ethanporcaro/eric-fulltext-meta huggingface dataset:
The Pragmatic Knowledge of Iranian EFL Learners in Using Face Keeping Strategies in Reaction to Complaints at Two Different Levels
Author: Azarmi, Akram
Date: 2012-02-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Foreign Countries,Language Proficiency,Vignettes,Tests,Prosocial Behavior,Social Influences,Speech Acts,Pragmatics,Negative Attitudes,Feedback (Response),Knowledge Level,Questionnaires,Student Attitudes,College Students

The purpose of this study was to investigate the ability of the upper intermediate and the intermediate learners in keeping face in different complaint situations. Complaint is the expression of the speaker displeasure or annoyance as a reaction to a past or ongoing action, the consequences of which affect the speaker unfavorably (Olshtain &amp; Weinbach, 1987). Brown and Levinson (1978) categorized complaints as Face-Threating Act. Forty learners were selected based on their scores on a proficiency test. They completed a Discourse Completion Test which included different complaint scenarios. Their responses were analyzed on the basis of four complaints categories of Olshtain and Weinbach (1987) and three complaint categories of De Capua's (1998). Then, their answers were compared with Brown and Levinson's (1978) politeness theory for the face keeping strategies. The findings revealed that the upper intermediate learners and the intermediate learners used different types of speech acts in each situation and that at low levels some degree of pragmatic awareness should be presented. The study provided some pedagogical implications for the field of EFL teaching and syllabus designing.
Set a Structure of Objects with a Help of Grouping to Ten Strategy to Understand the Idea of Unitizing
Author: Assiti, Saliza Safta
Date: 2013-07-00
Type: Journal Articles
Subjects: Computation,Mathematical Concepts,Concept Formation,Teaching Methods,Number Concepts,Foreign Countries,Phenomenology,Models,Symbols (Mathematics),Interaction,Learning Strategies,Grade 2,Elementary School Mathematics,Manipulative Materials

The intention of the present study is to know how the pupils can learn to make a group of ten to understand the idea of unitizing. The pupils were given a contextual problem &quot;Counting the Beads&quot; in order to promote their understanding about the idea of unitizing. The process of designing the problem was based on the 5 tenets of Indonesian Realistic Mathematics Education (IRME). The methods of this study was a design research. The researcher designed the Hypothetical Learning Trajectory (HLT) before conducting the lesson in the classroom. The result of this study showed that the pupils learned to make a group of any number then moved to make a group of twenty before using the group of ten as a strategy in finding the amount of the beads. The pupils set a structure of objects with a help of grouping to ten strategy to understand the idea of unitizing.
The Enhancement of Junior High School Students' Abilities in Mathematical Problem Solving Using Soft Skill-Based Metacognitive Learning
Author: Murni, Atma
Date: 2013-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Problem Solving,Mathematics Skills,Junior High School Students,Secondary School Mathematics,Quasiexperimental Design,Pretests Posttests,Prior Learning,Mathematics Tests,Student Journals,Interaction,Teaching Methods,Randomized Controlled Trials,Metacognition,Foreign Countries

The aim of this study is to know the differences of enhancement in mathematical problem solving ability (MPSA) between the students who received soft skill- based metacognitive learning (SSML) with the students who got conventional learning (CL). This research is a quasi experimental design with pretest-postest control group. The population in this study is the students of Junior High School in Pekanbaru city. The sample consist of 135 students, 68 of them are from the high-level school, and 67 students are from the middle-level school. The instruments are mathematical prior knowledge (MPK) test, MPSA test, instruction observation sheet, students journal about the lesson, and the guideline for interview. The data was analyzed using t-test and two-way ANOVA. The result of data analysis indicates: (1) overall, the enhancement of students' MPSA with SSML approach significantly is higher than those with conventional learning (CL); (2) there is no interaction between the learning approach (SSML and CL) with the school level (high and middle) toward the enhancement of MPSA; (3) there is no interaction between the learning approach (SSML and CL) with MPK (upper, middle, and low) toward the enhancement of MPSA.
Unfinished Student Answer in PISA Mathematics Contextual Problem
Author: Lutfianto, Moch.
Date: 2013-07-00
Type: Journal Articles
Subjects: Standardized Tests,Problem Solving,Mathematical Applications,Mathematics Activities,Context Effect,Mathematical Aptitude,Error Correction,Cognitive Style,Foreign Countries,Junior High School Students

Solving mathematics contextual problems is one way that can be used to enable students to have the skills needed to live in the 21st century. Completion contextual problem requires a series of steps in order to properly answer the questions that are asked. The purpose of this study was to determine the steps performed students in solving contextual mathematics problem. The results showed that 75% students can not solve contextual mathematics problems precisely (unfinished). Students stop and feel that it was completed when they are able to solve problems mathematically, but mathematical solution has not answered the requested context.
Supporting First Grade Students' Understanding of Addition up to 20 Using Traditional Game
Author: Nursyahidah, Farida
Date: 2013-07-00
Type: Journal Articles
Subjects: Mathematics Instruction,Foreign Countries,Grade 1,Elementary School Mathematics,Teaching Methods,Addition,Arithmetic,Games,Computation,Folk Culture,Interviews,Video Technology,Observation,Concept Formation,Number Concepts

This research aim is to know the students' understanding in adding number up to 20 using traditional game of dakocan and to acquire learning trajectory of adding number up to 20 using traditional game of dakocan for the first grade of primary school. This research used methodology of design research that consists of three phases, there are preliminary design, teaching experiment, and retrospective analysis. Subject of this study is 33 first grade students of Sekolah Dasar Negeri (SDN) 98 Palembang as one of partners' school of Pendidikan Matematika Realistik Indonesia (PMRI). The result of this research shows that the students' understanding in adding number up to 20 can be stimulated by using traditional game of dakocan as a context. All of strategies and model that is used by students and also their result discussion shows how construction and contribution of students can help them to understand concept of adding number up to 20. All the activities that are done by students produce learning trajectory to gain the goal of learning. Each steps of learning trajectory of students has an important role in understanding the concept from informal to the formal level. Learning trajectory using dakocan that is produced consist of playing dakocan, put the model of dakocan to the frame ten dakomatika to understand the relation of part and whole of ten combination in adding number, and solving contextual problem in adding number up to 20.
Formulaic Sequences and Their Relationship with Speaking and Listening Abilities
Author: Khodadady, Ebrahim
Date: 2012-02-00
Type: Journal Articles
Subjects: Speech Skills,English (Second Language),Second Language Learning,Interviews,Language Proficiency,Correlation,Scores,Listening Skills,Foreign Countries,College Students,Females,Majors (Students),Tests,Language Usage,Language Fluency,Language Tests

This paper aims to investigate the relationship between the use of formulaic sequences (FSs), speaking ability and speech fluency. Formulae form a considerable portion of native-speakers' speech and mastering them helps learners to appear more native-like. In this study 41 learners of English were interviewed and their speech fluency, level of proficiency and also the frequency of their use of FSs were measured and statistically analyzed. The results of frequency and correlation analyses show that among the seven categories of FSs proposed by Ohlrogge (2009), &quot;Personal Stance Markers&quot; and &quot;Transitions&quot; show significant correlation with speaking scores. In addition, discriminant function analysis shows that the frequency of the use of these two categories of FSs can predict the learners' overall speaking scores better then their speech fluency. The applications and implications of the findings for language teaching and phraseology are discussed.
Students' Strategies of Measuring Time Using Traditional &quot;Gasing&quot; Game in Third Grade of Primary School
Author: Jaelani, Anton
Date: 2013-01-00
Type: Journal Articles
Subjects: Time,Educational Games,Elementary School Students,Grade 3,Teaching Methods,Time Management,Measurement Techniques,Foreign Countries,Experiential Learning,Simulation,Concept Formation,Toys,Problem Solving,Mathematical Concepts

Understanding of measuring time has difficulty for children because it is intangible. Standard units often used directly by teacher for learning time measurement. Many researches involved games in designing learning material to facilitate fun and meaningful learning for children. For this reason, learning of time measurement that connects with children's daily experience was designed. The context of this research was traditional &quot;gasing&quot; game. The study is situated in implementation of Indonesian version of Realistic Mathematics Education, labeled as PMRI. This research aimed to acquire learning trajectory of time measurement using traditional &quot;gasing&quot; game for the third grader of primary school by describing students' progress in learning. Design research methodology comprising preparing for the experiment, teaching experiment, and retrospective analysis was used. The research was conducted in SD (Sekolah Dasar) Pusri (Pupuk Sriwijaya) Palembang as one of PMRI (Pendidikan Matematika Realistik Indonesia) school. The result of the teaching experiment showed that learning design could foster students to experience reinvention of time measurement historically. It stimulated students to emerge their sense of time, measure time using non standard unit, understand the concept of standard unit, and measure time using standard unit. Students' strategies that were emerged showed students' progress through situation and problems that were provided by traditional &quot;gasing&quot; game.
Improving Students' Report Writing Quality in an EAP Context: Group versus Individual
Author: Ali, Holi Ibrahim Holi
Date: 2012-03-00
Type: Journal Articles
Subjects: Writing Improvement,Reports,English Language Learners,English (Second Language),Questionnaires,Educational Quality,Collaborative Writing,Individual Activities,Likert Scales,Teacher Attitudes,Student Attitudes,Writing Processes,College Faculty,College English,Foreign Countries

This paper looks into report writing quality on both individual and group bases in an EAP context. A total of 100 EFL students at post foundation level in a University College in Oman, and 15 EFL teachers were selected randomly. Questionnaires were administered to investigate their perceptions and experiences with report writing quality on individual and group bases. The results revealed the majority of teachers and students were in favour of group writing reports, however, most of them believe individual reports have helped students to take charge of their own learning and improve their reports quality. Sample reports were also compared and contrasted, and the results indicated there was that individual reports quality is better than group reports. Recommendations on how report writing quality could be enhanced and improved are presented.
The Use of Contextual Problems to Support Mathematical Learning
Author: Widjaja, Wanty
Date: 2013-07-00
Type: Journal Articles
Subjects: Mathematics Instruction,Context Effect,Teaching Methods,Problem Solving,Mathematical Concepts,Concept Formation,Mathematical Logic,Foreign Countries,Elementary School Mathematics,Relevance (Education)

This paper examines the use of contextual problems to support mathematical learning based on current classroom practice. The use of contextual problems offers some potentials to engage and motivate students in learning mathematics but it also presents some challenges for students in classrooms. Examples of the use of contextual problems from several primary classrooms in Indonesia will be discussed. Contextual problems do not lend themselves to a meaningful learning for students. Teachers need to engage students in interpreting the context in order to explore key mathematical ideas. It is critical to establish explicit links between the context and the mathematics ideas to support students' progression in their mathematical thinking.
Games for Enhancing Sustainability of Year 7 Maths Classes in Indonesia: Theory-Driven Development, Testing and Analyses of Lessons, and of Students' Outcomes
Author: Kaune, Christa
Date: 2013-07-00
Type: Journal Articles
Subjects: Sustainability,Educational Games,Mathematics Instruction,Grade 7,Teaching Methods,Metacognition,Learning Activities,Foreign Countries,Models,Cognitive Processes,Student Attitudes,Competition,Relevance (Education),Problem Solving,Observation

The results of international comparative studies have shown that relationships exist between metacognition and cognitive activation and learning success. Since 2007 we have been carrying out projects in Indonesia to improve cognitive and metacognitive activities of pupils of year 7 and their teachers. These activities are to contribute to the construction and sensible use of sustainable mental models for mathematical concepts and methods by learners. This paper shows how games are used for the enhancement of metacognitive and discursive activities in class. Their effectiveness is documented exemplary by means of students' outcomes and transcripts of lessons from project classes.
The First Cycle of Developing Teaching Materials for Fractions in Grade Five Using Realistic Mathematics Education
Author: Julie, Hongki
Date: 2013-07-00
Type: Journal Articles
Subjects: Fractions,Instructional Materials,Mathematics Instruction,Relevance (Education),Multiplication,Material Development,Elementary School Mathematics,Elementary School Students,Foreign Countries

There are 3 questions that will be answered in this study, namely (1) what are the contexts that can be used to introduce the meaning of multiplication of two fractions and to find the result of multiplying two fractions, (2) how to use these contexts to help students construct the understanding of the meaning of multiplication of two fractions and find the result of multiplying two fractions, and (3) what is the impact of the teaching-learning process that has been designed by researchers on the process of students' knowledge construction. Learning approach which was used in developing teaching materials about fractions is realistic mathematics approach. Lesson plan was created for fifth grade elementary school students. The type of research used is development research. According to Gravemeijer and Cobb (in Akker, Gravemeijer, McKeney, and Nieveen, 2006) there are three phases in development research, namely (1) preparation of the trial design, (2) the trial design, and (3) a retrospective analysis. This paper presents the results of the first cycle of three cycles that have been planned.
Students' Critical Mathematical Thinking Skills and Character: Experiments for Junior High School Students through Realistic Mathematics Education Culture-Based
Author: Palinussa, Anderson L.
Date: 2013-01-00
Type: Journal Articles
Subjects: Junior High School Students,Critical Thinking,Thinking Skills,Mathematics Skills,Culturally Relevant Education,Quasiexperimental Design,Pretests Posttests,Instructional Effectiveness,Mathematics Instruction,Statistical Analysis,Mathematics Tests,Personality,Personality Measures,Foreign Countries

This paper presents the findings of a quasi-experimental with pre-test-post-test design and control group that aims to assess students' critical mathematical thinking skills and character through realistic mathematics education (RME) culture-based. Subjects of this study were 106 junior high school students from two low and medium schools level in Ambon. The instruments of the study are: students' early math skills test, critical thinking skills mathematical test and perception scale of students'character. Data was analyzed by using t-test and ANOVA. The study found that: 1) Achievements and enhancement of students' critical mathematical thinking skills who were treated with by realistic mathematics education is better then students' skills were treated by conventional mathematics education. The differences are considered to: a) overall students, b) the level of early math skills, and c) schools' level; 2) Quality of students' character who were treated by realistic mathematics education is better then students' character who were treated by conventional mathematics education The differences are considered to: a) overall students, b) the level of early math skills, and c) schools' level.
Improving of Junior High School Visual Thinking Representation Ability in Mathematical Problem Solving by CTL
Author: Surya, Edy
Date: 2013-01-00
Type: Journal Articles
Subjects: Junior High School Students,Mathematics Instruction,Secondary School Mathematics,Problem Solving,Mathematical Concepts,Pretests Posttests,Experimental Groups,Control Groups,Visual Perception,Thinking Skills,Visualization,Observation,Interviews,Context Effect,Quasiexperimental Design,Conventional Instruction,Visual Aids,Prior Learning,Interaction,Mathematics Skills,Foreign Countries

The students' difficulty which was found is in the problem of understanding, drawing diagrams, reading the charts correctly, conceptual formal mathematical understanding, and mathematical problem solving. The appropriate problem representation is the basic way in order to understand the problem itself and make a plan to solve it. This research was the experimental classroom design with a pretest-posttest control in order to increase the representation of visual thinking ability on mathematical problem solving approach with contextual learning. The research instrument was a test, observation and interviews. Contextual approach increases of mathematical representations ability increases in students with high initial category, medium, and low compared to conventional approaches.
Improving Mathematical Communication Ability and Self Regulation Learning of Junior High Students by Using Reciprocal Teaching
Author: Qohar, Abdul
Date: 2013-01-00
Type: Journal Articles
Subjects: Foreign Countries,Grade 9,Junior High School Students,Mathematics Instruction,Teaching Methods,Reciprocal Teaching,Communication Skills,Study Habits,Essays,Prior Learning,Self Management,Mathematics Tests,Likert Scales,Academic Achievement,Mathematics Skills

This paper presents the findings from a posttest experiment control group design by using reciprocal teaching, conducted in Indonesia University of Education to investigate students' ability in mathematical communication and self regulated learning. Subject of the study were 254 of 9th grade students from three junior high schools of high, medium, and low level in Bojonegoro, East Java. The instruments of the study were an essay mathematical communication test, and a self regulated learning scale. The study found that reciprocal teaching took the best role among school cluster and students' prior mathematics ability on students' mathematical communication ability and self regulated learning as well. The other finding were there was interaction between school cluster and teaching approaches, but was no interaction between students' prior mathematics ability and teaching approaches on mathematical communication ability and self regulated learning. Moreover, there was association between mathematical communication and self regulated learning.
Investigating Secondary School Students' Difficulties in Modeling Problems PISA-Model Level 5 and 6
Author: Edo, Sri Imelda
Date: 2013-01-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Secondary School Mathematics,Mathematics Instruction,Mathematics Skills,Mathematical Concepts,Problem Solving,Qualitative Research,Mathematical Models,Grade 9,Standardized Tests

The chart of Indonesian student of mathematical ability development in Program for International Student Assessment (PISA) event during the last 4 periods shows an unstable movement. PISA aims to examine the ability of children aged 15 years in reading literacy, mathematics literacy, and science literacy. The concept of mathematical literacy is closely related to several other concepts discussed in mathematics education. The most important is mathematical modelling and its component processes. Therefore the goal of this research is to investigate secondary school students' difficulties in modeling problems PISA-model level 5 and 6. Qualitative research was used as an appropriate mean to achieve this research goal. This type of research is a greater emphasizing on holistic description, and phenomenon identified to be studied, students' difficulties in modelling real world problem in PISA model question level 5 and 6. 26 grade 9 students of SMPN 1 Palembang, 26 grade 9 students of SMPK Frater Xaverius 1 Palembang, and 31 participants of mathematical literacy context event, were involved in this research. The result of investigate showed that student is difficult to; (1) formulating situations mathematically, Such as to representing a situation mathematically, recognizing mathematical structure (including regularities, relationships, and patterns) in problems, (2) evaluating the reasonableness of a mathematical solution in the context of a real-world problem. The students have no problem in solve mathematical problem they have constructed.
Assessing the Clinical Skills of Dental Students: A Review of the Literature
Author: Taylor, Carly L.
Date: 2013-00-00
Type: Journal Articles
Subjects: Dental Schools,Literature Reviews,Evaluation Methods,Formative Evaluation,Summative Evaluation,Peer Evaluation,Tests,Evaluators,Check Lists,Student Evaluation,College Students,Dentistry,Dental Evaluation,Technology Uses in Education

Education, from a student perspective, is largely driven by assessment. An effective assessment tool should be both valid and reliable, yet this is often not achieved. The aim of this literature review is to identify and appraise the evidence base for assessment tools used primarily in evaluating clinical skills of dental students. Methods: MEDLINE was searched for all relevant articles from January 1950-January 2011 published in the English language. References of the articles were then hand searched. This review begins with a brief outline of the student learning process and the aim of assessment. The tools available for both formative and summative assessments are discussed, with particular reference to those used in assessing dental students' clinical ability. The problems of subjectivity and assessor variability associated with traditional teacher-led assessments are highlighted. Methods which have attempted to overcome these problems, such as the use of checklists and training are then discussed. The benefits and shortcomings of the use of students as assessors, both in self and peer assessment are reviewed. Finally, the use of objective assessment methods involving opto-electronic and haptic technology is considered.