Brauner & Stephens argued that around 9.5% to 14.2% of early childhood children have emotional social problems that have a negative impact on the development and readiness of their schools due to children’s habits in using gadgets. The purpose of this study was to identify the relationship between the use of gadgets for children’s social emotional development in PGRI 2 Rangkasbitung Kindergarten. This research implemented quantitative research approach. This study uses a questionnaire or questionnaire sheet in collecting data, with a total sample of 33 respondents. The results of this study indicate that the majority of children use gadgets with a duration of> 60 minutes per day which is around 60.61%, the type of gadget used in the form of smartphones / mobile phones is 84.85%, and applications that are often used are games (66.67% ) and games played in the form of educational games (60.61%). Based on the results of the study there were 60.61% or as many as 20 children have normal / good social emotional development, this is because the majority of children in PGRI 2 Rangkasbitung kindergarten are more utilizing the sophistication of gadgets towards more positive ones such as knowing numbers, getting to know animals, colors, and to communicate while far apart. It is also related to the characteristics of respondents who stated that around 66.67% of respondents did not work which meant that respondents had more time to accompany their children in using gadgets. The result of Chi-Square correlation test between gadget duration and social emotional development obtained p-value 0.011 (p <0.05) which means that there is a significant relationship between the duration of gadget usage on children’s social emotional development in PGRI 2 Rangkasbitung Kindergarten. Based on the results of the study, it is advisable for parents to accompany their children in using gadgets as well as providing time limits, checking gadgets and choosing games and spectacle applications that can hone child development.
Vocabulary is an important element of any language since its roles affect on language performance of the users. The present study investigates the correlation between students' vocabulary and their speaking skills at the secondgrade students of MTs Mursyidatul Jannah Pandeglang. A descriptive quantitative method was employed in the study. The participants of the study are the second-grade students which consist of thirty students. vocabulary test and speaking test were administered to attain the data of students' vocabulary mastery and their speaking skills. Having collected the data, the writer usedthe Pearson Product Moment Correlation in analyzing the data. Based on the data analysis, the study reveals that there is good correlation between the students' vocabulary mastery and their speaking skills. Further, the result of hypothesis testing shows that there is a positive correlation between the students' vocabulary mastery and students' speaking skills. The means score of the students' vocabulary mastery is 6,5 and theirspeaking skillsis 6,7. The r-value is 0,54 while the r-table is 0,46ata significance level of 1%. From the results decides that r-obtained (0,54) is higher than r-table (0.46). It meant the r-value is significant.
The purpose of this study is to improve public speaking skills through ice breaking methods for students of Penjaskes at STKIP Setiabudhi Rangkasbitung. This research method uses two cycles of action research methods. The population in this study amounted to 300 students and the sample in this study used a purposive sampling method totaling 50 students. The time of the study was carried out for 6 months from February 2019 to July 2019. The steps of the research carried out were compiling the planning, acting, observing, and reflecting. The results of the study for 2 cycles showed that the Public Speaking Skill for students of Penjaskes at STKIP Setiabudhi Rangkasbitung increased by using the ice breaking method by 9.6 points. This is evident from the results of the measurement of indicators of public speaking skills in cycle 1 with an average of 65.6 and cycle 2 with an average of 79.2. Thus it can be concluded that the ice breaking method in the Curriculum and Learning courses can improve the public speaking skills of students of the Physical Education Study Program at STKIP Setiabudhi Rangkasbitung.
This paper aims to find out the certified and non-certified teachers' beliefs and practices about learner autonomy in the EFL classroom. The findings revealed that there is not a huge differences between the certified and noncertified teachers' beliefs and practices of learner autonomy. It was also found that both the certified and non-certified teachers' understanding about learner autonomy are not salient with the literature.
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