Online social network to engage students meaning making in Shakespearean drama

Technology has become an integral part of everyone’s life. Students nowadays are adept at using technology especially online social network such as Facebook, Twitter, MySpace and so on in their everyday life. This has helped them to connect and communicate with friends and relatives easily. It also helps them to develop and connect meaning from their inner world to the outside world. It is important for teachers to take this opportunity to integrate online social network in the teaching and learning processes as it may encourage engagement and enjoyment among students. In the case of introducing Shakespearean drama in literature lessons, technology in the form of social media can become an effective platform for students to become active meaning makers. Through a case study of twenty teacher trainees, this paper uncovers how Shakespearean drama can be taught and learnt through online social network in particular Facebook. The findings generally show that when students got to express their thoughts and feelings through Facebook they were able to develop their linguistic, cultural and personal competence as they connect and communicate personal meaning openly which in turn encouraged participation in classroom learning

Supporting and improving reflective practice among pre-service teachers through whatsapp

The purpose of this study aimed to investigate the use of WhatsApp, an instant messaging application tool, to improve and support pre-service teachers’ reflective practice during their teaching practice. Freeman (2002) suggests that reflective practice must become a central pillar in teacher education. Pre-service teachers should be reflective by thinking of their knowledge and methodology learnt in the college and applying and putting them into practice in the classroom. However, they find it difficult to link theory to practice and they need the support and help from others when they start teaching in school. Therefore, the tool of WhatsApp is used to help these teachers to bridge theory and practice during their teaching practice. This case study involved eight participants who taught English language for twelve months in school. An assessment rubric for classroom observation was analysed descriptively for quantitative data while the weekly reflective journals, responses on the WhatsApp prompts and the focus group interviews were analysed thematically for qualitative data. This paper explores the support given by the supervisor during the teaching practice can help to improve the pre-service teachers’ teaching and learning experiences in the classroom

The effect of kebon kongok waste disposal sites on ground water quality in Suka Makmur Village, West Lombok District

The Kebon Kongok waste disposal sites (WDS), Suka Makmur Village, is the final waste disposal site for Mataram City and West Lombok because Mataram City does not have a WDS. The condition of the WDS has exceeded its capacity. Suka Makmur Village is a village close to the Kebon Kongok WDS. This research was conducted in Suka Makmur Village to know groundwater quality with Smell, Taste, TDS, pH, BOD, COD, Ammonia (NH3N), and Total Coliform. The method used to determine the quality of groundwater is by using the Pollution Index Method. In determining the sampling technique, the purposive sampling technique is used, a determination technique with certain considerations. The results showed that the results of the analysis of raw water samples with the parameters Odor, Taste, Total Dissolved Solid, pH, BOD, COD, Ammonia (NH3N), and Total Coliform. The results obtained from the three sample points that exceeded the Water Quality Standard threshold were only the Total Coliform parameter, sample 1 was 230 mg/l, sample 2 was 91 mg/l, and sample 3 was 230 mg/l based on the Regulation of the Minister of Health of the Republic of Indonesia Number 32 2017 concerning Environmental Health Quality Standards and Water Health Requirements for Sanitation Hygiene, Swimming Pools, Solus Per Aqua, and Public Baths. Based on the results of data analysis using the Pollution Index Method (IP), sample one was 3.14, sample two was 1.68, and sample three was 3.13. These results indicate that the condition of the water is included in the Light Polluted category based on the Decree of the State Minister for the Environment Number 115 of 2003 concerning Water Quality Status, the Pollution Index value with an IP score of 1.1 - 5.0 is intended for class I water

Meaning-making in literature : unlocking stances and perspectives of ESL readers

Meaning-making in reading literary texts is a process that is widely theorised, applied in instructions, and observed through research. While recognitions have been given to the value of literature for different purposes, trends in educational policies for literature in different curricula do not secure a clear and systematic way of how meaning-making should be explored. Research into meaning-making demonstrates the need to examine the process as this remains to be understudied. This study observed the meaning-making process through the stances and perspectives adopted among a group of ESL readers when meaning was made in reading a literary text. This case study employed Concurrent Verbal protocol for data collection. 31 participants, majoring in Teaching English as a Second language (TESL) were selected for the study. Qualitative data from the verbal protocol sessions were quantified using a preestablished set of 24 themes derived from the theoretical framework of the study. The themes were based on the Efferent, Aesthetic, and Critical stances and also the public and private perspectives of the Text, Reader, Universal Values, and Writer. The findings indicate that the Critical is favoured over the Efferent and Aesthetic stances. Public Textual Perspectives were also preferred over the Private Textual, Reader, Universal, and Writer’s perspectives. The implication of examining the meaning-making process from multiple perspectives would nurture learning aptitudes and encourage personal connection and engagement to literature. Future research should consider expanding the investigation into the meaning-making process on other categories of readers as well as literary genres

Teachers' perceptions of literature circle as a technique to teach creative writing using literary texts

This paper highlights findings of a workshop based on responses given by practicing teachers on the use of Literature Circles (LC) as a technique to develop students’ creative writing skills. It uncovers teaching techniques that have been used by teachers to promote and enhance students’ writing skill using literature as a resource. The other issue initiated in this paper is the teachers’ opinion on the suitability and practicality of applying Literature Circles in their classroom. The overall response shows that, prior to the workshop session, the teachers have used conventional methods in their classroom. Interestingly, it is discovered that they are very receptive of the idea of using the technique introduced in the workshop despite the challenges they may face in their classes

Task induced involvement: the issue of reactivity on the development of vocabulary: a review paper

It has been widely recognized that learning and developing meaning of new words is dependent on the nature of linguistic input, memory, cognitive abilities as well as phonological, morphological and syntactic links formed by the learner. The interrelationship between language use and the construction of meaning of words is fundamental to language learning and language development. Reading comprehension tasks insufficient to promote the development of new vocabulary, as using complex cognitive processes need to be used in the development of new words. This paper demonstrates the use of verbalization of thought through think-aloud while engaging in language based tasks such as in reading comprehension as a way to encourage awareness of language cognitive processes, promote increased attention on meaning (micro and macro) and enhance the level of awareness which lead to these activities when given proper guidance may result in deeper processing and induce reactivity effect on the development of new vocabulary through reading. Through a deep review of literature on leaning and development of vocabulary based on the involvement load hypothesis. The paper proposes a particular focus on the issue related to the three components of the involvement load hypothesis (need, search, and evaluation) such as reading comprehension task that have related to the learning and development of vocabulary which have attracted the most attention in the issue of reactivity of think aloud on vocabulary development

Using digital stories to promote students' learning and understanding of poems in secondary school

In the teaching of literature in secondary school, some teachers prefer the traditional method and this causes students to view literature as a boring subject. In this technological era, technology method such as digital stories have been a powerful tool in teaching and learning that engages both teachers and their students (Robin, 2008). This study investigates the use of digital stories in the teaching and learning of poems in an upper form classroom in Malaysia. In a mixed method study of eleven participants , multiple data were collected through pre-test and post-test, observations, and interviews. The results showed that using digital stories could increase students’ understanding, participation and interest in learning the poems as well as promote students’ ability in meaning making by involving them in fun and meaningful activities in the classroom. Students were also able to engage themselves in gathering information as well as giving personal response. The findings of the study encourage the teachers to integrate technology in the teaching and learning of literature component especially in the Malaysian secondary school context

Digital storytelling vs. oral storytelling: an analysis of the art of telling stories now and then

Generally, oral storytelling is an ancient art of telling stories that has been passed down from generation to generation while digital storytelling incorporates technology which consists of various multimedia modes such as graphics, audio, texts, videos and animations. This paper analyses the differences between the two strategies by discussing their differences in four aspects: (1) the use of technology, (2) the role of storyteller, (3) the approach of process and product, and (4) the engagement of audience. The analysis aims to create awareness among academicians about these differences and highlight that digital storytelling is the combination of both the art of storytelling and digital story. Then, this paper provides a critical review of empirical studies on the potentials of using digital storytelling in teaching and learning for education. The results have shown that the use of digital storytelling is not only beneficial in developing the teachers’ content, pedagogical and technological knowledge, but also in enhancing their students’ learning as it increases their understanding of content and caters for their multiple intelligence. This study suggests the implementation of digital storytelling in teaching and learning in the classroom and future directions for research are suggested

The concious and uncouncious power in pedagogy of creative writing: liberation of self

This paper discusses the idea of creative writing as a stimulant for higher order thinking. In doing so, it examines the relationship between creative thinking and writing processes. Therefore, in elaborating the term creative thinking, the paper discusses in the light of Sigmund Freud’s psychoanalysis theory – the unconscious mind. Under the influence and guidance of our unconscious mind, a liberating writing process occurs in a creative form. During this writing process, we develop a new identity as a result of the production of language. In which, this “new identity” has no influence or power over reader’s knowledge, however noble the writing can be

Online literature circles in learning Hamlet among pre-service teachers

Literature instruction may serve multiple functions. This case study aimed at investigating the perceptions on the use of online literature circles among 62 first year Teaching English as a Second Language pre-service teachers in a literature course at Universiti Teknologi Malaysia. The participants were assigned to read and participate in online literature circles about the play Hamlet by William Shakespeare. Based on cooperative learning, the participants rotated in playing the roles of the Discussion Director, Device Detective, Imaginative Illustrator, Creative Connector, and Passage Picker in each group. Data from a survey were analyzed in descriptive statistics, while data from the role sheets based on the five roles and the online video of 3 literature circle discussions were analyzed thematically. The findings are significant for teacher training institutions and in-service teachers. This study was able to show that online literature circles were perceived as interesting, engaging, challenging, and fun. The participants engaged in different learning processes involving cognitive, affective, and language skills. Though this study identified some challenges, online literature circles have many benefits and are recommended for literature instruction for pre-service teacher training