The study results showed that the conceptualized variables could be used to build the process of the positiveattitude formation of the society toward the green products and delivered some propositions. The study suggests several implications both theoretically and practically. The propositions in this study can be continued in the future study by testing the conceptualized variables in this research.
Game provides many benefits when it is used in classroom activity. Most participants which was interviewed implicitly stated some advantages of using games when they explain their reason in using games for their class activity. In this finding I divide the category of the benefits based on Langeling and Malarcher‟s (1997) theory about general benefit of games in four aspect, they are: a) affective, b) cognitive, c) class dynamics, d) adaptability, but adaptability was not experienced by the participants, so there are only three aspects. In term of affective benefit, Langeling & Malarcher‟s (1997) mentioned that it means benefit from students positiveattitude or
OCB impacts workgroup efficiency during times of crisis management. For example, having conscientiousness and helping others result in decreased inter-group conflict and allow managers to focus on more pressing matters (MacKenzie et al., 2009). Having workers highly engaged in OCB may improve managers’ efficiency by allowing them to devote a greater amount of time to long-range planning matters. Subsequently, manager’s benefit from positive OCB as well as employees (Turnipseed and Rassuli, 2005).OCB is defined by Daniels et al., (2006) as extra behavior of doing tasks in work place other than routine employee tasks. OCB helps organization to increase its performance in long run as compared to short term. Moreover, Poncheri (2006) defined OCB as positive behavior that has positive effect on organizational development. Both approaches clearly evidence extra role played by the employees in workplace that have positive impact on organizational performance. (Todd, 2003) in his study identified that OCB helps to encourage the employees to apply their maximum knowledge, skill and abilities in workplace. OCB is closely related to organizational motive to achieve organizational goals effectively and efficiently (Jiorman et al., 2006). The views of Koys (2001) emphasize OCB as positive impact on profitability of an organization but not on satisfaction of customer. However, Shapiro et al. (2004) defined employee behavior as based on organizational behavior, if organization shows positiveattitude then employees react according to that behavior.
Based on the conversation above, it can be assumed that both of presenter and respondent did not interest in speaking English even they tried to speak English and mix between English and Indonesia. This phenomenon refers to lack of ability to preserve his idea through English and may be they have difficulties to speak English. The problem that was found is about their attitude towards foreign language in this case English as the medium instruction during teaching-learning process. It showed that the students have negative attitude toward English. Negative attitude to language can happen when foreign language is not completely understand or cannot master by people in conversation. This is happen when teacher or students gradually abandon to use English in teaching activities in the classroom. A learner with negative attitudes may deem themselves weak and possibly give up verbalizing their thoughts or improving their speaking skill. When compared with the students who hold positiveattitude towards speaking, a significantly greater proportion of students with negative attitude perceived their levels of oral proficiency as average or lower.” (Zakaria Bziker , 2015)
have stronger motivation to learn a language, while students who have negative attitude toward a language will do the opposite. The writer concludes that the student who likes to study English will study harder than students who do not like to study English; hence, attitude becomes important factor in language learning. For this reason, teacher should build good attitude in teaching learning process; the positiveattitude toward English will help the students in mastering it well, and if the students have negative attitude toward English, they will be indifferent toward English.
Perspective-taking has been established as a method to improve attitudes towards other groups, and has been implemented across a range of modalities including writing a “ day in the life ” story (Galinsky & Moskowitz, 2000), listening to an audio narrative (Batson, Chang, Orr, & Rowland, 2002; Batson et al., 1997), watching a video about an outgroup member (Vescio et al., 2003; Vorauer & Sasaki, 2009), or role-playing (Clore & Jeffery, 1972; Stewart, Laduke, Bracht, Sweet, & Gamarel, 2003). The present study implemented perspective-taking through a real-time interaction, via video and text based chat interface, with active listening instructions. The results extend the current literature in a number of ways. First, we demonstrate that perspective-taking can effectively alter attitudes not just towards unfamiliar outgroups, but towards antagonistic outgroups. Second, and encouragingly, we ﬁ nd that positiveattitude change is not limited to the dominant group members who are initially most sympathetic to the non-dominant group. It is interesting to consider this result in light of a previous study ﬁ nding that active perspective-taking among the European Canadians who had high initial prejudice towards Native Canadians led to some negative, or ironic, effects (Vorauer & Sasaki, 2009). Compared to taking an “objective stance”, active perspective tak- ing towards the plight of Native Canadians led to increased meta- perceptions of racism, and fear of blame, especially in those individuals who initially perceived that their group (White Canadians) was viewed negatively by the target (Native Canadian). In the present study, White Americans and Israelis listened to opposing perspectives, and were ac- tively engaged in summarizing those views. We suggest that active lis- tening in a dialogue paradigm has two bene ﬁ ts: ﬁ rst, virtuous active listening which is witnessed by the other group may ful ﬁ ll the need of dominant group members to be perceived as moral (Shnabel et al., 2009) and to improve the dominant group's reputation (Brown, González, Zagefka, Manzi, & Č ehaji ć , 2008). Second, because the confed- erate scripts were deliberately partially exculpating (e.g. “ I know not all Israelis are like this”), our paradigm may have decreased expectations of being blamed and meta-perceptions of bias, therefore mitigating defensive reactions.
In regard to self-reported interest & enthusiasm, on average, the students favored authentic materials (82.70%) more than non-authentic ones (81.87%). Although students gave high positiveattitude toward both authentic and non- authentic materials, the students’ positiveattitude was slightly higher on the authentic ones. We could see in the statement number 9 “ Materi bahasa Inggris yang disampaikan oleh guru di kelas penting untuk proses belajar saya ” (The material is meaningful for my learning process) . It was shown that the students valued the authentic materials more meaningful for their learning (98.33%) than the non-authentic ones (96.67%). I t might suggest that the students’ experience when being taught using authentic material would enrich their English related to the real-world application. Clarke (1989) suggests that the language of the real world (authentic) is what learners need to be exposed to because that language is uncompromising towards the learner and reflects real-world goals. When I asked the students which material which was more meaningful to them, they answered that both material were important for them, but the authentic one could give them better simulation of communication in the real world because they found many real things in the authentic material. From that point, in this case, it could be inferred that the students valued authentic materials more meaningful than the non-authentic ones because authentic material was important and meaningful for them to apply in the real world.
The first meeting, teacher conducted brain-netting activity, when he showed the short text with a picture of a young brother watching television. He sat among his students by saying that he has a brother and his hobby is watching television especially cartoon. “Unfortunately, I watched television excessively ” the te acher said. Then, the teacher initiated the activity with some questions, “what should I do? What is the proper suggestion for him? And imagine if he is your brother. What should you do” . From that case, student-teacher treated himself like a student who had problem and asked the suggestion to other students. It can be seen from the way he tried to provide positiveattitude.
To change the package of mathematics into interesting and fun activities, the use of games or puzzles seems promising as non routine problem for the students. Van Hiele (1999) claimed that playful exploration could occur when using a mosaic puzzle in dealing with certain shapes and their properties, symmetry, parallelism, and area. One of the famous mosaic puzzle games is Tangram, an ancient Chinese puzzle. Its seven geometric movable pieces can be assembled to make more elaborated shapes (Jovanovic et al, 9 . Bohning and Althouse 997 introduced the word tangramming as the activity of assembling a figure using tangram pieces. The tangram experience is essential for the students development of a positiveattitude towards mathematics, especially for recognizing and appreciating geometry in their natural world, because the students deal with the geometrical vocabulary, shape identification and classification, by which the hands on activities allows the discovering of the relationship among those seven pieces. Furthermore, the property of tangram namely that among those seven pieces a relationship can easily be drawn as comparison where we can compare the size of each tangram pieces. This can be used for a promising activity in teaching about area conservation.
Related to students’perception on reading strategies for improving reading comprehension, it was found that students have positiveattitude toward reading strategies since they were aware that reading strategies can help them in reading comprehension. The way students perceive themselves as a reader is important for their success as a reader. The perceive r’s attitudes affect perception because it can affect the students in applying their reading strategies in improving reading comprehension. Many students agree that reading strategies were important and beneficial for their learning. But in facts, there were some students who often applied reading strategies have lower score in reading test compared to students who frequently applied the strategies. This may happen because students can not apply the reading strategies appropriately.
In addition, the results showed that attitude of Uzbek consumers influence their purchase intention, then H2a, H2b and H2c is supported. From this findings we can conclude that COO image of South Korea and Turkey has positive impact on Uzbek consumers` attitude and this positiveattitude influence their purchase intention to choose apparel products from South Korea and Turkey. And Uzbek consumers have negative attitude toward Uzbek apparel products, And It influence Uzbek consumers to prefer imported apparel products than domestic one. But the price of Uzbek apparel products are cheaper than imported apparel products, this then influence Uzbek consumers` attitude to have purchase intention on Uzbek apparel products also.
Indonesia, for comments on Instagram will remain the same for tourists who have never and have never visited the Raja Ampat, the Raja Ampat is one of the destinations travel very beautiful, amazing, and worth. However, it does not affect the results of testing the hypothesis in this study is that all the hypothesis was accepted and had a positive influence.
and fathers. The research supported how a calling to a parent was associated with positive outcomes in par- enting. The authors suggested future research should strive to enhance this concept in parents through interventions. In Inanda, South Africa, Meyiwa (2011) used a qualitative secondary analysis approach to evaluate how a person does not have to be a child’s biological parent in order to effectively parent the child. Participants of the study parented orphan chil- dren who were infected with human immunodefi- ciency virus (HIV) or acquired immunodeficiency syndrome (AIDS), and/or had a deceased parent due to HIV or AIDS. Findings showed that a strong sense of commitment to the well-being of the child correlated with participants’ ability to parent and to cope in par- enting. Davis-Sowers (2012) conducted a qualitative analysis of children being raised by an African Ameri- can aunt rather than by their biological parent(s). The total comprised 35 participants. Findings revealed several themes of deciding to parent: “perceptions of a crisis, fulfillment of family obligations, personal iden- tities, faith in God, gendered expectations, and the role of the Black aunt” (p. 231). All of the qualitative articles focused on how the strength of a parenting relationship from a nonbiological mother or father was correlated with a sense of commitment and/or a sense of a calling to parent the child.
Model Fitting Testing will test the influence of each independent variable customer per- ception and customer attitude. First analysis will test the overall model fit. This test conduct to comparing value between -2 Log Likehood (-2LL) first (intercept only) with -2 Log Likehood (- 2LL) to final model.-2 log Likelihood shows that without put independent variable (intercept only) its value 485.844. However with put dependent variable (final) there is decreasing value become 381.385. This value changing is chi-square value 104.460 and significance of actual level 5% (sig.0.000).
Last, three papers selected for this analysis were calls to action due to the detrimental effects of nega- tive parenting, and targeted suggested methods for strengthening parenting skills for positive child out- comes. These calls to action were not limited to the United States, but also occurred in Russia and the United Kingdom. In the United Kingdom, Gambles (2010) explored the meaning of parenting with the popular show Supernanny and the “Raymond Wil- liams’ (1961, 1977) structure of feeling approach” (p. 698). He analyzed New Labour policy documents related to parenting, an interactive parenting Web site, the show Supernanny, and 23 interviews of first-time parents. Gambles’ analysis revealed that parenting skills are necessary for effective nurturing to occur and for the positive development of children. Kuchmaeva, Maryganova, and Petriakova (2009) evaluated the social policy on child rearing in Russia to monitor the “family’s upbringing potential.” Their evaluation revealed that the basis for the implementation of a family social policy is the health and well-being of the child and the outcome of a healthy adult. Schor (2003) reported on a task force for the family in a journal from the American Academy of Pediatrics. He called to action pediatricians, as they are the parent’s first call for help when there is a need or difficulty with parenting a child. Schor concluded that a child’s physi- cal health, emotional health, and cognitive functions are all related to the family’s health and ability to function successfully.