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Pedagogy: Critical Approaches To Teaching Literature, Language, Composition, and Culture最新文献

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EFEKTIVITAS PENERAPAN MODEL KOOPERATIF TIPE NUMBERED HEADS TOGETHER (NHT) DENGAN PENDEKATAN QUANTUM TEACHING DALAM PEMBELAJARAN MATEMATIKA SISWA SMP NEGERI 1 BINAMU KABUPATEN JENEPONTO
Pedagogy: Critical Approaches To Teaching Literature, Language, Composition, and Culture Pub Date : 2020-11-26 DOI: 10.30605/PEDAGOGY.V5I2.404
Husriani Husain, Syaharuddin Syaharuddin
{"title":"EFEKTIVITAS PENERAPAN MODEL KOOPERATIF TIPE NUMBERED HEADS TOGETHER (NHT) DENGAN PENDEKATAN QUANTUM TEACHING DALAM PEMBELAJARAN MATEMATIKA SISWA SMP NEGERI 1 BINAMU KABUPATEN JENEPONTO","authors":"Husriani Husain, Syaharuddin Syaharuddin","doi":"10.30605/PEDAGOGY.V5I2.404","DOIUrl":"https://doi.org/10.30605/PEDAGOGY.V5I2.404","url":null,"abstract":"Penelitian ini bertujuan untuk mengetahui gambaran Efektivitas Model Kooperatif Tipe Numbered Heads Together (NHT) dengan Pendekatan Quantum Teaching dalam Pembelajaran Matematika pada siswa Kelas VII.1 SMP Negeri 1 Binamu Kabupaten Jeneponto. Penelitian ini merupakan penelitian kuantitatif deskriptif yang fokus pada Efektivitas Model Kooperatif Tipe Numbered Heads Together (NHT) dengan Pendekatan Quantum Teaching dalam Pembelajaran Matematika pada Siswa Kelas VII SMP Negeri 1 Binamu Kabupaten Jeneponto. Populasi dalam penelitian ini adalah seluruh siswa kelas VII SMP Negeri 1 Binamu Kabupaten Jeneponto yang terbagi menjadi 8 kelas dengan jumlah siswa 252 orang. Sampel penelitian adalah siswa kelas VII.1 berjumlah 31 orang siswa yang dipilih menggunakan teknik purposive sampling dengan mempertimbangkan bahwa siswa tersebut pernah diajar menggunakan Model pembelajaran Kooperatif tipe Numbered Heads Together (NHT) dengan Pendekatan Quantum Teaching. Teknik yang digunakan untuk mengumpulkan data dalam penelitian ini yaitu dokumentasi, wawancara dan kuesioner. Analisis data menggunakan analisis deskriptif. Hasil penelitian dan analisis data yang diperoleh dapat ditarik kesimpulan bahwa penerapan model kooperatif tipe Numbered Heads Together (NHT) dengan pendekatan Quantum Teaching untuk siswa kelas VII.1 SMP Negeri 1 Binamu Kabupaten Jeneponto memenuhi kriteria efektif.","PeriodicalId":448364,"journal":{"name":"Pedagogy: Critical Approaches To Teaching Literature, Language, Composition, and Culture","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132880520","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Metacognition or “B.S.”? 元认知还是“胡扯”?
Pedagogy: Critical Approaches To Teaching Literature, Language, Composition, and Culture Pub Date : 2020-10-01 DOI: 10.1215/15314200-8544538
Carolyn M. King
{"title":"Metacognition or “B.S.”?","authors":"Carolyn M. King","doi":"10.1215/15314200-8544538","DOIUrl":"https://doi.org/10.1215/15314200-8544538","url":null,"abstract":"Recent reading scholarship suggests that instructors should carefully attend to their students’ reading practices. Although reading journals offer insight into student practices, we continue to treat reading journals as a mundane, process-based document and overlook the important metacognitive work that journals contribute. Through the examination of a corpus of student texts, this article argues for reenvisioning the work of the reading journal, demonstrating how this commonplace assignment contributes to students’ recognition of reading-writing connections and describes a new lens through which to approach reading journals.","PeriodicalId":448364,"journal":{"name":"Pedagogy: Critical Approaches To Teaching Literature, Language, Composition, and Culture","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125165288","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Breaking Through the Prison Walls of Feedback 突破反馈的牢笼
Pedagogy: Critical Approaches To Teaching Literature, Language, Composition, and Culture Pub Date : 2020-10-01 DOI: 10.1215/15314200-8544586
Monica Mische
{"title":"Breaking Through the Prison Walls of Feedback","authors":"Monica Mische","doi":"10.1215/15314200-8544586","DOIUrl":"https://doi.org/10.1215/15314200-8544586","url":null,"abstract":"This article examines how faculty at one college respond to student writing, how students interpret that feedback, and how through collective self-evaluation and community-building workshops some faculty paved a path toward more productive response. The first part of the findings resonate with what scholars in the 1980s discovered: that teachers’ feedback strategies often operate at cross-purposes with students’ motivations and understandings. Asking why, after forty years of scholarship, such counterproductive strategies still prevail, the study suggests burdensome workloads, lack of training, rigid applications of rubrics and genres, and isolation from peers are to blame. It then profiles three teachers who, despite these obstacles, provide deep-reaching feedback. Although their pedagogies and backgrounds differ, they share common bonds, teaching authentically from who they are, an approach that is open to all teachers once they feel freed to adopt it.","PeriodicalId":448364,"journal":{"name":"Pedagogy: Critical Approaches To Teaching Literature, Language, Composition, and Culture","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129904439","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Ideology, Expectation, and Evaluation 意识形态、期望与评价
Pedagogy: Critical Approaches To Teaching Literature, Language, Composition, and Culture Pub Date : 2020-10-01 DOI: 10.1215/15314200-8544504
Stephanie Eve Boone Mosher
{"title":"Ideology, Expectation, and Evaluation","authors":"Stephanie Eve Boone Mosher","doi":"10.1215/15314200-8544504","DOIUrl":"https://doi.org/10.1215/15314200-8544504","url":null,"abstract":"This article explores how prior experiences influence instructors’ responses to African American English–based writing. The author examines why her reaction to a student essay differed from several colleagues’; she suggests that current standards for college writing leave little room for effective nonmainstream strategies and that writing pedagogy should cultivate appreciation for such work.","PeriodicalId":448364,"journal":{"name":"Pedagogy: Critical Approaches To Teaching Literature, Language, Composition, and Culture","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131682859","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Bringing Down the Bard’s House 《打倒吟游诗人之家
Pedagogy: Critical Approaches To Teaching Literature, Language, Composition, and Culture Pub Date : 2020-10-01 DOI: 10.1215/15314200-8544603
A. Meyer
{"title":"Bringing Down the Bard’s House","authors":"A. Meyer","doi":"10.1215/15314200-8544603","DOIUrl":"https://doi.org/10.1215/15314200-8544603","url":null,"abstract":"This article examines student experiences of studying Shakespeare’s first tetralogy through viewing and writing about Seattle Shakespeare Company’s 2017 Bring Down the House, a successful two-part adaptation of Henry VI parts 1, 2, and 3 directed by Rosa Joshi and the upstart crow collective, a Seattle theater company dedicated to producing classical works with diverse all-female and nonbinary casts for contemporary audiences. Through reflection on students’ responses to the adaptation’s all-female cast, as well as the analytical work they produced for an upper-level course titled Shakespeare: Context and Theory, this article articulates the pedagogical value of students’ experiences of representation in live theater performances of Shakespeare. The author argues for both the ethical imperative of introducing students to radical, inclusively cast productions and the enlivened learning that emerges in the literature classroom from students’ creative and analytical engagements with the diverse voices of modern all-female and cross-gender cast Shakespearean performance.","PeriodicalId":448364,"journal":{"name":"Pedagogy: Critical Approaches To Teaching Literature, Language, Composition, and Culture","volume":"96 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129068287","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Borders Crossed 边界交叉
Pedagogy: Critical Approaches To Teaching Literature, Language, Composition, and Culture Pub Date : 2020-10-01 DOI: 10.1215/15314200-8544487
Janelle Adsit, Laura Wilder
{"title":"Borders Crossed","authors":"Janelle Adsit, Laura Wilder","doi":"10.1215/15314200-8544487","DOIUrl":"https://doi.org/10.1215/15314200-8544487","url":null,"abstract":"The article reports on a nationwide survey- and interview-based study of creative writing instructors designed to identify the extent to which the field of rhetorics and composition and key aspects of rhetorical theory have influenced the teaching of creative writing.","PeriodicalId":448364,"journal":{"name":"Pedagogy: Critical Approaches To Teaching Literature, Language, Composition, and Culture","volume":" 11","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120832442","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Beyond Dead Poets Society 亡灵诗社
Pedagogy: Critical Approaches To Teaching Literature, Language, Composition, and Culture Pub Date : 2020-10-01 DOI: 10.1215/15314200-8544555
Moberley Luger
{"title":"Beyond Dead Poets Society","authors":"Moberley Luger","doi":"10.1215/15314200-8544555","DOIUrl":"https://doi.org/10.1215/15314200-8544555","url":null,"abstract":"This article observes that even as scholars increasingly attend to poetry’s cultural work, classrooms have remained a New Critical stronghold. It presents a case study in which methods of cultural studies are applied to conceptual poetry. The author argues that students would benefit from exposure to methods that bring poetry into the world, and the world into poetry.","PeriodicalId":448364,"journal":{"name":"Pedagogy: Critical Approaches To Teaching Literature, Language, Composition, and Culture","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123627183","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Embodied Learning in a Digital Age 数字化时代的具身学习
Pedagogy: Critical Approaches To Teaching Literature, Language, Composition, and Culture Pub Date : 2020-10-01 DOI: 10.1215/15314200-8544521
A. Gore, Glenn Koelling
{"title":"Embodied Learning in a Digital Age","authors":"A. Gore, Glenn Koelling","doi":"10.1215/15314200-8544521","DOIUrl":"https://doi.org/10.1215/15314200-8544521","url":null,"abstract":"As digital tools radically alter the ways instructors teach and students learn, the material resources of special collections offer an opportunity to reflect on the pedagogical differences between online and material instruction. The authors theorize that an embodied learning experience with physical materials engages students’ intellects, bodies, and emotions in ways that encourage critical thinking about information formats.","PeriodicalId":448364,"journal":{"name":"Pedagogy: Critical Approaches To Teaching Literature, Language, Composition, and Culture","volume":"80 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124365530","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
The Realization of Code Switching: An Analysis of the Novices of Pre-Service Teachers in EFL Classroom 语码转换的实现:对初入职教师英语课堂的分析
Pedagogy: Critical Approaches To Teaching Literature, Language, Composition, and Culture Pub Date : 2020-06-26 DOI: 10.32332/pedagogy.v8i1.2203
Syamsul Huda, M. Hakim, Muhammad Mizam
{"title":"The Realization of Code Switching: An Analysis of the Novices of Pre-Service Teachers in EFL Classroom","authors":"Syamsul Huda, M. Hakim, Muhammad Mizam","doi":"10.32332/pedagogy.v8i1.2203","DOIUrl":"https://doi.org/10.32332/pedagogy.v8i1.2203","url":null,"abstract":"Code-switching is one of linguistic phenomenon in daily activities. The study aims at focusing on the novices of pre-service teachers' who use code-switching in EFL classroom. It also explains why the novices use code-switch in learning process. The study used qualitative approach. The data was recorded and transcribed to analyze why and how code-switching was used by nine novices in the classroom of MA NU Batang. The analysis of the classroom revealed that nine novices used code-switched in categorizing the forms of the utterances. The result shows that: (1) There are two ways in which the novices use code-switching in teaching and learning process, including form (word, phrase, and sentence) and function and condition was 132 or 55% utterances of code-switching (2) The novices use code-switching from L2 to L1 including form (word, phrase, and sentence) in learning activities. (3) The reasons that the novices use code-switching in classrom is to help the students when they explain in difficult words, phrases or sentences the lesson. (4) The used of codeswitching make their students easier to understand what they are learning. Therefore, code switching has good effect in EFL classrooms to facilitate teaching and learning.","PeriodicalId":448364,"journal":{"name":"Pedagogy: Critical Approaches To Teaching Literature, Language, Composition, and Culture","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121565338","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
A Comparative Analysis of Spoken Error of Students’ Utterances 学生话语口语错误的比较分析
Pedagogy: Critical Approaches To Teaching Literature, Language, Composition, and Culture Pub Date : 2020-06-10 DOI: 10.32332/pedagogy.v8i1.1926
Nur Kafifah, N. Aini
{"title":"A Comparative Analysis of Spoken Error of Students’ Utterances","authors":"Nur Kafifah, N. Aini","doi":"10.32332/pedagogy.v8i1.1926","DOIUrl":"https://doi.org/10.32332/pedagogy.v8i1.1926","url":null,"abstract":"This present study deals with the comparative analysis in spoken production errors made by the 2 and the 4-semester students of English Education Study Program in STKIP Kumala Metro. The objectives of this research are to comparative the types of errors, the frequency of error, the dominant type of errors, the similarities and differences of errors, and the sources of errors. The type of this research is qualitative research. The data of this research are utterances containing errors taken from the 2 and the 4-semester students. In collecting data, the researcher listened to the audio record carefully, writes the scripts correctly, then identifies the data, and selects the data deals with the types of errors. The researcher used Clark and Clark, Dulay, Burt, and Krashen's theory to analyze the errors. The results indicated that there are three types of errors made by the 2-semester students, namely, speech errors (78,22%), morphological errors (15,6%), and syntactical errors (6,06%). Whereas, the erroneous made by the 4-semester students are speech errors (83,86%), morphological errors (13,1%), and syntactical errors (2,93%). The speech errors made by the 2 and the 4-semester students have similarities and differences. The similarities of speech errors that found by the researcher were: silent pause, filled pause, repeats, false start (unretracted), false start (retraced), correction, interjection, stutters, a slip of the tongue, error in pronunciation, error in vocabulary, error in word selection, the omission of bound morpheme-s, omission of to be, addition of to be, the omission of verb, omission of –Ing, addition of –Ing, and misuse of to be. The differences of errors made by the 2 and the 4-semester students are in the addition of preposition, malformation, and disordering. The dominant error made by students is filled pause. These speech errors mostly caused by three sources; cognitive difficulty, situational anxiety, and social reason.","PeriodicalId":448364,"journal":{"name":"Pedagogy: Critical Approaches To Teaching Literature, Language, Composition, and Culture","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127850362","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
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