This project is an initiative under the Highly Immersive Programme aimed at collaboration between Pejabat Pendidikan Daerah Hulu Terengganu and schools in the vicinity through vocabulary learning. The collaboration requires the teacher to guide learners where they are expected to use their background knowledge in designing short vocabulary lessons as well as interacting with the world around them in physical and digital form.
Injecting the element of fun by using a realia called Perky Piung, it promotes experiences that are active, social, contextual and engaging. Through this project, the collaboration became personal and tangible post-project via interaction on the various social media platform. In conclusion, this project aspires to ignite positive relationship thus providing opportunities for higher-order thinking, oral communication, and leadership skills in the parties involved.
The function of English as the international language that connects various countries with different languages makes English as an important communication tool to be learned and taught for students from various levels of education as the provision to face the current era of globalization. The chain story technique that implemented in this research, is a technique that is suitable to be used to teach students who have not dared to actively use English. This technique helps students of Imanuel YPK Vocational High School, Sorong City to work as a team and help each other to construct the sentence. This study was designed in the form of Classroom Action Research (CAR). The method of this research is a qualitative and quantitative method. The qualitative to explain the condition before and after the action. The quantitative to count the score of the students. As for the subject in this research is the Class X Automation and Office Management. This is done in order to obtain valid and reliable research data. Data collection techniques used were observation, test and interview. Results of the study showed that: (1) Based on the observation, the students are changed to be more brave and confident to speak English; (2) Based on the test, there is a very significant change towards the positive, when compared to the value of very good and good in cycle 1 which is 42% while in cycle 2 is 80%, so there is an increase of 38%; (3) Based on the interview, the students were happy and giving the good responses about the treatment and the progress they have done.
THE EFFECTIVENESS OF DIGITAL STORYTELLING ON LANGUAGE LISTENING COMPREHENSION...ijma
ABSTRACT
This study investigated the effectiveness of Digital Storytelling on the language listening comprehension of the pupils. The researchers used quantitative research design with mixed data collection. To evaluate the effectiveness of the KiDS material, a Quasi-experimental with pre and posttest was utilized. Findings revealed that the experimental group attained a very high score on their language listening comprehension test after the implementation of the material that shows a significant difference between the control and experimental group. To conclude, digital storytelling is one of the essential tools in teaching language listening comprehension. With suitable elements and appropriate storyboard it can help motivate the pupils and improve listening skill. Therefore, the use of KiDS material is recommended to make the teaching of language more effective.
This study aimed to develop English supplementary materials to meet the needs of nursing students on English learning through Instructional Conversation (IC) method. This research was categorized into research and development. The materials were validated by two experts to come to the final product. This research conducted at the Nursing Study Program involving students of the second semester. The data collected from classroom and checklist observation, questionnaire, an interview. Considering the data collected, the English textbooks available and used in the Nursing Study Program contains English language learning materials that are still common and less specific for students used in the nursing study program. Therefore, English supplementary materials through Instructional Conversation (IC) method should be developed by considering the needs of lecturers and students. English supplementary materials through the Instructional Conversation method were developed by considering several aspects.
English assignment could embody several functions: consolidating language learned in class, extending students’ horizon and developing students’ key competence which is required in a new era of information evolution. This paper aims at raising principles as well as approaches to realize individualized English assignment in Primary school in the hope of endowing students’ chances to develop as an all-round developed individual.
The function of English as the international language that connects various countries with different languages makes English as an important communication tool to be learned and taught for students from various levels of education as the provision to face the current era of globalization. The chain story technique that implemented in this research, is a technique that is suitable to be used to teach students who have not dared to actively use English. This technique helps students of Imanuel YPK Vocational High School, Sorong City to work as a team and help each other to construct the sentence. This study was designed in the form of Classroom Action Research (CAR). The method of this research is a qualitative and quantitative method. The qualitative to explain the condition before and after the action. The quantitative to count the score of the students. As for the subject in this research is the Class X Automation and Office Management. This is done in order to obtain valid and reliable research data. Data collection techniques used were observation, test and interview. Results of the study showed that: (1) Based on the observation, the students are changed to be more brave and confident to speak English; (2) Based on the test, there is a very significant change towards the positive, when compared to the value of very good and good in cycle 1 which is 42% while in cycle 2 is 80%, so there is an increase of 38%; (3) Based on the interview, the students were happy and giving the good responses about the treatment and the progress they have done.
THE EFFECTIVENESS OF DIGITAL STORYTELLING ON LANGUAGE LISTENING COMPREHENSION...ijma
ABSTRACT
This study investigated the effectiveness of Digital Storytelling on the language listening comprehension of the pupils. The researchers used quantitative research design with mixed data collection. To evaluate the effectiveness of the KiDS material, a Quasi-experimental with pre and posttest was utilized. Findings revealed that the experimental group attained a very high score on their language listening comprehension test after the implementation of the material that shows a significant difference between the control and experimental group. To conclude, digital storytelling is one of the essential tools in teaching language listening comprehension. With suitable elements and appropriate storyboard it can help motivate the pupils and improve listening skill. Therefore, the use of KiDS material is recommended to make the teaching of language more effective.
This study aimed to develop English supplementary materials to meet the needs of nursing students on English learning through Instructional Conversation (IC) method. This research was categorized into research and development. The materials were validated by two experts to come to the final product. This research conducted at the Nursing Study Program involving students of the second semester. The data collected from classroom and checklist observation, questionnaire, an interview. Considering the data collected, the English textbooks available and used in the Nursing Study Program contains English language learning materials that are still common and less specific for students used in the nursing study program. Therefore, English supplementary materials through Instructional Conversation (IC) method should be developed by considering the needs of lecturers and students. English supplementary materials through the Instructional Conversation method were developed by considering several aspects.
English assignment could embody several functions: consolidating language learned in class, extending students’ horizon and developing students’ key competence which is required in a new era of information evolution. This paper aims at raising principles as well as approaches to realize individualized English assignment in Primary school in the hope of endowing students’ chances to develop as an all-round developed individual.
The objectives of this research were to find out: 1) whether or not Think-Pair-Share Technique is effective in improving students’ speaking ability of eighth grade students of SMPN 4 Panca Rijang and 2) whether or not the Eighth grade students of SMPN 4 Panca Rijang are interested in learning speaking English through Think-Pair-Share technique. This research applied quasi-experimental design. The population of this research was three classes of Eighth grade students of SMPN 4 Panca Rijang academic year 2014/2015 with the total population were 69 students. The sample of this research were VIII.1 (23 students) as the experimental group and VIII.3 (23 students) as the control group. This sample was taken by cluster sampling technique. The researcher applied Think-Pair-Share technique in the experimental group and conventional way in control group. This research applied two kinds of instruments were speaking test and questionnaire. Speaking test was used to obtain data of the students’ speaking ability and questionnaire was used to know the students’ interest in learning speaking English through Think-Pair-Share technique. The researcher found that there was a significant difference between achievement of the students who applied Think-Pair-Share technique and who did not applied Think-Pair-Share technique in speaking. It was proved by t-test of post-test (2.206) was higher than t-table (2.021), for α = 0.05 and df = (44) and by the mean score of post-test in experimental group (68.57) was better than mean score of post-test in control group (56.35). And the researcher also found that the Eighth grade students of SMPN 4 Panca Rijang were interested in learning speaking English through Think-Pair-Share technique. It was proved by there were 22 students (95.7%) were interested in speaking English through Think-Pair-Share technique and the mean score of questionnaire was 83.22 and it included in interested category. Based on the data analysis, the researcher concluded that: 1) Think-Pair-Share Technique is effective in improving students’ speaking ability and 2) Eighth grade students of SMPN 4 Panca Rijang are interested in learning speaking English through Think-Pair-Share technique.
Many students find it hard to acquire and convey messages due to the lack of mastery in vocabulary. Since vocabulary plays a major role as the basic requirement to learning a language, its mastery became vital in learning English. On the other hand, lack of vocabulary impedes students’ understanding in reading comprehension texts especially in second language classrooms. Therefore, this study was conducted in order to obtain information regarding the effectiveness of using flip book in increasing Year 3 pupils’ mastery of vocabulary in English. This study investigated the use of flip book approach in helping the students to improve vocabulary through fun and meaningful learning. 15 participants were involved in the action research who were selected from a suburban school in Malaysia. Survey, written documents and field notes were used as the medium of data collection. The results showed significant positive changes in the performance of the students from time to time. Flip book approach was found to help the weak students who faced problems in understanding the meaning of the vocabulary taught in the classrooms. This study suggests that students need to enhance the mastery of the vocabulary in order to have a good grasp of the language including the four skills: listening, speaking, reading and writing.
Teaching and learning vocabulary is an integral part of foreign language learning since it is the basic sub-skill for someone who wants to learn a foreign language. Thus, it is essential to teach English vocabulary at an early age since students still in the scope of their golden age, and they could learn everything easily. In this case, the teachers' teaching strategy seems essential to be concerned. Moreover, this descriptive qualitative study as a case study is designed to explore the Qur'an Learning Center teachers' perspective on the strategy used to teach vocabulary to young learners. The data were gathered through a semi-structured interview with two English Teachers at the Qur'an Learning Center, one of the elementary schools in Jakarta Selatan. The result of this study revealed that teachers believe that teaching strategy is essential for teaching vocabulary to young learners. Thus, the teachers have various strategies that can be applied for teaching vocabulary to young learners, for example, using games, sing a song, and others. Also, the teachers used interesting media like video, a real thing, pictures, and others. Those strategies are effective in engaging students to learn new vocabulary in English. This study is expected to give reference and knowledge for the English teacher who teaches young learners so they could implement some suitable ways with their real class.
After School Program in Partnership with EkStep: An Experiment by Mantra4ChangeEkStepFoundation
Mantra4Change, conducted an interesting experiment to study the effectiveness of technology in improving learning outcomes. They designed a one-month pilot that would involve teaching children English on a tablet, using the Genie app provided by e-learning platform EkStep. The objectives of the experiment were to improve learning outcomes, use after-school hours profitably and increase parents’ investment in their children’s education. What were the outcomes? Read all about the experiment in this report.
Parents as Teachers Program: A Pilot by Gyan Prakash FoundationEkStepFoundation
The ‘Parents As Teachers’ program aims to bring about a change in the mindset of low income parents and rural parents about their role in the child’s development and education. The program primarily targeted low-income mothers with children who are yet to enter formal schooling and aimed to increase the capacity of parents to create active childhood experiences that aid the development of their child. The program was implemented over the course of 8 months from January - September 2018 in Pune. The program was a collaboration between Gyan Prakash Foundation and EkStep Foundation.
Estimados usuarios.
Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes.
Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio.
Rectoría, Universidad Magister. – 2014.
Using Warm Up Activities to Improve the Students’ Speaking Skills An Action R...ijtsrd
This is an action research project about speaking skills at Dong Nai Technology University. Its objectives are to find out students’ attitudes toward warm up activities as well as whether warm up activities can improve the students’ speaking skills or not. The data were collected through tests, questionnaires and observations. There were two classes attending in this research. Class A studied English speaking skills with warm up activities but class B studied without warm up activities. The results showed that warm up activities basically have had a very little effect on students’ speaking skills. Le Thi Hong Tuyen "Using Warm-Up Activities to Improve the Students’ Speaking Skills: An Action Research Project at Dong Nai Technology University" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38429.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/english/38429/using-warmup-activities-to-improve-the-students’-speaking-skills-an-action-research-project-at-dong-nai-technology-university/le-thi-hong-tuyen
EXPLORING THE USE OF DIGITAL DEVICES AMONG PUPILS WITH LEARNING DISABILITIESijma
The use of digital devices helped pupils memorize, enhance understanding and fully participate in learning.
One of the findings is that, during 55% of the time of the researchers observation, the computers were not
used at all. The purpose of this study is to assessing teachers' emphasis, exploring the positive effect of
using digital devices on PLD and the use of support software of digital devicesinTnL.This study used a
qualitative approach of case studies that involve interviews, observations and analysis of documents of
pupils work. The findings showed that teachers always perform audio activities using digital device tools
such as computers. These activitieswere particularly relevant with the PLD learning style. The popular
support resources used include digital software, mobile phones and youtube.Teachers are encouraged to
use digital devices and software due to several effects on PLD such as focusing with fun in learning.
The objectives of this research were to find out: 1) whether or not Think-Pair-Share Technique is effective in improving students’ speaking ability of eighth grade students of SMPN 4 Panca Rijang and 2) whether or not the Eighth grade students of SMPN 4 Panca Rijang are interested in learning speaking English through Think-Pair-Share technique. This research applied quasi-experimental design. The population of this research was three classes of Eighth grade students of SMPN 4 Panca Rijang academic year 2014/2015 with the total population were 69 students. The sample of this research were VIII.1 (23 students) as the experimental group and VIII.3 (23 students) as the control group. This sample was taken by cluster sampling technique. The researcher applied Think-Pair-Share technique in the experimental group and conventional way in control group. This research applied two kinds of instruments were speaking test and questionnaire. Speaking test was used to obtain data of the students’ speaking ability and questionnaire was used to know the students’ interest in learning speaking English through Think-Pair-Share technique. The researcher found that there was a significant difference between achievement of the students who applied Think-Pair-Share technique and who did not applied Think-Pair-Share technique in speaking. It was proved by t-test of post-test (2.206) was higher than t-table (2.021), for α = 0.05 and df = (44) and by the mean score of post-test in experimental group (68.57) was better than mean score of post-test in control group (56.35). And the researcher also found that the Eighth grade students of SMPN 4 Panca Rijang were interested in learning speaking English through Think-Pair-Share technique. It was proved by there were 22 students (95.7%) were interested in speaking English through Think-Pair-Share technique and the mean score of questionnaire was 83.22 and it included in interested category. Based on the data analysis, the researcher concluded that: 1) Think-Pair-Share Technique is effective in improving students’ speaking ability and 2) Eighth grade students of SMPN 4 Panca Rijang are interested in learning speaking English through Think-Pair-Share technique.
Many students find it hard to acquire and convey messages due to the lack of mastery in vocabulary. Since vocabulary plays a major role as the basic requirement to learning a language, its mastery became vital in learning English. On the other hand, lack of vocabulary impedes students’ understanding in reading comprehension texts especially in second language classrooms. Therefore, this study was conducted in order to obtain information regarding the effectiveness of using flip book in increasing Year 3 pupils’ mastery of vocabulary in English. This study investigated the use of flip book approach in helping the students to improve vocabulary through fun and meaningful learning. 15 participants were involved in the action research who were selected from a suburban school in Malaysia. Survey, written documents and field notes were used as the medium of data collection. The results showed significant positive changes in the performance of the students from time to time. Flip book approach was found to help the weak students who faced problems in understanding the meaning of the vocabulary taught in the classrooms. This study suggests that students need to enhance the mastery of the vocabulary in order to have a good grasp of the language including the four skills: listening, speaking, reading and writing.
Teaching and learning vocabulary is an integral part of foreign language learning since it is the basic sub-skill for someone who wants to learn a foreign language. Thus, it is essential to teach English vocabulary at an early age since students still in the scope of their golden age, and they could learn everything easily. In this case, the teachers' teaching strategy seems essential to be concerned. Moreover, this descriptive qualitative study as a case study is designed to explore the Qur'an Learning Center teachers' perspective on the strategy used to teach vocabulary to young learners. The data were gathered through a semi-structured interview with two English Teachers at the Qur'an Learning Center, one of the elementary schools in Jakarta Selatan. The result of this study revealed that teachers believe that teaching strategy is essential for teaching vocabulary to young learners. Thus, the teachers have various strategies that can be applied for teaching vocabulary to young learners, for example, using games, sing a song, and others. Also, the teachers used interesting media like video, a real thing, pictures, and others. Those strategies are effective in engaging students to learn new vocabulary in English. This study is expected to give reference and knowledge for the English teacher who teaches young learners so they could implement some suitable ways with their real class.
After School Program in Partnership with EkStep: An Experiment by Mantra4ChangeEkStepFoundation
Mantra4Change, conducted an interesting experiment to study the effectiveness of technology in improving learning outcomes. They designed a one-month pilot that would involve teaching children English on a tablet, using the Genie app provided by e-learning platform EkStep. The objectives of the experiment were to improve learning outcomes, use after-school hours profitably and increase parents’ investment in their children’s education. What were the outcomes? Read all about the experiment in this report.
Parents as Teachers Program: A Pilot by Gyan Prakash FoundationEkStepFoundation
The ‘Parents As Teachers’ program aims to bring about a change in the mindset of low income parents and rural parents about their role in the child’s development and education. The program primarily targeted low-income mothers with children who are yet to enter formal schooling and aimed to increase the capacity of parents to create active childhood experiences that aid the development of their child. The program was implemented over the course of 8 months from January - September 2018 in Pune. The program was a collaboration between Gyan Prakash Foundation and EkStep Foundation.
Estimados usuarios.
Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes.
Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio.
Rectoría, Universidad Magister. – 2014.
Using Warm Up Activities to Improve the Students’ Speaking Skills An Action R...ijtsrd
This is an action research project about speaking skills at Dong Nai Technology University. Its objectives are to find out students’ attitudes toward warm up activities as well as whether warm up activities can improve the students’ speaking skills or not. The data were collected through tests, questionnaires and observations. There were two classes attending in this research. Class A studied English speaking skills with warm up activities but class B studied without warm up activities. The results showed that warm up activities basically have had a very little effect on students’ speaking skills. Le Thi Hong Tuyen "Using Warm-Up Activities to Improve the Students’ Speaking Skills: An Action Research Project at Dong Nai Technology University" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-5 | Issue-2 , February 2021, URL: https://www.ijtsrd.com/papers/ijtsrd38429.pdf Paper Url: https://www.ijtsrd.com/humanities-and-the-arts/english/38429/using-warmup-activities-to-improve-the-students’-speaking-skills-an-action-research-project-at-dong-nai-technology-university/le-thi-hong-tuyen
EXPLORING THE USE OF DIGITAL DEVICES AMONG PUPILS WITH LEARNING DISABILITIESijma
The use of digital devices helped pupils memorize, enhance understanding and fully participate in learning.
One of the findings is that, during 55% of the time of the researchers observation, the computers were not
used at all. The purpose of this study is to assessing teachers' emphasis, exploring the positive effect of
using digital devices on PLD and the use of support software of digital devicesinTnL.This study used a
qualitative approach of case studies that involve interviews, observations and analysis of documents of
pupils work. The findings showed that teachers always perform audio activities using digital device tools
such as computers. These activitieswere particularly relevant with the PLD learning style. The popular
support resources used include digital software, mobile phones and youtube.Teachers are encouraged to
use digital devices and software due to several effects on PLD such as focusing with fun in learning.
THE EVALUATION OF USER ACCEPTANCE OF AN IBAN DIGITAL STORY TELLING (IDST) APP...ijma
The subject of Iban language for Year One’s students is taught with elements of children's story. However,a preliminary investigation found that the current approach in teaching this subject using a textbook and audio narration is not efficacious. Thus, an Iban Digital Story Telling (IDST) application was developed to assist teachers in teaching Iban language. The aim of this study is to examine the acceptance of DST application in terms of ease of use and usefulness among teachers who teach Iban language in several primary schools. The study used a qualitative approach based on interviews involving 10 teachers, who were recruited from several primary schools in Sarawak, Malaysia. The analysis of qualitative data showed that all teachers rated the usefulness and ease of use of the IDST application to be high, which together helped them to teach the subject matter with more efficacy. Given these promising results, such a novel learning application can be used as an alternative teaching tool to further improve the current practice of teaching Iban language to primary school children.
A research overview is a concise summary or introduction to a research project or study. It provides a high-level view of what the research is about and what it aims to achieve. A research overview typically includes:
1. Research Topic: Clearly stating the subject or area of focus for the research.
2. Research Questions or Objectives: Identifying the specific questions the research aims to answer or the objectives it seeks to accomplish.
3. Methodology: Briefly describing the research methods and approaches used to collect and analyze data.
4. Key Findings or Expected Outcomes: Providing a preview of the main results or anticipated outcomes of the research.
5. Significance and Contribution: Explaining why the research is important and how it contributes to existing knowledge in the field.
6. Scope and Limitations: Mentioning any constraints or limitations of the research, such as the sample size or geographical scope.
A research overview serves as a quick and informative introduction to the research project, allowing readers to understand its purpose and relevance without delving into the full details of the study. It is typically found at the beginning of a research paper or proposal.
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Research Topic: Technology-Enhanced Approaches to Teaching Reading in PCIES
Research Questions or Objectives: This research aims to explore the effectiveness of integrating technology into elementary school reading instruction, with the following objectives:
1. To investigate the impact of tablet-based interactive reading apps on early literacy development among primary-grade students.
2. To assess the effectiveness of gamified learning platforms in engaging students and enhancing reading comprehension.
3. To explore the role of personalized, adaptive e-learning tools in tailoring reading instruction to individual student needs.
Methodology: This study utilizes a mixed-methods research design, incorporating pre- and post-assessments, teacher surveys, and student interviews. Elementary school students from diverse backgrounds will be randomly assigned to either a technology-enhanced reading instruction group or a traditional instruction group.
Key Findings or Expected Outcomes: We anticipate that the use of tablet-based reading apps will positively impact early literacy skills, including phonemic awareness and vocabulary development. Gamified learning platforms are expected to increase student engagement and improve reading comprehension. Additionally, personalized e-learning tools are expected to cater to the individual needs of students, enhancing their reading proficiency.
Significance and Contribution: This research holds substantial implications for modern teaching practices, particularly in the context of elementary school education. Understanding how technology can enhance reading instruction can inform educators
This research aims to improve the speaking proficiency of 5th grade students at SD Negeri Mendungan 2 Yogyakarta by utilising dolanan bocah (traditional games) in the learning process. This classroom action research was conducted in two cycles. The subjects of this action research are the 5th grade students of SD Negeri Mendungan 2 Yogyakarta in the academic year 2015/2016. There were 30 students consisting of 16 female and 14 male students in the study. This study differs from previous research. This can be seen from the research action research that integrates dolanan bocah in learning Bahasa Indonesia. The implementation of dolanan bocah corresponds with a significant improvement in the students’ speaking proficiency. The improvement can be evidenced by the disparity of scores obtained in cycle I and II. In the first cycle, the average score was 71.9 with a classical completeness of 63.3%, while in cycle II, the average score increased to 82.4 with a classical completeness of 83.3%.
Estimados usuarios.
Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes.
Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio.
Rectoría, Universidad Magister. – 2014.
Digital Storytelling: Impact on Learner Engagement and Language Learning Outc...souvikbarua3
The study delves into how digital storytelling can improve learners’ engagement in language learning while offering value by improving literacy skills. A mixed-methods approach using questionnaires, interviews, and classroom observations was used on a varied sample to examine its efficacy. The findings illustrate that learners had various levels of experience with digital storytelling tools, as well as encountering technological difficulties or preferring other ways for creative writing opportunities. Despite the challenges learners face when participating in in-class activities such as digital storytelling, the results showed significant advantages, such as increased motivation for class participation and the development of critical thinking abilities and public speaking or writing skills. Learner satisfaction in these areas leads to promising opportunities for teachers interested in implementing learner-centered teaching strategies utilizing this methodology. However, some learners expressed disengagement from courses, which might be attributed to topics exceedingly complex and created by linguistic challenges faced by users. The study demonstrates that the insights revealed are valuable evidence confirming success stories illustrating beneficial effects when adopting digital technology, such as narrative approaches in language education programs worldwide.
Opening the classroom to the world is one of the cultures in 21 Century Learning. This view is aligned with our 6 Aspirations in the Malaysia Educational Blueprint. The project aspires to ignite the students' leadership skills, dual-language competency, empower knowledge, fostering good ethics, encourage higher-order thinking skills and embracing national identity. The students are expected to play riddles with their counterparts, using their background knowledge of the world around them and work collaboratively with their teachers and friends.
Jaringan Kepakaran SISC+ Terengganu: Inovasi BimbinganAsniem CA
Bimbingan berkelompok SISC+ bersama guru Bahasa Inggeris yang melaksanakan intervensi seperti berikut:
Analisis Data
Membincangkan Profil Murid
Menyenaraikan Keperluan Dan Kehendak Sekolah
Membincang Jadual Pelaksanaan
Sesi Perkongsian Bersama Guru Subjek
Sesi ‘Individual Coaching’ Atau ‘Group Coaching’ Bersama Calon SPM
A HIP initiative for 2019. Contact me if your school would like to join!
Link to Appendix 1:
https://www.slideshare.net/asniemca/perky-piung-words-adventure
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
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The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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2. Introduction
This project is an initiative under the Highly Immersive Programme aimed at
collaboration between Pejabat Pendidikan Daerah Hulu Terengganu and schools
in the vicinity through vocabulary learning. The collaboration requires the teacher
to guide learners where they are expected to use their background knowledge in
designing short vocabulary lessons as well as interacting with the world around
them in physical and digital form.
Injecting the element of fun by using a realia called Perky Piung, it promotes
experiences that are active, social, contextual and engaging. Through this project,
the collaboration became personal and tangible post-project via interaction on
various social media platform. In conclusion, this project aspires to ignite positive
relationship thus providing opportunities for higher order thinking, oral
communication, and leadership skills in the parties involved.
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3. Plan
Problem Statement
The success of English Language teaching and learning in Malaysia has long been
debatable. The results of the examination were examined and scrutinised to the
detail. This mechanism serves as a benchmark to gauge our learners' abilities and
it has shown an insignificant improvement over time. Although various factors are
contributing to the problem, lack of vocabulary has always been a problem
plaguing English Language learners in Malaysia (Kaur, 2013).
In a study of Year 5 students vocabulary level by Wang & Yamat (2019), it
highlighted that the students’ mastery level was low, with the majority of the
participants have not acquired the vocabulary learnt in the previous year. The
authors suggested that the level of vocabulary served as an indicator of general
proficiency. Hence, the better vocabulary level, the higher the proficiency level the
students will achieve. As vocabulary is crucial to proficiency development,
initiatives must be made by teachers and learners to enhance the vocabulary bank
(Wang & Yamat, 2019).
With Hulu Terengganu as the area of focus, the performance of UPSR English
Language has shown a decline for 2 years in a row (refer table 1). This call for
active intervention in teaching and learning of vocabulary. In this project, teachers
guided the learners to explore vocabulary and use their background knowledge
to present the vocabulary to an audience. Learners then utilised their language
skills to design a mini vocabulary lesson creatively.
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4. Objectives
• To develop collaboration between Pejabat Pendidikan Daerah Hulu Terengganu
and schools within the vicinity.
• To promote engagement of learning by doing fun activities.
• To polish learners’s language competency in preparing and doing the
presentation.
• To produce user-generated vocabulary videos for classroom use.
Time frame
The project was executed for a period of 6 months from January 2019-June 2019.
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UPSR 2017 UPSR 2018
Comprehension 3.05 3.15
Writing 3.53 3.62
5. Do
Flow of the project
There were 5 steps involved in the project (refer to figure 1). During the course of
the project, learners frequently interacted with a mascot called Perky Piung. The
mascot provided element of fun and a motivational booster for the learners to
complete their tasks.
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Figure 1
6. There were primary 10 schools involved in the project. The schools participated on
voluntary basis.
1. SK Menerong, Hulu Terengganu
2. SK Landas, Hulu Terengganu
3. SK Cheting, Hulu Terengganu
4. SK Seri Berang, Hulu Terengganu
5. SK Tengku Ampuan Intan, Hulu Terengganu
6. SK LKTP Bukit Bading, Hulu Terengganu
7. SK Tapu, Hulu Terengganu
8. SK Bukit Diman, Hulu Terengganu
9. SK Bukit Perah, Hulu Terengganu
10.SK Tembila, Besut
End product
The videos made by the schools were posted on Perky Piung channel on You Tube.
Scan on the QR Code to watch the videos.
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7. Online presence
The pictures of this project can be viewed online through Instagram and Facebook.
Scan on the QR Code to view the pictures.
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8. Check
Findings
Data collection were done through a survey with the learners post-project,
interview with the teachers involved and observation during execution.
For survey, learners’ answered questions using Microsoft Forms. These questions
were a mixture of open and close-ended. As for the interviews, one to one face to
face method was employed to the teachers were they spoke about their
experiences in conducting the project. Observation were done by the researcher
on all stages of the project where identification of participants on-going behaviour
and reception towards the project
Based on the data, the findings were organised into three themes. The first theme
is preferences towards the project, next is learners’ self-perception on their
language ability and fun learning elements.
Preferences towards the project.
95% of the learners showed interest in the project. This was further supported by
teachers indicated that good feedback was received from the learners as they
were excited to teach Perky Piung words.
Besides, positive responses were received from other teachers who were indirectly
involved with the project. The fact was affirmed through observation, as the school
community was seen supportive of completing the project.
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9. Language competency
The survey required the learners to gauge their ability pre and post-project. Before
the project, learners’ language competency ranges from ‘okay’ to ‘perfect'.
However, it improved post-project (refer figure 2).
It was evident that learners exhibit a high confidence level after completing the
project. This was further substantiated by the positive correlation of their
preferences towards learning and teaching Perky Piung (56%). Moreover, the
learners suggested post-activities with Perky Piung such as reading and playing
games.
Fun learning
Based on the interview, teachers understood the reason to be creative when
teaching vocabulary. The incorporation of a mascot such as Perky Piung made their
learners excited to learn. On top of that, the teachers had to look into other
teaching methods for fun vocabulary learning. One of the teachers said, “There are
so many fun ways to attract pupils to love English and learn new words”.
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Figure 2
10. As this project required teachers to produce vocabulary videos, they were coerced
to learn the process of recording and producing videos. Thus enabled them to use
this skill in presenting other language contents to their learners. As one teacher
pointed “I was forced to learn how to make a video, but now I can use it for other
topics as well”. Also, they found that integrating ICT in their teaching and learning
activities was beneficial as it engaged the learners better.
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11. Action
Recommendations
Some weaknesses were identified In the course of the project. Ideally, learners
would suggest words to be taught to Perky Piung. However, in most cases, it was
the teachers who identified possible words to be used. Teachers felt it was a
convenient approach as it sped up the process and allowed for a better control of
the learners' activities. Conversely, when the learners chose the words themselves,
their sense of ownership and engagement deepens as they took more control of
the project.
As a result, a board game was designed to allow learners autonomy in their
learning. By playing the game, it strengthens learners’ role in an active setting,
helps them generate words independently while the teacher act as a facilitator.
Huyen & Nga (2003) were proponents for learning vocabulary through games. In
their article “Learning Vocabulary Through Games - The Effectiveness of Learning
Vocabulary Through Games” stated that games are useful and effective tools to be
applied in vocabulary classes. This is congruent with the findings of Wendy Hiew
(2012) where playing games is a good way to learn vocabulary as it promote fun
and interaction. See figure 3 for the flow of project after the addition of board
game.
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12. Scan on the QR Code to view the e-book for the project, post-recommendation.
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Figure 3
13. Conclusion
In reference to the findings of this project, Perky Piung Words Adventure is
successful in achieving its objectives thus proving is relevance in teaching and
learning of English. Exploring vocabulary in a fun way provides a platform for
learners’ engagement therefore learning take a centre stage. Moreover, the
elements of collaboration between traditional classroom teaching of vocabulary
and the integration of ICT in the project managed to bring fun into learning while
at the same time promoting higher-order thinking and building leadership skills.
This project has the potential to develop to older participants, secondary English
Language learners as the issues of insufficient vocabulary are prevalent in the
target group. The use of Perky Piung as a mascot to promote this project will be
equally appealing to this group of learners as it provides a sense of comfort and
safety in practising the language.
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14. Bibliography
Hiew, Wendy (2012) English language teaching and learning issues in Malaysia:
learners' perceptions via Facebook dialogue journal. Journal of Arts, Science &
Commerce, 3 (1). pp. 11-19. ISSN 2229-4686
Huyen, Nguyen Thi Thanh and Khuat Thi Thu Nga. 2003. LEARNING
VOCABULARY THROUGH GAMES- The Effectiveness of Learning Vocabulary
Through Games. The Asian EFL Journal Volume 5 Issue 4. Available at: http://
www.asian-efl-journal.com/dec_03_st.pdf [access at 015/09/2020].
Kaur, N. (2013). The Need For Autonomous Vocabulary Learners in The Malaysian
ESL Classroom. GEMA Online® Journal of Language Studies, 13(3).
Wang, F., & Yamat, H. (2019). Identifying English Vocabulary Levels of Malaysia Year
5 Primary School Students. International Journal of Academic Research in Business
and Social Sciences, 9(12), 61–75.
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