歌で学ぶ日本語授業に関する一考察: 初級学習者の自己省察にみる学習過程を中心に

This research was motivated by the low learning motivation of students in learning sociology for class XI IPS at SMAN 1 Padang Gelugur, Pasaman, the low motivation to learn students was seen from the movements of students during the learning process, and student learning outcomes in learning sociology. This is interesting to study because in the process of learning activities there is a need for motivation, where the motivation of students greatly determines how these students act in the learning process but there are still students who have low motivation so that this becomes a problem that needs to be studied more deeply. This study aims to analyze the relationship between the teacher's role and students' motivation in learning sociology in class XI IPS at SMAN 1 Padang Gelugur, Pasaman. This type of research is correlational, quantitative approach with ex post facto method. The number of samples is 68 students. The sampling technique used is proportional random sampling technique. This study uses the role theory of Robert Linton and Biddle and Thomas, then the researcher also uses the behavioristic learning theory proposed by Gagne and Berliner. Data collection is done by distributing questionnaires (questionnaire) directly. Then test requirements analysis using 3 classical assumption tests, namely normality test, linearity test and heteroscedasticity test. The data collected were analyzed using product moment correlation analysis techniques and simple linear regression analysis, while for hypothesis testing using t statistical tests and calculating the coefficient of determination (R2). The results of this study indicate that there is a positive and significant relationship between the teacher's role and students' learning motivation in learning sociology for class XI IPS at SMAN 1 Padang Gelugur, Pasaman with a large correlation (R) of the teacher's role with students' learning motivation of 0.532 or 53% and the coefficient of determination R square (R2) is 0.283 or 28% and the remaining 72% is influenced by other variables or factors that are not the focus of this study.

Counseling practice couples professional operations based upon subtle but critical changes in cognition and decision process, with the impact of interpersonal, small group, and social system attachments. Distinct changes in social competence are attainable in persons presenting minor to major levels of symptoms, with minimal use of other forms of treatment and without environmental alteration. Dickson, a major architect of the counseling program at the Hawthorne Plant, of Western Electric Company, and Roethlisberger, a business administration consultant, review experience with a counseling function in a large industrial enterprise. Counseling in an Organization was published in 1966 but is used more by students of administration than of medicine. Because of the growing professional interest in cognitive process and its aberrations in illness and disability states, a 20-year experience with a cognitively oriented counseling treatment may be intriguing to psychiatrists. The counseling function at

In the learning activities in school is not uncommon found that students whose learning achievement is low, not really in learning and do not have the spirit of learning. It is said to be students who have low learning motivation, so guidance and counseling services are needed. One of them with Counseling pancawaskita: Masidu. Counseling pancawaskita: Masidu, is an eclectic counseling can help counselees personally to get out of the problems faced. In essence counseling pancawaskita: masidu, is a counseling that changed the old gatra konseli into a new positive gatra so that the counselee can independently understand the meaning of in himself and the meaning of a positive outside with a professional counselor who clairvoyant. Research problem: How to Counseling Pancawaskita: Masidu to handle low learning motivation, students of class VIII MTs Sabilul Huda Cangkring Karanganyar District Demak Lesson 2016/2017. Qualitative research method using documentation, interview and observation method. The result of research 1. Conseli I (AM) experiencing low learning motivation influenced by internal factor (Masidu) that is in him there is no spirit of learning and does not attach importance to study. Spending more time with friends until late at night and no time to study, often sleepy during the learning process. 2. Conseli II (USA) experiencing low learning motivation is influenced by internal factors (Masidu) is not like the English lesson so that in him there is no spirit to learn English. Do not have the spirit of learning and the responsibility to study seriously (the spirit of learning that withered). 3. Conseli III (MD) experiencing low learning motivation influenced by internal factor (Masidu) that is experiencing the spirit of learning that wilted in him there is no spirit to learn earnestly. Can not forget her boyfriend even though MD is betrayed and abandoned so that MD does not have the spirit of learning and responsibility to study seriously .. Efforts to help counselees who have low learning motivation of providing individual counseling services by using counseling pancawaskita and the results of the counselee independently understand himself and can come out Of the problem . Key Words : Pancawaskita Counseling, Low learning motivation

This study investigates the factors contributing to low student activeness in Grade 5 at SDN 05 Muara Ilai in the Integrated Natural and Social Sciences (IPAS) subject. The research aims to identify and analyze the internal and external factors that influence students’ participation during classroom learning. A qualitative approach with a case study design was employed to gain an in-depth understanding of the phenomenon. Data were collected through classroom observations, interviews, and documentation involving the class teacher, the student’s seatmate, and the previous class teacher. The findings reveal that low student activeness is caused by the interaction of multiple factors. Internal factors include biological conditions, particularly health-related issues, which significantly affect students’ physical readiness, concentration, and energy levels. These biological factors are closely linked to psychological aspects such as low motivation, lack of self-confidence, emotional withdrawal, and cognitive difficulties in maintaining focus and processing information. External factors also contribute to the problem, including limited parental support, unfavorable home learning environments, inadequate school facilities, limited health services, and teacher-centered instructional methods dominated by lectures. Socio-cultural influences, such as peer interaction patterns and limited social support regarding health awareness, further affect student participation. In conclusion, low student activeness in IPAS learning arises from the complex interaction of internal and external conditions. Improving student engagement requires integrated efforts addressing health, learning environments, and social support systems.

This research seeks to examine the challenges students encounter in speaking English and the strategies they employ to cope with them. The study applied a qualitative design, utilizing semi-structured interviews and thematic analysis with 15 students in their fourth semester of the English Language Education Study Program at Gorontalo State University. Results showed that learners experienced three major categories of speaking challenges: linguistic barriers (including limited vocabulary, mispronunciation, grammatical mistakes, and weak comprehension), psychological barriers (such as anxiety, lack of self-confidence, shyness, and low motivation), and social-environmental barriers (like insufficient peer support and limited exposure to English). To overcome these obstacles, students made use of several strategies, such as practicing independently, watching English-based content, engaging in peer conversations, boosting their learning motivation, and applying affective as well as social techniques. The outcomes of this study offer important insights for teachers and curriculum designers in fostering a classroom environment that enhances students’ English-speaking proficiency.

Among the effects of neoliberalism, the diffusion of technologies, in negative the advance of individualism on the sense of community, is to be pointed out. Learning and cognition processes are influenced by the environmental experience, as technology has created a new environmental space to experience among digital natives. On the other hand, nowadays, technological addiction is an educational problem not to be underestimated given its pervasiveness and diffusion among teenagers. The purpose of this article is to examine some positive and negative effects of technology on teenagers’ life styles. From a methodological perspective, it will be provided a systematic review of the existing literature on both technological addictions, by examining negative effects on adolescents’ mental health, and on educational strategies aimed at promoting positive effects through the analysis of the relationships between technology and learning processes. By comparing empirical studies and international experiences, it can be suggested that education plays a key role in preventing behavioral addictions and promoting physical and mental wellbeing, given that the effective and guided use of technology could represent a precursor of positive and stable attitudes towards healthy habits and learning processes.

Abstract. This study is to describe the influencing factors of students’ affective silence in English classroom interaction. It used descriptive qualitative method taking all twelfth-grade students of science class consisting of 31 participants as the data resources. Three instruments were utilized to gain the data, namely (1) observation, (2) questionnaire, and (3) interview. The findings of this study show that there were ten affective factors influencing students’ silence in the classroom. They are (1) feeling nervous, (2) lack of self-esteem, (3) lack of self-confidence, (4) fear of making mistakes and worrying about other people's judgment, (5) worrying about their inability, (6) feeling unable to meet the teacher's expectations, (7) students’ personality, (8) avoiding awkwardness, (9) feeling embarrassed, and (10) avoiding showing off their ability. These factors empirically indicate that students' silence during the teaching and learning process takes place in the classroom is not always influenced by their cognitive inability but the affective aspect turns out to be something that quite dominates their inability to express themselves. Based on these findings, it takes into account that the students were not able to participate in teaching and learning process because of affective factors that trigger their inactivity.Keywords: Affective, Passiveness, Silence

Motivation plays an important role in learning process, but it is generally known as the main problem in English as foreign language learning process. Most of the researches and studies pay high attention to this problem as it seems to be the trickiest challenges faced by teachers. Moreover in teaching speaking, the teacher should have high sensitivity to identify whether the students really have low motivation in oral production or it is caused by other factors, because low of motivation makes the students unable to achieve the goal of language learning. This paper discusses the motivational strategies in teaching speaking skill to the students who has low motivation also provide recommendation for English teacher to have successful implementation regarding to solve student’ low motivation in speaking skill.

This paper describes four computer‐assisted Japanese language and culture projects using word processing and the World Wide Web (WWW) conducted in a college‐level third‐year Japanese class, and reports the impact of the projects as assessed by student pre‐ and post‐questionnaires reflective comments from students, and instructor's reflective observation notes. Fourteen students provided their feedback on the four projects that they had engaged in: (1) journal writing; (2) creating a personal home page; (3) a Japanese culture project using the WWW; and (4) a collaborative class fiction using a discussion forum on the WWW. The projects were successful in that students enjoyed word processing, creating Web pages, and collaboratively creating a fiction all in the Japanese language. Students also felt that these projects benefited the overall development of their Japanese language skills, understanding of Japanese culture, and computer skills. They also felt that word processing made writing in Japanese easy. Observations found that students' motivation increased. There was also a significant decrease in students' anxiety toward using computers. Areas of difficulties included kanji recognition in word processing and in reading Web pages and mastering technical skills. This paper offers suggestions tor conducting similar computer projects in foreign language classrooms.

Student learning motivation remains an issue in the learning process, influenced by various internal and external factors. External factors, such as less varied teaching methods and the suboptimal role of teachers, often affect students' low motivation. This study aims to understand the role of teachers and teaching methods in enhancing student learning motivation. The method used in this research is descriptive with a qualitative approach, examining the learning process and the factors influencing student learning motivation. The results show that using varied teaching methods and the effective role of teachers as motivators can increase students' learning motivation. Engaging lessons, providing positive feedback, and setting clear learning goals have been proven to motivate students to be more active and enthusiastic in participating in the learning process. The implications of this study emphasize the importance for teachers to develop varied teaching methods and create a supportive learning environment to enhance student motivation, ultimately leading to more optimal student learning outcomes.

This study aims to determine the implementation of character education, obstacles and ways to overcome obstacles in learning Civics in Elementary Schools. This type of research is qualitative research using literature study methods compiled through articles published in various scientific journals. The data source in this research is secondary data which is processed through editing, organizing, and finding. This research begins with summarizing, coding, tracing themes, writing memos which are presented in the form of narrative text, and then verifying or concluding. The results of the study show that character building through Civics learning can be implemented through teaching media by playing, practising, playing roles, and watching videos together. Obstacles obtained are the learning process which always emphasizes cognitive aspects so that the character of students is still not paid attention to, inadequate teacher competence, monotonous learning methods, limited material development by minimal standards, mixed material, ineffective curriculum by requiring students to study for 9 hours in 1 day, lack of self-confidence and motivation of students, and the implementation of character education is still weak in the documentation of student attitude assessment. Solutions to obstacles to the implementation of character education can be carried out by increasing quality, relevance and efficiency in online learning must be supported by supporting facilities and infrastructure both at school and at home.

This research aims to determine: (1) Implementation of the development of creative thinking through the introduction of jumputan batik in group A PAUD Roudlatul Bunayya in Toyomerto village, Serang Regency (PAUDRB). (2) Supporting and inhibiting factors in the development of creative thinking through the introduction of jumputan batik in group A PAUDRB. This research is a descriptive qualitative type of research. Data collection was obtained using observation, interviews and documentation methods. The data analysis techniques used are data reduction, data presentation, and drawing conclusions. The research results show: (1) The implementation of the introduction of jumputan batik was carried out in accordance with the RRPH that was created which contained planning and implementation. The introduction to jumputan batik that was introduced to group A was stamped and jumputan batik. The introduction of Jumputan batik has had a positive impact on children's learning processes and children are given the opportunity and freedom to express themselves so that children can express their thoughts and ideas. (2) supporting factors include: students are enthusiastic about the introduction of jumputan batik, the media is easy to obtain and environmentally friendly, and creative teachers. Meanwhile, the inhibiting factors are children's lack of concentration and lack of self-confidence, inadequate facilities and infrastructure, parents demanding of children. These findings can provide guidance for educational institutions and educators in designing more inclusive and effective learning strategies to facilitate the development of children's creative thinking.

This research aims to describe the factors inhibiting the speaking ability of lower grade students in elementary schools. This research is a type of qualitative research with a case study type of research. The data sources for this research are class III teachers and class III students at SD Negeri 139/IV Jambi City. The results of this research are what factors hinder the speaking ability of lower grade students in elementary schools. Factors that hinder lower grade speaking abilities in elementary schools consist of 2 categories, namely, internal factors and external factors. Internal factors consist of the student's condition, both the physical and mental condition of the student, the student's passivity during the teaching and learning process, lack of self-confidence, always feeling afraid that the opinion or idea he conveys is wrong. Then there are external factors consisting of parenting patterns, parents' education and social background and teachers' methods of learning.

The low motivation to learn varies depending on the goals to be achieved in the learning process at school. The level of motivation can be seen from the attitude of students during teaching and learning activities. Motivation to learn can arise or change influenced by various factors. According to Dimyati & Mudjiono (2002) factors that influence learning motivation include students' ideals or aspirations, individual abilities, personal conditions, student environment, dynamic elements in the learning process, and teacher efforts in teaching. This study aims to describe: 1) Factors that influence students' low motivation to learn in terms of factors: a. students' ideals or aspirations, b. students' abilities, c. students' conditions, d. students' environmental conditions, e. dynamic elements in learning and teaching, f. teachers' efforts in teaching students. The method used in this study is quantitative with a descriptive research type. The research sample was 69 students of SMK Pariwisata Aisyiyah Padang in grades X, XI, and XII who were registered in the 2024/2025 academic year who were selected based on the Total Sampling technique. Data were obtained by distributing research instruments in the form of questionnaires on factors that influence low student learning motivation that have been tested for validity and reliability. Data were processed using the Percentage Technique. The results of this study indicate that: 1) factors that influence low student learning motivation are reviewed from the following factors: a. Student ideals or aspirations: difficulty in determining interests and talents (56.62%), b. Student abilities: difficulty focusing on processing lesson materials (47.83%), c. Student conditions: difficulty attending school due to health problems (44.93%), d. Student environmental conditions: avoid talking to deskmates (39.13%), d. Dynamic elements in learning and teaching: easily distracted by things around them that hinder the ability to focus on lesson materials (46.38%), e. Teacher efforts in teaching students: teachers do not provide good examples in learning discipline (44.93%). The implications of guidance and counseling services that can be provided are information services, individual counseling services and group counseling services.

The objective of the study is to place Arab culture in relation to American and Japanese cultures. In so doing the role the language in use plays in our attitudes was examined. The data sources for the study are derived from a series of student surveys and focused interviews conducted by us and others from 1979 through 1990 in Japan, the United States and the Arab world. Hayashi's pattern analysis was used to locate Arab culture in comparison with American and Japanese cultures. In this study, we found that Arab culture when compared with American and Japanese cultures is industrialist (if "conquer nature" is so perceived), rational and efficiency-oriented, selection-oriented or decisive, and tradition-oriented. American culture in relation to Arab and Japanese cultures is noted for its individualistic orientation, optimism, postindustrialism (if `follow nature" is so considered) , and workplace paternalism. Japanese culture is characterized by contexturalism and non-direction orientation (indecisive and fuzzy to Arabs and Americans).