8ISC Proceedings: Arts and Education

Beauty and the Patriarchal Beast: Men and Their Roles in Women Want(h)ing(s) in Colleen Hoover’s It Ends With Us

Wed, 09 Feb 2022 00:00:00 +0000

This paper aimed to examine the themes of domestic violence and the roles of men and their treatment of women in a household context, as seen through Colleen Hoover’s bestselling novel It Ends With Us. A descriptive-analytical approach was employed in interpreting the novel’s underpinnings. Elements of the novel were delved through the lenses of Sigmund Freud’s Psychoanalytic approach, Biographical Criticism, and Ainsworth and Bowlby’s Attachment Theory. A thorough analysis of the novel’s elements reflects both the positive (provider and protector) and negative (abuser, controller, and possessor) roles of men and their treatment of women. Furthermore, the novel revealed that women dealt with the treatment they received from men through the following stages: denying the acts of abuse, fathoming the occurrence of abuse, creating an outlet to curtail abuse, and breaking the pattern of abuse. It can be concluded that It Ends With Us echoes the voice of a female author who witnessed domestic violence and reflects the events through a written work. Through this study, contemporary literature is not only viewed as a form of entertainment among young people but also as a reflection of the concealed reality that lies beyond closed doors, not only in the contemporary Philippine culture but anywhere in the world.

Keywords: contemporary literature, patriarchy, biographical literature, abusive relationship, domestic violence

Perceptions and Memorization Strategies of Piano Students Toward Piano Performance: A Phenomenological Study

Wed, 09 Feb 2022 00:00:00 +0000

For many piano students, it has always been a challenge to memorize pieces. Most of them would admit to making mistakes and experiencing a mental block during a performance. Difficulty in memorizing may cause difficulty in playing the piano. Though some studies about this case have already been done, this research tried to look for new findings regarding the perceptions of piano students about memorization as a major element for piano performance. The study also described the memorization strategies utilized by the students. Through purposive sampling, ten piano students were selected to participate in this phenomenological study. They were also observed during their piano practices to confirm gathered data from a semi-structured interview. An interview guide was utilized to gather information which was transcribed, categorized, and thematically analyzed. The results revealed that the piano students highly preferred to memorize because it helps boost confidence, focus, and interpret the music well. It was also revealed that during practice, certain memorization strategies such as separation of hands, repetition, singing of the melody, and listening to recordings were used to perform by memory. However, the process of being able to perform by memory takes a lot of hard work and discipline. Therefore, it is recommended for students and teachers to work together in the learning and memorization process.

Towards Designing an Adaptive Behavior Assessment Tool in Early Childhood Special Education

Lara Maguad, Aida Damian — Wed, 09 Feb 2022 00:00:00 +0000

The study is a test development research that focuses on measuring the level of adaptability of children aged two to five years old. Adaptive Behavior Assessment Tool (ABAT) is specifically designed for Filipino learners in early childhood special education programs who exhibit delays or have been diagnosed with developmental conditions. Likewise, it can be used as a pre-screening tool for children’s adaptability in school. The study followed the design, validation, and criterion referencing process, which later evolved into five dominant stages. Phase I focused on item generation and content domain. This stage was able to produce 657 items. Phase II established the face and content validities of the instrument through the consolidated efforts of the experts. This stage was able to maintain 655 items. Phase III emphasized the initial construct validation via internal structure and consistency. The data was taken from 23 participants, which resulted in 317 accepted items. Phase IV involved final construct validation through the data from 45 participants. This phase was able to produce concurrent validity as well as measures of reliabilities like Cronbach Alpha and Split Half. From this, 262 items were finalized. Phase V developed the norm of the instrument through conversion of raw scores to mean scores and to stanine. In addition, this process enabled the researcher to come up with an ABAT examiner manual.

Keywords: test development, adaptability, early childhood, special education

English Teachers Perception of Using Game-Based Learning (GBL) to Enhance Students’ Vocabulary

Febri A. Purba, Caroline V. Katemba — Wed, 09 Feb 2022 00:00:00 +0000

Game-based learning (GBL) is a tool used by academicians to teach learners about English for vocabulary. Vocabulary is crucial in learning the language; it is used to construct sentences, for communication, and especially improving the four skills (listening, speaking, reading, and writing). The lack of vocabulary is one of the aspects that make students lazy in learning the language. As we know, during this pandemic, there are so many educational technologies in the form of games used in teaching. Teachers use the game as a method to reduce students’ boredom while studying. This research aimed to find out teachers’ perceptions of using game-based learning in their classes. There were 40 high school teachers from Sumatra Island and Java Island who participated in this study. Questionnaires were distributed online using Google Forms. The finding of this research shows that the teachers’ perception of using game-based learning (GBL) is very good. They agree that using game-based learning not only enhances students’ vocabulary but also reduces students’ boredom in learning.

Keywords: game-based learning, vocabulary, gamification

Increasing Students’ Vocabulary Through Online Crossword Games

Joceline Oktorinna Inggerus Imbenay, Caroline V. Katemba — Wed, 09 Feb 2022 00:00:00 +0000

Vocabulary is one of many sub-skills that is very important in learning a language to make a sentence, communicate, and especially in improving the four skills: listening, speaking, reading, and writing. The lack of vocabulary is one aspect that really can make students lazy in learning a language, especially in the English language. This research aims to look at the use of the game Cross Word in online learning to teach vocabulary. This study used semi-experimental research to gather the data and teach vocabulary practices using the game Cross Word application. The number of participants was sixteen and were around 12 years old from SD Advent Bendungan Hilir. The researcher conducted the research at SD Advent Bendungan Hilir was taken as the experimental group. The experimental group consisted of 16 students. A pre-test was conducted at the beginning. The researcher began using the game crossword application and used the game Cross Word application, and then the post-test was given after 32 hours. Based on the research results, although it is used as a method in the teaching and learning process of English, the game Cross Word application has significant advantages in developing student vocabulary, and it is also suggested that the game Cross Word application be used as a tool in English teaching and learning process.

Keywords: vocabulary, Cross Word, experimental, elementary

College Student Perspective’ toward Netflix as Digital L2 Learning Aid on Vocabulary Improvement

Ivana J. Damanik, Caroline V. Katemba — Wed, 09 Feb 2022 00:00:00 +0000

In the digital era, people use technology to expand the source of learning and teaching. To comprehend a general discussion at a native speaker level, one needs a vocabulary of thousands of words. This research seeks to find out college students’ perception about English movies/series in Netflix contribution as digital EFL learning aid on vocabulary improvement. The research questions of this study are: (1). What is the perspective between private university students and state university students towards Netflix as digital EFL learning? (2). Is there any significant difference between female and male students’ perspectives toward Netflix as digital EFL learning? (3). Are there any differences in the perspective about Netflix as a digital EFL learning based on their age? This study employed a qualitative method by giving an online questionnaire on Google Form. The questionnaire is distributed to students in various universities. The subject of this research is college students who are taking English classes. The findings of this study indicate that watching English movies/series on Netflix can help students improve their vocabulary.

Keywords: EFL Learning, English movies/series, Netflix, Student’ responses, Vocabulary enhancement

The Mediating Effect of Self-Efficacy on the Clinical Learning Environment and Critical Thinking

Wed, 09 Feb 2022 00:00:00 +0000

Newly graduated nursing students entering the work field are not meeting the standard levels of skills such as critical thinking. The clinical learning environment (CLE) is a crucial part of nursing education that allows nursing students to develop critical thinking skills while dealing with real-life patient scenarios. Moreover, present during clinical exposure is self-efficacy that is vaguely linked to the CLE and critical thinking. Hence, this study aims to identify the relationships between these three variables. This quantitative study purposively sampled 134 nursing students enrolled during the Academic Year 2019-2020. Respondents answered an online survey questionnaire composed of four parts: the demographic profile, CLE, perceived clinical self-efficacy, and critical thinking. The descriptive statistics using SPSS 24 revealed that the respondents perceived their CLE as good, they had a high level of perceived clinical self-efficacy, and they had a good level of perceived critical thinking. Moreover, Structural Equation Modeling (SEM) using AMOS 23 revealed that the model’s fit indices are excellent (CMIN = .985; CFI = 1; SRMR = 0.043; RMSEA = 0.00; and PClose = 0.895). Analysis showed that CLE has a positive direct effect on perceived clinical self-efficacy but no significant direct effect on perceived critical thinking. Further, perceived clinical self-efficacy has a positive direct effect on perceived critical thinking. Lastly, self-efficacy fully mediates the positive relationship between the CLE and perceived critical thinking. Evidence reveals that nursing educators could increase students’ perceived critical thinking in the clinical area by enhancing self-efficacy. The study recommends replication of the study with larger samples and that CLE instruments should be further validated and developed.

Keywords: self-efficacy, hospital placement, structural equation modeling, critical thinking

Applying GTM to Enhance Student’s Vocabulary using Crossword Puzzle Game Mobile Application (Word Link)

Angie S. Suryali, Caroline V. Katemba — Wed, 09 Feb 2022 00:00:00 +0000

Vocabulary is one aspect of the English language. The reason why students should have enough vocabulary as a basic requirement to master those four English skills; listening, speaking, reading, and writing. Vocabulary teaching has been incorporated into many of the teaching techniques developed to teach the English language, and it serves the same purposes as those methods. The Grammar Translation Method (GTM) is one of the methods that can be used by teachers in Indonesia. In addition, the researcher used the Word Link application as an example of a crossword puzzle game mobile application. The purpose of this research is to determine whether the Grammar Translation Method (GTM) using the Word Link application will enhance students’ vocabulary. The pre-experimental group consisted of 25 students from Karya Utama elementary school grade 5. A pre-test was conducted at the beginning of the program, followed by a post-test at the end of the 32 hours meeting program. Meetings are held twice per week. Based on the research results, it showed that applying GTM using the Word Link application has a significant positive effect in improving students’ vocabulary. It means that the Crossword puzzle provides a significant contribution in improving the students’ vocabulary, and it is also suggested for teachers to use this method in the English teaching and learning process, especially for elementary school.

Keyword: Vocabulary, Grammar Translation Method, Crossword Puzzle Game

Teacher’s Job Satisfaction and Organizational Commitment in High Schools within Maela Refugee Camp, Thailand

Naw Marvel Thawda, Amanda Rachel Simon — Wed, 09 Feb 2022 00:00:00 +0000

The sustainable development goals recently published by the UN states that all children should have access to education. However, diverse populations, including teachers at refugee schools, are facing challenges in providing quality education for the students due to the lack of support and motivation. In order to improve teachers’ work performance, it is important to consider what teachers need to increase their job satisfaction and organizational commitment. The purpose of this study was to discover teachers’ levels of job satisfaction and organizational commitment in High Schools within the Maela refugee camp, Thailand. This study was designed using a correlational and descriptive survey design. The study sample was 156 respondents selected using a convenience sampling procedure. The questionnaires were given to teachers who were willing to participate in this study. Data were analyzed quantitatively. The result showed that the overall level of teachers’ job satisfaction and organizational commitment was neutral despite the fact that teachers were not really satisfied with the pay they received. However, the factors that most influence teachers’ job satisfaction is responsibility, supervision, and colleagues. A mild significant relationship was found between teachers’ job satisfaction and organizational commitment (n = 156, r =0.35). This research can be used to inform the future policies and procedures aimed at enhancing teachers’ job satisfaction.

Keywords: Job Satisfaction, Organizational Commitment, Teachers, Refugee

Lived Experience of Students in a Remedial Mathematics Class

Joan Mel Guirguis — Wed, 09 Feb 2022 00:00:00 +0000

Students who do not pass the entrance mathematics examination in a tertiary school are required to take a remedial mathematics class. In remedial education, the goal is to get the student to the mainstream. The remedial courses are designed to give students the skills needed for tertiary-level courses. This study pursues the lived experience of students in a remedial mathematics class. There are 9 males and 5 females who are participants in this study. Their ages range from 19 to 28. These participants were selected using purposive sampling. The needed information was generated using the student’s journal for the remedial mathematics class. Journal writing allows one to reflect, to further investigate deeper into the heart of the words, beliefs, and behaviors. Writing one’s thoughts allows us to step into one’s mind and reach further into the interpretation of the behavior and beliefs. The finding showed the social and emotional learning of students in a remedial mathematics class. The finding also revealed the coping and self-regulating strategies the students used in the remedial mathematics class.

Keywords: Underprepared Student, Mathematics Remedial Class, Journal Writing, Lived Experience, Learning Emotions

Going Global: A Glimpse into the Language Identity and Experiences of Filipino English Teachers Abroad

Kathleen B. Flores — Wed, 09 Feb 2022 00:00:00 +0000

The past two decades brought increased interest in the study of identity in the field of language education. Numerous studies on language teacher identity mostly center on professional identity and are concentrated on participants from the expanding circle. Studies on English teachers’ language identity from the outer circle like the Philippines are scarce, even more so among those residing and teaching abroad. Drawing on the relatively new theoretical frameworks of Norton (Peirce, 1995) and Bucholtz and Hall (2005) on identity, investment, and interaction, this study investigated the language identity and experiences of Filipino English teachers working abroad. Eight English teachers living and working abroad were purposively selected to take part in the study. Five English teachers met the selection criteria. Narrative inquiry through interviews and stories is utilized to gather data, and thematic analysis based on Braun and Clarke’s (2006) six-phase framework is employed to analyze the data collected. The results revealed participants’ perceptions of English and nativeness, their language identity, and language experiences that include opportunities, challenges, and coping strategies. Moreover, participants’ exposure to and interaction with other English speakers influence how they view themselves as language speakers, and their language-related experiences continue to [re]shape their language identities. It is therefore recommended that English education majors are provided with opportunities to [re]construct and analyze their language identities while still in school.

Keywords: teaching English, nativeness, English ownership, language education, internationalization

Difference Between the Pragmatics of L1 & L2 English Speakers in America

Richla Zuphine Sabuin — Wed, 09 Feb 2022 00:00:00 +0000

Pragmatics plays a big role in communication. English is remarkably used by people from different languages and cultural backgrounds. This presumably indicates the different English pragmatics that comes with the cultural baggage of the speaker. This research explores the differences between the pragmatics of speakers of English as their first language and speakers of English as their second language in the United States of America. To find out the differences, the answers of twelve students at Andrews University from similar ethnic backgrounds to a survey prepared by the researcher were saved and analyzed. The survey included scenarios wherein participants had to choose a response closest to how they would respond. The results showed that speakers of English as their first language chose assertive responses, while speakers of English as their second language chose passive responses to a body-shaming scenario. The results also showed that speakers of English as their second language chose responses that gave credit to other people when being complimented. Finally, the results showed that there was no significant difference in when apologizing and requesting between the two groups. This research emphasizes the differences in cultures and how it affects communication despite speaking the same language, English. The findings of this research can contribute to English teachers’ mindfulness of their students’ cultural background to help them obtain academic success in English by tackling and connecting the differences in English pragmatics.

Keywords: ESL, English, pragmatics, culture

Increasing Student’s Mathematical Creative Thinking Ability Through Realistic Mathematics Education (RME) and Connecting, Organizing, Reflecting, Extending (CORE) Learning Models

Nora Susilowaty, Mary Risamasu — Wed, 09 Feb 2022 00:00:00 +0000

A superior level of thinking ability that needs to be developed in math study is creative thinking ability. Creative thinking ability needs to be acquired and developed by students in order to be able to express many ideas in problem-solving. Math subjects fall into definite science that requires more creative thinking than memorization. The research aims to see if there is a difference between the student who gets the RME learning model and the student who gets the CORE learning model. The research was carried out at the public school of 2 Parongpong, West Bandung. These samples are class VIII B as a class that gets Realistic Mathematics Education (RME) learning models and VIII C class that gets Connecting, Organizing, Reflecting, Extending (CORE) learning models. The instruments used in this research were test and non-test instruments. The test instrument was a test of mathematical creative thinking ability consisting of pre-test and post-test, while non-test instruments consisted of student responses questionnaire about learning models. The data were analyzed using the Shapiro-Wilk test and Mann-Whitney test. Research shows that: The early creative ability of mathematical thinking students who earn lessons with RME models and CORE models are in low categories because their initial skill average is below 50%. It’s different after being given the learning treatment. The enhanced students’ creative thinking abilities in both classes are in moderate categories, and there is no difference in the enhancement of mathematical creative thinking ability between students who had the RME model and students that used the CORE learning model. Students’ responses indicate that they really love learning with RME and CORE models.

Keywords: Realistic Mathematics Education (RME), Connecting, Organizing, Reflecting, Extending (CORE), Mathematical Creative Thinking Ability

Students Use English in Schoolscapes in Indonesian Highschool: Students' Perceptions

Olivia Christa Pali'padang, Oktavian Mantiri — Wed, 09 Feb 2022 00:00:00 +0000

This study aimed to find English as a Foreign Language (EFL) students' perceptions of using English in school in Indonesia. The researchers adapted the questionnaire from the modified version of (MacIntyre et al., 2001; Zarrinabadi & Abdi, 2011). This study was conducted in a private High School in Indonesia and involved 60 respondents from grade 10 of Sciences and Social Sciences, 11 of Sciences and Social Sciences, and 12 of Sciences. The result showed that the students' perceptions of English inside and outside the classroom were 2.90, moderate. Further, the findings also showed no significant difference in students' perceptions of English inside and outside the classroom based on gender since it was .262. It meant that male and female students have no different English perceptions inside and outside the classroom.

Keywords: Students' Perceptions, English Usage, English in School

Teachers’ Strategies in Integrating Faith and Learning at Faith-Based Institutions of Higher Education in Asia

Naltan Lampadan, Ritha Maidom, Ervin Karau — Wed, 09 Feb 2022 00:00:00 +0000

Even though the concept of integrating faith and learning in the classroom is not only well-known but highly encouraged in Adventist educational institutions, observation shows that there are teachers who struggle to implement this effectively in their classrooms. One possible reason for the difficulty is the lack of knowledge regarding the various strategies that can be used in this area. As such, this study was conducted to discover practical strategies that teachers used in integrating faith and learning. The findings of this study can be useful to those who may want to know what real-life strategies other teachers used in integrating faith and learning. Purposive sampling was used in this study to ensure that participants would inform the research question. The participants of this study were 14 teachers who taught at four faith-based institutions in Thailand, Myanmar, and Taiwan. The participants’ average length of teaching experience is 11 years. The interview was the main method for generating the data, which were coded. The codes were analyzed through thematic analysis. This study found that participants employed various strategies in integrating faith and learning. The most common ones were illustrative, experiential, and contextual. Conceptual strategies were the least used.

Keywords: Faith, Integration, Learning, Faith-based institution of higher education,