Search

Sweet sorghum is a cereal crop that can potentially serve as a source for bioethanol production. This study aims to analyse the genetic diversity of promising genotypes of sweet sorghum at the molecular level. The genetic material consisted of 12 sweet sorghum genotypes. The genetic diversity estimated using 59 SSRs markers showed a polymorphism value of 0.48 and the coefficient of genetic diversity was classified as moderate. The unweighted pair group method arithmetic average (UPGMA) analysis assigned the tested genotypes into three major clusters with a similarity coefficient level of 0.596. This indicates that the genetic similarity of the tested genotypes is moderate to high. Eight unique loci were identified with the SSRs markers in six genotypes, which are considered to control high sugar traits. [ABSTRACT FROM AUTHOR]

The phenological shift of rukam (Flacourtia rukam [Zoll & Moritzi]) describes plant health. This local edible fruit is becoming increasingly rare. Trees of F. rukam were found in Pasuruan Regency, East Java, including the Purwodadi Botanic Garden (PBG), a conserved plant, and Sekarmojo Village as cultivated plants. This study aimed to analyze the spatial variation in the phenology of two Rukam populations and its relationship with rainfall intensity (RQ), dry days (DD), and plant water status. This study was conducted from 2020 to 2022 using secondary data from the BMKG, such as daily rainfall and the number of days without rain. Phenology and relative water content (RWC) were directly observed every week in two trees at each location. Phenological activities at the two locations were analyzed using the Mann-Whitney test, while the relationships among climate change, RWC, and phenology were analyzed using SEM WarpPLS. The research showed a spatial variation in phenology shown by fallen leaves, flower buds, and young and ripe fruits. Increased RWC was significantly influenced by increased RQ and decreased DD. Therefore, RWC was a mediator variable in influencing phenology, shown by a positive influence on young leaves, flower bloom, and fruit set, and a negative influence on fallen leaves and flower buds. RQ, DD, and RWC directly influenced the phenology of leaves, flowers, or fruits. [ABSTRACT FROM AUTHOR]

High temperature stress is a severe problem that limits the productivity of pea and most crops. Investigating the genetic basis of agronomic and morphological traits related to heat stress tolerance could expedite the development of stress-adaptive pea cultivars, thereby increasing productivity for food security. This study aimed to explore genetic variation in Southeast Asia pea accessions and identify marker-trait associations (MTAs) related to heat stress. Phenotypic data were assessed for genetic variation in 11 traits including phenological, morphological, and agronomic, under high temperature conditions in Malaysia and Indonesia. A collection of 94 pea accessions of 92 landraces from Indonesia and two commercial cultivars from Taiwan was used for genome-wide association study. A total of 1,974 high-quality single nucleotide polymorphisms (SNPs) were used to determine marker-trait associations. Population structure, principal coordinate analysis, and kinship analysis revealed that the accessions could be divided into three groups. The BLINK model identified twenty-six significant (P ≤ 0.001) MTAs for the observed characters across all locations and consistent in multiple individual locations. Two SNPs on Chr2 and Chr6 that were associated with more than one trait predicted to co-localize with a gene involved in mediating environmental stress responses and may provide a novel mechanism of heat tolerance in pea. Nineteen candidate genes were identified within 15 kb distance of 26 significant SNPs associated with days to flowering, number of nodes, peduncle length, days to harvesting green pod, days to physiological maturity, and seed volume. The SNP markers and candidate genes identified in this study have potential for marker-assisted selection toward rapid development of pea cultivars with improved heat tolerance. [ABSTRACT FROM AUTHOR]

In the evolving landscape of education, the integration of flipped and gamified learning into online English courses has remained a complex and underexplored terrain. To address this knowledge gap, our study designed and implemented an innovative hybrid pedagogical model, seamlessly blending flipped and gamified learning principles into the context of online TOEFL (Test of English as a Foreign Language) instruction. The study, conducted within a public university in Bengkulu Province, Indonesia, included 27 carefully selected research participants (11.1% male, 88.9% female) from a population of 80 third-year undergraduate English majors, employing purposive convenient sampling techniques to ensure diversity representation. Our comprehensive data collection encompassed pre- and post-TOEFL assessments, surveys, and reflective essays, with qualitative data subjected to thematic analysis and quantitative data analyzed through descriptive statistics, nonparametric Wilcoxon rank tests, and Spearman's correlation analysis. The results unveiled a multifaceted landscape, showing improvements in student enjoyment and motivation alongside increased anxiety. However, the intervention demonstrated significant enhancements in TOEFL listening, reading, and overall scores, although structure and written expression remained largely unchanged. Intriguingly, while heightened enjoyment correlated with increased motivation, emotional variables displayed no significant correlation with TOEFL posttest scores. These findings carry profound implications for TOEFL preparation, student motivation, and the management of classroom diversity in online learning settings. [ABSTRACT FROM AUTHOR]

While gamified technology integration in vocabulary instruction within a flipped classroom has yielded beneficial teaching outcomes, specific studies have raised concerns about potential adverse effects linked to this approach. As a result, conducting a comparative analysis between gamified technology and conventional paper-based methods within the flipped classroom framework has become essential. This analysis aims to foster the development of a targeted teaching approach that adeptly addresses the unique needs of students. This study employed a sequential explanatory research design to examine the effectiveness of flipped classroom with gamified technology and paper-based method in teaching vocabulary to students with different proficiency levels. Quantitative data was gathered from a pretest and a posttest, whilst qualitative data was collected through teachers' guided reflection. Using Academic Word List (300 target words), control groups employed a paper-based, while experimental groups applied gamified technology (Quizlet, Kahoot!, Quizizz, Socrative, and Google Form), which lasted 10 weeks. The participants were 144 non-English major students who took a general English course in the 2nd semester of 2023. Quantitative data analysis ran in SPSS 25 using Paired Sample t-Test and One-way ANOVA. The qualitative data were analyzed using thematic progression. The results showed that gamified technology did not affect students' learning outcomes, while the paper-based method resulted conversely. It revealed that the paper-based method is more effective than gamified technology for students in general, with low proficiency and high-proficiency level. Further, teachers' beliefs admitted distinctive issues that gamified technology was more effective for high-proficiency learners, whereas paper-based was more effective for low-proficiency learners. The difference analysis of quantitative and qualitative data sheds light on discussing threats while implementing gamified technology and possible solutions. [ABSTRACT FROM AUTHOR]

The process-genre approach, varied feedback types, and technology integration have been shown to improve students' writing skills, but there is little research on how these three variables interact when implemented together in writing instruction. This study applied a quasi-experimental design with a sequential explanatory design to integrate the process-genre approach, teacher and peer oral and written feedback, and an online technology platform into a Thai university's English writing course. The experimental group received interventions, whereas the control group received standard writing instruction with papers and teacher and peer feedback. Writing pre- and post-tests, formative writing assignments, teacher, peer, oral, and written feedback surveys, and semi-structured interviews were the evaluation instruments. Descriptive statistics, the Wilcoxon Signed Rank Test, the Mann–Whitney–Wilcoxon test, Spearman's correlation, and Kendall–Theil regression were used to examine quantitative data. A thematic analysis examined qualitative data. The experimental group scored higher on post-tests than pre-tests, indicating that they valued instructor feedback more than other types of feedback. Task response and lexical resource showed substantial gains, although coherence and cohesion, grammatical range, and accuracy did not. The control group had no significant changes in pre- and post-test scores except for task responsiveness. Written feedback was significantly associated with post-test scores and certain post-test criteria in the experimental group. The findings emphasize the importance of a process-genre approach, constant feedback, and technology to improve students' writing. [ABSTRACT FROM AUTHOR]

Cutleaf groundcherry (Physalis angulata L.) has the potential to be developed in various areas, including dryland. Information on drought-tolerant varieties, lines or genotypes is needed for the development of cutleaf groundcherry in dryland. Selecting drought-tolerant lines is an alternative for alleviating yield loss potency caused by water shortages. A pot experiment that aimed to investigate the response of cutleaf groundcherry lines to a different level of water deficit, expressed in field capacity (FC), was run in two factors of factorial randomized block design. Each line (PA-01, PA-03, PA-05, PA-08) was set up in water deficit treatment (100, 80, 60, 40, and 20% FC). The result showed that vegetative growth and fruit production, such as fruit number and weight, mainly decreased at 60 or 40 % FC. In contrast, TSS increased at a higher water deficit which was in line with total flavonoid content, even inconsistently. PA-03 and PA-08 experienced a reduction in fruit weight at 40% FC, whereas other lines occurred at 60% FC. Water use efficiency (WUE) increased under severe water stress. Compared to other lines, PA-03 and PA-08 exhibit higher WUE at 60% FC. In conclusion, PA-03 and PA-08 lines were tolerant of water deficit. [ABSTRACT FROM AUTHOR]

The impacts of teachers' written feedback on EFL students' writing development have been extensively studied, but still little study has been undertaken on the effectiveness of mediating teachers' feedback via technology. Framed by a sequential mixed-methods explanatory design, this study engaged 27 A1-level undergraduate students for 16 weeks in an English course incorporating Padletmediated feedback for writing lessons. Quantitative data derived from Likertscale surveys and writing scores was explored using descriptive statistics and Spearman's correlation, while content analysis was applied to analyze the qualitative data derived from the open-ended surveys. The results indicated that students viewed Padlet positively as an easy, accessible, and convenient formative assessment tool that helped them boost their motivation, decrease their writing errors, and enhance their writing skills through reflective, aided, social, and collaborative learning. The written feedback provided by the teacher via Padlet was positively received because it altered the conventional method of providing feedback, lowered students' anxiety, improved their writing shortcomings, and raised their awareness. However, Padlet's open learning environment was insufficient and still posed a threat and embarrassment for some students who feared making mistakes. Moreover, no correlation was observed between students' perceptions of their learning experience with Padlet-mediated feedback and their writing outcomes. This adds to our understanding that, despite being perceived as useful, technology-mediated feedback may not directly and positively affect students' success in their EFL writing development. [ABSTRACT FROM AUTHOR]

Nowadays the study of phenology has taken an important contribution to climate change research. Therefore this study observed local fruit trees species collected in the Purwodadi Botanical Gardens (PBG); they were Flacourtia rukam (Zoll & Moritzi), Limonia acidissima L., and Manilkara kauki (L) Dubard. We used fruit phenology data from 2014 to 2018 as secondary data to describe the changes. We also observed the weekly phenology of flowering and fruiting for three years from 2019 to 2022. At the same time, mesoclimates components included precipitation, maximum and minimum temperature were daily recorded by the PBG weather station measurement. Data pairs were then analyzed by using a structural modeling of WarpPLS to determine the relationship among mesoclimates and phenology variables. Research showed that phenology of flowering and fruiting of F. rukam, L. acidisissima, and M. kauki was significantly shifted from 2014 to 2022, along with changes in rainfall patterns, maximum and minimum temperatures in the PBG. Based on the Friedman test, it was shown that the maximum and minimum temperatures significantly changed (p-value<0.05). Five months of mesoclimates were significant predictors and affected before the measurement of phenological flowering and fruiting of three species. High precipitation significantly reduced maximum temperature, and increased minimum temperature. The high precipitation reduced the probability of flowering and fruiting initiation, except for those of L. acidissima. Increasing maximum temperature reduced flower and fruit set of F. rukam and L. acidisissima, while it reduced flowering of L. acidissima. Furthermore, minimum temperature induced flowering, except in L. acidissima. [ABSTRACT FROM AUTHOR]

Although the technology of fuel injection in motorcycles has reached ports and direct injection, motorcycles with carburetors are still used. In this research, the carburetor was modified by adding a swirling vane. This study is intended to provide an explanation regarding engine performance which includes torque, power, mileage, emissions, and engine oil temperature. The study begins with a review of the shape and flow characteristics of the swirling vane based on the largest flow according to previous studies. Then, a swirling vane is built and tested to ensure its optimal shape. The findings were compared with conventional carburetor-based engines that had not been treated. Experiments were also carried out on gasoline-ethanol to obtain optimal results and use them appropriately for alternative fuel applications. A comparison of data on torque, power, exhaust emissions, temperature, and mileage reveals that vehicles modified with swirling vanes have better performance. Furthermore, based on the results of gasoline-ethanol application tests, this design is only suitable for use up to E25. [ABSTRACT FROM AUTHOR]

One of the persistent challenges in vocabulary teaching is that EFL students must learn a certain number of words to operate in English, yet class time is limited. While the usage of gamification applications may alleviate some of these issues, research on the usefulness of gamification apps and their potential to assist student vocabulary learning outside of the classroom is currently limited. This study used a quasi-experimental method to investigate the effects of gamified vocabulary learning using an application called Quizizz. It compared the learning outcomes of experimental and control groups, as well as the usefulness of gamification in boosting learner autonomy in vocabulary learning. Multiple independent t-tests revealed non-significant differences between students' overall vocabulary test results in both groups (t (2, 98) = 1.920, p = 0.06) with a modest effect size (Cohen's d = 0.3). Significant differences were noticed in the results of vocabulary tests 2 (t (2, 98) = 3.229, p = 0.002) and 4 (t (2, 98) = 3.465, p = 0.001), where the students in the experimental groups achieved higher scores (M = 13.63 and M = 12.60), yet no significant differences were noted in the results of vocabulary tests 1 and 2. Significant changes occurred in students' perceptions of the application of gamification as a means for facilitating training (t (1, 49) = 2.269, p = 0.03) with a modest effect size (Cohen's d = 0.2). Nonetheless, their perceptions of the use of gamification for enhancing learner autonomy in vocabulary learning did not significantly change before and after the interventions (t (1, 49) = 1.652, p = 1.05) with a very small effect size (Cohen's d = 0.2). For pedagogy and research, the findings enhance our understanding that gamification apps can be integrated into vocabulary learning to facilitate vocabulary study and foster the growth of learner autonomy, yet utilizing a non-specifically built app for vocabulary learning may not produce better results than those who do not receive gamification support, even if learning outcomes remain good. More research exploring the impacts of integrating a non-specifically built app into English language teaching and learning is needed. [ABSTRACT FROM AUTHOR]

While Chinese has been taught as a school subject outside of China for decades, there is little research on how Chinese subjects are taught in secondary schools outside of China's mainland with regard to the use of active learning and the impact of professional development events on teachers' professional growth in classroom Chinese teaching. This article explored Thai Chinese teachers' use of active learning methods at public and private secondary schools in the south of Thailand. It also examined the impact of a government-administered Chinese teaching seminar on their professional development. A sequential mixed-methods explanatory design was employed, involving focus group interviews and pre- and post-tests. The phenomenological approach with thematic analysis was used to analyze the qualitative data from the focus group interviews, while the Wilcoxon test was run to compare the pre- and post-test data. Findings revealed the application of active learning with discussion and role-playing activities involving audio-visual materials. The pedagogy of Thai Chinese secondary schools has shifted from knowledge transmission through lectures to knowledge generation and transformation via dynamic learning activities. After attending the seminar, teachers' comprehension of active learning methods increased considerably (Z = 3.740, p < 0.001). However, teachers expressed concerns over the lack of innovative teaching techniques for teaching Chinese characters and the problems encountered by both students and teachers during the teaching and learning process. This study recommends that Hanban and the Thai Ministry of Education plan their seminars and workshops in a way that allows Thai Chinese instructors to continuously address their students' and their own deficiencies while they are engaged in active learning activities, and it calls for additional research on the use of active CFL methods in secondary schools outside of China. [ABSTRACT FROM AUTHOR]

Purpose - This study examined the integration of task and gamebased learning into an online Test of English as a Foreign Language (TOEFL) preparatory course taught at two Indonesian higher education institutions (HEI) over a period of 20 online class meetings totaling 40 class hours. Methodology - Using a single-case experimental design, it engaged undergraduate students enrolled in a TOEFL preparatory course in March 2021 at Politeknik Perkeretaapian Indonesia Madiun (N = 48) and Universitas Muhadi Setiabudi, Indonesia (N = 48). The study used multiple t-tests and one-way ANOVA with Cohen's d to determine the degree of impact on students' total outcome on pretest and post-test, as well as their scores on particular skills. Findings - Multiple paired-sample t-tests revealed significant improvement in students' overall scores (t (95) = 15.35, p < 001) and in specific-skills scores for Listening Comprehension (t (95) = 10.32, p < 001), Structure and Written Expression (t (95) = 5.90, p < 001), and Reading Comprehension (t (95) = 5.63, p < 001). Independent t-tests and one-way ANOVA revealed significant variations in students' overall and individual skills ratings in study programs. However, the percentage of students who achieved the required TOEFL scores for admission to both institutions was significantly different. Significance - The findings have major implications for both the lecturers at the two institutions and the designers of TOEFL preparatory programs. This study sheds light on an online TOEFL preparatory course that teaches students through task- and game-based learning. To run this program successfully, teachers' creativity in generating materials (tasks) and incorporating digital technologies is essential. [ABSTRACT FROM AUTHOR]

Pod shattering is one of the major soybean constraints in the soybean production centers, particularly in the tropics. The screening for pod shattering resistance of 16 genotypes was carried out using detached and undetached pod methods on the three different pod positions on the stem. The field research was arranged in a randomized block design, during the dry season in Banyuwangi, Indonesia. The shattering evaluation was conducted in the laboratory using the ovendry method. The screening methods to investigate the pod shattering resistance of each genotype consisted of the detached pod (DP), undetached pod (UDP), and undetached whole-stem method (UWS). The result showed that the detached pod method (DP) resulted in a higher average podshattering percentage (15%) than the undetached pod methods (UDP and UWS, 13% and 11%, respectively). Nevertheless, the detached pod and undetached pod methods provide a consistent result for the evaluation of pod shattering resistance, showed by their correlation coefficients (DP and UDP, r = 0.98**; DP and UWS, r = 0.98**, UDP and UWS, r = 0.99**). The detached pod with the oven-dry method was suggested to be used for screening of pod shattering resistance. This method enables to screen genotypes in greater numbers, provides a homogeneous selection pressure and environmental condition. Pods at the upper part of the stem were more resistant to shattering than those pods in the middle part and lower part. The pod length, seed length, seed weight, pod wall weight to the pod weight ratio, and weight of 25 seeds appeared to be the significant indicators for pod shattering resistance. The shattering evaluation resulted in five soybean genotypes (Anj/G100H-28, Anj/G100H-44, Anj/Rjbs-304, Anj/Rjbs-30, and Detap 1) with consistent resistance to pod shattering based on the three methods. These genotypes can be used as donor parents in the breeding program for pod shattering resistance. [ABSTRACT FROM AUTHOR]

This review seeks to provide an alternative online platform for running an online writing class inside and outside the classroom. It focuses on Writeabout.com, which enables the integration of different modes of instruction, types of feedback, and collaborative activities that are necessary for providing an effective writing class. Its features allow teachers to create virtual classes and add students by using codes or importing from Google Classroom. The other features enable teachers to monitor the progress of each student's writing and give both oral and written feedback synchronously and asynchronously. Writeabout.com provides some stimulating ideas to inspire students to start writing. This review also elaborates on the pedagogical applications of Writeabout.com inside and outside the classroom in a self-access context and for developing learner autonomy in writing. [ABSTRACT FROM AUTHOR]

The study is aimed at evaluating the pod shattering resistance of F8 soybean lines based on the shattering incidence and shattering severity. The materials consist of fourteen F8 soybean lines and two check cultivars. The pod shattering incidence was examined by using the oven-dry method, meanwhile, the shattering severity was evaluated based on the severity of the pod opening. The pod shattering resistance based on the shattering incidence resulted in five resistant lines (7-10% shattering), seven moderate lines (13-23% shattering), one susceptible line (53% shattering), and one very susceptible line (100% shattering). The pod shattering resistance based on the shattering severity showed that the pod opening on the ventral side differed between the lines and between the shattering degree, and it tends to form sigmoid curves with a different peak position for each shattering degree. The shattering severity of the resistant, moderate, and susceptible lines reached a peak at 60 °C, 50 °C, and 40 °C, respectively. A longer pod length indicated by the length of the dorsal (r = 0.827**) and ventral (r = 0.880**) sides of the pod, a higher total pod weight (0.827**), and a larger seed size (0.794**) will increase the degree of susceptibility to pod shattering. Those characteristics were considered to be the ones that should be used as the selection criteria in the breeding programme for pod shattering resistance in soybeans. [ABSTRACT FROM AUTHOR]