PENGEMBANGAN MEDIA PEMBELAJARAN AUDIO VISUAL ANIMASI PADA MATERI PERISTIWA KEBANGSAAN SEPUTAR PROKLAMASI KEMERDEKAAN DALAM MUATAN IPS DI KELAS V SD

The research aims to develop learning media in the form of animation video for grade V elementary school, especially the material on the incident of proclamation, to describe validity of learning media, to know response of user. The research used the method research R&D with ADDIE model. The results of research as follow : (1) the results of the validity test of the instructional media obtained 97,91% with the very good qualification, (2) the results of the validity test of the instructional material obtained 94,44% with the very good qualification, (3) the results of the instructional language obtained 93,75% with the very good qualification, (4) the results of individual trial obtained 93,33% with the very good qualification, (5) the results of small group trial obtained 90,62% with very good qualification. Thus, the audio visual animation media is suitable to use in process of learning.

Pedagogical questions promote causal learning in preschoolers

What maximizes instructional impact in early childhood? We propose a simple intervention employing “Pedagogical Questions”. We explore whether swapping some instructional language with questions in psychosomatic storybooks improves preschoolers’ memory, learning, and generalization. Seventy-two preschoolers were randomly assigned to one of three conditions and were read storybooks employing either Direct Instruction, Pedagogical Questions, or Control content. Posttest measures of psychosomatic understanding, judgments about the possibility of psychosomatic events, and memory for storybook details showed that children in the Pedagogical Questions condition demonstrated greater memory for relevant storybook details and improved psychosomatic understanding. Our results suggest that pedagogical questions are a relatively simple educational manipulation to improve memory, learning, and transfer of theory-rich content.

The effects of instructional language on feedback requests and skill acquisition

BACKGROUND: Self-controlled feedback enhances skill acquisition. However, the pattern and frequency of feedback requested varies and impacts learning. Given that instructions that increase learner’s feelings of autonomy, an explanation for self-controlled feedback benefits, have also been shown to enhance learning, it is possible that instructional language modulates feedback requests and consequently skill acquisition. AIM: We investigated if autonomy-supportive language leads to different pattern and increases frequency of feedback requests and skill acquisition. METHOD: Forty-two participants (22 women and 20 men) were assigned to a controlling or autonomy supportive instructions group. After each trial, participants were asked “Do you NEED feedback?” or “Do you WANT feedback?”, respectively. The task consisted of pressing a specific sequence of 5 computer keys in 1200ms. Then, participants completed 24hrs retention/transfer tests without feedback. During transfer participants performed the same sequence in 1500ms. RESULTS: Repeated measure ANOVAs indicated participants in the WANT group requested more feedback than participants in the NEED group. Both groups distributed feedback evenly throughout acquisition. No differences in performance in acquisition or in retention/transfer tests were identified.INTERPRETATION: Autonomy supportive instructional language increased feedback requests but not learning. Including measures of feelings of autonomy is encouraged to clarify the mechanisms underlying these findings.

Las escuelas de barriada de Bizkaia (1920-1937). Revisión y nuevos datos

The objective of this article is to review the existing historiography on the Escuelas de Barriada (Rural Schools of Bizkaia Province, Basque Country), created and promoted by the Provincial Council of Bizkaia between 1920-1937, giving nuance to certain issues and providing new data on four aspects. The first of these is the question of instructional language. The use of Basque in the classroom was progressively reduced in favor of Spanish almost from the first moment and did not provoke opposition from teachers, even though many of them were Basque nationalists. Secondly, we provide an analysis of the initial curriculum, which presented a more pedagogical rather than ideological approach, oriented towards a teaching style that was more comprehensive than memory-based. This was especially appreciable in the areas of mathematics and geometry, where exclusionary political indoctrination was avoided, with content referring to both Basque and Spanish identity. Thirdly, we analyse the alleged use of books containing Basque nationalist political content in these schools, of which we have found no evidence. And finally, we offer an overview of the type of teachers that worked in these schools, including an analysis of their ideological profile: more than 90% of the faculty was composed of women, generally young, single, Basque-speaking, Catholic and ideologically sympathetic to Basque nationalism . The research focuses on the 1920-1930 period, when the Provincial Council of Bizkaia was governed by Monarchists and when the Dictatorship of Primo de Rivera began. This was the period when the original pro-Basque project of these schools was transformed. Some data and questions about the later era are also presented.

TEACHER TALK AND INSTRUCTIONAL LANGUAGE CHOICE: TWO PROBLEMS ENCOUNTERED IN EFL CLASSROOM

When we agree with the internalization of a foreign language acquisition centered in the classroom, teacher talk plays the most important role to achieve the success of teaching and learning. However, a high intensity of teacher talk and the hesitation of instructional language choice become two common problems are usually faced. Therefore, it seems important to present a variety of literature reviews to be considered by teachers which may be used as the reference to solve the problem. This study presented the concept of teacher talk at classroom interaction, monolingual and bilingual approach in EFL classroom and some previous research findings “the rationales for supporting bilingual approach” which were gained from some articles. This study suggests that teachers have to control the quantity and quality of their talk to gain an effective teaching and learning process in the EFL classroom. It is more advantageous to reduce Teacher Talk Time and increase Student Talk Time based on the students’ need because too much teacher talk will have an impact on decreased student learning motivation. When teaching EFL students, it will be helpful for overcoming cognitive difficulties if teachers insert mother tongue for the certain condition such as to translate difficult words from reading the text and to explain grammar. However, the teachers have to keep a principled and judicious use of mother tongue because a very high proportion of it also limits the students’ achievement. If the students are exposed more to the second language, they will become more successful

Teachers’ Conversational Style and Children’s Language Development in German Childcare Centers: A Culture-Sensitive Intervention

Instructional language programs in German childcare centers have shown limited effectiveness. Two reasons may be that (a) the training is unconnected with everyday situations in which children typically acquire language and (b) the programs adopt a cultural model of psychological autonomy, a model that may be inconsistent with some children’s background. In the present study, we implemented an everyday-based language intervention in four German childcare centers. In a prepost design, teachers ( N = 37, M = 32.97 years) were first trained to adopt an elaborative, socially oriented style. Their language behavior, videotaped and analyzed during daily routines over 1 year, demonstrated significant changes (e.g., asking more open-ended questions, referring to social content and decontextualized content more often). Independent of their families’ cultural orientation. children’s ( N = 85, M = 3.42 years) language competencies significantly increased beyond age-related development norms. In comparison with a control group of children who visited childcare centers implementing instructional language programs, children of the intervention group performed significantly better in nonword repetition (an indicator of lexical knowledge) after 1 year. The results demonstrate that, in a brief intervention, teachers’ conversational style could be effectively changed toward promoting language development in a culture-sensitive way. Although the direct link to children’s language development remains to be proven, results indicate that children with different cultural backgrounds could profit from this everyday-based approach without using extra settings, materials, or instructions.

EXPLORING THE ENGLISH PHRASES NEEDED AT THE TOURIST SITES IN PALOPO, SOUTH SULAWESI

English language is essential in the development of tourism. The English language for many years is used as an instructional language in the tourism industry. This paper aims at finding phrases that are needed at the local tourist sites and also to find out local people perspective related to the role of the English language in the tourism industry. This research is qualitative one and in collecting data the researcher applied direct observations and interviews. The results show that many English for tourism phrases in research sites are needed to know by the traders, hotel staff, officers, drivers and all people who live around the tourist sites in Palopo. The result of the study is expected to encourage people around the tourist sites and practitioners to pay attention to the issue of the English language in tourism. Improving collaboration between educational institutions and tourism organizations is needed in the sustainable development of the local tourism industry in Palopo.