Stairs Pub Date : 2023-05-30 DOI: 10.21009/stairs.4.1.7

Cecilia Vicontie, Imam Santosa

{"title":"Exploring Parents' Perceptions Toward Early Childhood English Language Education in Jakarta","authors":"Cecilia Vicontie, Imam Santosa","doi":"10.21009/stairs.4.1.7","DOIUrl":"https://doi.org/10.21009/stairs.4.1.7","url":null,"abstract":"This study investigates parents' perceptions of early childhood English language education in Jakarta, Indonesia. With an increasing emphasis on English proficiency in a globalized world, understanding parental attitudes toward introducing English early age is essential. This research employed a mixed-methods approach, utilizing a survey questionnaire to gather insights from 52 parents, consisting of 40 mothers and 12 fathers, whose children were between 3 to 6 years old. The survey revealed that 92% of parents agreed that early English education enhances language development, 88% believed it provides a competitive edge, 83% considered it crucial for opportunities, and 74% saw its potential to boost cognitive skills. In-depth interviews were conducted with 16 participants, selected through purposive sampling, to delve deeper into parental perceptions, providing further insight. The findings underscore parents' collective recognition of the positive impact of early English education on language development and cognitive skills, presenting a valuable resource for parents seeking informed decisions about their children's early language learning journey. The study offers input for educators, policymakers, and curriculum designers aiming to create effective early English programs resonating with parental perspectives.","PeriodicalId":494629,"journal":{"name":"Stairs","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135692253","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 Incorporation of Digital Citizenship Competency in e-Learning Materials for Junior High School Students: A Content Analysis 数位公民胜任力在初中生数位学习教材中的整合:内容分析

Stairs Pub Date : 2023-05-30 DOI: 10.21009/stairs.4.1.4

Vikasari Kamaliya, Ilza Mayuni, Tara Mustikaning Palupi

引用次数: 0

The Incorporation of the 4C Skills in the Lesson Plans of Grade Eight 4C技能在八年级教案中的运用

Stairs Pub Date : 2023-05-30 DOI: 10.21009/stairs.4.1.5

Nadia Luthfi, Imas Wahyu Agustina, Hanip Pujiati

引用次数: 0

The Nature of Collaboration in Collaborative Editing Task: Evidence of First Language Use and Patterns of Interaction 协同编辑任务中的协作性质:第一语言使用的证据和交互模式

Stairs Pub Date : 2023-05-30 DOI: 10.21009/stairs.4.1.3

Agnes Vebian Haloho, Lasito Lasito

{"title":"The Nature of Collaboration in Collaborative Editing Task: Evidence of First Language Use and Patterns of Interaction","authors":"Agnes Vebian Haloho, Lasito Lasito","doi":"10.21009/stairs.4.1.3","DOIUrl":"https://doi.org/10.21009/stairs.4.1.3","url":null,"abstract":"This study aims to investigate the nature of collaboration in an EFL collaborative editing task, particularly the evidence of first language (L1) use and patterns of interaction that students used and formed when working with a passage editing task. The study recruited 22 students in grade eleven of SMA Xaverius, Pringsewu. The study follows the framework of Storchs’ dyadic interaction pattern (2002) and Storch and Aldosari's L1 function to code and analyze its data. The data of this study were transcripts of 11 pairs of students participating in an EFL editing task. This study found that the number of first-language use is bigger than the target language use. In percentage, the student average produced around 55,7% of words in the first language and 43,3% of words in the second language. The main function of the L1 is for grammar deliberation, followed by the deliberations over vocabulary (20,2% of all L1 turns), task management (11,1% of all L1 turns), mechanics deliberation (5% of all L1 turns), and last is generating ideas (4,5% of all L1 turns). The main interaction pattern used by the learners was the collaborative pattern (eight out of eleven pairs). The remaining pairs fit dominant/dominant, dominant/passive, and Expert/novice for each of the pair, respectively.","PeriodicalId":494629,"journal":{"name":"Stairs","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135693035","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

Exploring Secondary-school EFL Teachers’ Perception and Practices of Formative Assessment 中学英语教师形成性评价的认知与实践探讨

Stairs Pub Date : 2023-03-21 DOI: 10.21009/stairs.3.2.7

Sri Sulastini

{"title":"Exploring Secondary-school EFL Teachers’ Perception and Practices of Formative Assessment","authors":"Sri Sulastini","doi":"10.21009/stairs.3.2.7","DOIUrl":"https://doi.org/10.21009/stairs.3.2.7","url":null,"abstract":"Formative assessment is critical to effective classroom instruction and is widely acknowledged as a positive ‘facilitator’ of student learning and its careful implementation has powerful, positive effects on learning. This implies requirements for teachers to have an appropriate level of language assessment literacy or LAL since the effectiveness of teachers’ practices is much influenced by their perceptions or beliefs and related experiences. This study aims at obtaining better insights into English Foreign Language (EFL) teachers’ perceptions and practices of formative assessment. For this purpose, ninety-two EFL teachers of General and Vocational Secondary Schools in Jakarta and Bogor areas were involved as subjects of the study. The findings of the study reveal that teachers may not fully comprehend what FA is. This is reflected in the significant inconsistencies in their responses to the given questionnaires and interviews that suggest a misconception of FA. More rigorous study with better methodology is recommended as follow-up actions. In addition, the findings generate an urgent call for EFL teacher education programs to devise relevant professional development programs that can meet the actual needs of preset and inset program participants.","PeriodicalId":494629,"journal":{"name":"Stairs","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135001346","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

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