The Effect Of Bingo Media To Improve Students Vocabulary Of The Eighth Grade Students At SMP S AL – Washliyah 27 Medan

There are some factors have influenced in teaching vocabulary. The creative teacher will use teaching method which appropriate with the students condition in the class and can attract them to be more interested in learning English especially vocabulary achievement. The aim of this research is to find the significance of Bingo Media in teaching English Vocabulary was observed and analyzed from students of eighth grade of SMP S Al – Washliyah 27 Medan. In this research, Bingo as media was implemented with discussion method in order was chosen in this research to solve the problem. The method of this research is quantitative by taking 60 students as the sample. The population of this research was all grade VIII students and the sample of this research were VIII – A as the experiment class, grade VIII – B as the control class. Instrument of the research was used multiple choice about Descriptive text. After the research gave the treatment by used Bingo in teaching Vocabulary it showed that pre-test average score of experimental group was 83,67 and control group was 69. Meanwhile, the post-test average of experimental groups was 59,33 and control group was 55. The research above the used Bingo and implementation of discussion method significantly affected on students vocabulary achievement. It could be concluded that the use of Bingo increasing students vocabulary achievement was affective. The result that found in this research was t observed was 6,94 and t table 2,00. It can state that there is significant difference between from students vocabulary scores taught by using Bingo and without Bingo. It means that Bingo Media are quite effective in improving students vocabulary achievement.

ENGLISH LESSON AS A SPOT FOR A CREATIVE TEACHER AT A PEDAOGICAL INSTITUTION OF HIGHER EDUCATION

The article provides an overview of alternative activity English lesson forms, including online resources and social servers that can be used at the English lessons while teacher training. Today global informatization of the public causes total extension of social networks and accessible Internet services. The urge of using online learning tools in English lesson is emphasized by the author. The study focuses on the possibilities to use alternative activity lesson forms, as well as the Internet space, in lesson activities in general and the teaching of future English teachers in particular. Social networks contribute to free, cheap, elucidated, and direct contact with the hearers; promote engaging in discussions, learning new topics, acquiring and consolidating new knowledge and skills, assessing their and the colleagues’ activity, thinking reproving; stimulates the higher education applicants’ formation of firm motivation to study foreign languages.Late reviews prove that social networks are very public among higher education applicants all over the world. It helps young people to conjoin on educational, cognitive interests, hobbies, and preferences, and on educational purpose – learning English. All this increase the possibilities of a normal occupation and transfer it to a new stage. The author indicates the ways to develop creative qualities of teachers of English. To educate a creative and successful would-be teacher, it is an educator of a higher education institution who is to use creativity as an inseparable part of his everyday life, but not as a casual irregular motion. Keywords: English teacher training; alternative activity lesson forms; Internet resources; social servers; creative teacher; teacher training institution of higher education; English teaching; information and communication technologies.

Development of readiness of future preschool teachers to innovative activity

One of the important components of professional competence of teachers today is their involvement in innovation. In pedagogical science innovative activity is defined as purposeful pedagogical activity based on understanding of own pedagogical experience by means of comparison and studying, change and development of educational process for the purpose of achievement of higher results, receiving new knowledge, introduction of qualitatively other pedagogical practice. The relevance of our article is determined by the society's order for a creative teacher with a high level of readiness for innovative pedagogical activity, the need to develop a holistic system of improving readiness for innovative activity. The system-forming factor of readiness of the teacher for innovative activity is the need for transformation, improvement of pedagogical activity through innovative technologies of education.

BEING AN INNOVATIVE AND CREATIVE TEACHER: PASSION-DRIVEN PROFESSIONAL DUTY

The research problem relates to the lack of existing research in terms of understanding the meaning of being an innovative and creative teacher in association with a passion connected to professional duty. Research questions were the following: “What does it mean for a teacher to be innovative and creative? What makes an innovative and creative teacher?”. The aim was to explore the meaning of being an innovative and creative teacher through teachers’ experiences. The methodology was based on integration of practical phenomenology and epistemological phenomenology. The sample consisted of ten teachers from ten innovative Basque Country schools. Data was collected by using open-ended interviews. Findings showed that the passion-driven professional duty integrates being an ambitious professional, being professional through ethical and moral actions, endeavoring to discover students’ learning needs, designing learning environments, being coherent with school philosophy, and testing for improvement. Findings showed that a teacher’s innovativeness and creativeness are directed to the self, professional actions, students, school, and professional development. Conclusions are focused on empirical facts that innovative and creative teachers experience the meaning of their practices through duties, which they perform with passion. Teachers’ innovativeness and creativity are related to ethical, moral, professional, intellectual, social, institutional, individual, and processual needs.

Strategi Kreatif Guru Seni Budaya Di Tengah Pandemi Covid-19

At this time the teaching and learning activities also experience changes that is done remotely and using an online or online system. This study aims to find out how creative strategies are carried out by art and culture teachers in one of the high schools in the middle of the Covid-19 pandemic situation. This study uses qualitative research methods, a type of case study. The results showed that the strategy carried out by the subject was in accordance with the theory of the characteristics of the creative teacher consisting of 4 points namely fluency, flexibility, originality and elaboration. Fluency, the subject is able to produce ideas that are in accordance with the problem that is compiling assignments such as making clippings, summarizing, practicing dancing with family and making covid-themed dialogues. Flexibility, the subject is able to open his mind by seeing the current situation, such as bringing up creative ideas, innovative and freeing students to use all available sources. Originality, the subject created new ideas such as the task of practicing dancing with family members then made a dialogue with regional languages about covid-19. Elaboration, subjects are able to see a problem in detail by adjusting government recommendations.

FILO OF ALEXANDRIA: DISCUSSION TOWARD THE LOGOS IN THE PHILOSOPHY OF EDUCATION

The article considers the influence of Greek philosophy on the ideas of the formation of the Hellenistic philosopher Philo of Alexandria. The object of study was the philosophical work of Philo. This study aimed to discover the ambiguity of the term logos as a central concept that defines in Philo's philosophy the relationship between God (the ideal creative teacher) and the world. In the works of Philo, the Logos appears as the highest, sub-divine, infinite power of the mind, which has no signs, but at the same time is identified with God. The transcendental nature of the Logos, embodied in the image of God's mind, in its paradoxical nature closely corresponds to holiness and higher wisdom. The research methodology is based on an interpretation that allows us to define the allegory and, therefore, the real meaning of Philo's philosophy, the central part of which is the philosophical reflection of the Holy Scriptures as the main source of education and the concept of Scripture, undergoing specific and simultaneously incomparable modifications. To identify these meanings, methods of systematization and hermeneutics are used. The result of the study is expressed in identifying various forms of embodiment and educational activity and the Logos.

ONLINE INSTRUCTIONAL STRATEGIES FOR ENGLISH LANGUAGE LEARNING DURING COVID-19 PANDEMIC: A CASE FROM A CREATIVE TEACHER

This paper aimed at discussing online instructional strategies and learning quadrant for English language learning during COVID-19 pandemic. Therefore, the current paper reviews possible instructional strategies and learning quadrant used by a teacher in the teaching process from online platforms to ensure the educational goals are plausible to be achieved, although without having to attend classrooms regularly, especially during the COVID-19 outbreak that happens during 2019-2020. Employing qualitative design, the study involved one teacher and 34 students. The data were collected through observation and interviews with the participants. The data analysis involved data coding, data description and data assertion. The results showed that although the participants did not attend a physical classroom, the learning process with various approaches for learning and assessments were still possible to engage the students.

Research work culture as an important part of the research activities of undergraduates of the program “Mathematics in professional education”

Research activity of a modern graduate of the pedagogical magistracy is a prerequisite for his or her professional and pedagogical activity. Development and implementation of their own pedagogical approaches as well as their own curricula can only be performed by a creative teacher of Mathematics. The one who has a high level of a research work culture. In the process of the research, made on the basis of the integration of culturological, activity-oriented, axiological and personal approaches, the concept of “research work culture” of a Mathematics teacher was updated. In the structure of this concept, four components were identified: cognitive, technological, axiological, and subjective. The results of experimental work on the formation of the research work culture of undergraduates in the direction of training “Pedagogical education” of the program “Mathematics in professional education”, showing the effectiveness of the chosen methodology.