The different uses of the pronoun ‘we’ by EFL teachers in classroom interaction

The pronoun ‘we’ is understood only to refer to the first-person plural. In fact, the pronoun ‘we’ can also refer to other references. The primary purpose of this study is to examine the different uses of the pronoun ‘we’ by EFL teachers in classroom interaction. This study employed a qualitative approach by using three instruments: observation, audio-recorder, and interview in collecting the data. The subjects of this research are two English teachers and the second-grade students at a vocational high school in Makassar. The data were analyzed by formulating Miles et al.’s method of analysis. The result of this study shows that, in classroom interaction, the pronoun ‘we’ can refer to six distinct references: (1) ‘we’ that refers to speaker and more than one addressee, (2) ‘we’ that refers to speaker and more than one-third party, (3) ‘we’ that refers to speaker and indefinite group, (4) ‘we’ that indicates ‘you’, (5) ‘we’ that indicates ‘I’, and (6) ‘we’ that indicates “they”. From the interviews, the researchers found that both teachers have different reasons for using the pronoun ‘we’ in classroom interaction. The first teacher intends to use the pronoun to help him create an enjoyable learning environment and establish better relationships with the students. In contrast, the other teacher uses the pronoun ‘we’ to show politeness to the students. Despite the differences, they both seem to have the same intention of creating a positive learning environment.

PENGARUH ICE BREAKING TERHADAP HASIL BELAJAR PESERTA DIDIK PADA PEMBELAJARAN TEMA 8 SUB TEMA 2 KELAS II SEKOLAH DASAR

This research is motivated by the low student learning outcomes in class II thematic learning. An effort to overcome these problems is to use Ice Breaking in thematic learning. This study aims to see the effect of applying Ice Breaking on thematic learning outcomes of second grade students of SD Negeri 21 Pulau Punjung. This study uses a True Experimental Design in the form of a posttest-only control design. The population in this study were all second grade students of SD Negeri 21 Pulau Punjung. The sample in this study was taken using systematic sampling. The data collection technique was carried out by giving a posttest in the form of a written test consisting of 17 multiple choice questions and 3 description questions. The results of the t-test analysis technique showed a significance level of 0.017 <0.05 so that H0 was rejected and Ha was accepted. This means that there is an effect of applying ice breaking to the thematic learning outcomes of second grade students of SD Negeri 21 Pulau Punjung, Dharmasraya Regency.

Introducing Computational Thinking Unplugged in Early Childhood Education Within the Context of Physical and Natural Science Courses

In the contemporary digital era, introducing computational thinking concepts is considered an imperative need at all stages of schooling, since they are inextricably linked to skills applicable and beneficial in everyday life. This chapter presents a novel educational framework that aims to foster the growth of computational thinking at early childhood stages, within the context of physical and natural science courses, pursuing the unplugged philosophy and following the principles of game-based, project-based and collaborative learning. This chapter also presents a relevant pilot study, conducted with second grade students of a Greek primary school, with the objective of assessing the feasibility of the proposed educational framework, as well as examining its effectiveness. The results stemming from the pilot are promising and reveal that the proposed approach serves our goal to enhance computational thinking at the first stages of schooling through engaging and fun educational activities that appeal to young students.

Pengaruh Numbered Head Together (NHT) Untuk Meningkatkan Pemahaman Konsep Dan Motivasi Belajar IPS Peserta Didik Kelas II Di SD Anak Saleh

The learning process in the new normal is currently still undergoing a process of adaptation. Where the learning is still limited face-to-face and some others are brave. Process adaptation. This learning requires an NHT learning technique that makes it easier for class II students to understand the concept of social studies learning in the natural and artificial environment as a whole and is able to increase their motivation in learning. The research method uses a quantitative design using a non-equivalent control group design. The variables of this study consisted of independent variables and dependent variables. The population of this study were all second grade students at Anak Saleh Elementary School, while the samples were second grade students who carried out the bold learning process and second grade students who carried out offline learning processes. The data collection used in this study included interviews, questionnaires and observations. The data analysis technique is validity test and reliability test. Analysis of the data used through data coding, data transfer to a computer using prerequisite tests and hypothesis testing. The results of the research show: 1) the level of understanding of the social studies concept of class II students who study with the Numbered Head Together (NHT) learning technique is better than conventional learning techniques of 0.429 (results from the t-test) and 2) the level of motivation to learn social studies of class students II with Numbered Head Together (NHT) learning technique of 0.733 is better than conventional learning which is only 0.704. Surely this is greater than rtable = 0.361. Keywords: NHT; Concept Understanding; Motivation to Learn Proses pembelajaran di masa new normal saat ini masih mengalami proses adaptasi. Dimana pembelajarannya masih dengan tatap muka terbatas dan sebagian lainnya daring. Adaptasi proses peralihan pembelajaran inilah dibutuhkan sebuah tekhnik pembelajaran NHT yang mempermudah peserta didik kelas II dalam memahami konsep belajar IPS dalam materi lingkungan alam dan buatan secara utuh dan mampu meningkatkan motivasinya dalam belajar. Metode penelitian menggunakan kuantitatif menggunakan desain non equeivalen control grup design. Variabel penelitian ini terdiri dari variabel bebas dan variabel terikat. Populasi penelitian ini adalah seluruh peserta didik kelas II di SD Anak Saleh, sedangkan sampelnya adalah peserta didik kelas II yang melakukan proses pembelajaran daring dan kelas II yang melakukan proses pembelajaran luring. Pengumpulan data yang digunakan dalam penelitian ini meliputi wawancara, angket dan observasi. Tehnik analisis data uji validitas dan uji reliabilitas. Analisis data yang digunakan melalui pengkodean data, pemindahan data ke komputer menggunakan uji prasyarat analisis dan uji hipotesis. Hasil penelitiannya penelitian ini menunjukkan: 1) tingkat pemahaman konsep IPS peserta didik kelas II yang belajar dengan tekhnik pembelajaran Numbered Head Together (NHT) lebih baik daripada tekhnik pembelajaran konvensional sebesar 0,429 (hasil dari uji-t) dan 2) tingkat motivasi belajar IPS peserta didik kelas II dengan tekhnik pembelajaran Numbered Head Together (NHT) sebesar 0,733 lebih baik daripada tekhnik pembelajaran konvensional yang hanya sebesar 0,704. Tentunya hal ini lebih besar daripada r tabel = 0,361. Kata Kunci: NHT; Pemahaman Konsep; Motivasi Belajar

THE EFFECT OF FLIPPED CLASSROOM STRATEGY IN LEARNING SOME BASIC ‎FOOTBALL SKILLS FOR JONIOR INTERMEDIATE SCHOOL STUDENTS

The search aims to: ‎ ‎- Recognize the effect of the inverted grade strategy in learning some ‎of the basic skills of football for second graders. ‎ ‎- Identify the differences between the past and subsequent tests of ‎the two groups of research in learning some of the basic skills of ‎football for second grade students.‎ ‎- Identify the differences between the subsequent tests of the two ‎groups of research in learning some of the basic skills of football for ‎students of the second grade literary.‎ The researchers used the experimental approach to suitability and the ‎nature of the research. The research society consisted of students of ‎the second grade intermediate school in Al-Malwia for boys in the ‎district of Baqubeh in the province of Diyala. The total number of ‎students was (43) and (30) students were randomly chosen to be the ‎sample of the research and divided into two experimental and ‎experimental groups (15), And the two experimental design ‎researchers، called (equal group design، random selection with pre-‎test and post-test) were used to achieve parity between them.‎ and then the main experiment was applied by two units a week for six ‎weeks. After that the post tests were applied. After the data collection ‎and unloading) And test (t) for associated and independent samples، ‎arithmetic mean and standard deviation. After the statistical treatment ‎and the appearance of the results, the researchers concluded the ‎following: ‎- The flipped classroom strategy has the effect of learning some basic ‎football skills for a sample search.‎ ‎- The advantage of strategic inverted grade on the traditional style of ‎the article teacher in learning some basic football skills for sample ‎research. ‎ Therefor, the researchers recommended using this strategy in ‎learning other skills for other. activities.‎

Learning Obstacle on Addition and Subtraction of Primary School Students: Analysis of Algebraic Thinking

This study aims at exploring learning obstacles about arithmetic operations, and problems of addition and subtraction of whole numbers in primary schools. This preliminary qualitative research used a didactic research design. The participants of this study were 50 second-grade students at primary schools in three regencies. The instruments used were test and nontest. The test technique was conducted by giving questions about algebra, whereas the nontest technique was in the form of interviews. The data were analyzed using interactive analysis by Miles & Huberman. The findings indicate that there are three types of learning obstacles, namely, (1) ontogenic obstacles with psychological and instrumental types (students feel afraid and do not understand the prerequisite material), (2) epistemological obstacles (students’ experience in working on story problems with the concept of algebraic thinking does not exist), and (3) didactical obstacle (the methods taught tend to focus on the counting process instead of understanding the concept). Learning barriers can be categorized into three types, namely, ontogenic, epistemological, and didactic barriers. With the discovery of these learning barriers, a solution is found in the form of making learning designs that are tailored to the learning obstacles found. One of them is by applying grading questions from story problems into mathematical sentences.

The effectiveness of using special applications in reading aloud in the Arabic language for second-grade students (WhatsApp as a model): فاعلية استخدام التطبيقات الذكية في تعليم القراءة الجهرية في اللغة العربية لطلبة الصف الثاني الأساسي (الواتس آب أنموذجا)

The current study aimed at detecting the effectiveness of using the applications. The basic study depends on the gender variable, and in order to achieve the schedule of study objectives, the educational strategy was based on the application of WhatsApp, and a test in the Arabic language, and the semi-experimental study was used, The study sample consisted of (69) male and female students, who were divided into two experimental and control groups, and the study found the effectiveness of using smart applications in teaching reading aloud in the Arabic language to second-grade students, and there were differences in the effectiveness of using smart applications in teaching reading and writing skills in The Arabic language for second-grade students is attributed to the variable of gender.

Semiotics Analysis on Students’ English Textbook in Elementary School

One of the most important components in teaching-learning activities is textbooks. The author of the textbook must tailor it to the cognitive development of children at a given age. Semiotics is one of the factors that can be examined in a textbook since the illustration of semiotics is a particular feature that substantially influences children's visual perception. The purpose of this research is to examine Semiotics in Elementary School English textbooks. This study applied qualitative research in terms of library research to collect the data from the students' English textbooks in the second-grade Elementary school. Semiotic analysis based on Pierce's semiotic theory, namely representamen (signifier), object (referent), and interpretant, was used to analyze the data (signified). Because the activities contain symbols, pictures, and signs that are extremely engaging for the second-grade students of Elementary school at SDIT Al-Hijrah 2, this study concluded that this book is very suited for learning for the second-grade students of Elementary school at SDIT Al-Hijrah 2. The researchers looked at the most important images relevant to the theme of the activities. In addition, the exercise imagery and meaning are linked to one another.