THE CONTRIBUTION OF ACTIVE LEARNING STRATEGIES IN ACTIVATING STUDENTS’ ORAL COMMUNICATION

The paper is aimed at describing the procedures of three active learning strategies which can be used to design a learning situation for learners to speak English actively. The three active learning strategies are live interview, short conversation, and long talk. Specifically, the implementation of each strategy can give impact to the learners’ speaking performance in terms of accuracy, fluency, and comprehensibility. Each strategy promotes the learners’ self-confidence and thinking skills. The implementation of each strategy considers four aspects, namely: the roles of teacher, the classroom interaction, the material, and the learning process. Each strategy evokes variation in those aspects.

The Learning Situation in the Computer-Oriented Centers for Children in Tunisia, Interchangeability, and Interdependence: Contexts, Challenges and Experience’s Building Ethnographic Approach

There are several non-formal learning experiences related to the use of computer technologies. Tunisia presents one of these experiences that merits study. I have devoted part of my research to this matter, non-formal education. In this chapter, I have studied the experience of the computer-oriented centers for children. The study was conducted in the educational year 2002–2003. The importance of the data in this study remains reliable to this day. The goals of this chapter is to examine (1) the impact of elements of non-formal learning situation to the informatics project realized by children in its centers, and (2) the impact of the problem situation to social reality shaping, and (3) the impact of the use of computer technology in a learning situation that is different from the formal learning. I consider that a careful constructivist analysis is required to achieve this objective. The results show that an organizational context that operates according to a logic in which social knowledge is interconnected. So, to attain these results I proceeded with an ethnographic approach. I observed 60 children in 67 sessions; each session lasted 1h: 30 mn. I analysed interactions between children and between children and their educators, its are the product of a cognitive and affective commitment, that oriented by the principle of reciprocity.

THE CONTRIBUTION OF ACTIVE LEARNING STRATEGIES IN ACTIVATING STUDENTS’ ORAL COMMUNICATION

The paper is aimed at describing the procedures of three active learning strategies which can be used to design a learning situation for learners to speak English actively. The three active learning strategies are live interview, short conversation, and long talk. Specifically, the implementation of each strategy can give impact to the learners’ speaking performance in terms of accuracy, fluency, and comprehensibility. Each strategy promotes the learners’ self-confidence and thinking skills. The implementation of each strategy considers four aspects, namely: the roles of teacher, the classroom interaction, the material, and the learning process. Each strategy evokes variation in those aspects.

Representations and Realization of Written Planning of PSE Teachers in Tunisia

Planning is an act of anticipation carried out by the teacher during the pre-active phase to prioritize the pedagogical and didactic teaching approaches. On the other hand, in the teaching field, the teaching-learning situation is also complex to be identified by simple planning. In this study, we seek to explain the influence of gender and the seniority of physical education and sports (PSE) teachers on representations of written lesson planning and its management in the field. We collaborated with 20 PSE teachers and 10 trainee students in initial training in secondary schools. We filmed practical sessions and we carried out two types of interviews with the participants and we analyzed the content of the written plans of the participants in our experiment. Our results show that the professional seniority and the gender of the PSE teacher do not modulate the representations that are made of the written planning of the lesson. However, in practice, the teacher's representations of written planning are not always consistent with their realization on the ground. The difference between teachers' representations of the PSE teacher's written planning and their teaching practices is dependent on the professional seniority and gender of the acting person. The actions of the actor are shaped by the aspects inherent in the learning situation, the actions of the teacher are therefore contextualized.

Students’ Perceptions on the Implementation of Online Learning in Pandemic Era

The implementation of online learning in Indonesia today becomes an alternative to the conventional learning because of the pandemic situation. However, it triggers some problems during the learning process. The problems exist because of various aspects. One of them is the way how the teachers implement the learning process. This research is aimed to investigate how students perceive the online learning implementation in higher education based on four categories (Planning Promotion, Education, Support Training, and Encouragement). It is descriptive-survey research using a questionnaire as the instrument to collect the data. The result shows various perceptions of students. The average students perceive: 1) implementation of online learning is well planned, 2) the lecturers are competent enough in implementing the online learning, 3) they got sufficient support during the online learning, and 4) the online learning situation encourages them in the learning process. This research result can be used as an evaluation for the stakeholders (lecturers and decision-makers) for the online learning implementation.

Cognitive and Affective-Motivational Factors as Predictors of Students’ Home Learning During the School Lockdown

During the COVID-19 pandemic, students were facing great challenges. Learning was shifted from the classroom to the home of the students. This implied that students had to complete their tasks in a more autonomous way than during regular lessons. As students’ ability to handle such challenges might depend on certain cognitive and motivational prerequisites as well as individual learning conditions, the present study investigates students’ cognitive competencies as well as affective-motivational factors as possible predictors of coping with this new learning situation at home. The study uses data of Starting Cohort 2 of the German National Educational Panel Study (NEPS). Data of two measurement points are analyzed: Predictors were assessed at the earlier time point, when students (N=1,452; Mage=12years, 8months; 53.4% female) mostly attended seventh grade of a secondary school. They completed competence tests in reading as well as mathematics and rated affective-motivational aspects in terms of willingness to exert effort, learning enjoyment, and intrinsic motivation. One and a half years later − during the COVID-19 pandemic and the first period of school closures − the second measurement point took place. Students’ parents rated the situation of learning at home with respect to students’ coping with the new situation and parents’ difficulties to motivate them. Regression analyses controlling for school track, students’ gender, and parents’ educational level and parental stress revealed that students’ reading competencies and their willingness to exert effort were significant predictors of their coping with the new learning situation at home. Moreover, parents reported that boys were more difficult to motivate to learn during this time as compared to girls. Other predictors (e.g., learning enjoyment) turned out to be non-significant when entered simultaneously in the regression analyses. The results point to the importance of children’s prerequisites for autonomous learning situations without structuring elements by teachers within the school context.

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.

The situational approach in adult education: Modeling situations using the vee diagram

Much educational research has raised the effectiveness of situational teaching or training aroaches, especially for adult learners in work situations, due to their social and professional nature. The situational aroach (SAP) or situated learning (SL) to refer to the learner, stipulates that learning cannot be isolated from the context of its alications, and that knowledge is insertable from action. In this context, the situation becomes central in the acquisition of knowledge and the development of capacities and skills, which are now the aims. We therefore deduce that any design, development and implementation of e-learning training for adults is imperatively based on the modelling of the said learning situation. The objective of this article is to analyze certain models of situations and to propose a model-process more relevant with e-learning training for adults. For the sake of modelling visibility, we use a modified model of the Vee diagram from Gowing’s model.

Waiters’ Needs Analysis in English: Viewed From Learning Situation Analysis (LSA)

ABSTRAKDi era global ini, bahasa Inggris merupakan bahasa yang perlu dikuasai oleh banyak kalangan, salah satunya kalangan penyedia jasa seperti pelayan restoran (dihotel). Berdasarkan observasi non-formal, ditemukan bahwa masih banyaknya pelayan restoran yang kesulitan berbahasa Inggris. Untuk itu dilakukan penelitian ini dengan tujuan menganalisa keinginan pelayan restoran dalam belajar bahasa Inggris dengan menggunakan metode deskriptif kualitatif dan maximum variation sampling dalam menentukan respondennya . Respondent penelitian ini ialah 20 pelayan restoran yang berasal dari 4 hotel dengan tingkatan bintang yang berbeda. Peneliti mengumpulkan data dengan cara mendistribusikan angket dengan menggunakan Google Form. Adapun teknik yang peneliti gunakan untuk menganalisis data yaitu Reading, Describing, dan Classifying. Peneliti menggunakan enam indikator dari Learning Situation Analysis dengan hasil sebagai berikut;1) tujuan pelayan restoran belajar bahasa inggris adalah untuk berkomunikasi dengan tamu, dan kemampuan yang ingin dikuasai adalah speaking skill, 2) metode pembelajaran yang diinginkan pelayan restoran adalah Role-play, 3) ketersediaan material yang diinginkan pelayan restoran yaitu materi yang diberikan lengkap teori dangan contoh, dan media pendukung pembelajaran dalam bentuk vidio, 4) mayoritas pelayan restoran memiliki gaya belajar visual dan menginginkan lebih banyak melakukan praktek dalam proses pembelajaran, 5) pelayan restoran menginginkan agar proses pembelajaran berlangsung di dalam kelas, 6) pelayan restoran memilih untuk belajar dipagi hari, dan dilakukan tiga kali seminggu. Dari hasil tersebut diatas dapat disimpulkan bahwa Learning Situation Analysis dapat membantu pengajar mengetahui keinginan pelayan restoran dalam belajar bahasa inggris Jadi sebaiknya, pengajar melakukan analisa kebutuhan sebelum mengajar. Kata kunci: Pelayan restoran, Analisa Kebutuhan, Learning Situation Analysis.