physical response
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AL-TA LIM ◽  
2021 ◽  
Vol 28 (3) ◽  
pp. 204-212
Author(s):  
Rosdialena Rosdialena ◽  
Zulvia Trinova ◽  
Erna Dewita ◽  
Nurhamsi Deswila ◽  
Fadil Maiseptian

This research is based on the situation of students at the State Islamic University Imam Bonjol Padang that were stressed due to the changing  of learning process into online learning during the pandemic of covid-19.The study aims to describe students state based on physical response, emotion, and behaviour. Quantitative method with descriptive approach were used. The objects of the research were chosen based on Random sampling. The instrument used in the research were questionnaire based on Likert. The research found that the level of academic stress based on physical response was high at 68 %, while in emotional response was 70 % and 65 % based on behaviour. The result of the research can be used as data to improve the quality and innovation of teaching and learning during the pandemic to avoid greater issues.


2021 ◽  
Vol 4 (3) ◽  
pp. 543
Author(s):  
Eldina Iswandhary

Activities including movements can make young learners understand something through their five senses. However, instead of accommodating them to learn physically, most of the teachers often tell young learners to stay still on their seat. Therefore, this article investigated on how movement activities can be used by the teachers to engage the young learners at school. In this study, library research method was conducted in collecting the data which is also analyzed by the researcher. Teaching young learners is not as easy as it seems. One of their characteristics is they like to learn through movement activities which can be done by seeing, hearing, touching and interacting with something. Unfortunately, this characteristic also can be a problem for teacher to engage them in the classroom activity since they can be easily distracted over things that they are curious about. There is one thing that the teacher could implement to make the students engage in the class which is by using movement activities. Instead pushing the students to stay still and keep silence, it is better to make use or utilize their characteristic as a way to learn. Some activities which are including movements like music or singing a song and playing games with some physical moves, total physical response activities, and some other activities which involve coloring, cutting, sticking, and any other movements activities could be done by the teacher inside or outside the classroom.


2021 ◽  
Vol 5 (S3) ◽  
pp. 1721-1725
Author(s):  
Kaipbergenova Dilbar Orakbayevna ◽  
MirzakulovIlxom Normuminovich ◽  
Maxmudova Zulfiya Muxiddinovna

Main aim of the study was focused on the non-native English speakers and the difficulties they face while learning English as a second language (ESL) and the part of teachers. It is generally felt that the English language plays a vital role in the job market so it is mandatory to learn the language. when the students enroll for the courses to develop the language most of the time, they do not succeed because of various reasons like affecting teaching, lack of motivation, lack of practice sessions, poor training modules, etc. The method of relying on physical actions (Total physical response - TPR)developed by psychologist Jit is based on structural linguistics, behaviorism, and the humanistic direction in teaching, as well as on the position of psychology on the coordination of speech and physical actions that accompany it. The method develops the ideas of the natural method. Its essence lies in the fact that when teaching a foreign language, it is necessary to simulate the process of mastering children's native language, which is assimilated in parallel with the performance of appropriate physical actions. The perception of structures is facilitated if it is accompanied by actions performed by the teacher and students.


2021 ◽  
Vol 1 (2) ◽  
pp. 192-197
Author(s):  
ZIAH QUARTINA

This method aims to improve the quality of learning and the participation of students who are still low in the English learning process. Solving the problem of low participation or motivation of students related to learning outcomes by applying the Total Physical Response (TPR) method. The application of this method is carried out in 2 (two) cycles. The technique of collecting data is through observation by teachers and collaborators (observers) and data analysis is carried out in a descriptive manner with the percentage technique. The level of participation or motivation of students is expressed in high, medium and low categories. Based on the results of the study, it can be concluded that using the Total Physivcal Response (TPR) method can increase the motivation to learn English for class XI TKRO B SMKN 2 Banjarbaru students in the even semester of the 2019/2020 school year on Recount Text material. ABSTRAKMetode ini bertujuan untuk meningkatkan kualitas pembelajaran dan partisipasi peserta didik yang masih rendah dalam proses pembelajaran Bahasa Inggris. Pemecahan masalah rendahnya partisipasi atau motivasi peserta didik yang berkaitan dengan hasil belajar dengan penerapan metode Total Physical Response(TPR). Penerapan metode ini dilaksanakan sebanyak 2 (dua) siklus. Teknik pengumpulan data melalui observasi oleh guru dan kolaborator (observer) dan analisis data dilakukan secara deskripsi dengan teknik persentase. Tingkat partisipasi atau motivasi peserta didik dinyatakan dengan kategori tinggi, sedang dan rendah. Berdasarkan hasil penelitian, dapat disimpulkan bahwa dengan menggunakan metode Total Physivcal Response (TPR) dapat meningkatkan motivasi belajar Bahasa Inggris peserta didik kelas XI TKRO B SMKN 2 Banjarbaru semester genap tahun pelajaran 2019/2020 pada materi Recount Text.


2021 ◽  
Vol 1 (2) ◽  
pp. 63-72
Author(s):  
P. Pahri

Students in Islamic boarding schools have difficulty expressing their thoughts verbally using Arabic. Meanwhile, in terms of understanding written texts and reading written language, they have pretty good skills. This study aimed to describe the implementation of the TPR method to improve the speaking skills. This study used a qualitative method with a descriptive approach. The data were obtained through observation, interviews, and documentation studies. The subjects of this study were Arabic teachers and selected students using the snowball technique. Based on the results, the TPR method can break the ice of communicating in Arabic among students, their difficulties in expressing their thoughts can be minimized by getting used to responding to those around them.


2021 ◽  

The response of exposed column base connections for L-shaped column is investigated through finite element analysis (FEA) in this paper which is affected by complex interactions among different components. Three finite element models are constructed to simulate the response of these connections under axial and cyclic horizontal loading, which interrogate a range of variables including anchor rod strength, base plate size and thickness. The results of the simulations provide insights into internal stress distributions which have not been measured directly through experiments. The key findings indicate that thicker base plates tend to shift the stresses to the toe of the base plate, while thinner plates concentrate the stresses under the column flange. Base on the analytical results, a hysteretic model is proposed to describe the cyclic moment-rotation response of exposed column base connections. The core parameters used to define the backbone curve of the hysteretic model are calibrated through configurational details. The comparison between the simulation and the calculated values indicates that the hysteretic model is suitable to characterize the key aspects of the physical response, including pinching, recentering and flag-shaped hysteresis phenomenon. Limitations of the model are outlined.


2021 ◽  
pp. 1-31
Author(s):  
Dajla Neffati ◽  
Yashashree Kulkarni

Abstract Surface energy plays a central role in several phenomena pertaining to nearly all aspects of materials science. This includes phenomena such as self-assembly, catalysis, fracture, void growth, and microstructural evolution among others. In particular, due to the large surface-to-volume ratio, the impact of surface energy on the physical response of nanostructures is nothing short of dramatic. How does the roughness of a surface renormalize the surface energy and associated quantities such as surface stress and surface elasticity? In this work, we attempt to address this question by using a multi-scale asymptotic homogenization approach. In particular, the novelty of our work is that we consider highly rough surfaces, reminiscent of experimental observations, as opposed to gentle roughness that is often treated by using a perturbation approach. We find that softening of a rough surface is significantly underestimated by conventional approaches. In addition, our approach naturally permits the consideration of bending resistance of a surface, consistent with the Steigmann-Ogden theory, in sharp contrast to the surfaces in the Gurtin-Murdoch surface elasticity theory that do not offer flexural resistance.


Author(s):  
Nguyen Trung Cang ◽  
Le Thi Kieu Diem ◽  
Le Quang Thien

This study aimed to investigate the impacts of total physical response (TPR) method on the fourth graders’ vocabulary ability and their perceptions toward this method. This study was conducted at Luong The Vinh Primary school. There were 30 students participating in this study and they were divided into two groups: 15 students in experimental group (EG) and 15 students in control group (CG). The students in the experimental group were taught with TPR while students in the control one with grammar translation method. A mixed method was employed consisting of quantitative and qualitative approaches. Qualitative data were from the interviews to get feedback of students’ perception and advantages and disadvantages they faced when TPR was implemented in teaching vocabulary in their classroom. Quantitative data were from the questionnaire, scores of the pretest and posttest to check the impact of TPR on students’ vocabulary ability. The study revealed that the EG had better vocabulary learning ability than the CG. They not only remembered vocabulary better but also understood the meaning of the words more easily. It also showed that students had positive perceptions in learning vocabulary through TPR. In addition, the result from the interviews also revealed a limitation that it was sometimes not suitable especially for some outstanding students in the class. The results shed light on the impact of TPR on young learners’ vocabulary ability and perceptions toward TPR and provide some valuable features for further research studies that relate to TPR method in teaching vocabulary for young learners.


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