Teachers’ Strategies in Teaching Speaking at English Courses as a Foreign Language in Kampung Inggris

A successful learning process is determined by teaching strategies that are used by teachers. The strategies will affect the learning output of students. Many graduated students claim that they need more experience to study English. One alternative way to improve their ability is to join an English Course in Pare East Java-“Kampung Inggris”. The aim is to investigate how teaching speaking is done and what the strategies used to make and help students to speak in fun way. The focus of this research is to expose the uniqueness of those strategies. It belongs to ethnography research using observation, interview, and documentary. The populations are from four English courses that were elected by purposive sampling. The result shows that the most often teaching speaking strategies are pronunciation class, grammar for speaking, academic speaking, impromptu and public speaking.

Instructing AI Ethics and Human Rights

This chapter will exploit emerging issues of AI and current literature on AI ethics and human rights teaching. The authors will exploit understanding AI ethics and human rights in daily life and offer teaching methodologies to explain how to teach AI ethics and human rights in K-12 learning environments. Furthermore, the chapter will be devoted to the latest trends and issues on how to teach AI ethics and humans rights teaching in K-12 learning environments. Particular emphasis will be made on a survey of existing ethics teaching methodologies and how to adopt existing teaching strategies into AI ethics teaching in order to improve their understanding on AI ethics and human rights.

Incorporating Socially-Relevant Teaching Strategies in the Online TESOL Classroom

Conducting online TESOL class is always both a challenge and opportunity for teachers to effectively support English language learners. Specifically, this study explores socially relevant teaching strategies to facilitate an engaging and equitable online classroom for educators with ELLs with diverse backgrounds. This research contains online language teaching strategies in the context of multicultural environment. Overall, three strategies are elaborated. One strategy is organizing whole-class discussion and various activity based on learners' cultural background. The second strategy is choosing and using socially relevant teaching materials with online technology, including neutral and authentic materials and giving learners timely prompts. The third strategy is counteracting inequitable relationships in society and in class, managing student emotions to create supportive relationships among students and the teacher. These strategies expand literature on how to conduct online program that are relevant and sustaining for culturally and linguistically diverse adult language learners.

The Impacts of the Socratic Method and Andragogy on Adult Bible Classes

This chapter addresses the potential use of the Socratic method and andragogical teaching methods in adult Bible classes in parish education. There exist many correlations between Socratic teaching strategies and andragogical philosophy, most notably the assumption that adult learners trend towards thinking of themselves as self-directed learners with a variety of experiences and the capacity to learn through dialogue with facilitators and each other. This chapter first outlines adult Bible classes in the isolated context of Christian parish education as community or non-formal education. Then, the chapter highlights the methods of a particular study in which pastors were trained in Socratic and andragogical methods and then observed for an extended period of time. Conclusions from the study include how Socratic and andragogical methods potentially help to increase learner self-reflection and engagement in similar contexts to the featured study.

Literacy Strategies for the d/DHH/EL Population

In education today, there is an increasing population of individuals who are d/Deaf/Hard of Hearing and English Learners (d/DHH/ELs). This population of students need innovative teaching strategies to achieve optimal outcomes. Schools are challenged with providing education to these students, and there are many barriers to overcome. Teachers receive little to no education on how to teach this combined population of learners. Knowing this, the chapter will discuss characteristics of the population, literacy and language acquisition, barriers, and strategies to promote literacy development in the d/DHH/EL population.

STUDENTS’ PERCEPTION TOWARD TEACHERS’ ATTITUDE, TEACHING STYLE, AND TEACHING STRATEGIES IN LEARNING ENGLISH

Teachers’ attitudes, teaching styles, and teaching strategies are needed to motivate students’ enthusiasm and interest in learning English. This study aims to analyze students’ perceptions of teachers’ attitudes, styles, and strategies. This study uses quantitative method with a survey design which used a questionnaire as the research instrument to get data. The study is conducted by using Google Form to get the data from the participants. The population of this study is the students of English Department of Zainul Hasan Islamic University Genggong. The sample used in this study are thirty-six students that are from several high schools around the area of Kraksaan. The collected data of this study is then analyzed by using a statistical formula to get the percentage of each question. The results shows that most of the teachers high schools around the area of Kraksaan have good attitudes and strategies in teaching English.

Inclusão do Aluno Autista na Escola: Um Olhar sobre a Mediação Pedagógica / Inclusion of the Autistic Student in School: A Look at Pedagogical Mediation

Resumo: Esse trabalho teve por objetivo apresentar uma abordagem geral dos pacientes autistas bem como, as características e dificuldades que são enfrentadas para a inclusão destes, no âmbito escolar. Para fundamentação da pesquisa, foram realizadas buscas nas bases de dados, usando as palavras-chaves: autismo, inclusão escolar, educação básica. Também foram realizadas leituras de aportes teóricos que ampliam e enriquecem a discussão da temática. A busca se deu através de artigos indexados nas plataformas de dados (Google acadêmico) e Biblioteca Virtual De Saúde (BVS) e SCIELO. Foi constatado que ainda existe uma larga escala de pessoas na sociedade, que precisam ter mais conhecimento acerca da síndrome para que desse modo, saibam lidar e possam entender o paciente autista, porque compreendendo é mais fácil a inclusão destes no meio social e escolar. Entender o comportamento de cada autista também favorece a melhor forma para desenvolvimentos de estratégias de ensinos que visem estimular a aprendizagem e o comportamento destes. Palavras-Chave: Autismo; Inclusão Escolar; Atenção Básica. --- Inclusion of the Autistic Student in School: A Look at Pedagogical Mediation Abstract: This work aimed to present a general approach to autistic patients as well as the characteristics and difficulties that are faced for their inclusion in the school environment. To support the research, searches were carried out in the databases, using the keywords: autism, school inclusion, basic education. There were also readings of theoretical contributions that broaden and enrich the discussion of the subject. The search was carried out through articles indexed in data platforms (academic Google) and Virtual Health Library (BVS) and SCIELO. It was found that there is still a large scale of people in society, who need to have more knowledge about the syndrome so that, in this way, they know how to deal with and can understand the autistic patient, because understanding their inclusion in the social and school environment is easier. Understanding the behavior of each autistic person also favors the best way to develop teaching strategies aimed at stimulating their learning and behavior. Keywords: Autism; School inclusion; Primary Care.

The Degree of Implementing the Principles of Knowledge Economic by Public School Teachers in Karak Governorate in Jordan from Principals Perspective: درجة تطبيق مبادئ اقتصاد المعرفة لدى معلمي المدارس الحكومية في محافظة الكرك بالأردن من وجهة نظر المديرين

This study aimed to identify the degree of implementing the principles of knowledge economic by public school teachers in Karak Governorate from the principal's perspective. To achieve the objectives of the study, the researcher used the descriptive analysis approach, the sample of the study consisted of (82) female and male principals, and a questionnaire for data collection; consisted of (35) statements, distributed for five sectors. The results indicated that the degree of implementing the principles of knowledge economic by public school teachers in Karak Governorate from the principal's perspective was moderated with average (3.63 out of 5), the sector of "teaching strategies" was high with an average (3.89), then the sector of " evaluating" was moderated with average (3.67) then the sector of" teaching technology" was also moderated with average (3.65) then the sector of "student" was moderated with an average of (3.59) finally the sector of " teacher" with average (3.36) also was moderated. furthermore, there were no statistically significant differences at (α ≤ 0.05) in the variable of principals' sex. However, there were statistically significant differences due to the qualification of the participants in favor of (High studies). Based on the results, the researcher presented a number of recommendations and proposals, to enhance the implementation of knowledge economic principles in public schools in Karak, and the whole of the Kingdom and the Arab countries.

Research on the Connotation and Teaching Strategies of Chinese Reading Teaching

Chinese reading teaching is one of the important parts of reading and plays an important role in teaching. The purpose of reading teaching is not only to let students learn and master language knowledge, but also to obtain information, learn culture, develop reading skills and strategies through reading, so as to lay a solid foundation for further learning and lifelong development in the future.

Investigation on Gender and Learners-Centered Teaching Strategies Toward Learners' Writing Performance

ABSTRACTThis research investigated the interaction effects between gender and Learner-Centered Teaching Strategies toward learners' writing performance. The study was a quasi-experiment using tests as the research instrument. The participants were 72 learners of the English Department at a state institution consisting of 34 males and 38 females. The class was classified into two parts: experiment groups consisting of self-directed learning class (SDL), discovery learning class (DL), and small group discussion class (SGD); and a control group: lecturing class (L). A two-way ANOVA was used for data analysis. The findings confirmed a significant difference by gender (F=10.629. Sig. 0.002<0.05); and Learner-Centered Teaching Strategies F=20.658. Sig. 0.000<0.050) on the learners' writing performance. It also indicated that females (means score 73.46) were higher than males (means score 64.45). In contrast, no interaction effect simultaneously occurred among gender and the Learner-Centered Teaching Strategies (F 2.70) = 2.301. Sig. 0.086>0.050). Both of them did not contribute simultaneously to writing performance. Lastly, the r squared was 0.574 indicating a high correlation of teaching strategies and gender (57%). The teachers were suggested to apply learner-centered teaching strategies in an L2 writing class at a higher education level.ABSTRAKPenelitian ini menyelidiki pengaruh interaksi antara gender dan strategi pengajaran terpusat pada peserta didik terhadap kinerja menulis peserta didik. Jenis penelitian ini adalah kuasi eksperimen dengan instrument yang digunakan adalah tes. Partisipan berjumlah 72 mahasiswa Jurusan Bahasa Inggris di sebuah universitas negeri yang terdiri dari 34 laki-laki dan 38 perempuan. Kelas diklasifikasikan menjadi dua bagian: kelompok eksperimen yang terdiri dari kelas self-directed learning (SDL), kelas discovery learning (DL), ; kelas diskusi kelompok kecil (SGD); dan kelompok kontrol: kelas kuliah (L). Anova dua jalur digunakan pada analisis data. Temuan mengkonfirmasi perbedaan yang signifikan terjadi untuk jenis kelamin (F = 10,629. Sig. 0,002 <0,05); dan strategi pengajaran terpusat pada peserta didik F=20.658. Sig. 0,000<0,050) terhadap kemampuan menulis siswa. Hal ini juga menunjukkan bahwa perempuan (rata-rata skor 73,46) lebih tinggi daripada laki-laki (rata-rata skor 64,45). Sebaliknya, tidak ada efek interaksi yang terjadi secara simultan antara gender dan strategi pengajaran terpusat pada peserta didik (F 2,70) = 2,301. Tanda tangan. 0,086>0,050). Keduanya tidak berkontribusi secara bersamaan pada kinerja menulis. Terakhir, nilai r kuadrat adalah 0,574 yang menunjukkan korelasi tinggi antara strategi pengajaran dan gender (57%). Para guru disarankan untuk menerapkan strategi pengajaran yang berpusat pada peserta didik di kelas menulis L2 di pendidikan tinggi.