1,720,965 research outputs found
TEACHER’S CORRECTIVE FEEDBACK ON STUDENTS’ ORAL RESPONSES
Full text linkThis study investigated oral corrective feedback provided by the teacher and students’ uptake following teacher’s corrective feedback in accelerated class. The researcher explored how the teacher provided corrective feedback during speaking activity and how the high proficiency level students were encouraged to react to it. The observations in several meetings were done with the help of some other instruments like audio video recorder, fieldnote and interview guide. The results show that the teacher preferred to use recast in order not to interrupt the flow of students’ speech and keep students’ mood or feeling. On the contrary, the students preferred to be corrected using other techniques that could make them think more, encourage them to correct the utterances by themselves. Moreover, the results show that students applied repetition and incorporation uptake that let the students construct longer utterance. It can be concluded that there is a gap between teacher’s choice in correcting students’ error and students’ expectation
EMPOWERING MINDS: THE ROLE OF TEACHER QUESTIONING IN PROMOTING CRITICAL LITERACY IN LANGUAGE CLASSROOMS
No full textIn recent years, there has been growing recognition of the pivotal role that teacher discourse plays in shaping students’ critical engagement with texts. Within this context, this study investigates how teacher questioning strategies foster critical literacy in language classrooms. Through analysis of theoretical frameworks and empirical research, the study examines the effectiveness of various questioning techniques in developing students' critical thinking abilities. The findings demonstrate that structured questioning frameworks, particularly those incorporating higher-order thinking skills, enhance students' analytical capabilities and text engagement. Additionally, culturally responsive questioning approaches create more inclusive learning environments and empower marginalized voices. These insights inform recommendations for teacher training programs and classroom practices to promote critical literacy through effective questioning strategies
Socratic Questioning 2.0 to Stimulate Deep Learning in English Class
Full text linkSocratic questioning, rooted in classical philosophy, remains a cornerstone of critical thinking and reflective learning. However, its traditional application requires adaptation to align with the demands of 21st-century education, which prioritizes technology integration, collaboration, and real-world relevance. This article introduces Socratic Questioning 2.0, a reimagined framework that merges classical inquiry techniques with digital tools and student-centered methodologies. By fostering deep learning, this modern approach enhances students' critical thinking, creativity, and engagement. The study explores the theoretical foundation of Socratic questioning, identifies its limitations in modern contexts, and proposes practical innovations to address these challenges. Key characteristics, such as the integration of digital platforms, contextualized questioning, and collaborative engagement, are highlighted alongside implementation procedures that include teacher training and adaptive technologies. Empirical evidence supports the effectiveness of this approach in developing critical skills essential for lifelong learning. By redefining Socratic questioning, this framework equips educators and learners to navigate the complexities of contemporary education. This study particularly examines the implementation of Socratic Questioning 2.0 in English language teaching contexts, where traditional methods often fall short in developing critical thinking and language proficiency simultaneously. The research demonstrates how this modernized approach effectively addresses the unique challenges of language acquisition while fostering deeper learning outcomes.Pertanyaan Sokrates, yang berakar pada filsafat klasik, tetap menjadi landasan pemikiran kritis dan pembelajaran reflektif. Namun, penerapannya yang tradisional membutuhkan adaptasi agar sesuai dengan tuntutan pendidikan abad ke-21, yang mengutamakan integrasi teknologi, kolaborasi, dan relevansi dengan dunia nyata. Artikel ini memperkenalkan Socratic Questioning 2.0, sebuah kerangka kerja yang dirancang ulang yang menggabungkan teknik pertanyaan klasik dengan alat bantu digital dan metodologi yang berpusat pada siswa. Dengan mendorong pembelajaran yang mendalam, pendekatan modern ini meningkatkan pemikiran kritis, kreativitas, dan keterlibatan siswa. Studi ini mengeksplorasi landasan teoritis dari pertanyaan Socrates, mengidentifikasi keterbatasannya dalam konteks modern, dan mengusulkan inovasi praktis untuk mengatasi tantangan ini. Karakteristik utama, seperti integrasi platform digital, pertanyaan yang dikontekstualisasikan, dan keterlibatan kolaboratif, disorot bersama dengan prosedur implementasi yang mencakup pelatihan guru dan teknologi adaptif. Bukti empiris mendukung keefektifan pendekatan ini dalam mengembangkan keterampilan kritis yang penting untuk pembelajaran seumur hidup. Dengan mendefinisikan ulang pertanyaan Socrates, kerangka kerja ini membekali para pendidik dan peserta didik untuk menavigasi kompleksitas pendidikan kontemporer. Studi ini secara khusus meneliti implementasi Socratic Questioning 2.0 dalam konteks pengajaran bahasa Inggris, di mana metode tradisional sering kali gagal dalam mengembangkan pemikiran kritis dan kemahiran berbahasa
The Power of Integrating Bite-Sized Learning and Teacher Talk on Telegram Amid Pandemic
Full text linkBite-sized learning works in synergy with microlearning. It promotes small activities and content to understand the materials in a sequence of ways with meaningful information. Telegram, one social media, can be used as an online learning platform. Bite-sized learning encourages Telegram features in providing simple and fun activities comprehensively. Teachers shared knowledge and skills, organized teaching activities, and helped students practice through teacher talks, either in organizing a classroom or achieving the teaching goals. Since this study explored how bite-sized learning and teacher talk on Telegram in L2 Listening class, this study used a qualitative approach with a case study. The result revealed how well the teacher communicates with the students during online learning in giving instruction, sharing ideas and knowledge, stimulating students to respond to the teacher and material, cultivating students’ intellectual ability, and managing classroom activities. Furthermore, those activities need to be more noticed, extra patience and energy, a more creative in delivering instruction and materials to initiate and stimulate students to respond and engage in the class. These study results imply that during online learning, the teacher talk and bite-sized learning need to be implemented and improved well and creatively to promote students’ understanding, interaction and engagement
ENGAGING STUDENTS WITH SOME LEARNING PLATFORMS: ENGLISH TEACHERS' PERCEPTION
Full text linkThis study aims to describe the perception of English teachers about the use of platforms in engaging students during online learning. The participants of this study consist of junior and senior high school teachers in some schools in Madura. Their perceptions were investigated in terms of three aspects: effects of using this learning platform on their perceived motivation, the perceived usefulness, and the perceived ease of use of platforms. The study was conducted in the descriptive method. The data were collected by using a questionnaire and self-structured online interviews. The findings indicated that the teachers perceived that google classroom as the most used LMS and WhatsApp as the most preferred social media since both are user friendly and easy to use. Furthermore, Microsoft PowerPoint or Word and YouTube are the most preferred platform since they are motivating, useful and engaging during English online learning. It was found out that the English teachers are satisfied with the features of the use of these outstanding platforms in their online learning since they provide suitable features for their materials. Moreover, it was found that some teachers choose those platforms since they are more familiar for them to use. Besides, they had been introduced, acquired knowledge and practices on how to use the platform for supporting the learning process. Consequently, it should be training for the teacher about other outstanding learning platforms to be acknowledged and employed in their teaching and learning process.
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
PENDAMPINGAN IBU-IBU FATAYAT DALAM MEMBUAT DOMPET DARI LIMBAH PLASTIK DI DESA KERTAGENA LAOK KECAMATAN KADUR KABUPATEN PAMEKASAN
Full text linkSampah menjadi sebuah permasalahan yang cukup serius di seluruh Dunia dan juga suatu hal yang sulit ditangani terutama limbah plastik yang sulit di uraikan. Hal ini terjadi karena kurangnya kesadaran masyarakat di seluruh Dunia. Untuk hal itu pengoalan sampah yang didasarkan pada kegiatan daur ulang atau dikenal dengan istilah Zero waste ini patut untuk terus di kembangkan karena hal ini akan sangat bermanfaat bagi kelestarian lingkungan tempat tinggal Terutama di Desa Kertagena Laok. Metode yang digunakan disini adalah penelitian ABCD atau Aset Based Community Development yang menggunakan pendekatan menyelesaikan masalah dengan menggunakan potensi ataupun asset untuk kemaslahatan Masyarakat. Tujuan dari pengelolaan sampah menjadi barang yang beguna ini tidak lain dan tidak bukan untuk mengurangi pencemaran lingkungan dan juga meningkatkan kesadaran masyarak Desa Kertagena Laok akan pentingnya menjaga kelestarian lingkungan serta meningkatkan kreaktivitas masyarakanyat. Dari hasil pendampingan pembuatan dompet dari limbah Plastik ini, para ibu Fatayat sangat antusias mereka semangat dalam mempelajari cara pembuatannya meskipun dengan bersusah payah selain dompet yang dihasilkan bisa digunakan pribadi tentunya bisa di jual juga
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
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