scholarly journals METODE TERJAMAHAN TATA BAHASA DALAM PEMBELAJARAN MEMBACA KARANGAN EKSPOSISI

LOKABASA ◽  
2015 ◽  
Vol 6 (2) ◽  
Author(s):  
NUR FITRI MARDHOTILLAH
Keyword(s):  
Foreign Language ◽  
Experimental Method ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Translation Method ◽  
Control Group ◽  
9Th Grade ◽  
Vocabulary Skills ◽  
Grammar Translation Method ◽  
Language Students

Penelitian ini didasari pembelajaran bahasa Sunda di SMPN 1 Susukan kabupaten Cirebon seperti pembelajaran bahasa asing karena bahasa sehari-hari yang digunakan adalah bahasa Cirebon. Siswa kurang mengenal kosakata dan memahami tata bahasa dari bahasa Sunda, dengan metode terjemahan tata bahasa diharapkan bisa membantu siswa dalam memperkaya kosakata dan memahami tata bahasa Sunda. Penelitian ini dilakukan untuk mengetahui seberapa besar pengaruh metode terjemahan tata bahasa terhadap kemampuan kosakata dalam membaca karangan eksposisi. Metode penelitian yang digunakan dalam penelitian ini adalah metode eksperimen dengan desain pretest and posttest control group desaign. Populasi penelitian ini yaitu siswa kelas IX dengan sampel siswa kelas eksperimen yaitu siswa kelas IX B dan sampel kelas kontrol siswa kelas IX G SMPN 1 Susukan Kabupaten Cirebon Taun Ajaran 2014/2015. Hasil penelitian menunjukkan bahwa metode terjemahan tata bahasa efektif dalam meningkatkan kemampuan kosakata dalam membaca karangan eksposisi siswa kelas IX SMPN 1 Susukan Kabupaten Cirebon taun ajaran 2014/2015.  Abstract  The Backgound of this study is the condition of Sundanese language teaching in SMPN 1 Susukan, Cirebon Regency, that is similar to foreign language teaching. It is because the daily language used is the Cirebon language. Students are less familiar with the vocabulary and the grammar of Sundanese. The grammar translation method is expected to help students in enriching vocabulary and grammar to understand the Sundanese. This study was conducted to determine the influence of the grammar translation method to the vocabulary skills in reading the exposition essays. The method used in this study is the experimental method with the design of pretest and posttest control group. The population is 9th grade students with the sample consisting of the students of class IX B. The sample control consisted of students of class IX G. The results show that the grammar translation method is effective in improving student vocabulary skills in reading exposition texts.

Do student-student interactions improve their language learning? A comparison between GTM and CLT approaches

2013 ◽  
Vol 5 (1) ◽  
Author(s):  
Reza Raissi
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Target Language ◽  
Translation Method ◽  
Control Group ◽  
Student Interactions ◽  
Grammar Translation Method

Nowadays most of the scholars in the field of foreign/ second language teaching emphasized on learner centered approaches of language teaching and replacing them by old ones. In this research, researcher examined two different teaching approaches which are very common in Iran where English considered as a foreign language, namely Communicative Language Teaching (CLT) and Grammar Translation Method (GTM). Two groups of thirty participants have been participated in this study namely control and treatment groups. Students of the treatment group have received the CLT instruction in which they had high amount of interaction in the considered classes during 14 weeks of the classes while students in the control group didn’t receive any interaction in the target language by implementing GTM approach. Pretest and delayed posttest have been used in this study for measuring student’s proficiency during the course instruction. Results of the experiment have been analyzed descriptively which shows that by implementing CLT among nonnative students, their general knowledge of English can be improved significantly. At the end of the research some useful pedagogical implications have been proposed by the researcher.   Keywords - Language teaching and learning, interaction hypothesis, Communicative Language Teaching, Grammar Translation Method, English as a Foreign Language.

scholarly journals On the Alternate Use and Complementation of Grammar: Translation Method and Communicative Language Teaching Method

2020 ◽  
Vol 16 (1) ◽  
pp. 10
Author(s):  
Yin Hua
Keyword(s):  
Foreign Language ◽  
Teaching Method ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Foreign Language Teaching ◽  
Translation Method ◽  
Advantages And Disadvantages ◽  
Grammar Translation Method ◽  
Communicative Teaching ◽  
Organic Combination

Grammar-translation method and communicative language teaching method are the two most important methods of foreign language teaching at home and abroad, each of which holds its own advantages and disadvantages, and complements each other. The organic combination and alternate use of the grammar-translation method and communicative teaching method will help to improve the efficiency of foreign language teaching.

scholarly journals Organizational and methodological support of preschoolers’ thinking skills development during problem foreign language teaching

2021 ◽  
Vol 49 (1) ◽  
pp. 289-298
Author(s):  
Valentina N. Kartashova ◽  
◽  
Natalia V. Volynkina ◽  
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Educational Institution ◽  
Language Education ◽  
Thinking Skills ◽  
Foreign Language Teaching ◽  
Experimental Program ◽  
Skills Development ◽  
Control Group ◽  
Logical Thinking

Introduction. Contemporary requirements to quality improving organizational and methodological support of preschoolers’ thinking skills development in object spatial environment and insufficient development of technological aspect of the problem highlight the search for new pedagogical opportunities among them on the basis of developing potential of children foreign language education.Resolving the contradiction lies in multifunctional substantively rich program creation in this direction and its implementation in the pre-school educational institution. Materials and methods. The study covered 114 (the control group – 57 children, the experimental group – 57 children) Voronezh and Yelets (Russian Federation) preschoolers at the age of 5,5–7,5. To diagnose the development level of imaginatively logical, visibly active and verbally logical thinking skills we used the methods of L.A. Venger, M. I. Ilyina, R. S. Nemov, G. A. Uruntayeva. The results were proved by the χ2-Pearson statistical test. Research results. The quantitative and qualitative review of the experimental teaching statistical data proved the fact that implementation of the authors’ experimental program based on problem teaching and creation of certain pedagogical conditions for preschoolers’ thinking skills stimulation enhance significantly the level of children’s intellectual development during early foreign language education (χ2 = 13,376 > χ20,05). Discussion and conclusion. For the first time a program was created and implementation conditions on the basis of the problem approach were identified. They included different types of children’s’ activity for joint foreign language communicative task performance and stimulated greatly development of preschoolers’ imaginatively logical, visibly active and verbally logical thinking skillsduring problem foreign language teaching. On the basis of the program a tutorially methodical set may be developed which would contribute to improving organizational and methodological support of preschoolers’ thinking skills development.

scholarly journals Translation in ESL Classes

2015 ◽  
Vol 7 (3) ◽  
pp. 87-107
Author(s):  
Imola Katalin Nagy
Keyword(s):  
Foreign Language ◽  
Mother Tongue ◽  
Language Teaching ◽  
Translation Method ◽  
Language Pedagogy ◽  
Language Classes ◽  
Grammar Translation Method ◽  
The Times

Abstract The problem of translation in foreign language classes cannot be dealt with unless we attempt to make an overview of what translation meant for language teaching in different periods of language pedagogy. From the translation-oriented grammar-translation method through the complete ban on translation and mother tongue during the times of the audio-lingual approaches, we have come today to reconsider the role and status of translation in ESL classes. This article attempts to advocate for translation as a useful ESL class activity, which can completely fulfil the requirements of communicativeness. We also attempt to identify some activities and games, which rely on translation in some books published in the 1990s and the 2000s.

scholarly journals Creativity in foreign language teaching

2016 ◽  
Vol 7 (2) ◽  
pp. 180-188 ◽  
Author(s):  
Monika Ševečková
Keyword(s):  
Foreign Language ◽  
Language Teaching ◽  
Language Skills ◽  
Foreign Language Teaching ◽  
Future Research ◽  
Language Games ◽  
Factual Information ◽  
Motivation For Learning ◽  
Language Students ◽  
Creative Language

Developing creativity in foreign language teaching provides students with the opportunity to effectively build language skills as well as increasing their motivation for learning. Practical examples are given using folklore materials (songs, tales, etc.) in learning Russian, as well as contemporary materials reflecting the culture of Russian speaking countries (films, poems, etc.). As well as increasing their ability in the target foreign language students also acquire factual information (realia) through creative language games. In this paper we describe recent findings in the field and propose possible directions for future research.

scholarly journals An Overview of Grammar Translation Method’s Effect on EFL Teaching And Learning

2021 ◽  
Vol 10 (1) ◽  
pp. 26-35
Author(s):  
Aisha Ahmed Ali Hadi Al-maamari
Keyword(s):  
Nineteenth Century ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Translation Method ◽  
Learning Activity ◽  
Grammatical Competence ◽  
Efl Teaching ◽  
Grammar Translation Method ◽  
Learning English

In language teaching and learning, several methods are used for the effectiveness of teaching and learning activity. The researcher implemented the methods to assist the teacher in teaching the language, time after time. The methods have undergone many changes and development based on the attitude and school of thought for teaching and learning a language, so each method has a different character, technique, and implementation. This reflection will expand on the grammatical translation method (GTM) used in the nineteenth century to teach English as a foreign language. This method is based on the goal of grammatical competence. To achieve the goal, this method has several characteristic and technique which will be used in its implementation. The writer attempts to do a review by investigating 5 published articles gathered from internet websites to show the use of the grammar-translation method, its effectiveness, and why it is criticized for teaching and learning English as a foreign language. The writer’s reflection is included too.

Effects of a format-based second language teaching method in kindergarten

2001 ◽  
Vol 22 (1) ◽  
pp. 1-33 ◽  
Author(s):  
NOËLLE UILENBURG ◽  
FRANS X. PLOOIJ ◽  
KEES DE GLOPPER ◽  
RESI DAMHUIS
Keyword(s):  
Second Language ◽  
Foreign Language ◽  
Repeated Measures ◽  
Teaching Method ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Control Group ◽  
Control Group Design ◽  
Second Language Teaching ◽  
Quasi Experimental

This article concerns second language teaching with a format-based method. The following article in this issue concerns foreign language teaching using the same approach. In the present study, the differences between a format-based teaching approach and a standard approach used as treatments in a quasi-experimental, nonequivalent control group design are described in detail. The hypothesis tested is whether the effects of a format-based teaching method and a standard second language teaching method differ after two years for children at the age of 6. Results of MANOVA analysis for repeated measures show that the groups are quite comparable on the dependent variables, with some small differences in development between the two groups. Univariate results reveal that these differences favor children in the experimental group for sound articulation and favor children in the control group for sound discrimination. The results of the present article and those of the following article are discussed in light of broader issues concerning the differences between second language and foreign language teaching.

scholarly journals Actualisation of foreign language teaching content for future bachelors in the sphere of tourism

2021 ◽  
Vol 50 (2) ◽  
pp. 219-231
Author(s):  
Yelena N. Bakurova ◽  
◽  
Valentina N. Kartashova ◽  
Keyword(s):  
Foreign Language ◽  
Undergraduate Students ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Professional Standards ◽  
Professional Activity ◽  
Control Group ◽  
Significance Level ◽  
Teaching Content ◽  
Study Results

Introduction. Currently, the sphere of tourism and the hospitality industry in Russia face a certain problem: the quality of students’ schooling, including in a foreign language, does not adequately meet the present-day requirements of the market. The actualisation of foreign language teaching content for future bachelors in the training profile 43.03.02 Tourism, to be implemented in accordance with the requirements of the educational and professional standards, is one of the main factors in the formation of universal competencies of future bachelors, securing their competitiveness in the labour market. Materials and methods. The methodological basis of the research is represented by the competence-based and professionally oriented approaches to teaching a foreign language. The key research methods included the analysis of scientific essays of Russian and foreign scientists on the stated problem and the experimental research carried out on the basis of Bunin Yelets State University (Russian Federation) with the participation of 30 undergraduate students of the 1st and 2nd years of study. Results. In the course of the research, the original foreign-language curriculum for the students of the above-cited training profile was developed and tested. A number of supplements to the traditional content of foreign-language teaching programme are presented, proceeding from the basic requirements of the modern educational and professional standards. The comparative analysis of the data obtained before and after the training revealed a significant dynamics in the formation of universal competencies of the future bachelor in the experimental group (44.7% and 83.3%, respectively), and moderate dynamics in the control group (43% and 69.3%, respectively), since temp= 3.05 is greater than the critical tcrit= 2.14 at the significance level of 0.05. Conclusions. The obtained research results confirm the hypothesis on the practicality of forming universal competencies of future bachelors in the sphere of tourism, in the course of foreign language teaching under the advanced programme including the content modules in accordance with the areas (spheres) of professional activity and the requirements of the educational and professional standards.

scholarly journals The Case for Wikis in Foreign Language Teaching

2021 ◽  
Vol 12 (4) ◽  
pp. 1631-1636
Author(s):  
Xiaohui Sun, Et. al.
Keyword(s):  
Social Media ◽  
Foreign Language ◽  
Web 2.0 ◽  
Language Learning ◽  
Language Teaching ◽  
Academic Research ◽  
Foreign Language Teaching ◽  
Language Students ◽  
The Web ◽  
Foreign Language Students

Web 2.0 has immensely impacted language learning since the mid 2000s (Reinhardt, 2019). The term was coined by Tim O’Reilly in 2004 to suggest the evolution of the web to interactivity, collaboration and openness (Boulos and Wheelert, 2007). “Web 1.0 was commerce. Web 2.0 is people” (Singel, 2005), who are now active participants, instead of passive recipients of education. Social media are the Web 2.0 applications that gained greatest popularity among foreign language students and professionals. Among them, wikis, blogs and social media are most influential for language teaching, and attracted considerable academic research (Reinhardt, 2019). In this research paper, the focus is on wikis, as accessible and simplified means for collaboration (Reinhardt, 2019). For example, by using this collaborative technology, foreign language students are allowed to write a text together, define terms and concepts, brainstorm, revise the work of others, critically reflect, and many more (Kessler, 2009; Ducate, Anderson and Moreno, 2011). From learners’ perspective, wikis are enjoyable, engaging, motivating and rewarding (Lund, 2008; Aydin and Yildiz, 2014; Wang, 2014). Yet, some scholars have raised issues about information accuracy (Ducate, Anderson and Moreno, 2001), participation resistance (Lund, 2008) and unequal contribution (Arnold, Ducate and Kost, 2009), which might make the use of wikis by educators problematic

Sign in / Sign up

Export Citation Format

Share Document