MOTIVATIONAL ORIENTATIONS AND THE MOTIVATION OF PAKISTANI ESL LEARNERS: A REVIEW

The aim of this paper is to review the literature and exemplify the manifestation of integrative and instrumental motivational orientations in Pakistan’s ESL learners with reference to Gardner’s Socio-Educational model. It delineates issues that impede the motivational process and contextual elements with motivational factors that could provide new insights to help practitioners plus policy makers to determine and address contemporary concerns in the holistic learning of English. The study principally sheds light on the current state of motivation in Pakistani ESL students, projecting a need to revise the English language curricula to more inclusive ones at all academic tiers; construct collegial classrooms; modify the practiced didactic approaches and focus on development of contextually suitable contents as some of the initiatives that need to be taken into consideration for nurturing students’ and teachers’ motivation in alignment with the model. The present study majorly proposes the need to utilize the Attitude/Motivation Test Battery (AMTB) for comprehensive analysis of students’ motivation and it provides an adapted simplified version of AMTB that can be used to examine Pakistani ESL students’ motivation, and further tested in other similar contexts. Key Words: ESL, instrumental, motivational orientations, integrative, language learning. Cite as: Jafri, U. A. (2022). Motivational orientations and the motivation of Pakistani ESL learners: A review. Journal of Nusantara Studies, 7(1), 221-242. http://dx.doi.org/10.24200/jonus.vol7iss1pp221-242

University teachers’ digital stories of sustainable development: A method of learning to teach

In order to help teachers teach sustainability more effectively, we need more knowledge about both their understanding of suitable pedagogical methods and their own positioning in regard to sustainable development. This qualitative research focuses on how teachers see themselves as educators of sustainability and how they experience creative methods such as digital storytelling in supporting their learning. Interviews were carried out with nine university teachers during a staff training course on sustainable development and how it is best taught and learnt. Findings indicate that teachers’ positioning in regard to the teaching of sustainable development varied according to their discipline and their understanding of its four dimensions, namely ecological, social, economic and cultural. Digital storytelling thus proved to be a promising method for supporting holistic learning and teachers’ self-positioning in regard to education concerning this complex domain. However, some restrictions exist in relation to resource-taking and teachers’ need for additional support.

Bridging the Gaps Between Higher Education, Industry, and the Learner

The gap between higher education and industry is often discussed, but mitigating solutions lag behind and contribute to its widening. This chapter explores the root causes of this gap and examines the establishment of common frameworks based on skills and approaches to assessing those skills as the path forward. The perspective and needs of the industry, the learners, and higher education are discussed. Data silos to inform the educational product on skills in need by industry exist. Tools to support communicating skills in various technology solutions in the spirit of a holistic learning and employment record are emerging. Skills and competencies that populate those records must be relevant, appropriately validated, and communicated using an agreed-upon language. Selected examples of current and emerging approaches in the skills-first approach to establishing common frameworks for communication and assessment are provided to illustrate possibilities.

Formation of the modern paradigm of management in the legal and cultural space

Purpose of the article. The study reveals the theoretical and practical problems of implementing legal projects in Ukraine through the prism of creativity and the role of the director in the structure of legal education activities. Professional educational training of future directors is a specific educational process aimed at the development of graduates as highly experienced creative figures. The essence of the above training will allow developing in a wider range of cultures and law. It is the skillful organization of the educational and artistic process, in particular, future professionals at all stages from directing to the realization of creative vision in the student body, ultimately aimed at the development and self-realization of artistic and creative abilities of youth and their moral and ethical education. Methodology. In theoretical and methodological terms, the analyzed and presented aspects were previously presented in the works of K.S. Stanislavsky, B.E. Zakhava, I.G. Sharoev, A.A. Goncharov, and others. In higher education, all plans are needed - creative and organizational indivisible holistic learning process, which will allow students to put into practice their powerful knowledge in terms of management. Relevant approaches to their study are identified. The methodology is to find a conceptual and creative activity of the director, revealing his ability to qualitatively implement legal materials through the prism of cultural activities in the educational process, influencing in parallel and the educational component. The scientific novelty of the work lies in the disclosure of the organic combination of functions of director-creator, director-organizer, and director-manager, for the quality implementation of the legal-cultural project "I have the right". Conclusions. New forms of cultural realization are being expanded and offered to teachers, which will help in the future to answer the question of how to find creative directing techniques for implementing cultural projects together with state legal institutions, indicating the right vector of general improvement and development of society. Key words: director, director-organizer, organization management, directing practice, cultural creation, cultural space, dramatization, Ukrainian legal culture, legal consciousness, culture, legal educational activities

PEMANFAATAN MEDIA QUIZIZZ PADA LATIHAN SOAL UNTUK MENDORONG KEAKTIFAN BELAJAR SISWA DALAM PEMBELAJARAN DARING [THE UTILIZATION OF QUIZIZZ MEDIA IN PROBLEMS TO IMPROVE STUDENTS’ LEARNING ACTIVENESS IN ONLINE LEARNING]

<p>This paper investigates student learning activeness as an important part of the formation and development of student potential. The aim of this paper is to describe the use of quizzes in lesson plans (practice questions) to encourage student activeness in online learning. Doing a <span>field practicum program </span>online presents its own challenges for teachers. One of them is related to the responses of students who are less active in learning. The solution applied is to use technology media for learning, namely using <em>Quizizz</em> to do practice exercises online. Divided into 10 implementation steps, the initial 8 steps are general steps such as making an online quiz on <em>Quizizz</em> while the last 2 steps are an adaptation done by the teacher himself. The implementation of this media in doing exercises shows that students are encouraged to be actively involved in learning. It can be seen in the attitude of those who are actively discussing (question &amp; answer). This emphasizes the real practice of a Christian teacher in living his salvation through holistic learning design, for example by utilizing technology in the classroom to encourage active student involvement. This research has many weaknesses such as data validity, problem deepening, and technical problems in using <em>Quizziz</em>. This can be an evaluation and input for writers and readers.</p><p><strong>BAHASA INDONESIA ABSTRACT: </strong>Paper ini dibuat untuk melihat hubungan keaktifan belajar siswa dalam pembelajaran sebagai bagian penting dalam pembentukan dan pengembangan potensi siswa. Tujuan paper ini adalah untuk memaparkan pemanfaatan <em>Quizizz</em> dalam pembelajaran untuk mendorong keaktifan siswa dalam pembelajaran <em>online</em>. PPL yang dilaksanakan secara <em>online</em> memberikan tantangan tersendiri bagi pengajar, di antaranya: berkaitan dengan respons siswa yang kurang aktif dalam pembelajaran. Solusi yang diterapkan adalah memanfaatkan media teknologi untuk pembelajaran yaitu menggunakan <em>Quizizz</em> untuk melakukan latihan soal secara <em>online</em>. Dibagi menjadi 10 langkah penerapan, 8 langkah awal merupakan langkah umum seperti membuat kuis <em>online</em> pada <em>Quizizz</em> sedangkan 2 langkah terakhir merupakan adaptasi yang dilakukan oleh pengajar sendiri. Pengimplementasian media ini dalam melakukan latihan soal menunjukan adanya dorongan untuk siswa dapat terlibat aktif di dalam pembelajaran. Terlihat dari sikap mereka yang aktif berdiskusi (tanya &amp; jawab). Hal ini menekankan praktik nyata seorang pengajar Kristen dalam menghidupi keselamatannya melalui perancangan pembelajaran yang holistik misalnya dengan memanfaatkan teknologi di kelas untuk mendorong keterlibatan aktif siswa. Penelitian ini memiliki banyak kelemahan seperti kevalidan data, pendalaman masalah, serta gangguan teknis dalam penggunaan <em>Quizizz</em>. Hal ini dapat menjadi evaluasi dan masukan bagi penulis maupun pembaca.</p>

From Learning Literature to Online Holistic Education

This study utilizes the literature education section of an online holistic environment to: (1) develop a literature education survey based on Miller’s (2007) theory of holistic education, (2) explore the effect of students’ holistic learning through online literature immersion, and (3) inquire about students’ holistic development through literature appreciation. Eight hundred twenty two college students were involved in the online literature-related activities. With qualitative and quantitative data collection, the study analyzes online literature and poetry, interactive feedback and reflection, and a survey questionnaire. The study’s content analysis discovers how students’ literature works are distributed into Miller’s three principles of holistic education and their extensive subthemes. Confirmatory factor analysis results suggest the survey instrument captured e-HO’s literature education module’s holistic impact. The discussion and limitations for online literature education from a holistic education perspective are also provided to guide future research

Konselor Sekolah dalam Mengembangkan Karakter Siswa Selama Covid-19

Like other educators, school counselors initially responded to the Covid-19 crisis with confusion and uncertainty, for which they needed solutions with collaboration and innovation. In schools with a framework used to focus on the 'whole child.' MTSS supports academic growth and achievement, but also supports many other areas. MTSS is a holistic learning approach to support students through large-scale life changes due to the global pandemic. The pandemic is prompting school counselors to turn to virtual tools to engage with and track students and families. School counselors make use of certain technological tools, but also offer some caveats about their use. During the pandemic, school counselors are expected to provide comprehensive services to students and families, and instead step into a leadership role that allows them to provide comprehensive virtual social-emotional and academic learning in counseling services to their students. The need for school counselors to stay connected to students during COVID-19 through providing virtual advice, providing virtual counseling (individual and/or group): trauma care, cyberbullying, managing expectations, paying attention to burnout, and managing burnout. For the future of students, meet students wherever they are while respecting digital security, cyberbullying, and protecting student privacy, and taking care to ensure confidentiality.

The Concept of Green School in Bhutan for Holistic Education and Development

Green school as mentioned in Thakur S. Powdyel’s book My Green School: An Outline (2014) was developed to support the initiative ‘Educating for Gross National Happiness’, conceived in 2009 by the Ministry of Education, Bhutan. This is to realize the need for holistic development of individuals and for the fulfilment of the true purpose of education. However, the green school domain requires deeper understanding in correlation with the nine domains of Gross National Happiness philosophy to unsettle the hollowness and reductionism of modern education. Therefore, the paper attempts to explore how the process of holistic learning and wholesome education become the key to understand the principles of life, by analysing the concentric sense of the green school concept constituting eight dimensions represented as ‘Sherig Mandala’. The inherent meanings of the elements of greenery categorized as natural, social, cultural, intellectual, academic, aesthetic, spiritual and moral have been closely examined to revitalize the claims of education.

Integrated Programmes in Education: Development and Current Status

To meet the changing demands of the students and many other stakeholders of education in this twenty-first century, the education systems of different nations of the world are in the process of continuous paradigm shifts in their curriculum, methods of instruction, management, evaluation process and other related components. Integrated programmes in education may be considered as a kind of crop of these paradigm shifts. The integrated programmes have many advantages over traditional fragmented programmes in education. Integrated programmes allow the learners to pursue a holistic learning without the restrictions imposed by subject and/or level of learning boundaries. For achieving well-rounded and integrated development among the learners, integrated programmes play a significant role in the field of education. Focusing on these issues, in this present article, discussions are made mostly on conceptual analysis of integrated programmes, the world scenario of development and current status of integrated programmes and Indian scenario of development and current status of integrated programmes. The article is concluded by reflecting on the points that integrated programmes are the latest fashion in programme designing and implementation in education, and these programmes have better implication for achieving multidisciplinary and interdisciplinary skills. Also, in the concluding section of the article, reflections are made regarding measures to be taken at the government level and responsibilities to be shouldered at the level of educational institutions offering integrated programmes to popularize integrated programmes among the stakeholders of education and for establishing integrated programmes as vibrant and leading programmes in education.