English Education

The integration of technology in education and the need to meet the requirements of the 21st century learning lead educators to use online learning platforms. Edmodo is offered as one of learning platforms that could be used in EFL classroom. This research aims to investigate perception of undergraduate students on the use of Edmodo as an educational social network which has been implemented in the classroom. This study employed mix method design by involving 50 undergraduate students from a university in Bandung, Indonesia. The data were collected through closed-ended and open-ended questionnaires. As results, it was found that undergraduate students showed positive response and attitudes towards the use of Edmodo in their learning process. Besides, some obstacles of using Edmodo were also revealed, such as lack of experiences in using technology and how to manage the time allocation. Finally, it is suggested that Edmodo should be implemented in undergraduate EFL classroom.Keywords...

The school is the first formal environment the child doing the learning. Learning system in schools needs to consider a variety of things in order to create child-friendly school atmosphere. Learning methods applied by teachers should pay attention to the condition of individual students. One of the conditions that are individual students are learning style (learning style). Research was conducted on students of SMAN 8 Surakarta class X. The long term goal of this research is to develop a child-friendly learning methods according to the learning style of each student is different. Specific target of this study is to analyze the learning style, child-friendly teaching methods and the needs that support the learning of students who have different learning styles. This research method uses a quantitative approach and action research, with the approach it is hoped will get the analysis of learning methods that could develop learning methods according to the learning style of each student

This study empirically investigated the hindrances that encounter the fourth year students of Translation when translating political terms and expressions from English into Arabic. To do so, 40 graduate students of translation, whose ages ranged from 22 to 23 years old, translated three authentic texts of seven political terms and expressions from English into Arabic. Their translations of political culture were analyzed and classified into institutions, terms and abbreviations. The students' percentage of errors reached 64% and the percentage of those who used the dictionary to solve the translation problem is 38%, which revealed the students' considerable difficulty in translating such political expressions. The students' errors in translating the political terms and expressions were attributed to the students' insufficient knowledge of English political culture (i.e. declarative knowledge) and lack of training in translating political culture (i.e. procedural knowledge).

This excerpt from "Who Are You? Towards a Comprehensive Model of the Human Condition" provides an extensive, data-driven look at both the shared and unique aspects of human existence. It highlights biological commonalities, such as the fact that human cells largely replace themselves every 7 to 10 years and that we all have belly button scars, alongside details about physical characteristics like the number of facial muscles (43) and variations in hair types and skin tones. The text also explores the vast array of social, psychological, and cultural factors that shape individuality, listing estimates for things like the number of genders (72), worldwide languages (7,100), musical genres (41), and jobs (over 12,000). Furthermore, the source quantifies complex human experiences, enumerating 27 human emotions, seven ways of thinking, 17 major life events, and 47 types of human experiences within broader categories. The conclusion emphasizes that every person is a unique blend of these biological and environmental influences, navigating life between shared traits and diverse experiences across various global contexts, including the world's 195 countries and 12 major religions.

Taylor & Francis makes every effort to ensure the accuracy of all the information (the "Content") contained in the publications on our platform. However, Taylor & Francis, our agents, and our licensors make no representations or warranties whatsoever as to the accuracy, completeness, or suitability for any purpose of the Content. Any opinions and views expressed in this publication are the opinions and views of the authors, and are not the views of or endorsed by Taylor & Francis. The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Taylor and Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to or arising out of the use of the Content.

Given the current scenarios, the Autonomous University of Nayarit UAN is called upon to contribute to the following of education, but as noted by the United Nations Educational, Scientific and Cultural Organization (UNESCO). United Nations Educational, Scientific and Cultural Organization UNESCO (2006), the improvement of the The quality of education is a difficult and complex task, and progress can only be made if the quality of education is improved. by introducing profound changes in systems, content and practices; it requires abandoning mechanical learning techniques based on memorisation by repetition, giving priority to to productive activities, social work, volunteerism, inclusion in the community and the learning by projects. In the face of these demands, the role of the teacher is indispensable, because is an articulating axis of teaching activities, responsible for consciously introducing and implementing rationally changes, in their teaching actions, in the classroom and ...

Despite solid work on the structural, sociolinguistic and political legitimacy of the Englishes of the world, the fact remains that some Englishes are more privileged than others. Thus, the circulation of different Englishes in the classroom demands a call to dismantle the symbolic and material infrastructures of unequal Englishes. This paper explores the complex dynamics of fostering translingual dispositions against unequal Englishes in English language classrooms. It argues that dispositions which embrace the plurality of English must also include the imperative to act on and work against ideologies and practices which unequally value and stratify different Englishes in the classroom. Fostering translingual dispositions does not always result in unmasking or overturning ideologies, practices and structures of unequal Englishes, but it surfaces conflicted conditions and ideologies which may progressively lead to addressing linguistic inequalities in the classroom, making learning of English more just and compensatory.

The Tercentenary Festival of 1864 marking the three-hundred-year anniversary of the birth of William Shakspere, gave fresh impetus for a permanent memorial to the Baconian-Rosicrucian mask, which led to the original Shakespeare Memorial Theatre at Stratford, that was eventually built and completed during the following decade. The vast and complex project was organised and directed by the Governors of the Shakespeare Memorial Association at Stratford-upon-Avon headed by Provincial Grand Master of Warwickshire William Henry Leigh, second Baron Leigh (1824-1905).

In this article, the authors report part of an action-research project carried out with students of English at Unidad Educativa Bicultural Venezolano-Alemana Colegio Alexander von Humboldt. The project involved the designing, implementation and evaluation of an educational social network site created in NING for two classes of the above mentioned educational setting. As part of the evaluation process, the perceptions of the study participants were surveyed on aspects such as the web site design, usability, ergonomics and perceived benefits for English language learning. The results show that students’ perceptions were mostly favorable since they perceived the designed Social Network as useful, motivating, innovative, dynamic and communicative. Nevertheless, there is a little resistance from a considerable percentage of the participants who expressed that they would rather continue working on class contents in a traditional way or reported not being fully satisfied by certain aspects...

In spite of all the rhetoric surrounding inclusion in the United States and abroad, many students continue to be excluded on the basis of presumed difference and "special" needs . Across the US, the risk of identification as disabled, and subsequent placement within a special education classroom, is greatest for certain culturally and linguistically diverse students (Zion & Blanchett, 2011). At the core of this dilemma are questions related to difference, perceptions surrounding it, and beliefs about how it is best responded to within schools.

Education in Suzanne Collins’s The Hunger Games is not neutral but a calculated instrument of control. The Capitol dictates what may be known and what must remain hidden, shaping history, geography, and even cultural values to secure obedience. What does it mean when ignorance itself becomes a form of oppression, and how does this reflect both historical and contemporary practices of education in the real world? This blog post explores how schooling can serve not only to enlighten but also to reinforce dominant norms and suppress dissent.

RETNO KUSUMANING AYU, The Effect of Discovery Learning Strategy To Seventh Grade Students’ Reading Comprehension at SMPN 2 Gurah In Academic Year 2017/2018, Skripsi , English Department, Teacher Training and Education Faculty, University of Nusantara PGRI Kediri, 2018. Reading is one important activity which cannot be released from our life to search some information or knowledge from printed text. Reading skill became very important because their success of their study depends in the greater part of their ability to read. The goal of reading is comprehension which the students should be able to construct the meaning of a reading passage and their knowledge fluently. However it is difficult of the students. the students problems are their interesting, not understand the meaning, difficulties words. The difficulties reading are influence by several factor such as teacher methods and the students‟ comprehension in reading. To solve this problem of research the writer used discovery le...

In light of the new millennium, there has been a growing need for learners who can live and act as intercultural speakers/intermediaries in such a globalized world. This need, therefore, has brought a new learning pedagogy called "Intercultural Learning", aims to provide an ever-lasting learning process to prepare intercultural speakers for cross-cultural encounters. However, the way intercultural learning is perceived by the teachers would differ from the way it is perceived by the students, which may affect the learning outcomes. In this respect, the present study aims to compare teachers' perceptions with students' expectations regarding intercultural learning in Moroccan higher education. To this end, with a total sample of 51 participants (teachers "N=25" & students "N=26"), two Likert scale questionnaires were used. Based on descriptive and inferential statistics, the findings indicated that most of the teachers held positive perceptions by showing a high degree of agreement with different aspects of intercultural learning namely, the cultural aspects of language teaching, the cultural topics covered, the techniques and the assessment methods used in intercultural learning. Regardless of students' disagreement with some aspects of intercultural learning, the results revealed that they showed positive and high expectations about most of the aspects. Furthermore, on the basis of independent samples t-test, the results indicated that the means of the two groups are not significantly different, and so there is no significant difference between teachers' perceptions and learners' expectations regarding intercultural learning. The study provides insightful implications for teachers and learners regarding intercultural learning.

In the 21st century, learning a foreign language and being able to communicate in that language has become a very important competence. Therefore, it becomes very important for an individual who learns a foreign language to acquire the main skills (listening, speaking, reading, and writing) and sub-skills (grammar, vocabulary, and pronunciation) in language education, but it is also clear that not much importance is given to pronunciation skill compared to other skills. Thus, the purpose of the research was to find out the opinions of the prep-class university students regarding their foreign language pronunciation skills, and to analyze their needs related to teaching pronunciation skills, and to use the research as a needs analysis of the curriculum design that will be prepared following the current study. The study was designated according to qualitative research methods, and the case study model was applied. The research data was collected from 213 students through the form consisting of five open-ended questions prepared by the researcher, and the data obtained were analyzed by the content analysis method. As a result of the research, it was determined that the students have some important problems with pronunciation skills and that they find this skill highly important in terms of language learning.

Addressing the significant need for literacy education instruction, Missouri teacher preparation programs require eight credit hours of literacy coursework for all preservice teachers. Preparing these future teachers-many of whom lack confidence in their own reading and writing skills-is a salient research topic. Guiding students in re-examining their assumptions around the role of literacy in their own learning will support meaningful integration of these fundamental skills in instructional design. This transformation of students' frames of reference requires a challenge to their current conceptions of literacy, a holding space for exploration, and meaningful reflection. According to the National Center for Education Statistics (2012), students' writing performance declines as they advance into secondary grades. Consequently, the Common Core State Standards (2010) include cross-disciplinary literacy standards, "predicated on the idea that content area teachers will use their expertise to teach, guide, and engage students in the reading, writing, speaking, and language relevant to the respective discipline" (National Governors Association Center for Best Practices and Council of Chief State School Officers, 2010). This is especially relevant in content areas like science, as literacy can support student understanding of the identities, activities, and patterns of thinking within the field (Pytash, 2013). Likewise, writing in math "provides opportunities for students to demonstrate mathematical understanding and construct arguments" .

The present study examined the effect of the online reformulation and collaborative feedback on Iranian learners' writing in an English as a foreign language (EFL) context. To this end, three female intact classes (N = 55) at the upper-intermediate level were selected. Two of these classes were thence randomly selected as the experimental groups (1 & 2) and the other one as the control group. Experimental group 1 was provided with online writing feedback in the form of reformulation. Experimental group 2 received online feedback through reformulation followed by general online sessions with the participants for extra individual guidance, i.e., online collaborative feedback in the form of post-writing conferences. The control group experienced the same amount of online writing instruction. They were, however, provided feedback conventionally without reformulation tasks and collaborative feedback. To measure writing proficiency, IELTS task 2 was administered as the pretreatment and the post-treatment test. One-way ANOVA and Post-hoc Tukey Test were used to compare the mean score of the composition tests between groups. The significant effect of online reformulation and collaborative feedback on writing was confirmed. This study has pedagogical implications for EFL English teachers and stakeholders in providing feedback on EFL learners' writings.

Neste trabalho, analisamos dados de duas pesquisas qualitativas na área de formação inicial de professores de inglês (AUTORE, 2017; AUTORE, 2018) realizadas no mesmo contexto, com o objetivo de identificar os pontos comuns entre os estudos.  Os dados indicaram que esta etapa da formação é marcada por conflitos surgidos a partir da desestabilização tanto de conceitos (Vygotsky, 1987) sobre ensino-aprendizagem de inglês quanto de identidades profissionais em (re)construção (Wenger, 1998). Tais conflitos se deram principalmente em relação ao gerenciamento de sala de aula e a análise indicou que a mediação dos conflitos pareceu oportunizar transformações na prática pedagógica e na identidade das alunas-professoras ao longo do processo. Além disso, observamos a importância do diálogo entre pesquisas com perspectivas diferentes para uma compreensão mais ampla dos contextos investigados.

Freire's Cultural Action for Freedom (1970), which explains the ideas that underpin his critical approach to education in general and literacy pedagogy in particular, was first published in English over thirty years ago. Since then, critical literacy, a tradition of language and literacy education that takes seriously the relationship between language, literacy and power, has built upon his work in relation to developments in the field of language and literacy education, in relation to the possibilities and constraints in different contexts, and in relation to new technologies. In the Freirean tradition (1970), becoming literate is linked to naming and renaming the world, in other words to social transformation. In the United Kingdom, the focus was once primarily on critical linguistics and critical discourse analysis and has since moved to semiotics and multimodality. The focus of critical literacy was on reading texts critically in relation to the ways in which they work to position readers ; subsequently there was a turn to the teaching of writing from a critical perspective (Ivanič, 1998; and ultimately to multi-modal design, analysis and re-design (New London Group, 2000). Now critical literacy is concerned with both the consumption and production of texts broadly defined . Even with a shift in focus, the project remains the sameunderstanding the relationship between texts, meaning-making and power in order to undertake transformative social action that contributes to the achievement of a more equitable social order. All the texts selected for this special edition (with the exception of "Articles in dialogue") focus on work that contributes to the development of this project. For instance, Hall used digital storytelling as a tool for honoring the identities and cultural ways of knowing of a group of African American women. Tate and Enciso both used Morrell's ( ) critical text production to illuminate racial and social inequalities in their settings. We framed the call for papers with an understanding that easy access to digital technologies in many parts of the world has changed the conditions of possibility for literacy events resulting in the development of new practices. Books can be downloaded, music and images can be re-mixed and immediately retrieved using quick response codes. Web 2.0 has given young people a global audience for anything they choose to upload. There are new spaces in which they can produce and reproduce identities and enter global online communities. Social networking has produced new forms of interacting, where users can share ideas, activities, events and interests. New forms of language and new kinds of multimodal texts have also been produced. And because change is so rapid, it is difficult to imagine what the landscape will look like by the time the generation currently in school will graduate.

This article argues for a raised awareness of the possibilities offered by the moving image in English, achieved through a wider and better informed understanding of the range of modes that are woven together in a typical text or performance. It pursues the argument through a case study of four films produced by bilingual Year 11 girls in a comprehensive school in Cambridgeshire.

In this interview, Gunther Kress proposes how English needs to expand beyond its traditional linguistic frame into a semiotic frame which recognizes not only the visual but other modes. He argues also for a shift to forms of production in which the acts of reflection and meaning-making are fused, rather than separating the production of new meanings from a retrospective critical process. These and other changes, he suggests, will make possible new, more profound understandings of language, as partial and as one mode among many.

The importance of communication as a central idea in language usage cannot be over-emphasised. This seems to inform how many Nigerian speakers make extensive use of the mixture of indigenous languages and the English language in one and the same breath. It seems to reveal a kind of perception of reality in two ways at the same time. They seem to go through the process of thinking in diverse ways at the same time. This study thus seeks to find out the extent to which the average Nigerian user of the English language makes  intelligible contribution to discourses. How much sense is made to and by interlocutors in the course of their discussions? To what extent is reality to them influenced by their knowledge of the English language? The extent of the indigenisation process is also of interest to the study. The expectation is that such contact should be to the advantage of one or the other of the languages in contact. Real time linguistic data were collected and analysed, using linguis...

Learning strategies are one of the factors that are of importance in learning a foreign language. They could affect the learners' achievement in the learning process which could be divided into the high achiever and low achiever. The aims of this study are to know the learning strategies and its role in high achiever students' achievement and what we can take advantages of their strategies. This study meets mixed method research which is a combination between the quantitative method that refers to the statistical analysis and qualitative method which refers to the descriptive analysis. The results of this study show that high achiever students used all six categories of learning strategies style by Oxford (1990). The frequency scale is in medium to the high category; this means that they used it sometimes or always. Based on the frequency and popularity, metacognitive strategies are placed as most frequently used (M=3.99), while memory strategies placed at the last with medi...

https://questjournals.org/jrhss/papers/vol13-issue9/1309166170.pdf

This essay explores Vishwanathan's arguments about the role of Orientalism and Anglicism in shaping colonial education policy, the contradictory interplay between missionary and governmental agendas, and the ways in which English literature functioned as an effective instrument of social regulation. It further considers how her thesis resonates with and diverges from other postcolonial frameworks, notably Edward Said's Orientalism (1978), Homi Bhabha's theorization of ambivalence, and Partha Chatterjee's critique of colonial modernity. Finally, it reaffirms the significance of Vishwanathan's intervention in reimagining postcolonial literary studies, situating her as a foundational thinker who revealed the entanglement of English studies with the politics of empire.

English as an international language is needed in the educational field as same as in everyday life. English can be found in students’ text books, manual books of some sort of appliances, job vacancy, newspapers, children toy-boxes or wrapping papers, leaflets, and also brochures. Therefore, people need the others who can help them with the language recognition so that they can understand what exactly another people want to say in their own language which is English. In simpler word, people need “Translation”. In this research, the writer wanted to know what adjustment processes occur in the translation of bilingual hair care leaflets which were translated from Indonesian into English and also she wanted to evaluate the translation qualities. Therefore, by conducting this thesis, the writer intended to give a better understanding to translate material text, such as translating leaflets, especially bilingual hair care leaflets including the adjustment processes and the translation qu...

Abduh Almashy School of Education Communication and Language Sciences Newcastle University Newcastle, The United Kingdom ABSTRACT The purpose of this paper is to investigate the motivation for second language learning with reference to Lightbown and Spada’s (2001) study. Lightbown and Spada’s (2011) study first drew attention to a multitude of features associated with being an effective learner. In turn, the study assessed the available literature in such a way as to confirm or reject, by means of empirical evidence and clear reasoning, each of the elements on their list. Noteworthily, it is possible to divide the features that the authors highlighted into the following primary factors: firstly, motivation; secondly, personality; thirdly, aptitude; fourthly, intelligence; and finally, learner characteristics. In view of these, it is the aim of the present article to examine the motivation that underpins an individual’s decision to learn a second language (L2). Both the literature an...

This research is a descriptive study that aims to get an idea of the interest in reading short story at the students of SMP Negeri 3 Samaturu Kolaka. Overall respondents are students of class IX SMP Negeri 3 Samaturu totaling 65 people. The data collection technique used was to spread the Likert scale questionnaire to the respondents. The questionnaire contains 20-point declarations, which consisted of 13 items of positive statements and 7 negative items. The data obtained in this study were processed and analyzed by scoring and coding techniques and result showed that 4 respondents or 6.15% of respondents who have a low interest in reading; 29 respondents or 44.62% of respondents who have a moderate interest in reading; 32 respondents or 49.23% of respondents who have a high interest in reading. Based on the criteria used, interest in reading short stories of grade IX students of SMP Negeri 3 Samaturu said to be sufficient if the percentage of respondents reading interest category is being increased percentage of respondents' categories of high interest to reach 60% or more. Therefore, the percentage of respondents reading interest categories plus the percentage of respondents currently high interest categories reached 93.85%, it was concluded that the students' interest in reading short stories at grade IX SMP Negeri 3 Samaturu Kolaka was adequate.

This study aimed to describe the increase in reading comprehension through a jigsaw model at the seventh grade students of SMP Negeri 2 Kolaka Samaturu. The design of the study is a Classroom Action Research. This research data was process data and action outcome that obtained through observation, tests, and interviews. The data sources of this study were teachers and students. The results showed that the jigsaw model can improve the quality of learning in reading comprehension both in the aspect of learning outcomes as well as aspects of the learning process. In the aspect of the test results as well as aspects of the learning process, both showed significant improvement. In the first cycle of the obtained value of the test results of students were still more at the enough category, i.e. 53.13% of the total number of students. Similarly to aspects of the learning process, in the first cycle, only 12, or 37.5% of students who obtained excellent category. In the second cycle, an incr...

The aim of this study is to explore the target needs (i.e. necessities, lacks and wants) of the students to inform academic writing courses materials. A case study design was employed as this design to provide in-depth data information. To collect the data, questionnaire and interviews were used. Twenty-three undergraduate students of English department at a private university in Mataram West Nusa Tenggara who take academic writing course in the 2019-2020 academic year participated in the study. The result of the study showed that the students need to learn the types of writing texts, vocabulary and construct sentences into paragraph, have good skills in writing different genres since they are lack of grammar knowledge and vocabularies, and improvement on the aspect of teaching writing. This finding may promise implications for updating the current curriculum and materials as practiced for tertiary level English department students in an attempt to keep up with the latest changes in...

This past school year we (a high school English teacher, a teacher educator, and two teacher candidates in English education) worked with tenth-grade students at a high school in rural, eastern Kentucky whom we might call "struggling" readers. They had not performed well on the reading section of the Measure of Academic Progress (MAP) standardized test at the end of ninth grade, and as a result, the school administrators placed them in Level D English, the lowest track of four class levels, so that they could receive targeted instruction based on their low MAP scores. Not surprisingly, perhaps, many of these students told us at the beginning of the school year that they despised reading. Several more told us that they were not good readers; their stated evidence for such: "I don't understand what I read." Yet all of them, as so many "struggling" students we had met in the past, had strong interests and opinions that led us to believe that they had w...

This study investigates the implications of community-induced strategies on the sustainable educational development of secondary school students from disintegrated families in Delta State, Nigeria. The study adopted the descriptive research design. The population of this study comprised the 283 principals, 566 vice principals, 7,471 teachers, and 336,131 students in the 283 public senior secondary schools in Delta State. A sample of 377 respondents (29 principals, 29 vice principals, 87 teachers, and 232 students) was selected using a five-phase multistage sampling technique in 29 public senior secondary schools. A 24-item structured instrument titled “Community-Induced Strategies and Implications for Sustainable Educational Development of Students from Disintegrated Families Questionnaire” (CISISEDSDFQ), with a reliability coefficient of 0.914, was used to collect data. Mean and standard deviation were used to answer the research questions, while Analysis of Variance (ANOVA) was used to test the hypothesis at a 0.05 level of significance. The study revealed among others that category of the respondents (school administrators, teachers and students) significantly influenced the community- induced strategies integrated for sustainable educational development of secondary school students from disintegrated families in Delta State, Nigeria (F2, 351=.000, p˂.05). The study recommended among others that school administrators and community stakeholders should establish structured mentoring programmes and vocational life-skills workshops to provide students from disintegrated families with role models, emotional support, and essential academic skills.

Keywords: Community-Induced Strategies, Sustainable Educational Development, Disintegrated Families, Delta State.

The vision of the Journal is as follows: 1. To provide a meeting-point for intellectual brainstorming and cross-fertilization of wellresearched ideas. 2. To produce a journal of international standard and reputation both in content validity and measurement reliability. 3. To galvanize intellectually potent ideas to drag Africa's dwindling economies out of the portals of poverty and catapult them to the planet of economic prosperity and sustainable development. The article must be original and should not be more than 15 pages in length including references All manuscripts are reviewed by three referees/assessors and at least, one member of the Editorial Board. Page and offprint charges are communicated to authors along with notification of the status of their papers for publication. The writing style should be clear and lucid. Emphasis is placed on readability, high scholarly standards and works that have policy implications on development in Africa, and by extension, the international community.

This study examines moral education as an antidote for deviance and effective management of discipline among secondary school students in the Delta South Senatorial District, Nigeria. The study adopted descriptive survey research. The population of this study comprised the 122 principals, 244 vice principals, 2,847 teachers, and 35,252 students across the 122 public senior secondary schools in the Delta South Senatorial District. A sample of 330 respondents comprising 15 principals, 15 vice principals, 75 teachers, and 225 students was selected using a six-phase multistage sampling technique in 15 public senior secondary schools. A 30-item self-structured instrument titled “Moral Education as Antidote for Deviance and Effective Management of Discipline among Students Questionnaire” (MEADEMDSQ) was used to collect data analyzed using mean and standard deviation. The study revealed that the grand mean scores of 3.66 and 3.68 indicated that moral education improved students’ behaviour, and reduced deviant acts, respectively. Also, the grand means of 3.63 and 3.69 indicated that moral education positively influenced discipline management and character development, respectively. The grand means of 3.71 and 3.71 revealed that moral education promoted positive behaviour and discouraged indiscipline, respectively, in secondary schools in the Delta South Senatorial District, Delta State. The study recommended, among others, that the Ministry of Education should ensure secondary schools consistently integrate moral education to reduce truancy, violence, theft, malpractice, and cultism, while improving respect for rules, authorities and fostering positive peer relationships.
Keywords: Moral Education, Antidote, Deviance, Effective Management of Discipline, Delta South Senatorial District.

The Diary of a Young Girl is one of the most important pieces of Holocaust literature. Despite facing several censorship issues, it still occupies a respectable spot in the list of books most widely read around the world. The book provides various insights about life during the gruesome period. There's no doubt that it is an eminent source of study. But at heart, it remains the diary of a teenager. Anne's innocence, humor, and insecurities are reflected through her entries, making the reader empathize with her. Aside from all the complications of transitioning from a child to an adult, teenage life is full of hope and vivacity. It is the time when an individual is driven to prove their worth and bring about some change. If this zeal is corrupted by a race-obsessed dictator, things are bound to get dark and the rest is history.

“Bright English for Young Learners” is a comprehensive guide designed for beginners and intermediate learners to master English effectively. The book covers essential topics like numbers, days, and months in the early chapters, helping learners establish a solid foundation in basic language skills. It then progresses into vocabulary for describing objects, people, and hobbies, as well as practical grammar topics like pronouns, prepositions, and comparative degrees. With clear explanations and real-life examples, learners can easily grasp the concepts needed for daily communication and writing.

The latter chapters focus on more advanced language skills, such as writing procedure texts, recount texts, greeting cards, narrative and descriptive texts. Additionally, the book covers passive voice and practical language used in labels, announcements, advertisements, and short messages. Designed to be both informative and engaging, “Bright English for Young Learners” is the perfect resource to help learners enhance their English proficiency in both academic and everyday contexts.

The objective of the study is to find out the correlation between students’ reading fluency and their reading comprehension achievement of the eighth grade of MTs Paradigma Palembang in the academic year of 2014/2015. The method used was descriptive quantitative method through correlational study. The data were collected by using oral reading fluency and reading comprehension test. Sixty eight students were involved in the study and the data were analyzed by test analysis. The result showed that 58.5 % students had poor reading fluency (at risk category), 38.5 % students had average reading fluency (some risk), and had 3 % good reading fluency (low risk category). Besides that, the result also showed 76.4 % students had poor reading comprehension achievement, 20.6 % students had average reading comprehension achievement, and 3 % students had good reading comprehension achievement. There was a significant correlation between reading fluency and reading comprehension achievement R 8.3...

In this study, we shared findings from selected student teachers in National Institute of Education (a teacher education institution in Singapore) who have created eportfolios that presented their learning and teaching practicum experiences. The eportfolios were constructed with the aim to document their learning journey and teaching practices, and to reflect and showcase what they have achieved. Data were extracted from their eportfolio artifacts in order to seek evidence of their teacher identity formed during this process. The main research questions addressed in this paper were: -What type of teacher identity was reflected through pre-service teachers' use of eportfolios?‖; and -How their teacher identity developed in different contexts over time?‖ The paper concluded that student teachers' identities evolved as they went through the teacher education program. Such identity constructions are never fixed, and develop under the influence of student teachers' surrounding contexts and experiences.

This study was set out to investigate the efficacy of homogeneous and heterogeneous pushed output based instruction on upper-intermediate EFL learner� speaking complexity. To do so, 41 (17 males and 24 females) EFL learners were selected from University of Zabol based on the results of OPT. Then, they were put in control and experimental groups based on the predetermined criteria. Retelling and decision making tasks were used in the treatments of experimental groups while control group received placebo during 15 sessions, twice a week. Public versions of IELTS speaking test were used as pre/post-test. The results of Independent sample t-test indicated that experimental groups outperformed control group. On the other hand, statistical analyses showed no significant differences between male and female speech complexity. To sum up, the findings demonstrated the fruitful effects of collaborative pushed output activities on speaking sub-skills. Likewise, the results suggested the impleme...

This case study aimed to investigate the use of the social media video application, TikTok, to support ten EFL teachers in Indonesia to develop videos for storytelling with their students. In this study, a two-week training program consisting of face-to-face and online sessions was conducted to facilitate the teachers to explore TikTok affordances and tell stories in the form of TikTok's Duet. The data were collected from TikTok videos produced during the program and the teachers' preand post-training reflective notes. The findings show the teachers' shifted view of TikTok as non-educational entertainment to an educational platform that could facilitate interactive and interesting storytelling with students. The teachers were aware that while the short duration of the TikTok video was beneficial for easy sharing and engagement with students, it affected the length of the unfolding stages of the story. In creating a TikTok video for storytelling, the teachers found modifying original stories into a one-minute interactive video challenging. More support is thus required to provide teachers with pedagogical, technological, and language content knowledge that allows them to develop teaching resources relevant to their student's language learning needs and social and economic backgrounds.

Penelitian ini membahas peran strategis pendidikan Islam dalam meningkatkan kualitas sumber daya manusia (SDM) di Indonesia. Pendidikan Islam dipahami sebagai sistem yang tidak hanya menekankan aspek kognitif, tetapi juga integrasi nilai spiritual, moral, dan sosial yang relevan dengan tantangan globalisasi, revolusi industri 4.0, serta dinamika masyarakat 5.0. Melalui pendekatan konseptual dan analisis empiris, buku ini menunjukkan bahwa SDM unggul hanya dapat terbentuk melalui pendidikan yang holistik—menggabungkan ilmu pengetahuan, keterampilan abad ke-21, serta pembentukan karakter berlandaskan ajaran Islam. Kajian ini juga menyoroti peran lembaga pendidikan Islam, kontribusi kebijakan pemerintah, serta tantangan krisis moral, kesenjangan akses pendidikan, dan bonus demografi. Dengan demikian, karya ini berkontribusi pada literatur dengan menegaskan bahwa pendidikan Islam memiliki posisi strategis sebagai fondasi pembangunan bangsa, sekaligus solusi dalam mencetak generasi yang kompeten, berdaya saing, dan berakhlak mulia.

Kata kunci: pendidikan Islam, sumber daya manusia, pembangunan, globalisasi, karakter

Aunque los programas dedicados a formar profesionales en las diferentes áreas del saber se conforman de diferentes componentes, prácticamente todos comparten dos en común: la teoría y la práctica, tal como sucede en los programas de educación. El objetivo de este artículo es proponer las bases para un nuevo modelo de fundamentación de los programas de Educación en Idiomas Extranjeros. Para el efecto, se parte del análisis crítico de tres modelos: modelo artesanal, modelo de ciencia aplicada y modelo reflexivo, los cuales han sido utilizados en los programas de educación en general y en los programas de idiomas extranjeros en particular. El modelo curricular que se propone se fundamenta en teorías educativas, enfoques curriculares y modelos pedagógicos contemporáneos. Finalmente, se destacan algunas de las fortalezas del modelo. Palabras clave: programa de educación en idiomas extranjeros, modelo artesanal, modelo de ciencia aplicada, modelo reflexivo, modelo basado en el currículo.

This classroom narrative proposes a process for reinventing academic research and writing in secondary schools for the 21st Century. We build on Macrorie's (1988) I-Search paper, drawing on affordances of Web 2.0 technologies and culture, to initiate the iSearch 2.0 process. iSearch 2.0 consists of four phases: 1) messing about and trying on questions; 2) exploring and expanding the edge of knowledge; 3) publication; and 4) reflection and self-assessment. This new academic research and writing process makes it possible for students to investigate and try out possible research topics, actively participate in the social construction of knowledge, trace sources efficiently, create meaningful products, and distribute information (regarding both the process and products of research) widely. iSearch 2.0 allows students to receive feedback from broad publics during the process of research and also to utilise multiple methods and compositional modes for self-reflection. Assessment strategies for iSearch 2.0 can incorporate interest communities outside the school and should consider the process and products of inquiry.

This cognitive ethnographic study explored the mental processes that professional actors used when making artistic choices while engaged in creative practices to begin a conversation about how the theatrically gifted and talented population is viewed, researched, and educated in non-arts subjects. Professional actors at two sites were observed, videotaped, and interviewed over several rehearsals during play production. The major thematic findings indicated that artistic decision making results from actors engaging in a cyclical process of private work, affective validation, and collaboration. Implications for teaching theatrically gifted students call for classroom environments and processes that echo theatrical rehearsal structures, while engaging the imagination through personal connection and discovery.

Law is a tool used to establish pulic order, is binding and coercive. However, public order wich is the purpose of the law will only be achieved if the exiting theory in law is in accordance it's the reality in society. Include terms of economic and business. Design and editing services are one of the business that are in great demand by students. With the economic conditions that are still limites, most student providing design and editing services choose to use cracked software as a production tool. Even the ban on this matter is contained in the Copyright Act number 28 of 2014. This research is a qualitative research with analytical descriptive approach and deductive analysis method. While the approach use is legal psychology and maqāṣid al-sharī'ah. The psychology of law result from of this study conclude that the cause of violations of the use of cracked software by some students of editing and design services is individual factor contains factors forming individual behavior, environmental, and environmental interaction factors. Public views are also factor that support violation behavior. Meanwhile, according to the maqāṣid al-sharī'ah, this violation cannot be justified even though the students providing editing and design services do not have venture capital, because it is not in accordance with the principles of sharī'ah economics and violates the hifdzul māl concept.

This research reports the effectiveness of students' and a teacher's reflection on their learning and teaching happened in a large class with limited time. The study showed that the processes of action research in action (setting, focus, investigation, response, reflection and task) identified three problems happened in action. Students came to the class late, they did not pay much attention in speaking lesson review and they did not try to response teacher's questions. Those problems may be students' obstacles to speak. Also the study investigated how action researcher procedures (plan, act, observe, reflect, revise and report) and awareness-raising could solve the problems and enhance students to reach their speaking goal with confidence in a large class with limited time at their own pace. Action research procedures were used to study the processes and participants' outcomes. The awareness-raising discussion prompts were used to increase students' reflection on their language learning achievement, especially speaking English. The data obtained from students' and a teacher's action research procedures indicated that enhancing students to reach their goal the students themselves had to change their learning behaviors and also I as a teacher and researcher had to used variety of teaching techniques and various theories in all steps of teaching, pre-while and post teaching. Tuckman's model, stages of forming, storming, norming and performing, with one plus technique encouraged students to come to the class on time. Teacher's roles: helper, encourager, facilitator and motivator were one of the factors to encourage students' learning and to have students slightly change from negative to positive attitudes towards language learning. Planning step (goal-setting) with learner contract also helped them to have more systems and more time to practice speaking English outside of classroom. Using question and answer techniques focusing on individual response enhanced them to participate with confidence in speaking in a large class and limited time. Finally, awareness-raising helped students to think carefully about how to improve their language learning at their own pace. The study was carried out with forty first-year engineering students of the college of Industrial Technology, King Mongkut's University of Technology North Bangkok taking 810301: English I course. They were asked to participate in the activities while they were attending their regular class. The data were collected from both students and a teacher's reflection on the outcomes of action researcher procedures and the processes of action research in action. The research showed that the processes of action research in action, action research procedures, Tuckman's model, teacher's roles, goal-setting, question & answer technique and awarenessraising could enhance students to reach their English speaking goal at their own pace.

Initiation, Response, and Feedback(IRF) sequences are the most frequent interaction network in any classroom contexts. IRF sequences have been examined profusely in previous studies and were reported to be negatively correlated with participation opportunities (Kasper, 2006; Cazden, 2001; Ellis, 1994).In all these studies, all contingent factors of any classroom context which might influence interaction network have been overlooked. Therefore, IRF sequences have been improvidently considered as static and inflexible interaction patterns which are unfolded invariantly in classroom. Based on video- taped data from ten English as a foreign language (EFL) classes, which were analyzed within conversation analysis framework, this study uncovered a modified version of IRF sequences labeled as ISRF (Initiation, Struggle, Response, and Feedback) sequences. Previous literature reported that IRF sequences offer very limited learning opportunities. ISRF sequences, on the other hand, have been s...

A comprehensive series of essays and articles that cover and explain the "Shakespeare Authorship Debate", a recent controversy among literary, dramatic and academic circles who have formulated and established their own views and opinions with regard to authorship of some 36 plays and several volumes of poetry attributed to the "Bard of Avon". It explains why this great literary fraud was perpetrated, by whom and how a relatively obscure son of a farmer/property developer from Stratford-upon-Avon was wrongly presumed to be the greatest living playwright and poet the world has ever known.