Development creativity of grade 5 students on electricity through STEM education

The research aim was to develop creativity of grade 5 students through STEM education in electricity. There were 15 students of Grade 5 in Khon Kaen Province in 2020 participated in this study. The action research was implemented to this study with three loops of action research to improve creativity of students. The physics contents consisted of simple circuit, conductor, insulator, switch, connecting battery in a series circuit and a parallel circuit, series and parallel circuit and the motor connection. The fifteen lessons were separated into three loops of actions. Each loop of lessons consisted of three Predict-Observe-Explain (POE) lessons, and a lesson which is an Engineering design process lesson for designing product to improve student’s creativity in electricity. The students were fluent in designing various tasks to solve problems arising from a given classroom situation and had flexibility and elaboration in given reasons in selecting the materials to create the works. At the last lesson of the each action loops the data was collected to show how students improved their creativity. The student’s work and their presentation were evaluated by the creativity’s rubric scores in four dimensions of Originality, Fluency, Flexibility and Elaboration. The results show that student’s creativity were improve by STEM education in electricity. All dimension of creativity which are originality, fluency, flexibility and elaboration were improved from loop 1 to loop 3 of action research.

MEMBANGUN SIKAP POSITIF UNTUK MENGHINDARI SIKAP PHOBIA MATEMATIKA

Math phobias are anxiety on math skills that happen to most learners. Anxiety is demonstrated by the existence of continuous fear against the object of mathematics and its learning situation. To avoid this, the facilitator must create a situation that allows the learners to build their confidence in math tasks. Math is characterized by abstract ideas in the form of abstract symbols that require delivery within a less abstract language to avoid understanding the idea. A positive attitude towards mathematics appears closely related to the previous experience in both the mathematical object and the classroom situation. Therefore, developing a positive attitude against math phobia requires the content to be delivered in an attractive manner in every learning process. The presentation of mathematical formulas should be adjusted according to the learning basic ability and sometimes accompanied by an inductive approach. As the facilitator of learning, the teacher must seek a learning environment that can encourage learners to behave positively and passionately in learning mathematics.

Effective Language Teaching and Learning Process in EFL Classroom Situation: A Case Study

The goal of teaching and learning a foreign language, in general, has shifted from putting emphasis on the product of teaching to the process of teaching and learning and the accompanying classroom conditions. This development in foreign language teaching pedagogy stresses the importance of the classroom environment in enhancing the individual’s learning styles and motivation to acquire the language, skills and components. Therefore, it is essential that every language class is directed to equip the learners with the necessary language strategies to achieve language proficiency by considering their needs and interests. This is why, teachers are always looking for updated ways and techniques to develop the student competencies in listening, speaking reading, writing, vocabulary and grammar. In this context, the present research was conducted more specifically to examine to what extent can the role of the teacher and the quality of the teaching and learning process be effective in developing the learners’ skills and competencies and promoting the EFL classroom situation. In addition, the different pedagogical tools and phases that are implemented in English language teaching in the Algerian school will be presented and analyzed in this paper.

Post-Covid Ideology and Dimensions in Language Teaching

The chapter entitled Post-Covid Ideology and Dimensions in Language Teaching aims to explore the possible educational intervention in post-covid classrooms. It focuses on the role of teachers, stakeholders, curriculum, and technologies in the field of language teaching in the new-normal classroom situation after the Covid-19 pandemic. The chapter reviews the cultural and linguistic ideology of community developed as a possible way out in the new learning situation in the context of Nepal. Additionally, it discusses the paradigm shift in teaching-learning ideologies from the theoretical to practical perspectives for language teaching.

Proverbs in Language Teaching: Using the Example of Let’s Speak Tigrinya (2018)

Proverbs have been used in language teaching for centuries. Nowadays, language learners associate mastery of this traditionally oral genre to a certain level of fluency and regard it as an access key to a deeper understanding of the native speakers’ culture. The recently released Tǝgrǝñña coursebook Let’s Speak Tigrinya (2018) contains almost fifty proverbs, and provides students with an insight into this old and rich tradition. However, owing to the lack of commentary or translation, the paper here seeks to compensate for this deficiency. In comparison with several Tǝgrǝñña proverb collections, it becomes apparent that the expressions listed in the textbook are common in Eritrea as well as in the Tǝgray region, in several alternative variations, some of which have been attested to in earlier European research works. A few examples even have an Amharic equivalent. The proverbs focused on here cover a wide range of both grammatical and everyday life topics and should be implemented in a more effective manner than the textbook provides. However, due to the lack of translations and occasional misprints, their accessibility is radically reduced and of little use for the individual language learner unassisted by a classroom situation.

The Students’ Perception towards Code-Switching and Code-Mixing in Sociolinguistic: A Case at an English Education Major

This qualitative study will investigate English Education students’ opinion towards code-switching and code-mixing; both in everyday and classroom use. In this study, it will employ an open-ended (short-answered questionnaire) with 13 questions that mainly focus students of English Education class of 2016-2018. The populations were chosen because the students of 2016-2018 have attended Sociolinguistic Course during semester 3. Moreover, to gather the population, the researcher spread the link of questionnaire written in Google Form by personally contacting several people via Whats App. Based on the findings obtained from the questionnaire, it can be inferred that the 20 respondents mainly spoke 3 languages (national: Indonesian, local: Javanese, foreign: English). Furthermore, it can be concluded that 11 respondents find code-switching and code-mixing of national, local and foreign languages acceptable to be used in everyday life and classroom situation. On the contrary, 3 respondents also see code-switching and code-mixing of national, local and foreign languages annoying and disturbing to be implemented in daily communication. Meanwhile, 6 respondents perceive code-switching and code-mixing of national, local and foreign languages as neutral to be executed in everyday and classroom situation. Keywords: Sociolinguistic; Code-Switching; Code-Mixing; English Education Students

The Implementation and the Impact of Attention Grabbers in Young Learners’ Classrooms: A Case Study

Due to the importance of attention grabber in the classroom management for pre-service teachers, this study examines the implementation and impact of attention grabbers in young learners’ classroom. The scope of this study focuses on pre-service teachers of the English Department in one University in Jakarta from grade two to five, and to attention grabbers which are produced when students are noisy and moving around the class while the teacher is giving instruction or explanation. The data were gathered from observation and video recording. The results indicated that the pre-service teachers still need to be aware to use attention grabbers when the classroom situation is not conducive. In order to make attention grabber become more effective when the teachers use attention grabbers in the classroom, it is important to make sure all of the students are responding to the attention grabbers. Furthermore, the suggestion for the next study is to find more participants in different grades.

The Process of Subject Content Transformation as Examined Through Psychological and Sociological Perspectives: A Study Conducted in Oxfordshire, England

Drawing from psychological and sociological fields, this study examines how teachers transform subject con-tent for student learning in a classroom situation. Research on understanding teaching has downplayed the framing of macro-regulative contexts in shaping teachers’ thinking and thereby pedagogy. Vygotsky [75; 76] brought to focus the teacher’s role in mediating learning in classrooms through the use of psychological tools but could not fully, in his lifespan, attend to the sociocultural contexts that impact those who work within them. To address this gap, the study draws on the educational sociologist Bernstein’s social theory [9; 10] which states that the ways in which institutions regulate the social relations within them impact the pedagogic practices in these contexts. A qualitative multicase study was applied and involved several English and mathematics secondary school teach-ers from Oxfordshire, England. The cross-case analysis reveals a connection between the micro-processes of teach-ing and learning and macro regulative discourse; demonstrates that teachers’ pedagogic decisions are influenced by their reflections on their institutional culture within which and using which they work; and reveals an interplay of several processes in the ways in which teachers mediate and shape the quality of their students’ learning.