scholarly journals BAHASA GURU DALAM PEMBELAJARAN BAHASA JERMAN DI SMA

Prosodi ◽  
2020 ◽  
Vol 14 (2) ◽  
pp. 119-130
Author(s):  
Febia Dwiana Cindy ◽  
Rosyidah Rosyidah
Keyword(s):  
Literature Review ◽  
Foreign Language ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Interaction Analysis ◽  
Daily Practice ◽  
General Purpose ◽  
Teacher Talk ◽  
Learning Object ◽  
German Language

This article is a result of literature review that aims to explain teacher talk in context of teaching and learning German as a foreign language at senior high schools. Therefore, some relevant theories are studied, reviewed, compared and presented by the author in order to obtain the aims of this research. The result showed that teaching and learning German as a foreign language, German language should be applied by the students not only as a learning object but also as their daily practice. German language as the teacher talk has a broad influence towards students’ German learning outcomes. Based on the general purpose of teacher talk, which is to make the delivered message easily understood by the students, teachers use modified German language in teaching and learning process. In this case, teachers modify their language to fit the students’ German skill by considering the linguistic order such as simplifying sentences, talking slowly, making the clearer articulation, and using vocabulary that has been known by the students. To discover the tendency of German language used by teachers in class, it is necessary to analyze teacher talk. To analyze teacher talk we can use Flanders Interaction Analysis Categories (FIAC). It is one of the instruments of social interaction analysis.

scholarly journals The Importance of Foreign Language Education

2017 ◽  
Vol 2 (5) ◽  
Author(s):  
Sarka Hubackova
Keyword(s):  
European Union ◽  
Foreign Language ◽  
Teaching And Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Academic Community ◽  
German Language ◽  
The European Union ◽  
Language Knowledge ◽  
Ways Of Life

Foreign language knowledge is a basis of understanding other cultures, different ways of life and of intercultural communication. What is more, foreign languages offer an advantage when it comes to getting job, they facilitate travelling; they open the possibilities to study abroad. The European Union encourages and supports foreign language teaching and learning.  European Union documents are made available multilingully, so that they becme pervious to all citizens of member countries. Foreign language education has a long- tradition in the Czech school system. At its disposal, it has l sophisticated methods. They are continuously modernized and harmonized in accordance with recommendations, documents and projects concerning the language policy of European Council and Commission. The academic community gets the familiarization with them by means of national and international activities.       Keywords: Blended learning; Foreign language; Language education; German language 

scholarly journals A Case Study of Chinese Students Learning Thai as a Foreign Language: Flanders Interaction Analysis Category System

2022 ◽  
Vol 2 (1) ◽  
pp. 145-169
Author(s):  
Kailing Zhao ◽  
Kornsiri Boonyaprakob
Keyword(s):  
Foreign Language ◽  
Learning Outcomes ◽  
Interaction Analysis ◽  
Chinese Students ◽  
Classroom Context ◽  
Category System ◽  
Student Talk ◽  
Key Factor ◽  
Language Classrooms ◽  
Analysis Category

Interaction in foreign language classrooms has been regarded as a key factor in enhancing learning outcomes (Allwright, 1984; Ginting, 2017; Hanum, 2016). This study examined interactions in a specific university classroom context in Thailand where 28 Chinese students were learning Thai as a foreign language with a Thai teacher. It employed a mix-method design. Quantitative data were gathered based on a modified Flanders’ model (Flanders Interaction Analysis Category System or FIACS), and the qualitative data were gathered from classroom observations. The analysis of 90-minute video records and field notes from the observations of three classes reveal the domination of teacher’s talk (77.59%), and the minimal students’ talk (6.16%). Besides, silence time occupies 16.25%. Out of the total of 22 categories of interaction, no student talk can be categorized as an initiation of talk, and no teacher talk can be categorized as procedural lectures and assigning homework. Characteristics of the interaction varied according to the quantity and categories of talk. Transcription of verbatim from the videos reveals details of the interaction. Findings suggest that quantity, category, and characteristics of talk are interrelated and must all be improved together to increase the quality of interaction to affect student learning outcomes.

scholarly journals The Integration of Lukthung Songs into the German Language Teaching and Learning Process of Thai Students

MANUSYA ◽  
2014 ◽  
Vol 17 (2) ◽  
pp. 17-28
Author(s):  
Korakoch Attaviriyanupap
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Good Practice ◽  
Foreign Language Teaching ◽  
German Language ◽  
Thai Students ◽  
Art And Culture ◽  
Language Teaching And Learning

This academic article aims to share an experience of integrating German language teaching with the preservation of Thai art and culture. Thai country songs or “Phleng Lukthung” were used as a medium in different courses and projects of the Department of German, Faculty of Arts, Silpakorn University. Lukthung songs were translated into German in addition to German texts which were written to be sung with Thai Lukthung melodies. These texts can be used as teaching materials and study content. The skills necessary to translate and sing Lukthung songs in German were taught, both in classes and during rehearsals for public performances. The integration of German language Lukthung songs in different forms has contributed to the development of German language skills of these groups of learners while at the same time being supportive of the integration of their knowledge with other disciplines. This case study can therefore be considered as a model of good practice on how to integrate Thai art and culture in the process of foreign language teaching and learning.

Game Mechanics Supporting a Learning and Playful Experience in Educational Escape Games

2022 ◽  
pp. 884-902
Author(s):  
Divya Menon ◽  
Margarida Romero
Keyword(s):  
Literature Review ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Learning Approaches ◽  
Game Based Learning ◽  
Learning Methods ◽  
Learning Contexts ◽  
Game Mechanics

Globally, educators are striving to find innovative ways of engaging their learners and ensuring that they accomplish the desired learning outcomes. Among the various game-based learning approaches that have come up in recent years, escape games are being widely used in a variety of learning contexts. As an entertainment activity, these games seem to be popular among players of all ages and backgrounds. This chapter introduces escape games and provides a literature review on their possible benefits and limitations. The game mechanics and learning mechanics that enable these games to be a potentially playful activity for teaching and learning will be discussed. This chapter provides educators and researchers with the required information backed by various studies to consider the integration of educational escape games with their current learning methods.

Interpersonal behaviour in one-to-one instrumental lessons: An observational analysis

2012 ◽  
Vol 29 (3) ◽  
pp. 387-407 ◽  
Author(s):  
Andrea Creech
Keyword(s):  
Learning Outcomes ◽  
Teaching And Learning ◽  
Teacher Talk ◽  
Interpersonal Interaction ◽  
Teacher Questioning ◽  
Interpersonal Behaviour ◽  
One To One ◽  
Interpersonal Control ◽  
Patterns Of Interaction ◽  
Pupil Voice

This paper explores patterns of interpersonal behaviour amongst teachers and pupils during one-to-one instrumental lessons. It was hypothesised that these patterns might differ in systematic ways, according to an existing model of six interaction ‘types’ developed within a systems theory perspective and based on measures of interpersonal control and responsiveness. Eleven violin teachers and their pupils aged 10–16 were observed. Digital recordings of 23 one-to-one lessons were analysed using the overarching categories of teacher talk, teacher questioning, scaffolding, pupil talk and pupil playing. Behaviour style was found to correspond with the model of interpersonal interaction in instrumental teaching. Highly directive teachers were found to engage most often in scaffolding, while the most responsive teachers allowed space for the pupil voice to be heard and provided more feedback that was attributed to specific strategies or effort. These findings suggest that teachers and pupils may become entrenched in fixed patterns of interaction behaviour that potentially place constraints on teaching and learning outcomes. The implications for practice lie in teachers’ awareness and reflections on their own interaction behaviours. Being cognisant of fixed patterns of behaviour, teachers may choose to re-frame their style of interaction, thus effecting positive changes in teaching and learning.

scholarly journals Development of Mobile Learning in Learning Media to Improve Digital Literacy and Student Learning Outcomes in Physics Subjects: Systematic Literature Review

2021 ◽  
Vol 4 (2) ◽  
pp. 3087-3098
Author(s):  
Rafi Eka Wijaya ◽  
Mustaji Mustaji ◽  
Hari Sugiharto
Keyword(s):  
Literature Review ◽  
Student Learning ◽  
Learning Outcomes ◽  
Mobile Learning ◽  
Systematic Literature Review ◽  
Digital Literacy ◽  
Teaching And Learning ◽  
Student Learning Outcomes ◽  
Independent Learning ◽  
Support Tool

This study aims to analyze the development of mobile learning in learning media to improve digital literacy and student learning outcomes in physics subjects. The method used in writing this systematic literature review is to search for the literature using a database on Google Scholar. The results of the study show that the use of mobile learning in student learning can be used as a learning support tool, media and learning resource and can be applied at the student level. The benefits of using mobile learning in learning are that it can facilitate the teaching and learning process both in the classroom and outside the classroom, attract students' attention and can generate enthusiasm and motivation in learning so that the material being delivered can be conveyed properly and can be understood by students, besides another benefit of using mobile learning is that it can support students towards independent learning. The development of mobile learning as a learning medium has been carried out by several researchers, who develop mobile learning. The results of the development carried out indicate that the media developed is more likely to focus on the teaching material only. Mobile learning developed is focused as a means of practicing working on questions that can provide various types of questions that are varied and challenging.

Till Eulenspiegel, Mechthild von Magdeburg, Rudolf von Ems und Herzog Ernst

2016 ◽  
Vol 76 (4) ◽  
pp. 508-529
Author(s):  
Albrecht Classen
Keyword(s):  
Foreign Language ◽  
Learning Outcomes ◽  
German Literature ◽  
Literary Texts ◽  
German Language ◽  
Language Classes ◽  
The Right ◽  
Literature Class ◽  
Specific Learning ◽  
Selection Of

In the assumption that literary texts can be employed already in the first German language classes, we are confronted with the question how to select the right texts and whether there might be historical criteria. This article argues that medieval German literature can also be included, if it is dealt with in a pedagogically and didactically skillful manner. The messages of the medieval texts often prove to be astoundingly meaningful, and this even for us today, not only because they develop alternative perspectives, but also because they address basically the same problems as today, even though from their own perspectives. Based on a selection of literary texts from the twelfth through the late thirteenth century this article illustrates what texts could be used well in German as a Foreign Language and in a literature class to meet specific learning outcomes.

Sustainability in management education: a Biggs’ 3P model application

2020 ◽  
Vol 21 (4) ◽  
pp. 671-684
Author(s):  
Patricia Kanashiro ◽  
Edson Sadao Iizuka ◽  
Caio Sousa ◽  
Suzi Elen FeRReira Dias
Keyword(s):  
Deep Learning ◽  
Literature Review ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Management Education ◽  
Approaches To Learning ◽  
Learning Model ◽  
Content Type ◽  
Effective Learning ◽  
3P Model

Purpose The purpose of this paper is to assess the main factors that contribute to teaching and learning sustainability in management education (SiME), which is defined as a body of knowledge that meets the needs of both current and future generations of students. Design/methodology/approach The authors adopt the Biggs’ Presage–Process–Product (3P) learning model to guide and categorize the findings from the literature review on SiME. This study provides an overview of journal articles published between 2002 and 2017. Findings In the context of SiME, Biggs’ 3P model shows how teaching context and students’ background (presage factors) influence students’ approaches to learning, which can range from surface to deep learning (process) and result in various learning outcomes (products). Research limitations/implications The literature review may have excluded important and relevant work from the sample. Practical implications This review highlights that personal and institutional commitments are necessary to promote effective learning of sustainability. Social implications Effective learning outcomes (deep learning) in sustainability should encourage students to reflect on their personal values and behaviors and to acquire analytical skills aimed at promoting conservation and remediation of social, environmental and economic problems. Originality/value This paper provides an application of Biggs’ 3P learning model in the context of sustainability, which highlights the conditions for deep learning as critical given the complexity and urgency of addressing sustainability crises.

scholarly journals The Relevance And Implications Of Metacognitive Strategy To Reading Comprehension In EFL Classroom

2017 ◽  
Vol 2 (2) ◽  
Author(s):  
Eka Rizki Amalia
Keyword(s):  
Reading Comprehension ◽  
Literature Review ◽  
Foreign Language ◽  
Significant Role ◽  
Teaching And Learning ◽  
Reading Skill ◽  
Learning Activities ◽  
Metacognitive Strategy ◽  
Reading Activity ◽  
Learning English

Metacognitive strategy plays a significant role in solving students’ problem in learning English as a foreign language by being applied to some teaching and learning activities. Its strength is on realizing and optimizing students’ awareness upon their own learning. By perceiving their own knowledge, students have control of what they have in mind and can regulate it to achieve certain purposes. This is how they can maximize their learning. In reading skill, students are always demanded to understand the texts they are reading. Thus, applying metacognitive strategy to reading activity will foster the students’ comprehension respectively. This literature review discusses the relevance and implications of metacognitive strategy to reading comprehension in EFL classroom.

scholarly journals VERBAL INTERACTION IN ENGLISH CLASSROOM USING FLANDERS INTERACTION ANALYSIS CATEGORIES SYSTEM (FIACS)

2019 ◽  
Vol 7 (3) ◽  
Author(s):  
Fitri Mardiana ◽  
Zainuddin Zainuddin ◽  
Johannes Jefria Gultom
Keyword(s):  
Teaching And Learning ◽  
Interaction Analysis ◽  
Video Recording ◽  
Classroom Interaction ◽  
Verbal Interaction ◽  
Teacher Talk ◽  
The Other ◽  
English Teacher ◽  
Student Talk ◽  
English Classroom

The thesis deals with the dominant category used by teacher and the students during English classroom interaction, and the percentage of teacher’s talk and students’ talk during English classroom interaction using Flanders Interaction Analysis Categories System (FIACS). Moreover, this study used descriptive qualitative design .The data of this study were utterances between English teacher and students during English classroom in XI-2 IPA of SMA Negeri 11 Medan.The instruments for data collection were observation tally sheet and video recording. The result showed all of the categories used in the teaching and learning process. It found from the percentage of all categories , the dominant category used by the teacher was Giving Direction (40.41% ). In the other hand the dominant category used by students was Student Talk-Response (57.60%). In addition, the percentage of Teacher Talk was 59.76%, and the percentage of Student Talk  was 36.72% during classroom interaction in English lessons .It showed, the teacher more active and dominant talking than the students during verbal classroom interaction.Key words: Verbal Classroom Interaction, Teacher Talk, Student Talk, Flanders Interaction Analysis Categories System

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