ethanporcaro/eric-fulltext-meta huggingface dataset:
The Role of Pragmatic Socialization in Building Learners&apos; Pragmatic Competence from English Teachers&apos; Perspectives
Author: Ariani, Musli
Date: 2021-00-00
Type: Journal Articles
Subjects: Pragmatics,Second Language Learning,Second Language Instruction,Second Language Programs,English (Second Language),Socialization,Teacher Student Relationship,Language Teachers,Teacher Attitudes,Teaching Methods,Cultural Awareness,Social Behavior,Intercultural Communication,Peer Relationship,Foreign Countries

This article provides empirical evidence regarding Indonesian EFL teachers' perceptions about pragmatic competence and the role of pragmatic socialization to develop learners' pragmatic competence. Considerable viewpoints were obtained by analyzing the data collected from 104 Indonesian EFL teachers using questionnaires and focus group interviews. While still maintaining the conventional way of teaching English, these teachers admitted the importance of socializing English pragmatics to their students. They indicated that EFL learners needed to learn the socio-cultural norms of the target language in order to communicate appropriately. Teachers viewed politeness essential for learners to understand that failure to meet the required action might break interpersonal relationships. Therefore, they agreed that language classrooms should utilize interactive strategic tasks that involved learner-learner and teacher-learner interactions to foster the presence of pragmatic socialization in the classrooms. Even though most teachers were unsure about how they would put their ideas in practice, it was evident that teachers perceived both explicit and implicit language socialization processes promising and worth implementing. Future research may investigate how teachers socialize English pragmatics to EFL learners in real classroom settings.
A Remedial Course Design on Teaching Teens and Young Adults in FLTE Programmes
Author: Ercan-Demirel, Eda
Date: 2021-00-00
Type: Journal Articles
Subjects: Remedial Instruction,Adolescents,Young Adults,English (Second Language),Second Language Instruction,Preservice Teachers,College Seniors,Student Attitudes,Figurative Language,Teacher Education Programs,Program Effectiveness,Instructional Design,Practicums,Theory Practice Relationship,Foreign Countries

Foreign Language Teacher Education programmes (FLTE) are designed to train teacher candidates to teach at elementary, secondary, and tertiary levels. The case necessitates prospective teachers of English (PTEs) to be equipped to teach all these levels/age groups distinctively. Having a course specifically designed for young learners (YLs), but lacking one focusing on teenagers/young adults, the study intended to draw attention to the need for improvement in the FLTE programme components with the development and implementation of a remedial course design. With this purpose, the study analysed the needs of prospective teachers, investigated possible solutions and presented a course design as a practical suggestion. This qualitative study was conducted with 10 senior ELT students at a state university in 2019-2020, utilising focus-group interviews and two metaphor-based prompts. Based on the preliminary findings, a remedial course was designed with a practicum supplement. Following the implementation of the course design, the effectiveness of the intervention was investigated. Overall findings revealed that the present FLTE program did not sufficiently prepare prospective teachers for teaching teens/young adults, and there was an immediate need of equipping them for teaching teens/young adults and implicated that the programme courses should target at all levels by considering the theory-practice balance and that practicum opportunities be expanded and improved. Moreover, the suggested course was found to contribute to the PTEs' sense of preparedness, awareness and acceptance of target learner characteristics, knowledge of appropriate instructional strategies and techniques, and led to a change in the PTEs' attitudes towards teaching teens/young adults.
Relationship of Teachers&apos; Professional Skills and Students&apos; Achievement in English at BA Level
Author: Saeed, Amna
Date: 2021-04-00
Type: Journal Articles
Subjects: Teacher Competencies,Teacher Effectiveness,Language Teachers,College Faculty,Undergraduate Students,Student Evaluation of Teacher Performance,English (Second Language),Second Language Instruction,Second Language Learning,Academic Achievement,Correlation,Assessment Literacy,Classroom Environment,Foreign Countries

The study aimed at examining the relationship between teachers' professional skills and students' achievement in English at BA Level. The researchers explored the students' perceptions about their teachers' professional skills required for teaching English and their relationship with students' achievement. Population of the study comprised students of Government Degree Colleges affiliated with University of the Punjab. Twenty percent of colleges were selected through random sampling. Research design was correlational. Students' Questionnaire for Teachers' Professional Skills (SQTPS) was used to collect data. Data analysis was carried out through SPSS. Initially, demographic variables were analyzed. Relationship between teachers' professional skills and students' achievements in English at BA levels was found out through Pearson's product-moment. Weak positive significant relationship was found between teachers' professional skills in assessment and student achievement in English at BA level. It also found that on the basis of gender there is no difference in the teachers' professional skills and students' achievements. Teachers prefer to assess the students individually relying on oral questioning for the comprehension of the students. It is recommended that for the better students' achievement in English there is need to change the assessment system.
Group Guidance Based on Javanese Character with Merchant Morals to Improve Student Resilience
Author: Setiawati, Denok
Date: 2021-00-00
Type: Journal Articles
Subjects: Moral Values,Resilience (Psychology),Measures (Individuals),Guidance,Guides,Values Education,Pretests Posttests,Foreign Countries,Item Analysis,Student Attitudes

The purpose of this study was to test the effectiveness of group guidance based on Javanese character to improve student resilience. This type of research was a quantitative research with one group Pre-test-Post-test design. The data collection technique was in the form of a resilience scale. The research subjects were 7 students who were taken randomly. The data analysis technique used non-parametric statistics with the Wilcoxon technique. The result of the Wilcoxon test showed the value of Z = -2,371 with asymp sid (2-tailed) 0.018. It's means that there was a significant difference of student resilience level between Pre-test and Post-test. So this means that there was significant difference between before and after the application of group guidance. For further research can be done by develop a group guidance guide or the other experimental research design.
The Effects of Differentiated Science Teaching According to the Grid Model
Author: Demir, Serkan
Date: 2021-00-00
Type: Journal Articles
Subjects: Individualized Instruction,Science Instruction,Elementary School Science,Elementary School Students,Foreign Countries,Outcomes of Education,Models,Creative Thinking,Problem Solving,Academically Gifted,Creativity Tests,Attitude Measures

The aim of this study is to determine the effect of science lesson activities prepared in accordance with the components and steps of the grid model on the creative thinking skills, problem-solving skills and attitudes of gifted students. In this study, pre-test and post-test design with the control group were utilized among the experimental designs. The study group consisted of 44 students (23 in the experimental group, 21 in the control group) in the 9-10 age group, who were identified as gifted students and who attend the same Science and Art Center support education program in Istanbul. The analysis revealed that the differentiated implementations of Science according to the Grid Model had a significant impact on the creative thinking and problem-solving skills and attitudes of gifted students. In this study, the &quot;Problem Solving Inventory for Primary Education Children&quot; developed by Serin, Bulut Serin and Saygili (2010), the &quot;Attitude Scale towards the Science Course&quot; created by Kenar and Balci (2012), and Torrance Creative Figural A booklet, one of the Thinking Tests, were used. Within the scope of the study, it has revealed that its applications differentiated according to the Grid Model have a significant effect on the creative thinking and problem-solving skills and attitudes of gifted students.
Can Innovative Learning Affect Students&apos; HOTS Achievements?: A Meta-Analysis Study
Author: Saepuzaman, Duden
Date: 2021-00-00
Type: Journal Articles
Subjects: Instructional Innovation,Instructional Effectiveness,Thinking Skills,21st Century Skills,Skill Development,Creative Thinking,Critical Thinking,Junior High School Students,Grade 7,Educational Research,Foreign Countries,Teaching Methods

This study looks at innovative learnings' effect on achieving students' High Order Thinking Skills (HOTS). HOTS is one part of the skills that need to be developed in the 21st Century. This research is a quantitative study with a meta-analysis approach to the mean with random-effects models. Generally, the steps involve formulating research problems meta-analysis to be performed, collecting studies, calculating the effect size, test of heterogeneity, data analysis (summary effect, forest plots, funnel plots, test the potential for publication bias), and concludes. The research sample of 42 research includes international journals and national, international, and nationwide proceedings and a thesis student. The analysis using random models (random-effect model) obtained a mean value of the effect size of aggregation or summary effect amounted to 77.37, standard error weighs the mean 12.36, the upper limit of 53.14, and the lower limit of 101.60. Analysis of the null hypothesis (Ho: actual effect [theta] = 0) leads to rejecting Ho because the Z value of the summary effect is 77.37 with the one-tailed p-value (0.00) smaller than the [alpha] value (0.05). Analysis of publication bias tests from Funnel Plot, Rank Correlation, Regression Method outputs, and &quot;Trim and Fill&quot; shows no potential publication bias regarding conclusions drawn. So the findings made based on the random effect model on the application of innovative learning affect HOTS students achievement (analyzing, evaluating, creating, critical and creative thinking skill aspects) are valid. The implication is that teachers or other practitioners can use innovative learning to improve students' HOTS.
The Level of Understanding towards Teachers Competency among Elementary School in Urban Areas of Yogyakarta
Author: Erviana, Vera Yuli
Date: 2021-00-00
Type: Journal Articles
Subjects: Teacher Competencies,Elementary School Teachers,Urban Schools,Knowledge Level,Professional Development,Interpersonal Competence,Pedagogical Content Knowledge,Technological Literacy,Foreign Countries

Teacher competency is the most important thing every teacher in all areas must have including urban, urban, and rural ones. This study aims to describe the level of understanding of teacher competency among elementary school teachers in an urban area of Yogyakarta. This research belongs to descriptive research. It involved 56 teachers in urban areas of Yogyakarta chosen randomly as the research sample. The data collecting techniques used were questionnaires, interviews, and the RASCH WinstepsV3 model was used as the data analysis techniques. The results showed of understanding and mastery towards teacher competencies varied in which the professional and pedagogical competencies were categorized lower than that of the other two competencies i.e. social and personality. The professional competence aspects found lower were the abilities to understand theories of the elementary education foundation, to conduct research, and to conduct scientific thinking process. Meanwhile, the low pedagogical competence included aspects in understanding types of learning theory, using ICT in the learning process, and planning the learning. Based on these results, it's recommended that there's further training related to these competencies provided to them as these competencies have a great impact on their professionalism as teachers of elementary school level.
Examination of Gifted Students&apos; Internet/Game Addiction and School Social Behaviors
Author: Sayi, Aysin Kaplan
Date: 2021-00-00
Type: Journal Articles
Subjects: Academically Gifted,Internet,Computer Games,Addictive Behavior,Social Behavior,Interpersonal Competence,Self Management,Student Characteristics,Correlation,Age Differences,Gender Differences,At Risk Students,Academic Achievement,Preadolescents,Foreign Countries

Internet and games can have some adverse effects if used unconsciously. Especially for gifted students, internet and games can be risky and result in addiction due to their cognitive and social characteristics. Since the game and internet addiction conduce to social problems as well. In this vein, the purpose of the study is to examine the internet and game addiction levels of gifted students and their school social behaviors in terms of gender and age variables. In addition, the relationship between computer addiction scale scores and school social behavior scale scores are also examined within the scope of the study. Descriptive correlational survey method is used in the study. The sample is comprised of 157 gifted students and 16 teachers of them. Convenient sampling was used in the study. In conclusion, internet and game addiction scores of the gifted boys in the study were higher than those of girls. On the other hand, in terms of school social behaviors, the findings showed that gifted girls achieved higher scores than boys. Additionally, it is also observed that gifted children aged 10 and over got higher scores from internet and game addiction while the School social behavior did not show a significant difference according to the age variable. As the internet and game addiction scores of the gifted children increased, their school social competence, weakened. On the other hand, it was seen that the increase in the gifted children's internet/game addiction led to an increase in their antisocial behaviors.
EFL Teacher Preparation Programs in Saudi Arabia: An Evaluation Comparing Status with TESOL Standards
Author: AlHarbi, Abdullah Abdul Muhsen
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Language Teachers,Teacher Education Programs,Teacher Competencies,Program Effectiveness,Knowledge Level,Cultural Influences,Academic Standards,Planning,Teaching Skills,Professionalism,Teacher Leadership,Evaluation,Teacher Attitudes,Self Efficacy

This descriptive study aims to explore the efficiency of English language teacher preparation programs in Saudi Arabia according to TESOL standards. The study uses a 28 item (across five domains) questionnaire to collect data from one hundred and forty-one male and female EFL teachers in Saudi Arabia. Results show that the TESOL standards are included to a fair degree in the current preparation programs for EFL teachers in Saudi Arabia. The TESOL standards range from 75.8% to 83.5%, meaning that the failure of the preparation programs for TESOL standards ranged from 16.5% to 24.2%. The results also indicate statistically significant differences between the programs for preparing EFL teachers, attributable to the universities and colleges from which they graduate. Finally, the study makes some recommendations based on its results to raise English language teachers' preparation programs in Saudi Arabia.
Evaluating the Distance Learning Experience from the Point of View of College Members and Students at Aqaba University College
Author: Almsaiden, Ahed Hani
Date: 2021-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,College Faculty,Distance Education,Program Evaluation,Teacher Attitudes,Student Attitudes,Gender Differences,Technology Uses in Education

This study aimed to evaluate the distance learning experience from the point of view of college members and students at Aqaba University College. The study adopted the descriptive research methodology. The sample of the study consisted of all faculty members in the college who were (42) teachers, in addition to (84) students who were selected randomly from (333) male and female students. Moreover, two questionnaires were prepared, one was for the teachers and another was for the students. The results showed a grade of rating (average) in evaluating the distance learning experience from the viewpoint of the teachers and students at the college. It also showed that the male students' evaluation of the experience was better than the female one. In light of the results, the study recommended to develop the distance learning by providing the appropriate infrastructure. Furthermore, providing the infrastructure and using the available technological means for communication and conducting other studies on this problem.
Determining the Effectiveness of Pre-University Student&apos;s Online Learning in Geography Subject Using Relative Importance Index
Author: Mahat, Hanifah
Date: 2021-00-00
Type: Journal Articles
Subjects: Geography Instruction,Electronic Learning,Instructional Effectiveness,Value Judgment,Secondary School Students,Academic Achievement,Student Attitudes,Foreign Countries

This study aims to examine the Relative Importance Index (RII) that influences online learning in the subject of Geography. The study adopted survey research design involving five secondary schools in the state of Perak, Malaysia conisisted of 135 pre-university students selected via simple random sampling method. Data were collected through a questionnaire developed by the researchers. The questionnaire was composed of 45 items to measure interest, acceptance, and effectiveness. The collected data were analyzed via SPSS software using descriptive analysis and RII analysis. Findings of the study revealed that the statement: 'when learning there is an interesting video display' had the highest RII value (RII = 0.8933), while 'I prefer to learn through the internet becuase any time I can learn' recieved the second highest RII value (RII = 0.8296) for the factor acceptance critera. For the learning effectiveness criteria, the 'online learning factor created curiousity to me in the subject of Geogrpahy' had the highest RII value (RII = 0.8281). Finally, for the achievement critera, the factor of 'understanding the important contents in learning through attractive colors and graphics' contributes the highest RII value (RII = 0.8207). On average, the RII value of the interest criterion was in the highest position (RII = 0.8076), followed by the achievement criterion (RII = 0.7684). Meanwhile, the learning effectiveness critera were in the lowest position (RII= 0.7516) of the overall study criteria. The conclusion from this study shows that the criteria of interest and acheievment are the main factors of online learning choices of pre-university Geography students. [Note: The page range (160-168) shown on the PDF is incorrect. The correct page range for this article is p160-171.]
Developing an Instrument to Assess Students&apos; Problem-Solving Ability on Hybrid Learning Model Using Ethno-STEM Approach through Quest Program
Author: Reffiane, Fine
Date: 2021-00-00
Type: Journal Articles
Subjects: Test Construction,Student Evaluation,Problem Solving,Blended Learning,STEM Education,Preservice Teachers,Foreign Countries,Teaching Methods,Test Reliability,Test Validity

The purpose of the study was to develop an instrument for the problem solving ability of students in Hybrid learning by Ethno-STEM via Four-D Model. In the study, the first three stages of the Four-D Model namely; defining, designing, and developing were applied. As the participants, 143 students of elementary education in the 4th semester took part in the study. The participants were selected randomly from 30 universities in Central Java, Indonesia. The data were collected via the assessment instrument of problem solving using Ethno-STEM test ability adapted from Plomp model (2010). The instrument was composed of 9 essay type questions. The analysis of validity was conducted by 10 instructors and teachers, and the instrument was assessed valid and reliable. Empirical validity showed 0.6 for Aiken index, classified into medium validity. Meanwhile, Quest gained ± 2.0 for t INFIT, classified into good instrument.
Developing Islamic Science Based Integrated Teaching Materials for Islamic Education in Islamic High School
Author: Suparjo
Date: 2021-00-00
Type: Journal Articles
Subjects: Science Instruction,Secondary School Science,High Schools,Instructional Materials,Islam,Culturally Relevant Education,Textbooks,Religion,Textbook Content,Textbook Preparation,Religious Education,Interdisciplinary Approach

This study aims to develop valid and reliable Islamic Education (PAI) teaching materials based on integrative Islamic science in Class X of Islamic High School in Indonesia. This research uses Borg &amp; Gall's research and development model. The results showed that the content and construct validity of the teaching materials for Islamic Education based on integrative Islamic science in Class X of Islamic Senior High School are valid and qualified for factor analysis. The teaching materials for Islamic Education meet reliability criteria. The feasibility level of Islamic Religious Education Integrative Islamic Science Class X of Islamic Senior High School is determined by four product assessment activities; material expert validation, media expert validation, limited trials, and readability trials. The results of the validation of material experts from 8 aspects of the assessment obtained on average 3.33 and classified as &quot;Excellent&quot;, the validation results of media experts from 7 aspects of the assessment obtained on average 3.23 with &quot;Good&quot; classification, limited trials of 2 aspects of the assessment obtained an average of 3.54 classified as &quot;Excellent&quot; and the legibility trials of the 2 aspects of the assessment obtained an average of 3.60 with &quot;Excellent&quot; classification. The total average is 3.43 in the &quot;Excellent&quot; classification.