Pub Date : 2022-01-31DOI: 10.33096/eljour.v3i1.150
Baiq Raudatussolihah
This study aims to explain the types of audio-visual and their advantages and disadvantages in learning Arabic, and the use of audio-visual technology in learning Arabic. The method used in this research is qualitative research with a descriptive approach and its implementation is through library research and literature review. Audio-visual technology is a medium that educators can use in learning Arabic that is easy to understand and fun. Moreover, it is supported by technological developments that can be used as audio-visual media in the development of Arabic learning. Educators can also direct students to visit internet sites that discuss Arabic studies according to the theme and level of students.
{"title":"Pengembangan Teknologi Audio-Visual dalam Pembelajaran Bahasa Arab","authors":"Baiq Raudatussolihah","doi":"10.33096/eljour.v3i1.150","DOIUrl":"https://doi.org/10.33096/eljour.v3i1.150","url":null,"abstract":"This study aims to explain the types of audio-visual and their advantages and disadvantages in learning Arabic, and the use of audio-visual technology in learning Arabic. The method used in this research is qualitative research with a descriptive approach and its implementation is through library research and literature review. Audio-visual technology is a medium that educators can use in learning Arabic that is easy to understand and fun. Moreover, it is supported by technological developments that can be used as audio-visual media in the development of Arabic learning. Educators can also direct students to visit internet sites that discuss Arabic studies according to the theme and level of students.","PeriodicalId":42765,"journal":{"name":"GIST-Education and Learning Research Journal","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77901721","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-31DOI: 10.33096/eljour.v3i1.149
Surani Surani, Annisa Saputri, M. Mustamin
This study discusses the ''Leadership Strategy of the Principal in Supervision of Islamic Religious Education Learning at SMPN 1 Petasia, North Morowali Regency'' with the main problems located in: (1) How is the technique of vital authority in directing Islamic learning? Educational Educators at SMPN 1 Petasia (2) What are the elements that hinder and support vital initiative procedures in conducting learning management for madrasah teachers at SMPN 1 Petasia. This study is expected to be able to decide on the leading initiative technique in supervising Islamic Religious Education educators at SMPN 1 Petasia, North Morowali Regency. This type of examination uses a fascinating subjective technique approach. The strategies used in gathering information are perception, meeting, documentation, and triangulation. The consequences of this review show that the methodology used by school principals in supervising the learning of Islamic Religious Education teachers is very large, namely based on their duties and responsibilities as school principals, deliberation in making decisions, applying discipline, using a democratic type or style of leadership. , also uses techniques namely individual supervision, direct supervision and roundabout, and gathering supervision. The inhibiting variables seen by the principal in carrying out supervision are the main administrative obligations which are very thick with the aim of managing cannot be carried out routinely, differences in beliefs, and management. carried out during the pandemic only in the form of reports. The supporting factors for school principals in carrying out supervision are infrastructure facilities and administrative completeness.
{"title":"Strategi Kepemimpinan Kepala Sekolah Dalam Supervisi Pembelajaran Guru Pendidikan Agama Islam Di SMPN 1 Petasia Kabupaten Morowali Utara","authors":"Surani Surani, Annisa Saputri, M. Mustamin","doi":"10.33096/eljour.v3i1.149","DOIUrl":"https://doi.org/10.33096/eljour.v3i1.149","url":null,"abstract":"This study discusses the ''Leadership Strategy of the Principal in Supervision of Islamic Religious Education Learning at SMPN 1 Petasia, North Morowali Regency'' with the main problems located in: (1) How is the technique of vital authority in directing Islamic learning? Educational Educators at SMPN 1 Petasia (2) What are the elements that hinder and support vital initiative procedures in conducting learning management for madrasah teachers at SMPN 1 Petasia. This study is expected to be able to decide on the leading initiative technique in supervising Islamic Religious Education educators at SMPN 1 Petasia, North Morowali Regency. This type of examination uses a fascinating subjective technique approach. The strategies used in gathering information are perception, meeting, documentation, and triangulation. The consequences of this review show that the methodology used by school principals in supervising the learning of Islamic Religious Education teachers is very large, namely based on their duties and responsibilities as school principals, deliberation in making decisions, applying discipline, using a democratic type or style of leadership. , also uses techniques namely individual supervision, direct supervision and roundabout, and gathering supervision. The inhibiting variables seen by the principal in carrying out supervision are the main administrative obligations which are very thick with the aim of managing cannot be carried out routinely, differences in beliefs, and management. carried out during the pandemic only in the form of reports. The supporting factors for school principals in carrying out supervision are infrastructure facilities and administrative completeness.","PeriodicalId":42765,"journal":{"name":"GIST-Education and Learning Research Journal","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82751058","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-31DOI: 10.33096/eljour.v3i1.147
Abdul Mansyur
This study reviews the problems of slow learners in learning. Literary references slow learner to teachers providing learning and parents in providing assistance to children at home during online learning. Based on the results of the study that has been carried out, it is concluded that slow learner children are children who experience learning delays. This can be shown in situations where a child has not been able to master the learning information conveyed by the teacher within a certain time limit. The characteristics of these children are one level above mentally retarded children so they need teacher responses and regular assistance to help them develop themselves. Teachers must observe and identify children who are slow learners to be given counseling assistance that can stimulate cognitive, affective, physical, and intuitive aspects. Counseling should also educate children to use devices in a positive way during online learning.
{"title":"Telaah Problematika Anak Slow Learner dalam Pembelajaran","authors":"Abdul Mansyur","doi":"10.33096/eljour.v3i1.147","DOIUrl":"https://doi.org/10.33096/eljour.v3i1.147","url":null,"abstract":"This study reviews the problems of slow learners in learning. Literary references slow learner to teachers providing learning and parents in providing assistance to children at home during online learning. Based on the results of the study that has been carried out, it is concluded that slow learner children are children who experience learning delays. This can be shown in situations where a child has not been able to master the learning information conveyed by the teacher within a certain time limit. The characteristics of these children are one level above mentally retarded children so they need teacher responses and regular assistance to help them develop themselves. Teachers must observe and identify children who are slow learners to be given counseling assistance that can stimulate cognitive, affective, physical, and intuitive aspects. Counseling should also educate children to use devices in a positive way during online learning.","PeriodicalId":42765,"journal":{"name":"GIST-Education and Learning Research Journal","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78539339","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-31DOI: 10.33096/eljour.v3i1.146
Bisyri Abdul Karim, A. Ansar
This study examines the interactive multimedia-based learning of students in higher education. The method used in this research study is library research. The procedure of this research using the stages of library research include; (1) selecting study topics, (2) exploring information, (3) formulating the focus of writing, (4) collecting data sources, (5) preparing data presentations, and (6) compiling reports in the form of research journal descriptions. This research data collection technique relies on documentation sources by exploring sources related to the focus of the problem being studied. The data analysis technique uses content analysis to obtain the substance from appropriate and verifiable references based on the source through the stages of sorting and comparing various definitions and opinions from existing literature sources to achieve the suitability of relevant sources. The results of the analysis of this study can be concluded that; First, learning is an important process that greatly determines behavior change and improvement. In the context of higher education learning, lecturers are required to be more adaptive to various learning tools or media. Learning in higher education will be more interesting by using learning media. Second, learning media plays a very effective role. One type of this media is interactive multimedia whose contents combine various forms of media such as text, audio, and video to make it easier for students to use it in learning. Lecturers must be more innovative in using this interactive multimedia and must be skilled at technological developments.
{"title":"Pembelajaran Berbasis Multimedia Interaktif Mahasiswa Di Perguruan Tinggi","authors":"Bisyri Abdul Karim, A. Ansar","doi":"10.33096/eljour.v3i1.146","DOIUrl":"https://doi.org/10.33096/eljour.v3i1.146","url":null,"abstract":"This study examines the interactive multimedia-based learning of students in higher education. The method used in this research study is library research. The procedure of this research using the stages of library research include; (1) selecting study topics, (2) exploring information, (3) formulating the focus of writing, (4) collecting data sources, (5) preparing data presentations, and (6) compiling reports in the form of research journal descriptions. This research data collection technique relies on documentation sources by exploring sources related to the focus of the problem being studied. The data analysis technique uses content analysis to obtain the substance from appropriate and verifiable references based on the source through the stages of sorting and comparing various definitions and opinions from existing literature sources to achieve the suitability of relevant sources. The results of the analysis of this study can be concluded that; First, learning is an important process that greatly determines behavior change and improvement. In the context of higher education learning, lecturers are required to be more adaptive to various learning tools or media. Learning in higher education will be more interesting by using learning media. Second, learning media plays a very effective role. One type of this media is interactive multimedia whose contents combine various forms of media such as text, audio, and video to make it easier for students to use it in learning. Lecturers must be more innovative in using this interactive multimedia and must be skilled at technological developments.","PeriodicalId":42765,"journal":{"name":"GIST-Education and Learning Research Journal","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78682430","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-31DOI: 10.33096/eljour.v3i1.157
Abdul Malik, Putri Dian Purnamasari, Akhmad Syahid
This exploration is to further develop the results obtained from the mental, emotional, and psychomotor fields of grade 5 students in Madrasah Islamiyah subjects at SDN 056 Lamasariang, Polewali Mandar Regency. Analysts look for different sources, for example, various titles of books obtained from various libraries, bookstores, research diaries that scientists find on the web as references in the preparation of this proposal.The exploratory strategy used in this exam is Classroom Action Research (CAR). The exam is carried out in two cycles. Each cycle consists of four phases, specifically preparation, implementation, perception, and reflection. The focus of this research is the learning outcomes of fifth graders in utilizing singing learning techniques at SDN 056 Lamasariang, Polewali Mandar Regency.The results showed that Islamic Religious Education learning by applying the singing technique learning model could further develop students' results from mental space with normal values in the pre-pattern 69.2 to 75.8 in the primary cycle, and 83.4 in the second cycle with 56 % of pre-cycle culmination, to 76% in the primary cycle and 96% in the next cycle. Meanwhile, from the emotional aspect, the assessment of students' perspectives in the main cycle, the normal perception was 72.95, increased to 83.95 in the second cycle with 65% fulfillment in the primary cycle, and the second cycle with 90%.
这项探索是为了进一步发展在Polewali Mandar Regency的SDN 056 Lamasariang的伊斯兰教学校五年级学生的心理、情感和精神运动领域的结果。分析人员寻找不同的来源，例如，从各种图书馆、书店获得的各种书籍的标题，科学家在网上找到的研究日记，作为准备该提案的参考。本次考试采用的探索策略是课堂行动研究(CAR)。考试分两个周期进行。每个周期包括四个阶段，具体来说是准备、实施、感知和反思。本研究的重点是在Polewali国语摄政区Lamasariang SDN 056小学五年级学生运用唱歌学习技巧的学习效果。结果表明，应用歌唱技巧学习模式进行伊斯兰宗教教育学习，可以进一步发展学生的心理空间成绩，从前期模式的正常值69.2提高到初级周期的75.8，从第二周期的83.4提高到初级周期的76%，再到下一个周期的96%。同时，从情感方面来看，在主周期学生的观点评价中，正常感知为72.95，在第二周期中增加到83.95，第一周期满意度为65%，第二周期满意度为90%。
{"title":"Penerapan Metode Bernyanyi dalam Meningkatkan Hasil Belajar pada Pembelajaran Pendidikan Agama Islam","authors":"Abdul Malik, Putri Dian Purnamasari, Akhmad Syahid","doi":"10.33096/eljour.v3i1.157","DOIUrl":"https://doi.org/10.33096/eljour.v3i1.157","url":null,"abstract":"This exploration is to further develop the results obtained from the mental, emotional, and psychomotor fields of grade 5 students in Madrasah Islamiyah subjects at SDN 056 Lamasariang, Polewali Mandar Regency. Analysts look for different sources, for example, various titles of books obtained from various libraries, bookstores, research diaries that scientists find on the web as references in the preparation of this proposal.The exploratory strategy used in this exam is Classroom Action Research (CAR). The exam is carried out in two cycles. Each cycle consists of four phases, specifically preparation, implementation, perception, and reflection. The focus of this research is the learning outcomes of fifth graders in utilizing singing learning techniques at SDN 056 Lamasariang, Polewali Mandar Regency.The results showed that Islamic Religious Education learning by applying the singing technique learning model could further develop students' results from mental space with normal values in the pre-pattern 69.2 to 75.8 in the primary cycle, and 83.4 in the second cycle with 56 % of pre-cycle culmination, to 76% in the primary cycle and 96% in the next cycle. Meanwhile, from the emotional aspect, the assessment of students' perspectives in the main cycle, the normal perception was 72.95, increased to 83.95 in the second cycle with 65% fulfillment in the primary cycle, and the second cycle with 90%.","PeriodicalId":42765,"journal":{"name":"GIST-Education and Learning Research Journal","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78574908","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-31DOI: 10.33096/eljour.v3i1.131
Bambang Sampurno, Ahmad Ahmad, Syamsuddin Belo
Pendidikan dan Dakwah Wasathiyah sejatinya merupakan warisan ulama nusantara yang selama ini dianut dan diamalkan oleh umat Islam di Indonesia. Namun setelah terjadinya revolusi teknologi informasi, di mana semua paham keagamaan bisa diakses dengan mudah dan bebas oleh masyarakat, maka mulailah ajaran keagamaan yang awalnya tidak dikenal di Indonesia dan berkembang di negara lain, mulai masuk dan diajarkan di Indonesia. Termasuk ajaran keagamaan yang ektrem dan radikal yang bisa membimbing pemeluknya melakukan tindakan terror dan berbahaya.Fokus masalah dalam tulisan ini adalah (1) Efektifitas pelaksanaan pendidikan dan dakwah wasathiyah pada BKMT Kecamatan Tallo Kota Makassar., (2) Faktor pendukung dan penghambat pelaksanaan Pendidikan dan Dakwah Wasathiyah melalui BKMT Kecamatan Tallo.Dalam tulisan ini disebutkan fakta bahwa pelaksanaan pendidikan dan dakwah wasathiyah melalui Majelis Taklim dianggap belum efektif dalam menciptakan kultur masyarakat religius dan moderat. Faktor pendukung salahsatunya karena kultur masyarakat Kota Makassar yang religius menjadi hal fundamental dalam penerimaan materi pendidikan dan dakwah wasathiyah secara terbuka. Faktor penghambat dengan adanya sikap apatisme, kesibukan dari berbagai aktifitas masyarakat, dan ketersediaan waktu dari para Da’i/Muballigh untuk memberikan bimbingan spiritual dengan kerangka moderasi beragama.
教育和Dakwah Wasathiyah最初是nusantara神职人员的遗产，这些神职人员目前被印度尼西亚的穆斯林奉为教职。但是，在信息技术革命之后，所有的宗教信仰都可以很容易地从社会中获得自由，然后开始了一种最初在印尼不为人知、在其他国家不发达的宗教教义，开始在印度尼西亚进行和教授。包括极端的和激进的宗教教义，这些教义可以引导信徒从事恐怖和危险的行为。本文的重点是(1)在马卡萨市BKMT street Tallo教育和dakwah wasathiyah的教学成效。，(2)通过BKMT街道(BKMT street)支持和禁止教育和达瓦瓦亚的因素。这篇文章提到了这样一个事实:通过Taklim会议实施教育和dakwah wasathiyah被认为在创造一个宗教和温和的社区文化方面并不有效。其中一个原因是，宗教马卡萨市社区文化成为接受教育材料和公开达瓦扬瓦人的基础。抑制冷漠的因素、活跃的社区活动以及有时间的达伊/穆巴利格在宗教温和派框架内提供精神指导。
{"title":"Efektifitas Pendidikan dan Dakwah Wasathiyah Melalui Majelis Taklim di Kota Makassar [Studi Pada BKMT Kecamatan Tallo]","authors":"Bambang Sampurno, Ahmad Ahmad, Syamsuddin Belo","doi":"10.33096/eljour.v3i1.131","DOIUrl":"https://doi.org/10.33096/eljour.v3i1.131","url":null,"abstract":"Pendidikan dan Dakwah Wasathiyah sejatinya merupakan warisan ulama nusantara yang selama ini dianut dan diamalkan oleh umat Islam di Indonesia. Namun setelah terjadinya revolusi teknologi informasi, di mana semua paham keagamaan bisa diakses dengan mudah dan bebas oleh masyarakat, maka mulailah ajaran keagamaan yang awalnya tidak dikenal di Indonesia dan berkembang di negara lain, mulai masuk dan diajarkan di Indonesia. Termasuk ajaran keagamaan yang ektrem dan radikal yang bisa membimbing pemeluknya melakukan tindakan terror dan berbahaya.Fokus masalah dalam tulisan ini adalah (1) Efektifitas pelaksanaan pendidikan dan dakwah wasathiyah pada BKMT Kecamatan Tallo Kota Makassar., (2) Faktor pendukung dan penghambat pelaksanaan Pendidikan dan Dakwah Wasathiyah melalui BKMT Kecamatan Tallo.Dalam tulisan ini disebutkan fakta bahwa pelaksanaan pendidikan dan dakwah wasathiyah melalui Majelis Taklim dianggap belum efektif dalam menciptakan kultur masyarakat religius dan moderat. Faktor pendukung salahsatunya karena kultur masyarakat Kota Makassar yang religius menjadi hal fundamental dalam penerimaan materi pendidikan dan dakwah wasathiyah secara terbuka. Faktor penghambat dengan adanya sikap apatisme, kesibukan dari berbagai aktifitas masyarakat, dan ketersediaan waktu dari para Da’i/Muballigh untuk memberikan bimbingan spiritual dengan kerangka moderasi beragama.","PeriodicalId":42765,"journal":{"name":"GIST-Education and Learning Research Journal","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2022-01-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91227860","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study was designed to investigate the impact of visual mnemonic technique on young and adult Iranian English learnersʹ vocabulary learning. The current study followed quasi- experimental design. 48 female students were selected based on their performance on Quick Placement Test. The purpose of the QPT was to homogenize the participants based on their proficiency level. The participants were divided into four groups, two experimental and two control groups. Each group consisted of 12 participants. Prior to the treatment, the participants of both groups were given a pretest to determine the knowledge of vocabulary in the experimental and control groups. Then the experimental groups received the visual mnemonic technique for 8 sessions. The control groups went through a traditional method of teaching vocabulary. After 8 sessions, a posttest was administered to all groups. Two-way between-groups ANOVA was run to the results of the vocabulary tests to look at the individual and joint effect of the independent variables on dependent variable. It was concluded that mnemonic technique significantly affected Iranian pre- intermediate EFL learners’ vocabulary leaning. The study exhibited that the experimental group who received instruction on mnemonic technique outperformed their counterparts in posttest of vocabulary. However, the differences between the effects of mnemonic technique for young and adult learners who received the specific treatment were not statistically significant (P≥ .05).
{"title":"Visual Mnemonic Technique : An Effective Learning Strategy","authors":"P. Farrokh, H. Vaezi, Hamed Ghadimi","doi":"10.26817/16925777.1042","DOIUrl":"https://doi.org/10.26817/16925777.1042","url":null,"abstract":"This study was designed to investigate the impact of visual mnemonic technique on young and adult Iranian English learnersʹ vocabulary learning. The current study followed quasi- experimental design. 48 female students were selected based on their performance on Quick Placement Test. The purpose of the QPT was to homogenize the participants based on their proficiency level. The participants were divided into four groups, two experimental and two control groups. Each group consisted of 12 participants. Prior to the treatment, the participants of both groups were given a pretest to determine the knowledge of vocabulary in the experimental and control groups. Then the experimental groups received the visual mnemonic technique for 8 sessions. The control groups went through a traditional method of teaching vocabulary. After 8 sessions, a posttest was administered to all groups. Two-way between-groups ANOVA was run to the results of the vocabulary tests to look at the individual and joint effect of the independent variables on dependent variable. It was concluded that mnemonic technique significantly affected Iranian pre- intermediate EFL learners’ vocabulary leaning. The study exhibited that the experimental group who received instruction on mnemonic technique outperformed their counterparts in posttest of vocabulary. However, the differences between the effects of mnemonic technique for young and adult learners who received the specific treatment were not statistically significant (P≥ .05).","PeriodicalId":42765,"journal":{"name":"GIST-Education and Learning Research Journal","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79567921","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The present study aimed at investigating the effects of scaffolding strategies using input and output-oriented tasks on Iranian EFL learners' receptive and productive knowledge of lexical collocations. For this purpose, 540 adult intermediate-level EFL learners- both male and female- were selected and divided into six experimental groups; three input-oriented and three output-oriented tasks. Each experimental group received treatment under one of the three scaffolding strategies of direct corrective feedback, cooperative group technique, and visual cues. After the treatment period, a 40-item multiple-choice test and a 40-item fill-in-the-blanks test were administered to assess the participants' receptive and productive collocations knowledge. To analyze the data, two separate two-way ANOVA procedures were used. The results indicated that visual cues were the most effective scaffolding strategy in teaching lexical collocations. Moreover, the cooperative group technique had a significant positive impact on learning collocations compared to direct corrective feedback. The results also showed that the participants in the output-oriented tasks group significantly outperformed those in the input-oriented tasks group. These findings can have practical implications for language learners, teachers, and materials developers, and theoretical implications for researchers.
{"title":"On the Effectiveness of Scaffolding Strategies and Task orientation on Receptive and Productive Knowledge of Lexical Collocations","authors":"Azam Naserpour,Abbas Ali Zarei","doi":"10.26817/16925777.1130","DOIUrl":"https://doi.org/10.26817/16925777.1130","url":null,"abstract":"The present study aimed at investigating the effects of scaffolding strategies using input and output-oriented tasks on Iranian EFL learners' receptive and productive knowledge of lexical collocations. For this purpose, 540 adult intermediate-level EFL learners- both male and female- were selected and divided into six experimental groups; three input-oriented and three output-oriented tasks. Each experimental group received treatment under one of the three scaffolding strategies of direct corrective feedback, cooperative group technique, and visual cues. After the treatment period, a 40-item multiple-choice test and a 40-item fill-in-the-blanks test were administered to assess the participants' receptive and productive collocations knowledge. To analyze the data, two separate two-way ANOVA procedures were used. The results indicated that visual cues were the most effective scaffolding strategy in teaching lexical collocations. Moreover, the cooperative group technique had a significant positive impact on learning collocations compared to direct corrective feedback. The results also showed that the participants in the output-oriented tasks group significantly outperformed those in the input-oriented tasks group. These findings can have practical implications for language learners, teachers, and materials developers, and theoretical implications for researchers.","PeriodicalId":42765,"journal":{"name":"GIST-Education and Learning Research Journal","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138518375","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The main objective of this study is to explore various barriers that are preventing Pakistani HEIs (universities) students from learning online in this COVID-19 pandemic. Applying a qualitative research design, twelve (12) in-depth interviews were conducted with individual business school participants (students), selected at undergraduate and graduate levels to participate. Data were collected from six (06) universities in Islamabad, Pakistan. After collecting the data using a self-developed questionnaire, a thematic analysis method within the qualitative research was applied to uncover several barriers relating to the objective of this study. Eight themes emerged from the interview data: internet technology access, the content of digital slides, student’s perception towards online learning, power outages during COVID-19 pandemic, students’ fear of losing marks and impact on employment, faculty skills in using technology to teach online, student’s stress and health in the COVID-19 pandemic and student skills to use distance learning tools. Based on the findings, students who live in rural areas are more affected by online learning during the COVID-19 pandemic than students in urban areas due to identified barriers and, most importantly, lack of technology infrastructure. Opportunities and future recommendations have been provided to the relevant authorities to conduct and deliver smooth online education in the country during pandemic.
{"title":"Exploring the Barriers to online Learning During the COVID-19 Pandemic. A case of Pakistani Students from HEIs [Higher Education Institutions]","authors":"M. Nazir, M. R. Khan","doi":"10.26817/16925777.1195","DOIUrl":"https://doi.org/10.26817/16925777.1195","url":null,"abstract":"The main objective of this study is to explore various barriers that are preventing Pakistani HEIs (universities) students from learning online in this COVID-19 pandemic. Applying a qualitative research design, twelve (12) in-depth interviews were conducted with individual business school participants (students), selected at undergraduate and graduate levels to participate. Data were collected from six (06) universities in Islamabad, Pakistan. After collecting the data using a self-developed questionnaire, a thematic analysis method within the qualitative research was applied to uncover several barriers relating to the objective of this study. Eight themes emerged from the interview data: internet technology access, the content of digital slides, student’s perception towards online learning, power outages during COVID-19 pandemic, students’ fear of losing marks and impact on employment, faculty skills in using technology to teach online, student’s stress and health in the COVID-19 pandemic and student skills to use distance learning tools. Based on the findings, students who live in rural areas are more affected by online learning during the COVID-19 pandemic than students in urban areas due to identified barriers and, most importantly, lack of technology infrastructure. Opportunities and future recommendations have been provided to the relevant authorities to conduct and deliver smooth online education in the country during pandemic.","PeriodicalId":42765,"journal":{"name":"GIST-Education and Learning Research Journal","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86823592","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This case study with educators from a school in an urban low socioeconomic neighborhood near Guatemala City, Guatemala, explored the effectiveness of the Plan, Do, Study, Act cycle (PDSA) to guide teachers’ professional development at a Pre-K-K public school (Langley, 2009). This three-year study focused on developing teacher leaders and researchers through self-reflective accountability. Findings documented institutional problems requiring immediate and long-term attention and ways to involve families in extending literacy instruction at school to the home front. Study results highlight the need for effective and empowering literacy methods to be used in Guatemala and suggest the country’s teachers wish to support students’ critical thinking and create democratic classrooms.
{"title":"Transforming an Educational Community in Guatemala Using the Plan Do Study Act Cycle","authors":"Mayra C. Daniel, T. Wasonga, Ximena D. Burgin","doi":"10.26817/16925777.1053","DOIUrl":"https://doi.org/10.26817/16925777.1053","url":null,"abstract":"This case study with educators from a school in an urban low socioeconomic neighborhood near Guatemala City, Guatemala, explored the effectiveness of the Plan, Do, Study, Act cycle (PDSA) to guide teachers’ professional development at a Pre-K-K public school (Langley, 2009). This three-year study focused on developing teacher leaders and researchers through self-reflective accountability. Findings documented institutional problems requiring immediate and long-term attention and ways to involve families in extending literacy instruction at school to the home front. Study results highlight the need for effective and empowering literacy methods to be used in Guatemala and suggest the country’s teachers wish to support students’ critical thinking and create democratic classrooms.\u0000 ","PeriodicalId":42765,"journal":{"name":"GIST-Education and Learning Research Journal","volume":null,"pages":null},"PeriodicalIF":0.5,"publicationDate":"2021-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84730541","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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