PERTANIKA JOURNAL OF SCIENCE AND TECHNOLOGY

J

• Ahangari, S., & Sepehran, H. (2014). The effect of intertextuality on Iranian EFL learners’ critical writing. Iranian Journal of Language Teaching Research, 2(1), 85-98. https:// 10.30466/ijltr.2014.20425

• Alagozlu, N. (2007). Critical thinking and voice in EFL writing. Asian EFL Journal, 9(3), 118-136.

• Ali, M. Q., Kashif, N. U., & Bakht, M. I. (2019). Effect of brain-based learning on Urdu EFL learners’ academic achievement in 8th grade English. Al-Qalam, 24(2), 68-75. https://doi.org/10.31703/glr.2020(v-ii).14

• Aziz, N. M. A., & Aziz, A. A. (2019). Experimental learning approach to writing in an ESL classroom: A case study in a Malaysian sub-rural school. Asian Journal of Research in Education and Social Sciences, 1(1), 7-16.

• Baba, S., & Aziz, Z.A. (2009). Smart teaching and learning strategies in pre-writing activities in Bahasa Melayu (Malay Language). UCLA International Institute. https://escholarship.org/uc/item/45g336rs

• Bayer, D. (2022). Improving vocabulary retention for middle school learners English; How can brain-based methods enhance vocabulary learning and acquisition [Unpublished master’s thesis]. University of Graz. https://unipub.uni-graz.at/obvugrhs/download/pdf/8049049?originalFilename=true

• Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. https://doi.org/10.1191/1478088706qp063oa

• Brown, J. D., & Rodgers, T. S. (2002). Doing second language research: An introduction to the theory and practice of second language research for graduate/master’s students in TESOL and applied linguistics, and others. Oxford University Press.

• Bryman, A. (2012). Social research methods (4th ed). Oxford University Press. https://www.academia.edu/97136619/Alan_Bryman_Social_Research_Methods_4th_Edition_Oxford_University_Press_2012_

• Caine, R. N., & Caine, G. (1994). Making connections: Teaching and the human brain. Addison-Wesle Publishing Company. https://files.eric.ed.gov/fulltext/ED335141.pdf

• Caine, R. N., Caine, G., McClintic, C., & Klimek, K. J. (2005). 12 Brain/Mind learning principles in action: The field book for making connections making connections, teaching, and the human brain. Corwin Press.

• Choo, Y. B., Abdullah, T., & Mohd Nawi, A. (2017). Using digital stories to promote students’ learning and understanding of poems in secondary school. Sains Humanika, 9(4–2), 59–64. https://doi.org/10.11113/ sh.v9n4-2.1360

• Chowdhury, R. B. (2020). Implementing brain-targeted teaching model to enhance English language teaching and learning process. The English Teacher, 49(3), 89-104. https://melta.org.my/journals/TET/downloads/tet49_03_02.pdf

• Cohen, J. (1988). Statistical power analysis (2nd ed). Erlbaum. https://www.utstat.toronto.edu/~brunner/oldclass/378f16/readings/CohenPower.pdf

• Connell, J. D. (2009). The global aspects of brain-based learning. https://files.eric.ed.gov/fulltext/EJ868336.pdf

• Corballis, P. M. (2003). Visuospatial processing and the right-hemisphere interpreter. Brain and Cognition, 53(2), 171–176. https://doi.org/10.1016/S0278-2626(03)00103-9

• Dekker, S., & Jolles, J. (2015). Teaching about “brain and learning” in high school biology classes: Effects on teachers’ knowledge and students’ theory of intelligence. Frontiers in psychology, 6, Article 1848. https://doi.org/10.3389/fpsyg.2015.01848

• Duman, B. (2010). The effects of brain-based learning on the academic achievement of students with different learning styles. https://files.eric.ed.gov/fulltext/EJ919873.pdf

• English Language Training Centre. (2015). Remedial instruction: Training of trainers. Ministry of Education Malaysia.

• Genesee, F. (2000). Brain research: Implications for second language learning. https://files.eric.ed.gov/fulltext/ED447727.pdf

• Given, B. K. (2002). Teaching to the brain’s natural learning systems. ASCD.

• Glick, E. A. (2012). The effects of brain compatible instruction, social emotional development and classroom community structures on students [Unpublished master’s thesis]. California State University. https://scholarworks.lib.csusb.edu/cgi/viewcontent.cgi?article=5260&context=etd-project

• Govindasamy, M., & Jan, M. J. (2017). Effects of academic qualifications on Malaysian English language teachers’ subject matter knowledge of literary devices. Malaysian Journal of Languages and Linguistics, 6(1), 26–48. https://doi.org/10.24200/mjll.vol6iss1pp26-48

• Gulpinar, M. A. (2005). The principles of brain-based learning and constructivist models in education. Educational Sciences: Theory & Practice, 5(2), 299-306.

• Haghighi, M. (2013). The effect of brain-based learning on Iranian EFL learners’ achievement and retention. Procedia-Social and Behavioral Sciences, 70, 508-516. https://doi.org/10.1016/j.sbspro.2013.01.088

• Howard-Jones, P. A., Varma, S., Ansari, D., Butterworth, B., De Smedt, B., Goswami, U., Laurillard, D., & Thomas, M. S. C. (2016). The principles and practices of educational neuroscience: Comment on Bowers (2016). Psychological Review, 123(5), 620–627. https://doi.org/10.1037/rev0000036

• Ismail, F., Aziz, M. A., & Abdullah, T. (2008). Literature in English language teaching: A revisit in the Malaysian context. In N. A. M Omar & Z. Zainal (Eds.), Research in English Language Teaching (pp. 53-68). Universiti Teknologi Malaysia. https://www.academia.edu/download/3719803/bookchapter_fppsm09.pdf#page=61

• Jensen, E. (2005). Teaching with the brain in mind (2nd ed). ASCD. https://dcps.instructure.com/courses/68872/files/183852/download?wrap=1

• Jensen, E. (2008). Brain-based learning: The new paradigm of teaching. Corwin Press.

• Kahveci, A., & Ay, S. (2008). Different approaches-common implications: Brain-based and constructivist learning from paradigms and integral model perspective. Journal of Turkish Science Education, 5(3), 124-129.

• Kandasamy, K., Ibrahim, N. A., Jaafar, H., & Hanafi Zaid, Y. (2021). Enhancing vocabulary acquisition and retention through the brain-based learning strategies. Asian Journal of English Language and Pedagogy, 9(2), 26-42.

• Kapur, V. (2018). Understanding constructivism in the second language learning context. Scholarly Research Journal of for Humanity Science & English Language, 123, 97-105. https://doi.org/10.1016/j.sbspro.2014.01.1402

• Kayalar, F., & Ari, T. G. (2016). The views of language teachers over the strategies of brain based learning and teaching for successful classroom environment. In J. Vopava, V. Douda, R. Kratochvil & D. Konecki (Eds.), Proceedings of the 8th Mac 2016. Academic Conferences Association. https://www.researchgate.net/publication/309286190

• Khalil, A. H. (2019). A program based on brain-based learning and emotional intelligence for developing EFL secondary school students’ critical writing skills. Journal of Faculty of Education, 119(1), 51–74.

• Kohar, D. (2020). Examining the effectiveness of reading comprehension practice via the brain-based learning model at SMPN Unggulan Indramayu. Advances in Social Science, Education and Humanities Research, 429, 146-149. https://doi.org/10.2991/assehr.k.200402.033

• Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice-Hall.

• Kosar, G., & Bedir, H. (2018). Improving knowledge retention via establishing brain-based learning environment. European Journal of Education Studies, 4(9), 208-218. https://doi.org/10.5281/zenodo.1298918

• Lombardi, J. (2008). Beyond learning styles: Brain-based research and English language learners. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 81(5), 219-222. https://doi.org/10.3200/TCHS.81.5.219-222

• Li, P., & Jeong, H. (2020). The social brain of language: Grounding second language learning in social interaction. Npj Science of Learning, 5(1), Article 8. https://doi.org/10.1038/s41539-020-0068-7

• Malini, G., & Kaur, K. (2014). ESL students’ perceptions of the use of higher order thinking skills in English language writing. Advances in Language and Literary Studies, 5(5), 80-87.

• Ministry of Education (2013). Malaysia education blueprint 2013–2025. https://www.pmo.gov.my/wp-content/uploads/2019/07/Malaysia-Education-Blueprint-2013-2025.pdf

• Oghyanous, P. A. (2017). The effect of brain-based teaching on young EFL learners’ self efficacy. English Language Teaching, 10(5), 158-166. https://doi.org/ 10.5539/elt.v10n5p158

• Omar, Y. (2017). Inclusion of literature components in Malaysian English paper: The challenges and pros in teaching and learning. Al-Ta Lim Journal, 24(3), 174-186. https://doi.org/10.15548/jt.v24i3.335

• Pallant, J. (2007). SPSS: A step by step guide to data analysis using SPSS for windows (3rd ed). Open University Press. https://vle.upm.edu.ph/pluginfile.php/203943/mod_resource/content/1/spss-survival-manual-a-step-by-step-guide-to-data-analysis-using-spss-for-windows-3rd-edition-aug-2007-2.pdf

• Pan, Y., Dikker, S., Goldstein, P., Zhu, Y., Yang, C., & Hu, Y. (2020). Instructor-learner brain coupling discriminates between instructional approaches and predicts learning. NeuroImage, 211, Article 116657. https//doi.org/10.1101/704239

• Roberts, J. W. (2002). Beyond learning by doing: The brain compatible approach. Journal of Experiential Education, 25(2), 281-285. https//doi.org/10.1177/105382590202500206

• Runganurak, W., Bunterm, T., Suwit Uopasai, S., & Tang, K.N. (2022). The effect of design-based learning integrated with educational neuroscience instructional model on students’ learning outcome, executive functions, and learning stress. Pertanika Journal of Social Science and Humanities, 30(2). 813-834. https//doi.org/10.47836/pjssh.30.2.21

• Saleh, S. (2012). The effectiveness of brain-based teaching approach in dealing with the problems of students’ conceptual understanding and learning motivation towards physics. Educational Studies, 38(1). https://doi.org/10.1080/03055698.2011.570004

• Salem, A. A. M. S. (2017). Engaging ESP students with brain-based learning for improved listening skills, vocabulary retention and motivation. English Language Teaching, 10(12), 182-195. https://doi.org/10.5539/elt.v10n12p182

• Sarawak State Education Department (2019). Analisis keputusan SPM [SPM results analysis]. Sektor Penilaian dan Peperiksaan, Jabatan Pendidikan Negeri Sarawak.

• Singh, R. K., Singh, C. K., Tunku, M. T. M., Mostafa, N. A., & Singh, T. S. (2018). A review of research on the use of higher order thinking skills to teach writing. International Journal of English Linguistics, 8(1), 86-93. https://doi.org/10.5539/ijel.v8n1p86

• Sousa, D., & Tomlinson, C. (2011). Differentiation and the brain: How neuroscience supports the learner-friendly classroom. Solution Tree Press.

• Stapleton, P. (2002). Critical thinking in Japanese L2 writing: Rethinking tired constructs. ELT Journal, 56(3), 250–257. https://doi.org/10.1093/elt/56.3.250

• Suarez, A. M. S., Martinez, M. E. M., & Mendoza, L. R. M. (2019). Brain and learning. International Journal of Social Sciences and Humanities, 3(2), 128-135. https://doi.org/10.29332/ijssh.v3n2.302

• Syahbandi, L. F. (2018). The effect of Brain-based learning towards students’ speaking skills. Journal of Languages and Language Teaching, 5(2), Article 52.

• Tomlinson, C. A. (2014). The differentiated classroom responding to the needs of all learners (2nd ed). ASCD Publications.

• Valipour, V., & Araghi, S. M. (2014). Brain-based learning strategies and its effects on student outcome in university aged Iranian EFL students. Indian Journal of Fundamental and Applied Life Sciences, 4(2), 230-233.

• Weimer, C. (2007). Engaged learning through the use of brain based teaching: A case study of eight middle school classroom [Doctoral dissertation, Northern Illinois University]. NIU Huskie Commons Institional Respository. http://commons.lib.niu.edu/bitstream/handle/10843/17241/Weimer,%20Carol.pdf?sequence=1

• Wlodek, R. (2018). Neuroscience and education: Teacher and student perceptions of brain-based strategies that engage the brain [Doctoral dissertation, Concordia University]. ProQuest Dissertations & Theses Global. https://search.proquest.com/openview/cdaa097e799ac05b715c698b9f0f2c09/1?pq-origsite=gscholar&cbl=18750

• Wolfe, P. (2001). Brain based teaching: Translating research into classroom practice. ASCD Publications. https://www.academia.edu/download/99399703/Brain_Matters_Translating_Research_Into_Classroom_Practice_Patricia_Wolfe_.pdf

• Yatim, S. S. K. M., Saleh, S., Zulnaidi, H., Yew, W. T., & Yatim, S. A. M. (2022). Effects of brain-based teaching approach integrated with GeoGebra (b-geo module) on students’ conceptual understanding. International Journal of Instruction, 15(1), 327-346. https:/doi.org/10.11591/ijere.v11i4.22873

• Zuhriyah, M., & Agustina, R.K. (2020). Brain-based learning and high order thinking skills effect on students writing ability. Journal of English Educators Society, 5(2), 193-198. https://doi.org/10.21070/jees.v5i2.778