Fun Arabic Learning through Songs Media

In this study, the authors focused on learning Arabic through songs media. The research method in this study is descriptive using a qualitative approach. Through studies from various sources in the form of books, journals, research reports, and the phenomenon of Arabic learning in Indonesia, the author describes how the concept of songs as a medium of Arabic learning and how the implementation of songs media in Arabic learning as an effort to improve the quality of Arabic learning. The conclusion of this study is that the song is an appropriate medium of Arabic learning in arousing students' interest and motivation to learn. The use of songs media in Arabic learning can create an atmosphere of learning that is relaxed, fun and exciting, so students do not feel bored and fed up in following the learning process in class. The selection of songs that suits students' emotional and intellectual needs and the teacher's skills in practicing the technique of using song media in Arabic learning is the main key to the success of a learning that uses songs as a instructional medium.

The effectiveness of hybrid learning as instructional media amid the COVID-19 pandemic

The COVID-19 pandemic has struck the world, prompting the enforcement of stay-at-home policies to halt the spread of COVID-19. Indonesia is not exempted from this situation. The COVID-19 pandemic has necessitated social distance due to social distancing, quarantine, and isolation to minimise the spread of the virus. During the COVID-19 pandemic, an online learning system was used. The ideal learning methods in the new normal era are blended learning and hybrid learning methods. Online learning demands the attention of the communicant so that the message conveyed by the communicator can run effectively. If hybrid learning as an instructional medium can be appropriately utilised, the learning objectives can be achieved. However, in previous studies, the blended learning method still needs to be evaluated so that its application can run well and as expected. Because communication transactions that can overcome various frames of reference or clarify difficulties to transfer understanding in a timely manner are considered rich, the media richness theory is applied in this study. This study aims to know how effective hybrid learning is in Southeast Sulawesi during the COVID-19 pandemic. The method used in this research is phenomenology by involving junior high school teachers in Southeast Sulawesi. Based on this study’s data analysis findings, the Effectiveness of the hybrid learning model in Southeast Sulawesi during the COVID-19 outbreak is decided by students’ and parents’ desire to monitor their children.

Need Analysis of Interactive Multimedia Development for Virtual Learning in Pandemic

The pandemic that has not ended has an impact on changing the educational paradigm. Existing conditions demand to continue to use virtual learning. During the epidemic, this study will examine students’ demand for interactive multimedia in virtual learning. The interviews reveal that the media that teachers provide in virtual learning during this pandemic has limits. Data was gathered through interviews and questionnaires given to teachers and students. The student requirements questionnaire reveals that interactive multimedia is the most effective instructional medium for pupils. This study is part of a larger investigation of the evolution of multimedia learning during a pandemic.

A Historical View of Library Instructional Podcasts Demonstrating They Were Beneficial to Students and Staff at a New Zealand College of Learning

A Review of: Jowitt, A. (2008). Perceptions and usage of library instructional podcasts by staff and students at New Zealand’s Universal College of Learning (UCOL). Reference Services Review, 36(3), 312–336. https://doi.org/10.1108/00907320810895396 Abstract Objective – To examine usage of a specific set of library instructional podcasts and the potential of the format for effective library instruction. Design – Concurrent mixed methods survey. Setting – Multiple campuses at a polytechnic college in New Zealand. Subjects – A total of 86 self-selected, non-random students and staff. Methods – Web-based survey, piloted before a broader launch, with open and closed questions in one survey instrument (SurveyPro) regarding six sample podcasts accessible via the college’s library website. The researcher used closed questions to gather quantitative data with Likert and verbal frequency scales and used concurrent triangulation to ensure balance with qualitative open-ended question responses for proper later interpretation. Main Results – Of the 86 participants in the study, 71.1% responded that the five library podcasts were “very good.” The study determined that the most useful podcast was called “My account” and helped students and staff activate and use their library accounts. Overall, students enjoyed the five library podcasts slightly more than staff. The orientation walking tour was the least popular podcast. The researchers hypothesized that this was because the podcast did not fit the users’ preferred medium, which was computer based. Even listeners who owned a portable media device preferred using a media player on their computer to access the podcasts. The participants preferred to listen to the podcasts during the day. The participants found that the 24/7 availability and the ability to listen to the material repeatedly were particularly helpful features. Conclusion – Based on the research results, students and staff found library instructional podcasting advantageous because of its ease of access and constant availability. Some participants mentioned ways to improve the quality of the podcasts, but they found them to be an effective new medium overall. Additional research is needed to evaluate podcasts as an instructional medium.

STRETCHING LEARNING THROUGH MAPPING ACTIVITIES - THE TRANSFORMATIVE INFLUENCE OF DIALOGUE

A fidgety character and an extremely low self-confidence were glaring circumstances of two learners in a first-year classroom. Mapping activities were designed for interactivity, considering the low aptitude for the English language as the instructional medium. While the fidget transformed into a focused learner upon role-play as a dialogue star in the coordinated classroom talks, the most reserved, diffident learner turned into an expressive participant. The cognitive engagement of the classroom population was evident from the significantly expanded knowledge map constructed by the students. The exploratory nature of classroom oracy drove the outcome within the dialogic space designed to engender the transformation. Space for active participation was mainly enabled by simplifying the verbal expression by extensive use of keywords in mapping. While the approach ruled out the need for correct English usage for expression of ideas, the seed map drawn by the instructor prompted learners to leave their seats to write an idea on the whiteboard. The freewill had links to the oracy that allowed for rewording and change of stance which was the primary ingredient of dialogue embedded in the mapping activities. Grafting of students’ ideas into the existing scientific concept was an essential outcome of dialogue externalised on the constructed map, driven by the dialogic space encouraging listening and thinking along the path of higher logic. The dialogic space in mapping activities and the resultant vibrant classroom of cognitively engaged participants provide evidence for designable classroom activities to uplift the immediate learning impacts.

ILLUMINATING STUDENTS’ UNDERSTANDING AND ACCEPTANCE TOWARDS THE DUAL LANGUAGE PROGRAMME (DLP)

The Dual Language Programme (DLP) is an initiative introduced by the Ministry of Education to advocate the teaching and learning of science and mathematics in the English language. Resembling the previous educational policy named PPSMI, this programme commenced in 2016, offering the flexibility for English to be used as the instructional medium for the two subjects. After four years of its inception, it is crucial to discover the programme's acceptance among those involved directly with the programme. Thus, this study expounds students’ understanding and acceptance of the programme by investigating the influence of age, gender, locality and the type of school on their understanding and acceptance of DLP. This study involved 2162 students, and it was found that their understanding and acceptance level of the programme are at a moderately high level. The findings also revealed a significant difference between the acceptance of the programme. As an alternative to solidify the English mastery, the implementation of DLP needs to be improved for it to be well-accepted by interest groups.

Increasing the Knowledge and Confidence of Mothers in Caring for Low Birth Weight Babies Through Education from the Maternal and Child Health Handbook

<p>Having a Low Birth Weight (LBW) is one of the risk factors that may lead to stunting in children under five years old. An education program based on the Maternal and Child Health handbook (MCH) for the first 1000 days of a child’s life is one way to prevent the impact of stunting by improving the mothers’ knowledge and self-confidence to look after LBWB. The study is designed along the line of pre-post quasi-experimental research with a control group, involving 69 samples of mothers with LBWB that match the predetermined criteria. Twenty three of these mothers whose babies were cared for in the perinatology ward were provided with instructions from the MCH handbook, another group of 23 mothers received the same instructions with additional audiovisual media from a mobile application, and the remaining 23 mothers only received verbal instructions in the ward. The data were analyzed using the Paired t-test/Wilcoxon and Kruskall-Wallis tests. The analysis revealed that the MCH handbook based instruction provided a significant boost on the score of mother’s knowledge and confidence, before and after they have received the instructions, both in the group that received the MCH handbook based instruction (p&lt;0.001) and the group that received their instructions from a mobile application (p&lt;0.001). Additional instructions using audiovisual media from a mobile application also provided a significant boost to the knowledge score, and therefore the post-education score of the mothers in this group was higher than in the other two groups (p&lt;0.001). Mother’s knowledge of the provision of care for LBWB can therefore be optimized through education, discussion, and the use of technology as an instructional medium to complement the use of the MCH handbook.</p>

“LET’S WRITE A CAPTION!”: UTILIZING INSTAGRAM TO ENHANCE ESP STUDENTS’ WRITING SKILLS

The integration of technology in language classroom is a prerequisite in the twenty-first century teaching. Social media as part of technology advancement has a great potential to improve students’ motivation and the efficacy of learning a language. Therefore, the present study sheds light on the effect of the use of Instagram on ESP students’ writing ability. It involved 36 Indonesian ESP students majoring in Sharia Banking of a university in Surakarta Indonesia. The pre-experimental research was conducted in eight meetings, including the writing pre-test and post-test. The students were assigned to write a descriptive essay by means of Instagram as the instructional medium. A questionnaire was also given to reveal their perceptions toward the use of Instagram to practice writing. The result of the data analysis showed that there was a significant difference on the students’ writing scores between the pre-test and the post test. The finding of this study is expected to provide significant contribution to the realm of English for specific purposes (ESP) teaching in Indonesia. Based on the findings, some insights are given for teachers and future researchers about the potential use of Instagram on the teaching of writing.