Abstract/Notes: Pronunciation is one of important aspects in English and one of the necessary components of oral communication. The purpose of this research is to find out Montessori Method and Demonstration Method effect on students’ Achievement in Pronunciation at Nakamura School. The method of this research based on experimental quantitative research doing with using a number, statistics process and structure. The population of this research will use to the primary 1 students of Nakamura School Medan. The writer used simple Random Sampling that is subset of individuals 9 a sample (chosen from a larger set 9 a population), each individual is chosen randomly and entirely. After collecting and analyzing the data, it was found that the lowest score of pre-test in experimental group was 20 and the highest score was 40 and the mean of pre-test was 30.00 and  after administrated the method of Montessori method, the researcher found the lowest  score of students’ pronunciation was 40 and the highest score was 80 and the mean of post-test was 61.43. It means that there was 20 (40-20) difference of the lowest score in pre-test and post-test. The mean score of the pre-test was 30.00, and the post-test is 61.43 (61.43 – 30.00 = 31.43). It can be concluded that the students’ scores in pre-test of experimental group was smaller than post-test, which was using Montessori method. The lowest score of pre-test in experimental group by Demonstration method was 10 and the highest score was 30, and the mean of pre-test was 22.86. After post-test was administered, the lowest score in experimental group was 50 and the  and the highest was 80 and the mean of post-test was 61.43. The lowest score significantly improved. It means that the difference of the score was 50 (100-50). It also happened to the highest score, 80 improved to 100 (100-80 = 20). It means that the difference of the score was 30. The mean of pre-test was 22.86 and post-test was 61.43 (61.43- 22.86= 38.27). It can be concluded that the students’ score in the experimental group which was taught by applying Montessori method was significantly different and the students’ score in pre-test of experimental group was smaller than post-test , which was Demonstration method.

Language: English

DOI: 10.31004/jrpp.v6i3.18591

ISSN: 2655-6022, 2655-710X

Abstract/Notes: Dewasa ini, pendidikan untuk anak menjadi hal yang serius untuk dibicarakan, mengapa? Karena anak-anak menjadi tempat bagi keluarga, masyarakat dan jemaat untuk meletakkan dasar-dasar pembentukkan pendidikan. Olehnya keluarga dan berbagai lembaga terkait berusaha menciptakan model pendidikan dan pembelajaran yang menjadikan anak merasa dicintai dan diperhatikan. Gereja Alkitab Anugerah yang adalah bagian dari wadah pembentukkan pendidikan anak menyadari pentingnya pengetahuan alkitab bagi anak melalui pemanfaatan media Film Superbok. Media ini merupakan animasi Alkitab yang diproduksi oleh pelayanan CBN, dan diluncurkan di tahun 2012. Adapun yang menjadi Tujuan Penelitian adalah memudahkan anak memahami tentang berita Alkitab sesuai konteks dan dunia mereka. Dengan menggunakan metode penelitian kualitatif pendekatan deskriptif penelitian ini berusaha mengkombinasikan berbagai teori yang menyangkut media film superbook dan hasil temuan yang ada di Gereja Alkitab Anugerah Jemaat Filipi Manado.

Language: Indonesian

DOI: 10.51667/mjpkaud.v1i1.433

ISSN: 2798-6195

Language: English

Published: [S.I.]: Prentice-Hall, 1971

ISBN: 978-0-13-281295-5

Language: English

ISSN: 1054-0040

Language: English

ISSN: 0040-6228

Language: English

ISSN: 1522-9734

Abstract/Notes: This research aims to understand the influence of pedagogical methods in the design of schools, focusing on inclusive schools. The type of research will be a qualitative one through theoretical analysis. The result is an architectural design project for a school for Down Syndrome students in Mexico City taking into consideration the design tools identified in the research. This project has an personal meaning for me as the school to be designed is my brother’s current school. To achieve this aim, we are going to deep dive into four pedagogical methods, their characteristics, and their origins. We will then study their influence and reinterpretation in school architecture around the world through case studies. After that, we will look at the identification of key characteristics from these methods that can help create a more inclusive school. Finally, we will apply the findings to the design of a real school. Despite the advanced knowledge in materials, technology, and architectural theories, the school’s design is still developing. At the moment, many schools are being built without real thought of the design and its effects on the users, being this a problem since school design is crucial in an adequate learning experience. During the first half of the last century, more specifically during the war era, there was an enormous advance in the pedagogical field in European countries such as Austria and Italy mostly influenced by the emergence of educational psychology theories such as “constructivism”. In this research, we are going to focus on three pedagogical methods born in that era, the followings: Montessori (Italy), Reggio Emilia (Italy,) and Waldorf (Germany). Although these methods have different approaches, they all rely on students’ autonomy, the decentralization of authority, and a balanced and holistic worldview. Pedagogy is also highly influenced by its environment regardless of socioeconomic and sociocultural circumstances therefore a proper setting of spaces is key. This relation is not new and can be seen with Henry Barnard who in 1849 wrote “School Architecture”, one of the first school construction manuals which are taking into account pedagogical methods in the building of learning spaces. Throughout the years, specialized architecture manuals for schools such as the Montessori’s one has been created and the design methods have migrated and been applied throughout the globe. Examples of this are Waldorf’s “Family School” in Costa Rica by Arkitito Arquitetura, Oficina umauma & Luiza Gottschalk, the Reggio Emilia’s “Tellus Nursery School” in Sweden by Tham & Videgård Arkitekter and the Montessori’s “Delft Montessori School” by Herman Hertzberger in Holland. The methods have been proven to work well especially in the developmental stages of kids, proving to be effective not only for the conventional student but also for the intellectually disabled ones. When it comes to inclusive education, is quite a new topic for society. In the past, having a disability meant being put in an asylum, psychiatric hospital, or institution with barely or no education. It is until the middle of the last century and with the emergence of human rights together with the development of the pedagogical methods above mentioned, that disabled people started to have a voice in the education system and therefore a place in the classroom. Inclusive education means integrating disabled students into all the events of a classroom through the exercising of their autonomy and a surrounding with an adequate level of stimuli (such as light or color). This can be achieved by the right application of the pedagogical methods in the design phase of the school. For example, the Montessori’s accessible furniture or the Reggio Emilia’s natural lighting. In conclusion, thanks to the evolution of pedagogy and its application to architecture, we are and will witness the development of both, more inclusive schools and highly inclusive spaces in which students (disabled and non-disabled) can better coexist. The analysis of pedagogy is fundamental to building more inclusive schools and through this research, we aim to better understand its methods to apply them to a real case study. / Questa ricerca mira a comprendere l'influenza della pedagogia nella progettazione delle scuole, puntando sull'inclusività. Il tipo di ricerca sarà di tipo qualitativo attraverso un analisi pedagogica teorica. Il risultato finale è un progetto architettonico su una scuola per studenti con Sindrome di Down a Città del Messico prendendo in considerazione gli strumenti individuati nella ricerca. Questo progetto ha un significato personale per me perché mio fratello è al momento uno studente presso quella scuola. Per raggiungere questo obiettivo, ci addentreremo profondamente in quattro metodi pedagogici, le loro caratteristiche e le loro origini. Ne studieremo poi l'influenza e la reinterpretazione nell'architettura scolastica di tutto il mondo attraverso case studies. A seguire, esamineremo le caratteristiche delle architetture pedagogiche che possono aiutare a creare una scuola più inclusiva. Infine, applicheremo i risultati a la progettazione di una vera scuola. Nonostante le avanzate conoscenze sui materiali, tecnologia e teorie architettoniche, in generale il design delle scuole è ancora in via di sviluppo. Al momento, molte scuole sono in costruzione senza un vero pensiero al design e ai suoi effetti sugli utenti. Questo risulta essere un problema dal momento che il design della scuola è cruciale in un'adeguata esperienza di apprendimento. Durante la prima metà del secolo scorso, ci fu un enorme progresso nel campo pedagogico nei paesi europei i quali furono maggiormente influenzati dall'emergere dell'istruzione di teorie psicologiche come il “costruttivismo”. In questa ricerca, ci concentreremo su tre metodi pedagogici nati in quell'epoca, i seguenti: metodo Montessori (Italia), metodo Reggio Emilia (Italia) e metodo Steiner/Waldorf (Austria/Germania). Sebbene questi metodi hanno approcci differenti, sono tutti basati su una serie di concetti comuni tra i quali l'autonomia degli studenti, il decentramento dell'autorità e una visione del mondo equilibrata e olistica. In generale, anche la pedagogia è altamente influenziata dall’ambiente circonstante indipendentemente dal livello socioeconomico e dalle circostanze socioculturali presenti, quindi un ambiente con spazi adeguati risulta fondamentale. Questa relazione tra spazio e pedagogia è un argomento che si può notare già con Henry Barnard, che nel 1849 scrisse “School Architecture”, uno dei primi manuali di costruzione scolastica che già all’epoca prese in considerazione i metodi pedagogici negli edifici scolastici. Nel corso degli anni, sono stati creati veri e propri manuali specializzati in architettura per pedagogie come ad esempio la Montessori ed è proprio grazie a questi manuali, che ad oggi queste architetture sono presenti ed applicate in tutto il mondo. Esempi che confermano l’applicazione di queste pedagogie sono la "Family School" di Steiner/Waldorf in Costa Rica (Arkitito Arquitetura, Oficina umauma & Luiza Gottschalk), la “Tellus Nursery School” di Reggio Emilia in Svezia (Tham & Videgård Arkitekter) e la “Delft Scuola Montessori” in Olanda (Herman Hertzberger). I metodi hanno dimostrato di funzionare bene soprattutto nelle fasi di sviluppo dei bambini, dimostrando di essere efficaci non solo per lo studente convenzionale ma anche per gli intellettualmente disabili. In generale l’educazione inclusiva è considerato un argomento abbastanza nuovo per la società. In passato, avere una disabilità significava essere messi in un ospedale psichiatrico o un istituto con scarsa o nessuna istruzione. È fino alla metà del secolo scorso e con l'emergere dei diritti umani insieme allo sviluppo dei metodi pedagogici sopra menzionati, che le persone disabili hanno iniziato ad avere una voce nel sistema educativo e quindi un posto in classe. Educazione inclusiva significa integrare gli studenti disabili in tutti gli eventi che si svolgono in classe, aiutandoli ad esercitarsi ad essere autonomi attraverso uno spazio con un adeguato livello di stimoli (come la luce o il colore). Questo può essere ottenuto con la giusta applicazione dei metodi pedagogici nella fase progettuale della scuola. Ad esempio, i mobili accessibili della pedagogia Montessori o l'illuminazione naturale della pedagogia Reggio Emilia. In conclusione, grazie all'evoluzione della pedagogia e della sua applicazione all'architettura, siamo e saremo testimoni dello sviluppo di scuole sempre più inclusive in cui gli studenti (disabili e non) possano convivere meglio insieme. Questa ricerca, mira per l’appunto a comprendere al meglio le tematiche pedagogiche con l’obiettivo finale di costruire scuole sempre più inclusive.

Language: English

Published: Milano, Italy, 2022