iosr-JRME   Volume-6 ~ Issue-1 ~ Jan-Feb 2016

Abstract: The study examines the effect of class size and student attitude on academic performance in chemistry among demonstration secondary school students of Ahmadu Bello University, Zaria. It was guided by three research questions and three hypotheses. The sample of the study was made up of 50 students and 5 teachers. The research instrument was structured questionnaire for both the students and teachers. The teacher's questionnaire consists of 10 questions designed to determine the effect of class size in teaching chemistry. While the student's questionnaire consists of 20 questions designed to determine student's attitude toward chemistry.

[1]. F. Opara, & P. Waswa, Enhancing students' achievement in Chemistry through the Piagetian Model: The learning Cycle. International Journal for Cross-Disciplinary Subjects in Education (IJCDSE), 4(4), 2013,1270- 1278.
[2]. F. Yunus & Z. Ali, Urban Students' Attitude towards the learning of Chemistry, Asia Pacific International Conference on Environment-Behaviour Studies), Mercure Le Sphinx Cairo Hotel, Giza, Egypt, 31 October - 2 November 2012
[3]. I.O. Oloyede, Enhanced Mastery Learning Strategy on the Achievement and Self Concept in Senior Secondary School Chemistry. Humanity and Social Sciences Journal 5(1), 2010, 19-24.

Abstract: This research was conducted to know the extent of effect and contribution between exogenous variable to the endogenous variable. Exogenous variable in this research was pedagogic competence (X1), personality and social competence (X2), and teaching experience of teacher (X3). Endogenous variable in this research was student learning outcome (Z). Meanwhile, the intervening variable was work motivation (Y1) and teacher performance (Y2). This research used quantitative approach with ex post facto method. Sample that used was 64 teachers in SMK N (Public Vocational School) skill study program of electronics engineering in Malang Regency by using proportionate random sampling technique.

[1] Abidin, Z. 1992. Hubungan antara Latar Belakang Pendidikan, Pengalaman Mengajar, dan Pembuatan Desain Instruksional dengan Kemampuan Membelajarkan Siswa di Kelas Bagi Guru-Guru SD di Kodya Malang. Tesis tidak diterbitkan. Malang: Pps UM.
[2] Anderson, L.W., dan Krathwohl, D.R. 2001. A Taxonomy for Learning, Teaching, and Assesing; A Revision of Bloom's Taxonomy of Education Objective. New York: Addison Wesley Lonman Inc.
[3] Bahri, S. 2011. Faktor yang Mempengaruhi Kinerja Guru SD di Dataran Tinggimoncong Kabupaten Gowa Provinsi Sulawesi Selatan. Jurnal MEDTEK, 3 (2). (Online),
(http://ftunm.net/medtek/Jurnal_MEDTEK_Vol.3_No.2_Oktober_2011_pdf/PAk%20Ancu.pdf), diakses 14 September 2014.
[4] Bennell, P.S. and K. Acheampong, 2007, Research Project Application to DFID: Teacher Motivation and Incentives in Low-Income Developing Countries. Knowledge and Skills for Development, Brighton. Eton, E.O,. 1984. Causes of Indiscipline in Teachers' Journal of Cross River Educator, vol. 3 (1), 39-45.

Abstract: The study aims at recognizing the relationship between psychological empowerment and the perceived academic self-efficiency among the faculty of Najran University. The sample consists of (90) faculty. The instruments of the study include the psychological empowerment scale and the perceived academic self-efficiency scale. Data was statistically handled by calculating the means, the standard deviations, correlation coefficients and the Linear Regression. The study has resulted that there are various levels of psychological empowerment among the faculty of Najran University and a statistically significant relationship between the dimensions of the psychological empowerment and the academic self-efficiency as well as the existence of a statistically significant effect for the dimensions of the psychological empowerment on the academic self-efficiency among the faculty of Najran University.

Key Words: Psychological empowerment, academic self-efficiency, perceived, Najran University

[1]. Abdel Rahaman, J. (2002). The effect of the empowerment strategy in enhancing the organizational creativity. An analytic study in Al Maousel University, unpublished PH.D, pp. 3-8.
[2]. Abdel Wahab, A. (1999). Some modern approaches in human resources management. Egypt: The Scientific Standing Committee, The Annual Scientific Conference: The Modern Trends in Business Administration, April, 29-30. P.385.
[3]. Al Asmar, M. H. and Al Hazli, S. T. (2014). The extent of the empowerment of the faculty members in the Saudi universities from their point of views. Educational Journal, no. 110, March, 2014.

Abstract: Learning is not simply one type of activity. In a limited sense, learning for many is the acquisition of knowledge through reading books and listening to teachers. Learning for a student consists of mastering and making his own the knowledge and skill he is directed to acquire in searching by his personal effort for a wider knowledge of the world around him in applying his knowledge to practical situation in life. Such learning call for a variety of actions and reactions on his part. This article describes how do the teacher, study habit and parental influence help the students to have healthy environment for their carrier development in future.

[1]. Agarwal J.c. Educational research An Introduction, Arya Book Depot, New Delhi- 1975.
[2]. Buch M.B Third survey of Research I Education N.C.E.R.T. New delhi-1986. Panick N.I & Jepsen D.A. (1992) Family functioning and adolescent career.
[3]. Young R.A.& Friesen J.D(1992) The Intensions of Parents and influencing career development of this children. The career development Quarterly 40 (198-207)

Abstract: In today's world, the life styles of people have totally changed because of the changes in the physical and socio-cultural environment with the advent of information technology. This new life style has led to stress. A Teacher Educator's life is adversely affected by the occupational stress as it lowers his ability to function effectively. The study has been conducted to investigate the levels of occupational stress and Interest in Teaching of the Teacher Educators. It also examines the relationship between the occupational stress and Interest in Teaching of the Teacher Educators.

[1]. Sasikumar,B. (2009). A study on interest in teaching among student teachers of D.T.Ed and B.Ed., M.Phil dissertation, Annamalai University.
[2]. Schiefele,U. (1997). Interest, learning and motivation educational psychiatrist, 2b, (384) 299-323.
[3]. Suja,K. (2007). Interaction effect of attitude towards teaching interest in teaching and teaching experience of job commitment of primary school teachers M.Ed thesis, University of Calicut.
[4]. Super,D.E (1960). "Interest" Encyclopedia of educational research harris, (Ed). New yark, Machillian and co,.
[5]. Bharti T. et. al., "Effect of occupational stress on job satisfaction", Journal of Indian academy of applied psychology 17 (1-2): (81-5).
[6]. Aggarwal S.C. (2003). occupational stress on job satisfaction among managers", Journal of occupational and environment medicine Vol.7, No.2.
[7]. Mactomic and Soleman (1992). "Occupational stress for teachers" Edutracks Vol.7, No.16.

Abstract: The emergence of new career options in the labour market arising from the rapidly changing job requirements among employers has placed institutions of higher learning on microscopic and telescopic radar. This is slowly bringing about anxiety and agitation for immediate solutions. A red flag has been raised to institutions of higher learning for failing to meet the demand of these emerging career choices while casting doubt on their ability to deliver. The thirst and quest for job fulfillment among employers and job seekers continues to draw a divergent equilibrium pattern in the job market analysis. The question at hand is whether institutions of higher learning have the capacity to offer solutions to the rapidly changing job requirement needs arising from demand for these emerging careers?

[1]. Barnett, M. (2006).Vocational knowledge and vocational pedagogy. In M. Young & J. Gamble (ed). Knowledge, curriculum and qualifications for South African further education. Cape Town: HSRC Press. pp.143-157
[2]. Beidel, D. L. (1993). Perceptions, Attitudes, Teaching Load, and Compensation of Non-Degree and Degree Vocational-Industrial Teachers. Draft copy of unpublished doctoral dissertation, The Pennsylvania State University, University Park.
[3]. Bertrand, O. (2004). Planning Human Resources. Methods, experiences and practices,(2nd ed.).Paris: IIEP-UNESCO.
[4]. Billett S.(2002). Learning through practice: beyond informal and towards a framework for learning through practice in Revisiting Technical and Vocational Education in sub-Saharan Africa: An Update on Trends, Innovations and Challenges UNESCO, IIEP.
[5]. Gamble J. (2002). Why improved formal teaching and learning are important in technical and vocational education and training (TVET) orientation in Revisiting Technical and Vocational Education in sub-Saharan Africa: An Update on Trends, Innovations and Challenges (pp.206-238 ). Paris: UNESCO.

Abstract: At present our schools are divorced from society and do not fulfil its need. The school environment doesn‟t equip the child with the ability to success fully face the various problems to life and the teaching method doesn‟t develop the thinking and reasoning power in children. Feelings of co-operation comradeship and brother hood are also not inculcated in them and so special attention is paid towards the development of the feeling of community life. Schools and educators have faced a lot of challenges and uncertainties due to the rapid changes of the educational policies and drastic educational reforms. Moreover, these challenges and uncertainties are expected to be enlarged in the new changing era. Therefore,how to maintain and improve school effectiveness becomes a critical question to school leaders, educators and policy-makers. It is possible to find the answers from the concept of school culture.

1]. (n.d.). Retrieved from www.studymode.com/....impact-of Schhol-Culture And School-141517.html.
[2]. (n.d.). Retrieved from donnieholland.wiki.westga.edu/...school+culture+climate+achievement.pdf.
[3]. (n.d.). Retrieved from https://scholarbank.uoregon.edu/xmlui/bitstream/handle/1794/4834/motovation.pdf?sezuence=1.(n.d.). Retrieved from http://www.google.co.in/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=ocb0FAA&url.
[4]. (n.d.). Retrieved from www.gade.org/...School%Climate%20and%20Student%20Achievement july%2013.pf.
[5]. (n.d.). Retrieved from www.iea.nl/fileadmin/user...IRC2004MarcoulidesHecketal.pdf.
[6]. (n.d.). Retrieved from www.nj.gov/education/students/safety/sandp/climate/.
[7]. (n.d.). Retrieved from www.schoolclimate.org/publicationations/practice-briefs.php.

Abstract: TThis study tried to find the existence of significant difference in the dimensions of the construct academic volition. For this purpose, the Academic Volitional Strategy Inventory, prepared by McCann and Garcia (2000), was administered on student teachers and student teacher educators of B.Ed. and M.Ed. courses from Ghulam Ahmed College of Education, Banjara Hills, Hyderabad city, Telangana, India. For descriptive analysis, mean and standard deviation were used. As part of the use of inferential statistics, One-way Repeated Measures ANOVA was carried out and the level of significance was chosen to be 0.05, using SPSS ver.20. Significant differences were found among the dimensions of the construct academic volition.

Keywords: Academic Volition, Academic Volitional Strategy, Dimensions of Academic Volition, Student Teachers, Student Teacher Educators

[1]. Snow, R.E., Corno.L., & Jackson, .D. , Individual Differences in affective and cognitivefunctions, B.C. Berliner & R.C. Calfee (Ed), Handbook of Educaional Psychology, (New york,Prentice Hall, 1996) 243-310.
[2]. Heckhausen,.H. & J. Kuhl. From wishes to action:The dead ends and short cuts on the long way to action, M.Frese & J.Sabini, Hillsdale, NJ:Erlbaum (Ed), Goal directed behavior:The concept of action in psychology, (1985), 134-160.
[3]. Kuhl,.J., Volitional mediators of cognition-behavior consistency: Self-regulatory processes and action versus state orientation in Action control: From cognition to behavior, J. Kuhl & J. Beckmann (Ed), Handbook of physiology, (New York: Springer-Verlag, 1985) 101-128.
[4]. Wolters, C.A., Self –regulated learning and college student's motivation of regulation, Journal of Educational Psychology, 90(2). 1998, 224-235.
[5]. National Curriculum Framework for Teacher Education (2010), Published by Member-Secretary, National Council for Teacher Education Wing II, Hans Bhawan, 1, Bahadur Shah Zafar Marg, New Delhi-110002, India.

Abstract: The purpose of the research is to obtain information regarding: 1) the form of straying behavior of students, 2) the factors causing the emergence of straying behavior among students, and 3) strategies used by the team work of the school in addressing the straying behavior of students. This study uses a qualitative approach to the type of multi-sites. Its location is in the Islamic SMK 1 Blitar and St. Joseph Catholic SMK Kota Blitar. Data collection technique is participant observation, in-depth interviews, and documentation. Analysis of the data is a single case analysis and analysis of site traffic. Based on the results of research are: 1) forms of straying behavior performed by students ranging from things as simple to very complex.

[1]. Al-Mighwar, Psikologi Remaja Petunjuk Bagi Guru dan Orang tua (Bandung: Pustaka Setia, 2006)
[2]. Bogdan, Robert C, dan Sari Knopp Biklen, Qualitative Research for Education: An Introduction to Theory and Methods (Boston: Aliyn and Bacon, Inc., 1998)
[3]. Brooks, B. D, and Goble, F. G, The Case for Character Education: The Role of the School in Teaching Values and Virtues (Studios 4 Productions, 1998)
[4]. Busro, Muhammad, Memahami Proses Pembelajaran (Depok: LSOD, 1998)
[5]. Daradjat, Zakiah, Kesehatan Mental (Jakarta: PT. Gita Karya, 1975)
[6]. Gunawan, Sosiologi Pendidikan (Jakarta: Rineka Cipta, 2000)

Abstract: Geographical practice class is an open teaching form, which lets students go out of the class to broaden their field of vision, comprehend the life, exercise their will, and enhance their abilities in the "big classroom" (the society). Of course, it's also an effective way to reduce the geography "burden", increase efficiency and implement quality education in China. Through the questionnaire survey on the part of junior high school students, the development of the geographical practice class is not optimistic.

[1] Yang Xin, New Edition of geography teaching theory (Beijing: Science Press, 2010).
[2] Zhong Ying. Reflection and reconstruction of the development of the comprehensive practice activities of the geography-- Some Thoughts on the curriculum setting of geography comprehensive practical course in junior middle school. Teaching Reference of Middle School Geography, 04X, 2014, 7-9.
[3] Fu Guiyun, Research on the practical activities penetrating the geography teaching of senior high school. Shanghai, MA, 2009.
[4] Feng Xinrui, Wang Wei, Research Report on the implementation of comprehensive practice activity curriculum in China, Curriculum, Teaching Material and Method, (1), 2009, 16-21.
[5] Lu Nina, Implementation of Integrative Practical Activity Curriculum in Primary and Secondary Schools: the Status Quo, Attribution and Countermeasures, Journal of Anqing Teachers College (Social Science Edition), 29 (6), 2010, 104-107.
[6] Cai Ping, Jiang Huimin, Investigation and reflection on the practical effect of geography activity course in middle school, Teaching Reference of Middle School Geography, (10), 2007, 9-10.

Abstract: Dans le but de promouvoir la culture entrepreneuriale et ses valeurs chez les étudiants. nous proposons le présent travail visant à montrer comment la pédagogie par le projet permet :
 D'amener l'étudiant à donner du sens à ses actes et à son apprentissage en fonction d'un but à poursuivre ;
 De favoriser chez l'étudiant une prise de conscience de son environnement (spatial, culturel, temporel …)
et une gestion plus responsable ;
 De permettre à l'étudiant de développer ses capacités d'autonomie, de créativité, d'esprit critique et de
socialisation.
Mots-Clés: Culture entrepreneuriale ; projet social ; valeur entrepreneuriale ; pédagogie par le projet.

[1]. Fayolle A. 1997. « L'enseignement de l'entrepreneuriat : réflexions autour d'une expérience ». Cahiers de recherche EM Lyon, n° 9705, 21p.
[2]. Pelletier, D., (2006) " Invitation à la cultureentrepreneuriale: Guide d'élaboration de projet à l'intention du personnel enseignant" dans le cadre du défi de l'entrepreneuriat jeunesse au Québec du gouvernement québecois. Edition septembre, Janvier 2006.
[3]. Aouni Z. et Surlemont B. (2007), Le processus d'acquisi tion des co mpétences entrepreneuriales : une approche cognitive, 5ème congrès de l'Académie de l'Entrepreneuriat.
[4]. Aouni Z. et Surlemont B. (2007), Le processus d'acquisi tion des compétences entrepreneuriales : une approche cognitive, 5ème congrès de l'Académie de l'Entrepreneuriat.
[5]. Aouni Z. et Surlemont B. (2007), Le processus d'acquisi tion des co mpétences entrepreneuriales : une approche cognitive, 5ème congrès de l'Académie de l'Entrepreneuriat.
[6]. FAYOLLE A. (1994) La trajectoire de l'ingénieur entrepreneur in "Revue Française de Gestion" novembre-décembre
[7]. Boissin J-P., Chollet B. et Emin S. (2009, à paraître), «Les déterminants de l'intention de créer une entreprise chez les étudiants : un test empirique», M@n@gement.

Abstract: The purpose of this research and development (R&D) was to develop a Social Studies module by using Problem Based Learning with Scaffolding for the seventh grade students of which is equipped with teacher's manual. The development model used is adopting a development model by Borg and Gall (2003) that has been modified into seven stages of development that is: gathering research and information, planning, product development, first field trial, the revision of the test results, major field trial and final product. During the development stage, the validation was performed by material expert, teaching materials development expert, linguist and Social Studies teachers.

[1]. Akbar, S. & Sriwiyana, H.. 2011. Pengembangan Kurikulum dan Pembelajaran Ilmu Pengetahuan Sosial. Malang: Cipta Media.
[2]. Akinoglu, O. & Tandogan, R. 2007. The Effect of Problem Based Active Learning in Science Education on Students‟ Academic Achievement, Attitude and Concept Learning. Eurasia Journal of Mathematics, Science & Technology Education, (Online), 3(1): 71-81. (http://files.eric.ed.gov /fulltext /ED495669.pdf), accessed 20 August 2014.
[3]. Amiripour, P., Mofidi, S.A., & Shahvarani, A.. 2012. Scaffolding as Effective Method for Mathematical Learning. Indian Journal of Science and Technology, (Online), 5( 9): 3328-3331. (http://www.indjst.org /index.php/indjst/article/view/30681), accessed 20 August 2014.
[4]. Arends, R. I.. 2008. Learning to Teach (Belajar untuk Mengajar). Yogyakarta: Pustaka Pelajar.
[5]. Bilgin, I., Senocak, E., & Sozbilir, M.. 2009. The Effects of Problem-Based Learning Instruction on University Students‟ Performance of Conceptual and Quantitative Problems in Gas Concepts. Eurasian Journal of Mathematics, Science & Technology Education, (Online), 5(2): 153-164. (http://ejmste.com/v5n2/EURASIA_v5n2_Bilgin_etal.pdf), accessed 20 August 2014.
[6]. Bowe, Brian, Flynn, C., Howard, R., & Daly, S.. 2003. Teaching Physics to Engineering Students Using Problem Based Learning. International Journal of Engineering Education, (Online), 19(5): 742-746 (http://www.ijee.ie/covers/covandabs19-5.pdf), accessed 25 August 2014.

Abstract: Threegroups of children with moderate or severe mental retardation and other handicaps at a special school and three groups of adults with moderate or severe mental retardation and Down syndrome at a residential facility were selected for introduction to common animals and their habits, of which they had little or no prior knowledge. All participants were assigned in six small groups of two or three pupils matched for their mental capacity. Two different puzzle games were used to introduce the names, eating habits and habitats of 14 common animals. All participants acquired the names, preferred foods and dwellings of the taught animals through engaging in structured exchanges on those animals within 2 to 6 training sessions. They all generalized this conversation skill to new situations: a) in front of the computer with photographs of these animals, b) in the presence of these living animals, c) with peers other than their training group, and maintained their newly acquired skills during follow-up probes conducted 3 to 7 months after teaching. Keywords-children and adults with mental retardation, environmental education, skill generalization, table games, teaching small groups.

[1]. UNESCO-UNEP,International Environmental Education Programme, Environmental Education Series, No 1, 1985.
[2]. P. Hart, No longer a "Little Added Frill": The transformative potential of environmental education for educational change,Teacher Education Quarterly, 37, 2010, 155-177.
[3]. T.E. Scruggs, and M.A.Mastropieri, Science and students with mentalretardation: an analysis of curriculum features and learners characteristics, ScienceEducation, 79, 1995, 251-271.
[4]. F.J. Rutherford, and A. Ahlgren, Science for all American( New York: Oxford University Press, 1990).
[5]. M.A. Mastropieri, and T.E. Scruggs, Science for students with disabilities,Review of Educational Research, 62, 1992, 377-411.
[6]. N.C. Pati, and R. Parimanik, Social development of children with mental retardation, Indian Journal of Clinical Disability, 1996, 22-24.
[7]. K. Indrabhushan, R.S. Amool, and S. Akhtar, Social development of children with mental retardation,Indian Psychiatry, 18, 2009, 56-59.
[8]. G. Pruthi,Language development in children with mental retardation, Dynamical Psychology, 1988, Retrieved from http://www.goertzel.org/dynapsyc/2007/Language%20development.htm

Abstract: On 2 july 1974 the first signals were discovered from binary pulsar, two neutron stars that orbit each other , it turned out that they could be used to demonstrate the existence of gravitational radiation. It seems Einstein was right. [1] . Einstein did not talk about particle theory of gravity rather he told that it is property of space time by bending of starlight near massive body and by radar test. These waves are not as predicted by Einstein as it is mind that triggers gravity rather than fast moving object radiates gravitational waves . Einstein did not talk about divine mechanics ( mind ) of gravity interactions . Gravity waves are nothing but moving energized gravitons in wave pattern with velocity of light as photons ( particle nature ) move . It is the spring balance that detects density ( number of EGs / unit area) of energized gravitons , hence they are not hypothetical particles. Two neutron stars that orbit each other is confirmation of Divine MOND (Divine modified Newtonian Dynamics )rather than gravity waves predicted by Einstein's theory as mathematics alone cannot have thought of mind the ToE.
Key Words Divine MOND , theory of general relativity , Mind and Mass, Energized Gravitons (DM) , energy pool of the universe (DE) .

[1] http://www.nobelprize.org/nobel_prizes/physics/laureates/1993/illpres/index.html
[2] https://theconversation.com/rippling-space-time-how-to-catch-einsteins-gravitational-waves-7058
[3] V M Das International Journal of Sciences: Basic and Applied Research Volume 17, No 1 p 259-291 (2014)
[4] http://www2.astro.psu.edu/users/cpalma/astro10/class14.html --5
[5] http://en.wikipedia.org/wiki/Binary_star [30 June 2014 at 23:52.]
[6] http://en.wikipedia.org/wiki/Binary_star
[7] http://en.wikipedia.org/wiki/Physics_beyond_the_Standard_Model [21 July 2014 at 11:04.]

Abstract: This study analyses the interaction of newly appointed English as Second Language (ESL) teachers with students in a public sector university of Pakistan. The focus of the study is to understand how newly appointed teachers with no teaching experiences and training interact with students in the ESL classroom. The study is conducted in two phases. In the first phase students-teachers interactions are analyzed using Lave and Wenger's (1991) Community of Practices. Ten students and four teachers were purposively sampled for in-depth interviews and observations. It was found that despite sharing same educational background, lack of experience and training, teachers' motives and strategies differ significantly and divide them into 'facilitators' and 'knowledge transmitters'. In the second phase, teachers' teaching motives and strategies were further analyzed using the philosophical concept of epistemology and ontology. The findings have significant implications for the policymakers, the institutes, teachers' trainers and teachers.

Key words: Community of practice, teachers' role, pedagogic strategies, epistemological beliefs, higher education

1]. J. Arnold, and H. D. Brown. A map of the terrain, in J. Arnold (Ed.), Affect in language learning, (Cambridge: Cambridge University Press, 1999) 1-24.
[2]. M. Asoodar, M. R. Atai, S. Vaezi, and S. S. Marandi, Examining effectiveness of communities of practice in online English for academic purposes (EAP) assessment in virtual classes, Computers & Education, 70, 2014, 291-300.
[3]. O. Z. Barnawi. The Construction of Identity in L2 Academic Classroom Community: A Small Scale Study of Two Saudi MA in TESOL Students at North American University. Journal of Language and Linguistic Studies, 5(2), 2009, 62-84.
[4]. C. Christiansen, Creating classroom communities of practice: Students as practioners of content. An M.A dissertation submitted to the Faculty of the Evergreen State College, 2010. Retrieved from: http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Christiansen_MIT2010.pdf

Abstract: Foreign language learners have different beliefs about language learning which are known to have a significant effect on learners' motivation as well as learning process. This study aims to find out the language learning beliefs of the prep class students of Dokuz Eylul University and identify the factors which result in the differences in their beliefs. The data were collected with Horwitz's Beliefs About Language Leaning Inventory (BALLI) slightly modified by Tercanlıoğlu (2005) for use in Turkey[1]. The inventory was given to 643 prep class students at Dokuz Eylul University, School of Foreign Languages in 2011-2012 academic year. The analyses were conducted with SPSS analysis software.

[1]. Tercanlıoğlu, L. (2005). Pre-service EFL teachers' beliefs about foreign language learning and how they relate to gender. Electronic Journal of Research in Educational Psychology, 5-3(1), 145-162.
[2]. Cotterall, S. (1999). Key variables in language learning: what do learners believe about them? System 27, 493-513.
[3]. Horwitz, E. (1999). Cultural and situation influences on foreign language learners' beliefs about language learning: A review of BALLI studies. System, 27, 557–76.
[4]. Horwitz, E. K. (1988). The Beliefs about Language Learning of Beginning University Foreign Language Students. The Modern Language Journal, 72: 283–294.
[5]. Seliger, H.W. & Shohamy, E. (1989). Second Language Research Methods. Oxford:
[6]. Dörnyei, Z., & Taguchi, T. (2010). Questionnaires in second language research: Construction, administration, and processing (2nd ed.). New York; London: Routledge.

Abstract: This research aims to describe the teaching activities in reciting poetry by using youtube video of Chairil Anwar. It used descriptive qualitative research design. The results of the observation during the teaching activities evidently, the teacher had provided attractive and interactive media from youtube video of Chairil Anwar. It showed that the teaching process of reciting poetry was effective and efficient. The use youtube video of Chairil Anwar provided meaningful knowledge to the students in reciting poems well. The teacher would make the right decision in carrying out his teaching activities by providing teaching media from youtube video of Chairil Anwar because it was applicable, attractive, and interactive media.

Keywords: Teaching reciting Poetry, Youtube video of Chairil Anwar

1]. Kusuma, Anita. 2009. Mengatasi Kesulitan Membaca Puisi Dengan Metode Variasi Dan Pemodelan Melalui VCD. skripsi yang tidak diterbitkan, Universitas Negeri Jakarta
[2]. Dörnyei, Zoltán. 2007. Research Methods in Applied Linguistics. New York: Oxford University Press.
[3]. Hijazi & Natour. 2012. The impact of using music teaching English poetry in Jordanian university. Journal of International Education Research .Vol. 8 (3), 295-301
[4]. Hacht, Marie. 2009. Poetry for students USA: Gale Cengage Learning Use
[5]. Nica, Marius 2010. Teaching Poetry to Undergraduate Students Rumania: "Oil and Gas" University, Bucureşti
[6]. Rusmawan Putu, 2015. Upaya Peningkatan Kompetensi Membaca Puisi Indah Dengan Metode Pemodelan Melalui Video Youtube Dalam Kegiatan Lesson Study. Jurnal Mitra Pendidikan Vol. 2 (1,) 78-87
[7]. Salameh, Fahad 2015. Some Problems Students Face in English Poetry in Jordan: A Corpus-Driven Study of Students' Responses. Jordan: Department of English language and literature, Faculty of Arts The Hashemite University, Zerqa
[8]. Stein Daniel, 2011. Teaching Poetry Through Song Adaptation heidel berg:universirtatsverlag winter

Abstract: This article examines ways of ICT integration in education at the pace of technological innovations and growth of new skills. Although it re-quires some resources, the process of this integration, considered as the first ax-is of digital pedagogy, reflects an improvement and an extension of existing practices, by imposing new forms of activities. Use of ICT tends to reduce differences between theory and practice in a learning process. However the evaluation of reactions is almost essential in a digital environment where teaching methods undergoes incessant innovations.

Keywords: E-Learning,ICT, Integration,Learning, Technology teachers

[1] Annie Feyfant, Usages des TIC et pédagogie (fév 2009), récupéré du site : http://eduveille.hypotheses.org/1561, consulté le 20 mars 2014.
[2] Yves Morin, TIC et pédagogie verticale : Enseigner autrement, vendredi (sept. 2012), récupéré du site : http://www.educavox.fr/formation/usages-26/article/tic-et-pedagogie-verticale, consulté le 19 mars 2014
[3] Jérôme Valluy, Vers une pédagogie numérique à l'université, Compte-rendu et discussion de l'ouvrage TIC et métiers de l'enseignement supérieur – Emergences, transformations (Nancy, Presses universitaires, 2011)
[4] Zghibi Rachid &ZghidiSihem&ChaterOlfa, Les normes e-learning comme garant de qualité de l'enseignement à distance dans le contexte éducatif tunisien : le cas de l'UVT,frantice.net, 4, 2012, 5-22.
[5] Stéphanie Heer & Abdeljalil Akkari, Intégration des TIC par les enseignants : premiers résultats d'une enquête suisse, récupéré du site www.profetic.org/revueconsulter le 15 marss 2014.