Discussion on the Emotional Factors in the Organization of English Classroom Activities

2020 ◽  
Vol 2 (3) ◽  
pp. 167-173
Author(s):  
Huang Song
Keyword(s):  
Classroom Activities ◽  
Emotional Factors ◽  
English Classroom

scholarly journals Promoting Passion-Based Learning as a Solution of Improving Creativity in English Classroom

2019 ◽  
Vol 2 (2) ◽  
pp. 165-179
Author(s):  
Bulqia Mas’ud ◽  
Achmad Taqlidul Chair Fachruddin ◽  
Syamsinar Syamsinar
Keyword(s):  
Descriptive Analysis ◽  
Secondary Data ◽  
English Teachers ◽  
Learning Needs ◽  
Classroom Activities ◽  
Teacher Professional ◽  
To Come ◽  
English Classroom ◽  
English Subject

This article investigates a pedagogical interference in promoting creativity   in  English  classroom  that  describe  the  importance  of  creativity  in  learning process. The article explores the idea of passion-based learning in improving creativity in the classroom specially in English subject. By using secondary data both  from  journals,  books,  and  internet  sites,  researcher  is  able  to  apply descriptive analysis through literary review methods. Promoting passion-based learning might be a possible way to improve creativity in English Classroom. Passion-based learning could be a solution that give ownership and authority to students to explore their own creativity in the classroom hence give them meaningful  learning.  Some  tangible  ways  in  this  article  could  be  applied  by English teachers to create passion-based learning in English classroom that can improve the students’ reading, listening, speaking and writing skill and creativity. The emerging challenge found in this study is passion-based learning is difficult to apply in large class since it gives freedom to students choose what they want to learn hence classroom activities will not be feasible to control. Besides, passion- based learning needs creative and skilful teachers to come up with various and interesting ideas to stimulate dynamic in classroom.  Therefore, the quality of teacher is highly considered in applying passion-based learning. Teachers should be expert in subjects they teach. Promoting teacher professional development need to be considered to improve creativity in English classroom with given English teachers’ opportunities to explore their potentials.  

scholarly journals The Effectiveness of Multiple Intelligences (MI)-Based English Classroom Activities at The Eleventh Grade Students of SMAN 2 Mamuju of West Sulawesi

2016 ◽  
Vol 2 (2) ◽  
pp. 126
Author(s):  
Asriani Ridwan
Keyword(s):  
Key Words ◽  
Random Sampling ◽  
Sampling Technique ◽  
Multiple Intelligence ◽  
Spatial Intelligence ◽  
Classroom Activities ◽  
Visual Spatial ◽  
Quasi Experimental ◽  
English Achievement ◽  
English Classroom

The objectives of this research were to find out: (1) the students’ MI profiles, (2) whether the implementation of MI-Based English Classroom Activities could increase the students’ English achievement or not, and (3) whether the students are interested toward the implementation of MI-Based English Classroom Activities or not. This research was conducted through Quasi-Experimental Method. The population of the research was the eleventh grade students of the second semester in SMAN 2 Mamuju of West Sulawesi Province in 2014/2015. This sample was selected through purposive random sampling technique. The data of the research were analyzed inferential and descriptive statistic. The  results of the research were: (1)  the  students’  MI  profiles  showed  80.6  %  students  in  existential  and interpersonal intelligences, 74.2 % students in verbal-linguistic and naturalist intelligences, 67.7 % students in logical-mathematical and musical intelligences, 58.1 % students in visual-spatial intelligence, 51.6 % students in bodily-kinesthetic and intrapersonal intelligences, (2) the implementation of MI-Based English Classroom  Activities  could  increase  students’  English  achievement  (3)  The students   were   interested   toward   the  implementation   of  MI-Based   English Classroom Activities. So it can be concluded that the implementation of MI-Based English Classroom Activities was very effective to be applied in increasing the students’ English Achievement. Key words: Multiple Intelligence (MI) and English Classroom Activities.

scholarly journals Exploration on Cultivation of Critical Thinking in College Intensive Reading Course

2016 ◽  
Vol 9 (3) ◽  
pp. 18 ◽  
Author(s):  
Lingying Tang
Keyword(s):  
College Students ◽  
Critical Thinking ◽  
Empirical Studies ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Western World ◽  
Chinese College Students ◽  
Classroom Activities ◽  
English Classroom ◽  
Intensive Reading

<p>Critical thinking has drawn great concern from researchers in America and western world since 1980s. Chinese researchers have come to realize the fundamental function of critical thinking for innovation. However, it does not take effect to cultivate students’ critical thinking in English classroom. English classroom activities are generally designed for students to memorize, imitate, recite. The cultivation of students’ critical thinking has been ignored. Chinese college students generally can speak out some sentences but lack in-depth ideas and practical ability to solve problems. They suffer from emotional literacy. This research aims to foster college students’ critical thinking skills by designing some classroom activities regarding college intensive reading course in English classroom. But there are some deficiencies in this research such as lack of empirical studies to testify its positive effect.</p>

scholarly journals The Effect of Audio-Visual Media on The Students’ Participation in English Classroom

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Denty Marga Sukma
Keyword(s):  
Educational Technology ◽  
Data Analysis ◽  
Visual Media ◽  
Classroom Activities ◽  
New Knowledge ◽  
Asking Questions ◽  
Three Stages ◽  
English Classroom ◽  
Do So

Educational technology has been widely spread to take part in the technology-based classroom. The article aims at investigating the effect of audio-visual media on the students’ participation in English classroom. The method used in this research is a case study. The data are collected through observation and interview. The data  analysis shows that the students’ participation is in these three stages: pre-display, whilst-display and post-display in which the forms of participation are confirming teacher’s instruction, commenting to the video, having small  discussion, asking questions and confirming the answer. Audio-visual media yield the stimuli to the students to gain the new knowledge and information beyond what is served to them. It influences the students to purposely participate in the classroom activities because they need to do so. Audio-visual media which give them the real description of particular context require them to perceive the gist using their sense of sound and sight.

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