The Influence of Thematic Learning Implementation on Student Motivation in Public Elementary School 002 Sungai Pinang Samarinda

Thematic learning is learning with a theme to combine several lessons so that it can provide a meaningful experience to students. This study aims to analyze the effect of the implementation of thematic learning on the learning motivation of grade V students at SDN 002 Sungai Pinang Dalam Samarinda in the 2019/2020 learning year. This type of research is ex post facto research, because there is no control over the independent variables. This study consists of two variables, namely the independent variable and one dependent variable. The independent variable is the implementation of thematic learning (X). The dependent variable is student learning motivation (Y). The population of this study were class V students of the 2019/2020 learning year at SDN 002 Sungai Pinang Dalam. The instrument used was a questionnaire. The data analysis techniques were data normality test, homogeneity test, data linearity test and simple linear regression test. Researchers also do not make arrangements or manipulate the independent variables. The results showed that there was a significant influence between the implementation of thematic learning on the learning motivation of grade V students at SDN 002 Sungai Pinang Dalam Samarinda for the 2019/2020 learning year with a moderate determination coefficient value of 0.50 or 50%. From the regression equation Y = 14.774 + 0.759X, it can be seen that the consistency value of the thematic learning implementation variable is 14.774 while the X regression coefficient is 0.759 which states that every 1% of thematic learning (X) implementation will increase student learning motivation by 0.759. The regression coefficient is positive, thus it can be said that the direction of the influence of the thematic learning implementation variable on student learning motivation is positive.

Politics of Language: English literature, Pakistan and our colonial past

Politics of Language: English literature, Pakistan and our colonial past This research has been a means to examine the study of the topic mentioned in Pakistani educational context and the English literature and language being taught after the creation of Pakistan. An attempt has also been made to look into the cultural and socio-political dimensions of control which were established by the British colonist through the implementation of their language and literature in subcontinent in 1835. Furthermore, Antonio Gramsci (1935) and Edward Said's (1979. 1983) theoretical models are used here to describe the on going process of cultural hegemony, which is being carried on through educational institutions. This has been dealt with by attempting to discuss the present English curriculum at post graduate level with especial reference to Punjab University in the light of research topic. The research was carried out in two phases .In phase one modification of questionnaire was completed. Pilot study and, pre-testing of the scales was done to see its appropriateness to the suggested research purpose. Main study was performed. The sampling that was used in this study was purposive. The total sample size was 150. The instrument of this study was a questionnaire, which was a modified form of Likert scale for the attitude measurement. It had four parts and 20 items. The locale of the study had been four colleges in Rawalpindi and Islamabad which are affiliated with the University of the Punjab. The scale helped to validate the three main dimensions (pragmatic, affective, cultural) associated with the study of English literature. The research aimed to find out how hegemony of the Western literature is perpetuated through education in Pakistan therefore, in the second phase the theoretical models were investigated through a detailed library research. The theoretical analysis as well as the curriculum content selection was analysed qualitatively, in order to highlight the role and importance of other literatures in english in the curriculum as other and indigenous cultural representations in education to neutralize and decentralize the Anglo centricity that exists in our present pedagogy of English literature in higher education. The following conclusions were drawn from the data interpretation and qualitative analysis of the curriculum: 1. The curriculum revisions show that our policy makers and curriculum designers are allowing to perpetuate the hegemonic stance of the previous colonisers for not taking an independent course by not introducing other literatures than mainstream British. 2. The curriculum designed is not in the interest of the great majority of Pakistani's in the area of culture and ideology. 3. The domination and hegemony of the Western discourse exists in the form of preponderance of British and American writers in literature syllabi. 4. The major problematic is the uncritical consumption of hierarchy of literature as knowledge in educational context and therefore the post colonial educational structure emerges as the target of criticism.