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This study aims to reconstruct Grade 11 students' misconceptions about force through the Conceptual Change Model (CCM) making use of Predict, Discuss, Explain, Observe, Discuss, Explore, Explain (PDEODEE) tasks. This study was conducted using a mixedmethod approach. The participants in this study were 65 students (33 students in the experiment class--13 males and 20 females, and 32 students in the control class--12 males and 20 females) from a high school in Bandung, Indonesia. The instrument test used is the Four-Tier Test-formed Force Concept Inventory (4TT-FCI) with 8 question items. Three analyses were carried out: an analysis of students' misconception profiles during the pre-test and post-test, the reconstruction of students' misconceptions analysed based on percentage and codification using Great Change (GC), Not Change (NC), and Un-Great Change (U-GC). The improvement in students' conception was carried out using N-Gain with three categories (Low, Moderate, and High). The results show that the students' conception profile during the pre-test and post-test still detects misconceptions. However, these misconceptions can be ameliorated using CCM with PDEODEE tasks because the highest conceptual change is in the Misconceptions category (GC= 34.5) and the lowest is in the Un-Code category (U-GC= 2.4). The increase in the correctness of the conception was measured in the experimental class at 0.73 (High category), and the control class is 0.42 (Moderate Category).

The conception of functions, defined as the relationship between magnitudes or sets of ordered pairs, varies among students depending on the contextualization of the concept within the curriculum, notably in school textbooks. This investigation endeavors to scrutinize the approach taken by Indonesian textbooks in introducing the function concept at the lower secondary school level. An eighth-grade mathematics textbook was scrutinized utilizing praxeology, the fundamental construct of the Anthropological Theory of the Didactic. The analytical process unfolded in three main phases: examination of the praxis block, analysis of the logos block, and evaluation of the textbook's praxeological structure in collaboration with experts and educators. The examination revealed that the Indonesian textbook organizes functions into three distinct local praxeological frameworks: functions as sets, bijective functions, and functions as relationships between magnitudes. The praxis primarily emphasizes tasks and techniques for functions formulated by sets, shaping the landscape of function learning in Indonesia. Consequently, a notable epistemological gap within logos stems from the disparity between two conceptions of functions: functions as sets and analytical expressions. These findings underscore the necessity for an alternative praxeological arrangement of functions, mainly to bridge the divide between the set-theoretical definition and the analytical expression of a function.

Textbooks are one of the main resources for teaching and learning mathematics. This study examines the presentation of angle topics in 4th-grade mathematics textbooks in Indonesia and Singapore. The analysis focused on the general characteristics of the textbook and the nature of the mathematical tasks presented. The results showed that Indonesian mathematics textbooks are more likely to provide a more ample opportunity to learn than Singaporean textbooks based on the number and description of task activities. However, the distribution of items in each task activity in Singapore mathematics textbooks is more proportionate than in Indonesian mathematics textbooks. Concerning mathematical tasks, the findings show that the form of representation in Indonesian mathematics textbooks contains a more purely mathematical form, while Singapore's mathematics textbooks are dominated by visual form. Regarding contextual features, mathematical tasks in Indonesian and Singaporean mathematics textbooks are dominated by non-application forms. Closed tasks also dominate the response type of task for both textbooks. The implications of this finding can be applied to classroom teaching activities, as highlighted in the discussion section.

This study examined how Chinese native speakers (NSs) and second language (L2) learners process compound words. The findings showed that they used the hybrid model of coexistence for whole word and morphemes; and were influenced by word frequency, semantic transparency, and word structure. The results revealed that two groups of participants used hybrid representation when identifying high-frequency words and whole-word representation when identifying low-frequency words. Besides, semantic transparency might impact word structure awareness, and subject-predicate words were the most difficult to process. The research also showed that L2 learners' word frequency effect was more robust than NSs'; morpheme location information might affect NSs, but L2 learners could not process it. There was variation in NSs' speed in recognizing transparent and obscure words, but there was no difference among L2 learners. Besides, L2 learners' word recognition speed could not reach the levels of NSs.

Mathematical literacy has an important role in solving students' real-life problems in supporting literacy skills, teachers can use real contexts as outlined in tasks in-class learning. The Bengkulu context can be used because it is closely related to the environment and students' daily live. This study aims to produce math literacy tasks in the Bengkulu context which are valid and potential impact on student literacy. The research employed a development design with a formative evaluative model using stages of self-evaluation, expert reviews, one-toone, small group, and field tests. The subjects of the research were students in the eighth grade of a Junior High School in Bengkulu City. Data were collected through questionnaires, documentation, tests, and interviews. This study produced four mathematical literacy tasks with the Bengkulu context that met the criteria of being valid and having a potential impact. Mathematical tasks that are designed with the context can improve students' mathematical literacy activities. The use of tasks with context can be a learning resource that strengthens the introduction of students' local culture.

The goal of this study is to examine which word order is dominant in colloquial Buginese-Indonesian, 1) to find out which word-order pattern is more acceptable between SVO and VSO, 2) to find out which word-order pattern is more acceptable between VO and OV, and 3) to find out what internal linguistic characteristics and social factors motivate such acceptability. The data were collected through an online survey via Monkey Survey that employed Acceptability Judgment Task (AJT) to determine which word order is more acceptable in Buginese Indonesian (SVO or VSO and VO or OV). A total of 50 Buginese-Indonesian bilinguals rated the acceptability of 48 target items (and 48 fillers) for patterns such as SVO/VSO and VO/OV in a 1-5 Likert Scale (1=completely unnatural; 5=compeletely natural). Target items were controlled for linguistic factors and social factors. ANOVA analysis was used to analyze the data. The results indicate that both SVO and VSO are equally acceptable though VSO was slightly more favorable than SVO. When the subject is omitted, VO was farther favorable than OV. L1, age, and residence had a significant effect on the acceptability of VSO while grammatical person, education level, and residence contributed greatly to the acceptability of VO. The results also reveal that the acceptability of different word orders in Buginese-Indonesian is both linguistically and socially constrained. Thus, the results are situated within a discussion of Backus' (2014) notion of entrenchment and conventionalization.

The objective of textbook study is to create high-quality textbooks. Analysis was done using a praxeological-didactical analysis (PDA) method. PDA offers space to analyze curriculum materials, such as math textbooks, which are the outcome of human action in the anthropology of a specific nation's society. There are 10 types of tasks given in the mathematics textbook on measurement of spatial figures and seven techniques are identified as possible ways to complete the tasks. The justification of praxis is that there are three emerging technologies and two theories that are used as the final direction of the given task type. There is a sequence of task composition at the start with loads at level 2 and level 3 that can affect student readiness. Psychologically, it is regarded as difficult at first, which can lead to students becoming disinterested as well as bored, thus experiencing difficulties, creating ontogenetic obstacles. The other predicted learning obstacles identified in this textbook are epistemological and didactic obstacles. All the findings from this analysis can be applied to continuously raise the standard of the currently available mathematics textbooks.

Nowadays, digital technologies are crucial in supporting students in geometry in secondary mathematics classrooms. However, in some cases, the role of visual function in technology was only utilized for seeing and conjecturing, not for experimenting, while to develop a relational understanding of geometry concepts, students should actively participate in the learning process. To address the issue, this study investigated how students learn geometry with digital technology assistance based on students' diversity in their mathematics abilities. A task with a dynamic geometry software called Techno-based Mathematical Tasks (TbMT) was designed to assist students in exploring geometrical activities and solving a problem through investigations on tessellation. This research employs educational design research and focuses on the preliminary design by conducting a pilot study on three students based on the diversity in their ability in mathematics classrooms, i.e., low, middle, and high. As part of data collection, we captured students' works to examine critical information in their responses based on their differences in abilities. We collected the data through online meetings and recorded the data. We analyzed students' work from the recording by capturing critical information. The results revealed that the TbMT might provide students with opportunities to learn by exploring tessellation activities that might contribute to students' understanding of geometry concepts. Due to the limited number of participants in this study, further research can be an opportunity to expand the number of participants to enhance the contribution to the literature with more comprehensive empirical evidence. [Note: The page range (585-602) shown on the PDF is incorrect. The correct page range is 585-604.]

This study investigated the effects of two types of classroom instructions on EFL learners' oral proficiency by implementing teachers' judgment. Two intact classes of EFL university students studied a compulsory subject of their department under two different types of classroom instruction. The first group of students was trained with explicit oral strategy training instruction, which taught them to learn and practice strategies to improve their speech fluency. The second group was instructed to practice the task twice as much as the first group using implicit task-based instruction. The audio recording of both groups' oral task performance in the pre-test and post-test conditions were rated for proficiency, pronunciation, discourse, vocabulary, grammar, and complexity. Two English teachers were trained to rate the recordings based on two oral proficiency rubrics. The non-parametric tests and estimation analysis results showed that both groups' oral proficiency improved significantly, with effect sizes ranging from medium to large. The comparison of both groups' results showed that the two types of instruction had a comparable effect on students' oral proficiency. The current study's findings suggest that the use of teachers' judgments can be necessary for classroom-based studies to measure the effects of instruction on gains in learners' oral proficiency.

Conjecturing has been considered to inspire the need for proof, enhance the understanding of proofs, and construct a valid proof. This study describes students' processes of formulating a Euclidean geometry conjecture in the form of a conditional statement through constructing a geometric figure and using measuring and dragging modalities of a dynamic geometry system (DGS). To accomplish this aim, we adapted the existing conjecturing model by Baccaglini-Frank and Mariotti ([2010]. Generating conjectures in dynamic geometry: The maintaining dragging model. "International Journal of Computers for Mathematical Learning, 15(3)", 225--253. https://doi.org/10.1007/s10758-010-9169-3) and used it to analyse students' conjecturing processes. Our participants were prospective mathematics teachers (PMTs) during their first year at an Indonesian university, but the findings can be useful for secondary school students in other countries. We selected and categorized episodes from task-based interviews with eight PMTs a week after a teaching intervention. We interpreted their identification of robust invariants during constructing, dragging, and measuring. Our findings indicated that the adapted model was appropriate to describe PMTs' processes of conjecturing, which emerged through an exploration that involved robust invariants. We found that PMTs determined these invariants as premises or conclusion of the conjecture by observing the measure of parts of the constructed figure during dragging. The findings indicated that the measuring and dragging modalities of DGS supported PMTs in conjecturing.

This study aims to investigate the differences in the realization of request speech act between the IEL (Indonesian English Learners) and the AES (Australian English-Native Speakers), as well as explain the factors influencing these distinctions. The descriptive-qualitative method and discourse completion task (DCT) were used to obtain data in various contexts. The results showed that the realization of request speech act of the IEL and AES were different based on the following, (1) Form of Speech, as observed in the use of the main and supporting actions. This indicated that the IEL and AES used indirect and direct speech acts, respectively, and (2) Different Speech Strategies, as observed in the mode of sentences and request strategies. This proved that the IEL often used interrogative sentences, with the AES using declarative sentences when seeking permission from work superiors, and (3) Differences in the use of semantic formulas, where the IEL used attracters and honorifics more than the AES. This revealed that the linguistic and non-linguistic factors influenced the occurrences of these differences.

Student engagement is paramount for the success of EFL learning. This paper explores how the leverage of a game-based learning platform, Kahoot!, into EFL grammar learning and teaching boosted student engagement. One grammar lecturer and 22 English-major students participated in this qualitative case study. Data were obtained through observations, reflective journals, and interviews. The results revealed that the platform enhanced student engagement in EFL grammar learning in six ways, namely enabling students to set goals, helping students focus more on the tasks, facilitating students to build enthusiasm and interest in learning, allowing students to experience playful learning activities, facilitating students to collaborate with their friends, and fulfilling students' need of reward and sense of competition. The students were also reported to exhibit behavioral, cognitive, and emotional dimensions of engagement during the implementation of Kahoot!. The findings have important implications for EFL grammar learning and teaching. In addition to the affordances of Kahoot!, teachers are still central to the implementation of the platform to engage the students in EFL grammar learning.

This article reports on a single case study investigating the adoption of reading portfolio and video-mediated reflection tasks so as to promote Indonesian university students' engagement in dialogic reading. Nested in a classroom ethnography design, data were collected through multiple interviews, teaching journals, and students' Facebook-mediated interaction records. Drawing on thematic and discursive analysis, the findings showed that the reading portfolio and video-assisted reflection tasks encouraged the students to invest their time and energy into and engage in dialogic reading where collective meaning making practices took place. As the students were engaged in the reading portfolio and video-assisted reflection tasks, they perceived their peers as co-meaning makers who viewed reading as a social and dialogical process in which they had the opportunity to negotiate meaning.

The study examined English teachers' agentive actions in a speaking assessment when utilizing students' talks as model of responses to promote peer-learning. This instrumental case study views teacher agency on assessment from an ecological perspective, emphasizing the quality of teachers' engagement in their environment. The study involved four primary English teachers teaching Year 5 and Year 6 who were selected purposively. The data were collected through classroom observations, audio-stimulated verbal recall interviews, and field notes. Thematic analysis was employed for the data analysis assisted by nVivo12Pro software, where the themes were identified through the repetition of keywords. Co-coding, back-translation, and participant validation were employed to achieve the trustworthiness and reliability of the data. The study revealed that peer-learning was facilitated following the teachers' understanding of their ecological contexts, i.e., the emerging problems during the assessment and the students' assessment needs. The four teachers exercised their agentive actions by assigning the More-Proficient Students (MPS) to perform a speaking talk, from which the Less-Proficient Students (LPS) could learn, and utilized the MPS' talks accordingly. The study findings strengthened the importance of teachers' engagement with their ecological contexts when determining agentive actions. In addition, the study shows an interplay between theories of classroom-based assessment, teacher agency, and English for young language learners to promote peer-learning. This study has implications for relevant stakeholders about providing better supports for teachers exercising their agentive roles in facilitating students' learning.

Integrating Task-Based Language Teaching (TBLT) and learning technologies can be the potential framework in designing language instruction to enhance learners' listening comprehension and speaking performance. However, not many past studies have explored how technology enhanced TBLT can enhance both listening comprehension and speaking performance of ESP learners. Therefore, the purpose of this study is to investigate the effects of TBLT on ESP learners' listening comprehension and speaking performance using a quasi-experiment with nonequivalent (pretest and posttest) control-group design. Ninety-seven ESP learners majoring in a Nursing program participated in the study. Four instruments were used for data collection, namely a listening section of TOEFL test, an online presentation, role-play, and online group discussion. Findings showed that technology implementation enhanced TBLT significantly influenced students' listening comprehension. In a similar vein, ESP learners' speaking performance based on role-play also had considerable improvement. However, concerning ESP learners' online presentations and online group discussions, their speaking performance scores did not improve significantly after receiving this experimental treatment. These findings shed some light on students' involvement in attaining multifarious language inputs related to their listening comprehension due to the authentic and technological learning materials and media. In considering speaking performance enhancement, ESP students could benefit from merging the role-play in ESP instruction with technology enhanced TBLT.

This research aimed to construct a statistical creative model in solving the problem of descriptive statistics. This type of research is a mixed methods research with a sequential mixed methods model using Exploratory sequential design. A descriptive qualitative method is used to build statistical creative models. Meanwhile, a quantitative method is used to test whether there are significant differences in students' statistical creative models based on gender. The research was conducted on 124 high school students with a distribution of 59 boys and 65 girls (15-18 years of age). The results of this research found that there are three levels of a statistical creative model in descriptive statistical activities, namely imitation, modification, and construction. A total of 25 subjects were at the imitation level, in solving problems the subjects imitated the appearance of data, graphics, or resolution strategies. 56 subjects at the modification level, modified the data or graphic display to solve the problem. 43 subjects at the construction level are shown by constructing new data or graphics to solve the problem. It was also found that there were no significant differences in the creative models of male and female subjects in descriptive statistical activities.

This study aimed to investigate how initiating acts affect refusal strategies realization. The subjects were 45 English Education Program students of Universitas Muhammadiyah Palembang. The study used Discourse Completion Task (DCT) which consisted of 12 situations covering four initiating acts; suggestion, request, offer, and invitations, and the classification of refusal strategy by Beebe et al was also used to categorize refusal strategies realized. The results showed that initiating acts were not insensitive towards the use of direct strategy. However, it has an impact on the realization of indirect strategies and adjuncts. It was also found that both initiating acts and the social status of interlocutors play an important role in producing refusal utterances. Hence, it is highly suggested to introduce initiating acts and social status factors to EFL learners so that they would be able to produce an appropriate refusal depending on the context.

Interlanguage is the most fruitful issue in the field of second language acquisition. In the interlanguage phase, Indonesian learners of English tend to alternate between two forms of language features to express the same language function where a variation of language forms will be exhibited to mark the variable of linguistic function. Variability in phonology of interlanguage is the most interesting subject to investigate based on markedness differential hypothesis theory. This study is aimed at finding out: (1) marked sounds of English fricatives: [[voiceless dental fricative]], [ð], [[voiceless palato-alveolar fricative]], and [[voiced postalveolar fricative]] which are indicated as interlanguage variants; and (2) how interlanguage sound variants emerge based on surround the varying element. There were 30 college students of English study purposively selected to become respondents in this research representing advance and intermediate proficiency of English speaking. The data were taken from two types of task namely word list reading and sentence reading. There were 600-word tokens containing target marked sounds of fricative [[voiceless dental fricative]], [ð], [[voiceless palato-alveolar fricative]], and [[voiced postalveolar fricative]] obtained from the data collection. The analysis was done quantitatively to find the percentages of non-interlanguge sounds and interlanguge ones produced by respondents. The result showed that fricatives such as [[voiceless dental fricative]], [[voiceless palato-alveolar fricative]], and [[voiced postalveolar fricative]] have phonological variations in interlanguage with certain positions of word being pronounced. These phonological variations emerge due to the generalization of pronunciation by similar-ending sounds, the certain vowel sound preceding marked sounds, and the absence of consonant clusters in learners' native language which bears the variation of certain marked fricatives of English.

Students are more likely to obtain correct solutions in solving derivative problems. Even though students can complete it correctly, they may not necessarily be able to explain the solution well. Cognition and communication by the students will greatly affect the subsequent learning process. The aim of this study is to describe students' commognition of routine aspects in understanding derivative tasks for heterogeneous groups of cognitive styles-field dependent and independent. This qualitative study involved six third-semester mathematics education students in the city of Palu, Indonesia. We divided the subjects into two groups with field-independent (FI) and field-dependent (FD) cognitive styles. The first group consisted of two FI students and one FD student, and the second group consisted of two FD students and one FI student. Moreover, the subjects also have relatively the same mathematical ability and feminine gender. Data was collected through task-based observations, focused group discussions, and interviews. We conducted data analysis in 3 stages, namely data condensation, data display, and conclusion drawing-verification. The results showed that the subjects were more likely to use routine ritual discourse, namely flexibility on the exemplifying category, by whom the routine is performed on classifying and summarizing categories, applicability on inferring category, and closing conditional on explaining category. The result of ritual routine is a process-oriented routine through individualizing. This result implies that solving the questions is not only oriented towards the correct answers or only being able to answer, but also students need to explain it well.

Despite its positive impact on students' learning and learning outcomes, studies documenting empirical evidence on how Flipped Classroom anchored in technology-mediated task can facilitate and promote students' learning in post-Earthquake EFL writing pedagogy context remain scarce. To fill this void, this action research, documenting both quantitative and qualitative data, anchored in González-Lloret's and Ortega's (2014) technology-mediated task framework, aimed to garner students' perceptions towards the use of FC-Mediated Task (FCMT) for learning essay writing; how they perceived this instructional approach compared to face-to-face only classes; and what challenges appeared while implementing this approach for the teaching and learning of writing in such a post-earthquake pedagogical context. The statistical evidence showed that the majority of the students positively perceived the use of FCMT for the learning of essay writing. The students also preferred the use of this approach to FTF only classes for learning to write essays in English in terms of the effectiveness and efficiency, engagement, language skills development and motivation. Pedagogical and technological challenges remained their prominent barriers in the implementation of this approach.

This paper explores the spatial dimension of Fleming's Left Hand Rule (LHR), commonly-used in Physics instruction for determining the direction of force using the left hand's thumb, forefinger and middle finger. A new instrument was developed to gauge students' ability to coordinate their fingers in 3D space (egocentric frame of reference) based on representations of tasks on paper/screen (allocentric frame of reference). The LHR scores from a sample of 530 Grade 10 and 11 students revealed a significant correlation to standard spatial reasoning measures, with a reliability of 0.77. About 90% of the students scored less than 10 points out of 22, highlighting the relevance of the spatial skills required for articulating the LHR. Science students performed significantly better than non-Science students. The manipulation of the LHR was strongly influenced by the degree of angular disparity between the body frame and task-defined frame and the kinaesthetic constraints required to rotate the triad of fingers as a perpendicular frame.

A Trigonometric function is one of the challenging materials for not only high school students but also pre-service teachers and teachers. On the other hand, An understanding of trigonometric function is an initial stage in understanding calculus derived from it such as limit, derivative, and integral. Thus, the competency in trigonometric function is an issue need further discussion. This is a qualitative study which elaborated the didactical design and the class observation of high school student. In this study, we propose a didactical design with the aim to figure out the properties of trigonometric functions. Starting from drawing the graph then analyse each of the graphs. We used the trigonometric function graph as a media to analyse the function such as trigonometric value, maximum and minimum, period, and interval in which it decreases or increases. The two main aims in this study are: 1) How the unit circle is used for drawing trigonometric function graph, 2) How the trigonometric function graph can be used to analyse the trigonometric function properties. The study shows that the students can follow the learning sequences both in drawing and analysing the graph. The misconception of trigonometric values is figured out. Some unpredictable findings are also described in this study.

Although many studies reported that student-created video task could promote learners' active learning and engagement, the investigation on how the students worked and created the videos is still scarce. The process of video creation in a micro-reality context of English language learning involves social practice and cognition (a socio-cognitive process) of the students. The student-created video is an output-based learning activity that reflects a meaning-making process upon the completion of the project. This paper sheds light on how the students worked on the project through such stages as preparing the materials, setting the scene, selecting the video recording tool and editing the video before the submission. Encapsulated from the videos and semi-structured interviews from 41 Polytechnic students in Indonesia, the approaches that students employed during the process of video creation were explored to arrive at a meaning making process of learning. As a result, the activity enabled the student active learning, vocabulary building, autonomous learning and self-confidence as well as the student's technological skill. In addition to that, the challenges encountered by the students during the video-making process will also be presented.

Refusing is a common speech act; nonetheless people from different cultural backgrounds employ different refusal strategies. The present study compares refusal strategies used between native speakers of Javanese in Indonesia and native speakers of British English in the United Kingdom. Empirical data were elicited by means of discourse completion tasks. The findings showed that Javanese and British native speakers favoured indirect refusal strategies and used approximately similar sequential orders of refusals, although the types of semantic formulas and adjuncts involved were different. Awareness of different social status levels tended to induce different frequencies of the use of semantic formulas and adjuncts of refusals whereas different initiating acts of refusals generated different use of the types of semantic formulas and adjuncts.

Needs analysis plays a vital role in developing speaking material and results in a powerful tool that helps teachers to design materials in line with the learners' target needs and learning needs. The aims of this research are to analyse the types of learners' target needs and learning needs for material development in the academic English-speaking course. This study surveyed 312 English department students from six universities in three Indonesian provinces. Questionnaire and in-depth interview were used in collecting data then those data were analysed by using a software program, namely an excel chart data series. Findings revealed that learners' target needs are necessities, lacks, and wants. Meanwhile, learning needs cover input, procedure, setting, and learner's role. The independent speaking task was necessitated by students (64,49%) and lack of vocabulary (32,69%). Moreover, communication & collaboration (39,10%) was students' wants towards course design whereas video was learning media input (38,46%). Discussion as procedure desired (37,50%), group work (37,82%) as a classroom setting, and active communicator (39,74%) as the learners' role. Students' wants strongly indicated that material design must be able to promote 21st -century skills. Speaking practitioners are suggested to adapt their material based upon need analysis.

Pre-service chemistry teachers should have the 21st century competence such as critical thinking skill. Unfortunately, the critical thinking skill dan self-efficacy level of Indonesian pre-service chemistry teachers is still low. Problem Based Learning (PBL) model and Inquiry model have been implemented widely to improve the critical thinking skills and self-efficacy of pre-service chemistry teachers; however, weaknesses were found such as the need to improve self-efficacy and investigation process based on science process skill. Therefore, innovation was created to develop Scientific Critical Thinking (SCT) Learning Model based on strengths and weaknesses of PBL model and Inquiry model. This innovation was also supported by theories and empirical study. This study serves as preliminary study in the process of SCT learning model development to improve the critical thinking skills and self-efficacy of pre-service chemistry teachers. This study covers need analysis, literature review, and field survey. Result shows that the innovation can stand as the basis of hypothetic SCT learning model development. SCT learning model syntax covers: student orientation, scientific activity, presentation of scientific activity result, critical thinking task completion; and evaluation. Hypothetic SCT learning model should be tested to fulfill the validity, practicality, and effectiveness aspects to improve the critical thinking skills and self-efficacy of preservice chemistry teachers.

This paper displayed the perspective on analyzing online media text using task-based learning in learning basic grammar. The data were collected for 6 months through observation, interview and questionnaires from July to December 2018 in IAIN Tulungagung. It involves 45 Indonesian undergraduate students who were taking English Basic Grammar with online media text. The data was analyzed using a descriptive qualitative approach. The finding revealed that the students got experience of using online media text as learning basic grammar medium. Their perspectives on analyzing online media text using task-based learning are various (not interesting, passive in the learning process, low interest in reading, tend to rely on friends, and difficult to analyze the online text). Furthermore, their' perspective of using task-based learning in learning Basic English Grammar can be categorized into five types: the act of acquiring strategy, the experiencing process, the process of acquiring benefits, the pupils' responses, and evaluating their performance. It also reported that some benefits of task-based instruction strategy in teaching learning Basic English Grammar can be ability to deep understanding the materials, having good cooperation, having the ability to memorize, managing the time effectively, identifying the kinds of grammar part, and increasing the communication abilities. While the disadvantages of task-based learning in learning Basic English Grammar through analyzing the online media text included having difficulties in analyzing, not being used to with the learning model, getting bored and uncomfortable with the strategy, and being burdened with the task.

Coaching is mainly purposed to build teacher capacity to enhance the success of learning and the quality of education in general. This paper is aimed at describing the coaching materials, methods, and the effectiveness of coaching in English Foreign Language (EFL) learning to strengthen the teachers' pedagogical competence. Six Junior High School EFL teachers of Central Java, Indonesia (T1, T2, T3, T4, T5, and T6) attended three-month weekly coachee-centered coaching leading to the implementation of student-centered learning. Observation of the teaching-learning process, review of the lesson plan, and an interview with the EFL teachers through Focus Group Discussion were done before coaching was carried out to identify the coachees' preliminary pedagogical competence and needs. The coaching materials encompassed using songs in EFL class, learning principles and activity-based learning, teaching methods, teaching vocabulary, teaching grammar, teaching the four language skills, assessing attitude, knowledge, and skill, and process skills. Coachee-centered coaching was implemented to present the materials through such methods as Demonstration, Scientific Approach, Lecturing and Discussion, Problem-Based Learning, Task-Based Learning, Inquiry Learning, Presentation-Practice-Production.

This paper aims to develop a prototype of learning for the achievement of critical thinking skills of Higher Distance Education students through the utilization of open educational resources (OER). It is based on a research and development project conducted from September 2013 until April 2014 at Universitas Terbuka (UT), the Indonesia Open University. The research consisted of three stages. The first stage developed the Tutorial Activity Plan (TAP) and the Tutorial Activity Unit (TAU). The second stage developed a prototype online tutorial model along with the initiation materials and tasks. The third stage was a trial implementation of online tutorials using OER. The Online tutorials were a course called Natural Resource Conservation and Environment (NRCE). Data on student learning outcomes on the completion of tasks and discussion activities were collected. Student learning outcomes were based on indicators of Enis's critical thinking skills. Student perceptions toward online tutorial activities were based on the students' assessment of the online tutorial implementation. Data were collected using a questionnaire, tests, document analysis forms, and interviews. The results indicated that critical thinking can be develop through the utilization online tutorial activities. The students utilized OER as reference source when they were engaging in online tutorial tasks and online discussions. Critical thinking skills of the students could be evaluated based on student learning outcomes, e.g. student discussions and answering questions while undertaking online tutorial tasks.

The study investigated intentions and motivating factors of using impoliteness in interlanguage complaints by English as a Foreign Language (EFL) learners. Empirical data were elicited by means of oral discourse completion tasks and questionnaires from 42 Indonesian learners of English. Post-structured interviews were conducted to obtain the intentions and reasons of deploying impoliteness in the complaints. The results reveal that impoliteness is triggered by three general motivating factors; speaker-related factors, target person-related factors, and contextual factors. A number of intentions of deploying impoliteness are found, and they suggest that impoliteness is a mean to an end rather than an end itself.

Integration of computers into Foreign Language (FL) learning has become the all-but-inevitable direction for the future, given the (a) considerable benefits this affords for students of English as a Foreign Language (EFL), (b) characteristics of today's learners as Generation Z (González-Lloret & Ortega, 2014), and (c) widespread use of the internet in the twenty-first century. This situation has spurred a transformation of Computer-Assisted Language Learning (CALL) into Web-Facilitated Language Learning (WFLL) as an alternative paradigm for EFL teachers and learners. Furthermore, Task-Based Language Teaching (TBLT) is likely to serve as a pedagogical framework in designing the web for the purpose of FL learning. The primary objectives of the present study were therefore to (a) develop a teacher-designed learning website, namely I Love Indonesia, and (b) gather information from high school learners of English in Indonesia with different attitudes towards CALL (positive/moderate/negative) in correlation with how they perceive WFLL (agree/disagree) and perform web-based activities. Descriptive Statistics, if Function in Excel, Correlation Analysis, and Independent-samples T-test were employed in the study. Finally, the study findings demonstrate that (a) the majority of learners participating in the study have positive attitudes towards CALL, (b) all focused participants have positive perceptions of WFLL and (c) learners with positive attitudes are likely to have more positive perceptions (to agree) than moderate and negative attitude learners (ones who disagree) on the use of the website for language learning. In addition, the website seems to benefit EFL learners in some specific areas. Consideration should be given to working with a greater number of learners over a longer period of time when conducting further studies on the effectiveness of the website for EFL learners in order to be able to shed some light on the development of their language skills.

Students' spatial ability plays an important role in instruction with dynamic and static visualizations. This research was aimed at describing 1) the difference in learning achievement between the students who learned from dynamic visualization and static visualization, 2) the difference in learning achievement among students who have high spatial ability and those who have low spatial ability, and 3) the interaction between type of visualization and spatial ability on learning achievement. This research used the non-equivalent control group quasi-experimental design. The sample consisted of 115 eighth grade students in Singaraja, Indonesia. The data were collected by learning achievement test and Paper Folding Test. The data were analyzed using ANCOVA. The results showed that: 1) there was a significant difference in learning achievement between the students who learned from dynamic visualization and static visualization; 2) there was a significant difference in learning achievement between the students who have high spatial ability and those who have low spatial ability, and 3) there was no interaction between visualization type and spatial ability on learning achievement. Therefore, the different combination of the types of visualization and sequence of presentation and relation with individual characteristic can be elaborated more in the further research.

Since task-based learning was proposed in the field of second language acquisition in the 1980s, the popularity of this teaching approach has risen due to the effectiveness in enhancing learners' communicative competence. To complete tasks, learners have opportunities to use the target language in various situations so that they can transfer what they learned in the English classroom in real-life. In the past decade, task-based learning has received increased attention from educators and researchers from all around the world. This article provides the evidence for the influence of task-based learning on ELT in ASEAN context and discusses how teachers and educators in ASEAN context have responded to this teaching method. Additionally, the article also identifies the problems with using task-based learning found in Asian countries. The conclusion is that in order to implement task-based learning effectively, EFL teachers and educational institutions must carefully create teaching syllabi, activities in the classroom and assessments which are suitable for language learners' characteristics, levels of proficiency and limits of the classroom in particular countries.

Nations of the world share concerns on many critical issues in such a way that communication and collaboration are important skills for the 21st century (Trilling and Fadel 2009). Hence, connecting global issues to the mathematics classroom is important. Through such learning experiences, students can appreciate that mathematics has a special place among the disciplines in forging understandings between people and nations as well as solving global problems. The authors enjoy connecting students to real-world issues through open-ended problems in which they can invent and test their mathematical models (Lesh et al. 2000). One benefit of modeling is that students experience the role of mathematics in human life. Providing students with real data and a realistic context that needs mathematization challenges their intellect and allows them to establish connections between mathematics and all sorts of human endeavors. In this article, the authors share the experiences of secondary school students from Indonesia and the United States as they modeled with mathematics and justified their models to one another. The authors describe the Borean Winds task, its context within the larger global community, and how students progressed through each portion of the task, including students' thoughts and mathematical models. This provides readers with a rich task to implement in their classrooms. The task is an exemplar of the benefits of collaborating with a school in another country. Because of physical restraints concerning health and safety with regard to COVID-19, this style of synchronous video conference collaboration demonstrates how to engage in rich, collaborative tasks without physically being next to each other.

This exploratory case study focuses on the development and implementation of a task called the Inventive English Word Formation in Public Spaces for an undergraduate English Morphology course within the English Language Education program of a university in Indonesia. This task was created based on students' feedback that they disliked the typical memory-based test, which was reported to have a significant strain on them. In that regard, this task was developed to replace the teachers' lectures and achievement test to increase students' learning engagement and understanding of the Word Formation theory. Students were asked to morphologically analyze how Indonesian people invented new English words in commercial signs in linguistic landscapes. Sixty students were involved in the task and they were put into groups of four. Each group was assigned to write a paper reporting how they identified and explained the types and subtypes of word-formation of the invented names. The findings suggested that although students found that the task was more meaningful and engaging than the usual learning procedure, the papers they produced showed that they were still not ready for the demand of academic reading and research skills associated with the task. This task, however, promises positive avenues that can be improved and explored in future studies.

This study aims to describe the constructive metacognitive activity shift of eleventh graders in solving a mathematical problem. Subjects in this study were 10 students in grade 11 of SMAN 1 Malang. They were divided into 4 groups. Three types of metacognitive activity undertaken by students when completing mathematical problem are awareness, regulation, and evaluation. This was a descriptive qualitative research with exploratory approach. Data collection instruments used were mathematical problem solving task of Model Eliciting Activities (MEA) and interview. In the first stage, students completed MEA mathematical problems individually while doing think aloud. In the second stage, students worked in small groups consisting of three students to solve the same problem and then the researchers recorded the results of the discussion by using a handycam. In the third stage, the researchers conducted task-based interviews to determine the metacognitive activity performed by students when solving problems either completed them individually or in group. Based on the analysis results of students' work, think aloud, students' conversations record group during discussion and interviews, the data show that three students spread into 4 groups of constructive metacognitive activity shift.

This study is to evaluate the implementation of Task Activities based on CALL which consist of observing, questioning, exploring, and communicating. The developed materials are nine chapters that had been implemented in two different classes of SMPN 1 Gresik and SMPM 4 Gresik in Indonesia. Of quesionnaires and interviews, the results indicate that the materials that have been developed already meet the standards for preparing and getting excellent response from users, especially teachers and students in several aspects, namely; competencies and objectives, content material, relevant activities, media which was authentic and interesting, and the fulfillment of the diversity of types of exercises that are available in each chapter. So that these materials can conclusively give the student easier understanding, interesting, and fun learning, because these materials have been equipped with the exercises both in class and individually. This study implies that combination of task based activities and CALL really generates better opportunities to create English Teaching more innovative.

Background: The worked example effect in cognitive load theory suggests that providing worked examples first followed by solving similar problems would facilitate students' learning. Using problem solving-worked example sequence is another way of implementing example-based instruction. Although research has demonstrated the superiority of worked example-problem solving sequence on learning materials that presumably are high in element interactivity for novices, none of the previous studies have compared the two sequences with levels of element interactivity experimentally manipulated in a strictly controlled manner. Aim: The reported study aimed to investigate the effects of levels of element interactivity of the learning tasks and levels of learner prior knowledge on the effectiveness of two alternative example-based sequences, worked example--problem solving versus problem solving-worked example. Sample: Fifty-two Year five students, around 10 to 11 years old, from a primary school in Indonesia participated in Experiment 1, and 96 Year eight students, around 13 to 14 years old, from a secondary school in Indonesia participated in Experiment 2. Methods: 2 (sequences: worked example-problem solving vs. problem solving-worked example) × 2 (levels of element interactivity: low vs. high) experimental design, with the second factor repeatedly measured, was used in the two experiments conducted with learners at different levels of prior knowledge. Result: The results showed the advantage of using worked example-problem solving sequence for learning materials high in element interactivity, especially for novice learners, whereas there were no differences between the worked example-problem solving and problem solving-worked example sequences for learning materials low in element interactivity for more knowledgeable learners. Conclusion: This study not only replicated the results of previous studies, but also extended their findings by experimentally manipulating levels of element interactivity of learning materials.

Problem solving plays an important role in mathematics and should have a prominent role in the mathematics education. The term "problem solving" refers to mathematics tasks that have the potential to provide intellectual challenges for enhancing students' mathematical understanding and development. In addition, the contextual problem that requires students to connect their mathematical knowledge in solving mathematical situational problem is believed to be an impact on the development students' problem-solving ability. The tasks that have been developed by PISA meet both of these criteria. As stated by the NCTM, that problem-solving skill and ability should be developed to students when they were in primary school (K5-8), therefore, it is important to do an effort to guide students in developing problem-solving ability from primary school such as accustom students to do some mathematical solving-problem tasks. Thus, in this research we tried to investigate how to develop mathematical problem-solving tasks like PISA's question that have potential effect toward students' mathematical problem-solving abilities? We used a formative evaluation type of development research as a mean to achieve this research goal. This type of research is conducted in two steps, namely preliminary stage and formative evaluation stage covering self evaluation, prototyping (expert reviews, one-to-one, and small group), and field test. This research involve four primary schools in Palembang, there are SD Muhammadiyah 6 Palembang, MIN 1 & MIN 2 Palembang, and SDN 179 Palembang. The result of this research showed that the mathematical problem-solving tasks that have been developed have potential effect in exploring mathematical problem-solving ability of the primary school students. It is shown from their work in solving problems where all of the indicators of problem-solving competency have emerged quite well category. In addition, based on interview results from some students, it is known that they like to do such tasks because they can improve their reasoning, creativity and thinking ability.

A growing body of literature has investigated impoliteness in many domains. Nevertheless, little research has examined impoliteness done by foreign language learners. Impoliteness used in interlanguage complaints by English as a foreign language learners was observed. The effects of interlocutors' different status levels and social distance on the use of impoliteness were analyzed. Empirical data were elicited by means of oral discourse completion tasks from 50 Indonesian English as a foreign language learners in Central Java, Indonesia. The overall direction of the findings showed trends that status levels and social distance between interlocutors prompted different frequencies and strategies of impoliteness. The frequent use of impolite complaints was instigated by a number of factors such as the learners' understanding about the speech act in question, their perceptions on the social distance and status levels of interlocutors, and the nature of the research instrument.

In this study, we investigated teachers' teaching practices and their underlying beliefs regarding context-based tasks to find a possible explanation for students' difficulties with these tasks. The research started by surveying 27 Junior High School teachers from seven schools in Indonesia through a written questionnaire. Then, to further examine teachers' teaching practices related to context-based tasks, four teachers were observed and video recorded in two mathematics lessons in which they were asked to deal with context-based tasks. The questionnaire data revealed that the teachers had a tendency toward a view on teaching and learning mathematics which includes encouraging students to be actively involved in solving problems in various contexts. Although this finding suggests that the teachers may offer opportunities to learn context-based tasks to students, the questionnaire data also revealed that the teachers saw context-based tasks as plain word problems. Furthermore, the observations disclosed that their teaching was mainly teacher-centered and directive, which is not considered to be supportive for learning to solve context-based tasks. Combining the findings of this study with the results from our earlier study on Indonesian students' errors when solving context-based tasks, we found a relationship between how Indonesian teachers teach context-based tasks and the errors Indonesian students make in solving these tasks. These findings support the conclusion that insufficient opportunity-to-learn to solve context-based tasks offered by teachers is a possible explanation for students' difficulties in solving these tasks.

This study aimed at describing how the implementation of Task-Based Learning (TBL) would shape or change students' use of oral communication strategies. Students' problems and strategies to solve the problems during the implementation of TBL were also explored. The study was a mixed method, employing both quantitative and qualitative analysis through multi-methods of questionnaire, interviews, focus group discussion, learning journals, and classroom observation. Participants were 26 second year students of the State Polytechnic of Malang. Data collection was conducted for one semester. Findings show linguistic and non-linguistic problems encountered by students during one-semester implementation of TBL. Students also performed increased use of positive strategies but reduced use of negative strategies after the implementation of TBL.

Drawing on qualitative observation data from a case study of an EFL classroom for pre-medical students in an Indonesian university, this article examines the oral discourse generated through peer interaction while completing two types of communicative tasks in terms of how much language was generated, including the amount of the L2 generated and the use of the L1. Findings indicate that the use of communicative tasks in this specific EFL context appears to provide students with opportunities for L2 production and to diminish L1 use in class. This is largely determined by the communicative tasks used and the EFL context.

In the beginning of the first decade of this century, some highly-publicized extremistic acts of terror occurred. A hostage tragedy in a school in Beslan (North Ossetia) was followed in the Netherlands by the brutal murder of the controversial Dutch filmmaker and newspaper columnist Theo van Gogh, bomb attacks in Bali and Madrid and other acts of terrorism between 2002 and 2005. The aim of the present study was to examine whether these events have resulted in the emergence of a collective enemy in the Netherlands, and whether this is reflected by the enemy images and understanding of enemy with Dutch children and adolescents aged 7-13. For this purpose, information about children and adolescents' enemy images and understanding of enemy prior to (i.e., 2000 and 2002) and following these events was compared. In the pre- and post-studies, the participants were presented with a free-association and drawing task, as well as a short questionnaire. The findings revealed considerable shifts in the way children thought about and drew enemies. Whereas prior to these events an enemy with Dutch children and adolescents was an abstract, undefined entity, it now obtained more definition and a concrete reality, albeit without any specification of the identity of the enemy nor as being part of a collective enemy. (Contains 4 tables.)

Since 2020, when the coronavirus epidemic was at its peak, the Indonesian Ministry of Health's social media accounts have been constantly followed by a big number of individuals. The Indonesian Ministry of Health account is a fantastic resource for social media users, particularly Twitter users. The Republic of Indonesia's Ministry of Health's Twitter account publishes a wide range of content at random. As a result, it is usually difficult for Twitter users to determine the type of information provided by the Ministry of Health of the Republic of Indonesia. The positive and negative responses of Twitter users to material released by the Indonesian Ministry of Health's Twitter account are frequently noted. The decision tree algorithm is tree-based, similar to the extreme gradient boosting method (XGBoost). The extreme gradient boosting approach has been successfully implemented with high performance in the classification process. This classification is separated into two primary categories: general and essential information categorization and sentiment analysis, which is classified into three classes: positive, neutral, and negative. Both the classification work and the sentiment analysis produced outstanding accuracy levels. Based on 2243 tweets, an accuracy rate of 89.35% has been achieved for classification, supported by a precision of 88.76% and a recall value of 88.58% when using 80 data training and 20 data testing. Similarly, the maximum accuracy in sentiment analysis was achieved utilizing the same 80-20 data partitioning, with a 91.22% accuracy rate. Using 304 comments data, accuracy was calculated to be 89.17% and recall was calculated to be 89.06%. It's worth noting that an 80-20 split for training and testing consistently produced the best results for both the sentiment analysis and classification tasks. [ABSTRACT FROM AUTHOR]

Based on several studies, sexual violence in higher education institutions remains a critical issue. To overcome this, the government enacts Regulation Number 30 of the Minister of Education, Culture, Research, and Technology for the year 2021 on Sexual Violence Prevention and Handling in Higher Education. This regulation obliges universities in Indonesia to form a Task Force, the so-called Satuan Tugas PPKS or PPKS Task Force. This regulation stipulates that each member of the task force attend training organized by the Ministry of Education, Culture, Research, and Technology (MoECRT). This study aims to evaluate the PPKS Task Force training program organized by MoECRT. The evaluation of the PPKS task force training was carried out using the CIPP (context, input, process, and product) learning program evaluation. This study uses a quantitative approach and data were collected through questionnaires involving training participants as the respondents. According to the data response in all components of the training (i.e., context, input, process, and product), lecturers were more optimistic that the knowledge and skills gained through this training can be used as initial knowledge on the prevention and handling of sexual violence than students and the education staff. Based on the research findings, the following suggestions were developed for the implementation of the task force training program in the future: (1) the advanced training curriculum in the future needs to pay attention to differences in ability or understanding between lecturers, students, and education staff, and (2) there is a need for further in-depth research to map the training needs for more advanced knowledge about the prevention and handling of sexual violence for each element of the task force (lecturers, students, and education staff). [ABSTRACT FROM AUTHOR]

The development of mobile technology has an important role to play in achieving 21st-century skills. Collaborative skills and problem-solving are seen as fundamental skills for achieving 21st-century skills as a whole. This study aims to develop collaborative problem-solving based on mobile multimedia (CPMM) to achieve student collaborative and problem-solving skills. Multimedia development life cycle (MDLC) is used as a research method to develop CPMM. The CPMM was developed by involving 100 students at the Universitas Muhammadiyah Surabaya, Indonesia. The CPMM development result consisted of three main features. The first feature was the homepage which was used to show student profiles and progress in the course. The second feature was collaborative to become a forum for students to discuss and interact in multi-way mobile ways to solve problems. The third feature was evaluation as tasks from a lecturer to individual students to solve problems. In addition, the study results showed that CPMM was valid and effective for improving students' collaborative and problem-solving skills. This study recommends that CPMM can be used as an essential study and the basis for lecturers and practitioners to develop 21stcentury student skills as a whole (not only collaborative and problem-solving skills) to produce graduates who are ready to face the revolutionary era 4.0. [ABSTRACT FROM AUTHOR]

Human involvement in the assembly part manufacturing process is still relatively high. However, automation solutions are not flexible enough to be applied to manufacturing systems. It is essential to evaluate each work activity so that automation can be implemented effectively. We developed an automatic vision inspection using machine vision. The level of automation (LoA) in the company increases, and the impact caused by process failures on manual systems can be eliminated during inspection activities. The automation level increase in the inspection area is described and analyzed using the Hierarchy Task Analysis (HTA). Inspection data process activity and quality data are collected to determine the CCD camera selection, lamp selection, and lens selection. Three quality objectives, such as geometric quality, surface quality, and structural quality, are identified automatically using machine vision. Furthermore, after applying machine vision, an analysis of current LoA conditions and future LoA conditions is carried out. The results showed that the application of machine vision could increase the Level of Automation in the product inspection activity by 81.8%. There is a strong correlation (R = 0.924) between manual measurements carried out by operators and machine vision. [ABSTRACT FROM AUTHOR]