current study, such as constructivism and contextual Teaching and Learning. However, both constructivism and contextual represent general learning theory, RME is an approach specifically developed for learning mathematics. Freudhental (1971) in Daryanto and Tasrial (2012) instead that RME combines view of what the mathematics, how students learn mathematics and how mathematics should be taught. Based on the above background, a study is conducted by using contextual problems as an effort to enhance student
examined the effects of teaching process on critical thinking in mathematics and how critical thinking is assessed. For example, Rohayati (n.d.) analyzed students’ critical thinking in mathematics through contextual teaching and learning. She found out that the students who were exposed to contextual teaching and learning have critical thinking better than those who were exposed to traditional approach. In addition, the results of the study conducted by Firdaus et al. (1992) revealed that there are
students and the availability of resources and facilities. Concerning this, the results from the questionnaire, interviews, and classroom observations were found to show that teachers were not in a position to practise reflective teaching in their classrooms. Of course, the findings from the questionnaire seemed to indicate as teachers were attempting to conduct their actual classroom practices in light of reflective teaching
Writing is a basic communication skill and a unique asset in the process of learning a second language. Both aspect of writing are important in the typical language class, and both can serve to reinforce the other (Chastain, 1988). Writing may not be the goals of all language courses. Writing is one of the four language skills taught in language courses. In composition courses the emphasis is primarily on writing as communication, although increased knowledge of the language system is one of the
Faculty of Literature and Humanities Department of English Language and Literature Master’s Thesis Developing a Critical Classroom Discourse Analysis (CCDA) Framework for Interaction Analysis in an Iranian EFL Context By: Amin Davoodi Supervisor: Mostafa Hasrati, PhD Advisor: Nouroddin Yousofi, PhD February, 2015 Acknowledgment I would like to express my special appreciation and thanks to all those who contributed to this thesis. First of all, I would like to express my immense gratitude
(2006) identified the conditions known to cause occupational stress for teachers which are overcrowded classrooms that stretch the pupil-teacher ratio, work load in terms of lessons per week, preparations, setting and checking examinations and preparing reports, 8 unmotivated learners, classroom management and time pressure Kyriacou (2001). In addition to these, teachers have to manage classrooms, work with colleagues, school administration the children’s parents and over and above all these manage
The previous result which concerned with contextual data about informal learning, informal learning activities in the workplace and implications of informal learning are discussed by macro perspectives and micro perspectives (Malaysian context). Contextual data of informal learning. Informal learning frequently defined as on the job (Hoffman, 2005). However, Werquin (2010) described that informal learning in the context of learning by experience. On the other hand, Eraut (2004) have defined informal
Self-regulated Learning: A Composite Concept Husain Abdulhay Payame Noor University of Qom, Iran husainabdolhay@yahoo.com Abstract: Issue of self versus other is also diligently stressed and applied in education so as to put person in control of situation, not a pawn at the mercy of conditions. In the same vein, this study aims to draw attention to a newly developed concept of learning which overemphasizes the role of individual learner in attunement of his thought, feelings and strategies to
For the first skills assignment I will be focusing on the listening skill by referring to top-down and bottom-up processes since it usually involves both processes. Top-down process, on the other hand, will be my main focus as I have realized that students in my teaching context, most of whom are at A1 level while a few are at A2, are trying to understand each word they hear rather than trying to understand the general idea. Besides, in my current teaching context listening skill has been neglected
1994). Their negative attitudes may be strengthened by a lack of success (McGroarty, 1996) or by a lack of interest. According to Lipstein and Renninger (2007), “…students say that their interest for writing is often affected by their teachers and classroom practice” (p.79). Since the ultimate goal of higher learning is academic proficiency, this study will reveals findings related to strategy use and English