Similarly, this theory gave me insight to explore the aims of this study. By using this theory, I saw whether the students influence by teachers ' nonverbal behaviors or not. Furthermore, this theory provided students to learn through observation and modelling of the teacher wich supported me explore teachers ' nonverbal behaviors, students ' perceptions towards nonverbal behaviors and how do they influence learning English. Hence, Social Cognitive Theory provided major theoritical foundation for
Inquiry: Inquiry is a method in which a learner tries to solve the problem by investigating the problem and finding out the issues. In inquiry method a problem is given to the learner and they have to find out the solution of the problem. It is a student-centered approach in which a child tries to solve a problem by asking questions, researching and gathering data from multiple resources. Examples of inquiry method: Problem based learning, project work are common examples of inquiry method Guided inquiry: It is a student-centered approach in which the student tries to find out the solutions of the problem in the guidance of the teacher. In guided inquiry the teacher provide the problem statement and research questions to the students and the students can formulate their own procedure.
INQUIRY TEACHING METHOD The inquiry teaching method is a student’s centered. It is teacher guided educational approach which connects the students to explore the real questions. Inquiry teaching method facilitates the students in a way that it connects the learning of students with their interests. Students get and analyze information acquire the propositions, and give the solution and formed the technology and art products which display their thinking and make learning evident. As facilitator, the teacher would help them plan and carry out their investigation.
Constructivism theory also can define as generative learning that creates a meaning from what the students learn. It means that constructivism theory is a collaborate of learning, teaching and knowledge, which is stressed on cognitive aspect that the students can learn by themselves and understand what they learn. As a result, the students can find and change the complicated information that they got to be simple information and they can understand it. Constructivism is a good method for students because it can build on their knowledge and experience, helps students in critical thinking and improve students’ writing skill. Constructivism theory can help students to build their own knowledge.
Rubrics are evaluation guides that provide feedback on several different learning objectives, recognizing where a student falls into the spectrum of proficiency for each objective. Teachers should model the use of rubrics early in the class and explain to the students the importance of the holistic grading. When the students get used to the concept, they can use the rubrics to evaluate their own progress. Through the use of rubrics the teacher can receive information that reveals gaps between students’ perceived performance and actual performance (Alpert,
Self-directed learning is a method of education that has students investigating problems, and Teachers supplying the student the problems to solve (Leary 1). Teachers are not directly providing the solution or information (Leary 1). The student is the one who is defining the parameters around learning while the teacher is just a facilitator in the process (Leary 1). Self-directed learning is, “allowing learners to make decisions about the information they want to experience” (Gureckis and Markant 465). Zimmerman, in his article “Self-Regulated Learning and Academic Achievement: An Overview”, describes these kinds of learners as those who “proactively seek out information when needed and take the necessary steps to master it” (4).
the observation checklist will be used to record the students’ behavior and participation during the teaching learning process. There are some aspects which will record through observation checklist such as students’ presence in the classroom, students’ confidence in present the storytelling, students’ participation, students ‘cooperative attitude during the lesson, and students’ activity in doing individual and group assignments given by the teacher. Stringer (2007) notes that participant researchers should carefully record details of interviews, using field notes , or tape recorders for this purpose. In the observation che the researcher will also give the students chance to do the peer
Rather, provoking in learners the willing to have an active participation for using the target language. In short, the type of discourse that the teachers employ it is the bridge to have a class where teacher and learners can interact each other switching opinions and ideas. In a monologic discourse initiates, the student responds and the teacher assess. On the other side, dialogic discourse creates an environment of conducting students into the target language. Finally, monologic means teacher-centered.
Thus, through the provision of opportunities provided by reality pedagogy for the teacher to be a part of student activities, practices, and rituals, a more accurate reflection of student culture in the classroom is delivered. Cobern (1996) argues that these realities, experiences, and artifacts that students have are what make them feel, think, and act in particular ways. When educators and researcher try to understand the connections between students’ realities and the ways in which they feel, think, and
This one takes observation, self-assessment, student-to-student assessment, and journal as the assessment types to be operated. With the purpose of observing students affective factors, the instrument used is the observation guideline containing the observed behavior indicators. This observation instrument can be used by teacher to note students’ progress throughout the learning process. Besides observation conducted by teacher, affective competence assessment is also handed to students by getting them write self-assessment. The instrument for this type is self-assessment worksheet which needs to be used by students to tell their strength and weaknesses in learning.