India Lit Review
India Lit Review
India Lit Review
Education should be both fun and useful, and the goal of education should be for students to
learn with joy and learn for joy. In Indian culture, the highest place is given to joy and it is
regarded as Reality. This chapter talks about the essence of happiness and the ways of learning
joyfully.
(He et al., 2017) examined that Joyful learning is a new method of learning, which results to a
learning environment that is filled with joy and helps the learners to increase their learning
motivation. The issue of whether this method of learning can be effective in improving learning
or not is still being discussed. In this research, we do a quasi-experiment involving some college
students. Theyy picked the "Hujiang Happy Word Games" application in order to find out if the
manner of joyful learning is effective. It can be seen that joyful learning can enhance students'
interest and confidence of learning, but has no significant impact on vocabulary learning. Thus,
we finally talk about the research findings and the other studies that are related to it.
(Wicaksono, 2020) conducted a Dealing with the elementary school students is the other hard
task for most teachers. On the contrary, to other kids as students kids seem to be hard in making
the good learning process, some researchers are trying to propose the joyful learning for students
in elementary school. Nevertheless, many obstacles are hindering the effort to create a genuine
learning environment. This chapter attempts to provide mobile learning as an alternative to joyful
learning. Mobile learning can be of many types of joyful learning components and it is familiar
to students, thus it implies that teachers should have no problem in implementing that. This
chapter also tries to give the reasons why teachers are able to easily create mobile learning and
hence, teachers are able to feel the joy of the learning process. Thus, when both teachers and
students already feel their happiness, they will also speak their enthusiasm as one of the most
(Maming et al., 2023)suggested that Throughout the Covid-19 pandemic, various methods were
adopted by schools to continue the learning process, and one of the preferred and enjoyable
approaches that are relevant and fun to the child's world is joyful Learning. SDIT Al-Furqan that
is in Enrekang regency, South Sulawesi, Indonesia, also experienced the Covid-19 pandemic.
The most obvious outcome is that their enthusiasm for Learning has declined since they have
been "sending home" for a long time. The researchers finally came to the conclusion that using
children's songs will be the easiest way to obtain the goal of the students' listening and at the
same time, the students will be more interested in learning English. For this reason, English for
beginners in the new normal era can be considered as a choice to restore the learning mood of
students through joyful Learning. The project Joyful Learning was taken as a valuable learning
activity in English. The researcher used a pre-experimental class design with one group pre-test
and post-test design. The population of this research was the fifth-graders of SDIT AL-Furqan,
Indonesia. The research showed that the joyful learning technique has a positive effect on the
students. It was the case that the students' mean score in pretest was higher than in the posttest. In
addition to that, the students also express their good views on applying the happy learning. In a
nutshell, the joyful learning activities are the ones which positively affect the English
Traditional Approach
(Phajane, 2014) presented research that was done in South Africa in the past studied the high
dropout rate and the repetition in the Foundation Phase schools in African schools in the paper
beginning reading in Sesotho using traditional methods in South African Foundation Phase
schools.”
The detailed description and simple explanation for the various methods of lengthening and
shortening a day are given in the paragraph. Teachers are unsure about the means of approach
they use to teach beginners of reading to begin with. They have discovered their own ways that
are much better than any of the ones that have been studied and sold on the market. Some
teachers were able to teach some ways better than the others, even in the classrooms that were
equitably arranged. This study explored the perspectives of first grade teachers on teaching
The researcher acquired the data from one Foundation Phase School, which is located in
Mothotlung Circuit of Brits District in North West Province of South Africa; she observed and
activities, lesson presentations using traditional method, activities and assessment standards were
(Japitana, 2018)discussed in the paper “Traditional and Constructivist Teaching Approaches and
Student Academic Performance in Social Studies” that a great teacher is a teacher who has a
comprehensive repertoire of various teaching and learning models, strategies, and techniques and
Objective of this paper was "To compare the effectiveness of the constructivist and traditional
approaches in teaching social studies concepts among grade seven students and provide
to teaching and to establish their effectiveness in teaching the social studies concepts. Two
subdivisions of the grade seven students of Saint Michael College of Caraga were involved. The
lesson plans and the checklist were created taking into consideration both the constructivist and
the traditional methods of teaching. The teachers’ academic performances were checked and the
meaning of the difference between them was found out with the help of the t ‐test. After the
research was completed, it was discovered that the two groups of students, those who were
exposed to the constructivist approach and the traditional approach to teaching, had no
significant difference in their academic performance after the first two grading periods.
The report revealed that there was not a single more effective way to teach social studies. The
educators and the administrators can stimulate their teachers to try the constructivism and the
traditional approaches in other subjects The administrators are suggested to give the training on
the traditional and the constructivism approaches to their teachers while planning activities in
social studies.
(Japitana, 2018) presented The article “Features of traditional and non-traditional approaches to
methods, the phased use of new pulmonary and information technologies based on the wide use
that are the key of the pedagogical process in all parts of the continuing education system, and
Objective of this research paper was “To study the extent of utilization and effectiveness of the
which means that a certain part of the learning materials is taken by them. Student performance
is related to the level of how much they are motivated to learn. Students, then, soak in the
educational settings, it would be better to equip students with more theoretical knowledge, to
teach them knowledge from a willing teacher, and to the way we were living at that time.
Nevertheless, in this present market economy, such a way of thinking is not suitable. The market
The introduction of teaching methods in Uzbekistan, which were developed and tested by the
leading scientists of the foreign countries, came after the independence of the Republic of
Uzbekistan, and thereby stimulating the pupils in the educational process. The great ancestors of
ours like Abu Nasir Farabi, Abu Ali Ibn Sina, Yusuf Hosib, Abu Raihon Beruni, Ahmad
Yugnaki, Mahmud Kashgari, Alisher Navoi, Zakhriddin Muhammad Babur devoted a lot of time
and effort to the education and upbringing of the younger generation. Under these circumstances,
development has become a key concept in all parts of the system of continuous education that is
(Sharma and Joshi, 2024) emphasized that this study involves differentiation and comparison of
traditional and modern methodologies and also discussed the incidence and trend of using these
methods by English language educators in their paper “Traditional Vs Modern English Language
Objective of this study was "To investigate English language teachers' adoption of traditional and
modern teaching methods, examining associations with teacher characteristics and gender
The sub-sample includes 100 teachers of English who are teachers. The researchers are going to
employ OLS regression, binary logistic regession as well as structural equlization modelling in
method and some features of a language teacher. Perhaps, that the most senior teachers are for
the social learning method, the bilingual, and experiential method, whereas, the junior teachers
are for the listening and observing method. It is going to be gendered in their response to these
language teaching methods. A female language teacher highlights the conversational and
observance approach, whereas a male teacher willingly attaches the bilingual and experiential
approach by non English language educated teachers. Teaching the experienced teachers who
adopt the Social Learning Method is different from that of less experienced teachers who prefer
experiential learning or the bilingual translation methods more. The outcomes of the vector
analysis technique using structural equation modelling (SEM) show that, a teacher’s gender acts
as a mediator between his/her educational background and the language teaching method.
Lecture Method Approach
(Abdulbaki et al., 2018) discussed about the relevance of the lecture method teaching in
university concerning students’ language and academic abilities in the essay The Impact Of
Objective of this paper was "To find out the opinion of students toward the lecture method used
in English language and academic skill training in university). That includes the effectiveness
Research at the universities and colleges for the language of English disclosed that a high
percentage of students who graduated from secondary schools and joined academic institutions
may face issues using these languages to communicate in their own, social, academic, and career
realms effectively and appropriately. Lectures are widely used in the sphere of university
learning for a number of reasons; they are cost effective to organize, they are versatile in terms of
subjects they can cover, and they are seamless to employ in the class. Contrary to critics'
the teaching-learning process, I would say that it is rather the other way round.
The research objectives of this piece of research are to understand students’ standpoints and
opinions towards using lectures as a teaching method in English and also its strengths and
weaknesses. The results demonstrated that those who mostly stated that they had grasped many
of the lecture materials acknowledged that the motivation to participate and the goal was not
there. Similarly, some said that learner interaction was restricted during a lecture when the
lecturer is the only one who decides what point of view to express in the classroom. It is an
implication which could be that some university lecturers may now conclude that actual
participation of students in their learning process plays an important role in fulfilling aims put by
their learning institutions. It indeed does not change a situation where the lecturer is the one who
educates and guides. While this might create a dynamic and welcoming learning environment for
skills acquisition and knowledge sharing, it would also be the reason for the freedom of the
provider.
(Ikhsan et al., 2019) employed a qualitative descriptive approach that is typified by the use of a
qualitative approach in the paper The Effectiveness of Using the Lecture Method at SMK Negeri
1 Parepare.
This research does achieve the goal of the use of lecture as one of teaching methods in class X
1 Parepare.
One of the agents from this research, as many as five individuals. Data gathering is through the
triplet of interview technique, observation and documentation. The results showed that. The
teachers have used the learning process like they have done the preparation stage for the learning
process very well. The second was deploying the rehearsing phase from the beginning until the
completion step which has been done optimally and the third, was the ending phase by giving the
students the chance to conclude the material taught and evaluating the students which was done
efficiently. There is no choice but to implement classroom lessons for students MA IBCP
manner.
ABDULBAKI, K., SUHAIMI, M., ALSAQQAF, A. & JAWAD, W. 2018. The impact of using
the lecture method on teaching English at university. European Journal of Education
Studies.
BHATT, S. R. & BHATT, S. R. 2018. Education and joyful learning. Philosophical
Foundations of Education: Lessons for India, 67-71.
HE, J., LEE, Y., YOUNG, B. & CHIANG, F.-K. A Study on the effect of joyful learning
application upon undergraduate English vocabulary learning. 2017 International
Conference of Educational Innovation through Technology (EITT), 2017. IEEE, 288-
292.
IKHSAN, M. I., NISWATY, R., SALEH, S. & ARHAS, S. H. 2019. The Effectiveness of Using
the Lecture Method at SMK Negeri 1 Parepare. PINISI Discretion Review, 2, 151-156.
JAPITANA, R. A. 2018. Traditional and Constructivist Teaching Approaches and Student
Academic Performance in Social Studies. SMCC Higher Education Research Journal, 5.
MAMING, K., NASRULLAH, A. & ARSYAD, N. A. 2023. Joyful Learning as a Worthwhile
Instructional Activity for English Beginner Students in the Post Covid 19 Pandemic Era.
Ethical Lingua: Journal of Language Teaching and Literature, 10.
PHAJANE, M. H. 2014. Traditional method of teaching reading. Mediterranean Journal of
Social Sciences, 213.
SHARMA, N. & JOSHI, H. 2024. Traditional Vs Modern English Language Teaching Methods:
Study Based on a Survey. MIER Journal of Educational Studies Trends and Practices,
21-36.
WICAKSONO, S. R. 2020. Joyful learning in elementary school. International Journal of
Theory and Application in Elementary and Secondary School Education, 2, 80-90.