У статті вивчається роль соціокультурних чинників у формуванні музичних преференцій студентської молоді у сучасному суспільстві, з-поміж яких обрано наступні: тип суспільства, зміни в полях економіки, політики, культури, техніка, студентська молодь, музична парадигма. Виявлено зв'язок між певним типом суспільства та формуванням музичних преференцій, опосередкований відповідними умовами та можливостями, згідно з яким у тоталітарному суспільстві формувались офіційно-державні, або формальні музичні преференції студентів, нав'язані та рекомендовані «зверху», натомість у демократичному суспільстві на основі індивідуально обраних траєкторій формувались плюралістичні, або мозаїчні, фрагментарні, музичні преференції студентів. Охарактеризовано значення соціальних змін, відповідно до яких зрушення у полі економіки, наприклад у контексті нової економічної політики, непу, привели до послаблення контролю за практиками споживання музичного мистецтва та створили можливості вибору нерекомендованих до споживання зразків джазової музики. Виявлено зміну музичної парадигми в умовах «перебудови», як одного з наслідків суспільних зрушень у полі культури, в контексті якої зникнення «старого» музичного жанру, радянської масової пісні, та поява нових музичних форм у полях української популярної та масової культури визначили й конфігурації музичних преференцій. Охарактеризовано зміну суспільної ролі студентської молоді, яка стала активним суб'єктом, спроможним не лише засвоювати зразки та норми культури, але й створювати цінності молодіжної субкультури. Проаналізовано зв'язок між формуванням музичних преференцій та технікою, використання ресурсів якої розширило можливості формування музичних преференцій та способи задоволення потреб і запитів студентської молоді. Розглянуто результати емпіричних соціологічних досліджень музичних преференцій та чинників, що вплинули на їх формування та зміни, які виявили переваги сучасних студентів щодо користування новітніми інформаційно-комунікаційними технологіями та значне зменшення застосування традиційних технічних засобів із метою слухання музики. Крім того, музичні преференції практик взаємодій із улюбленими виконавцями та музичними групами показали різницю між вибором реального спілкування в ситуаціях концертної комунікації щодо опитаних студентів столичних вузів та віртуальним спілкуванням у межах Інтернет - практик опитаних студентів вузів обласного центру Східного регіону України, що пояснюється впливом чинника типу поселення, широкими можливостями доступу до культурних благ в умовах навчання у вузах столиці. ; The impact of social and cultural factors on the musical preferences of students in Ukraine has been analysed in the article. The following factors have been selected: the type of society and social change in the polical fields of economy, culture, technology, students, musical paradigm. The urgency of the analysis of the genesis, development and change of musical preferences of students has been proven, the necessity to study the influence of sociocultural factors on the formation of musical preferences in modern society has been grounded. This allowed characterising the musical preferences as a socio-cultural phenomenon that present signs and society, and culture of the society. It has been found that the development of technology, such as the invention and use of the gramophone, phonograph, cinema, radio, television, and later a tape recorder, computer, Internet, mobile communications and the latest gadgets, has enhanced the formation of musical preferences.It has contributed meeting the needs and inquiries of students, which are studying musical art, the use of individual trajectories of formation of formal and informal musical preferences. Formal preferences are associated with the activities of social institutions and social organizations. In this context, the musical preferences and those recommended "from above" have been considered to be two different ways of formation of musical preferences in a totalitarian society. The variety of musical preferences has been determined. State-formed musical preferences have been identified and characterized by a second method of forming a musical preferences, which is based on the perception of diversity and is not approved by the musical culture of the individually selected samples, "from below" groups, which are defined as individual and personal, or informal, musical preferences. The musical preferences of students, related to situations of social changes that have occurred in the spheres of economy, politics, culture, have been analyzed. For example, during transformational years, musical preferences differed greatly due to the transitional nature of the necessity to choose between the old musical genres and intonations, and the new, which were not formed. As a result of the change of musical paradigm, the "withering away" genre of Soviet mass song disappeared and variety of Ukrainian song genres was created. The change in the role of students in the post-war period has been described. Students were the object of influence and became an active subject, which not only mastered the values and cultural patterns, but also became the founder of the youth culture and youth subcultures. Finally, the formation of the musical preferences of students in a transitional society has been described, which were characterized by the diversification of opportunities, first of all, by the access to information and communication technologies aimed at different musical forms, styles, genres. Such musical preferences have been defined as "pluralistic" or "mosaic, fragmentary". As a result, the following conclusions have been formulated, which presented the results of sociological-historical changes of students' musical preferences studies, caused by socio-cultural factors. The configuration of musical preferences in different types of societies has been shown. The results of empirical sociological studies of musical preferences have been presented. Factors that influenced their formation and changes have been described. The advantages of the use new information and communication technologies by modern students have been grounded and a significant decrease in the use of traditional technical means for the purpose of listening to music has been based. In addition, musical preferences practics and interactions with favorite artists and bands have shown the difference between the choice of real concert communication situations and virtual communication within the Internet. These practics allowed university students from different regions, such as Central and Eastern region, to broad access to cultural occasions during their education in high schools of the capital. ; В статье изучается влияние социокультурных факторов на формирование музыкальных преференций студенческой молодежи в современном обществе, среди которых выбраны следующие: тип общества, изменения в полях экономики, политики, культуры, техника, студенческая молодежь, музыкальная парадигма. Выявлена связь между определенным типом общества и формированием музыкальных преференций, опосредованная соответствующими условиями и возможностями, согласно которым в тоталитарном обществе формировались официально- государственные или формальные, музыкальные преференции студентов, навязанные и рекомендованные «сверху», а в демократическом обществе на основе индивидуально выбранных траекторий формировались плюралистические или мозаичные, фрагментарные, музыкальные преференции студентов. Охарактеризовано значение социальных изменений, согласно которым сдвиги в поле экономики, например в контексте новой экономической политики, нэпа, привели к ослаблению контроля за практиками потребления музыкального искусства и создали возможности выбора нерекомендованных к употреблению образцов джазовой музыки. Выявлено изменение музыкальной парадигмы в условиях «перестройки», как одного из последствий общественных сдвигов в поле культуры, в контексте которой исчезновения «старого» музыкального жанра, советской массовой песни и появление новых музыкальных форм в полях украинской популярной и массовой культуры определили и конфигурации музыкальных преференций. Охарактеризовано изменение общественной роли студенческой молодежи, которая стала активным субъектом, способным не только усваивать образцы и нормы культуры, но и создавать ценности молодежной субкультуры. Проанализирована взаимосвязь между формированием музыкальных преференций и техникой, использование ресурсов которой расширило возможности формирования музыкальных преференций и способы удовлетворения потребностей и запросов студенческой молодежи. Рассмотрены результаты эмпирических социологических исследований музыкальных преференций и факторов, повлиявших на их формирование и изменения, которые обнаружили преимущества современных студентов по использованию новейших информационно-коммуникационных технологий и значительное уменьшение применения традиционных технических средств с целью прослушивания музыки. Кроме того, музыкальные преференции практик взаимодействия с любимыми исполнителями и музыкальными группами показали разницу между выбором реального общения в ситуации концертной коммуникации по отношению к опрошенным студентам столичных вузов и виртуальным общением в рамках Интернет-практик респондентов вузов областного центра Восточного региона Украины, что объясняется влиянием фактора типа поселения, широкими возможнстями доступа к культурным благам в условиях обучения в вузах столицы.
Students in lower-income countries often acquire limited literacy in school and often drop out illiterate. For those who stay, the problem is not detected until it is too late to intervene. Oral reading fluency tests given in the early grades can quickly and inexpensively assess student literacy. For this reason, one-minute reading studies have been popular. A search carried out in early 2010 showed that over 50 fluency studies have been conducted in various countries, and that norms have been established in the U.S., Mexico, and Chile. The studies often reported data in ways that were not easily comparable, and few had collected nationally representative data. However, the findings consistently showed very limited achievement. A multi-country study matching reading and instructional time data showed that the deficits are largely due to limited reading practice. The findings also suggest that few governments have taken action to improve reading outcomes on the basis of test scores. However, a number of pilot reading programs that emphasized phonics and practice were financed by donors and implemented by Non-Governmental Organizations (NGOs). These brought about substantial improvements within a few months. Their success suggests that it is eminently feasible to raise student outcomes significantly through evidence based reading methods. Overall, the oral reading fluency tests have shown good psychometric properties, although reading achievement typically shows much variability within classes and sampling procedures could improve. Cross-linguistic comparability is rough and approximate, but overall it is possible to monitor reading outcomes across time and countries.
This report examines the status of reading acquisition in Timor-Leste's primary schools. It is written for education stakeholders and policy makers in Timor-Leste, including government officials, politicians, educators, parents, Timor-Leste's donor partners and Non Governmental Organizations (NGOs) active in the country. Because the report is aimed at those who are already familiar with the education system in Timor-Leste, it will not attempt to describe the education system, its history, or the issues, with one important exception, that policy makers and stakeholders are currently confronting. One issue in Timor-Leste, however, merits special mention in the context of this analysis. Approximately 30 percent of primary school age children in Timor-Leste are not enrolled in primary school because they never started school or have dropped out. This study assesses the reading ability only of those children who are in school. The findings show significant problems with reading acquisition for children in school. If those children who are not in school had been included in the sample, the results will be lower than those currently presented. In Timor-Leste, improving reading acquisition in the early grades is expected to lead to better learning outcomes, as well as to better access, reduced repetition and fewer drop outs.
Part I. Theoretical Foundations of Risk Management in Support of Sustainable Development -- SDGs Risks and Digital Approach to Managing Them -- Macroeconomic Risks of Sustainable Development: Features of Developed and Developing Countries -- The Contribution of Digital Technologies to Management of Sustainable Development Risks -- Innovative Development of Kazakhstan as an Experience for the Economic Development of Russia -- Reducing the Digital Divide as a Mechanism to Ensure Sustainable Economic and Social Development -- The Role of Blockchain in Public Administration in the Field of Economic Activity -- Trends in Dispute Resolution in E-Commerce: China's Experience -- Transformation of Settlement Relations in the Context of Industry 4.0: Conversion of Blockchain Club's Crypto-codes into Legitimate Analogues -- Possibilities and Threats of Digitalization for Society -- Integration into Global Value Chains as a Driver of High Technology Exports Development in China -- Regional Aspects of Ensuring Security and Development of Entrepreneurship in the Digital Economy -- Strategic Management of Innovation-Oriented Activities of Business Structures, Taking into Account Noospheric and Sustainable Development Approaches Transformed on an Advanced Methodological Basis -- The Methodology of "Smart City" in the Experience of Theoretical Organization of Knowledge of Contemporary Urban Epistemology -- Assessment of the Risks of Transition from a Global Pandemic Crisis to a Model of Long-Term Economic Growth -- Remote Justice Procedures during the COVID-19 Pandemic in the Russian Federation -- National Health as a Condition and Factor of Economic Growth: Legal Aspects -- The COVID-19 Pandemic and Crisis as a Source of Global Risks to Sustainable Development -- The Economic Impact of COVID-19 on the Development of Tour Operating in the Siberian and Far Eastern Federal Districts -- Methodological Approaches to Risk Assessment of the Implementation of State Programs and their State Financing in the Field of Healthcare in the Regions of Russia -- The Impact of COVID-19 on the Economies of Petroleum-Exporting Middle Eastern Countries -- The Impact of COVID-19 on Global Socio-economic Spheres and International Migration -- Development of the Pharmaceutical Industry: Current Trends and the Role of China -- Optimization Diagnosis of Spasm of Accommodation Among Students in the Osh State University -- Electronic Evidence in the Civil Proceedings: The Experience of the Republic of Korea -- Reshaping The Institution of Liability in International Space Law -- International Legal Challenges to Biotechnological Products -- Problems and Prospects for the Use of Electronic (Digital) Evidence in Arbitration Proceedings -- New Forms of Dispute Resolution in the Russian Federation as a Reflection of Innovation in Law Enforcement: Platform Justice -- Legal Assessment of Objective and Subjective Justifiable Defense Signs -- Specifics of Preventive Visit as a Type of Preventive Measures (Using the Example of the Federal Service for Surveillance on Consumer Rights Protection and Human Wellbeing) -- Comparison of Legal Regulation of Expense Accounting in the Russian Federation and the People's Republic of China -- Mechanisms of the Legal Management of Sustainable Development Risks at the Macro Level of Economic Systems -- Protecting Social Rights in an Era of Economic Change -- A Universal Human Rights Mechanism for the Protection or Revision of the Institution of Family in an Era of Economic Change -- Trends of the Russian Labor Legislation Development in the Era of Great Challenges -- Impact of Customs and Tariff Regulation on Economic Security -- Customs and Tariff Regulation of the Eurasian Economic Union in the Context of New Geo-economic Realities and Challenges to Industry -- On the Indicative Approach to Assessing International Trade Within the EAEU -- Russian-Azerbaijani Bilateral Trade Cooperation in Terms of Eurasian Integration -- A Feasibility Study of China-EAEU Free Trade Agreement -- Dollarization in Ecuador, Economic Growth, Trade Balance, Impact on Ecuadorian Foreign Trade -- Integration Processes and the Economy of Peru: Current Trends -- The Impact of Socio-economic Inequality on the Relations Between the European Union Countries and the Assessment of Strategic Areas for its Reduction -- Development of the Institute of Customs Representatives in the Republic of Kazakhstan -- The Impact and Role of Foreign Direct Investment in the Modernization of China's Automotive Industry -- Economic Cooperation of the Levant Countries: Main Directions and Opportunities -- EAEU and BRI: Current Prospects of Mutual Cooperation -- Assessing the Economic Positions of the European Union Countries in the Context of Transforming Foreign Economic Relations and Implementing a New Industrial Strategy for Europe -- Geo-economic Interests of the Republic of Turkey in the Republic of Uzbekistan -- Rethinking the Potential of the International Transport Corridor "North-South" in Sustaining Russia's Foreign Trade -- Prospects of the Khorgos Free Economic Zone -- Part II. Applied Aspects of Risk Management in Support of Sustainable Development -- Philosophy of System Sustainable Development of Economic Systems from the Position of the Noospheric Approach -- Philosophy of Sustainable Development Risks Through the Lens of the SDGs -- Sociology of Sustainable Development: the Role of Responsible Communities in the Achievement of the SDGs and the Advantages for the Quality of Life -- Social Aspects of the Sustainable Development Risks: Social Support for Responsible Innovations vs. "Human Factor" as a Barrier on the Path of Their Implementation -- Matrix of Risks for Sustainable Development and the Universal Mechanisms of Risk Management of Implementing the SDGs -- Risks of Region's Sustainable Development: a Systemic View from the Position of Society, Economy and Law -- The Risks of Implementing and Managing the SDGs in the Company's Activities: a Case Study by the Example of the Largest Companies of Russia -- The Importance of the International Policy of Globalisation and Open Economy to the Reduction of the Global Risks for Sustainable Development -- The Role of the State Management Institutions in the Reduction of the Macro-Economic Risks for Sustainable Development -- Innovations as the Basis for Managing the Region's Sustainable Development Risks -- Corporate Social Responsibility to Manage the Risks to the Achievement of the SDGs in the Entrepreneurial Activities -- Social Entrepreneurship as an Institute of Sustainable Development Risk Management -- Modern Issues in Sustainability Reporting -- Assessment of the Strain-stress Distribution in the Vicinity Conceding Mountainside's Scarp using Mathematical Modeling -- Marketing Mix of a Responsible Company to Manage the Risks to the Achievement of the SDGs -- The Role of Personnel Training in Higher Education and HRM to Reduce the Sustainable Development Risks -- Values of Modern Organizations and Social Responsibility of Scientific Institutions -- Regulatory and Legal Provision of Sustainable Development Risk Management in the Agro-Industrial Complex: an Overview of International Experience -- Theoretical Basis of Risk Management in Manufacturing Enterprises -- Problems of Increasing Investment Attractiveness of the Agro-Industrial Complex of the Kyrgyz Republic and Ways to Solve Them -- The Impact of Sharp Fluctuations in Global Crude Petroleum Prices on the World Economy -- International Production in the Russian Automotive Industry -- Regression Analysis of the Development Indicators of Light Industry in Kyrgyzstan -- Development of the Competitiveness of Integrated Sectors of the Economy in the Market of Goods and Services -- Research on the Behavior of Online Consumers in the Global Internet Space -- Creation of a SaaS-System for Image Analysis in Agriculture Using Artificial Intelligence Methods -- Development of the Recycling Sector and its Marketing Support as a Factor in the Sustainable Development of the Forestry Sector of the Economy -- The Influence of Macroeconomic Factors on the Art Market (on the Example of International Sales of the MacDougall's Auction House) -- Transformation of the Structure of the Cross-border Agri-food Value Chain -- Middle East Energy Policy Transformation: Saudi Case -- Reflections of Gender Inequality in Language and Culture -- Integral Assessment of Labor Potential of the Region in the Age of Digital Economy -- The Model for Assessing the Professional Competencies of Employees in Today's Labor Market -- Influence of Parents on Formation of National Consciousness of a Teenager -- On the Etymology of the Kyrgyz Names of Dwelling and Family from the Point of View of the Theory of Linguo-Regional Unity of the Altai and Chinese Peoples -- Labor Migrants in the Economy of GCC Countries: History, Modernity, Problems, and Perspectives -- Titulature in the Text of the Epic "Manas" and "Babur's Notes" as a Source of Information About the Social Institutions of the Central Asian Region -- Monohexamethylenetetramine Zinc Iodide Complex Compound for Cotton Growth and Development Stimulation: Advantages in the Labor Market -- Assessment of Social Security of the Population of Federal Districts -- On the Reflexes of the Ancient Root "But" [Foot] in Nostratic Languages -- Social Unemployment Insurance Systems in China and Russia: Comparative Characteristics -- Instrumental Competencies of Linguists in an Undergraduate Degree -- Ethnonyms as Concepts of Foreign Culture in the Text of a Fiction -- Challenges Affecting Listening Comprehension in Professionally-Oriented English and the Strategies for Improvement (Railway Engineering) -- Translation of Structures with Social and Grammatical Gender in the English Language (based on Feature Film Scripts) -- Humanistic Philosophical Foundations of Social Work -- Quantitative Tool.
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The Convention on the Rights of the Child, approved by the General Assembly of the United Nations on 20 November 1989, states in Article 2 that "States Parties shall respect and ensure the rights set forth in the present Convention to each child within their jurisdiction without discrimination of any kind, irrespective of the child's or his or her parent's or legal guardian's race, colour, sex, language, religion, political or other opinion, national, ethnic or social origin, property, disability, birth or other status." Therefore, the child becomes a citizen from birth and is competent to learn from birth. Competent in learning, asking questions, seeking answers, and generating a culture of their own. By affirming the right to be recognised as a citizen of the present, competent, culture-generating, we affirm the strength and extraordinary potential of the child and their right to express it. Infant-toddler centres and preschools are excellent educational places, where to build the paradigm of care and community for the child as citizen. Not all-encompassing places for education, but essential. They help to process, rework and update childhood data, to define childhood and to be defined by them and to define societies. It is not just the care of the child, it is the child's culture, it is the child's look at the world, their generative whys. The great cultural and political "revolution" of the last century – never completely accomplished – is making children active protagonists, leaving them their autonomy, considering them as holders of rights and culture. But now we know that society needs its childhood, too. ; carla.rinaldi@unimore.it ; Fondazione Reggio Children – Centro Loris Malaguzzi (The Reggio Children – Loris Malaguzzi Centre Foundation) ; Acemoglu D., Robinson J. 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Erken Çocukluk ve İngilizce Eğitimi disiplinlerini birlikte ele alan, içerisinde okul öncesi dönem çocuklarının yaşına ve gelişimsel özelliklerine uygun yöntem, materyal ve değerlendirme metotları içeren kaliteli İngilizce eğitimi programları, bu çocukların hedef dildeki öğrenmelerini daha etkili ve kalıcı kılar. Buradan yola çıkarak, bu çalışmada okul öncesi dönem çocukların gelişimsel özellikleri ve farklı öğrenme ihtiyaçları göz önünde bulundurularak onlara yönelik bir İngilizce öğretimi programı geliştirilmiştir. Bu geliştirilen programın etkililiğini incelemek için, bu yaş grubunun ikinci dil öğretiminde ulaşabilecekleri hedefler ile uyumlu iki değerlendirme aracı tasarlanmış, pilot uygulaması yapılmış ve gerçek kullanıma hazır hale getirilmiştir. Bunlardan biri çocukların alıcı ve ifade edici kelime bilgisini ölçmek için hazırlanmış İngilizce Resimli Kelime Testi, diğeri ise temel iletişim becerilerini ölçmek için geliştirilmiş Performansa dayalı değerlendirme aracıdır. Bu araçlar önce 20 okul öncesi dönem çocuğu ile görüşülerek, uygulanabilirliği üzerine ön değerlendirme yapılmış, daha sonra 16 farklı özel anaokulundaki 251 çocuk ile pilot uygulaması yapılmıştır. Resimli kelime testinin alıcı dil ve ifade edici dil bölümleri ve performansa dayalı ölçme araçları için güvenilirlik katsayıları sırasıyla .89, .91 ve .98 olarak bulunmuştur. Resimli kelime testinde, maddelerin ayırt edicilik ve zorluk dereceleri Nokta çift serili Korelasyon Katsayısı bulunarak hesaplanmıştır. Diğer ölçme aracının madde güçlük indeksi ise alt ve üst grupların farkı belirlenerek yapılan madde analizi ile hesaplanmıştır. Sonuçlar İngilizce Resimli Kelime Testinin ve Performansa dayalı değerlendirme aracının ideal zorluğa sahip, geçerli ve güvenilir birer değerlendirme aracı olduklarını göstermektedir. Çalışmanın ikinci bölümünde, 'Erken Çocukluk İngilizce Eğitimi Programı'nın içeriğini, programda kullanılan öğretim materyallerinin, yöntemlerinin ve değerlendirme araçlarının uygunluğunu değerlendirebilmek amacıyla, bu programın bir kısmı özel bir anaokulundaki öğrenci grubuna 3 hafta boyunca uygulanarak pilot uygulaması yapılmıştır. Gerekli düzeltmeler yapıldıktan sonra bu deneysel çalışma İstanbul'un Beşiktaş ilçesindeki bir anaokulunda uygulanmıştır. Araştırmanın çalışma grubunu bu anaokulundaki 68 çocuktan rastgele örnekleme yöntemiyle seçilen 5 ve 6 yaş grubu toplam 36 çocuk oluşturmaktadır. Bu deneysel çalışmada, rastgele seçilmiş ön test-son test grup tasarımı kullanılarak ön test, son test ve izleme ölçümleri arasındaki farkın anlamlılığına bakılmıştır. Deney ve kontrol grubunda 18'er çocuk bulunmaktadır. 16 hafta boyunca, 40-45 dakika süren İngilizce öğrenme saatinde, her haftanın başında ortasında ve sonunda olmak üzere toplam 3 kez çocuklar ile bir araya gelinmiştir. Program çocukların günlük yaşantılarından bildikleri 48 kelime ve bazı dil yapılarını içeren 6 temel konuyu içermektedir. Bu konular, kontrol grubuna bağlamdan uzaklaşmış bir yapı ile ve daha çok flaş kartların ve şarkıların kullanıldığı öğretmen merkezli etkinlikler ile öğretilirken, deneysel gruba aynı konular çocuğun yaşına uygun etkinlikleri (sanat, drama, düşünme becerileri etkinlikleri, hikâye anlatımı, oyunlar, şarkılar ve aile katılımı) içeren iletişimsel ve etkileşimli yaklaşımlar kullanılarak öğretilmiştir. Resimli Kelime Testi ve Performansa dayalı Değerlendirme aracı ile çocukların sırasıyla alıcı ve ifade edici kelime bilgileri ve iletişim becerileri değerlendirilmiştir. Sonuçlar, deney grubundaki çocukların hedef kelimeleri anlama, ifade etme ve onlar ile iletişim kurabilme becerilerinin diğer gruba göre daha iyi olduğunu ortaya koymuştur. Yine bu gruptaki çocukların dinleme ve konuşma becerilerinin, maruz kaldıkları anlamlı ve eğlenceli oyun temelli etkinlikler ve etkileşimli materyaller aracılığı ile daha çok geliştiği gözlemlenmektedir. Yaş ve cinsiyet faktörlerinin öğrenme sürecinde bir etkisi olmadığı bulunmuştur. Bunun yanı sıra, izlence testinin sonuçları hazırlanan programının kesintiye uğramadan uygulandığı takdirde küçük çocukların İngilizce öğrenme süreçlerine uzun süreli katkı sağladığını göstermiştir. Son olarak bu çalışma, kaliteli bir İngilizce eğitimi programının, çocukların aktif katılımını sağlayarak, ilgilerini sürekli canlı tutarak onların dilsel ve iletişimsel becerilerini geliştirmelerinde önemli bir rol oynadığına dair net kanıtlar ortaya koymaktadır. Ayrıca, her iki grupta bulunan çocuklardan, uygulanan programın sonunda yapılan görüşmeler ile öğrenme deneyimlerine ilişkin düşünceleri alınmıştır. Bu yarı yapılandırılmış görüşmeler, nitel araştırma tekniklerinden biri olan tümevarımsal içerik analizi tekniği ile yorumlanmıştır. Bu çalışmada, nitel ve nicel araştırmaların birbirlerini aydınlatmak amacıyla veri analizi düzeyinde stratejik olarak birleştirildiği "karma yöntemler" yaklaşımı kullanılmıştır. Küçük çocuklar ile hoşlandıkları / hoşlanmadıkları etkinlikler, yabancı dili öğrenme süreçlerini kolaylaştıran ve zorlaştıran konular üzerine yapılan bu görüşmenin sonuçları göz önüne alındığında, çocukların öğretme-öğrenme sürecinin tüm yönleriyle ilgili görüşlerinin öğretmenler, araştırmacılar ve politika yapıcılar için son derece önemli geri bildirim sağlayabileceği sonucuna varılabilir. --- The better quality English education programs integrating both Early Childhood Education and English Language Education disciplines and involving age-appropriate methodologies, materials and assessment are developed, the more likely young children are to obtain successful and long-lasting learning outcomes in target language. From this point of view, an English education program is developed in this thesis for very young learners considering their distinctive characteristics and diverse language learning needs. In order to examine the effectiveness of this program, two assessment instruments whose formats and procedures are in alignment with the aims of pre-primary foreign language education are designed, piloted and administered to very young learners as a part of empirical study. One of them is an English Picture Vocabulary Test (EPVT) for measuring children's receptive and productive vocabulary knowledge and the other one is Performance-based Assessment (PA) for assessing their communicative skills. These tools are pre-piloted with 20 children of the target age group and final piloted with 251 children from different private pre-primary schools. The internal consistency (Kuder-Richardson Formula 20) are found to be .89, .91, .98 respectively for both EPVT (Receptive), EPVT (Productive) and PA. The selection of upper and lower groups for the validation test items as a technique is used to analyze the discrimination power of PA and point-biserial correlation is used for the item difficulty and discrimination indices of EPVT. The findings indicate that EPVT and PA having ideal difficulty in terms of discrimination potential can serve as a valid and reliable assessment tool for assessing receptive and expressive vocabulary knowledge and basic communicative skills of very young EFL learners respectively. In the second part of the study, the newly designed 'Early Childhood English Language Education Program' is piloted on a convenience sample of the target age group from a private pre-primary school to ensure the suitability of content, instructional materials, methods, approaches, principles and assessment tools with VYLs. After some corrections and improvements, the actual intervention is carried out at one of the public pre-primary schools in Beşiktaş/İstanbul. The study group consists of a total of 36 children, aged between 5 and 6 years who are randomly selected from 68 children in this pre-primary school. In this experimental research, the pretest, posttest and delayed posttest measurements are used. There are 18 children in both experimental group (M = 5 years and 11 months) and control group (M = 5 years and 10 months). The English learning hours that last for 40-45 minutes take place three times a week over 16 weeks. There are six common basic themes including 48 target vocabulary and certain structures with which children are familiar in their mainstream education. Whereas these themes are taught using traditional methods including repetition of decontextualized sentences, memorization of target vocabulary and teacher-led activities with flashcards and songs, same themes are taught to experimental group with communicative and interactive approaches including age-appropriate activities (e.g., thinking skill activities, art and craft activities, stories, drama activities, games, songs, parental involvement) in the scope of the program. EPVT and PA are used to measure VYLs' receptive and expressive vocabulary knowledge and communicative skills respectively. The findings of this study reveal that treatment group shows rapid gains in English word comprehension, production and communication skills. The children's listening and speaking skills in this group are developed in the target language as a result of their exposure to contextualized language learning in meaningful and enjoyable ways through play-based activities and interactive materials. The 'age' and 'gender' are not considered a significant factor in their L2 learning. The results of delayed posttest also demonstrate that effective TEVYL which has not only short term effects but also long-term; in other words, it provides long-lasting benefits in the L2 learning process. Results show clear evidence that quality L2 education program plays a crucial role in engaging children in active participation, sustaining their interest and developing their linguistic and communicative skills. In addition, children's attitudes, perceptions and interpretations in both groups are elicited to find out about their L2 learning experiences in detail at the end of the intervention through semi-structured interviews. These interviews are analyzed with inductive content analysis which was one of the qualitative research techniques. In this study, 'mixed methods' approach in which qualitative and quantitative research are strategically combined at the data analysis level in order to illuminate each other is used. Considering the results of interview with very young learners on the issues such as the practices they are discouraged, the activities they like and dislike and the motivational factors that make the L2 learning easier, it can be concluded that their opinions and views about all aspects of the L2 education can provide invaluable feedback for teachers, researchers and policymakers.
La presente tesis de doctorado se propone realizar una búsqueda de caminos pedagógicos para la selección, el empleo y la explotación didáctica de textos literarios argentinos en la enseñanza del español lengua segunda y extranjera (ELSE). Asimismo, expone recorridos para el abordaje de este tipo de textos desde los niveles iniciales de enseñanza y aprendizaje de esta lengua. Para ello, la tesis plantea un itinerario por bibliografía teórica referida a la adquisición de lenguas, examina los tres enfoques pedagógicos más actualizados —comunicativo, por tareas y orientado a la acción—, estudia los vínculos entre la lengua, la cultura y la literatura, así como analiza la manera en que ha sido tomada la literatura en la enseñanza de lenguas a lo largo de la historia, y considera los aportes de la teoría literaria a la didáctica de la literatura. A su vez, esta investigación se propone dejar en evidencia la escasez de materiales didácticos destinados a la enseñanza de ELSE que den cuenta de las variedades lingüísticas y culturales argentinas, y que incluyan, de forma manifiesta, textos literarios de escritores de esta procedencia. Además, la tesis justifica que, dada la creciente importancia del español en el mundo, esta insuficiencia de materiales didácticos —que respondan a las características que describimos— representa un área de vacancia que debe atenderse. Por este motivo, la tesis plantea propuestas didácticas que parten de textos literarios argentinos, con el fin de explorar caminos de abordaje de estos textos, para promover el desarrollo de las diferentes competencias en los alumnos, así como el perfeccionamiento de las cuatro destrezas lingüísticas (comprensión lectora y auditiva y producción escrita y oral). Conjuntamente, se destaca la funcionalidad de la literatura en el aula de ELSE para desarrollo de la competencia comunicativa intercultural (CCI), que debe ser considerada en el marco de las sociedades multilingües y multiculturales contemporáneas. Por otra parte, este estudio se posiciona, frente a los materiales literarios, con una mirada práctica y se propone plantear una explotación holística de este tipo de textos, que cubre el trabajo con diferentes aspectos lingüísticos, literarios, discursivos y culturales inherentes a las obras; sin descuidar la fruición estética que estimula la literatura. Al mismo tiempo, la tesis se propone dar cuenta de los resultados de la puesta en práctica de una selección de tareas elaboradas en el marco de esta investigación. De esta manera, este estudio se presenta como un aporte original en la medida en que plantea no solo la integración de teorías de diferente procedencia disciplinaria —orientadas al aprendizaje de ELSE y al empleo de los textos literarios en este marco de enseñanza—, sino también porque demuestra la aplicación práctica de estas teorías a través del diseño de las tareas que se exponen en esta investigación. Finalmente, esta tesis se posiciona en apoyo de las políticas lingüísticas que sustentan las variedades del español que se hablan en Argentina como válidas y auténticas y como portadoras de culturas particulares de gran valor. ; This doctoral dissertation explores pedagogical paths for the selection, use and didactic exploitation of literary texts for the teaching of Spanish as a second and foreign language (SL2/SFL). In addition, this study exposes ways of working with these types of texts for language learning at the introductory and upper levels. In view of this purpose, the thesis puts forward a bibliography of theoretical works in reference to language acquisition, and it also examines the three most current pedagogical approaches —communicative, task-based language teaching and action-oriented approaches—. Furthermore, it studies the links between language, culture and literature, and it analyses the ways in which literature has been applied in the field of second language teaching throughout history, taking into account the contribution of literary theory towards the didactics of literature. This research has the aim of highlighting the scarcity of didactic materials intended for the teaching of SL2/SFL that include Argentinian linguistic and cultural varieties, involving texts written by authors of this origin. In consideration of the increasing importance of Spanish in the world, this study argues that the shortage of didactic materials —as per the characteristics outlined in this dissertation— represents an area of deficiency that merits attention. For this reason, the thesis posits didactic proposals that start from Argentinian literary texts, with the objective of exploring different ways of working with them to promote the development of student competences, as well as to improve the four linguistic abilities (reading and listening comprehension, and oral and written production). What is more, the functionality of literature in the SL2/SFL classroom is highlighted for the development of the intercultural communicative competence (ICC), which needs to be considered in the context of contemporary multilingual and multicultural societies. From a position that views literary materials from a practical and holistic point of view, this dissertation covers the linguistic, literary, discursive and cultural aspects inherent to the literary texts, without neglecting the aesthetic fruition stimulated by literature. Additionally, this study has the purpose of demonstrating the results of the practical implementation of a selection of didactic tasks elaborated in this research. In this way, the present dissertation constitutes an original contribution to SL2/SFL research inasmuch as it presents not only the integration of theories of different disciplinary origins —oriented to the language learning process as well as to the use of literary texts in the teaching framework—, but it also demonstrates the implementation of these theories towards the design of tasks, as they are developed in this research. To conclude, this thesis takes a position in favour of the linguistic politics that support the diversity of Spanish language used throughout Argentina as valid and authentic, and as highly valued carriers of distinct cultures. ; Dans cette thèse de doctorat, nous proposons une réflexion sur les orientations pédagogiques à suivre pour la sélection, l'utilisation et l'exploitation didactiques des textes littéraires argentins dans l'enseignement de l'espagnol langue seconde et étrangère (EL2/ELE). Nous exposons dans ce travail de recherche également des pistes pour aborder ce type de textes dès les niveaux débutants d'enseignement et d'apprentissage de cette langue. À cet effet, nous proposons un itinéraire à travers une bibliographie théorique portant sur l'acquisition des langues ; nous examinons les trois approches pédagogiques les plus actualisées – l'approche communicative, par tâches et actionnelle – ; nous étudions les liens entre la langue, la culture et la littérature ; nous analysons également la manière dont la littérature a été perçue dans l'enseignement des langues au cours de l'histoire ; et nous considérons les contributions de la théorie littéraire à la didactique de la littérature. Parallèlement, ce travail de recherche met en évidence le manque de matériaux didactiques destinés à l'enseignement de EL2/ELE qui prennent en considération l'inclusion des variétés linguistiques et culturelles argentines, et qui incluent, de façon manifeste, les textes littéraires d'écrivains de cette diversité. De plus, étant donné l'importance de l'espagnol dans le monde, nous soutenons que cette insuffisance en matériaux didactiques – selon les caractéristiques que nous en donnons – représente un manque qui doit être comblé. Pour cette raison, la thèse offre des propositions didactiques qui partent de textes littéraires argentins, afin d'explorer différentes façons d'aborder ces textes, dans le but de promouvoir le développement des différentes compétences des étudiants, ainsi que le perfectionnement des quatre compétences langagières (la compréhension écrite et auditive et la production écrite et orale). Nous soulignons également la fonctionnalité, dans la classe de EL2/ELE, de la littérature pour le développement de la compétence communicative interculturelle (CCI) dans le cadre des sociétés multilingues et multiculturelles contemporaines. D'autre part, nous nous positionnons dans cette étude, au regard des matériaux littéraires, dans une perspective pratique et nous proposons une exploitation holistique de ce type de textes, qui comprend le travail sur différentes questions linguistiques, littéraires, discursives et culturelles inhérentes aux mêmes œuvres, sans négliger le plaisir esthétique que la littérature stimule. Ainsi, cette étude constitue un apport original dans la mesure où nous y proposons non seulement l'intégration des théories de différentes provenances disciplinaires – orientées sur l'apprentissage de EL2/ELE et l'emploi des textes littéraires dans ce cadre de l'enseignement –, mais également la démonstration de la mise en œuvre de ces théories à travers la présentation de la conception des tâches. Finalement, cette thèse s'inscrit en appui des politiques linguistiques qui soutiennent la validité, l'authenticité et la valeur intrinsèque des variétés de l'espagnol porteuses de cultures particulières qui se parlent en Argentine. ; Facultad de Humanidades y Ciencias de la Educación (FAHCE)
Physical activity is very important for early childhood, especially outdoor activities that add a lot of new experiences. This study aims to check the relationship of children's outdoor activities and parenting styles and children's social skills. The participants are 125 parents of early childhood who attend kindergarten. The research method is a descriptive study using the relational screening model. The results showed that there was a relationship between outside play and parenting style on the social skills of children in their childhood. Democratic parenting styles are found to promote children's social skills, while authoritative parenting styles have a negative correlation with interpersonal skills, the ability to express verbally, self-control, listening skills, emotional management and adaptation to change. In the sub-dimensions of anger management and adaptation to changing skills is a significant difference between authoritative parenting styles and not permissive parenting with children's social skills. Keywords: Early Childhood Social skills, Outdoor Activities, Parenting Styles Reference: Azlina, W., & S., Z. A. (2012). A Pilot Study: The Impact of Outdoor Play Spaces on Kindergarten Children. Procedia - Social and Behavioral Sciences, 38(December 2010), 275–283. https://doi.org/10.1016/j.sbspro.2012.03.349 Bento, G., & Dias, G. (2017). The importance of outdoor play for young children's healthy development. Porto Biomedical Journal, 2(5), 157–160. https://doi.org/10.1016/j.pbj.2017.03.003 Beyer, K., Bizub, J., Szabo, A., Heller, B., Kistner, A., Shawgo, E., & Zetts, C. (2015). Development and validation of the attitudes toward outdoor play scales for children. Social Science and Medicine, 133, 253–260. https://doi.org/10.1016/j.socscimed.2014.10.033 Boxberger, K., & Reimers, A. K. 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El planteamiento de esta tesis surge de la preocupación por la pasividad del sujeto democrático. Por ello busco un sujeto que sea capaz de actuar políticamente, ciñéndome al análisis de la Realidad efectuado por Agustín García Calvo. Respecto a la metodología, la recopilación bibliográfica ha sido fundamental para conseguir una visión global: sus numerosos artículos, charlas, seminarios, tertulias o recitaciones poéticas dan muestra de su actividad febril. He juzgado oportuno incluir una gran variedad de citas textuales, que pretenden dejar patente su estilo, para volver a hacer hablar a sus textos, sin convertirlos en algo que se sabe, en historia del pensamiento. Busco el razonamiento en sí, más que las conclusiones. He dividido el trabajo en nueve partes: En la introducción comento el proceso de gestación, las peculiaridades del pensamiento que abordo, y hago algunas referencias generales. En la parte dedicada a la biografía, el contexto ideológico y a las influencias, muestro un panorama general de su obra. Inserto a AGC en su contexto histórico, valiéndome de los recuerdos y anécdotas de innumerables compañeros de camino, que además reflejan su labor de contra-educación. Hablo de sus discípulos, especialmente de Savater y de su momento de ruptura con "el maestro", así como de los movimientos con los que le tocó lidiar, aunque ninguno de ellos tenga un verdadero carácter definitorio. Todo lo contrario sucede con los autores que aparecen en el siguiente capítulo, «¿Qué escucha?». He seleccionado a estos autores por su marcada influencia en AGC y los he hecho aparecer teniendo en cuenta el orden de sus lecturas. La tercera parte inicia una línea más temática. Está dedicada a la razón común, al lenguaje, al pensamiento, y para ello me he centrado en su libro sobre los fragmentos de Heraclito, que abarca razón general, política y teológica, ya que es un elemento fundamental en su análisis de la Realidad. En la cuarta parte se distingue entre la Política de Arriba y la política del pueblo, terminando con una crítica de las instituciones. En ella repaso su análisis de los principales conceptos, como Estado, Progreso o Democracia y de las instituciones a ellos ligadas: Sujeto, Familia, Filosofía o Ciencia, Amor, Pareja y Automóvil. Comento su labor en contra de la Política mediante el método de preguntar "¿qué es?" y de decir "no", buscando la acción contenida en el habla o analizando el Caos y el Orden. En la quinta parte, abordamos cómo la Educación, el Saber y algunos ejemplos de contra-educación muestran su vinculación con el des-aprendizaje. Aclaro cuál es su concepto de Saber y qué es lo que sabe un niño antes de ser sometido a la Pedagogía, a la Enseñanza y a la Urbanidad. Finalmente tratamos de la contra-educación, de su papel en el pronunciamiento estudiantil y de sus comentarios al respecto. En la sexta parte hablo de las tácticas, y lo hago teniendo en cuenta su pensamiento sobre la violencia, la organización, la reproducción o las relaciones entre teatro y política. Finalizo con unas reflexiones sobre "lo bueno". Las tres últimas partes están dedicadas a la Conclusión, la bibliografía y a una serie de anexos. En relación con la conclusión, he subrayado la imposibilidad de que aparezca un sujeto que sea capaz de acción dentro de esta Realidad democrática. Por ello la única opción es atacarla para eliminar la creencia y la sumisión al Poder, e intentar recuperar lo que nos queda de pueblo. Sólo desde lo común se realiza una acción política, y la forma de conseguirlo es mediante la contra-educación que se dirige directamente contra el Saber, que es base de la Realidad, de aquello que se sabe. A este respecto AGC fomenta la razón común y la desobediencia, tratando de despertar la negación que se opone al dominio de la Realidad. Pretendo llegar a un punto de partida que permita la acción, a la vez que llamo a nuestra disciplina filosófica para que revise sus orígenes y cometido, para que retorne al momento en que la actividad de filosofar no tenía nombre ni contaba con verdades inmutables. The approach of this dissertation is brought about by the growing worries about the passivity of the democratic subject. Therefore, I look for a subject that may act politically, circumscribing this search to the analysis of reality carried out by Agustín García Calvo. As for methodological issues, gathering bibliography has been essential to achieve a global perspective: his numerous articles, talks, seminars, conversations, or readings of poetry show us his feverish activity. I have deemed adequate to include a great variety of quotations, which may highlight his style, in order to make his texts speak anew, without turning them into something already known, into the history of ideas. I strive here for the very reasoning, more than any possible conclusion. I have divided the paper in nine parts: The introduction focuses on the process of development, the peculiarities of the thought I am dealing with, and some general considerations. The biographical section, which includes his ideological background and influences, shows a global overview of his works. AGC is embedded in his historical context by means of memories and anecdotes provided by his abundant fellow travellers, who also underline his work of counter-education. Here I mean his disciples, especially F. Savater and his breaking point with "the master", as well as the movements he had to deal with, even though those were never of a final nature. Quite the opposite happens with the authors appearing in the following chapter, 'What is he listening to?' I have selected those authors because of their strong influence on AGC, and they make their appearance according to AGC's reading order. The third part begins a more thematic line. It is devoted to common reason, to language, to thinking, and I have therefor focused on his book on the fragments by Heraclitus, which encompasses general, political, and theological reason, constituting a vital chunk of his analysis of Reality. The fourth part distinguishes between Upstairs Politics and people's politics, to end in a thorough critique of institutions. I review there his analysis of the main concepts, such as State, Progress, or Democracy, as well as their inherent institutions: Subject, Family, Philosophy or Science, Love, Coupling, and Automobile. I also consider his work against Politics by means of his asking "what is that?" and his saying "no", as a way to search for the political action underlying speech acts, or by analysing Chaos and Order. The fifth part focuses on how Education, Knowledge, and some examples of counter-education show their link with un-learning. I clarify what his concept of Knowledge implies, and what is what a child knows before being subjected to Pedagogy, Teaching, and Civility. Finally, I deal with counter-education, his role in students' demonstrations, and his comments thereon. The sixth part is centred on tactics, taking very much into account his thinking about violence, organisation, reproduction, or the links between drama and politics. I close with some considerations on what "the good" is. The last three parts comprise the Conclusion, the bibliography, and a series of attachments. With regards to the conclusion, I have underscored the impossibility for a subject to appear and be able to act within this democratic Reality. The only option then is to undermine it to be rid of submission to Power and other beliefs, and to try and get back whatever is left from us as people. Only from what is common we can accomplish true political action; and the way to achieve that goal is by means of counter-education, which aims directly against Knowledge, which is the basis for Reality, for what is known. In that regard, AGC fosters common reason and disobedience, trying to awaken the negation that opposes the domination of Reality. I intend to get to a starting point that allows for action and, at the same time, I urge our discipline –philosophy- to revise its origin and purposes, so it can return to the time in which philosophical activities did not have a name, and neither unassailable truths.
Lawrence Aaron Nixon, born in Marshall, Texas, in 1883—as Will Guzmán chronicles in Civil Rights in the Texas Borderlands—grew to manhood at a time when whites in the Lone Star State, across the South, and indeed, across the entire United States, were vigorously undoing the gains achieved by blacks during the Civil War and Reconstruction, all the while imposing Jim Crow laws and practices. Despite these obstacles, Nixon graduated from Wiley College in Texas in 1902 and from Meharry Medical College in Tennessee in 1906. Shortly after establishing his practice in Cameron, Texas, in 1907, Nixon witnessed an act of racist vengeance when a mob executed a black prisoner: "Nixon was at his medical office at the time and remembers 'that chairs were placed on the balcony of the two-story building to accommodate the crowds gathered to witness the lynching,' while he stayed behind locked doors in his office, 'listening to the cries of the dying man'" (27). Anxious to leave Cameron, but reluctant to return to Marshall where lynchers had recently killed four blacks, Nixon went west and settled in the rapidly growing city of El Paso in 1909. Over the ensuing decades, Nixon played an important role in his adopted city as a physician and civil rights activist. Despite El Paso's relatively liberal reputation, blacks lived under stifling restrictions. Whites in El Paso limited Blacks to certain areas, such as the second ward neighborhood near downtown. This could be done in subtle ways, but it was also often accomplished through overt tactics such as racially restrictive covenants that simply stated 'said property shall not be sold to nor occupied by Negroes, nor for any immoral use.' By forcing Blacks to live in overcrowded areas, racially restrictive covenants 'imposed social disintegration, social pathology, and personal ill health on them' (47). As head of the El Paso Negro Ministerial Alliance, Nixon unsuccessfully petitioned the city in 1924 to honor its commitment to build a swimming pool for blacks in the city's principal park. He also became a founding member of the El Paso branch of the National Association for the Advancement of Colored People (NAACP). Even as the Ku Klux Klan assumed a major presence in El Paso, he "helped lay the foundation for Black voting rights in the South as the central plaintiff in two landmark US Supreme Court cases: Nixon v. Herndon (1927) and Nixon v. Condon (1932), and the little-discussed case of Nixon v. McCann (1934), Nixon's third attempt to dismantle the all-white Democratic primary." In so doing, he, "along with the NAACP, helped set legal precedent that ultimately led, in Smith v. Allwright (1944), to the dismantling of all-white primaries throughout the entire South" (67). Nixon was a strong candidate for plaintiff because he did not derive his income from whites, because he regularly paid his poll tax, and because—unlike most blacks—he was a registered Democrat who could plausibly claim the right to participate in the selection of the party candidate. Although Nixon and the NAACP prevailed in the first two cases, segregationists ultimately found loopholes that enabled them to maintain their exclusionary practices. Finally, between 1926 and 1934, Nixon invested his time and energy into establishing a hospital in El Paso for blacks suffering from tuberculosis, a dream that he pursued with his characteristic vigor but could not realize due to a lack of institutional support and funds. An ambitious and courageous professional and activist, Nixon's life and works rightfully deserve scholarly attention. With his exploration of archival and oral history sources, Will Guzmán has undertaken an important subject. Nevertheless, Civil Rights in the Texas Borderlands does not reconcile the theory presented in its introduction with the aims and the substance of the book. For instance, Guzmán clearly assumes that the civil rights movement occurred after World War II, an assumption at odds with his effort to write a history of one civil rights activist in the pre- and post-World War I periods. Nixon's life reveals much about the engagement of black professionals "in so-called racial uplift during the pre-civil rights movement" (1), he writes in one place; in another, he declares that "the pre-civil rights movement paved the way for all future actions" (7). Guzmán frames his subject as important only as precursor to the real movement decades later rather than as part of a deeper social justice struggle. He also misses an opportunity to engage the vibrant debate over the long civil rights movement. Although the book's title promises to situate Nixon in the borderlands, Guzmán doesn't follow through. He discusses the borderlands as concept and geographical space only in his introduction. Civil Rights in the Texas Borderlands makes surprisingly little effort to locate El Paso within this context and rarely invokes the larger social and racial milieu. The Mexican Revolution, an event of major importance, is barely mentioned. Nor did Nixon's activism reach across the "borderlands." The closest that Guzmán comes is in a reference to poet Langston Hughes's observation, after visiting El Paso, that "'it was strange to find that just by stepping across an invisible line into Mexico . . . so suddenly did Jim Crow disappear'" (46). While Guzmán references Mexicans and Mexican Americans throughout the book, they play a peripheral role, irrelevant background characters in a story revolving around black-white relations (despite the fact that "Mexican and Mexican Americans were in the majority" (4) in El Paso). The author does not mention the Santa Ysabel massacre of 1915, the El Paso race riot of 1916, or the El Paso bath riots of 1917. These ugly conflicts involved white and ethnic Mexican combatants, profoundly shaped local and regional race relations, and must surely have influenced Nixon. Given these absences, Guzmán is unconvincing when he asserts that the "particular, if not unique, racial climate in El Paso, and by extension the borderlands, permitted Nixon to take a proactive stance and engage in a heightened level of activism" (112). Guzmán situates his story "in the US West" (4), but this positioning also shifts in telling ways. He rightly challenges assumptions that the West was a racial utopia that differed markedly from the racist reality to the East, as "the western frontier did not turn out to offer the future southern Blacks had hoped for" (5). He never backtracks on that assertion, but he does make El Paso and its white citizens "southern" for the purposes of discussing a Jim Crow system that he views as inherently of the South. "Change was brewing for the South, and though for many the change brought hope, there were others who saw this change as a threat," he writes in his discussion of Nixon and the white primary. The rise of the Ku Klux Klan in El Paso and elsewhere proved that the Civil War "still burned in many southern communities" (68). He notes that the mayor was "a child of the segregated South who was born and raised during the Civil War and Reconstruction era," a man who "was not about to challenge the racial norms that [white] El Paso wanted to preserve" (63). Guzmán does not address the fact that, if whites in El Paso "wanted to preserve" segregation, they must have shared the mayor's "southern" views—irrespective of their sectional origins. (When another mayor—this one "from Iowa" (106)—vetoed an antidiscrimination measure in 1962, his racist attitudes aren't ascribed to Midwestern origins.) Wedded to inflexible notions of the "South" and the "West," Guzmán misses the opportunity to sketch the messy reality of race relations in El Paso. Sometimes Guzmán seems to claim more than his evidence can sustain. It does not denigrate Nixon's labors on behalf of black people or deny the courage and determination he exhibited to suggest that he was a more peripheral player in the El Paso movement than Civil Rights in the Texas Borderlands suggests. Throughout, Guzmán provides tangential discussions of people and events, and then, by means of a single sentence or two, ties them to Nixon. He reports, for instance, that Booker T. Washington visited El Paso in 1911, provides a brief biography of the black leader, and excerpts his speech, only to write, "Even if Lawrence Nixon did not attend Booker T. Washington's event in El Paso, he certainly must have been aware of it and learned what took place" (44). He writes of a 1933 petition to integrate the city pool, "a petition signed by 123 people (one of whom was perhaps Nixon . . . )" (64). Guzmán could have strengthened Civil Rights in the Texas Borderlands by examining the El Paso civil rights movement more broadly—including figures other than Nixon who played central roles in many of the episodes he describes—and by writing Mexicans and Mexican Americans more fully into the story. This would have added complexity to the narrative and provided a more convincing and multidimensional portrait of race relations and the civil rights movement as they unfolded in one place along the border.
The global tobacco control movement is more than three decades old, but its impact is inconsistent. For every city or nation that takes strong action to reduce tobacco use, there is another where little if anything has been done to help people stop smoking or to establish tobacco control policies opposed by powerful tobacco industries. Tobacco continues to kill and cause debilitating illnesses, severely retarding progress in improving local, national, and global health and economic conditions. Recent data indicate that smoking is the leading cause of deaths from cardiovascular diseases (1.69 million deaths annually), cancer (1.4 million deaths), and chronic obstructive pulmonary diseases (970,000 deaths). About 1.25 billion people smoke cigarettes, representing more than one-sixth of the Earth's population. According to reports from the World Cancer Congress and the 13th World Conference on Tobacco OR Health, held in Washington, D.C., in July 2006, if current trends hold, tobacco will kill a billion people in the 21st century, 10 times the toll it took in the 20th century. These sobering statistics are counterbalanced by some good news. In numerous countries, public health officials, civil society organizations, and various other advocacy groups have joined forces to initiate policies and programs designed to reduce tobacco use. Most comprehensive efforts have included a mixture of awareness raising; restrictions on the sale, promotion, and place of use of tobacco products; and taxes and laws that affect the price and availability of these products. A major milestone was achieved when the landmark Framework Convention on Tobacco Control (FCTC), a global treaty initiated by the World Health Organization (WHO), entered into force on February 27, 2005. As of the end of March 2007, a total of 168 countries had signed the treaty, and 146 of those had ratified it. Parties to the FCTC are expected to create national action plans to meet the treaty's minimum requirements in areas such as tobacco advertising, access to smoking cessation programs, the size of warnings on cigarette packs, and the creation and enforcement of smoke-free public spaces. Wealthier countries have more potential resources at their disposal to implement tobacco control policies, yet there are plenty of examples—some of which are examined in this report's case studies—of innovative and increasingly successful tobacco control efforts in resource-limited places. Central and Eastern Europe and Central Asia, however, remain in dire need of more extensive tobacco control. According to the World Health Organization, tobacco related diseases kill more than 700,000 people a year in the region and nearly 40 percent of middle-aged men die prematurely as a result of tobacco use. In some Eastern European countries, lung cancer mortality rates in men are the highest ever recorded anywhere in the world. The WHO has concluded that tobacco use is the major preventable cause of poor health in the region—and that comprehensive tobacco control is the best investment in health reform. Policymakers have been listening. By 2006, all Central and Eastern European countries and a majority of those in the former Soviet Union had enacted some tobacco control legislative and policy measures. However, many legislative regulations and national tobacco control programs, especially in the less developed countries farther east, are not effectively enforced and still have serious loopholes that prevent them from meeting WHO standards. One common thread has been the leadership of civil society groups in devising, implementing, and demanding the enforcement of tobacco control policies and regulations. Local nongovernmental organizations often have been among the first entities of any kind to advocate for tobacco control in their countries, including accession to the FCTC. Many of these civil society groups have received support from the Open Society Institute (OSI), which first provided grants for tobacco control in 2002. Among OSI's most successful grantees is Poland's Health Promotion Foundation (HPF), which since 1991 has played a leading role in lowering the burden of smoking-related diseases through tobacco control in its home country. Recently, HPF began planning the development of a regional center for tobacco control to enable the sharing of information and expertise on tobacco control throughout the region. Based in Warsaw, the Regional Tobacco Control Network and Center (RTCNC) is expected to be fully operational by the end of 2007. The case studies in this report document the advocacy efforts of NGOs in four countries expected to participate significantly in such regional engagement. The nations—Kazakhstan, Moldova, Romania, and Ukraine—are at different stages in tobacco control. The activities of these civil society groups represent a range of strategies reflecting the opportunities, obstacles, and expectations unique to their own nations and circumstances. Taken together, though, the case studies offer important lessons for future tobacco control efforts anywhere in the world. No matter where they live, committed activists generally are able to utilize even a small amount of funding to initiate a process of change; the success of their efforts is multiplied many times over with each increase in resources and capacity. Local leadership of this sort is essential to reversing the current trends in tobacco use, illness, and death that place millions of people at risk. Among the notable lessons are the following: Civil society is crucial to successful tobacco control efforts. The Polish experience in the early 1990s is instructive. After restrictions were lifted on civil society, groups pushed for greater openness about all political, economic, and social issues—including health. Tobacco control efforts gained momentum and policy reforms soon followed, including tobacco control legislation and improved public- and private-sector services designed to raise awareness and promote healthy lifestyles. Experience elsewhere reinforces the strong correlation between comprehensive tobacco control and engaged, fully independent civil societies. Effective tobacco control efforts require comprehensive, multipronged approaches and strategies. Given the power and influence of the tobacco industry in most countries, tobacco control advocates must continually seek to broaden the ways in which they raise awareness of tobacco's negative medical, social, and financial consequences. Important strategies include extensive media campaigns; expanding coalitions within civil society and with government partners; directly challenging policymakers to publicly justify their opposition to tobacco control or reluctance to make it a priority; and collecting and disseminating solid health data, such as the number of deaths and hospitalizations due to tobacco-related illnesses. Economic research is an important, yet often neglected, component of effective advocacy. Policymakers and the general public are often unaware of the massive financial costs to society of tobacco use. Tobacco-related sickness and premature death reduce economic productivity in ways that can be quantified through rigorous data collection. Disabling tobacco-related conditions also force a redirection of individual and public resources from investment and savings—needed to help grow economies and raise living standards—to health care. Tax policies can be used to raise revenues for health promotion activities that lead to a reduction in tobacco-related health care costs. For example, several European countries and U.S. states have raised cigarette taxes and earmarked a portion of the higher revenues specifically for tobacco control activities, such as education and media campaigns. Enshrining health promotion earmarks in laws or government policies improves the likelihood of withstanding tobacco industry pressure to counter comprehensive tobacco control efforts. Media can be a powerful tool for and ally of tobacco control advocates. Tobacco control advocates in Kazakhstan invited members of the media on several tours of Almaty, pointing out violations of the national antitobacco law. The resulting newspaper articles and television coverage helped prompt local officials to introduce the "Smoke-free Almaty" initiative. Such effective use of media is relatively rare in the region. Civil society groups need to train in media advocacy and to share successful strategies and experiences more consistently. Tobacco control regulations and affordable "quit smoking" services are equally important in reducing tobacco use. Restrictions are far more effective in reducing tobacco use when accompanied by health promotion campaigns and accessible, affordable services to help people quit smoking. Incentives for changing behavior must be based on recognition of the medical and psychological elements of tobacco addiction. On their own, punitive measures rarely make an impact on complex behaviors that require extensive treatment and support. Expanded regional learning and cooperation offer clear benefits to local tobacco control efforts. Strategies used successfully in one country or context can have similarly positive impacts elsewhere. Expertise should be tapped more effectively through greater sharing of information and resources across the region, down to the grassroots level. Regional cooperation will also help sustain and expand civil society advocacy that has already shown great promise for improving health. The creation of the Regional Tobacco Control Network and Center should help facilitate such efforts.
Поворот от социалистического многонационального государства к капиталистическому национальному и последовавшие кардинальные изменения во всех сферах жизнедеятельности общества заставили жителей Эстонии независимо от их национальной принадлежности пройти через мучительный процесс адаптации к новым условиям. Для большей части ее русскоязычных жителей этот процесс был осложнен изменением их правового статуса, новыми требованиями к языковой компетентности, распространенным в эстонском обществе недоверием к России и русским, а также ощущением своей «оставленности» метрополией. Первые три обстоятельства дали основания к тому, чтобы в российском политическом дискурсе русскоязычное население бывших советских республик стало рассматриваться как «гонимое», «дискриминируемое», «ущемленное». Тем не менее лишь небольшая часть этого населения сделала выбор в пользу отъезда из Эстонии, остальные пошли по пути адаптации, которая имела свои особенности у различных возрастных, региональных и статусных групп. Результатом этого процесса стала значительная фрагментация русскоязычного населения с точки зрения социального статуса, материального обеспечения, образования, ценностей, взглядов. Однако есть и то, что до сих пор объединяет русскоговорящих это в первую очередь ощущение ценности родного языка и своей «русскости», а также наличие общего информационного пространства в виде российских телеканалов. Об особенностях адаптации, о формировании различных групп среди русскоязычных, о том, что отличает их от эстонцев и что их объединяет, пойдет речь в данной статье. ; This article is a review of a wide range of studies of the Russian-speaking community of Estonia, performed by various Western, Estonian and Russian scholars in 1990-2000. Its aim is to represent the Russian-speakers to the Russian reader as a part of Estonian population, which differs from the titular ethnos by their native language, partly legal status, consumed sources of information as well as to represent them as media audience and to examine their collective identities. The last 2 issues are presented on the material of the study «Me, the World and the Media», which is carried out by the group of sociologists of the Department of Media and Communication of Tartu University since 2002. The first chapter of the article is adescription of legal and cultural background, conditioning the development of the Russian-speaking community in Estonia and definitely influencing such issues, analyzed further, as their collective identities. First hand here is briefly motivated the selection of terms applied. For example, the Russian-speakers are called a community, but not a diaspora, as this term is overpoliticized, being employed by the Russian media and politicians. The latter describe the Russian-speaking communities outside of Russia as more connected with Russia than with states of their staying. The next sub-chapter first briefly lists the studies of the Russian-speaking communities in Estonia and in the Baltics, the main scholars in this area and the main topics of these studies. Further one can find the description of the situation with the legal status of non-Estonians, conditions and tempo of naturalization, difference in rights between citizens and non-citizens with permanent boarding permission and processes of migration in 1990-2000ies. I also bring in data, concerning the Estonian language fluency of the Russian-speakers and connection between citizenship and the language proficiency. Here is also mentioned one of the important issues concerning the language sphere, revealed by the study «Me, the World and the Media». This is growth of the importance of the Russian language for the Russian-speakers and increase of their beliefe into potential of Russian as a language of international communication. Further here is described the connection between the language proficiency and citizenship,as total fluency in Estonian language is acrucial condition for obtaining the citizenship of Estonia.The language problem is also connected with the issue of integration of the Russian-speaking community into the Estonian society, as the official integration policy was for years reduced to teaching Russians the Estonian language, while such aspects as interrelation between different Laws defining life of the minorities, mechanisms of participation of ethnic minorities in the life of the state and society, preservation of the language and culture of ethnic minorities, problems of quality of life of minorities were excluded from the Estonian official and public discourse. The second chapter describes the Russian-speakers as media audience. Here Estonians and non-Estonians are compared as media audiences, there are described trends in watching TV, listening radio, reading press and using Internet. The main result of this chapter is adescription of 7 specific groups of mediaconsumers among Russian-speakers. First are so called "Visual Globalists": young people of 15-19 years old, oriented Estonian and foreign visual media channels (TV, Internet, radio, foreign magazines), who practically don't read print press. The next are "All-consuming Globalists": mainly people of 20-29 years old, living in Tallinn and suburbs, with high education level and income, who consume all media channels, but make the main audience of English and Finnish channels. The third group is "the Participants of an Estonian Informational Field": these are young people of 15-19 years old and working people of 45-54 years old, also people, living in small villages in Estonian environment, who watch Estonian TV, listen to Estonian radio and to some degree consume Estonian magazines. The fourth group consists of people, oriented the Russian media: they mainly live in North-Eastern Estonia and not only watch the Russian TV, as 90% of all Russian-speakers do, but also listen to the Russian radio, read the Russian newspapers. These people also consume their local newspapers, very little Russian newspapers, published in Tallinn and practically dont consume any media, functioning in Estonian language. The fifth are "success oriented" people with average income and education, who are the most heavy consumers of all local media. The sixth group is conditionally called "Elite": these are the most well off Russian speakers with high level of education, who consume mainly the "global" media and «quality» Estonian media and least trust the local Russian-language media, although consume them too. The last group are "The least informed", who are the most poor, the least educated, less consume any sort of media, prefer the cheapest or free sources of information (local newspapers, radio), more trust rumors and official sources, than media. The third chapter describes the plural identities of the Russian-speakers living in Estonia, concentrating on their ethnic and global identities. First here is briefly described the history of studies of identities of the Baltic and Estonian Russians. The majority of authors quoted have agreed about the plurality of these identities, about forming of a specific local identity, different from one of Russians in Russia, about weak connection between Russians in Estonia and the new Russian state. Further is quoted the study of T. Vihalemm and A. Masso, who have exposed and described 3 types of identities of Russians in Estonia: the local, the ethnic and the global. The last sub-chapter examines the content of the category 'Euro-Russians ", widely used nowadays in scientific and political discourse. First hand here is defined the difference between general hybridity of the identity and culture of Russians in Estonia as a diasporic community, and "European " orientation of a certain group of Russian-speakers. This group makes about 25% of Russian-speakers, consists of younger people of 15-44 years old and is characterized by higher incomes, good knowledge and regular usage of English and Estonian languages, wide contacts with Western, but also former Soviet countries. They also estimate positively entering EU by Estonia and changes, which took place during the last 15 years. As to people with ethnic orientation, it came out that the importance of ethnicity is constantly growing and ethnicity has actually become a universal category, very important for 51% of Russian-speakers and important to some degree additionally for 34% of Russian-speakers. This orientation is equally important for people with various incomes, age, citizenship, education, place of living. The intensiveness of contacts with Western countries as well as with FSU Republics also does not influence this orientation. The only clear tendency could be observed concerning the attitude to entering EU by Estonia and changes during the last 15 years: the more positive is estimation of these processes, the stronger is ethnic orientation. So I concluded that Europeanness is not an antipode of Russianness,but they supplement each other, In turn, the Russianness stopped being a sinonim of poverty and deprivation, its content is changing. At the last paragraphs of the article I try to give one of the possible interpretation of the complicated way of Russian-speakers to this state of self-sufficiency, when they do not rely any external actors but found specific ways of survival, where the plural identity plays a role of one of the important mechanisms of adaptation.
"DOLL STEPS" AS A BRAINSTORMING GAME TO IMPROVE THE SPEAKING SKILL IN PROCEDURE TEXT OF THE NINTH GRADERS OF SMPN I MOJOKERTO JOURNAL BY ELIASANTI AGUSTINA NIM. 102084007 ADVISOR Dra. THERESIA KUMALARINI, M.Pd. NIP. 19521014 197903 2 001 SURABAYA STATE UNIVERSITY FACULTY OF LANGUAGE AND ARTS ENGLISH EDUCATION DEPARTMENT ENGLISH STUDY PROGRAM 2014 "DOLL STEPS" AS A BRAINSTORMING GAME TO IMPROVE THE SPEAKING SKILL IN PROCEDURE TEXT OF THE NINTH GRADERS OF SMPN I MOJOKERTO Eliasanti Agustina English Study Program FBS Surabaya State University elia.englishedu2010@gmail.com Dra.Theresia Kumalarini, M.Pd. Lecturer of English Study Program FBS Surabaya State University kumala_rini52@yahoo.co.id ABSTRAK Pengajaran berbicara bahasa Inggris di banyak sekolah tidak memfasilitasi siswa untuk menjadi terampil. Akibatnya, keterampilan berbicara mereka masih kurang memuaskan. Dengan demikian, guru harus menggunakan cara yang tepat untuk mengajarkan keterampilan berbicara berdasarkan kebutuhan siswa. Di sini peneliti menyarankan guru untuk menerapkan permainan brainstorming bernama "DOLL STEPS" yang bertujuan untuk membantu siswa memiliki kesempatan yang sama untuk menjadi aktif dan kritis, membangun kebiasaan untuk berbicara menggunakann bahasa Inggris, berbagi dan mendapatkan pengetahuan, berbicara dengan fasih dan bebas , berkaitan dengan topik yang diberikan , siap dengan tugas inti dalam pelajaran berbicara, dan belajar untuk memperhatikan pembicara yang lain. Penelitian ini fokus pada berbicara teks prosedur. Penelitian kuantitatif eksperimental ini bertujuan untuk mengetahui bagaimana kemampuan berbicara siswa setelah penerapan "DOLL STEPS". Populasinya adalah siswa kelas Sembilan di SMPN 1 Mojokerto, sedangkan sampelnya adalah IX E sebagai kelompok eksperimen dan IX F sebagai kelompok kontrol. Untuk mendapatkan data, masing-masing kelompok diberi pre-test untuk menemukan kesetaraan kemampuan dan post-test untuk menemukan pencapaian yang berbeda. Peneliti menggunakan rumus t -test untuk menganalisa data. Hasil penelitian menunjukkan bahwa skor post-test dari kelompok eksperimen lebih tinggi daripada kelompok kontrol. Kesimpulannya, direkomendasikan kepada guru bahasa Inggris bahwa permainan "Doll Steps" dapat digunakan untuk mengajar keterampilan berbicara sehingga dapat mencapai target belajar bahasa Inggris . Keyword : "Doll Steps", Keterampilan Berbicara , Teks Prosedur ABSTRACT The teachings of speaking in many schools do not facilitate students to be skillfull in speaking. Consequently, their oral skill is still unsatisfactory. Thus, the teacher has to use an appropriate way to teach speaking based on the students' need. Here the researcher suggested the teacher to implement brainstorming game namely DOLL STEPS which aims to help students have the same chance to be active and critical, build a habit to speak English, share and get knowledge, speak in fluent and free way, be enganged with the topic given, be ready in the main speaking task, and learn to pay attention to other's talk. This study focuses on speaking procedure text.This experimental quantitative research aims to know how the students' speaking skill after the implementation of "DOLL STEPS" is. The population was the ninth graders of SMPN 1 Mojokerto, whose sample was IX E as the experimental group and IX F as the control group. To get the data, each group was given a pre-test to find their equality and post-test to find the different achievement. The researcher used t-test formula to analyze the data. The result of the study showed that the post-test scores of the experimental group were higher than those of the control group. Finally, it is recomended that English teachers use Doll Steps game in teaching speaking skill to meet the target of learning English. Keyword: Doll Steps, Speaking Skill, Procedure Texts INTRODUCTION English proficiency is a must in the era of communication and globalization. English is seriously learned by many people to have a good prospect in the communication and also to get more information of international world. It can be seen in Indonesia that English is learned by children from elementary school to students of higher education. Therefore, our government seriously provides the appropriate curriculum about this subject. English lesson in junior high school function as a tool of self-development of students in science, technology and art. After completing their studies, they are expected to grow and develop into individuals who are intelligent, skilled and personable also ready to take a role in national development. In line with the explanation above is Indonesian law number 20 year 2003 about National Education System Article 37 paragraph 1, one of them states that language study materials include a foreign language with consideration of foreign languages, especially English is an international language which is a very important utility in global society (2006 : 282). Hence, English language become the principle subject which determines student graduation. This is proven by the fact that English is the subjects that is always included in the national examination in accordance with the Regulation of the Minister of National Education Number 78 Year 2008 on National Examination for Secondary level in Article 6 states that the subjects tested in the examination include Indonesian, English, Mathematics, and Science. In the process of learning English, a teacher must be able to master the language pretty well. Moreover she must be able to master how to teach English properly and how to transfer knowledge and experience of the teacher to the learners. Thus, there has to be many efforts to do in order to create an interesting English learning that can motivate students to enhance learners' capacity in learning English. That is why, it is recommended that the teaching of English, should bring English atmosphere in it. Being a good teacher, she should be able to bring it in teaching and learning process, because if the atmosphere can not be brought into the process, the students will not get a clear purpose, why they have to learn the lesson and what is the importance of learning it for their daily lives. According to Depdiknas (2006:307), the teaching of English consists of four language skills, namely listening, speaking, reading and writing and other three components, pronunciation, vocabulary and grammar. Each skill has different purposes to help students master English. The uppermost important language skill in learning English is a skill in oral communication or generally called speaking. As declared by Aliakbar & Jamalvadi, speaking is crucial since it is the vehicle of social solidarity, social rank, the business world and as a medium for learning language. Learning objectives of speaking have been clearly stated in the English curriculum. The goal is students are able to communicate efficiently. "Learning speaking should improve the communication skills of learners to be able to express and learn to follow the appropriate social and cultural development" (Kayi, 2006: 1). Unfortunately the current condition shows that English Foreign Language (EFL) learners, in this term is Indonesian learners, are reluctant to speak English in the classroom. The problem is commonly found in EFL class. It is caused by some factors such as they do not have the confidence to do conversation in English, they are afraid of making mistakes and then laughed by their peers, they have limited vocabulary so that they know what to say in bahasa but not in English and many more. Sometimes the topic given is too high for them so they prefer to be silent. In addition, some students did not get a chance to speak in class because of the domination by particular learners. Consequently, students have fewer opportunities to learn from speaking than the more oral students. For sure it will affect to their ability and their score in speaking skill as well. Students who do not take charge in their learning are unable to take full advantage of learning opportunities. This is a problem that faces many Asian students who are generally more reserved than western students (Tsui , 1996). As teachers, we can try to overcome students' problem by using suitable warm-up activities, in this case called brainstorming game. Basically the use of brainstorming game in teaching and learning activities is not a must considering the effectiveness and time required. However, occasionally it is necessary to use the game to support the implementation of learning English. Brainstorming game can facilitate and create a strong positive effect on the atmosphere and also relaxed for students in doing classroom learning activities, considering that English is still a scourge for most students. That warm-up activity also helps students to have an overview about the main speaking task. In addition, the nature of game is fun so it can increase students' motivation and able to overcome shyness. Consequently, they will be able to express their ideas freely because through playing the game they may not consider that they are learning. Implementation of learning strategy in SMPN 1 Mojokerto strongly support the achievement of the speaking purpose itself. Learning strategy requires students to be independent, critical, and active in expressing their opinion. However at the presentation time most of the students do not focus in listening to the speaker. Sometimes they are busy with their own tasks even do not appreciate the presenter. Moreover, frequently there are learners who like to cut the talks of presenter with things that are not discussed. This affects condition of other students and causes confussion in the classroom. Teachers will be exhausted to remind them repeatedly. Dealing with the issues above, a teacher needs appropriate strategy and media which can control the class order and boost students' score in speaking English. There are some alternatives of speaking games that can be used in order to improve the students' speaking ability. One of the games that can be used is the Doll Steps game. This game is actually taken from the Chain Story ideas that are commonly used in the teaching of narrative text and also Talking Stick, but the writer gives a little modification in the content of the media itself, so that produces a new media that is Doll Steps game. As a result students will pay attention to the presenter when she is speaking. This teaching strategy can be used in teaching any texts. Based on Competence Based Curriculum Issued (KTSP) 2006, there are five genres that are introduced to Junior High school students. Those are procedure, descriptive, recount, narrative and report text. Those kinds of texts are expected to be mastered by the students well. Among those genres, a procedure text is easily understood by the students as it is commonly found in their environment. The text can be found on the sachet of instant foods and beverages also on the box of electronic machine. Additionally, procedure text is a genre which has to be mastered by students, especially the ninth graders as it is already stated in Standar Isi and Standar Kompetensi. In procedure text, students are told the way how something is achieved by doing sequence steps. The text includes set of suggestion on how to do something, how to operate something and how to get to a certain place or direction. To apply Doll Steps for procedure text, the speaker gives direction or step. All students will be treated fairly. They will get same chance to speak, so it is expected by applying this game, students will be able to speak English effortlessly and without hesitant. Doll Steps will be very advantageous for teaching speaking procedure text of the ninth graders in SMPN 1 Mojokerto. This study will discus the activities during the learning process using Doll Steps. The implementation here will be different from the concept in general as it will be modified by the music so that students feel comfortable. Researcher found a previous study on the use of brainstorming carried out in Oral Communication classes at a Japanese senior high school which was observed by Culen (1998) entitled, "Brainstorming Before Speaking Task". Brainstorming used was Information Gap. The evaluation of the study showed that an increase in speaking time and a more positive atmosphere are two benefits that brainstorming can bring to speaking class. Based on the background and the problems above, the research conducted to investigate how the students' speaking skill after the implementation of Doll Steps is. METHOD Concerning with the research question in the previous chapter, the writer used experimental quantitative research design. According to Ary, (1985) in Denik lejar (2012) Experimental design refers to the conceptual framework where the experiment is conducted. There were two groups involved in this study, experimental group (class IX E ) and control group (class IX F), which were randomly assigned. The two groups were given a pre-test to examine whether they were in the equal level or not. Then the experimental group was given a treatment by using Doll Steps in their teaching and learning process for several times. On the contrary, the control group was taught conventionally. At the end, both of the groups were given a post-test to measure the effectiveness of Doll Steps for teaching speaking procedure texts to Junior High school. The population used in this research was the ninth graders of SMP Negeri I Mojokerto. The researcher chose two classes randomly as the samples. In this research, the researcher chooses probability sampling, especially cluster random sampling. After getting two classes, the researcher randomly assigned which one was the experimental group and which was the control group. The two chosen classes should be equal, to avoid any unexpected effect. In this study, the sample was class IX E as the experimental group, and class IX F as the control group. Each of them consists of 26 students. This study used test as the instrument. The tests consisted of pre-test and post-test. The items used in the tests were exactly the same. The pre-test and post-test were administered to know whether the model of learning is successful or not. From the two tests, the researcher got scores of speaking tests as the data. Before the tests were administered, a tryout was conducted to analyze the reliability of the test be used for pre-test and post-test also to know the appropriate test items for the students' level. The try-out test was given to the students who were given neither pre-test nor post-test. The number of the test items was just 2 instructions in the form of oral test. The results showed that the test items had a high validity because all of the components of the test items were according to the standard competency (see table 1) and has been approved by the experts (lecture of UNESA and the English teacher of SMPN I Mojokerto). While to know the reliability, the researcher used interrater reliability method. It means, one test will be administered once, but it is scored by two people. If the result from those two people are same or almost the same, means the test are valid and can be used in collecting data. Therefore, for the results showed that the test items were in high validity and reliability. Table 1 Scale of Validity Test Item Standard Competency Validity How to send a picture through e-mail How to make a glass of iced lemon tea 4.2.1 Mengungkapkan makna dalam monolog pendek sederhana dengan menggunakan ragam bahasa lisan secara akurat, lancar, dan berterima untuk berinteraksi dalam konteks kehidupan sehari-hari dalam teks berbentuk procedure Valid Valid When the students came in front of the class and produced a monologue related to the lesson given, their performance was analyzed and scored based on some aspects. They are pronunciation, grammar, fluency, vocabulary, organization and comprehension. Each aspect has its own point and description. The measurement adopted from Oller (Language Tests at School, 1979, pp. 320-323). A quantitative data analysis was conducted in this study. The scores of students' speaking tests were analyzed by using t-test formula because the result of the study was determined by the comparison of the post-test scores of the two groups. Moreover it is used to analyze the significant difference between the pre-test and post-test scores of the two groups. RESULT AND DISCUSSION Result The Implementation of Doll Steps in Teaching Speaking The research was done on December 9th up to 12th 2014. Furthermore, six meetings were needed to accomplish the research; try-out, pre-test, treatment 1, treatment 2, treatment 3, and post-test. It is held to find out the influence of using brainstorming game called "DOLL STEPS" to improve students' speaking skill in Procedure text. It was investigated through comparing the mean scores of the pre-test and post-test between the experimental and control group. Below is the statistics table of scores of both groups in pretest and posttest. Table 2 Scores of Pre-test for Experimental and Control Group Based on the calculation of the scores, it was found that the mean of the pretest scores of the experimental group was 70.2 and the control group was 65.4. From the table above, it can be seen that the Tvalue of pretest of the Experimental and control group with the level of significance of .05 and 58 (60) degree of freedom was 1.3 and the Ttable was 2,009. If the T table was higher than the Tvalue . it means that there is no significant difference between Experimental and Control group. Oller's speaking measurement considers that both of the groups belong to level 3. From those results, the researcher assumed that the members of the two groups had equal level of speaking ability before the treatments were given. Table 3 Scores of Post-test for Experimental and Control Group From the calculation, the Mean of Experimental group was 81.9 which belongs to level 3+ and the Mean of Control group was 66.8 which belongs to level 3. It was clearly seen that the scores of experimental group the Mean of experimental group was much higher than the Mean of control group. Moreover the level of experimental is one level above the control group. The scores also have a better improvement. It can be seen at the pretest, the mean of experimental group was 70.2 and belongs to level 3. It significantly increased at the post-test the mean of which 81.9 and belongs to level 3+. It is because the experimental group was given a treatment by using Doll Steps game. The game was able to help students to produce oral speaking text fluently. The significant difference of the post-test scores of experimental The T value of post-test scores of experimental and control groups with level significance .05 and 58 (60) degree of freedom was 8.9 and the T table was 2.009. From the table above, it can be seen that the result of T table was lower than the T value. Therefore, it shows that there was a significant difference between two groups. In other words, there was a significant improvement between those who were taught by using Doll Steps game. Discussion As stated in chapter II, Kattlen (2005:31) defines that speaking as an interactive process of constructing meaning involves producing, receiving and processing information. However, some teachers and pupils mean every sound which comes out of the mouth is called speaking activity. It is totally wrong since speaking is human daily activity in which human expresses the ideas through the oral words about his need, feelings and thought that he wants other people hear. It must use his oral words not the words from the texts, recorders or other people's words. In the second chapter, it can be seen that speaking is a productive skill not a receptive skill, so here the speaker must produce meaningful words not copying or imitating. Therefore, it is necessary that students not only be able to pronounce words correctly but also produce oral words fluently in order to improve the speaking skill of the students, in this case is in a procedure text. Then, the researcher favored Doll Steps game as an alternative way to ease students creates a procedure text orally. The oral words should create spontaneously which means that the words must be original words from the learners. Moreover from the contrasting scores of the post-test between two groups, it can be stated that Doll Steps game can be an effective game for teaching speaking procedure texts. The test items consisted of two instructions. In this section, the researcher tried to analyze the findings of the research which was conducted in SMP Negeri I Mojokerto. The first analysis was about the pre-test scores of the experimental and control groups. The result of the pre-test showed that there was no significant difference of both groups. It means that the two groups have equal ability. The second analysis was the post-test scores of Experimental and control groups. Table 3 shows that the mean of post-test scores for Experimental group was higher than that of the control group. Furthermore, the calculation of the t-test showed that there was a significant difference of post-test scores of Experimental and Control group. It seems that the treatments given to experimental group was successful. Table 3 describes clearly that Doll Steps game is effective for teaching speaking procedure texts. It is supported by the result showed that the scores between experimental and control were significantly different. It caused by the treatments given to experimental groups affected the students' speaking ability. The treatments were given three times. During the treatments, the researcher applied steps of Doll Steps game. At the first treatment, the researcher explained and modeled the steps of Doll Steps first. After the researcher explained the strategy and the material, the students were taught a procedure text by applying Doll Steps game. From several treatments, the researcher was sure that "Doll Steps" is effective as an alternative strategy for teaching speaking procedure texts for the ninth graders in SMP Negeri I Mojokerto. Applying Doll Steps allows the following benefits some of which are stated in the second chapter: It takes students to be a critical learner as they develop independence in practicing speaking. It allows students to practice freely. Here they may speak fearless as no one will cut or correct their says as long as it relates with topic given. All the students will be active speakers for they will get their turn to speak up. It engages students in speaking around the topic. It makes students learn to focus on what his friends' saying because in this game they should listen to the step mentioned by their friends to continue the next step. It scaffolds speaking with a variety of texts in all curriculum areas. It helps students to have a habit in speaking English. It makes students easy to produce the procedure text orally in the main activity since this game gives them chance to take and share knowledge with each other. It creates good English athmosphere in class which brings fun and purpossive learning activity. 10. Learners learn to appreciate one another. In conclusion, the calculation of the post-test from experimental and control groups using t-test showed that there was significant difference between them. Moreover the scores of Experimental group increased rapidly. It is statistically proved that Doll Steps game is effective for ninth graders in SMP Negeri I Mojokerto to improve their ability to speak the Procedure texts. CONCLUSION AND SUGGESTION Conclusion According to the findings in this research, in the previous chapter, it can be concluded that the post-test scores of the experimental group, who were taught by using Doll Steps game are higher than those of the control group who was taught as usual. It was proven by comparing the mean of post-test between the experimental (81.9) which is considered as level 3+ and control group (66.8) with just in level 3 which is clearly stated by the statistical computation between those two groups. Moreover, it was found that the t value of the t-test (8.9) was higher than the t table (2.00). The result of speaking ability of the experimental group students showed that most of them are very good in spoken procedure with the 3+ level. Some of them got excellent scores with the level 4 even 4+. It means that most of them were able to speak the language with suffecient structural accuracy and vocabulary to participate effectively in most formal and informal conversation on practical, social, and professional topics. Whereas some of them who got 4 and 4+ level were able to use the language fluently and accurately at all levels normally pertinent to professional needs (Oller:1979). Therefore, the research question of this study has been answered well. From the findings above, it can be stated that the Null hypothesis, which stated that there is no significant difference in the speaking ability of procedure texts between the students who are taught by using Doll Steps game and those who are not is rejected. On the other hand, the alternative hypothesis which stated there is a significant difference in the speaking ability of procedure texts between the students who are taught by using Doll Steps game and those who are not is confirmed. It can be assumed that teaching speaking procedure texts to ninth graders by using Doll Steps game helps the students to create a procedure text orally in a fluent way and reach a higher achievement. If the teacher implements the Doll Steps game to teach speaking of procedure texts, the students will be able to produce oral procedure text not only easily but also well structured and fluently because from the Doll Steps game they will become confident and critical learners, use their previous knowledge for the speaking task, feel free and confident through the game. Through their friends' sentences they will gain new knowledge such as new vocabulary and how to arrange a good procedure text, so that they can produce the oral text well. In conclusion, it can be said that Doll Steps game is one of the effective teaching speaking games that can be used to teach speaking production of procedure text in the classroom. Suggestion Based on the result of the study, the researcher recommends some advices which are essential. The suggestion may be beneficial for the English teachers and other researchers who conduct a study on speaking skill. For the English teacher Nowadays, when the teaching and learning process is no longer teacher centered but student centered, so the teachers should have some criterion namely: Creative teacher Creative means teachers can do variation in teaching process such as adapting and creating new technique, media, strategy or even game. Good facilitator It means that as a facilitator, teachers should be able to explore students' ability, for instance courage them to solve their learning problem, produce much ideas, give same chance to each students, and give supportive feedback. Selective teacher Teacher should selective in choosing the media, technique, strategy and game used to teach. The things must be appropriate to the curriculum, need, proficiency, and age of the students so that the learning process can meet the target. From all the characteristics above, students will be excited in practicing English orally Linked to the 2006 curriculum, the objective is to make learners able to express the text orally to be used for communication purpose (BSNP, 2006:24). Accordingly, the teacher should use suitable way, one which is giving Doll Steps game. Doll Steps game can give benefits and be implemented as an appropriate game for the students to produce oral procedure texts. For the other researchers Relating to the successful usage of brainstorming game called "DOLL STEPS" to boost speaking score of the ninth graders of SMPN 1 Mojokerto, other researchers who are interested in investigating speaking skill are recommended that they look further on other related aspects of this study. Furthermore, it is suggested to develop this study by exploring the use of this game for other kinds of genre, skills, and level of the students REFERENCES Ary, D., Jacobs, L. C., Sorensen, C. K., & Razavieh, A. (2010).Introduction to Research in Education (8th Ed). USA: Wadsworth engage Learning. Bartz, A. E. (2001). Basic Statistical Concept i Education and the Behavioral Science. Moorhead, Minesota: Concordia College. Brown, H. D. (2004). Language Assessment Principle ad Classroom Practices. San Francisco: Pearson Education. Cullen, B. (1998). Brainstorming Before Speaking Tasks. The Internet TESL Journal , VOL IV No. 7. Harmer, J. The Practice of English LAnguage TEaching (3rd edition ed.). Cambridge, UK: Longman. Hayriye, K. (2006). Teaching Speaking: Activities to Promote Speaking in a Second Language. The Internet TESL Journal , VOLl XII No. 11. Houston, H. (2006). A Brainstorming Activity for ESL/EFL Students. The Internet TESL Journal , Vol. XII, No. 12. Liu, T.-Y., & Chu, Y.-L. (2010). Using Ubiquitous Games in an English Listening and Speaking Course : Impact on LEarning Outcomes and Motivation. ELSEVIER , 1. Manshouri, F. (2008). Second Language Acquisition Research : Theory - Construction ad testinng. Newcastle, UK: Cambridge Scholars Publishing. Nunn, F., & Nunn, R. (2005). Guiding ESL Students Towards Independent Speech Making. The Internet TESL Journal , Vol. XI, No. 2. Oller, John. W. (1979). Laguage Tests at School : A Pragmatic Approach. Boston, Massachusetts, USA: Longman.
Author's introductionListening to popular music, accessed via Web 2.0 technologies, such as P2P networks and pay‐per‐track sites, and played‐back on MP3 players, is a central, arguably defining activity of contemporary youth consumer culture. For example, how many of our current undergraduates do not possess some kind of MP3 device, via which they can access their preferred choice of music whenever they want? Very few, I suspect. The above article explored the difficulties we currently face in trying to explain this example of apparently mundane youth practice. Because as soon as we begin to ask why this form of music consumption is popular, what it might mean to individual listeners, and the processes that make it possible and even desirable as something to do, we realize that the extant approaches that could provide possible answers, lie across a range of disciplines: youth studies, popular music studies and media communications. And this is because this taken‐for‐granted contemporary youth consumer practice, is actually the most visible point in a complex set of overlapping industry and organizational practices that make possible the production, mediation and consumption of popular music, in this form. The problem the above‐referenced article raised was that the hitherto existing academic subject domains of youth studies, popular music and media communications, all clearly have a part to play in providing a possibly adequate explanation of this phenomena. Or at least they would be able to do so, if they could be more fruitfully integrated. Because of their origins and development they have remained more or less separate areas of enquiry, with different theoretical and methodological values and concerns, which has resulted in a lack of integration of key areas, such as the relationship between the cultural and structural in youth music consumption and the role of media industries in 'framing' such a process; areas that would appear to be essential to explaining the production, mediation and 'uses' of youth music consumption. However, in the article, I also suggest that there are signs of the emergence, in some recent popular music and culture textbooks, of a more integrated approach, one that examines popular music as a media culture industry that serves a youth demographic. The value of this, is that it appears to offer a way of bringing youth studies, popular music and media studies closer together in the ways in which it is possible to explore the linkages between production, mediation and consumption of music commodities and youth consumer practices. In what follows I identify and comment on these texts and also those texts that offer accessible accounts of popular music and the music industries as well as youth consumption.Author recommendsWall, Tim. 2003. Studying Popular Music Culture. London, UK: Arnold.This book presents itself as an undergraduate 'text book' with panels on case studies, suggestions for student projects and the like. But unlike perhaps other examples of this style the author offers an innovative combination of popular music and media culture approaches, taking the form of concise summaries, analytical points (sometimes with models) and applied thinking‐through of ideas. For example, the section on Popular music histories and the frameworks that inform them, offers a range of student activities based around empirical analysis (historical schematics), theory (models of emergence, innovation, revolution, incorporation and decline), and applied thinking. Accessible to all undergraduates.Longhurst, Brian. 2007. Popular Music and Society. Oxford, UK: Polity, 2nd edn.Another would‐be undergraduate core text. Well‐organized and very clearly written, again using topic‐based panels but in this volume comparatively substantial exerts from classic texts are included with questions. Longhurst's strength is the way the book is informed by knowledge of social theory happening in different areas. This is evident in the section on audiences (in the revised edition), which provides a balanced but also critically informed overview of the most up‐to‐date work in (so‐called) post‐subcultural studies. Accessible to all undergraduates.Osgerby, Bill. 2004. Youth Media. London, UK: Routledge.Osgerby is a cultural historian who is not surprisingly strong on narratives of periods and points of change. The scope of this book is impressive and so is the detail and range of references. Despite the fact that the book is narrative driven the author also pays attention to shifts and changes in theoretical arguments. It also offers a useful guide to further reading. Accessible to all undergraduates.Frith, Simon and Andrew Goodwin. (eds) 1990. On Record: Rock, Pop and the Written Word. London, UK: Routledge.This classic text is still probably the best collection of popular music and music industry related articles and chapter extracts. It includes seminal work that is not easily available elsewhere, such as many pieces mentioned in my article. Another plus point is that the pieces are not edited down, an unfortunate aspect of many newer volumes. I am at a loss as to understand why a 2nd updated version of this text has never emerged. For advanced undergraduates.Bennett, Andy, Jason Toynbee and Barry Shank. 2006. The Popular Music Studies Reader. London, UK: Routledge.This volume offers itself as an update to research in the field of popular music studies in the absence of a revised edition of Frith and Goodwin's tome (p. 6). I think it largely does meet its remit, offering a wide range of themed sections, of which the section on the music industry and music media are especially relevant to the points in my article, as well as the section on Popular music and Everyday life (see the chapters by De Nora and Bull, for example). Each of the themed sections has an editor introduction, which is useful. The selection of texts is generally representative of (mostly) recent work, although occasionally eclectic. Also the volume, despite or perhaps because of its impressive breadth, does drastically edit down material to fit. For advanced undergraduates.Negus, Keith. 1995. 'Popular Music: Between Celebration and Despair.' Pp. 379–93 in Questioning the Media, edited by John Downing, Ali Mohammadi and Anabelle Sreberny‐ Mohammadi. London, UK: Sage.I can't think of a better piece to begin a popular music and media course than this one, although the imaginative use of Sinead O'Connor's song and video 'Nothing Compares to You', to illustrate the theory of 'articulations', may now be somewhat time‐bound. Showing the video (its on You Tube) helps! Accessible to all undergraduates.Negus, Keith. 1996. Popular Music in Theory. Cambridge, UK: Polity.This book explicitly sets out to provide a guide to theory and debates in popular music studies and, as one of the few 'theory' books in this area, it achieves an impressive level of clarity and accessibility, without compromising on debate. I have found Negus consistently useful in my own attempts to guide students through areas of debates. The sequence of topics, beginning with Audiences, although integral to the way the book develops, does not always map onto the ways that courses are taught in this area. But an essential theory book accessible to undergraduates.Nixon, Sean. 1997. 'Circulating Culture.' Pp. 177–220 in Production of Culture/Cultures of Production, edited by Paul Du Gay. London, UK: Sage.An elegant theoretical attempt to re‐model the structure/culture/biography 'circuit of culture' framework inherited from Birmingham CCCS work and part of a volume concerned with the folding back of consumption into the flexible production of post‐Fordist or late‐capitalist niche product‐driven markets. See also the extended debate about cultural intermediaries in Cultural Studies (2002) vol. 16. For advanced undergraduates.Peterson, Richard A. 1994. 'Cultural Studies through the Production Perspective: Progress and Prospects.' Pp. 163–189 in The Sociology of Culture: Emerging Theoretical Perspectives, edited by Diane Crane. Oxford, UK: Blackwell.An impressive, accessible and wide‐ranging discussion of the Culture of Production approach from one of its originators. For advanced undergraduates.Miles, Steven. 2003. 'Researching Young People as Consumers: Can and Should We Ask Them Why?' Pp. 170–185 in Researching Youth, edited by Andy Bennett, Andy Cieslik and Steven Miles. Basingstoke, UK: Palgrave Macmilan.Although Miles has written full‐length texts on Consumption (1998) and Youth Lifestyles (2000) it is this short think‐piece that I would recommend, not least because I quote it and borrow some of its insights in my article, but also because it represents a thoughtful attempt to try and develop an approach to youth studies that foregrounds the cultural meanings surrounding commodity consumption as the link between media‐industries/commerce and the meaning frameworks/structural situation of youth. For advanced undergraduates.Willis, Paul. 1990. Common Culture: Symbolic Work at Play in the Everyday Cultures of the Young. Milton Keynes, UK: Open University Press.Although the examples in this survey and summary of research into youth and commodity culture now seem dated (cassette taping culture, for example), nonetheless it represents a seminal attempt to re‐think subcultural theory in terms of ordinary everyday cultural practices. Obviously, given its perspective 'from below' it has very little to say about the media culture industries themselves. For advanced undergraduates.Online materialsCamp Chaos Entertainment (1998) Napster Bad video (uploaded May 2000):http://www.campchaos.com/blog‐archives/2006/05/napster_bad.htmlCamp Chaos Entertainment (1998) Sue All the World video (uploaded July 2000): http://www.campchaos.com/blog‐archives/2006/05/napster_bad_sue_all_the_world.htmlAs is well‐known, a number of high profiles music artists got involved in the debate about 'free' music, the most lampooned of which is Lars Ulrich (of Metallica) who became (literally) a cartoon effigy of apparent music company greed and control when he threatened to sue fans. These two wickedly satirical animations are great to use as stimulus material for students beginning to think about these issues. But beware – some Metallica fans will not be amused!History of R&B indies: http://www.history‐of‐rock.com/independent.htmThis site relates to the material on Indie Case Studies (see Sample Lect 6), in this case US R&B, blues and soul indies.Progressive rock labels: http://www.my‐generation.org.uk/harvest.htm Great site on the progressive rock labels (with cool images of vinyl – if you happen to be a vinyl fetishist, like me), both genuine indies, pseudo indies and notable artists and brief history.Reynold's on Post‐Punk: http://www.simonreynolds.net/Music journalist, Simon Reynolds on the neglect of the post‐punk 'indie' project and the idea of an alternative mainstream. Some good links to debates, notes and interviews.RIAA link: http://www.riaa.com/The Recording Industry Association of America records data (in terms of unit sales) of artists and albums, in the largest single popular music market in the world – the US. Very useful in trying to determine the relative popularity of artists/genres/and particular albums….EveyHit WebPage: http://www.everyhit.co.uk/EveryHit.com is a UK search engine/data base that allows analysis of artists, chart positions and duration of Top 20, Top 10 and No. 1s. This can be very useful in trying to decide things like how diverse markets are, how volatile, how consistent artists, genres and trends are; the composition of top 20s over time, etc.BPI site: http://www.bpi.co.uk/index.aspThe home page of the British Phonographic Institute – UK equivalent to the RIAA. Although data breakdown is only available to subscribers the site does offer year‐end reports on sales and artists which can be e‐mailed to your account or printed.Global Artists Sales: http://en.wikipedia.org/wiki/Best_selling_music_artists#World.27s_best_sellerThis link tries to categorise artists in terms of units of global sales but does not have the precision of the RIAA. Useful for all kinds of arguments, like who is the globally highest selling rap artist?Rock bottom: The music industry in trouble by Charles Shar Murray: http://www.independent.co.uk/arts‐entertainment/music/features/rock‐bottom‐the‐music‐industry‐in‐trouble‐656952.htmlA contemporary 'think piece' by a former doyen of the United Kingdom 'national' rock press, bemoaning the corporate–logic driving a 'worried' music business and the 'narrow‐cast' nature of music consumption, essentially separate markets connected by niche media.Sample syllabusWeek 5Lecture: industryOver the next two sessions we are going to be looking at research into the music business. As Keith Negus has argued 'whether in the words of academic theorists, journalists, fans or musicians, the music industry frequently appears as villain: a ruthless corporate 'machine' that continually attempts to control creativity, compromises aesthetic practices and offers audiences little real choice' (1996: 36). This week's lecture will survey the research that has underpinned and fed into such arguments, from the seminal Peterson and Berger model of how oligopoly = lack of diversity in music markets, to those studies that have sough to continue, revise and update this model to take account of the contemporary global music business. While it is clearly the case that popular music production is currently in the hands of even fewer global media corporations this is not necessarily repeating the same patterns of production and consumption as in the past. While clearly the overall aims of such firms is to exercise as much control as possible over the production of popular music, as in the past, this strategy has not always produced the standardized and stylistically conservative sounds, aimed at a homogenized mass audience, that critics have claimed. One of the ways to begin to explore this is to look at the changing relationship between majors and independents over time and how the strategies of both have lead to an increasingly more complex commercial relationship between the two. This does not mean that the idea of the big, bad music business has gone away or that arguments do not continue to rage over: commerce versus creativity, independents vs. majors and production determining consumption, as we will see. Seminar: The case of the Sony/BMG merger. Reading Longhurst, Brian. 1995. Popular Music and Society Oxford: Polity. Pp. 29–53 in 'The Pop Music Industry.'Negus, Keith. 1996. Popular Music in Theory. Pp. 36–65 in 'Industry.' Cambridge: Polity, ch. 2.Rowe, David. 1995. Popular Cultures: Rock Music, Sport and the Politics of Pleasure. pp. 18–49 in 'Rock industry: Song and Business Cycle.' London: Sage.Frith, Simon. 1988/2005 'The Industrialization of Popular Music.' Pp. 231–8 in The Popular Music Studies Reader, edited by A. Bennett, B. Shank and J. Toynbee. London: Routledge, ch. 26.Chapple, S. and Garofalo, R. 1977. Rock 'n' Roll is Here to Pay: The History and Politics of The Music Industry. Chicago: Nelson Hall.Harker, Dave. 1980. One for the Money: Politics and the Popular Song. London: Hutchinson.Hull, Geoffrey, P. 2000. 'The Structure of the Recorded Music Industry.' Pp. 76–98 in The Media and Entertainment Industries: Readings in Mass Communications Needham Heights, edited by A.N. Greco. MA: Allyn & Bryce.Sanjek, R and Sanjek, D. 1991. The American Popular Music Business in the 20th Century. Oxford: Oxford University Press.Burnett, Robert. 1996. The Global Jukebox: The International Music Industry. London: Routledge.Hesmondhalgh, David. 2002. The Cultural Industries. London: Sage, pp. 1–24.Week 6Lecture: Indies vs. MajorsThis second lecture on the music business shifts the emphasis away from political economy models to those that focus on the micro picture of the organizational logic that informs the typical record company within the wider logic of the record industry. Hirsch's (1972/1990) seminal model of the record company as a cultural system that selects and filters product along a linear production line, is relevant here. This is because the inherent instability of popular taste and the difficulty faced by big corporations in anticipating changes in taste, result in the formation of two contradictory tendencies. First, an attempt to control the stages of production, through horizontal and vertical integration and the like. Second the attempt to strategically manage artist and repertoire, genre categories and output itself. It is the second dimension that has become subject to more recent research scrutiny in terms of the 'management of creativity' within the music business and more specifically, the role of record company personnel as 'cultural intermediaries'. This revised theoretical model and a number of case studies of significant independent companies, such as those associated with punk and post‐punk, indie and dance labels, has led to a revised account of the relationship between the smaller or independent labels and the big corporations in terms of concepts such as niche markets, symbiosis and flexible specialization. Seminar: The progressive underground and the post‐punk indie experiment: what have we learned? Reading Longhurst, Brian. 1995. Popular Music and Society. Pp. 55–90 in 'The Social Production of Music.' Oxford: Polity.Negus, Keith. 1992. Producing Pop: Culture and Conflict in the Popular Music Industry. Pp. 135–150. London: Arnold, 'Between Success and Failure: Collaboration in the Music Industry.' Pp. 38–61. 'Priorities and prejudice; Artist and Repertoire and the Acquisition of Artist., Pp. 62–79 'Images, Identities and Audiences.'Negus, Keith. 1995. 'Where the Mystical Meets the Market: Creativity and Commerce in the Production of Popular Music'Sociological Review43(2): 316–341.Rowe, David. 1995. Popular Cultures: Rock Music, Sport and the Politics of Pleasure. Pp. 18–49 in 'Rock Industry: Song and Business Cycle.' London: Sage.Indie case studies – from R&B pioneers, through the Progressive rock underground to Post‐Punk DIY, Hardcore/Alt, DanceIndustrial to Rap:George, Nelson. 1988. The Death of Rhythm and Blues. Pp 147–169 in 'Crossover.' New York: Plume.Ward, Brian. 1998. Just My Soul Responding: Rhythm and Blues, Black Consciousness and Race Relations. Pp. 21–29 in 'Majors and Independents.' London and New York: Routledge.Stump, Paul. 1998. The Music's All that Matters: A History of Progressive Rock. 'Samplers, Subsidiaries and Showmen.' London: Quartet, ch. 3.Reynolds, Simon. 2005. Rip it Up and Start Again: Post‐Punk 1978–84. London: Faber and Faber.Young, Robert. 2006. Rough Trade. London: Black Dog Publishing.Hesmondhalgh, David. 1998. 'The British Dance Music Industry: A Case Study in Independent Cultural Production,'British Journal of Sociology49(2): 234–51.Goshert, John, C. 2000. 'Punk' after the Pistols: American Music, Economics and Politics in the 1980s and 1990s. Popular Music & Society Spring, 24(1): 85–106.Wilson, Tony. 2002. 24 Hour Party People: What the Sleeve Notes Never Tell You. Oxford: 4 Books Pan Macmillan.Hesmondhalgh, David. 1996. 'Flexibility, post‐Fordism and the Music Industries'Media, Culture and Society18(3): 469–88.Negus, Keith. 1999. 'The Music Business and Rap: Between the Street and the Executive Suite.'Cultural Studies13(3): 488–508.Week 9Lecture: consumptionThe dominant characterization of the popular music consumer in administrative and 'effects' research has been overwhelmingly the vulnerable, gullible, easily influenced and therefore potentially 'dangerous' individual especially as this characterization coincided and reinforced images of damaged children, dangerous adolescents and troubling youth found in moral panics accompanying the spread and popularity of popular music cultures. Left and radical theories did not fare much better since they too, following Adorno, tended to characterize the consumer of popular music culture as a potential recruit of authoritarian politics or at the very least a passive conformist to the status quo. More recently such views have been challenged by the rise of 'active audience' theories. But it remains the case that we know very little of the detail of how people actually consume music and therefore of the sorts of connections that exist between this activity and other issues such as changing conceptions of social identity, gender and ethnicity, locality and age. Seminar: Exploring music consumption: technologies and 'uses' . Reading Longhurst, Brian. 1995. Popular Music and Society. Pp. 195–225 in 'Effects, Audiences and Subcultures.' Oxford: Polity.Shuker, Roy. 1994. Understanding Popular Music. Pp. 225–36 in 'My Generation': Audiences, Fans and Subcultures.' London: Routledge, ch. 9.Shuker, Roy. 2001 Understanding Popular Music. Pp. 193–206 in 'My Generation': Audiences and Fans, Scenes and Subcultures.' London: Routledge, 2nd edn., ch.11.Hesmondhalgh, David. 2002. 'Popular Music Audiences and Everyday Life.' Pp. 117–130 in Popular Music Studies, edited by D. Hesmondhalgh and K. Negus. London: Arnold.DeNora, Tia. 2000. Music in Everyday Life. Cambridge: Cambridge University Press.DeNora, Tia. 2005. 'Music and Self‐identity.' Pp. 141–147 in The Popular Music Studies Reader, edited by A. Bennett, B. Shank and J. Toynbee. London: Routledge, ch. 16.Bull, Michael. 2005. 'No Dead Air! The iPod and the Culture of Mobile Listening'Leisure Studies, 24(4): 343–55, October.Willis, Paul. and Team. 1996. Moving Culture. Pp. 19–26. Buckingham: Open University Press, 'Music.' London: Calouste Gulbenkian Foundation, ch. 4.Peterson, Richard A. 1994. 'Measured Markets and Unknown Audiences: Case Studies from the Production and Consumption of Music.' in. Pp. 171–85. Audience Making: How the Media Create the Audience, edited by, J.S. Ettima and D.C. Whitney. London: Sage.Du Gay, Paul and Negus, Keith. 1994. 'The Changing Sites of Sound: Music Retailing and Composition of Consumers.'Media, Culture and Society16(3): 395–413.Music Consumers (ideologies of consumption):Adorno, Theodor. 1990/1941. 'On Popular Music.' Pp. 301–314 in On Record, edited by S. Frith and A. Goodwin. London: Routledge.Adorno, Theodor. 1991. 'On the Fetish Character of Music and the Regression of Listening' in The Culture Industry: Selected Essays On Mass Culture. London: Routledge.Gendron, Bernard. 1986. 'Theodore Adorno Meets the Cadillacs.' Pp. 18–36 in Studies in Entertainment, edited by T. Modleski. Bloomington: Bloomington Indiana Press.Riesman, David. 1990/1950 'Listening To Popular Music.' Pp. 5–13 in On Record, edited by S. Frith and A. Goodwin. London: Routledge.Horton, Donald. 1990/1957. 'The Dialogue of Courtship in Popular Song.' Pp. 14–26 in On Record, edited by S. Frith and A. Goodwin London: Routledge.Hall, Stuart and Whannel, Paddy. 1990/1964. 'The Young Audience.' Pp. 27–37 in On Record, edited by S. Frith and A. Goodwin. London: Routledge.Buxton, David. 1990/1983. 'Rock Music, the Star System, and the Rise of Consumerism.' Pp. 427–40 in On Record, edited by S. Frith and A. Goodwin. London: Routledge.Frith, S. and Goodwin, A. 1990. 'From Subcultural to Cultural Studies.' Pp. 39–42 in On Record, edited by S. Frith and A. Goodwin. London: Routledge.Studies of listening/consuming music and 'meaning':Cavicchi, David. 1998. Tramps Like Us: Music and Meaning Among Springsteen Fans. Oxford: Oxford University Press.Adams, Rebecca G. 2000. Deadhead Social Science: You ain't Gonna Learn What You Don't Want to Know. AltaMira Press.Williams, Christina. 2001. 'Does it Really Matter? Young People and Popular Music.'Popular Music20(2): 223–42.Week 10Lecture: subcultures, scenes & tribesFor many years the concept of subculture was thought to provide the most consistent explanation of how class based youth groups were able to make a youth culture out of materials they 'borrowed' from the dominant commercial culture. The resultant style that such groups exhibited was understood to comprise a combination of dress, argot and ritual. It was assumed that this framework could also explain the connections to types of music preference and its use within particular subcultures, such as Ska in the skinhead culture or R&B in the Mod type. This musical connection seemed to become more explicit with Punk – the first post‐war youth subculture to be defined explicitly by the music it preferred. However, after Punk, it became apparent to a growing number of theorists that music based mass movements, like acid house and rave, did not sit very well within the subculture framework and that subsequent changes in youth styles and activities pointed to features – like the cross‐class, mixed ethnic and gender camaraderie of outdoor rave culture and the fluid and changing composition of groups – that were not easily accommodated within the old subcultural model. This impasse has led a number of contemporary theorists to offer a range of alternative ways of understanding youth practices, particularly in relation to urban dance cultures, such as: bunde, neo‐tribe, pseudo‐tribe, scene and post‐subculture. However, it remains the case that the CCCS model of subculture still casts a long shadow over the study of youth and this has lead some commentators to argue that the study of popular music would be better of without it. Others have responded to this position by arguing that what is needed is a greater integration of youth theories with more detailed empirical work on the ordinary consumption of youth that might tease out the connections between music, meaning and identities. Seminar: Subcultural styles: I can't hear the music over the theory! Reading Longhurst, Brian. 1995. Popular Music and Society. Pp. 210–25 in 'Culture, Subculture and Music.' Oxford: Polity.Shuker, Roy. 1994. Understanding Popular Music. Pp. 237–50 'Youth Subcultures, Style and Rock.' London: Routledge.Shuker, Roy. 2001. Understanding Popular Music. Pp. 206–16 in 'Subcultures and Style.' London: Routledge, 2nd edn.Brown, Andy R. 2003. 'Heavy Metal and Subcultural Theory: A Paradigmatic Case of Neglect?,' Pp. 209–22 in The Post‐Subcultures Reader, edited by D. Muggleton and R. Weinzierl. Oxford: Berg.Brown, Andy R. 2007. 'Rethinking the Subcutural Commodity: Exploring Heavy Metal T‐Shirt Culture(s).' Pp. 63–78 in Youth Cultures: Scenes, Subcultures and Tribes, edited by P. Hodkinson and W. Deicke. London: Routledge.Frith, Simon. 1978. The Sociology of Rock. Pp. 37–58 in ch.3, 'Youth and Music.' London: Constable.Frith, Simon. 1983. Sound Effects: Youth, Leisure and the Politics of Rock. Pp. 202–234 in ch.9 'Youth and Music,' London: Constable.Willis, P. 1990/1978. 'The Golden Age.' Pp. 43–55 in On Record, edited by S. Frith and A. Goodwin. London: Routledge.Willis, Paul. 1978. 'Profane Culture.' London: Routledge and Kegan Paul.Hebdige, Dick. 1990/1979. 'Style as Homology and Signifying Practice.' Pp. 56–65 in On Record, edited by S. Frith and A. Goodwin. London: Routledge.McRobbie, Angela. 1990/1980. 'Settling Accounts with Subcultures: A Feminist Critique.' Pp. 66–80 in On Record, edited by S. Frith and A. Goodwin. London: Routledge.Clarke, Gary. 1990/1981. 'Defending Ski‐Jumpers: A Critique of Theories of Youth Subcultures.' Pp. 81–95 in On Record, edited by S. Frith and A. Goodwin. London: Routledge.Wicke, Peter. 1990. Rock Music: Culture, Aesthetics and Sociology. Pp. 73–90 in 'My Generation: Rock Music and Sub‐cultures.' Cambridge: Cambridge University Press, ch. 4.Negus, Keith. 1996. Popular Music in Theory. Pp. 99–135 in 'Identities,' Cambridge: Polity, ch. 4.Thornton, Sarah. 1995. Club Cultures: Music, Media and Subcultural Capital. Cambridge: Polity,Thornton, Sarah. 1997. 'The Social Logic of Subcultural Capital.' Pp. 200–209 in The Subcultures Reader, edited by K. Gelder and S.Thornton. London: Routledge.Bennett, Andy. 1999. 'Subcultures or Neo‐Tribes? Rethinking the Relationship Between Youth, Style and Musical Taste'Sociology33(3): 599–561.Hodkinson, Paul. 2002. Goth: Identity, Style and Subculture. Oxford: Berg, Pp. 9–33.Weinzierl, Rupert and Muggleton, David. 2003. 'What is "Post‐subcultural Studies" Anyway?' Pp. 3–23 in The Post‐Subcultures Reader, edited by D. Muggleton and R. Weinzierl. London: Berg.Purcell, Nancy, J. 2003. Death Metal Music: The Passion and Politics of a Subculture. North Carolina and London: McFarland and Co.Laughey, Dan. 2006. Music & Youth Culture. Edinburgh: Edinburgh University Press.Hesmondhalgh, David. 2005. 'Subcultures, Scenes or Tribes? None of the Above.'Journal of Youth Studies8(1): 21–40.
