Dynamics: A Text-Book for the Use of the Higher Divisions in Schools and for First Year Students at the Universities

1929 ◽  
Vol 14 (204) ◽  
pp. 584
Author(s):  
C. O. Tuckey ◽  
A. J. Ramsey
Keyword(s):  
First Year ◽  
Text Book ◽  
First Year Students

scholarly journals A Socio-Cultural Analysis of Learning English in Unassisted and Assisted Peer Groups at University in Vietnam

2021 ◽  
Author(s):  
◽  
Pham Hoai Huong Le
Keyword(s):  
Teaching Practice ◽  
Video Recording ◽  
Peer Groups ◽  
Cultural Analysis ◽  
Mediation Process ◽  
First Year ◽  
Text Book ◽  
First Year Students ◽  
Senior Student ◽  
Learning English

<p>The fieldwork for this study was carried out in Vietnam over a period of three months with a class of 45 first-year university students who were learning English as a foreign language. The conceptual framework was sociocultural theory as developed by Vygotsky and his followers. The focus was on small groups of peers as they practised speaking English. The processes involved in learning and using English were explored by studying what occurred within two kinds of groups. In one kind there were five first-year students. In the second there were four first-year students and one fourth-year student. These are referred to as unassisted and assisted peer groups. Over the three months of the study all students in the class had an opportunity to work in an unassisted and an assisted group. Data were collected each week by audio- and video-recording an unassisted and an unassisted group discussing the same topic. The processes within each of the groups were compared on the basis of the social interaction and the use of classroom artifacts including the text book which supplied the topics for discussion. First-year students were interviewed following the classroom observations and they kept journals. Students reported their experiences of being assisted and unassisted and what they believed they had learnt from each. Information was also collected on support for learning the English language in the broader Vietnamese environment. The results showed that the discourse pattern of the unassisted groups was unpredictable whereas in the assisted groups the senior student conducted a series of dyadic interactions with each student in turn. In both kinds of groups, students discussed the assigned topics but the assisted groups spoke almost entirely in English while the unassisted groups used more Vietnamese. Analysis of the incidence of Vietnamese showed the kind of situations which produced it. There were differences in the management of the tasks, and unassisted students had more trouble getting started. Observations showed that the unassisted students often teased others and laughed more often. The experience of speaking English amongst peers produced both stress and enjoyment irrespective of the type of group. Students from both groups reported that they had learned new words associated with the discussions of the topics set by the textbook. The textbook was a major factor in guiding participation and structuring the continuity of the discourse. Unassisted students worked directly with the textbook whereas the senior student mediated the questions from the textbook. The textbook came from a foreign culture and the study illustrated how students used their knowledge of Vietnamese culture in giving responses to the questions in the text. The study showed a complex mediation process consisting of interconnected layers. Mediation occurred both through the oral language of the discussions and through the written language in the textbook and on the blackboard, through the classroom teacher's instructions, by peers in both types of groups, and between the senior student and peers. On the basis of the research findings recommendations are made for teaching practice in EFL classrooms.</p>

scholarly journals A Socio-Cultural Analysis of Learning English in Unassisted and Assisted Peer Groups at University in Vietnam

2021 ◽  
Author(s):  
◽  
Pham Hoai Huong Le
Keyword(s):  
Teaching Practice ◽  
Video Recording ◽  
Peer Groups ◽  
Cultural Analysis ◽  
Mediation Process ◽  
First Year ◽  
Text Book ◽  
First Year Students ◽  
Senior Student ◽  
Learning English

<p>The fieldwork for this study was carried out in Vietnam over a period of three months with a class of 45 first-year university students who were learning English as a foreign language. The conceptual framework was sociocultural theory as developed by Vygotsky and his followers. The focus was on small groups of peers as they practised speaking English. The processes involved in learning and using English were explored by studying what occurred within two kinds of groups. In one kind there were five first-year students. In the second there were four first-year students and one fourth-year student. These are referred to as unassisted and assisted peer groups. Over the three months of the study all students in the class had an opportunity to work in an unassisted and an assisted group. Data were collected each week by audio- and video-recording an unassisted and an unassisted group discussing the same topic. The processes within each of the groups were compared on the basis of the social interaction and the use of classroom artifacts including the text book which supplied the topics for discussion. First-year students were interviewed following the classroom observations and they kept journals. Students reported their experiences of being assisted and unassisted and what they believed they had learnt from each. Information was also collected on support for learning the English language in the broader Vietnamese environment. The results showed that the discourse pattern of the unassisted groups was unpredictable whereas in the assisted groups the senior student conducted a series of dyadic interactions with each student in turn. In both kinds of groups, students discussed the assigned topics but the assisted groups spoke almost entirely in English while the unassisted groups used more Vietnamese. Analysis of the incidence of Vietnamese showed the kind of situations which produced it. There were differences in the management of the tasks, and unassisted students had more trouble getting started. Observations showed that the unassisted students often teased others and laughed more often. The experience of speaking English amongst peers produced both stress and enjoyment irrespective of the type of group. Students from both groups reported that they had learned new words associated with the discussions of the topics set by the textbook. The textbook was a major factor in guiding participation and structuring the continuity of the discourse. Unassisted students worked directly with the textbook whereas the senior student mediated the questions from the textbook. The textbook came from a foreign culture and the study illustrated how students used their knowledge of Vietnamese culture in giving responses to the questions in the text. The study showed a complex mediation process consisting of interconnected layers. Mediation occurred both through the oral language of the discussions and through the written language in the textbook and on the blackboard, through the classroom teacher's instructions, by peers in both types of groups, and between the senior student and peers. On the basis of the research findings recommendations are made for teaching practice in EFL classrooms.</p>

AN ANALYSIS ON STUDENTS’ SPEAKING ABILITY THROUGH STORYTELLING FOR GRADE X SENIOR HIGH SCHOOL

2017 ◽  
Vol 6 (2) ◽  
Author(s):  
Khairani Nur Adha And Rahmad Husein
Keyword(s):  
Research Finding ◽  
Sampling Technique ◽  
First Grade ◽  
First Year ◽  
English Teacher ◽  
First Year Students ◽  
Descriptive Research ◽  
Oral Test ◽  
Fluency And Comprehension ◽  
Low Ability

The aim of this research was to find out the ability of the first year students in speaking by using storytelling at MAS. Al-Jam’iyatul Wasliyah. The design of this research was descriptive research. The population of this research was 20 students of XC class in the first grade at MAS. Al-Jam’iyatul Wasliyah. In selecting the sample the writer used random sampling technique. The total number of the sample was 12 students. The data was collected by using oral test. The researcher only measured the ability of students’ speaking in storytelling by considering five components of speaking: (grammar, vocabulary, pronunciation, fluency, and comprehension). And their speaking had been recorded by using phone recorder. From the result of analyzing the data, the researcher found that the students’ speaking ability by using storytelling was moderate. It proved by the fact that 4 students (33.33%) classified as high ability, 4 students (33.33%) classified as moderate ability, and 4 students (33.33%) classified as low ability. Based on the data, the students’ score were bigger in the high and moderate level than in the low ability level. Based on the research finding, the English teacher is suggested to consider the five components in scoring speaking ability (grammar, vocabulary, pronunciation, fluency, and comprehension). The students are suggested to do more practice in pronunciation and fluency, because they dominantly speak incorrect pronunciation and have pauses in the sentences. Students are also suggested to enrich their vocabulary by using storytelling.

THE EFFECT OF USING NOTING INTERACTING SUMMARIZING AND PRIORITIZING STRATEGY ON STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION

2013 ◽  
Vol 2 (4) ◽  
Author(s):  
Maruh Sianturi And Berlin Sibarani
Keyword(s):  
Reading Comprehension ◽  
Experimental Design ◽  
Null Hypothesis ◽  
Alternative Hypothesis ◽  
Control Group ◽  
First Year ◽  
Teaching Reading ◽  
First Year Students ◽  
Level Of Significance ◽  
Experimental Group

This study was aimed at finding out the effect of using Noting, Interacting, Summarizing, and Prioritizing Strategy on Students’ Achievement in Reading Comprehension. This study was designed with the experimental design. The population of this study was the first year students at academic 2013/2012 of SMA swasta YP St. Paulus Martubung, Medan. There were fourty students taken as the sample of the research. The sample was divided into two groups: the first group (20 students) as the experimental group and the second group (20 students) as the control group. The experimental group was taught by Using Noting, Interacting, Summarizing, and Prioritizing Strategy, while the control group was taught by using conventional method. The instrument for collecting the data was multiple choices which consisted of 40 items. To obtain the reliability of the test, the researcher used Kuder -Richardson (KR-21) formula. The calculation showed that the reliability of the test was 0.75. The data were calculated by using t-test formula. The result of the analysis shows that t-observed (4.98) was higher than t-table (2.025) at the level of significance (α) 0.05 and the degree of freedom (df) 38. Therefore, the null hypothesis (H0) was rejected and alternative hypothesis (Ha) was accepted. It meant that teaching reading comprehension by using Noting, Interacting, Summarizing, and Prioritizing Strategy significantly affects reading comprehension.

REVERSE ENGINEERING: TENSION RATCHET DISSECTION PROJECT

2011 ◽  
Author(s):  
Jeremiah Vanderlaan ◽  
Josh Richert ◽  
James Morrison ◽  
Thomas Doyle
Keyword(s):  
Reverse Engineering ◽  
Engineering Students ◽  
Measurement Techniques ◽  
First Year ◽  
Stepping Stones ◽  
First Year Students ◽  
Final Project ◽  
Undergraduate Study ◽  
Solid Edge ◽  
Part Modeling

We are a group of engineering students, in our first year of undergraduate study. We have been selected from one thousand first year students and have competed and won the PACE competition. All engineers share a common general first year, but we have been accepted into Civil and Mechanical engineering. This project was assigned as the final project in the Design and Graphics course. The project we are tasked with, called the Cornerstone Design Project, is to first dissect a product, discover how it works, dimension each part and create a fully assembled model using CAD software (Solid Edge V20 in our case). As part of discovering how it works we must benchmark it so the device can be compared with competing products. The goal of the project is to develop a full understanding of part modeling and assembly in Solid Edge, learn proper measurement techniques, and learn the process of reverse engineering and product dissection. All of these tasks were stepping stones to help us fully understand how the device, and all its components, work.

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