National Council of Teachers of English

Bowman, Connie L.

doi:10.4135/9781412957403.n296

Cited by 4 publications

(5 citation statements)

References 0 publications

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“…This result could be consideration <400 5% 400-500 38% >500 57% in changing the learning design. Hunt et al (2013) pronounced that class proportion was a main aspect in learner development. There might some consideration for organization to decide policy in several manner.…”

Section: Diagram 2 Post Test Resultsmentioning

confidence: 99%

Coping with large multi-level class in English language learning

Kurnianto¹

2021

J-REaLL

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To improve students’ English proficiency, Indonesian Civil Aviation Institute has placed TOEFL® preparation in the curriculum of study program. Nevertheless, the learning design was not common compared with similar program of TOEFL® preparation in another institution. ICAI put a single teacher in class consisted of 24 students with various skills. Consequently, the English teacher had to employ a strategy to cope with this large multilevel class. This qualitative research was conducted to analyze the teacher’s strategy. Its purpose is to give enlightenment toward the conformity between learning design and learning objectives. A pre-test and post-test were given to a determined class and the grades were compared to see the fulfillment of the objective. An observation and note taking was undertaken during the learning process to explain the strategy. The result shows that the teacher occupy cooperative learning through flexible grouping to cope the class challenge. While the result shows 57% students in the class were able to gain 500 as minimum required score, it has implication in examining the learning design in broader context.Keywords: classroom; multilevel; teacher-students ratio

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Section: Diagram 2 Post Test Resultsmentioning

confidence: 99%

Coping with large multi-level class in English language learning

Kurnianto¹

2021

J-REaLL

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“…Convergence is as an integration of the functions of various media into one new media that is more sophisticated (Hausman, Ploof, Duignan, Brown, & Hostert, 2019). This relates to the characteristics of the relationship of information from various distributions that can be done quickly and easily, namely with the internet (Hicks, 2019;Hicks & Turner, 2013).…”

Section: B the Current Art And Culture Learning Activitymentioning

confidence: 99%

“…Digital literacy is no longer just understanding text, but digital illustration can also be on visual understanding such as art subjects (Hicks & Turner, 2013). This visual literacy can be used as a skill in human vision competence developed from the ability to see that is integrated with sensory experience (Nappi, 2019).…”

Section: B the Current Art And Culture Learning Activitymentioning

confidence: 99%

Using Smartphone to Enhance Student’s Digital Art Literacy

Paramitha

2019

IJCETS

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AbstrakSiswa yang lahir di era digital membutuhkan literasi seni digital untuk menghadapi perkembangan seni dan teknologi kontemporer. Artikel ini menggambarkan bagaimana telepon pintar dapat diguankan sebagai media yang cukup kuat untuk menunjang tujuan tersebut. Ketika banyak siswa bosan dengan pembelajaran seni yang tekstual saja, cukup dengan menggunakan telepon pintar ternyata dapat membuat pembelajaran lebih menyenangkan dan bermakna. Pada artikel ini, siswa di Sekolah Menengah Pertama Negeri 8 di Pare, Jawa Timur, kelas 8, diarahkan untuk membuat karya seni berupa ilustrasi sederhana menggunakan aplikasi Sketchbook di telepon pintar. Hal ini cukup sederhana sebenarnya, namun proses di balik hasil akhir berupa produk ilustrasi tersebut telah benar-benar membuat siswa menikmati dan dapat mengekspresikan ekspresi dan selera seni masing-masing. Oleh karena itu, optimalisasi telepon pintar dapat menjadi salah satu di antara banyak cara lain untuk mendorong peningkatan literasi seni digital siswa yang lebih menyenangkan dan bermakna. AbstractDigital native students need digital art literacy to deal with the contemporary development of art and technology. This article illustrates how smartphone can be used as a powerful tool for that purpose. When student get bored with textual learning approach to study art, simply using smartphone could make learning practice more fun and meaningful. In this article, students in junior public high school 8 in Pare, East Java, grade 8, are directed to create a simple illustration using Sketchbook application on smartphone. It is quite simple, but the process behind the product was made student really enjoy and could express their artistic taste and expression. Thus, smartphone optimazion can be one way among others to encourage student's digital art literacy which are more enjoyful and meaningful.

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“…It is considered as a key component in facilitating active learning (Beichner, 2014) . Collaborative learning becomes more important for contemporary and wider learning environments for the purpose of achieving better pedagogical results (Bruffee, 1984;Pang, Lau, Seah, Cheong, & Low, 2018). It is increasingly becoming important in schools and organizations (Zambrano, Kirschner, Sweller, & Kirschner, 2019).…”

Section: A Introductionmentioning

confidence: 99%

Collaborative Skills of Pre-service Mathematics Teachers in Blended Learning

Lu’luilmaknun

Kautsar

Apsari

et al. 2021

JTAM

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Blended learning is a learning that combines face-to-face and online learning. Several studies have shown that blended learning has a positive effect on collaborative skills. The aim of this study is to determine the collaborative skills of pre-service mathematics teachers after using blended learning. The focus of this study is 4 indicators of collaborative work skills, namely quality of work, problem solving skills, working with others, and focus on the task. This type of study is a case study. The participants were 23 pre-service mathematics teachers in second year. Data collection was carried out using a collaborative questionnaire. Data were analysed using quantitative descriptive methods. The results showed that the criterion for quality work of students was 47.83% average. The criterion for problem solving skills was 47.83% very high. The criterion of working with others was 86.96% very high. The criterion for focus on the task was 82.61% very high. Therefore, blended learning possesses positive effects towards pre-service mathematics teachers.

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National Council of Teachers of English

Cited by 4 publications

References 0 publications

Coping with large multi-level class in English language learning

Coping with large multi-level class in English language learning

Using Smartphone to Enhance Student’s Digital Art Literacy

Collaborative Skills of Pre-service Mathematics Teachers in Blended Learning

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