardson Mbukusa ◽  
Earle Sinvula Mudabeti
Keyword(s):  
Second Language ◽  
Classroom Management ◽  
Time Management ◽  
Teaching And Learning ◽  
English Language ◽  
Structured Interviews ◽  
Case Study Design ◽  
Language Classroom ◽  
Professional Teaching

Total management of overcrowded classrooms have across-the-board effects for English as a Second Language teaching and learning environments as in any subject. Greater attainment and achievements in schools depend on the choices made with regard to teacher-learner ratios that consider of classroom management. Recruitment of learners and teachers should ensure that classrooms are enabled to meet the demands of professional teaching challenges, amongst other, inidvidualised teaching and learning. The aim of the research was to explore the challenges and related matters in managing English as a Second Language overcrowded classrooms. A qualitative approach, steered by a case study design, purposively guided the study. It was deemed fit in order to understand the phenomena with deeper understanding of beliefs and situated lived experiences. Semi-structured interviews and nonparticipant observations were used as methods to generate data for analysis. The research exposed that copious problems were experienced by teachers and leaners who were subjected to overcrowded classrooms. Amongst many, noise and unruly behaviour, poor time management and teaching approaches result in such classes. Guiding principles regarding sound teacher-learner ratios should be put in place by policymakers and schools in order to support both teachers and learners for the success of teaching and learning.

scholarly journals Curriculum co-creation as a transformative strategy to address differential student outcomes: the example of Kingston University’s Student Curriculum Consultant Programme

2019 ◽  
Vol 12 (1) ◽  
Author(s):  
Annie Livingstone Hughes ◽  
Kamal Mohamad ◽  
Nona McDuff ◽  
Christina Michener
Keyword(s):  
Staff Development ◽  
Lived Experiences ◽  
Student Outcomes ◽  
Teaching And Learning ◽  
Virtual Learning Environment ◽  
Leadership Roles ◽  
Teaching Resources ◽  
Potential Barriers ◽  
Inclusive Curriculum ◽  
Curriculum Framework

This paper examines the role that curriculum co-creation can play in creating a more inclusive higher education and in so doing, address the complex challenge of differential student outcomes and attainment. It achieves this by exploring Kingston University’s Curriculum Consultant programme within this context of their Inclusive Curriculum Framework. Students who work as Curriculum Consultants use their own diverse lived experiences and Kingston University’s Inclusive Curriculum Framework (ICF) to collaborate with staff to create more accessible, diverse and globally relevant curricula at all levels of the institution. The consultants work with staff in a variety of ways, providing feedback on the Virtual Learning Environment (VLE) experience of individual modules, the inclusivity of teaching resources, and areas where the curriculum represents potential barriers to some groups of students. They also take leadership roles, participating in and facilitating staff development workshops focused on inclusive teaching and learning. This paper examines three instances of co-creation facilitated through the Curriculum Consultant programme. We argue that the Curriculum Consultant programme acts as a mechanism through which the institution can not only legitimate, but also actively endorse and encourage co-creation in order to create more inclusive curricula.

scholarly journals Accompanying Students in Online Learning: Challenges and Interventions

2021 ◽  
Vol 2 (2) ◽  
pp. 106-119
Author(s):  
Gilbert Santos Arrieta ◽  
Reuben C. Calabio ◽  
Elna M. Rogel
Keyword(s):  
Online Learning ◽  
Learning Environment ◽  
Student Affairs ◽  
Time Management ◽  
Teaching And Learning ◽  
Guidance Counselors ◽  
Virtual Learning Environment ◽  
Online Environment ◽  
Learning Challenges ◽  
Home And School

When children come to school, parents endorse them to the teachers and staff who have the duty to take care of their formation and growth while they are in school. Being in school does not only allow the students to learn formally but also to meet new people who become their classmates and friends. The home and school which are the primary places of children/students should be nurturing environments where they grow and assisted. In school, the systems are already in place in terms of teaching and learning including the emotional assistance to students. However, this remains to be seen in a virtual learning environment. The Covid-19 pandemic forced teaching and learning to be conducted in an online environment, a road less traveled in education. Though the learning continuity plan was developed and directives were issued, it was expected that there will be challenges and concerns that will emerge. Managing the challenges experienced by the students is another concern. This study aims to find out the difficulties and challenges encountered by the students as shared and observed by the teachers, and how the students were assisted by the teachers. Based on the findings, it was found out that overload of requirements, time management, isolation, and lack of privacy are the main challenges and concerns encountered by the teachers. According to the teachers and guidance counselors, these were managed by being available online to the students, coordination of the student affairs, teachers, and guidance counselors, listening, and counseling/giving of advice. From these findings, the challenges and concerns will be addressed appropriately and lesser concerns will emerge as the online learning progresses.

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