scholarly journals Developing Learning Methods of Indonesian as a Foreign Language

2017 ◽  
Vol 1 (2) ◽  
pp. 51
Author(s):  
I Nyoman Suparsa ◽  
Ida Bagus Nyoman Mantra ◽  
Ida Ayu Made Sri Widiastuti
Keyword(s):  
Foreign Language ◽  
Past Tense ◽  
Learning Methods ◽  
Standard Nomenclature ◽  
The Past ◽  
Keyword List ◽  
Clear Statement ◽  
Basic Content

A well-prepared abstract enables the reader to identify the basic content of a document quickly and accurately, to determine its relevance to their interests, and thus to decide whether to read the document in its entirety. The Abstract should be informative and completely self-explanatory, provide a clear statement of the problem, the proposed approach or solution, and point out major findings and conclusions. The Abstract should be 100 to 300 words in length. The abstract should be written in the past tense. Standard nomenclature should be used and abbreviations should be avoided. No literature should be cited. The keyword list provides the opportunity to add keywords, used by the indexing and abstracting services, in addition to those already present in the title. Judicious use of keywords may increase the ease with which interested parties can locate our article.

scholarly journals The stylistics analysis of the poem “raqeeb se, to the rival” by Faiz Ahmed Faiz

2019 ◽  
Vol 5 (6) ◽  
pp. 36-47
Author(s):  
Rashid Chandio ◽  
Shadab Fatima ◽  
Tarique Tarique ◽  
Saira Soomro
Keyword(s):  
Past Tense ◽  
Standard Nomenclature ◽  
The Past ◽  
Keyword List ◽  
Clear Statement ◽  
Basic Content

A well-prepared abstract enables the reader to identify the basic content of a document quickly and accurately, to determine its relevance to their interests, and thus to decide whether to read the document in its entirety. The Abstract should be informative and completely self-explanatory, provide a clear statement of the problem, the proposed approach, or solution, and point out major findings and conclusions. The Abstract should be 100 to 200 words in length. The abstract should be written in the past tense. Standard nomenclature should be used and abbreviations should be avoided. No literature should be cited. The keyword list provides the opportunity to add keywords, used by the indexing and abstracting services, in addition to those already present in the title. Judicious use of keywords may increase the ease with which interested parties can locate our article.

Self-Healing Properties of Silicone Rubber Against Relative Humidity and Nanofiller

2017 ◽  
Vol 6 (1) ◽  
pp. 166 ◽  
Author(s):  
Izzah Hazirah Zakaria ◽  
Muhammad Taufik Kamaruddin ◽  
Yanuar Z. Arief ◽  
Mohd Hafizi Ahmad ◽  
Noor Azlinda Ahmad ◽  
...  
Keyword(s):  
Relative Humidity ◽  
Silicone Rubber ◽  
Past Tense ◽  
Self Healing ◽  
Standard Nomenclature ◽  
The Past ◽  
Keyword List ◽  
Clear Statement ◽  
Basic Content

<p>A well-prepared abstract enables the reader to identify the basic content of a document quickly and accurately, to determine its relevance to their interests, and thus to decide whether to read the document in its entirety. The Abstract should be informative and completely self-explanatory, provide a clear statement of the problem, the proposed approach or solution, and point out major findings and conclusions. The Abstract should be 100 to 150 words in length. The abstract should be written in the past tense. Standard nomenclature should be used and abbreviations should be avoided. No literature should be cited. The keyword list provides the opportunity to add keywords, used by the indexing and abstracting services, in addition to those already present in the title. Judicious use of keywords may increase the ease with which interested parties can locate our article.</p>

scholarly journals Interactive Module Design Using The Course Lab Application Based on a Scientific Approach to Materials Business, Energy and Momentum

2020 ◽  
Vol 2 (1) ◽  
pp. 75-84
Author(s):  
Akira Daichi ◽  
Arata Gin ◽  
Arta Eiji
Keyword(s):  
Past Tense ◽  
Font Size ◽  
Standard Nomenclature ◽  
Module Design ◽  
The Past ◽  
Scientific Approach ◽  
Energy And Momentum ◽  
Keyword List ◽  
Clear Statement ◽  
Basic Content

 A well-prepared abstract enables the reader to identify the basic content of a document quickly and accurately, to determine its relevance to their interests, and thus to decide whether to read the document in its entirety. The Abstract should be informative and completely self-explanatory, provide a clear statement of the problem, the proposed approach or solution, and point out major findings and conclusions. The Abstract should be 100 to 150 words in length, the font style is Arial in Italic mode and the font size is 10. The abstract should be written in the past tense. Standard nomenclature should be used and abbreviations should be avoided. No literature should be cited. The keyword list provides the opportunity to add keywords, used by the indexing and abstracting services, in addition to those already present in the title. Judicious use of keywords may increase the ease with which interested parties can locate our article.

FPGA Implementation of BCG Signal Filtering Scheme by Using Weight Update Process

2016 ◽  
Vol 4 (2) ◽  
pp. 373
Author(s):  
Manjula B.M ◽  
Chirag Sharma
Keyword(s):  
Fpga Implementation ◽  
Past Tense ◽  
Signal Filtering ◽  
Standard Nomenclature ◽  
The Past ◽  
Keyword List ◽  
Update Process ◽  
Clear Statement ◽  
Basic Content

A well-prepared abstract enables the reader to identify the basic content of a document quickly and accurately, to determine its relevance to their interests, and thus to decide whether to read the document in its entirety. The Abstract should be informative and completely self-explanatory, provide a clear statement of the problem, the proposed approach or solution, and point out major findings and conclusions. The Abstract should be 100 to 200 words in length. The abstract should be written in the past tense. Standard nomenclature should be used and abbreviations should be avoided. No literature should be cited. The keyword list provides the opportunity to add keywords, used by the indexing and abstracting services, in addition to those already present in the title. Judicious use of keywords may increase the ease with which interested parties can locate our article

scholarly journals Improving High-Level Thinking Skills in Students Through Powtoon-Based Animation Video Media

2021 ◽  
Vol 5 (4) ◽  
pp. 654
Author(s):  
Fahni Rahmawati ◽  
Zaka Hadikusuma Ramadan
Keyword(s):  
Education Technology ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
Past Tense ◽  
Higher Order Thinking Skills ◽  
The Past ◽  
High Level ◽  
Keyword List ◽  
Clear Statement ◽  
Basic Content

Students are less able to optimize higher-order thinking skills. There are still many students who are confused in working on problems related to higher thinking skills. This paper provides a template for preparing papers for electronic production of the Journal of Education Technology. A well-prepared abstract enables the reader to identify the basic content of a document quickly and accurately, to determine its relevance to their interests, and thus to decide whether to read the document in its entirety. The Abstract should be informative and completely self-explanatory, provide a clear statement of the problem, the proposed approach or solution, and point out major findings and conclusions. The Abstract should be 150 to 250 words in length. The abstract should be written in the past tense. Standard nomenclature should be used and abbreviations should be avoided. No literature should be cited. The keyword list provides the opportunity to add keywords, used by the indexing and abstracting services, in addition to those already present in the title. Judicious use of keywords may increase the ease with which interested parties can locate our article.

The development of suppletive and affixal tense and agreement morphemes in the L3 English of Basque-Spanish bilinguals

2010 ◽  
Vol 27 (1) ◽  
pp. 129-149 ◽  
Author(s):  
María del Pilar García Mayo ◽  
Izaskun Villarreal Olaizola
Keyword(s):  
Foreign Language ◽  
Surface Morphology ◽  
Past Tense ◽  
Cross Sectional ◽  
Third Language ◽  
The Third ◽  
The Past ◽  
Third Person ◽  
The Third Person ◽  
Spanish Bilinguals

This article examines the third language (L3) developing morphology of 78 Basque—Spanish bilinguals following a Content and Language Integrated Learning (CLIL) program and a mainstream English as a foreign language (non-CLIL) program. The analysis of cross-sectional and longitudinal oral data shows that (1) the omission of inflection in the L3 English interlanguage of these groups of learners is due to problems with the realization of surface morphology, (2) there is a dissociation in frequency of suppliance between suppletive inflection (copula and auxiliary be) and affixal inflection (the third person morpheme -s and the past tense morpheme -ed) already attested in L2 data, and (3) no significant differences were found between the two groups tested as far as the development of suppletive and affixal tense and agreement morphemes. The overall findings seem to support full-UG explanations for the variable use of morphology in the acquisition of non-native systems.

Two tenses are better than one

2017 ◽  
Vol 6 (2) ◽  
pp. 124-134 ◽  
Author(s):  
Clare Lindström
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Sixth Grade ◽  
Variation Theory ◽  
Past Tense ◽  
Grammatical Structure ◽  
Content Type ◽  
The Past ◽  
Teacher Researcher ◽  
Pupil Learning

Purpose The purpose of this paper is to present findings from a learning study (Lindström, 2015) with Swedish sixth grade pupils on the English grammatical structure, the progressive aspect (PROG). The focus is on how the lesson design and the treatment of the subject content, informed by variation theory, affected the learning of the PROG. Design/methodology/approach Four teachers of English as a foreign language, including the teacher researcher, collaborated to plan, teach, evaluate and analyse a series of six research lessons. The theoretical framework was the variation theory of learning which was used both to design the lessons and analyse teaching and learning. A basic assumption is that learning is a function of discernment, and discernment is conditional upon experiencing variaion. Empirical data consisted of interview transcripts, pre- and post-lesson assessments, and video recordings of the lessons. Findings The use of the present tense when teaching the PROG was insufficient. When the past tense was introduced, along with particularly powerful examples, pupils’ understanding of the PROG improved. Furthermore, reversing the conventional order by instead beginning the lesson with examples in the past tense, helped the pupils to generalise the meanings of the PROG. Improved pupil learning outcomes were observed when the PROG was treated from the perspective of wholeness, simultaneity and complexity. Originality/value The findings challenge conventional ways of teaching the PROG and thus have value for instruction of English as a foreign language.

scholarly journals L2 TENSE TRANSFER IN EFL LEARNING

2020 ◽  
Author(s):  
Tatjana Grujić ◽  
Keyword(s):  
Second Language Acquisition ◽  
Foreign Language ◽  
Adult Students ◽  
Corrective Feedback ◽  
Negative Influence ◽  
Instructional Materials ◽  
Past Tense ◽  
The Past ◽  
L1 Influence ◽  
Adverbial Clauses

In second language acquisition (SLA) transfer is predominantly explored as either positive or negative influence of learners’ first language (L1) on their second/foreign language (L2) performance. Studies in this field serve not only to describe the learner’s interlanguage, but also to inform, improve and refine foreign language teaching. However, the scope of SLA studies is such that it leaves the other transfer direction under-researched (L2 to L1), assuming that once the learner’s L1 system has fully developed, their L1 competence will not be subject to change. More recent studies of adult bilinguals have shown a bidirectional interaction between the two linguistic systems: not only does L1 influence L2, but L2 influences L1 as well. In this study, conducted among adult students of English (B2 to C1 level language users, according to CEFR), we examine the influence of English as a foreign language upon Serbian as a native tongue in terms of tense transfer. More precisely, the study explores how the subjects interpret and translate the secondary meanings of the English past tense. The basic meaning of the past tense is to locate an event (or state) in the past. However, in its secondary meanings (backshift past in reported clauses, counterfactual present in adverbial clauses of condition and ‘past subjunctive’ when expressing wishes and regrets) it does not refer to the past time. The error analysis of students’ English to Serbian translations provides evidence of L2 influence: learners tend to use the Serbian past rather than the present tense in their translations. Pedagogical implications of this study of misuse of L1 tense include focusing on explicit corrective feedback and polishing instructional materials.

scholarly journals THE IMPACT OF GRAMMATICAL COMPETENCE WITH DISCOURSE IN SPEAKING PROFICIENCY

JURNAL BASIS ◽  
2014 ◽  
Vol 1 (2) ◽  
pp. 115
Author(s):  
Frangky Silitonga ◽  
Frangky Silitonga
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Past Tense ◽  
Grammatical Competence ◽  
The Past ◽  
Speaking Proficiency ◽  
The People ◽  
Speaking Skill ◽  
Present Tense ◽  
The Impact

ABSTRACTLanguage is a mean of communication used in daily activities. There are aspects needed to be concerned in the use of language, especially foreign language. One of the most common foreig language used is English. In Indonesia, although, English is sound familiar by most of people, the ability of using English is still not maximal. In the use of English language, one of the most important aspects is grammar, for example grammar orientation—tenses, Simple past tense and simple present tense, these are two particular parts in grammar. Simple past tense indicates the past condition that has passed. Simple present tense is used to describe the habit or event happening now. The tendency of tenses use is usual in daily communication, for instance, everyone will interact through some ways, one of them verbal communication or speaking. There is a relationship between grammar and speaking proficiency. Simple past and simple present tense influence the speaking proficiency, thus by mastering those grammar aspects will make easier to understand communication each other. Therefore discourse has supporting power to make the second learners language easily to improve speaking skill. It thing become a basic need for some people who face the people using that foreign language, especially in the school or business process. In Batam, as an industrial region which next to the Singapore and Malaysia, a well speaking proficiency surely needed. Here, the writer conducts the research toward impact of grammatical orientation with discourse in speaking proficiency on students’ primary school in Batam.

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