Journal articles on the topic 'L 2 - language classroom'

Purpose This article includes results from a multistate randomized controlled trial designed to investigate the impacts of a language-focused classroom intervention on primary grade students' proximal language skills and distal reading comprehension skills. Method The sample included 938 children from 160 classrooms in 4 geographic regions in the United States; each classroom was randomly assigned to 1 of 2 experimental conditions (2 variations of a language-focused intervention) or business-as-usual control. For this study, the 2 experimental conditions were collapsed, as they represented minor differences in the language-focused intervention. All children completed assessments at multiple time points during the academic year. Proximal measures (curriculum-aligned measures of vocabulary, comprehension monitoring, and understanding narrative and expository text) were administered throughout the school year. Distal measures of reading comprehension were administered at the beginning and the end of the school year. Results Multilevel multivariate regression was conducted with results showing that students receiving the language-focused intervention significantly outperformed those in the control group in comprehension monitoring and vocabulary, with effect sizes ranging from 0.55 to 1.98. A small effect in understanding text (narrative) was found in 3rd grade only. Multilevel path analyses were then conducted to examine if the intervention had a positive impact on reading comprehension through the influence of proximal language outcomes. In all 3 grades, instruction impacted reading comprehension via the mediation of vocabulary, with sizable effects (1.89–2.26); no other indirect pathways were significant. Conclusions This study provides evidence that a language-focused intervention can positively impact students' performance on language measures that are closely aligned with the intervention, with indirect, large effects on distal reading comprehension measures. Theoretically, this study provides causally interpretable support for the language bases of reading comprehension.

Purpose Phonological–semantic intervention has been shown to be effective in enhancing the vocabulary skills of children with language disorder in small-group or individual settings. Less is known about vocabulary interventions for adolescents with language disorder in whole-class models of delivery. The current study investigated the effectiveness of phonological–semantic vocabulary intervention for adolescents with language disorder, delivered by secondary school teachers within science lessons. Method Seventy-eight adolescents with language disorder, aged 11–14 years, were taught science curriculum words by teachers in class, under 2 conditions: (a) 10 words taught through usual teaching practice and (b) 10 matched words taught using an experimental intervention known as Word Discovery, which embedded phonological–semantic activities into the teaching of the syllabus. Ten similar control words received no intervention. Word knowledge was assessed pre-intervention, postintervention, and follow-up. Results At pre-intervention, measures of depth of word knowledge and expressive word use did not differ between usual teaching practice and experimental words. At postintervention, depth of knowledge of experimental words was significantly greater than that of usual teaching practice words. This significant advantage was not maintained at follow-up, although depth of knowledge for experimental words remained significantly higher at follow-up than at pre-intervention. At postintervention, expressive use of experimental words was significantly greater than that of usual teaching practice words, and this significant difference was maintained at follow-up. There was no change in students' depth of knowledge or expressive use of no-intervention words over time, confirming that the findings were not due to maturity or practice effects. Conclusion The experimental intervention was more effective than usual teaching practice in increasing the word knowledge of participants. Clinical and teaching implications include the importance of intervening during the adolescent years, with classroom vocabulary intervention being a viable option for collaborative teacher and speech and language therapy/pathology practice.

PurposeThis study examined the effects of incorporating a peer-mediated approach into a speech-generating device (SGD) intervention on communication of 45 nonverbal and minimally verbal preschoolers with autism spectrum disorder (ASD) and 95 peers without disabilities. The SGD was an iPad 2 (Apple) with voice output app.MethodEffects were evaluated using a multivariate randomized control trial design with repeated measures for 4 cohorts across baseline, intervention, generalization, and maintenance phases. Children were randomly assigned to an experimental treatment that trained peers on use of the SGD or a business-as-usual comparison condition with untrained peers. Communication outcomes were measured for both children with ASD and peers.ResultsChildren receiving the treatment demonstrated significant increases in rates of communication and more balanced responses and initiations (a measure of reciprocity) than children in the comparison group. They were able to generalize improvements and maintain communication gains. Treatment fidelity was high for school staff and peer implementation.ConclusionsResults support positive effects on communication of teaching young children with ASD and peers without disabilities to use the same SGD system in typical preschool activities. SGD interventions that utilize peer-mediated approaches may improve core deficits in communication and reciprocity and allow for greater classroom social participation and interactions with peers.

Purpose The purpose of this study was to retrospectively examine the preschool language and early literacy skills of kindergarten good and poor readers, and to determine the extent to which these skills predict reading status. Method Participants were 136 children with language impairment enrolled in early childhood special education classrooms. On the basis of performance on a word recognition task given in kindergarten, children were classified as either good or poor readers. Comparisons were made across these 2 groups on a number of language and early literacy measures administered in preschool, and logistic regression was used to determine the best predictors of kindergarten reading status. Results Twenty-seven percent of the sample met criterion for poor reading in kindergarten. These children differed from good readers on most of the skills measured in preschool. The best predictors of kindergarten reading status were oral language, alphabet knowledge, and print concept knowledge. Presence of comorbid disabilities was not a significant predictor. Classification accuracy was good overall. Conclusion Results suggest that risk of reading difficulty for children with language impairment can be reliably estimated in preschool, prior to the onset of formal reading instruction. Measures of both language and early literacy skills are important for identifying which children are likely to develop later reading difficulties.

The ability to tell stories needs to be trained in early childhood to learn to express their thoughts, needs, and emotions. The purpose of the study was to analyze the initial ability of storytelling that is owned by children aged 5-6 years so that it can be taken into consideration in determining the learning media to be made. The place of the study was conducted at Al Iman Kindergarten in East Jakarta from January - December 2016. The research method used was quantitative by using a storytelling ability test that was distinguished by language and non-language aspects. Data analysis techniques are carried out using descriptive statistics. The results of the research are indicators of storytelling abilities derived from language and non-language aspects. Based on the results of the storytelling ability test obtained if most children are still not good in the language and non-language aspects. Recommendations for further research are expected to develop learning media that train children’s storytelling skills for the better. References: Berkowitz, D. (2011). Oral storytelling: Building community through dialogue, engagement, and problem-solving. YC Young Children, 66(2), 36-41. https://eric.ed.gov/?id=EJ930387 Djaali & Muljono, (2008). Pengukuran dalam bidang pendidikan. Jakarta: Grasindo. Fekonja-Peklaj, U., Marjanovič-Umek, L., & Kranjc, S. (2010). Children’s storytelling: The effect of preschool and family environment. European Early Childhood Education Research Journal, 18(1), 55–73.doi:10.1080/13502930903520058 Kervin, L. & Mantei, J. (2016). Digital storytelling: Capturing children’s participation in preschool activities. Issues in Educational Research, 26(2), http://www.iier.org.au/iier26/kervin.pdf Lenox, M. F. (2000). Storytelling for young children in a multicultural world. Early Childhood Education Journal, 28(2), 97–103. doi:10.1023/a:1009599320835 Maidar G. A. & Mukti U.S. (1988). Pembinaan kemampuan berbicara. Jakarta: Erlangga. Miller, S. & Pennycuff. (2008). The power of story: Using storytelling to improve literacy learning. Journal of Cross-Disciplinary Perspectives in Education, 1(1), 36 – 43. http://wmpeople.wm.edu/asset/index/mxtsch/storytelling Nurgiyantoro, B. (2010). Penilaian pembelajaran bahasa berbasis kompetensi. Yogyakarta: BPFE. Pekdoğan, S. (2016). Investigation of the effects of story-based social skills training program on the social skill development of 5-6-year-old children. Education and Science, 41, 183, 305-318. https://eric.ed.gov/?id=ED573653 Schneider, P., Rivard, R., & Debrueil, B. (2011). Does colour affect the quality or quantity of children’s stories elicited by pictures?. Child Language Teaching and Therapy, 27, 2-3. https://rehabilitation.ualberta.ca//media/rehabili-tation/faculty-site/departments/csd/documents/enni/bw-colour-final-version.pdf Setiati, L., Sunarto, P. & Setiawan, P. (2011). Komunikasi gambar bercerita pada buku belajar baca anak taman kanak-kanak. ITB J. Vis. Art & Des, 5(1), http://download.portalgaruda.org/article.php?article=312143&val=7392&title=Komunikasi%20Gambar%20Bercerita%20 pada%20Buku%20Belajar%20Baca%20Anak%20Taman%20Kanak-Kanak Silva, M., Strasser, K., & Cain, K. (2014). Early narrative skills in Chilean preschool: Questions scaffold the production of coherent narratives. Early Childhood Research Quarterly, 29, 205–213 http://repositorio.uchile.cl/bitstream/han-dle/2250/124436/Early-narrative-skillsin-Chilean-preschool-Questions-scaffoldthe-production-of-coherent-narratives.pdf?sequence=1 Stadler, M. A., & Ward, G. C. (2006). Supporting the Narrative Development of Young Children. Early Childhood Education Journal, 33(2), 73–80. doi:10.1007/s10643-005-0024-4 Tayler, C. (2015). Learning in early childhood: Experiences, relationships and ‘learning to be.’ European Journal of Education. 50(2). http://onlinelibrary.wiley.com/doi/10.1111/ejed.12117/full Whorrall, J., & Cabell, S. Q. (2015). Supporting Children’s Oral Language Development in the Preschool Classroom. Early Childhood Education Journal, 44(4), 335–341. doi:10.1007/s10643-015-0719-0 Willis, C. A., & Schiller, P. (2011). Preschoolers’ social skills steer life success. YC young children, 66(1), 42-49. CCCNS NoG-090-Wil/YC. Wright, C., Diener, M. L., & Kemp, J. L. (2013). Storytelling dramas as a community building activity in an early childhood classroom. Early Childhood Education Journal, 41, 197–210. doi: http://dx.doi.org/10.4135/9781483340333.n391

Purpose This study explored the role of time and retrieval experience in the consolidation of word forms. Method Participants were 106 adults trained on 16 novel word-referent pairs, then tested immediately and 24 hr later for recognition and recall of word forms. In the interim, tests were repeated 2 hr or 12 hr after training, or not at all, thus varying the amount and timing of retrieval experience. Results Recognition accuracy was stable and speed improved over the 24-hr period. But these manifestations of consolidation did not depend on interim retrieval experience; in fact, the 2-hr interim test interfered with improvements in speed. In contrast, the number of word forms recalled increased only with interim retrieval experiences, and the 12-hr interim test was more advantageous to recall than the 2-hr test. Conclusions After a word form is encoded, it can become stronger with time. Retrieval experience can also strengthen the trace, but, if retrieval occurs when the memory is still labile, it can be disruptive. This complex interplay between retrieval experience and time holds implications for measuring learning outcomes and for scheduling practice in classrooms and clinics.

Disciplinary behavior increases children's responsibility and self-control skills by encouraging mental, emotional and social growth. This behavior is also related to school readiness and future academic achievement. This study aims to look at read aloud with the media of large books in improving disciplinary behavior during early childhood. Participants were 20 children aged 5-6 years. By using qualitative methods as a classroom action research, data collection was carried out by observation, field notes, and documentation. The results of pre-cycle data showed that the discipline behavior of children increased to 42.6%. In the first cycle of intervention learning with ledger media, the percentage of children's discipline behavior increased to 67.05%, and in the second cycle, it increased again to 80.05%. Field notes found an increase in disciplinary behavior because children liked the media which was not like books in general. However, another key to successful behavior of the big book media story. Another important finding is the teacher's ability to tell stories to students or read books in a style that fascinates children. The hope of this intervention is that children can express ideas, insights, and be able to apply disciplinary behavior in their environment. Keywords: Early Discipline Behavior, Read aloud, Big Book Media References Aksoy, P. (2020). The challenging behaviors faced by the preschool teachers in their classrooms, and the strategies and discipline approaches used against these behaviors: The sample of United States. Participatory Educational Research, 7(3), 79–104. https://doi.org/10.17275/per.20.36.7.3 Anderson, K. L., Weimer, M., & Fuhs, M. W. (2020). Teacher fidelity to Conscious Discipline and children’s executive function skills. Early Childhood Research Quarterly, 51, 14–25. https://doi.org/10.1016/j.ecresq.2019.08.003 Andriana, E., Syachruroji, A., Alamsyah, T. P., & Sumirat, F. (2017). Jurnal Pendidikan IPA Indonesia Natural Science Big Book With Baduy Local Wisdom Base. 6(1), 76–80. https://doi.org/10.15294/jpii.v6i1.8674 Aulina, C. N. (2013). Penanaman Disiplin Pada Anak Usia Dini. PEDAGOGIA: Jurnal Pendidikan, 2(1), 36. https://doi.org/10.21070/pedagogia.v2i1.45 Bailey, B. A. (2015). Introduction to conscious discipline Conscious discipline: Building resilient classrooms (J. Ruffo (ed.)). Loving Guidance, Inc. Brown, E. (1970). The Bases of Reading Acquisition. Reading Research Quarterly, 6(1), 49. https://doi.org/10.2307/747048 Clark, S. K., & Andreasen, L. (2014). Examining Sixth Grade Students’ Reading Attitudes and Perceptions of Teacher Read Aloud: Are All Students on the Same Page? Literacy Research and Instruction, 53(2), 162–182. https://doi.org/10.1080/19388071.2013.870262 Colville-hall, S., & Oconnor, B. (2006). Using Big Books: A Standards-Based Instructional Approach for Foreign Language Teacher CandidatesinaPreK-12 Program. Foreign Language Annals, 39(3), 487–506. https://doi.org/doi:10.1111/j.1944-9720.2006.tb02901.x Davis, J. R. (2017). From Discipline to Dynamic Pedagogy: A Re-conceptualization of Classroom Management. Berkeley Review of Education, 6. https://doi.org/10.5070/b86110024 Eagle, S. (2012). Computers & Education Learning in the early years : Social interactions around picturebooks , puzzles and digital technologies. Computers & Education, 59(1), 38–49. https://doi.org/10.1016/j.compedu.2011.10.013 Farrant, B. M., & Zubrick, S. R. (2012). Early vocabulary development: The importance of joint attention and parent-child book reading. First Language, 32(3), 343–364. https://doi.org/10.1177/0142723711422626 Galini, R., & Kostas, K. (2014). Practices of Early Childhood Teachers in Greece for Managing Behavior Problems: A Preliminary Study. Procedia - Social and Behavioral Sciences, 152, 784–789. https://doi.org/10.1016/j.sbspro.2014.09.321 Ho, J., Grieshaber, S. J., & Walsh, K. (2017). Discipline and rules in four Hong Kong kindergarten classrooms : a qualitative case study. International Journal of Early Years Education, 1–15. https://doi.org/10.1080/09669760.2017.1316242 Hoffman, L. L., Hutchinson, C. J., & Reiss, E. (2005). Training teachers in classroom management: Evidence of positive effects on the behavior of difficult children. In The Journal of the Southeastern Regional Association of Teacher Educators (Vol. 14, Issue 1, pp. 36–43). Iraklis, G. (2020). Classroom (in) discipline: behaviour management practices of Greek early childhood educators. Education 3-13, 0(0), 1–9. https://doi.org/10.1080/03004279.2020.1817966 Kalb, G., & van Ours, J. C. (2014). Reading to young children: A head-start in life? Economics of Education Review, 40, 1–24. https://doi.org/doi:10.1016/j.econedurev.2014.01.002 Kemmis, S., & McTaggart, R. (1988). The action research planner (3rd ed.). Deakin University Press. Ledger, S., & Merga, M. K. (2018). Reading aloud: Children’s attitudes toward being read to at home and at school. Australian Journal of Teacher Education, 43(3), 124–139. https://doi.org/10.14221/ajte.2018v43n3.8 Longstreth, S., Brady, S., & Kay, A. (2015). Discipline Policies in Early Childhood Care and Education Programs : Building an Infrastructure for Social and Academic Success Discipline Policies in Early Childhood Care and Education Programs : Building an Infrastructure. Early Education and Development, 37–41. https://doi.org/10.1080/10409289.2011.647608 Mahayanti, N. W. S., Padmadewi, N. N., & Wijayanti, L. P. A. (2017). Coping With Big Classes: Effect of Big Book in Fourth Grade Students Reading Comprehension. International Journal of Language and Literature, 1(4), 203. https://doi.org/10.23887/ijll.v1i4.12583 Martha Efirlin, Fadillah, M. (2012). Penanaman Perilaku Disiplin Anak Usia 5-6 Tahun di TK Primanda Untan Pontianak. Pendidikan Anak Usia Dini, 1–10. Merga, Margaret K. (2017). Becoming a reader: Significant social influences on avid book readers. School Library Research, 20(Liu 2004). Merga, Margaret Kristin. (2015). “She knows what I like”: Student-generated best-practice statements for encouraging recreational book reading in adolescents. Australian Journal of Education, 59(1), 35–50. https://doi.org/10.1177/0004944114565115 Merga, Margaret Kristin. (2017). Interactive reading opportunities beyond the early years: What educators need to consider. Australian Journal of Education, 61(3), 328–343. https://doi.org/10.1177/0004944117727749 Milles;, M. B., & Huberman, M. (2014). Qualitative Data Analysis. Sage Publications. Moberly, D. A., Waddle, J. L., & Duff, R. E. (2014). Journal of Early Childhood Teacher Education The use of rewards and punishment in early childhood classrooms The use of rewards and punishment in early childhood classrooms. Journal of Early Childhood Teacher Education, 37–41. https://doi.org/10.1080/1090102050250410 Mol, S. E., & Bus, A. G. (2011). To Read or Not to Read: A Meta-Analysis of Print Exposure From Infancy to Early Adulthood. Psychological Bulletin, 137(2), 267–296. https://doi.org/10.1037/a0021890 Pegg, L. A., & Bartelheim, F. J. (2011). Effects of daily read-alouds on students’ sustained silent reading. Current Issues in Education, 14(2), 1–8. Penno, J. F., Wilkinson, I. A. G., & Moore, D. W. (2002). Vocabulary acquisition from teacher explanation and repeated listening to stories: Do they overcome the Matthew effect? Journal of Educational Psychology, 94(1), 23–33. https://doi.org/10.1037/0022-0663.94.1.23 Septyaningrum, A., & Mas’udah. (2015). Pengaruh metode bercerita berbasis dongeng terhadap kedisiplinan anak. Fakultas Ilmu Pendidikan, 1–5. Swanson, E., Vaughn, S., Wanzek, J., Petscher, Y., Heckert, J., Cavanaugh, C., Kraft, G., & Tackett, K. (2011). A synthesis of read-aloud interventions on early reading outcomes among preschool through third graders at risk for reading difficulties. Journal of Learning Disabilities, 44(3), 258–275. https://doi.org/10.1177/0022219410378444 Turan, F., & Ulutas, I. (2016). Using storybooks as a character education tools. Journal of Education and Practice, 7(15), 169–176. Turuini Ernawati, Rasdi Eko Siswoyo, Wahyu Hardyanto, T. J. R. (2018). Local- Wisdom-Based Character Education Management In Early Childhood Education. The Journal Of Educational Development. Westbrook, J., Sutherland, J., Oakhill, J., & Sullivan, S. (2019). ‘Just reading’: the impact of a faster pace of reading narratives on the comprehension of poorer adolescent readers in English classrooms. Literacy, 53(2), 60–68. https://doi.org/10.1111/lit.12141 Yılmaz, S., Temiz, Z., & Karaarslan Semiz, G. (2020). Children’s understanding of human–nature interaction after a folk storytelling session. Applied Environmental Education and Communication, 19(1), 88–100. https://doi.org/10.1080/1533015X.2018.1517062 Zachos, D. T., Delaveridou, A., & Gkontzou, A. (2016). Teachers and School “Discipline” in Greece: A Case Study. European Journal of Social Sciences Education and Research, 7(1), 8. https://doi.org/10.26417/ejser.v7i1.p8-19

Speaking skill is affected by two factors, the internal and external factors. The two external factors are instructional methods and learning resources. The complete and incomplete learning resources will surely affect the instructional process. As well as with instructional methods, it will affect the achievement of learning objectives. This research is aimed to get the empirical data and to find out the effect of instructional method and learning resources towards students’ speaking skill at state senior high schools in Bekasi. The research was conducted at SMA Negeri 1 and SMA Negeri 2 Sukatani-Bekasi. The total sample of this research is 40 students. The experiment was done from 17 Juli – 02 December in 2017. The technique of collecting data of instructional method and learning resources used questionnaires. Otherwise, the speaking skill was acquired from the test. The result of the research identifies there is the significant effect of instructional method and learning resources towards students speaking skill. Thus, the schools and the government should increasingly work hard in fulfillment of the completeness of learning resources and using an appropriate instructional method for the achievement of learning objectives. References Abdullah, M. (2013). Students’ speaking ability through community language learning. ELITE: English and Literature Journal, 1(1), 97-125. http://journal.uin-alauddin.ac.id/index.php/elite/article/view/3353/3167 Brown, H. D. (2004). Language assessment, principle, and classroom practice: Fourth edition. New York: Pearson Education, Inc. Cameron, L. (2001). Teaching language to young learners. Cambridge: Cambridge University Press. Chaney, A. L., & Burk, T. L. (1998). Teaching oral communication in grades K-8. Boston: Allyn and Bacon. Hughes, D. (2007). Public speaking. Jakarta: Gramedia Widiasarana. Keown, M. P. (1976). Reading a basic guide for parents and teacher. Singapore: Routledgeand Kegan Paul Ltd. Masbiran, G. & Fauzi, A. (2017). Speaking skill in using community language learning (CLL). IJIELT, 3(2), 198-205. doi: http://dx.doi.org/10.24014/ijielt.v3i2.4844 Muhroji, dkk. (2004). Fasilitas belajar mengajar. Jakarta: Rineka Cipta. Nurhayati & Mufliharsi, R. (2016). Perencanaan dan pengajaran bahasa Inggris. Jakarta: UNINDRA PRESS. Nurmalia, E. (2010). Pengaruh fasilitas dan lingkungan belajar terhadap prestasi belajar siswa kelas XI IPS MAN Malang 1. Skripsi tidak diterbitkan. Malang: Universitas Islam Negeri (UIN) Maulana Malik Ibrahim Malang. Richards J.C., & Rodgers. (1986). Approaches and methods in language teaching. Cambridge: Cambridge University Press. Sudjana. (1996). Metode statistika. Bandung: Tarsito. Setiyadi, B. (2006). Teaching english as foreign language. Yogyakarta: Graha Ilmu.

The challenge for early childhood educators to be able to provide a touch of education that is creative, innovative, smart, and fun to develop children's intelligence optimally. This study aims to develop Thematic Pop-Up Book products as learning media for the development of Early Childhood languages. The research subjects were 15 participants in class B6 of Khaira Ummah Islamic Kindergarten in the City. The research and development used data analysis using descriptive statistical analysis techniques. The results of the validity test and the practicality of the development of Pop-Up Book media at Khaira Ummah Islamic Kindergarten in Padang City were declared valid by media experts with an average score of 95%. Media Thematic Pop-Up Books, about Healthy and Unhealthy Foodstuffs were also declared valid by material experts with an average score of 95%. The results of the trial of thematic Pop-Up book products in Khaira Kindergarten Islamic Ummah were stated as a practical medium for children with a percentage increase in the test reaching 96%. Based on these results indicate that Pop-Up Book media products get a positive response from children and teachers. Media Pop-Up Book for further research can be used as a medium to improve children's cognitive, and interest in reading. Key Words: Thematic Pop-up Book, Early Childhood Education, Language Development References Arsyad, A. (2017). Media Pembelajaran. PT Raja Grafindo Pursada. Beceren, B. Ö. (2010). Determining multiple intelligences pre-school children (4-6 age) in learning process. Procedia - Social and Behavioral Sciences, 2(2), 2473–2480. https://doi.org/10.1016/j.sbspro.2010.03.356 Berman, R. A. (2018). Language Development and Literacy. Encyclopedia of Adolescence, (October), 2093–2103. https://doi.org/10.1007/978-3-319-33228-4_19 Chaparro-Moreno, L. J., Reali, F., & Maldonado-Carreño, C. (2017). Wordless picture books boost preschoolers’ language production during shared reading. Early Childhood Research Quarterly, 40, 52–62. https://doi.org/10.1016/j.ecresq.2017.03.001 Dato, A., & Radmilovic, V. (2010). Interactive Book With Detachable, Pop-Up Device. Patent Application Publication, 1(19), 20–25. https://doi.org/US 2007/0293118A1 Helmawati. (2015). Mengenal dan Memahami PAUD. Bandung: PT Remaja Rosdakarya. Lin, R. (2012). Creative Thinking for Picture Book Creation. IERI Procedia, 2, 30–35. https://doi.org/10.1016/j.ieri.2012.06.047 Montag, J. L., Jones, M. N., & Smith, L. B. (2015). The Words Children Hear. Psychological Science, 26(9), 1489–1496. https://doi.org/10.1177/0956797615594361 Nazaruddin, M. A., & Efendi, M. (2018). The Book of Pop Up Augmented Reality to Increase Focus and Object Recognition Capabilities for Children with Autism. Journal of ICSAR, 2(1), 9–14. https://doi.org/10.17977/um005v2i12018p009 Obiweluozo, E. P., & Melefa, O. M. (2014). Strategies for Enhancing Language Development as a Necessary Foundation for Early Childhood Education. Journal of Education and Practice, 5(5), 147–155. Retrieved from www.iiste.org Ponitz, C. C., McClelland, M. M., Matthews, J. S., & Morrison, F. J. (2009). A Structured Observation of Behavioral Self-Regulation and Its Contribution to Kindergarten Outcomes. Developmental Psychology, 45(3), 605–619. https://doi.org/10.1037/a0015365 Putra, N. (2011). Research & Development. Jakarta: Raja Grafindo Persada. Rahmawati, D. I., & Rukiyati, R. (2018). Developing Pop-Up Book Learning Media to Improve Cognitive Ability of Children Aged 4-5 Years. Atlantis Press, 249(Secret), 60–69. https://doi.org/10.2991/secret-18.2018.10 Ros, R., & Demiris, Y. (2012). Human Behavior Understanding, 7559, 40–51. https://doi.org/10.1007/978-3-642-34014-7 Safitri, D., & Hartati, T. A. W. (2016). Kelayakan Aspek Media dan Bahasa Dalam Pengembangan Buku Ajar dan Multimedia Interaktif Biologi Sel. Florea, 3(2), 9–14. Retrieved from https://www.google.com/url? Sahlan, Asmaun, Angga, & Prastyo, T. (2016). Desain Pembelajaran Berbasis Pendidi-kan Karaker. Yokyakarta: Ar-Ruzz Media. Sari, S. A. (2017). The Development of Pop-up Book on the Role of Buffer in the Living Body. European Journal of Social Sciences Education and Research, 10(2), 213. https://doi.org/10.26417/ejser.v10i2.p213-221 Sudjana, N., & Rivai, A. (2011). Media Pengajaran. Bandung: Sinar Baru Algensindo. Walter-Laager, C., Brandenberg, K., Tinguely, L., Schwarz, J., Pfiffner, M. R., & Moschner, B. (2017). Media-assisted language learning for young children: Effects of a word-learning app on the vocabulary acquisition of two-year-olds. British Journal of Educational Technology, 48(4), 1062–1072. https://doi.org/10.1111/bjet.12472 Wilcox, M.J., M., K.M, Bacon, C. K., & Thomas, S. (2001). 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The purpose of this study was to find out the information whether the whole language approach can improve the speaking ability for third-grade students’ elementary school. The subjects of this study were 22 of the third-grade students of elementary school Rawamangun, East Jakarta. The method of the study was action research conducting using model of Kemmis and Taggart. Data collection and analysis using data triangulation techniques. The results of the study show that speaking ability is one of the important skills used to communicate so it needs to be developed for grade 3 elementary school students. The result showed that the whole language approach can be applied as a method in improving students' speaking ability for third-grade elementary school. Therefore, teachers need to develop a whole language approach to language learning. So that it, can improve students' speaking ability. Keywords: Elementary student 1stgrade, Speaking ability, Whole language approach References Abu-Snoubar, T. K. (2017). On The Relationship between Listening and Speaking Grades of AL-Balqa Applied University English as a Foreign Language Students. International Education Studies, 10(12), 130. https://doi.org/10.5539/ies.v10n12p130 Bayat, S. (2016). The effectiveness of the creative writing instruction program based on speaking activities (CWIPSA). International Electronic Journal of Elementary Education, 8(4), 617–628. Buckingham, L., & Alpaslan, R. S. (2017). Promoting speaking proficiency and willingness to communicate in Turkish young learners of English through asynchronous computer-mediated practice. System, 65, 25–37. https://doi.org/10.1016/j.system.2016.12.016 Chen, L., Cheng, J., & Chou, M. (2016). Literacy Development in Preschool Children: a Whole Language Curriculum. European Journal of Language Studies, 3(1), 24–49. Goodman, K. (1986). What‟s whole in whole language. Portsmouth: NH: Heinemann. Goodman, K. (2014). What’s Whole in Language in The 21 st Century? New York: Garn Press. Harmer, J. (1991). The Practice of English Language Teaching. The 3th Edition. London and New York: Longman Inc. Herbein, E., Golle, J., Tibus, M., Schiefer, J., Trautwein, U., & Zettler, I. (2018). Fostering elementary school children’s public speaking skills: A randomized controlled trial. Learning and Instruction, 55(October), 158–168. https://doi.org/10.1016/j.learninstruc.2017.10.008 Kemmis, S., & McTaggart, R. (1988). The action research planner (3rd ed.). Geelong, Australia: Deakin University Press. Khodadady, E., & Shamsaee, S. (2012). Formulaic sequences and their relationship with speaking and listening abilities. English Language Teaching, 5(2), 39–49. https://doi.org/10.5539/elt.v5n2p39 Leong, L., & Ahmadi, S. M. (2017). An Analysis of Factors Influencing Learners ’ English Speaking Skill. 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In The TESOL Encyclopedia of English Language Teaching (First Edit). John Wiley & Sons, Inc. https://doi.org/10.1002/9781118784235.eelt0715 Park, Hyesook & Lee, A. R. (2014). L2 learners’ anxiety. Comp. Educ., 50(1), 45–57. https://doi.org/10.1080/03050068.2013.871832 Phadung, M., Suksakulchai, S., & Kaewprapan, W. (2016). Interactive whole language e-story for early literacy development in ethnic minority children. Education and Information Technologies, 21(2), 249–263. https://doi.org/10.1007/s10639-014-9318-8 Saepudin, E., Sukaesih, S., & Rusmana, A. (2018). Peran Taman Bacaan Masyarakat (Tbm) Bagi Anak-Anak Usia Dini. Jurnal Kajian Informasi Dan Perpustakaan, 5(1), 1. https://doi.org/10.24198/jkip.v5i1.10821 Schwarzer, D. (2001). Whole language in a foreign language class: From theory to practice. Foreign Language Annals, 34(1), 52–59. https://doi.org/10.1111/j.1944-9720.2001.tb02802.x Seong, Y. (2017). Assessing L2 Academic Speaking Ability: The Need for a Scenario-Based Assessment Approach. Working Papers in Applied Linguistics & TESOL, 17(2), 36–40. Stark, H. L., Snow, P. C., Eadie, P. A., & Goldfeld, S. R. (2016). Language and reading instruction in early years’ classrooms: the knowledge and self-rated ability of Australian teachers. Annals of Dyslexia, 66(1), 28–54. https://doi.org/10.1007/s11881-015-0112-0 Tarigan, & Guntur, H. (1981). Berbicara Sebagai Suatu Keterampilan Berbahasa. Bandung: Angkasa. Tuan, N. H., & Mai, T. N. (2015). Factors Affecting Students’ Speaking Performance at Le Thanh Hien High SchoolTuan, N. H., & Mai, T. N. (2015). Factors Affecting Students’ Speaking Performance at Le Thanh Hien High School. Asian Journal of Educaitonal Research, 3(2), 8–23. Asian Journal of Educaitonal Research, 3(2), 8–23. Ur, P. (1996). A course in Language Teaching. Practice and Theory. Cambridge: Cambridge. University Press. Walter, C. (2010). 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This critique examines three studies about the impact of blended learning on students’ vocabulary enhancement. The name of the author of the first article is Sezen Tosun. The article is entitled as “The effects of blended learning on EFL students’ vocabulary enhancement”. It was published by Elsevier Ltd-Procedia - Social and Behavioral Sciences 199 (2015) 641 – 647. The second article is “Enhancement of Students' Vocabulary Learning through a Blended Learning Approach”. The authors of this article are Dinara G. Vasbieva, Irina I. Klimova, Elena L. Agibalova, Natalya V. Karzhanova and Jana Bírová. The article accessed on IEJME-Mathematics Education on look academic publishers (open access), VOL. 11, NO. 5, 1195-1203 in 2016. The last article is a study about “A Blended Learning Approach to Enhance College Students’ Vocabulary Learning”. It is written by Djiwandono, and released on 2013, Vol. 10, No. 2, pp. 210–220 from Electronic Journal of Foreign Language Teaching. The credentials of the authors are not specifically stated in the articles except Vasbieva et al. The central argument of the articles was to investigate the effects of the blended learning approach to teach and learn English vocabulary. Therefore, this critique was designed to produce a systematic review of studies contrasting vocabulary learning outcomes for either blended learning conditions or with those of full face-to-face classroom instruction.

This study aims to determine the effect of the whole language approach to the ability to read and write in English in early stages of children aged 5-6 years in one of the kindergartens in the Yogyakarta Special Region. The population in this study were 43 children who were in the age range of 5-6 years in the kindergarten. Twenty-nine participants were included in the experimental class subjects as well as the control class with posttest only control group design. Observation is a way to record data in research on early reading and writing ability. The results of Multivariate Anal- ysis of Covariance (Manova) to the data shows that 1) there is a difference in ability between the application of the whole language approach and the conventional approach to the ability to read the beginning of English; 2) there is a difference in ability between applying a whole language approach and a conventional approach to writing English beginning skills; 3) there is a difference in ability between the whole language approach and the conventional approach to the ability to read and write the beginning in English Keywords: Whole language approach, Early reading, Early writing, Early childhood Reference Abdurrahman, M. (2003). Pendidikan bagi Anak Berkesulitan Belajar. Jakarta: Rineka Cipta. Aisyah, S., Yarmi, G., & Bintoro, T. (2018). Pendekatan Whole Language dalam Pengembangan Kemampuan Membaca Permulaan Siswa Sekolah Dasar. Prosiding Seminar Nasional Pendidikan, 160–163. Alhaddad, A. S. (2014). Joedanian Literacy Education Should Whole Language be Implemented? European Scientific Journal, 10(8). Aulina, C. N., & Rezania, V. (2013). Metode Whole Language untuk Pembelajaran Bahasa Pada Anak TK. Pendidikan Usia Dini. Austring, B. D., & Sørensen, M. (2012). A Scandinavian View on the Aesthetics as a Learning Media. Journal of Modern Education Review, 2(2), 90–101. Cahyani, H., Courcy, M. de, & Barnett, J. (2018). Teachers’ code-switching in bilingual classrooms: exploring pedagogical and sociocultural functions. International Journal of Bilingual Education and Bilingualism, 21(4), 465–479. Cahyani, W. A. (2019). Pengembangan Model Pembelajaran Membaca pada Anak Usia Dini. Universitas Negeri Yogyakarta. CCSU NEWS. (2019). World’s Most Literate Nations Ranked. In WORLD’S MOST LITERATE NATIONS RANKED. Chodidjah, I. (2007). Teacher training for low proficiency level primary English language teachers: How it is working in Indonesia. In British Council (Ed.) Primary Innovations: A Collection of Papers, 87–94. Crystal, D. (2003). The Cambridge Encyclopedia of the English Language (second Edi). Cambridge: Cambridge University Press. Dhieni, N., Fridani, L., Muis, A., & Yarmi, G. (2014). Metode Perkembangan Bahasa. Universitas Terbuka, 1(155.4), 1–28. Dixon, J., & Sumon, T. (1996). Whole Language: An Integrated Approach to Reading and Writing. Action-Learning Manuals for Adult Literacy, 4. Doman, G. (1985). Ajaklah Balita Anda Belajar Meembaca. Bandung: CV. Yrama Widya. Fat, N. (2015). Ranking Minat Baca Pelajar Indonesia. In Minat Baca Indonesia. Flores, N. (2013). Undoing Truth in Language Teaching: Toward a Paradigm of Linguistic Aesthetics. Working Papers in Educational Linguistics (WPEL), 28(2). Folkmann, M. N. (2010). Evaluating aesthetics in design: A phenomenological approach. The MIT Press, 26(1), 40–53. Froese, V. (1991). Whole Language Practice and Theory. Boston: Allyn and Bacon.Gagne, R. M., & Briggs, L. J. (1996). 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Accounting for child-adult differences in second language rate and attainment. TESOL Quarterly, 13, 573-82. Ling-Ying, & Huang. (2014). Learning to Read with the Whole Language Approach: The Teacher’s View. Canadian Center of Science and Education : English Language Teaching, 5(7). Ling, P. (2012). The “Whole Language” Theory and Its Application to the Teaching of English Reading. Journal of Canadian Center of Science and Education, 5(3). Maulidia, C. R., Fadillah, & Miranda, D. (2019). Pengaruh Pendekatan Whole Language Terhadap Kemampuan Membaca 5-6 Tahun di TK Mawar Khatulistiwa. Program Studi Pendidikan Guru PAUD FKIP Untan Pontianak, 8(7). Mayuni, I., & Akhadiah, S. (2016). Whole Language-Based English Reading Materials. International Journal of Applied Linguistics & English Literature, 5(3). Meha, N., & Roshonah, A. F. (2014). Implementasi Whole Language Approach sebagai Pengembangan Model Pembelajaran Berbahasa Awal Anak Usia 5-6 Tahun di PAUD Non Formal. 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Playing curriculum development based on early childhood learning is a major issue in international early childhood education discussions. This study aims to look at the concepts and practices of play-based curriculum in early childhood education institutions. The study uses qualitative methods with the CIPP model program evaluation on play-based curriculum. Data collection techniqueswere carriedout using participatory observation, document studies and interviews. Participants are early childhood educators, early childhood and parents. The results found that the play-based curriculum has not yet become the main note in the preparation and development of concepts and learning practices in early childhood. Play-based curriculum quality standards have not provided a solid and clear concept foundation in placing play in the center of learning models. Other findings the institution has not been able to use the DAP (Developmentally Appropriate Practice) approach fully, and has not been able to carry out the philosophy and ways for developing a curriculum based on play. However, quite a lot of research found good practices implemented in learning centers in early childhood education institutions, such as develop children's independence programs through habituation to toilet training and fantasy play. Keywords: Play Based Curriculum, Center Learning Model, Curriculum Quality Standards, Early Childhood Education Reference Alford, B. L., Rollins, K. B., Padrón, Y. N., & Waxman, H. C. (2016). Using Systematic Classroom Observation to Explore Student Engagement as a Function of Teachers’ Developmentally Appropriate Instructional Practices (DAIP) in Ethnically Diverse Pre- kindergarten Through Second-Grade Classrooms. Early Childhood Education Journal, 44(6), 623–635. https://doi.org/10.1007/s10643-015-0748-8 Ali, E., Kaitlyn M, C., Hussain, A., & Akhtar, Z. (2018). the Effects of Play-Based Learning on Early Childhood Education and Development. Journal of Evolution of Medical and Dental Sciences, 7(43), 4682–4685. https://doi.org/10.14260/jemds/2018/1044 Ashiabi, G. S. (2007). Play in the preschool classroom: Its socioemotional significance and the teacher’s role in play. Early Childhood Education Journal, 35(2), 199–207. https://doi.org/10.1007/s10643-007-0165-8 Berk, L. E., & Meyers, A. B. (2013). The role of make-believe play in the development of executive function. American Journal of Play, 6(1), 98–110. Bodrova, E., Germeroth, C., & Leong, D. J. (2013). Play and Self-Regulation: Lessons from Vygotsky. American Journal of Play, 6(1), 111–123. Retrieved from http://eric.ed.gov/?id=EJ1016167 Chien, N. C., Howes, C., Burchinal, M., Pianta, R. C., Ritchie, S., Bryant, D. M., ... Barbarin, O. A. 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The impact of high stakes testing: The Australian story. Assessment in Education: Principles, Policy and Practice, 19(1), 65–79. https://doi.org/10.1080/0969594X.2011.592972 Martlew, J., Stephen, C., & Ellis, J. (2011). Play in the primary school classroom? The experience of teachers supporting children’s learning through a new pedagogy. Early Years, 31(1), 71– 83. https://doi.org/10.1080/09575146.2010.529425 Mcginn, A. (2017). Play-based early childhood classrooms and the effect on pre-kindergarten social and academic achievement (University of Northern Iowa). Retrieved from https://scholarworks.uni.edu/grp Miller, E., & Almon, J. (2009). Crisis in the Kindergarten. Why children need to to Play in School. In Alliance for childhood. Retrieved from www.allianceforchildhood.org. Özerem, A., & Kavaz, R. (2013). Montessori Approach in Pre-School Education and Its Effects. Tojned The Online Journal of New Horizons in Education, 3(3), 12–25. Pendidikan, K., & Kebudayaan, D. A. N. 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Implementing a play-based curriculum: Fostering teacher agency in primary school. Learning, Culture and Social Interaction, 4, 19–27. https://doi.org/10.1016/j.lcsi.2014.07.003 van Oers, B., & Duijkers, D. (2013). Teaching in a play-based curriculum: Theory, practice and evidence of developmental education for young children. Journal of Curriculum Studies, 45(4), 511–534. https://doi.org/10.1080/00220272.2011.637182 Wallerstedt, C., & Pramling, N. (2012). Learning to play in a goal-directed practice. Early Years, 32(1), 5–15. https://doi.org/10.1080/09575146.2011.593028 Weisberg, D. S., Zosh, J. M., Hirsh-Pasek, K., & Golinkoff, R. M. (2013). Talking it up: Play, langauge, and the role of adult support. American Journal of Play, 6(1), 39–54. Retrieved from http://www.journalofplay.org/issues/6/1/article/3-talking-it-play-language- development-and-role-adult-support Wong, S. M., Wang, Z., & Cheng, D. (2011). A play-based curriculum: Hong Kong children’s perception of play and non-play. 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У статті обґрунтовано актуальність вивчення чинників акультурації та мовної адаптації у контексті дослідження специфіки прояву прокрастинації іноземними студентами. Висвітлено особливості операціоналізації вказаних понять у сучасній науковій літературі. Вибірку дослідження склали іноземні студенти (n=41), які навчаються за освітнім рівнем «бакалавр» у двох вищих навчальних закладах України. Результати кореляційного аналізу свідчать про позитивний взаємозв’язок прокрастинації із загальним рівнем прояву стресу акультурації (r = 0.43, p<0,01), а також такими його аспектами як акультураційний страх (r = 0.46, p<0,01), сприйнята дискримінація (r = 0.37, p<0,05), почуття провини (r = 0.31, p<0,05). Вагоме значення аспектів мовної інтеграції у контексті вивчення тематики прокрастинації підтверджено зафіксованими прямими значущими кореляційними зв’язками із загальною шкалою мовної тривожності (r = 0.59, p<0,001), страхом негативної оцінки (r = 0.62, p<0,001), страхом спілкування (r = 0.62, p<0,001) та складання іспитів (r = 0.47, p<0,01). Література References Грабчак О. Особливості академічної прокрастинації студентів-першокурсників// Педагогіка і психологія професійної освіти. 2016. № 4. С. 210-218 Колтунович Т.А., Поліщук О. М. Прокрастинація – конфлікт між «важливим» і «приємним»// Young Scientist. 2017. Вип. 5, № 45. С. 211-218. Ряднова В. В., Безега Н. М., Безкоровайна І. М., Воскресенська Л. К., Пера-Васильченко А. В. Психологічні особливості процесу адаптації й організації навчання студентів-іноземців// Актуальні питання медичної (фармацевтичної) освіти іноземних громадян: проблеми та перспективи. Збірник наукових статей. 2018. С. 74-76. Balkis, M., Duru, E. (2019). Procrastination and Rational/Irrational Beliefs: A Moderated Mediation Model. Journal of Rational-Emotive & Cognitive-Behavior Therapy. doi:10.1007/s10942-019-00314-6 Berry, J. W. (2005). Acculturation: Living successfully in two cultures. International Journal of Intercultural Relations, 29(6), 697-712. http://dx.doi.org/10.1016/j.ijintrel.2005.07.013 Chowdhury, S.F., Pychyl, T.A. (2018). A critique of the construct validity of active procrastination. Personality and Individual Differences, 120, 7-12. DOI: https://doi.org/ 10.1016/j.paid.2017.08.016. DuBow, F. McCabe, E., Kaplan, G. (1979). Reactions to Crime: A Critical Review of the Literature, Unpublished report. Center for Urban Affairs, Northwestern University, Evanston, IL. Ferrari J.R., Crum K.P., Pardo M.A. (2018), Decisional procrastination: Assessing characte­rological and contextual variables around indecision. Current Psychology, 37(2), doi: 10.1007/s12144-017-9681-x. Ferrari, J. R., Johnson, J. L., McCown, W. G. (1995). The Plenum series in social/clinical psychology. Procrastination and task avoidance: Theory, research, and treatment. N.Y.: Plenum Press. doi: 10.1007/978-1-4899-0227-6 Ferrari, J. R., O'Callaghan, J., Newbegin, I. (2005). Prevalence of Procrastination in the United States, United Kingdom, and Australia: arousal and avoidance delays among adults. North American Journal of Psychology, 7(1), 1-6. Gamst-Klaussen, T., Steel, P., Svartdal, F. (2019). Procrastination and personal finances: Exploring the roles of planning and financial self-efficacy. Frontiers in Psychology, 10, 1-10. https://doi.org/10.3389/fpsyg.2019.00775 Goldin, C., Katz, L. F., Kuziemko, I. (2006), The homecoming of American college women: The reversal of the college gender gap. The Journal of Economic Perspectives, 20(4), 133-157. Haghbin, M. (2015). Conceptualization and operationalization of delay: Development and validation of the multifaceted measure of academic procrastination and the delay questionnaire. (Unpublished Ph.D. thesis). Carleton University, Ottowa, Canada. Hashemi, M., Abbasi, M. (2013). The role of the teacher in alleviating anxiety in language classes. International Journal of Applied and Basic Sciences, 4(3), 640-646. Horwitz, E. K., Horwitz, M.B., Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132. Klingsieck, K. B. (2013). Procrastination: When good things don’t come to those who wait. European Psychologist, 18(1), 24-34. doi: 10.1027/1016-9040/a000138 Kornienko, A. A., Shamrova, D. P., Kvesko, S. B., Kornienko, A. A., Nikitina, Y. A., Chaplinskaya, Y. I. (2016). Adaptation Problems Experienced by International Students in Aspect of Quality Management. The European Proceedings of Social & Behavioral Sciences, 48, 358-361 doi: 10.15405/epsbs.2017.01.48 Kráľová, Z., Sorádová D. (2015). Foreign Language Learning Anxiety. In: Teaching Foreign Languages in Inclusive Education: (A teacher-trainee´s handbook), Nitra: Constantine the Philosopher University. doi: 10.17846/SEN.2015.91-100 Lee, S. (2008). Relationship between selected predictors and adjustment/acculturation stress among East Asian international students. (Doctoral dissertation). University of Kentucky, Lexington. Lindblom-Ylänne, S., Saariaho, E., Inkinen, M., Haarala-Muhonen. A., Hailikari., T (2015). Academic procrastinators, strategic delayers and something betwixt and between: An interview study. Frontline Learning Research, 3(2), 47-62. Markiewicz, K. (2018). Prokrastynacja i prokrastynatorzy. Definicja, etiologia, epidemiologia i terapia. Annales Universitatis Mariae Curie-Skłodowska, 31(3), 195-213. Markiewicz, K., Dziewulska, P. (2018). Procrastination Predictors and moderating effect of personality traits. Polskie Forum Psychologiczne, 23(3), 593-609 doi: 10.14656/ PFP20180308 Pychyl, T.A., Sirois, F. M. (2016). Procrastination, emotion regulation, and well-being. In: Procrastination, Health, and Well-Being, (pp. 163-188). Academic Press, Rorer, L. G. (1983). “Deep” RET: A reformulation of some psychodynamic explanations of procrastination. Cognitive Therapy and Research, 7, l-10. Russell, J., Rosenthal, D., Thomson, G. (2010). The international student experience: Three styles of adaptation. Higher Education, 60, 235-249 Sandhu, D. S., Asrabadi, B. R. (1994). Development of an acculturative stress scale for international students: Preliminary findings. Psychological Reports, 75(1,2), 435-448. doi: 10.2466/pr0.1994.75.1.435 Schouwenburg, H. C., Lay, C. H., Pychyl, T. A., Ferrari, J. R. (Eds.). (2004). Counseling the Procrastinator in Academic Settings. Washington, DC: American Psychological Association. doi: 10.1037/10808-000 Sirois, F.M., Pychyl, T.A. (2013). Procrastination and the Priority of Short-Term Mood Regulation: Consequences for Future Self. Social and Personality Psychology Compass, 7(2), 115-127. Steel, P. (2007). The nature of procrastination: a meta-analytic and theoretical review of quintessential selfregulatory failure. Psychological Bulletin, 133, 65–94. doi: 10.1037/0033-2909.133.1.65 Steel, P., Ferrari, J. (2013). Sex, education and procrastination: An epidemiological study of procrastinators’ characteristics from a global sample. European Journal of Personality, 27(1), 51-58. doi: 10.1002/per.1851. Tibbett, T. P., Ferrari, J. R. (2015). The portrait of the procrastinator: Risk factors and results of an indecisive personality. Personality and Individual Differences, 82, 175–184 Van Eerde, W., Klingsieck, K. B. (2018). Overcoming procrastination? A meta-analysis of intervention studies. Educational Research Review, 25, 73-85. Zhanibek, A. (2001). The relationship between language anxiety and students’ participation in foreign language classes. (Master thesis). Bilkent University, Ankara. References (translated and transliterated) Hrabchak, O. (2016). Osoblyvosti akademichnoji prokrastynaciji studentiv-pershokursnykiv [Academic procrastination features in first-year students]. Pedaghohika i Psykholohiya Profesiynoyi Osvity, 4, 210-218 Koltunovych, T.A., Polishhuk, O.M (2017). Prokrastynacija – konflikt mizh “vazhlyvym” i “pryjemnym” [Procrustination - the conflict between “important” and “pleasant”]. Young Scientist, 5 (45), 211-218. Riadnova, V.V., Bezeha, N.M., Bezkorovaina, I.M., Voskresens’ka, L.K., Pera-Vasylchenko, A.V. (2018). Psykhologhichni osoblyvosti procesu adaptaciyi i orghanizaciyi navchannia studentiv-inozemtsiv [Psychological features of the process of adaptation and organization of international students’ training]. Issues of Medical (Pharmaceutical) Education of International Citizens: Problems and Prospects. Book of abstracts (74-76). Poltava, Ukraine. Balkis, M., Duru, E. (2019). Procrastination and Rational/Irrational Beliefs: A Moderated Mediation Model. Journal of Rational-Emotive & Cognitive-Behavior Therapy. doi:10.1007/s10942-019-00314-6 Berry, J. W. (2005). Acculturation: Living successfully in two cultures. International Journal of Intercultural Relations, 29(6), 697-712. http://dx.doi.org/10.1016/j.ijintrel.2005.07.013 Chowdhury, S.F., Pychyl, T.A. (2018). A critique of the construct validity of active procrastination. Personality and Individual Differences, 120, 7-12. DOI: https://doi.org/ 10.1016/j.paid.2017.08.016. DuBow, F. McCabe, E., Kaplan, G. (1979). Reactions to Crime: A Critical Review of the Literature, Unpublished report. Center for Urban Affairs, Northwestern University, Evanston, IL. Ferrari J.R., Crum K.P., Pardo M.A. (2018), Decisional procrastination: Assessing characte­rological and contextual variables around indecision. Current Psychology, 37(2), doi: 10.1007/s12144-017-9681-x. Ferrari, J. R., Johnson, J. L., McCown, W. G. (1995). The Plenum series in social/clinical psychology. Procrastination and task avoidance: Theory, research, and treatment. N.Y.: Plenum Press. doi: 10.1007/978-1-4899-0227-6 Ferrari, J. R., O'Callaghan, J., Newbegin, I. (2005). Prevalence of Procrastination in the United States, United Kingdom, and Australia: arousal and avoidance delays among adults. North American Journal of Psychology, 7(1), 1-6. Gamst-Klaussen, T., Steel, P., Svartdal, F. (2019). Procrastination and personal finances: Exploring the roles of planning and financial self-efficacy. Frontiers in Psychology, 10, 1-10. https://doi.org/10.3389/fpsyg.2019.00775 Goldin, C., Katz, L. F., Kuziemko, I. (2006), The homecoming of American college women: The reversal of the college gender gap. The Journal of Economic Perspectives, 20(4), 133-157. Haghbin, M. (2015). Conceptualization and operationalization of delay: Development and validation of the multifaceted measure of academic procrastination and the delay questionnaire. (Unpublished Ph.D. thesis). Carleton University, Ottowa, Canada. Hashemi, M., Abbasi, M. (2013). The role of the teacher in alleviating anxiety in language classes. International Journal of Applied and Basic Sciences, 4(3), 640-646. Horwitz, E. K., Horwitz, M.B., Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70(2), 125-132. Klingsieck, K. B. (2013). Procrastination: When good things don’t come to those who wait. European Psychologist, 18(1), 24-34. doi: 10.1027/1016-9040/a000138 Kornienko, A. A., Shamrova, D. P., Kvesko, S. B., Kornienko, A. A., Nikitina, Y. A., Chaplinskaya, Y. I. (2016). Adaptation Problems Experienced by International Students in Aspect of Quality Management. The European Proceedings of Social & Behavioral Sciences, 48, 358-361 doi: 10.15405/epsbs.2017.01.48 Kráľová, Z., Sorádová D. (2015). Foreign Language Learning Anxiety. In: Teaching Foreign Languages in Inclusive Education: (A teacher-trainee´s handbook), Nitra: Constantine the Philosopher University. doi: 10.17846/SEN.2015.91-100 Lee, S. (2008). Relationship between selected predictors and adjustment/acculturation stress among East Asian international students. (Doctoral dissertation). University of Kentucky, Lexington. Lindblom-Ylänne, S., Saariaho, E., Inkinen, M., Haarala-Muhonen. A., Hailikari., T (2015). Academic procrastinators, strategic delayers and something betwixt and between: An interview study. Frontline Learning Research, 3(2), 47-62. Markiewicz, K. (2018). Prokrastynacja i prokrastynatorzy. Definicja, etiologia, epidemiologia i terapia. Annales Universitatis Mariae Curie-Skłodowska, 31(3), 195-213. Markiewicz, K., Dziewulska, P. (2018). Procrastination Predictors and moderating effect of personality traits. Polskie Forum Psychologiczne, 23(3), 593-609 doi: 10.14656/ PFP20180308 Pychyl, T.A., Sirois, F. M. (2016). Procrastination, emotion regulation, and well-being. In: Procrastination, Health, and Well-Being, (pp. 163-188). Academic Press, Rorer, L. G. (1983). “Deep” RET: A reformulation of some psychodynamic explanations of procrastination. Cognitive Therapy and Research, 7, l-10. Russell, J., Rosenthal, D., Thomson, G. (2010). The international student experience: Three styles of adaptation. Higher Education, 60, 235-249 Sandhu, D. S., Asrabadi, B. R. (1994). Development of an acculturative stress scale for international students: Preliminary findings. Psychological Reports, 75(1,2), 435-448. doi: 10.2466/pr0.1994.75.1.435 Schouwenburg, H. C., Lay, C. H., Pychyl, T. A., Ferrari, J. R. (Eds.). (2004). Counseling the Procrastinator in Academic Settings. Washington, DC: American Psychological Association. doi: 10.1037/10808-000 Sirois, F.M., Pychyl, T.A. (2013). Procrastination and the Priority of Short-Term Mood Regulation: Consequences for Future Self. Social and Personality Psychology Compass, 7(2), 115-127. Steel, P. (2007). The nature of procrastination: a meta-analytic and theoretical review of quintessential selfregulatory failure. Psychological Bulletin, 133, 65–94. doi: 10.1037/0033-2909.133.1.65 Steel, P., Ferrari, J. (2013). Sex, education and procrastination: An epidemiological study of procrastinators’ characteristics from a global sample. European Journal of Personality, 27(1), 51-58. doi: 10.1002/per.1851. Tibbett, T. P., Ferrari, J. R. (2015). The portrait of the procrastinator: Risk factors and results of an indecisive personality. Personality and Individual Differences, 82, 175–184 Van Eerde, W., Klingsieck, K. B. (2018). Overcoming procrastination? A meta-analysis of intervention studies. Educational Research Review, 25, 73-85. Zhanibek, A. (2001). The relationship between language anxiety and students’ participation in foreign language classes. (Master thesis). Bilkent University, Ankara.

Aim/Purpose: The aim of the present study was to examine peer interactions and the instructor’s facilitation of online asynchronous group discussions on free writing among 20 learners of English as a foreign language (EFL) joining one Saudi university over one academic semester. The study also attempted to explore the views of the learners on the online interactions. Background: Peer interaction has been one of the interesting topics for research on the applications of computer mediated communication (CMC) tools among learners in different domains, including language learning and writing. However, most of the EFL classroom practices lack such peer interactions and are dominated by teacher-centered approaches. Moreover, although CMC tools serve as interactive platforms for online peer interaction, such interaction needs to be cultivated and maintained by instructors. Methodology: The study was conducted among 20 learners of English as a foreign language (EFL) in one Saudi university over one academic semester. The instructor of the writing course facilitated the asynchronous group discussions of free writing. The data was collected from (l) learners’ peer interactions, (2) instructor’s comments in the discussions and (3) learners’ follow-up individual interviews. A qualitative content analysis of online interactions and a thematic analysis of the students’ responses to the interview questions were performed. Contribution: The use of technology reported in this study maximizes the opportunities for teacher-learner and learner-learner interactions, which are restricted or almost lacking in the EFL writing classroom. The findings of the present study also contribute to previous research on learners’ peer interactions and instructors’ facilitation of asynchronous group discussions. More specifically, the study informs us of the role of peer interactions through asynchronous tools in language learning, including writing. It also highlights the role of instructors in facilitating asynchronous group discussions. Findings: The findings showed that the EFL learners posted 1702 comments distributed among eleven patterns in terms of its language functions: evaluation, problem identification, alterations, clarification, suggestion, justification, agreements and disagreements, comprehension check, procedural, error acknowledgement and others. Analysis of the foci of peer interactions illustrated that the learners engaged in task-oriented interactions: content, organization, purpose, grammar, vocabulary and spelling and punctuations and non-task-oriented interactions: task management and socialization. Based on the analysis of the instructor’s comments, the instructor played an important role in facilitating the group discussions as indicated through his various comments (n=852) on the learners’ discussions. Although the learners expressed their positive views on the role of peer interactions and learner-instructor interactions in enhancing language learning, including writing, grammar and even reading, some of them were challenged by the flow of online interactions, weak net connection and sensitivity to peer feedback. Recommendations for Practitioners: The findings of the study provide valuable recommendations to both learners and instructors who are interested in using asynchronous tools for language learning and, in particular, writing through interactions. The application of such tools is promising, and its value is maximized with instructor’s facilitation of peer interactions. Recommendation for Researchers: The study provides valuable insights into how peer interactions and instructor’s comments are both important when investigating asynchronous group discussions in EFL learning. Therefore, researchers should search this interesting research topic further to enrich our knowledge of it. Impact on Society: Since the study focuses on one country of the EFL context, it is expected to have an impact on the society, particularly university learners and instructors by raising their awareness of the role of technological applications in learning and teaching. Future Research: Future researchers should focus on how peer interactions are distributed among individual learners and how the instructor’s facilitation affects peer interactions in asynchronous group discussions over time.

Self-regulation for pre-school children is very important to support children’s adjustments in all situations and conditions. The current problem is the instrument of self-regulation is more focused on regulation in learning which is not suitable for young children. This study aims to examine the validity and reliability of Preschool Self-Regulation Assessment (PSRA) in Indonesia by modifying several children self-regulation theories. The instrument was translated from English into Indonesian and it retranslated into the native language by linguists. The questions, then, were validated through a process of professional judgment and cognitive de-briefing. The study was carried out to 179 children aged 6 to 7 years old. Data were analyzed by using confirmatory factor analysis (CFA). It showed that there are 5 dimensions of children's self-regulation, namely: attentional focus, behavioral control, self-motivated, self-autonomy and emotional control. The result showed that the five-dimensional model is agreed with the data and prove to measure children’s self-regulation. Cronbach’s alpha coefficient value was 0.899, indicating high scale reliability. Thus, the pre-school children’s self-regulation assessment has well psychometric for further use. Keywords: Children’s self-regulation, Confirmatory Factor Analysis, Construct validation, Pre-school self-regulation assessment, Reliability References Amanda, N. ., Antara, P. ., & Magta, M. (2016). Hubungan Pola Asuh Orangtua dengan Regulasi Diri Anak Usia 5-6 Tahun. Journal Pendidikan Anak Usia Dini Universitas Pendidikan Ganesha, 4(2), 1–11. Bentley, J. J. (2013). Parental Involvement, Parent-Child Warmth and School Engagement as Mediated by Self-Regulation. Brigham Young University. Bierman, K. L., Domitrovich, C. E., Nix, R. L., Welsh, J. A., Greenberg, M. T., Blair, C., … Gill, S. (2008). Promoting academic and social-emotional school readiness: The Head Start REDI program. Child Development, 79(6). Blair, C., & Diamond. (2008). Developing your Children Self-Regulation through Everyday Experiences. Blair, C., & Raver, C. C. (2015). School readiness and self-regulation: A developmental psychobiological approach. Annual Review of Psychology, 66, 711–731. Eisenberg, N., Hofer, C., & Vaughan, J. (2007). Effortful Control and Its Socioemotional Consequences. In J. J. Gross (Ed.), Handbook of emotion regulation (hal. 287–306). New York: Guilford Press. Eisenberg, N., Spinrad, T. L., & Eggum, N. D. (2010). Emotion-Related Self-Regulation and Its Relation to Children’s Maladjustment. Annual Reviews Clinical Psychology, 27(6), 495–525. Eisenberg, N., Valiente, C., & D.Eggum, N. (2010). Self-Regulation and School Readiness. Early Education Development., 21(5), 681–698. Goyette, P., Carrol, K., Smith-Donald, R., Metzger, M., Young, T., & Raver, C. C. (2006). Field Administration of an Emotional and Behavioral Assessment of Head Start Children:Preliminary Findings from the Preschool Self-Regulation Assessment. Grolnick, W. S., & Farkas, M. (2002). Parenting and the development of children’s self-regulation. In M. H. Bornstein (Ed.), Handbook of parenting (Vol. 5, hal. 89–110). Practical issues in parenting. Pino, D., & Whitebread, D. (2010). The Role of Parenting in Children’s Self-Regulated Learning. Educational Research Review, 5(3), 220–242. Raver, C. C., Jones, S. M., Li-Grining, C., Zhai, F., Bub, K., & Pressler, E. (2011). CSRP’s impact on low-income preschoolers’ pre-academic skills: Self-regulation and teacher-student relationships as two mediating mechanisms. Child Development, 82(1), 362–378. Rimm-Kaufman, S. E., Curby, T. W., Grimm, K. J., Nathanson, L., & Brock, L. L. (2009). The contribution of children’s self-regulation and classroom quality to children’s adaptive behaviors in the kindergarten classroom. Developmental Psychology, 45(4). Rochmah, S. N. (2017). Hubungan Konsep Diri Guru Terhadap Regulasi Diri Anak Usia Dini. Jurnal Tunas Siliwangi SPS UPI, 3(2), 160–174. Smith-Donald, R., Carroll, K., Goyette, P., Metzger, M., Young, T., & Raver, C. C. (2006). Preliminary Validity of the Preschool Self-Regulation Assessment (PSRA). Smith-Donald, R., Raver, C. C., Hayes, T., & Richardson, B. (2007). Preliminary construct and concurrent validity of the Preschool Self-regulation Assessment (PSRA) for field-based research. Early Childhood Research Quarterly, 22(2), 173–187. Tanribuyurdu, Findik, E., Yildiz, & Guler, T. (2014). Preschool Self-Regulation Assessment (PSRA): Adaptation Study for Turkey. Education and Science, 39(176), 317–328. Wang, L., Hamaker, E., & Bergeman, C. (2014). Investigating inter-individual differences in short-term intra-individual variability. Psychological Methods, 17(4), 2012. Zimmerman, B. (2002). Becoming a Self-Regulated Learner: An Overview. Theory Into Practice, 41(2), 64–70

Gusnadi, penelitian yang diberi judul An Investigation of Listening Problems Encountered by 1st Semester Students in Foundation of Listening Subject bertujuan untuk menggambarkan dan mencari kesulitan-kesulitan mahasiswa pada belajar Foundation of Listening. Observasi, angket, dan list interview digunakan untuk mengumpulkan data secara qualitiatif. Adapun hasil temuan yang diperoleh antara lain; mahasiswa kesulitan memahami apa yang diperdengarka, mahasiswa mendapatkan kesuliatan pada saat mengambil inti dari apa yang diperdengarkan. Masalah lain adalah masalah teknis yang terkadang sangat mengganggu keberlangsungan pembelajaran Listening. Persiapan yang baik,pemeriksaan alat laboratorium bahasa, dan berlatih listening secara berkesinambungan akan memudahkan mahasiswa dalam belajar Listening.Kata Kunci: Deskriptif, Kesulitan Belajar ListeningAnderson, B. Marry. Brown, Dayna. And Jean, Isabella. 2012. Time to Listen: Hearing People on the Receiving End on International Aid. Cambridge, Massachusetts. CDA Collaborative Learning Projects.Brown, H. Douglas, 2000. Principles of Language Learning and Teaching Fourth Edition. Longman: San Fransisco.Creswell, W. John. 2012. Educational Research; Planning, Conducting and Evaluating Quantitative and Qualitative Research; 4th Edition. University of Nebraska-Lincoln. Pearson.Hamouda, Arafat. 2013. An Investigation of Listening Comprehensions Problems Encountered, by Saudi Students in the EL Listening Classroom; International Journal of Academic Research in Progressive Education and Development April 2013, Vol. 2, No. 2 ISSN: 2226-6348.Jackson, S.L. 2009. Research Methods and Statistics: A Critical Thinking Approach 3rd edition. Belmont, CA: Wadsworth.Nation I. S. P. and Newton Jonathan. 2009. Teaching ESL/EFL Listening and Speaking. Routledge. New York and London.Purdy, M. 1997 what is listening? In M. Purdy and D. Borisoff (eds.) Listening in Everyday Life. A Personal and Professional Approach. Lanham, MD: University Press of America.Richards, Jack. C. 2008. Teaching Listening and Speaking: From Theory to Practice. New York. United State of America: Cambridge University Press. Wilson, M. Suzzane and Peterson, L. Penelope. 2006. Theories of Learning and Teaching: What Do They Mean for Educators? National Education Association. Washington, DC.

The present study investigates psychological foundations of mind mapping as one of the relevant tools in teaching and learning process. A Mind Map, the modern approach implemented and developed by Tony Buzan is viewed as a visual diagram used to record and organise information in a way which the brain finds captivating and easy to process. It is based on the conception of radial tree, diagramming key words in a colorful, radiant, tree-like structure. The study focuses on the theoretical analysis of brain’s as well as cerebral hemispheres’ functioning aiming to explain the claimed increased effectiveness of mind mapping over other forms of learning, understanding, remembering and performing. Much attention is devoted to the benefits and challenges of using mind maps. Thus, some sufficient mind mapping strategies for English teachers which can be effectively used in the classroom have been presented. The research confirms that mind mapping is a beneficial learning tool to help students brainstorm any topic and think creatively. It is a powerful way for students to reach high levels of cognitive performance. References Abi-El-Mona, I., & Ad-El-Khalick, F (2008). The Influence of Mind Mapping on Eighth Graders' Science Achievement. School Science and Mathematics, 108, 298-312. Buchatska, S. (2015). Anxiety factors of students’ emotional disposition to professional communication in foreign languages. East European Journal of Psycholinguistics. 2(1), 3–10. Buzan, T. and Buzan, B. (1993). The mind map book: How to use radiant thinking to maximize your brains untapped potential. Dutton. Buzan, T., & Buzan, B. (2010). The Mind Map Book. Unlock your creativity, boost your memory, change your life. Harlow, England: Pearson. Cunningham, W. A., Raye, C. L., & Johnson, M. K. (2005). Neural correlates of evaluation associated with promotion and prevention regulatory focus. Cognitive, Affective, & Behavioral Neuroscience, 5, 202-211. Farrand, P., Hussain, F., & Hennessey, E. (2002). The efficacy of the ‘mind map' study technique. Medical Education, 36, 426-431. Gardner, H. (1993). Multiple Intelligences. New York: Basic Books. Novak, J. D., & Cañas, A.J. (2008). The Theory Underlying Concept Maps and How to Construct and Use Them. Institute for Human and Machine Cognition. Pensacola Fl. Retrieved from http://www.ihmc.us. Paivio, A. (1971). Imagery and Verbal Processes. New York: Holt, Rinehart and Winston. (Republished in 1979 – Hillsdale, NJ: Erlbaum.) Yates, F.A. (1966). The Art of Memory. London: Routledge and Kegan Paul.

This study aims to increase children English vocabulary aged 5-6 years old by playing CABE or searching and whispering. This research is classroom action research that was conducted in Marsudirini Sang Timur Kindergarten, Salatiga. The Subjects of the study were 20 B1 kindergarten children. Data was collected by teaching English vocabulary by playing CABE in some cycles which includes four stages in the form of cycles, there are (1) planning; (2) implementation; (3) observation; and (4) reflection. Research instruments used in this research was in sheets observation checklist. The results of a percentage of pre-cycle was 13 %, cycle I was 31 % in first meeting and was 66 % in the second meeting, cycle II was 75 % performed in only one meeting. There is an improvement in pre-action and any action on each meeting until it reaches 75 %. Keywords: Early childhood, English vocabulary, “CABE” method, Learning English References Bawono, Y. (2017). Kemampuan berbahasa pada anak prasekolah : Sebuah kajian pustaka. Prosiding Temu Ilmiah X Ikatan Psikologi Perkembangan Indonesia. Chamot, A. U. (1987). Toward a Functional ESL Curriculum in the Elementary School, in Long, Michael H. & Richards, Jack C. (eds.) Methodology in TESOL. New York: Newburry House Publishers. Fromkin, V., Rodman, R., & H., & N. (1990). An Intoduction to Language. New York, NY: Avon Books. İlin, G., Kutlu, Ö., & Kutluay, A. (2013). An Action Research: Using Videos for Teaching Grammar in an ESP Class. Procedia - Social and Behavioral Sciences. https://doi.org/https://doi.org/10.1016/j.sbspro.2013.01.065 Imam, I. (2016). Meningkatkan Kemampuan Menyimak Siswa Kelas I Melalui Teknik Permainan Pesan Berantai Pada Pembalajaran Bahasa Indonesia. PEDAGOGIA: Jurnal Pendidikan. https://doi.org/https://doi.org/10.21070/pedagogia.v3i2.62 Khairani, A. I. (2016). Pendidikan Bahasa Inggris Untuk Anak Usia Dini. Digilib.Unimed.Ac.Id. Kurniawan, M., & Tanone, R. (2016). Mobile learning in TESOL: A golden bridge for enhancement of grammar awareness and vocabulary mastery? Asian EFL Journal. Kurniawan, M., & Tanone, R. (2016). Mobile learning in TESOL: A golden bridge for enhancement of grammar awareness and vocabulary mastery? Asian EFL Journal. Matondang, E. M. (2005). Menumbuhkan Minat Belajar Bahasa Inggris Anak Usia Dini melalui Lagu dan Gerak. Jakarta: Jurnal Pendidikan Penabur. Montessori, M. (1991). The discovery of the Child. New York: Ballatine Book. Muflihah, M. (2019). Pentingnya Peran BAhasa dalam Pendidikan Usia DIni (PAUD). ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal. https://doi.org/https://doi.org/10.21043/thufula.v2i2.4642 Mustafa, B. (2007). Pendidikan Anak Usia Dini. Musthafa, B. (2010). Teaching English to Young Learners in Indonesia : Essential Requirements. Educationist. Nugrahani, D., Egar, N., Sumardiyani, L., & Wardoyo, S. L. (2017). PENDIDIKAN ANAK USIA DINI BERBASIS LIFE SKILLS. E-DIMAS. https://doi.org/https://doi.org/10.26877/e-dimas.v2i1.102 Nurjanah, N, Dwiastuty, Nina, Susilawati, S. (2015). Mengenalkan Model Pengajaran Edutainment Mengajarkan Bahasa Inggris Pada Anak–Anak Usia Dini. Faktor. Jurnal Ilmiah Kependidikan. Nurmadiah, N. (2018). Strategi Pembelajaran Anak Usia Dini. Al-Afkar : Jurnal Keislaman & Peradaban. https://doi.org/https://doi.org/10.28944/afkar.v3i1.101 Nurvitasari, M. D. (2016). Penerapan Aspek Perkembangan Anak Usia Dini Dalam Media Macca (Balok Susun Interaktif). O’Grady, W. (2008). Innateness, universal grammar, and emergentism. Lingua. https://doi.org/https://doi.org/10.1016/j.lingua.2007.03.005 Santrock, J. (n.d.). Adolesence (Fifth Edit). New York, NY: McGrawHill Company Inc. Sophya, I. V. (2019). Desain Pembelajaran BAhasa Inggris untuk Pendidikan Anak Usia Dini. ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal. https://doi.org/https://doi.org/10.21043/thufula.v2i2.4639 Tomlinson, B. (2012). Materials development for language learning and languange teaching. https://doi.org/https://doi.org/10.1017/S0261444811000528 Vygotsky, L. S. (1986). Thought and Language. Cambridge, M.A.: The MIT Press Wiratno, T., & Santosa, R. (2003). Bahasa, Fungsi Bahasa, dan Konteks Sosial. Bahasa, Fungsi Bahasa, Dan Konteks Sosial Yamin, M. (2010). Panduan Pendidikan Anak Usia Dini. Jakarta: Gaung Persada Pers Zaini, A. (2015). Bermain sebagai metode pembelajaran bagi anak usia dini. ThufuLA: Jurnal Inovasi Pendidikan Guru Raudhatul Athfal

Language makes human communication possible. Apart from everyday applications, language can provide insights into individuals’ thinking and reasoning. Machine-based analyses of text are becoming widespread in business applications, but their utility in learning contexts are a neglected area of research. Therefore, the goal of the present work is to explore machine-assisted approaches to aid in the analysis of students’ written compositions. A method for extracting common topics from written text is applied to 78 student papers on technology and ethics. The primary tool for analysis is the Latent Dirichlet Allocation algorithm. The results suggest that this machine-based topic extraction method is effective and supports a promising prospect for enhancing classroom learning and instruction. The method may also prove beneficial in other applied applications, like those in clinical and counseling practice. References Blei, D. M., Ng, A. Y., & Jordan, M. I. (2003). Latent Dirichlet Allocation. Journal of Machine Learning Research 3, 993-1022. Bruner, J. (1990). Acts of meaning. Cambridge, MA: Harvard University Press. Chen, K. Y. M., & Wang, Y. (2007). Latent dirichlet allocation. http://acsweb.ucsd.edu/~yuw176/ report/lda.pdf. Chung, C. K., & Pennebaker, J. W. (2008). Revealing dimensions of thinking in open-ended self-descriptions: An automated meaning extraction method for natural language. Journal of research in personality, 42(1), 96-132. Feldman, S. (1999). NLP meets the Jabberwocky: Natural language processing in information retrieval. Online Magazine, 23, 62-73. Retrieved from: http://www.onlinemag.net/OL1999/ feldmann5.html Mishlove, J. (2010). https://www.youtube.com/watch?v=0XTDLq34M18 (Accessed June 12, 2018). Ostrowski, D. A. (2015). Using latent dirichlet allocation for topic modelling in twitter. In Semantic Computing (ICSC), 2015 IEEE International Conference (pp. 493-497). IEEE. Pennebaker, J. W. (2004). Theories, therapies, and taxpayers: On the complexities of the expressive writing paradigm. Clinical Psychology: Science and Practice, 11(2), 138-142. Pennebaker, J.W., Boyd, R.L., Jordan, K., & Blackburn, K. (2015). The development and psychometric properties of LIWC 2015. Austin, TX: University of Texas at Austin. Pennebaker, J. W., Chung, C. K., Frazee, J., Lavergne, G. M., & Beaver, D. I. (2014). When small words foretell academic success: The case of college admissions essays. PLoS ONE, 9(12), e115844. Pennebaker, J. W., & King, L. A. (1999). Linguistic styles: Language use as an individual difference. Journal of Personality and Social Psychology, 77(6), 1296-1312. Recchia, G., Sahlgren, M., Kanerva, P., & Jones, M. N. (2015). Encoding sequential information in semantic space models: Comparing holographic reduced representation and random permutation. Computational intelligence and neuroscience, 2015, 1-18. Salzmann, Z. (2004). Language, Culture, and Society: An Introduction to Linguistic Anthropology (3rd ed). Westview Press. Schank, R. C., Goldman, N. M., Rieger III, C. J., & Riesbeck, C. (1973). MARGIE: Memory analysis response generation, and inference on English. In IJCAI, 3, 255-261. Taraban, R., Marcy, W. M., LaCour Jr., M. S., & Burgess II, R. A. (2017). Developing machine-assisted analysis of engineering students’ ethics course assignments. Proceedings of the American Society of Engineering Education (ASEE) Annual Conference, Columbus, OH. https://www.asee.org/public/conferences/78/papers/19234/view. Taraban, R., Marcy, W. M., LaCour, M. S., Pashley, D., & Keim, K. (2018). Do engineering students learn ethics from an ethics course? Proceedings of the American Society of Engineering Education – Gulf Southwest (ASEE-GSW) Annual Conference, Austin, TX. http://www.aseegsw18.com/papers.html. Taraban, R., & Marshall, P. H. (2017). Deep learning and competition in psycholinguistic research. East European Journal of Psycholinguistics, 4(2), 67-74. Weizenbaum, J. (1966). ELIZA—a computer program for the study of natural language communication between man and machine. Communications of the ACM, 9(1), 36-45. Winograd, T. (1972). Understanding natural language. New York: Academic Press.

The influence of family, school and peers on students' emotional social development is very important as a starting point for the design of school activities that will also improve student development in an integral way. The Star of the Week program was developed with the aim of helping students apply the knowledge, attitudes, and skills needed to socialize and understand and manage emotions. This study uses the Thiagarajan model stages, namely define, design, develop, and disseminate (4D). The results of the validity test from the experts show that this program has workable value with 91.1% material aspects, 90% emotional development aspects and 92% presentation aspects. For the practicality test results through teacher questionnaires obtained scores of 90%, and 88.67% through teacher observations of children who are in the high practical category. The results of the program effectiveness test showed a value of 89.08% on children's social-emotional development, because it showed an increase in values ​​before and after the intervention. The implication of further research is that it is hoped that various kinds of learning methods will develop aspects of child development based on cooperation and peer relationships. Keywords: Early Childhood, Peer Relationships, Star of the Week Program, Social Emotional References Acar, I. H., Hong, S. Y., & Wu, C. R. (2017). Examining the role of teacher presence and scaffolding in preschoolers’ peer interactions. European Early Childhood Education Research Journal, 25(6), 866–884. https://doi.org/10.1080/1350293X.2017.1380884 Acar, I. H., Rudasill, K. M., Molfese, V., Torquati, J., & Prokasky, A. (2015). Temperament and preschool children’s peer interactions. Early Education and Development, 26(4), 479–495. https://doi.org/10.1080/10409289.2015.1000718 Akhir, K., & Wisz, M. S. (2018). 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Districtwide Initiative to Improve Tier 1 With Evidence-Based Classroom Lessons. Professional School Counseling, 22(1b), 2156759X1983443. https://doi.org/10.1177/2156759x19834438 Moberly, D. A., Waddle, J. L., & Duff, R. E. (2014). Journal of Early Childhood Teacher Education The use of rewards and punishment in early childhood classrooms The use of rewards and punishment in early childhood classrooms. Journal of Early Childhood Teacher Education, 37–41. https://doi.org/10.1080/1090102050250410 Moore, J. E., Cooper, B. R., Domitrovich, C. E., Morgan, N. R., Cleveland, M. J., Shah, H., Jacobson, L., & Greenberg, M. T. (2015). The effects of exposure to an enhanced preschool program on the social-emotional functioning of at-risk children. Early Childhood Research Quarterly, 32, 127–138. https://doi.org/10.1016/j.ecresq.2015.03.004 Morris, A. S., & Williamson, A. C. (2019). Building early social and emotional relationships with infants and toddlers: Integrating research and practice. 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Perkembangan Masa Hidup. Erlangga. Shearer, R. J. B., Domínguez, X., Ell, E. R., Rouse, H. L., & Fantuzzo, J. W. (2010). Relation Between Behavioral Disorders Problems in Classroom Social and Learning Situations and Peer Social Competence in Head Start and kindergarten. Journal of Emotional and Behavioral Disorders, 18(4), 195–210. https://doi.org/https://doi.org/10.1177/1063426609351172 Uslu, F., & Gizir, S. (2017). School belonging of adolescents: The role of teacher–student relationships, peer relationships and family involvement. Kuram ve Uygulamada Egitim Bilimleri, 17(1), 63–82. https://doi.org/10.12738/estp.2017.1.0104 Wang, C., Hatzigianni, M., Shahaeian, A., Murray, E., & Harrison, L. J. (2016). The combined effects of teacher-child and peer relationships on children’s social-emotional adjustment. Journal of School Psychology, 59, 1–11. https://doi.org/10.1016/j.jsp.2016.09.003 Wang, Y., Palonen, T., Hurme, T. R., & Kinos, J. (2019). Do you want to play with me today? Friendship stability among preschool children. European Early Childhood Education Research Journal, 27(2), 170–184. https://doi.org/10.1080/1350293X.2019.1579545 Watanabe, N., Denham, S. A., Jones, N. M., Kobayashi, T., Bassett, H. H., & Ferrier, D. E. (2019). Working Toward Cross-Cultural Adaptation: Preliminary Psychometric Evaluation of the Affect Knowledge Test in Japanese Preschoolers. SAGE Open, 9(2), 2–4. https://doi.org/10.1177/2158244019846688 Westrupp, E. M., Reilly, S., McKean, C., Law, J., Mensah, F., & Nicholson, J. M. (2020). Vocabulary Development and Trajectories of Behavioral and Emotional Difficulties Via Academic Ability and Peer Problems. Child Development, 91(2), e365–e382. https://doi.org/10.1111/cdev.13219 Wilson, L. M., & Corpus, D. A. (2001). The Effects of Reward Systems on Academic Performance. Middle School Journal, 33(1), 56–60. https://doi.org/10.1080/00940771.2001.11495578 Yang, W., Datu, J. A. D., Lin, X., Lau, M. M., & Li, H. (2019). Can Early Childhood Curriculum Enhance Social-Emotional Competence in Low-Income Children? A Meta-Analysis of the Educational Effects. Early Education and Development,30(1), 36–59. https://doi.org/10.1080/10409289.2018.1539557

Since more people have become competent in English, the number of non-native English speakers continues to increase. The larger the number, the more diverse English-speaking individuals are. Consequently, there has been an emerged demand for new English pedagogies to adequately address the diversity of English-communicative encounters. The aims of English language learning in the 21st century have shifted from English interactions with native speakers to any English encounters that may involve native or non-native speakers. In response to the call of ELT transformation for the 21st century global challenges on diverse English environments, this study seeks to analyze and synthesize the ELT pedagogic countermeasures employed by the nine English teachers in Malaysia, Indonesia, and Singapore. The participants were purposively selected. The data predominantly collected from different participant groups by utilizing a semi-structured interview and focus group discussion. The derived qualitative data were then processed with content analysis. The findings revealed 6 ELT approaches that are effective for language acquisition of English classrooms in Islamic schools: (1) reconsidering new roles and functions of teachers; (2) emphasizing active learning and encouraging collaboration; (3) implementing technology; (4) employing local learning materials; (5) integrating learning to other study areas; and (6) reevaluating learners’ learning. Based on the findings, education practitioners can adapt their English teaching practices, whereas policy makers and curriculum designers can reconsider to reconceptualize national policies and curriculums in English education for Thai and other ASEAN learners to enhance their English proficiency for a higher quality global member of the 21st century. Keywords: English language, teaching and learning, 21st century education Cite as: Assalihee, M., Boonsuk, Y., Bakoh, N., & Sano, I. L. (2019). Reconceptualizing the 21st century English pedagogies for Islamic school teachers in Asean. Journal of Nusantara Studies, 4(1), 401-421. http://dx.doi.org/10.24200/jonus.vol4iss1pp401-421

The present article involves a qualitative study of the framing of dementia in ‘Alzheimer’s and Dementia’, the Journal of the Alzheimer’s Association, published in 2016. The aim of this study is to elucidate how dementia is framed qualitatively in the corpus consisting of scientific articles involving dementia published in ‘Alzheimer’s and Dementia’. The results of the qualitative analysis indicate that dementia is represented in ‘Alzheimer’s and Dementia’ in 2016 as the frames associated with gender, age, costs, caregiver and care-recipients, disability and death, health policy, spatial orientation, medical condition, and ethnic groups. These findings are further discussed in the article. References Andrews, J. (2011). We need to talk about dementia. Journal of Research in Nursing, 16(5),397–399. Aronowitz, R. (2008). Framing Disease: An Underappreciated Mechanism for the SocialPatterning Health. Social Science & Medicine, 67, 1–9. Bayles, K. A. (1982). Language function in senile dementia. Brain and language, 16(2),265–280. Bednarek, M. A. (2005). Construing the world: conceptual metaphors and event construals innews stories. Metaphorik.de, 9, 1–27. Brookmeyer, R., Kawas, C. H., Abdallah, N., Paganini-Hill, A., Kim, R. C., & M.M. Corrada(2016). Impact of interventions to reduce Alzheimer’s disease pathology on the prevalence ofdementia in the oldest-old. Alzheimer’s & Dementia, 12(3), 225–232. Burgers, C., Konijn, E., & G. Steen. (2016). Figurative Framing: Shaping Public DiscourseThrough Metaphor, Hyperbole, and Irony. Communication Theory, 26(4)410–430. Carolan, J. (2016). Using a Framing Analysis to Elucidate Learning from a Pedagogy ofStudent-Constructed Representations in Science. In Using Multimodal Representations toSupport Learning in the Science Classroom. Switzerland: Springer. Chen, J. C., Espeland, M. A., Brunner, R. L., Lovato, L. C., Wallace, R. 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The euro crisis in metaphors and frames.Focus on the press in the Low Countries. European Journal of Communication, 29(5),608–617. Kapranov, O. (2016). The Framing of Serbia’s EU Accession by the British Foreign Office onTwitter. Tekst i Dyskurs. Text und Diskurs, 9, 67–80. Kaufman, S. R. (1994). Old age, disease, and the discourse on risk: Geriatric assessment in UShealth care. Medical Anthropology Quarterly, 8(4), 430–447. Kunutsor, S., & Laukkanen, J. (2016). Gamma glutamyltranserase and risk of future dementiain middle-aged to older Finnish men: A new prospective cohort study. Alzheimer’s &Dementia, 12, 931–941. Lawless, M., & Augoustinos, M. (2017). Brain health advice in the news: managing notions ofindividual responsibility in media discourse on cognitive decline and dementia. QualitativeResearch in Psychology, 14(1), 62–80. Llorens, F., Schmitz, M., Karch, A., Cramm, M., Lange, P., Gherib, K., Varges, D., Schmidt,C., Zerr, I., & K. Stoeck (2016). Comparative analysis of cerebrospinal fluid biomarkers in thedifferential diagnosis of neurodegenerative dementia. Alzheimer’s & Dementia, 12(5),577–589. Mayeda, E. R., Glymour, M. M., Quesenberry, C. P., & R.A. Whitmer (2016). Inequalities indementia incidence between six racial and ethnic groups over 14 years. Alzheimer’s &Dementia, 12(3), 216–224. Paradis, C. (2010). Good, better and superb antonyms: a conceptual construal approach. Theannual texts by foreign guest professors, 3, 385–402. Parker, J. (2001). Interrogating person-centred dementia care in social work and social carepractice. Journal of Social Work, 1(3), 329–345. Peel, E. (2014). ‘The living death of Alzheimer’s’ versus ‘Take a walk to keep dementia atbay’: representations of dementia in print media and carer discourse. Sociology of health &illness, 36(6), 885–901. Ramirez, J., McNeely, A. A., Scott, C. J., Masellis, M., & S. E. Black (2016). White matterhyperintensity burden in elderly cohort studies: The Sunnybrook Dementia Study, Alzheimer’sThe Framing of Dementia in Scientific Articles Published in Alzheimer’ Disease Neuroimaging Initiative, and Three-City Study. Alzheimer’s & Dementia, 12(2),203–210. Rattinger, G., Fauth, E., Behrens, S., Sanders, C., Schwartz, S., Norton, M. C., Corcoran, C.,Mullins, C. D., Lyketsos, C., & J. T. Tschanz (2016). Closer caregiver and care-recipientrelationships predict lower informal costs of dementia care: The Cache County DementiaProgression Study. Alzheimer’s & Dementia, 12, 917–924. Shash, D., Kurth, T., Bertrand, M., Dufouil, C., Barberger-Gateau, P., Berr, C., Ritchie, K.,Dartigues, J.-F., Begaud, B., Alperovitch, A., & C. Tzourio (2016). Benzodiazepine,psychotropic medication, and dementia: A population-based cohort study. Alzheimer’s &Dementia, 12(5), 604–613. Swacha, K. Y. (2017). 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This article presents a documental analysis of Curriculum Common National Basis (BNCC), specifically in English Language field (LI), in Elementary School. It aims to relate the guidelines about English school curriculum to the use of digital technologies into the classroom or out of it. This document has been chosen because, nowadays, the Curriculum Common National Basis (CCNB) forms the last national guideline for Brazilian schools about contents and skills required in Elementary School. Schools have been guided to use the guidelines enrolled in Brazilian Curriculum and furthermore, the schools have to assure diversified contents, according to local reality. In this study, English language was chosen because text parameter from BNCC about English, or additional language has changed. Earlier documents authorized to schools the choice of second language to be taught, however BNCC establishes English as compulsory language. According BNCC, English language has been selected because its role as an international communication language, a lingua franca spoken by people across the whole world, using different cultural and linguistic repertoires. The paper discusses the importance of the presence of context in policy guidance that will be responsible to guide the curriculum of all schools from Brazil, recognizing that the teaching of the English language is fundamental and it contributes to the students’ integral formation, an aspect which is emphasized in BNCC.ResumoEste artigo propõe uma análise documental da Base Nacional Comum Curricular (BNCC), especificamente na área de Língua Inglesa (LI), no Ensino Fundamental. O objetivo é relacionar as orientações sobre currículo de Inglês com o uso de tecnologias digitais na sala de aula ou fora dela. A escolha desse documento se justifica pelo fato de que atualmente a BNCC compõe a última orientação nacional para as escolas brasileiras sobre conteúdos e competências que devem estar em foco no Ensino Fundamental. A orientação é que as escolas tenham como referência os eixos norteadores constantes na Base e que garantam também conteúdos diversificados, de acordo com a realidade local. A escolha de LI como delimitação do estudo se deu pela mudança no parâmetro de texto da BNCC sobre a Língua Estrangeira, ou Língua Adicional. Os documentos anteriores facultavam às escolas a escolha da língua estrangeira a ser ensinada, porém a Base coloca o Inglês como língua obrigatória. O documento explica que a opção pela LI é por seu papel de língua de comunicação internacional, uma língua franca utilizada por falantes espalhados no mundo inteiro, com diferentes repertórios linguísticos e culturais. O texto discute a importância da presença do contexto na orientação normativa que guiará os currículos de todas as escolas do país, prevendo que o ensino da LI é fundamental e contribui para a formação integral do aluno, tão enfatizada em todo o documento.Palavras-chave: Base Nacional Curricular Comum, Ensino de língua inglesa, Tecnologias digitais.Key-words: Curriculum Common National Basis, English Language teaching, Digital technologies.ReferencesBAKHTIN, M./VOLOCHINOV, V. N. (1929). Marxismo e filosofia da linguagem. São Paulo: Hucitec, 1981.BAKHTIN, M. (1953-54). Estética da criação verbal. Trad. Maria Emsantina Galvão G. Pereira. 2. ed. São Paulo: Martins Fontes, 1973.BRASIL (SEF/MEC). Parâmetros Curriculares Nacionais – 1º e 2º Ciclos do Ensino Fundamental. Língua Portuguesa. Brasília, DF: SEF/MEC, 1997.BRASIL. Constituição (1988). Constituição da República Federativa do Brasil. Brasília, DF: Senado Federal: Centro Gráfico, 1988.BRASIL. Lei de Diretrizes e Bases da Educação. Lei nº 9.394/96, de 20 de dezembro de 1996. Disponível em: http://www.planalto.gov.br/ccivil_03/LEIS/L9394.htm. Acesso em: 29 set. 2018.BRASIL. Parâmetros Curriculares Nacionais – 3º e 4º Ciclos do Ensino Fundamental. Língua Portuguesa. Brasília, DF: SEF/MEC, 1998. 107 p.BRASIL. 2017. Base Nacional Comum Curricular (BNCC). MEC/CONSED/UNDIME. Disponível em: http://basenacionalcomum.mec.gov.br. Acesso em: 11 ago. 2017.DOLZ, J.; SCHNEUWLY, B. (1996). Gêneros e progressão em expressão oral e escrita: elementos para reflexões sobre uma experiência francófona. In: SCHNEUWLY, B.; DOLZ, J. Gêneros orais e escritos na escola. Campinas/SP: Mercado de Letras, 2010. p. 41-70.DOLZ, J.; SCHNEUWLY, B. (1998). O oral como texto: como construir um objeto de ensino. In: SCHNEUWLY, B.; DOLZ, J. et al. Gêneros orais e escritos na escola. Campinas: Mercado de Letras, 2010. p. 149-185.FAVA, R. Educação 3.0: como ensinar estudantes com culturas tão diferentes. 2. ed. Cuiabá: Carlini e Caniato Editorial, 2012.GOIS, A. "Pq jovens tc axim?" Folha de S. Paulo, São Paulo, 2005. Disponível em: http://www1.folha.uol.com.br/fsp/cotidian/ff2404200529.htm. Acesso em: 11 ago. 2017.KENSKI, V. M. Educação e Tecnologias: o novo ritmo da informação. 8. ed. Campinas, SP: Papirus, 2012.KOMESU, F.; TENANI, L. Considerações sobre o conceito de “internetês” nos estudos da Linguagem. Linguagem em (Dis)curso, Palhoça, SC, v. 9, n. 3, p. 621-643, set./dez. 2009.KURTZ, F. D.; THIEL, K. C. N. TIC e ensino de línguas: o que dizem professores e alunos. In: MACHADO, G. J. C. (org.). Educação e ciberespaço: estudos, propostas e desafios. Aracaju: Virtus, 2010.LIMA, M. F.; ZANLORENZI, C. M. P.; PINHEIRO, L. R. Currículo: conceituação do termo. In. ___. A função do currículo no contexto escolar. Curitiba: InterSaberes, 2012. p. 21-46.MERCADO, E. L. O. Internetês na Escola: avanço, retrocesso ou diversidade da língua? In: MACHADO, G. J. C. (org.). Educação e ciberespaço: estudos, propostas e desafios. Aracaju: Virtus, 2010.MOTTA, A. P. F. O letramento crítico no ensino/aprendizagem de língua inglesa sob a perspectiva docente. 2008. Disponível em: http://www.diaadiaeducacao.pr.gov.br/portals/pde/arquivos/3794.pdf?PHPSESSID=2009051408162317. Acesso em: 26 set. 2018.PRENSKY, M. Digital natives, digital immigrants. 2001. Disponível em: http://www.unifra.br/eventos/inletras2012/Trabalhos/4668.pdf. Acesso em: 29 set. 2018.ROJO, R. H. R. Modos de transposição dos PCN às práticas de sala de aula: progressão curricular e projetos. In: ___. (Org.). A prática de linguagem em sala de aula: praticando os PCN. Campinas/SP: Mercado de Letras/EDUC, 2000. p. 27-40.ROJO, R. H. R. Letramentos múltiplos, escola e inclusão social. São Paulo: Parábola Editorial, 2009.SOARES, M. Letramento e Escolarização. In: RIBEIRO, Vera Masagão (Org.). Letramento no Brasil. São Paulo: Global, 2004.THADEI, J. 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Because of the diversity in the classroom, the teacher should develop a series of strategies that allow you to transmit knowledge effectively. Teaching is difficult, even more, in second language classroom, where in addition to the student´s individual differences, such as cognitive styles, motivation and self-esteem, are added others, such as nationality, age or mother tongue.This paper describes the role of the teacher in the classroom and the teaching strategies implemented in the classroom in a context of formal education. Strategies have been developed from the precepts postulated by the theory of multiple intelligences.

O Estágio Curricular Supervisionado é uma política educacional, na qual os alunos-professores realizam a prática pedagógica em sua área profissional em uma escola de educação básica, sob a responsabilidade de um profissional já habilitado. Com base em pesquisa qualitativa interpretativa (ERICKSON, 1990; MASON, 1996) de orientação etnográfica (HAMMERSLEY; ATKINSON, 2007), neste trabalho analisamos como ocorrem os momentos de orientação entre uma professora universitária e uma dupla de alunos-professores em uma turma de Estágio de Inglês. Os dados foram gerados em uma universidade pública federal localizada no sul do Brasil por meio de anotações de campo, gravações em áudio e vídeo, pesquisa documental e entrevistas semiestruturadas. Os dados apontam que, no cenário investigado, há quatro tipos de orientação ao longo do semestre: orientação a distância, orientação em grupo, feedback pós-observação e encontros individuais. Identificamos que, nas orientações, a prática pedagógica dos alunos-professores era tanto o ponto de partida quanto o de chegada (PÉREZ-GÓMEZ, 1995). Além disso, verificou-se que, nessas interações, os alunos-professores, conjuntamente com as professoras orientadoras, refletiam sobre sua própria ação (SCHÖN, 1983), considerando retrospectivamente e prospectivamente a sua prática (PERRENOUD, 2002). Por fim, há evidências de que os momentos de orientação entre a professora universitária e os alunos-professores provocaram mudanças em seus conhecimentos, suas práticas e atitudes profissionais e, há indícios de que essas mudanças repercutiram positivamente no aprendizado dos alunos da escola. Assim, no contexto analisado, convites à participação, reflexões sobre soluções para situações enfrentadas pelos licenciandos na sua prática docente, o estabelecimento de uma relação de colaboração, bem como o fornecimento de exemplos concretos de como levar a cabo as sugestões, contribuíram para a formação desses alunos-professores.Referências:BIAZI, T. M.; GIMENEZ, T.; STUTZ, L. O Papel da Observação de Aulas Durante o Estágio Supervisionado de Inglês. SIGNUM: Estud. Ling., n. 14, p. 57-78, 2011.CARDOSO, P. C. S. The myth of nativity: a case study on how identities are co-constructed in a language classroom. 2011. Trabalho de Conclusão de Curso (Graduação em Letras), Universidade do Vale do Rio dos Sinos, 2011.CELANI, M. A. A. Ensino de línguas estrangeiras: ocupação ou profissão?. In: LEFFA, V. J. O professor de línguas estrangeiras: construindo a profissão. 2. ed., Pelotas: EDUCAT, 2008, p. 23-43.CHAMBERLIN, C. R. TESL Degree Candidates’ Perceptions of Trust in Supervisors. TESOL Quarterly, v. 34, n. 4, p. 653-673, 2000.COPLAND, F.; MA, G.; MANN; S. Reflecting in and on post-observation feedback in initial teacher training on certificate courses. English Language Teacher Education and Development (ELTED), v. 12, p. 14-23, 2009.DREY, R. F.; GUIMARÃES, A. M. M. Reflexões sobre a formação inicial e a constituição da profissionalidade docente. D.E.L.T.A., v. 32, n. 1, p. 23-44, 2016.ERICKSON, F. Qualitative methods. In: LINN, R. L.; ERICKSON, F. (Orgs.). Quantitative methods. New York: Macmillan, 1990. p. 75-194.FEIMAN-NEMSER, S. Helping novices learn to teach lessons from an exemplary support teacher. Journal of Teacher Education, v. 52, n. 1, p. 17-30, 2001.GARCEZ, P. M. A organização da fala-em-interação na sala de aula: controle social, reprodução de conhecimento, construção conjunta de conhecimento. Calidoscópio, v. 4, n. 1, p. 66-80, 2006.GARCEZ, P. M.; SCHLATTER, M. 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Agar (1994) coined the word languaculture to highlight the inseparability of language and culture. He explained the connection by suggesting that culture is something that “happens” when people are learning to communicate in another language. In this paper, languaculture is presented as a natural learning process that may be exploited for classroom use. First an outside-the-classroom languaculture journey is described using images from archaeology: discovery, excavation, analysis, and archiving. This process is then explored as a way to enrich foreign language education inside the classroom. Although time and curricular constraints of English education in Japan often make it difficult to add culture to lesson plans, the lexical elements themselves can be used as effective tools to help students uncover culture. When culture does happen, students will have an opportunity to deepen their vocabulary knowledge and further develop their appreciation of difference. Agarはlanguacultureという造語をつくり出し、言語(language)と文化(culture)の切り離せない関係性に焦点をあてた（1994）。文化とは人々が別の言語で伝えることを学ぶ際に「起こる」ものであることを示すことで、この関係性を説明している。本論では、Languacultureを実際の教室で利用することができる自然な学習プロセスとして、紹介している。はじめに、教室外でのlanguacultureの過程を、発見・発掘・分析・記録保管といった考古学のイメージを用いて論じている。次に、このプロセスの教室内での外国語教育を豊かにする可能性について探っている。日本では英語教育に充てられた時間とカリキュラム上の縛りがあるために、普段の授業計画に文化の項目を上乗せするのは容易ではないが、語彙の学習そのものが、学生が文化を掘りおこすのに効果的な手段となりえる。実際に文化が「起こる」とき、学生は自らの語彙知識を深め、さらに文化の違いを認識する力を伸ばす機会を手にするのである。

This paper reports the experience of developing teaching materials for public school teachers and students in southern Brazil in a project funded by the Education Department of Paraná State. The materials were intended as resources to be used by teachers according to their needs and those of their local communities, rather than as a textbook per se. The theory underlying this project is based on critical literacy and the idea that language is discourse, i.e. embedded in cultural and ideological values which determine its meaning and establish power relations among texts, among readers and among texts and their readers - Freirean "readers of the wor(l)d". Student-readers are, in this sense, co-constructors of meanings and responsible for making sense of reality. We expect students and teachers who use the materials we designed to become more aware of their possibilities as agents and this way we intend to foster a sense of active citizenship.

This study investigates language teachers’ verbal construals of classroom anxiety and its cognitive precursors by drawing on the TRANSITIVITY and ATTITUDE systems in systemic functional linguistics (Martin & White, 2005) and integrating them with appraisal theory in cognitive psychology (Smith & Lazarus,1993). Three collegiate-level German teachers in a CLIL-like context participated in a two-week classroom observation sequence, which included 8 in-depth, semi-structured interviews that employed stimulated recall methodology by way of recorded classroom observations. Transcribed interview data were examined using both TRANSITIVITY analysis to capture experiential meanings and a multi-step TRANSITIVITY and ATTITUDE analysis to capture both emotional meanings and cognitive appraisals simultaneously. Findings revealed individual patterns of verbal construals of anxiety for each participant. The multi-step analysis uncovered discernible patterns for the verbal construal of cognitive appraisals that are strongly associated with both participants’ feelings of anxiety and their beliefs about the nature of language teaching. Based on these findings, a new system network for the description and approach to the analysis of foreign language (FL) teacher emotions is proposed and implications of the findings for future research into teacher emotions and beliefs, as well as for teacher training, emotional well-being, and foreign language pedagogy research are discussed.

Since 2003, the Japanese government has been urging universities to improve and reform the way they teach English to develop young people who can actively and immediately work in global contexts after graduation (MEXT, 2003). Some universities are using drama in the English language classroom to nurture students’ creativity, cooperation, and confidence. As has been shown, drama brings a multitude of psychological and communicative benefits – it helps students think about pronunciation, meaning, emotion, motivation, cooperation, confidence, and active participation, all of which can help to promote language acquisition and the spontaneous use of language (Miccoli, 2003; Ranzoni, 2003; Sato, 2001; Shapiro & Leopold, 2012; Zyoud, 2010). With a background in theatre and some useful drama resources at my disposal, I have been seeking ways to give my English classes a communicative and performative edge, and this article examines how I tried to incorporate a drama activity into my university discussion class.

The following is a reflection from two Auckland University of Technology (AUT) academics seconded as visiting professors to teach events and human resource management at a Vietnamese university. As this may be an ongoing project for AUT, they have provided these insights to guide other academics venturing to teach in Vietnam. It was a humbling experience and we recommend all academics make teaching overseas and entering into global classrooms part of their journey. Although others with experience of overseas teaching have recommended co-teaching with a translator/interpreter [1], interpreters are not always available when required. And when surprised by their absence, what do you do? Ten lessons were drawn from our experiences for you to include in your overseas teaching survival kit: Lesson #1. Expect the unexpected. Lesson #2. Brace yourself for culture shock – the first day you will feel like a fish out of water, which really makes you reset yourself to becoming a better teacher. Imagine you are without an interpreter and the students can only understand half of your slides. Lesson #3. Adapt your materials and revise your notes to include local examples. This will involve thinking on your feet; your assessment format may undergo many changes. Try to blend in your students’ local and pop-cultural interests. Lesson #4. Find your allies; the class monitor and the interpreter rule! Identify the ‘leaders of the pack’ – those who can help lead and manage the class. Lesson #5. Use language carefully. Remember that English words can have more than one meaning and that you will spend most of your time rephrasing sentences. Lesson #6. Co-teaching with an interpreter means half the time is spent translating your lessons. Be realistic about your learning outcomes. Lesson #7. There are no international standards in Vietnam, only regional standards. For example, the international hotel accreditation is not the same as Vietnam’s hotel quality standards. Lesson #8. Be prepared with multiple, fun teaching tools to engage your students in group activities. Team building is always welcome. Lesson #9. Bring small souvenirs from New Zealand as little treats and rewards to encourage participation from students. Lesson #10. Always travel in pairs and be prepared to ‘rough it’. Vietnam has transformed us into instructors with a global perspective. We went to impart knowledge, but we have had returned to us many times what we gave. We stepped outside of our comfort zones and this has certainly stretched our personal and professional limits in ways conventional teaching could never achieve. Like Stachowski and Sparks [2], we now know what it is to be cultural outsiders looking in, and how to find ways to gain acceptance as ‘foreign teachers’. Now that we are back on campus comfortably teaching in English, we should still consider the students we have in our classrooms. In a university that promotes the presence of a global community, we need to be mindful that some international students in our classrooms may need help to orientate them to what, for them, is an alien learning and teaching platform in a foreign language. This teaching reflection was supposed to be written upon our return from Vietnam in November 2019. However, at the time of writing, COVID-19 has brought about unprecedented changes that are transforming the way universities are teaching – bringing their lessons online to students from all over the world. Although this article is not focused on COVID-19, the unusual times have triggered questions for academics and industry trainers planning on teaching overseas in the future, to consider beyond the above lessons, particularly about the accessibility of technology. Considerations include the availability of hardware and software to students in other countries. We did not have access to WIFI in the classrooms in Vietnam; students were dependent on their phones for the additional information they needed for our group activities. Corresponding author Tracy Harkison can be contacted at: tracy.harkison@aut.ac.nz References (1) Herman, W. E.; Bailey, M. P. Recommendations for Teaching Overseas. College Teaching 1991, 39 (3), 117–121. https://doi.org/10.1080/87567555.1991.10532443 (2) Stachowski, L. L.; Sparks, T. Thirty Years and 2,000 Student Teachers Later: An Overseas Student Teaching Project that is Popular, Successful, and Replicable. Teacher Education Quarterly 2007, 34 (1), 115–132. https://files.eric.ed.gov/fulltext/EJ795147.pdf (accessed May 4, 2020).

ABSTRACT Global competence has inevitably expanded the way of education conducted in recent year. One key aspect of global competence is the emergence of cultural intelligence in the classroom – as one medium of global competence transfer is through language learning. Interest to learning a foreign language raises in which many people see foreign language learning as the window and door to the world. This paper aims at exploring global competence is delivered and conducted in a Spanish classroom in Brisbane, Australia. Data were gathered through (1) classroom observation (2) questionnaire distributed to the learner and (3) interview with the learners. Finding shows that in the program is perceived as effective and teacher holds the most important factor in the classroom. In addition to being knowledgeable and skillful, a teacher who possesses cultural intelligence is likely to be preferred. Classroom is portrayed as a hub for transfer of knowledge, allowing learners to bring their identity inside the class while learning being exposed to other foreign language. Keywords: global competence, cultural intelligence, foreign language learning.

Foreign language teachers often want to use movies in the classroom because movies are a rich source of both language and culture and contain themes that can stimulate thought and discussion. However, showing movies to students without doing the time-consuming preparation of tasks for students to do before, during, or after watching the movie can limit the educational benefits. Using a movie journal solves this problem, and contains questions that students answer after watching a section of the movie in class. Writing in a movie journal before discussing the movie leads to more productive discussions as students have a chance to think about what they want to say and how best to express these ideas in the foreign language. 映画は言語と文化の宝庫である。思考や活発なディスカッションを促進させるテーマを含んでいるため、外国語教師はよくクラスで映画を使っている。視聴前・視聴中・視聴後に学生たちが行うタスクを準備して使用している。しかし、その準備には多大な時間がかかる。だからと言って、課題の準備もせずに、ただ映画を見せるだけでは教育学的利益は損なわれる。映画のセクション毎に学生が質問に答える形式のMovie Journalは、その問題を解決することができる。映画について話し合う前にMovie Journalで事前学習をすることで、学生たちが何を言いたいのか、自分の考えを外国語でどのように表現すれば一番伝わるのかを考える機会が生まれ、それがより活発なディスカッションにつながる。

Indonesia is a country that has a high potential for natural disasters. Picture story book is a form of disaster management learning that can help children from an early age to prepare for a natural disaster. The aims of this study to develop story books as a disaster management learning media, to improve knowledge and skills of children and teacher about the understanding, principles, and actions of rescue when facing the natural disasters, to increase the teacher’s learning quality in disaster management. Developmental research approach is used to execute the study. A total of 48 children aged 5-6 years have to carry out pre-test and post-test. Pre-test data shows that children's knowledge about disaster management with an average of 47.92% and its improved at post-test with 76,88%. Five theme of story books involves floods, landslides, earthquakes, tsunamis, lands and forest fires is the product. 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This paper offers an examination of classroom language learning from the perspectives of research and teaching. It addresses two questions: (1) What are the specific contributions of the classroom to the process of language development?; and (2) In what ways might the teacher exploit the social reality of the classroom as a resource for the teaching of language? The paper explores the classroom as a special social situation and identifies certain aspects of classroom language learning that seem to be neglected by current research. It offers also new directions for research and proposals for language teaching deduced from particular social and psychological characteristics of classroom life.

ABSTRACTYear 2 findings are reported from a longitudinal, experimental-control study involving 31 Spanish-speaking preschoolers (aged 38–48 months) randomly assigned to two Head Start classrooms. In Year 1, classrooms differed only in the language of instruction, with teachers using only Spanish in one classroom and only English in the other. In Year 2, an experimental transitional bilingual education (TBE) model was implemented, with English being gradually introduced in the TBE classroom until a ratio of 30:70 English-to-Spanish was achieved and Spanish being gradually introduced in the predominantly English (PE) classroom until a ratio of 70:30 English-to-Spanish was achieved. Year 2 results were consistent with Year 1, with the TBE classroom exceeding the PE classroom on all Spanish measures of language and literacy development and no significant differences favoring the PE classroom. Results also indicated that Year 2 trajectories were conditional on first-year effects, suggesting that sustained growth in dual language learner's early literacy may depend on early intervention among 3-year-old preschoolers.

Teaching Listening Comprehension is about developing listening comprehension skills in the language classroom. First of all, this paper introduces listening comprehension from the perspective of pedagogical research. Then proposes the interactive mode of listening comprehension, the types of spoken English and the reasons why listening becomes difficult. Let readers understand the micro-skills of listening comprehension and the types of classroom listening performance. Lastly, readers can Learn the principles of designing listening techniques and master the listening techniques from beginning to advanced.

This paper discusses the case of appropriating a teaching approach as a response to the needs of a Deaf student registering to an English Department of a State University in Depok. The study particularly looks at the sign language interpreting practice in the classroom. In the teaching and learning process, the sign language interpreter has a significant role in transferring the course materials from the lecturer. In other words, the interpreter becomes one important factor for the student's achievement in acquiring the target language. However, there are several challenges faced by the interpreter in delivering the teaching content, such as, speech tempo, the usage of determiners (this, that), the usage of media, classroom preparation, and language differences (English and BISINDO—the natural sign language used by the Deaf community in Indonesia). The aim of this paper is to provide a clear picture concerning 1) sign language interpreting process in English teaching classroom, 2) the coordination of interpreter and lecturer(s), both in classroom preparation as well as teaching process, and 3) challenges experienced by the interpreter. Questionnaire and in-depth interviews are used with the lecturers, the student, and the interpreter in order to elicit as well as acknowledge the data related to the classroom preparation and teaching process. Data were transcribed, coded, and analyzed following interpretive paradigm. The results of this research offer suggestions in sign language interpreting process in English teaching classroom.

The problems of classroom management in many academic subjects are an important area of research in general education in many countries (Doyle, 1990; Jones, 1996; Kagan, 1992; Tauber, 1999). Compared to the level of interest in the field of general education, not enough attention is paid to classroom management issues in language classrooms, and in particular there is little empirical research on classroom management in English as a Foreign Language (EFL) in Japan. To fill the gap, this study will report on: a) classroom management difficulties that arise in Japanese EFL classrooms when teachers try to teach English communicatively, b) how teachers conceptualize and attempt to deal with these problems, and c) what strategies can be offered to alleviate these problems. 教室内における指導運営はどの国においても重要な課題である。このテーマについてこれまで多くの研究が行われてきたが (Doyle, 1990; Jones, 1996; Kagan, 1992; Tauber, 1999)、言語教育の分野では実証研究がほとんど行われていないと言ってもよく、日本の英語教育界ではさらに関心が低いように思われる。本論文は、a) 英語をコミュニケーションの手段として指導しようとする場合には特に運営指導が難しくなること、b) 教員はこのような困難に直面した場合どのように対処しているのか、c) 効果的な対象方略とはどのようなものか、これら３点について実地調査の報告を行った。

Teaching English without any instructional materials may be difficult or even impossible. There are lots of materials which facilitate both the teachers and students in language teaching and learning. As with other teaching materials and resources, journal articles are also an important source for language teaching. Taking this into account, this article tries to explore how EFL teachers perceive the value of journal articles and how they use them in their classrooms. More specifically, the article tries to explore whether and to what extent journal articles can be used as instructional materials, and what strategies teachers employ to use journals articles to enhance language proficiency of their students.Journal of NELTA , Vol. 22, No. 1-2, 2017 December, Page: 110-116

This study aims at exploring the degree of Foreign Language Anxiety (FLA) towards the learning of English that English for Specific Purposes students report experiencing. The participants in this study were 67 undergraduates at the University of the Balearic Islands enrolled in two university degree programs. The Foreign Language Classroom Anxiety Scale (FLCAS) (Horwitz et al., 1986) was used to collect data. The findings reveal that most students suffered from average to high anxiety levels. Communication apprehension was found to be the main source of participants’ FLA followed by fear of negative evaluation and test anxiety. The data also showed statistically significant differences across students’ university degree programs related to test anxiety and fear of negative evaluation. No statistically significant gender differences in FLA levels were observed. Finally, correlation analyses revealed significant negative associations between participants’ self-perceived English proficiency and their FLA levels associated with listening and speaking skills.

The shift in language classroom organization from teacher-fronted to student group work has received a growing amount of theoretical and empirical support (cf. Long, 1983; Long, Adams, McLean, and Castanos, 1976; Taylor, 1982). However, this practice is becoming so popular that it is in danger of turning into yet another ESL bandwagon. The following study was conducted, therefore, to evaluate the role of group work in the classroom, specifically in regard to its possible effects on classroom second language acquisition. Comparisons were made of three ESL classrooms during group vs. teacher-fronted classroom interaction on decision-making tasks.Analysis focused on three broad categories: (1) grammaticality of input, (2) negotiation of input, and (3) individual input/production. Significant differences between the two participation patterns were indicated only in the increased amount of input and production for individual students during group interaction. Task, rather than participation pattern was shown to be a more important variable with regard to parameters (1) and (2). These results suggested that group work has a useful but somewhat restricted role in classroom second language acquisition.

This paper will argue that drama techniques can provide an excellent framework for developing students’ creative thinking. The first part of the paper will attempt to define what is meant by creativity in educational settings through discussion of the work of psychologists Kaufman, Beghetto, and Sternberg. It will focus specifically on the difference between BIG ‘C’ legendary creativity and little ‘c’ everyday creativity and how little ‘c’ creativity relates to discourse in the language classroom. Next, the author will discuss how some of the activities in the Torrance test of creativity (1996) share striking similarities with drama techniques. Lastly, some of these drama techniques will be briefly introduced in the final part of the paper.

The Covid-19 pandemic had a dangerous impact on early-childhood education, lost learning in almost all aspects of child development. The house-to-house learning, with the name Moving Home Learning Program (MHLP), is an attractive offer as an emergency remote teaching solution. This study aims to describe the application of MHLP designed by early-childhood education institutions during the learning process at home. This study used a qualitative approach with data collection using interviews, observation, and documentation. The respondents involved in the interview were a kindergarten principal and four teachers. The research data were analyzed using the data content analysis. The Findings show that the MHLP has proven to be sufficiently in line with the learning needs of early childhood during the Covid-19 pandemic. 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