The Effect of a Task-Based, Curriculum-Enrichment Program for Vocabulary Learning Strategies on Saudi University Students

The current study set to investigate the effect of introducing particular vocabulary learning strategies (VLSs) to Saudi, female students. The strategies implemented were six: 'grouping words together to study them' (GW); 'putting English labels on physical objects' (LO); 'using scales for gradable words'(SC); 'using semantic maps'(SM); 'using the keyword method' (KW) and 'studying words with a pictorial representation of their meaning' (PR). The participants were a group of 90 level-one students studying in the Department of English Language and Translation at Imam Muhammad Ibn Saud Islamic University, Riyadh. They were assigned to two groups: control (N= 44) and experimental (N=46); only the experimental group received instructions on those strategies in a form of task-based, curriculum-enrichment materials. To assess the effectiveness of such a VLS instruction (VLSI) program, three areas were examined: the students' vocabulary learning (VL), the frequency of strategy-use, and their VLS repertoire. The data of the study were derived from three instruments: pre-post vocabulary achievement test (VAT), pre-post questionnaire and semi-structured interviews. The analysis of the data revealed the effectiveness of the VSBI program in the areas identified above. First, it improved the students' vocabulary achievement as well as their VL, in general. Second, it increased the frequency of using general categories of VLSs (i.e. VLSs altogether, consolidation strategies, metacognitive strategies). It also increased the frequency of using five of the taught strategies which were GW, LO, SC, KW, and PR. Third, the VSBI program proved to be positive in that it changed and improved the students' VLS repertoire.

Keterlibatan Orang Tua dalam Pendidikan Anak Usia Dini di Satuan PAUD Islam

This paper describes the parental involvement in Islamic Early Childhood Education (ECE) units. The subjects of this study were parents and teachers in two Radlatul Athfal (RA). Through observation, interviews, and documentation, it is found that there are three types of parental involvement in education i.e. direct involvement in RA, direct involvement outside RA, and involvement at home. Another form of involvement is involvement that is directly requested by RA and some that are voluntary. The driving force for parental involvement in general is a form of cooperation in advancing children’s education and maintaining optimal child development. Parental involvement strategies include school production, outing, and home visits. Regarding the parental involvement model, there are two models in RA Mathla'ul Anwar, namely the protective model and the consumer model. Meanwhile, in RA Islamiyah Talun there are five models, namely the protective, transmission, curriculum-enrichment, consumer, and partnership models.

ALTERNATIVE CONCEPTS TO IDENTIFY THE CHARACTERISTICS OF VOCATIONAL TECHNOLOGY EDUCATION CURRICULUM

Higher education is expected to produce excellent graduates to meet the needs of educated and skilled personnel in the era of industry 4.0. One way of higher education to adjust the development of Science and Technology in the era of industry 4.0 is by enriching the curriculum. Curriculum enrichment can be done by adding a new course, the Image Processing course. Image Processing is a course in Electrical Engineering which discusses data processing and analyze data in the form of images to be used as important information as requested. Image processing courses are widely used in daily life, implementation of image processing courses are found in smartphones, parking systems, medical, television and many others that utilize image processing subjects. The characteristics of this study compared two different groups: the Non-LPTK University (Lembaga Pendidikan Tenaga Kependidikan/ Educaitonal Institutions of Educatinal Staff) with the LPTK University to looking for characteristics in covering different subjects with the characteristics of vocational education, but it is related to the characteristics of vocational education in considering matching subjects with digital characteristics in the field of vocational education studies. Curriculum enrichment aims to improve the quality of higher education learning which leads to improve the quality of graduates. The researcher used a qualitative research with a comparative method ex post facto. This research is expected to be a pattern for other universities in applying curriculum enrichment methods.

Os modelos de docência da educação física no 1º ceb – visões dos gestores (The models of physical education teaching in the elementary school - views of managers) (Modelos de enseñanza en educación física en primária – visiones de los directivos)

Resumo: A educação física (EF) na escola do 1º ceb em Portugal tem uma história de avanços e recuos, de ostracismo e afirmação. As atividades físicas e desportivas nas atividades de enriquecimento curricular constituíram-se simultaneamente como um avanço na promoção da atividade física dos alunos e um recuo na regularidade da EF de cada turma. Deste modo o modelo de docência da EF no 1º ceb torna-se uma questão a analisar. Este estudo de natureza qualitativa foca-se nas perceções de 14 adjuntos da direção de outros tantos Agrupamentos de Escolas de Aveiro (Portugal), inquiridos através de um questionário, com os dados tratados através de análise de conteúdo. Os resultados evidenciam uma diversidade de modelos (monodocência, monodocência coadjuvada e professor especialista de EF) nos vários Agrupamentos. Por outro lado, as opções por diferentes modelos de docência da EF parecem surgir sem fundamentação ou por uma lógica de ocupação de recursos humanos.Abstract: Physical education (PE) in elementary school in Portugal has a history of advances and retreats, of ostracism and affirmation. Physical and Sporting Activities in the curriculum enrichment activities constituted simultaneously as a breakthrough in promoting physical activity of students and a decline in PE regularity of each class. Thus the teaching model of the PE becomes an issue to be considered. This qualitative study focuses on perceptions of 14 adjuncts from the direction of many other Groupings of Aveiro Schools (Portugal), surveyed through a questionnaire with the data processed through content analysis. The results show a diversity of models (single teacher, assisted single teacher and specialist teacher) in the various Groupings. On the other hand, the options for different models of PE teaching seem to appear without giving reasons or a human resources occupancy logic.Resumen: La educación física (EF) en la primaria en Portugal tiene una historia de avances y retrocesos, de ostracismo y la afirmación. Las actividades físicas y deportivas en las actividades de enriquecimiento del plan de estudios constituyen al mismo tiempo como un gran avance en la promoción de la actividad física de los estudiantes y una disminución de la regularidad de EF en cada clase. Así, el modelo de enseñanza de la EF se convierte en un problema que debe considerarse. Este estudio cualitativo se centra en las percepciones de los 14 adjuntos de la dirección de muchas otras Agrupaciones de Escuelas de Aveiro (Portugal), estudiados a través de un cuestionario con los datos procesados mediante análisis de contenido. Los resultados muestran una diversidad de modelos (maestro único, asistido solo maestro y maestro especialista) en las distintas Agrupaciones. Por otra parte, las opciones para diferentes modelos de enseñanza de EF parecen aparecer sin dar razones o una lógica de ocupación de los recursos humanos.