Stairs最新文献 - Book学术

Deconstructing Junior High School English Learning Materials based on Microlearning 基于微学习的初中英语学习材料解构

Stairs Pub Date : 2024-02-21 DOI: 10.21009/stairs.4.2.4

Riemas Dina Nugrahani, Ratna Dewanti, Ifan Iskandar, Suci Maharani

{"title":"Deconstructing Junior High School English Learning Materials based on Microlearning","authors":"Riemas Dina Nugrahani, Ratna Dewanti, Ifan Iskandar, Suci Maharani","doi":"10.21009/stairs.4.2.4","DOIUrl":"https://doi.org/10.21009/stairs.4.2.4","url":null,"abstract":" Microlearning provides smaller units of a subject adapted using technologies that can be accessed anywhere in a relatively short period, making learning activities more efficient and helping students learn with a specific focus in a brief session. This study aims to analyze the extent of microlearning in the existing junior high school English learning materials and describe the description of junior high school English learning materials based on microlearning. This study uses a qualitative research approach to analyze 25 English learning materials applied and used by junior high school English language teachers in East Jakarta, DKI Jakarta. The study found that most of the junior high school English learning materials are not microlearning-based as they do not fulfill the indicators of microlearning-based English materials for the junior high school level. The procedure of deconstructing 36 basic competencies into microlearning object material includes recognizing the topic and the instructional activities as well as finding suitable micro-learning object materials for the activities. The total 195 microlearning object materials are varied, such as Short videos, Games, PPTs, Quizizz, Interactive e-learning Websites, podcasts, YouTube videos, digital flashcards, and many more. In summary, as the existing English learning materials do not fulfill the indicators, the procedure of deconstructing basic competencies is made to form micro-learning object materials.","PeriodicalId":494629,"journal":{"name":"Stairs","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140442594","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

Pre-Service English Teachers’ Motivations Toward the Teaching Profession 职前英语教师的教学动机

Stairs Pub Date : 2024-02-21 DOI: 10.21009/stairs.4.2.1

Hartini Ayuningtyas, Imam Santosa

{"title":"Pre-Service English Teachers’ Motivations Toward the Teaching Profession","authors":"Hartini Ayuningtyas, Imam Santosa","doi":"10.21009/stairs.4.2.1","DOIUrl":"https://doi.org/10.21009/stairs.4.2.1","url":null,"abstract":"This study investigates the motivations of pre-service English teachers at Esa Unggul University, Indonesia, after completing the teaching practicum. A mixed methods approach was employed, combining qualitative interviews and quantitative questionnaires with 36 pre-service teachers. Additionally, in-depth insights were gained from interviews with ten participants. McClelland's motivation theories - the need for power, affiliation, and achievement - guided the analysis. The findings indicate a strong inclination toward the need for achievement, emphasizing personal growth, academic excellence, and continuous learning. Pre-service teachers are dedicated to improving their teaching skills and positively impacting students. The need for power showed moderate motivation, reflecting interest in making an impact and seeking leadership roles. The need for affiliation demonstrated moderate motivation, highlighting the importance of positive relationships and collaboration. The teaching practicum significantly influenced pre-service teachers' motivations and commitment to a teaching career. Implications for teacher education programs underscore the necessity of supporting and recognizing pre-service teachers' motivations for a successful teaching profession.","PeriodicalId":494629,"journal":{"name":"Stairs","volume":"10 13","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140442327","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

Cohesion and Coherence in Remarks by President Biden in the Joint Statement with Ukraine 拜登总统在与乌克兰的联合声明中的讲话所体现的凝聚力和一致性

Stairs Pub Date : 2024-02-21 DOI: 10.21009/stairs.4.2.7

Muhammad Bryant, Valen Febrian, Raissa Putri Ardani, Rizky Agus Musyahid, Wiryawan Maulana

{"title":"Cohesion and Coherence in Remarks by President Biden in the Joint Statement with Ukraine","authors":"Muhammad Bryant, Valen Febrian, Raissa Putri Ardani, Rizky Agus Musyahid, Wiryawan Maulana","doi":"10.21009/stairs.4.2.7","DOIUrl":"https://doi.org/10.21009/stairs.4.2.7","url":null,"abstract":" This research paper focuses on the analysis of cohesion and coherence in the remarks made by President Biden during the Joint Statement with Ukraine. The study aims to examine the logical flow, consistency, and clarity of President Biden's statements in the context of the U.S.-Ukraine relationship. A content analysis approach is employed to analyze the speech delivered by President Biden, including key themes, messaging, and any potential inconsistencies. The findings of this analysis contribute to understanding the effectiveness of President Biden's communication strategy and the coherence of his administration's approach toward Ukraine. The analysis presents a comprehensive understanding of the cohesion and coherence exhibited by President Biden in the Joint Statement with Ukraine, offering valuable insights into the U.S. government's stance towards Ukraine and its broader foreign policy objectives. The findings of this research provide valuable insights into the effectiveness of President Biden's communication strategy and the coherence of his administration's approach toward Ukraine. By assessing the cohesion and coherence in President Biden's remarks, this analysis offers a comprehensive understanding of the administration's commitment to supporting Ukraine in various domains, including security, democracy, and economic development.","PeriodicalId":494629,"journal":{"name":"Stairs","volume":"15 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140444188","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

Student Engagement in Flipped English Classrooms: A Case Study of General English for Adults in an English Course in Jakarta 翻转式英语课堂中的学生参与：雅加达成人通用英语课程案例研究

Stairs Pub Date : 2024-02-21 DOI: 10.21009/stairs.4.2.3

Chairunnisa Nurul Fira, Sudarya Permana, Ilza Mayuni

{"title":"Student Engagement in Flipped English Classrooms: A Case Study of General English for Adults in an English Course in Jakarta","authors":"Chairunnisa Nurul Fira, Sudarya Permana, Ilza Mayuni","doi":"10.21009/stairs.4.2.3","DOIUrl":"https://doi.org/10.21009/stairs.4.2.3","url":null,"abstract":" This research investigates the influence of flipped learning on the engagement of adult participants in non-formal English language programs, considering diverse language proficiency levels. Employing a comprehensive methodology involving observations, interviews, and surveys, the study assesses engagement indicators and captures participants' perspectives. The incorporation of pre-class materials emerges as a significant contributor, empowering students to anticipate and prepare for in-person sessions, thereby fostering confidence and active participation in class discussions. The integration of collaborative group work further enhances engagement by introducing diverse viewpoints. Survey findings align with observations and interviews, affirming the effectiveness of the flipped learning model in augmenting student engagement. The approach also positively impacts students' perceptions of English learning, encouraging a deeper exploration of its practical relevance. This study highlights the crucial role of flipped learning in fostering dynamic and meaningful student engagement, offering valuable insights for educators seeking to optimize their teaching methodologies. Acknowledging limitations in sample size and educational context, the research emphasizes the necessity for future studies in more diverse settings.","PeriodicalId":494629,"journal":{"name":"Stairs","volume":"12 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140443462","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

Integrating 21st Century Skills in Curriculum and Material Development Course 将 21 世纪技能融入课程和教材开发课程

Stairs Pub Date : 2024-02-21 DOI: 10.21009/stairs.4.2.6

Hanip Pujiati

{"title":"Integrating 21st Century Skills in Curriculum and Material Development Course","authors":"Hanip Pujiati","doi":"10.21009/stairs.4.2.6","DOIUrl":"https://doi.org/10.21009/stairs.4.2.6","url":null,"abstract":"The Curriculum and Material Development (CMD) course content is contextualized in accordance with technological advancements in the era of the Fourth Industrial Revolution and the community's need for educators who possess 21st-century skills. This revision involves integrating 21st-century skill values into curriculum development, syllabi, teaching materials, media, methods, and learning evaluation. Therefore, this study focuses on integrating 21st-century skills and 21st-century digital skills, including critical thinking, creative thinking, collaboration, communication, information literacy, media literacy, technology literacy, flexibility, initiative, social skills, productivity, and leadership, into the CMD course. This study employs the Research and Development method, which involves identifying the problem, describing existing issues, creating a design, validating the design with experts, revising the design of the English learning model, conducting trials, and making revisions. The study's outcomes include three areas of integrating 21st-century skills into the CMD course. The first area involves integrating 21st-century skills into the preliminary activity of designing lesson plans. Secondly, in the process, 21st-century skills should be integrated into the design of learning materials and tasks. Finally, after the activity, 21st-century skills should be integrated into the evaluation and reflection process. The CMD course aims to integrate 21st-century skills throughout the language curriculum. It covers Communicative Syllabus Design, Text-Based Syllabus Design, Product-Oriented Syllabus Design, Process-Oriented Syllabus Design, Content-Based Curriculum, Integrated Curriculum, EFL Curriculum, and EFL Syllabuses and Lesson Plans for Indonesian Students.","PeriodicalId":494629,"journal":{"name":"Stairs","volume":"53 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140444957","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

Unveiling Creativity Elements in YouTube Narrative Videos for Ninth-Grade Junior High School Students 为九年级初中生揭示 YouTube 叙事视频中的创意元素

Stairs Pub Date : 2024-02-21 DOI: 10.21009/stairs.4.2.5

Nalika Ligar Katiasa Nugraha, Sudarya Permana, Imas Wahyu Agustina

{"title":"Unveiling Creativity Elements in YouTube Narrative Videos for Ninth-Grade Junior High School Students","authors":"Nalika Ligar Katiasa Nugraha, Sudarya Permana, Imas Wahyu Agustina","doi":"10.21009/stairs.4.2.5","DOIUrl":"https://doi.org/10.21009/stairs.4.2.5","url":null,"abstract":" Creative narrative videos posted on YouTube have been proven to help students learn the narrative text and enhance students’ creativity toward making an excellent creative product. Along with the advantages, there are challenges and risks that teachers must consider since YouTube is an open-access video-sharing platform. This study aims to see whether narrative videos posted on YouTube meet creativity elements that can help ninth-grade junior high school students learn narrative text. This study used a qualitative method with content analysis to analyze fifteen narrative videos from three YouTube channels; Dongeng Kita, English Fairy Tales, and Gigglebox. The selected fifteen videos have been uploaded within the last seven years and are addressed to teenage viewers. Using the framework from D'Souza (2021), the findings show that the selected narrative videos fulfilled around 30% to 80% of the creativity elements. The audience immersive experience aspect, with a percentage of 45%, is the most dominant aspect of the narrative video's creativity elements. In contrast, the development and control aspect is the least in the creativity elements of narrative video, with a percentage of 25,5%. The narrative videos demonstrate diversity, a distinction or feature that distinguishes a narrative video from the previous version (narrative text). This study is expected to be a recommendation for teachers in choosing narrative videos on YouTube to support their teaching materials and simultaneously enhance students' creative thinking skills.","PeriodicalId":494629,"journal":{"name":"Stairs","volume":"12 9","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140442082","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

The Existence of CEFR Interaction Competence of Communicative Language Activities in TikTok TikTok 中语言交际活动的 CEFR 互动能力的存在

Stairs Pub Date : 2024-02-21 DOI: 10.21009/stairs.4.2.2

Rika Maisyah Ika, Imam Santosa

引用次数: 0

Discourse Analysis of a News Text Using Cohesion and Ethnography of Speaking Theories 新闻语篇的衔接与话语理论民族志分析

Stairs Pub Date : 2023-05-30 DOI: 10.21009/stairs.4.1.6

None Angela Audreylia Sabrina, Salsabilla Maharani Mutiara Gunawan, Hanip Pujiati

引用次数: 0

The Forms of Citation Practices in the Undergraduate Students’ Theses in English Language Teaching 英语教学中大学生论文引用实践的形式

Stairs Pub Date : 2023-05-30 DOI: 10.21009/stairs.4.1.2

Yolanda Saura, I Wayan Darya