American Journal of Educational Research

The purpose of this study was to compare student performance on unproctored open book online exams to performance on traditional proctored paper and pencil exams. Data were collected over 12 semesters from students enrolled in a hybrid upper-level psychology course at a southeastern liberal arts university (N=274). In each semester the course was taught by the same instructor. During six semesters students completed the exams online and were allowed to use their textbook and notes; during the other six semester the students took the exams in the classroom, with the instructor present, and without access to their books and notes. Students scored significantly higher on the online exams compared to students who took the paper and pencil exams. Students who took the online exams scored significantly lower on the other course assignments compared to students who took the exams in the classroom. Additionally, students who took the online exams earned more As and Bs in the course than students who took the classroom exams. Implications for effectively incorporating online testing into a hybrid course are discussed.

American Journal of Educational Research. 2015, 3(2), 255-258. DOI: 10.12691/education-3-2-20
Pub. Date: February 20, 2015

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Using Reading-Concept Map-Teams Games Tournament (Remap-TGT) to Improve Reading Interest of Tenth Grade Student of Laboratory Senior High School State University of Malang

by Ardian Anjar Pangestuti, Mistianah, A.D Corebima and Siti Zubaidah

Original Research

Reading is a simple activity that can makes students get a wide range of information. The Programme for International Student Assessment (PISA) in 2006 and Progress in International Reading Literacy Study international (PIRLS) in 2011 showed that students reading literacy in Indonesia were still low. The observation in science 4^thclassTenth Grade of Laboratory Senior High School of State University of Malang showed the same result with PISA and PIRLS. The low student’s reading interest would affect the students thinking skills. Thus, the students reading interest in the classroom need to be increased. In order to overcome this problem, learning model that combines reading, construct a concept map, and cooperative learning Teams Games Tournament would applied in the biology learning. This research was Classroom Action Research, which was implemented within two cycles. The first cycle conducted in 11 meetings and the second cycle conducted in12 meetings. The results showed that the application of Reading-Concept Map-Teams Games Tournament (Remap-TGT) biology learning models can increase reading interest.

American Journal of Educational Research. 2015, 3(2), 250-254. DOI: 10.12691/education-3-2-19
Pub. Date: February 20, 2015

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The Effect of Smartphone on Students’ Critical Thinking Skill in Relation to the Concept of Biodiversity

by Vandalita M.M. Rambitan

Original Research

The advance in technology and communication currently has significantly influenced the development in the field of education, including the use of smartphones that can be adopted as a source of learning in schools. The current study was conducted to investigate the effect of smartphones on students’ critical thinking skill in relation to the concept of biodiversity. The population of the study was all year-11 students of Senior High School 5 Samarinda, while the sample was the science-program class XI 2 (learning with Smartphone) and XI 3 (learning without smartphones) with 25 students for each class. The obtained data were analyzed with t test and the obtained value of t_calculation = 4.30 and t_t_abulation = 2.01. The result of the data analysis showed that the value of t_calculation>t_t_abulation at the significance level 0.05, so it is concluded that learning with smartphones has the effect on students’ critical thinking skill in relation to the concept of biodiversity.

American Journal of Educational Research. 2015, 3(2), 243-249. DOI: 10.12691/education-3-2-18
Pub. Date: February 18, 2015

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Indigenous Conflict Resolution Mechanisms among the Kembata Society

by Abebe Demewoz Mengesha, Samson Seid Yesuf and Tessema Gebre

Original Research

The major goal of this study was to assess the role of indigenous institutions in handling/ settling conflicts in the Kembata people in Kembata–Tembaro Zone in the Southern Nations, Nationalities and Peoples Regional State (SNNPRS).The research was conducted in Kedida Gamelo woreda and it was purposively selected. This selection was based on the following reasons. The first reason was that, it is the seat of the zonal administration, so it would be easy to consult the zonal culture and tourism department frequently. On the other hand, since it is the zone’s centre, it is thought to be relatively better secured than other woredas. Similarly, as casual visit of the research team to the study area indicate that resourceful informants can easily be found in the selected woreda. Kedida Gamella woreda has 17 rural kebeles. Bezenabenara, one of them is selected as the setting of the study because it is believed that the kebele is easily accessible from Durame town, which is the seat of the zonal administration. To achieve this goal, an attempt was made to collect the data in the study area by using different mechanisms. Qualitative research methodology was employed in the study for its appropriateness to assess the role of indigenous institutions in handling/ settling conflicts in the study area and data was collected through the use of interview, key informant interview, focus group discussion, personal observation and document review. In terms of sample size, the researchers have done interviews with 10 key informants, i.e. eight (8) key informants was with elders and two(2) key informants from court officials (judges) and three(3) FGDs were conducted from different target groups such as elders, youth and local authorities. Each FGD has eight (8) discussants classified based on sex. The results obtained from the study suggest that Conflicts in Kambata, as in anywhere else, may vary from trivial interpersonal disagreements to a serious dispute which might eventually lead to homicide. The most common conflict issues in Kambata are grazing land, water, farmland and borderland. There are many deeds and accounts in the daily activities of the society which are considered to be crimes vis-à-vis the norms and traditions of the Kembata community. However, the most serious ones are: beating a man with a slump and/or thin stick, Beating elderly, raping, murder, Physical damage, Adultery. There are different traditional institutions to solve the conflicts among Kembata societies. These are Reeda, Gudagambela tradition. The local communities prefer customary laws than courts due to the following reasons: First customary laws are flexible; they develop as the communities go forward and provide communities with a sense of ownership contrast to formal legal systems that are perceived as alien to a considerable number of people in developing countries in general and Ethiopia in particular. Secondary, customary law provides a fundamental and central role to maintain order in many communities. This owing to the fact that it is developed and maintained by local peoples as a result of which are suits local circumstances. In fact, the extent of the role of customary laws in maintaining order varies from community to community depending on many factors. In addition it plays an important cultural role in the lives of many people and beliefs. Thirdly, the law itself is more immediate and meaningful to all people concerned; as it is developed and imposed by the community itself that is by their own community major role in that process, yet having the appropriate limitations that should be imposed on the recognition of customary laws. Therefore, to sum up, the local systems of conflict resolution among the Kembata are the most preferable one even though the local community have already begun to use government courts as an opinion.

American Journal of Educational Research. 2015, 3(2), 225-242. DOI: 10.12691/education-3-2-17
Pub. Date: February 18, 2015

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A Vision of the Past and Present; a Case Study for Initiation Schooling among the Lemba in Mberengwa District Zimbabwe

by Peggy Doris Fungai Siyakwazi and Ben John Siyakwazi

Original Research

This study examines a vision of the past to the present in schooling through the eyes of the Lemba people in Zimbabwe. The authors argue and puncture the myth that there was no schooling before the coming of the whites in colonial Zimbabwe. A Case Study of the Lemba in Mberengwa is used. The focus is on the Lemba initiation schooling for boys. The curriculum included the goals, content, methodology, circumcision and graduation. An historical method is used through interviews and a critical examination of oral literature on colonial schooling to the present. The authors grew up among the Lemba people and are therefore able to bring their own intimate knowledge of Lemba tradition to bear on the study. Their experiences, observations and interaction with the people in Mberengwa is an added advantage in the investigation and analysis of this project. It is hoped that new insights would contribute towards the largely untapped wealth of indigenous knowledge and how these findings could be adapted to Zimbabwean context.

American Journal of Educational Research. 2015, 3(2), 220-224. DOI: 10.12691/education-3-2-16
Pub. Date: February 17, 2015

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Internationalizing Education: Critical Qualitative Case Studies in Social Education

by Cameron White

Original Research

The article addresses the need to integrate critical qualitative research in social education. In a world increasingly dominated by globalization and privatization, critical investigation of local to global issues in education are vital. Case studies of internationalizing efforts in education are described in order to provide a social justice / equity connections. Such educational endeavors facilitate the critical investigation of meaningful knowledge and issues, debates regarding globalization, and relevant problem-based global education that can provide the context for developing the skills engage in active transformation for social justice.

American Journal of Educational Research. 2015, 3(2), 211-219. DOI: 10.12691/education-3-2-15
Pub. Date: February 17, 2015

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Effect of Campus Promotion, Service Quality and Applicants’ Image toward Their Decision in Choosing a Higher Education Institution

by Dewi Suliyanthini

Original Research

The objectives of this research were to find out: the effect of campus promotion and service quality on applicants’ image of the campus and applicants’ decision in continuing their study at a campus. It is found that campus promotion influence applicants’ image about the campus. The promotion also effects applicants’ decision in choosing an educational institution (campus). Furthermore, service quality also has consequence on both applicants’ image and decision. Finally, applicants’ image also has effect on their decision to continue their study at a campus. It means that campus promotion and service quality have crucial influence to satisfy applicants (candidate students) as campus customer. When they are comfortable with the promotion and the service, they will have good image about the campus and choose it as their future educational institution.

American Journal of Educational Research. 2015, 3(2), 208-210. DOI: 10.12691/education-3-2-14
Pub. Date: February 17, 2015

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Video Analysis and Modeling Performance Task to Promote Becoming Like Scientists in Classrooms

by Loo Kang Wee and Tze Kwang Leong

Original Research

This paper aims to share the use of Tracker—a free open source video analysis and modeling tool—that is increasingly used as a pedagogical tool for the effective learning and teaching of Physics for Grade 9 (Secondary 3) students in Singapore schools to make physics relevant to the real world. We discuss the pedagogical use of Tracker, guided by the Framework for K-12 Science Education by National Research Council, USA to help students to be more like scientists. For a period of 6 to 10 weeks, students use a video analysis coupled with the 8 practices of sciences such as 1. Ask question, 2. Use models, 3. Plan and carry out investigation, 4. Analyse and interpret data, 5. Use mathematical and computational thinking, 6. Construct explanations, 7. Argue from evidence and 8. Communicate information. This paper’s focus in on discussing some of the performance task design ideas such as 3.1 flip video, 3.2 starting with simple classroom activities, 3.3 primer science activity, 3.4 integrative dynamics and kinematics lesson flow using Tracker progressing from video analysis to video modeling, 3.5 motivating performance task, 3.6 assessment rubrics and lastly 3.7 close mentorship. Initial research findings using pre- and post- perception survey, triangulated with student interviews suggest an increased level of students’ enjoyment such as “I look forward to physics lessons”, “I really enjoy physics lessons” and “Physics is one of the most interesting school subjects” etc for the more mathematically inclined students. Most importantly, the artefacts of the students’ performance task in terms of the research report and Tracker *.TRZ files, further suggest that the use of the Tracker for performance tasks, guided by the Framework for K-12 Science Education by National Research Council, USA, can be an innovative way to mentor authentic and meaningful learning that empowers students to be more like scientists.

American Journal of Educational Research. 2015, 3(2), 197-207. DOI: 10.12691/education-3-2-13
Pub. Date: February 17, 2015

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Types of Explanations of Physical Phenomena a among the Tenth Grade Students

by Yahya M. Abu Jahjouh

Original Research

This research aims to identify the interpretations percentages, correct, missing, and erroneous to some physical phenomena among the tenth grade students, and detect the presence of significant differences between the mean scores of some the physical phenomena interpretations of the students due to the variable of grade (9^th /10^th), and detecting the presence of significant differences between the mean scores of some the physical phenomena interpretations among the tenth grade students due to the gender variable. The researcher followed the descriptive approach, and designed a test of multiple choice (25) questions, and chose an intentional sample of tenth grade students in public schools in the middle of the provinces of Gaza amounted to (216) male and female students from the ninth and tenth grades key the researcher used the frequencies and percentages, t-test for two independent samples for statistical treatments. And he reached several results, including: that the percentage of correct interpretations of the physical phenomena among the tenth grade students was (42.63 %), the highest percentages of correct interpretations were concerned with phenomena of: simple harmonic motion, applications of Archimedes, atmospheric pressure, volumetric expansion of liquids, non-renewable energy, applications of Bernoulli's principle, Longitudinal expansion of solids (69.3, 67.5, 61.4, 57.9, 53.5, 53.5, 53.5), respectively. The percentage of missing interpretations for some physical phenomena at the tenth grade students was (25.86 % ), and the highest percentages were concerned with explanations phenomena: the sea breeze, Conductivity in solids, solar collector, Flotation, fluid, thermal Earth's energy, latent heat of fusion (52.3, 52.3, 0.50, 43.9, 35.1, 32.5, 30.7), respectively, and the proportion of mistaken interpretations is for some physical phenomena at the tenth grade students was (31.51 %), and the highest percentages of interpretations were related to the phenomena: biomass energy, thermostat, liquid pressure, thermal capacity, Solar collectors, thermal equilibrium, the sea breeze (63.2, 62.3, 58.8, 43.9 0.36, 36, 34.2), respectively. The study disclosed the superiority of tenth grade students in some of the explanations of physical phenomena on the ninth grade.

American Journal of Educational Research. 2015, 3(2), 191-196. DOI: 10.12691/education-3-2-12
Pub. Date: February 17, 2015

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In-Service Staff Training Programme for Effective Science Teaching

by Abdulrahaman Ishola Ibrahim

Original Research

The way Science teachers handle classroom instruction and the recent Student poor performances in external examinations, 2014 Senior Secondary School Certificate (SSCE) are strong indication that learning is not going on effectively in schools. This calls for the assessment of what goes on in the classroom, particularly in the area of teaching and learning and how In-service training could be used to provide remedies. The problem is that there appeared to be differences between what Teachers ‘do’ in the classroom and ‘what’ they are expected to do in terms of teaching, organization of learning activities and getting students to acquire necessary skills, the way the scientists do. Of course this is a common problem in both Developed and Developing countries. In this paper an attempt is made to bridge the gap between the previous reports findings, highlights problems associated with the planning and organization of in-service training and proffered recommendations towards improving classroom instruction and organization of In-service training for serving teachers.

American Journal of Educational Research. 2015, 3(2), 185-190. DOI: 10.12691/education-3-2-11
Pub. Date: February 16, 2015

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From Conceptualization to Reflection: Ensuring Robust Clinical Experiences While Meeting the Professional Standards for Elementary Special Education Teachers

by Sheilah M. Paul

Review Article

A major challenge for teacher candidates is meeting the demands of the clinical practice experience which assesses how they make connections between their theoretical knowledge base and the real classroom experience. The critical integration of knowledge of and pedagogy in academic subjects, the use of research-based, scientifically proven strategies and assessment practices, and the understanding of the culturally and linguistically diverse learning needs of students at various developmental levels based on specialty professional standards form the basis for successful teaching and learning. It is this foundation that aids teachers in meeting the multiple teacher licensure requirements across States. Guiding teacher candidates in thinking about, planning, implementing and reflecting on these elements require a systematic approach to clinical practice. This Conceptualization to Reflection Model provides a unique approach for clinical supervisors and cooperating teachers to preparing professional teachers to meet the rigors of the teaching profession. It also serves as a guide for teacher candidates to help them navigate the journey from student to practitioner. Since each teacher preparation program serves a distinct student population, this comprehensive model is presented for one specific degree program: Childhood Special Education (Dual Certificate – Grades 1-6), but can be easily adapted to meet the diverse needs and developmental levels of other student populations.

American Journal of Educational Research. 2015, 3(2), 173-184. DOI: 10.12691/education-3-2-10
Pub. Date: February 15, 2015

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Preservice Teachers’ Academic Memories of School: A Tool for Learning

by Patricia A. Haught, Anne H. Nardi and Richard T. Walls

Original Research

Prior research in memory examined recollections of school. The current study sought to extend earlier research concerning memories of school to preservice teachers. Based on prior research protocols, undergraduate teacher education majors (N=83) enrolled in an undergraduate Educational Psychology course were asked to describe teaching episodes that were related to (a) two memories of subjects in grades 1 through 12 they Plan To Teach and (b) two memories of subjects in grades 1 through 12 they Plan Not To Teach. For each description of an academic event, they indicated (a) what school subject it was, (b) what grade level, (c) how well they remembered the event, and (d) how unpleasant or pleasant the event was. Memories were more positive for the Plan To Teach subjects and more negative for the Plan Not To Teach subjects. This finding applied to both Elementary and Secondary preservice teachers who reported more pleasant memories for the subjects they Plan To Teach. More positive memories for Plan To Teach subjects were reported across the academic scoring categories of Teacher Behavior, Learning Experiences, and Recognition. Implications for the teaching of Educational Psychology and other foundation courses were discussed.

American Journal of Educational Research. 2015, 3(2), 166-172. DOI: 10.12691/education-3-2-9
Pub. Date: February 13, 2015

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Information Behavior of Gifted Children in the Pre-literate Stage – Qualitative Study

by Iva Burešová and Jana Marie Havigerová

Original Research

The presented qualitative study is part of a broader research aim dealing with select contexts of everyday information behavior of exceptionally gifted children at the pre-literate age. The primary goal of this study was to examine if and how information behavior of exceptionally gifted pre-literate children is reflected in the manner and formulation of their questions, and whether this behavior differs from the behavior of children with average intellectual abilities. The following aim was subsequently based on the assumption that the giftedness of children of this age is reflected in the way they process information. In order to meet the pre-literacy condition, participants were chosen from children starting their first year of school (aged 5 to 7). The research sample consisted of 12 participants (6 in the experimental group and 6 in the control group). Questions generated by both groups, as a response to the selected neutral stimulus, were examined and compared by frequency and content analysis. The subjective evaluation of the information behavior was compared from the point of view of the children and their parents as well. The results indicate that information behavior of the exceptionally gifted children is different in specific directions from information seeking behavior of children with average intellectual abilities.

American Journal of Educational Research. 2015, 3(2), 159-165. DOI: 10.12691/education-3-2-8
Pub. Date: February 11, 2015

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Student’s Interactivity in School Assembly: The Case of Master’s Degree on Creation and Innovation Management

by Adriana Margarita Pacheco Cortés, Elba Patricia Alatorre Rojo, Carlos Manuel Pacheco Cortés and Daniel Montes Ponce

Original Research

The purpose of this study was to identify the types of participation within the discussion forum activity module through messages posted by alumni enrolled to the Master's Curriculum on Creation and Management of Innovation (MGGI as acronym in Spanish). The forum enabled was named "innovation” and it recorded the discussion activity and classified each of the interactions according to the teaching role, cognitive or social presence (dimension). The research approach was qualitative; we used conversation analysis to identify dimensions which messages are included. Fifteen participating students conformed the sample of analysis, they contributed with 47 messages (units), without assessment intervention (but generic only, not counted). As the first finding, a type of interaction by discussion was identified. The second finding was a communicational network in a Sociogram representation (graph drawing plots the structure of interpersonal relations in a MGGI group situation). The third and last finding was a set of messages classified by dimensions. The alumni discussed to each other about the innovation topic and there was a meaningful construction as well as the expected interactions.

American Journal of Educational Research. 2015, 3(2), 152-158. DOI: 10.12691/education-3-2-7
Pub. Date: February 11, 2015

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The Relationship between Eighth Grade Elementary Students’ Operational and Measurable Prediction Skills and Mathematical Literacy

by Ömer Faruk Çetin and Kemal Köse

Review Article

This study aimed to investigate relationship between eighth grade elementary students’ operational and measurable prediction skills and their mathematical literacy. Mathematical literacy is a very broad term but in the present study it was narrowed with students’ daily life issues and used for regarding students’ mathematics usage in their daily life according to their levels. In the study, quantitative methodology to investigate the levels of the students’ prediction skills and mathematical literacy and qualitative methodology to determine the students’ strategies in the prediction question were chosen. The participants of the study were chosen with a stratified sampling random strategy from a medium-scaled city of East Anatolian Region of Turkey in the academic year 2011–2012. The participants were 221 eighth grade students from 20 national elementary schools. As data collection tools, a “Measurable and Operational Prediction Skill Test” including ten questions for the prediction skill and “Mathematical Literacy Test” including 20 questions were used. The findings showed that there was a significant relationship between measurable and operational prediction skills. Also it was observed that the students having high score of measurable and operational prediction skills became more successful in the mathematical literacy test. The gender did not have any significant impact on these variables.

American Journal of Educational Research. 2015, 3(2), 142-151. DOI: 10.12691/education-3-2-6
Pub. Date: February 11, 2015

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Engineering Education in India: Ethics and Stakeholders Perspective

by Mohan. V. Buke, Santosh. M. Tondare and Sachin. D. Panchal

Original Research

Rapid and drastic changes in economic growth are creating higher demands for technical educations especially in engineering educations. Engineering education faces significant challenges as it seeks to meet the demands on engineering profession in the 21^st century as unemployment, research work and social aspects. To meet these changes & continuous demands i.e. from industry or society, engineering institutes have to upgrade themselves on a continuous basis with quality of education that can prepare students to face and overcome these challenges. The paper presents a review on engineering education and discussion on different stakeholders such as regulators, Management, students, faculty with their expectations, key roles in the development of institute and the students. How all these stakeholders could involve making engineering education more interesting and entrepreneur oriented has also presented. However to comb up with the current technologies, industrial and social needs, engineering students has to ethical where the importance of engineering education with ethical values increases.

American Journal of Educational Research. 2015, 3(2), 137-141. DOI: 10.12691/education-3-2-5
Pub. Date: February 09, 2015

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Enhancing Student Achievement: School and Community Learning Partnership

by Tony Trinick

Original Research

In Aotearoa/New Zealand, there has been considerable disparity in student achievement between Māori (indigenous people of NZ) and Pasifika students and their European peers. Initially, the cause of this underachievement was generally attributed to a lack of parental interest in schooling. Therefore, many schools in New Zealand, particularly those with diverse communities, have been grappling with the challenge of engaging constructively with families for a number of years. Despite the best of intentions, many of the home/school partnership initiatives have failed to positively affect student achievement. Nonetheless, there are success stories. This paper reports on a successful home/school partnership project, Mutukaroa, initiated by Sylvia Park School in 2010 in consultation with its local school community. The elements that make up the intervention and the results are discussed. The research used a quasi-experimental design to investigate cause and effect relationships. The qualitative data indicates that parents and community members have developed very positive relationships with project team members and the school. Parents feel much more confident engaging in discussions with the teacher about their child’s learning and feel more capable of supporting learning at home. The longitudinal student achievement data in literacy show very positive longitudinal trends. The outstanding results of the initiative compelled the Ministry of Education to fund an expansion and adaptation of the Mutukaroa model into another 100 schools throughout New Zealand. The principal (Mrs. Alaalatoa) and project director (Ms. Williams) have had important leadership roles in the efforts to expand a localised grassroots initiative into a large-scale state education initiative. This paper discusses, from their perspective, the success and challenges of implementing the Mutukaroa model into different contexts with a variety of agencies involved.

American Journal of Educational Research. 2015, 3(2), 126-136. DOI: 10.12691/education-3-2-4
Pub. Date: February 08, 2015

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Review of Women and Society in Saudi Arabia

by Yahya Al Alhareth, Yasra Al Alhareth and Ibtisam Al Dighrir

Review Article

Saudi society is a unique mix between religion and culture, which poses difficulties for the government over education for women. The position of women in this society is complicated and they have to face a lot of barriers to get an education as they live under male authority all the time. Thereby, this paper will review the literature on women and society in Saudi Arabia and its relation to their educational achievement, considering several different aspects including: Feminist theory, Islamic feminism in Saudi society, the status of women in Saudi society and the Holy Book of the Muslims (Qur’an) as well as their comparison in both.

American Journal of Educational Research. 2015, 3(2), 121-125. DOI: 10.12691/education-3-2-3
Pub. Date: February 08, 2015

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Exploration of Students’ Misconceptions in Mechanics using the FCI

by Géraldine Poutot and Bernard Blandin

Original Research

During 3 years, we have used the Force Concept Inventory (FCI) to assess the progress of our First-Year students in Engineering in mastering the concepts of Newtonian Physics and to compare the efficiency of two teaching methods, courses and drills versus Problem-Based Learning. If both methods lead to quite similar deceptive results, the detailed analysis of the response to each question of the test allowed us to identify our students’ most common misconceptions. This paper presents this research and discusses our findings.

American Journal of Educational Research. 2015, 3(2), 116-120. DOI: 10.12691/education-3-2-2
Pub. Date: February 04, 2015

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Short Story Text in Project-Based Learning Model on 7^th Graders

by Dra. Exti Budihastuti

Review Article

Mid-2013 the world of education in Indonesia was preoccupied with curriculum changes. Curriculum 2013 replaced the previous, namely Curriculum 2006 or KTSP (school-based curriculum). In line with the changes, there is also a change in the Indonesian language learning, namely a text-based learning. To enhance the mindset of teachers and students in learning Indonesian, the author tries to outline the project-based learning model with short stories in class VII of Junior High School (SMP). Project-based learning is a learning model that uses project / activity as a learning process to achieve competency of attitudes, knowledge, and skills. The emphasis of the learning lays on learners activity to produce output by applying the skills of researching, analyzing, creating, up to presenting their products based on real-life experience. Meanwhile, the short story is a work of literary prose that tells story. It is categorized as prose because it is not bound by a particular form (free). Judging from the contents which tells story, short story is classyfield into epic category (storytelling). The term of short stories emerges from the point of view of a storybeing told conciseness. This paper aims to provide rocommendation advice to the world of education in Indonesia, especially on Indonesian language and literature learning of class VII.

American Journal of Educational Research. 2015, 3(2), 109-115. DOI: 10.12691/education-3-2-1
Pub. Date: February 04, 2015

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