CLIL approach in encouraging self-efficacy amongst Malaysian gifted students for Arabic tasks accomplishment

CLIL approach refers to Content and Language Integrated Learning. This paper discusses the self-efficacy of Malaysian Gifted Students (MGS) at GENIUS@Pintar Negara in understanding Arabic tasks in the classroom, for example, understanding the Arabic terms in the lesson of Haji. These terms are; a) dam tertib and takdir, b) dam tertib and ta’dil, c) dam takhyir and takdir, d) dam takhyir and ta’dil. Besides, by employing the CLIL, the MGS can improve themselves because the CLIL approach encourages their self-efficacy to completely deal with the language task. The present study employs; qualitative study by using an interview, verbal report, and observation. This method is an instrument to answer two research questions. a) How the individual of MGS adapts his/ her situation to understand the four Arabic terms of the dam in Haji after undergo the three principles stages of classroom task in CLIL? b) What is the best method to memorize the four Arabic terms of the dam in Haji? In this study, three participants took part in the pilot study, and seven participants took part in the actual study. The present study revealed that the MGS in the Pusat GENIUS@Pintar Negara prefer to be independent learners by using the internet to understand the four Arabic terms and memorize by using keywords related to the four Arabic terms in performing Haji.

EFL Students' Attitude Toward Learning English

The purpose of this research was to analyze EFL students’ attitude toward learning English based on three aspects namely affective, cognitive and behaviour and to find out factors shaping students’ attittude. This research was conducted in a public junior high school in district Sokaraja. This research belongs to survey study in which the researcher took 30% from population as the samples. The researcher chose 7th grade students to get involved as the participants. In order to answer the research questions, three instruments were used. Those were questionnaire, interview guide, and note taking of observation. Based on the result of the study, students had possitive attitude in those overall aspects. However, the behavioural aspect comes first accounting for 68,8% followed by affective aspect accounting for 68,10%. Those were higher compare to cognitive aspect which was accounted for just 64,7%. Then it was supported by the results of observation and interview in some points of each aspect. In addition, the result of questionnaire and interview displayed six factors affecting students’ attitude: mass media, refference group, teacher, personal experience, parents and the last is learning climates and classroom task. Some results of factors shapping students’ attitude were also supported by the interview.

PELATIHAN CLASSROOM TASK UNTUK GURU PAUD DI DESA PALINGGIHAN KECAMATAN PLERED KABUPATEN PURWAKARTA

Anak-anak usia dini secara umum di Desa Palinggihan daerah Purwakarta ini masih belum mendapatkan pelatihan dan exposure terkait bahasa Inggris karena masih jarangnya pelatihan TEYL untuk para guru pengajar PAUD. Terlebih latar belakang pendidikan para guru cenderung tidak sesuai dengan bidang yang diajar. Berdasarkan penjelasan diatas, berikut ini merupakan beberapa masalah yang dapat diidentifikasi: 1) pembelajaran TEYL yang masih belum optimal 2) belum adanya pemahaman dari para guru PAUD tentang pentingnya classroom task dalam pembelajaran bahasa inggris bagi anak-anak usia dini. Metode yang dilaksanakan dalam kegiatan pengabdian masyarakat ini adalah pelatihan kepada para guru PAUD dengan menggunakan optimalisasi media gambar. Pelatihan yang diberikan berupa pelatihan classroom task yang meliputi: 1) classroom language, 2) penggunaan media dan materi pembelajaran yang efektif serta menyenangkan. Berdasarkan penjelasan tersebut tim kami mengadakan kegiatan pengabdian kepada masyarakat dengan judul ‘Pelatihan classroom task untuk guru paud di Desa Palinggihan Kecamatan Plered Kabupaten Purwakarta”. Kegiatan mendapatkan tanggapan positif dan diharapkan pelatihan tersebut juga diterapkan oleh para guru saat mengajar di kelas.Kata kunci: Classroom Task, Classroom Language, TEYL. AbstractIn general, children in the Desa Pallinggiran Purwakarta still haven’t received proper training and English exposure due to the rarity of TEYL training for PAUD teachers. Moreover, the educational background of teachers tends to be incompatible with the field that being taught. Based on the explanation above, the following are some of the problems that can be identified: 1) TEYL learning which is still not optimal 2) there is no understanding from PAUD teachers about the importance of the classroom task in learning English for early childhood. The method implemented in this community service activity is training PAUD teachers using image media optimization. The training is in the form of classroom task training which includes: 1) classroom language, 2) the use of media and learning materials that are effective and fun. Based on this explanation, our team held a community service activity with the title ”Classroom training for PAUD teachers in Desa Palinggihan, Plered District, Purwakarta". The activity received a positive response and it was hoped that the training would also be applied by the teachers while teaching in the classroom.Keywords :classroom task,classroom language, TEYL.

Engaged and Interactive Peer Review: Introducing Peer Review Circles

This article introduces Peer Review Circles (PRC), a classroom task that fully engages learners in the peer review process. The authors had observed their undergraduate students were reluctant to do peer review and even more reluctant to use the comments received. To improve the peer review process, the authors decided to change it into a multi-party oral, opinion gap task. Mimicking literature circles, we put students into teams of three and asked them to follow an expanding sequence of Monologue-Dialogue- Discussion (MDD) to discuss each essay. First, one reviewer gave a brief monologue about the writing, then another reviewer joined in and they had a dialogue about the writing while the writer remained silent. Finally, only after listening to the monologue and dialogue could the writer enter the discussion to ask the reviewers about what was said, get further feedback, or explain themselves more fully. This article first explains how to run a PRC and then justifies doing PRCs by using classroom data that demonstrates how interaction during the MDD sequence refines peer feedback from vague/general to specific/detailed and encourages peer review.

Wykorzystanie technologii wirtualnej rzeczywistości w psychologii klinicznej

Employing VR technology in clinical psychology Abstract This paper will analyse the usage of virtual reality (VR) technology in clinical psychology especially neuropsychology. VR has emerged few years ago as a potentially efficient method of providing general and specialty psychological health. Clinical psychologist and neuropsychologists use VR in diagnosis, therapy and rehabilitation for example of anxiety disorders and executive functions. One of the most important advantage of using virtual reality tasks in neuropsychology is high ecological validity which is necessary for providing natural contects of diagnosis. The analysis is based on recent works of American researchers who used virtual reality methods like Nonimmersive Virtual Coffe Task, Virtual Supermarket Task, Virtual Reality Lateralized Attention Test, Virtual Reality Shopping Task and Virtual Classroom Task.

A COMPARISON OF THE SPEECH STYLES OF NIGERIAN AND CHINESE EFL LEARNERS IN MALAYSIA

This paper focused on the speech styles of two groups of learners, Nigerian learners with English as their official language and Chinese learners with English as a foreign language studying in Malaysia. A questionnaire was developed to extract personal details while a classroom task was given to gather data. Consent was given voluntarily. Spoken data were recorded, transcribed verbatim and then analyzed and findings were further substantiated by an interview. Analysis showed that Nigerian learners are less prone to using fillers as compared to Chinese EFL learners. This implied that Chinese EFL learners were less comfortable in using English. Both Nigerian and Chinese learners used the same amount of intensifiers suggesting that they do not feel passionate when talking about themselves, as the task demanded. The findings of this study will enable foreign language learners to understand themselves better and assist local teachers and classmates to be more tolerant when communicating with them as it can help to minimize misunderstandings. Nonetheless, further research may be required to verify the findings.Keywords: Speech styles, fillers, intensifiers, Nigerian, Chinese, EFL learners