scholarly journals PELATIHAN METODE TPR UNTUK MENINGKATKAN KEMAMPUAN BERBICARA DAN KREATIVITAS SISWA DI TINGKAT SMP, DESA JALANCAGAK, KABUPATEN SUBANG

2019 ◽  
Vol 2 (2) ◽  
pp. 155
Author(s):  
Dewi Listia Apriliyanti ◽  
Cynantia Rachmijati ◽  
Anita Anggraeni
Keyword(s):  
Adult Learners ◽  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
School Level ◽  
School Age Children ◽  
Physical Response ◽  
Response Method ◽  
Primary School Age ◽  
Insight Into

ABSTRAKPendidikan bahasa Inggris diberikan di Indonesia kepada siswa diawali dari tingkat Sekolah Dasar hingga Perguruan Tinggi. Karena karakteristik anak-anak sebagai pembelajar berbahasa berbeda dan unik dibandingkan dengan pembelajar dewasa sehingga dibutuhkan metode yang berbeda. Level pendidikan di Desa Jalancagak, Subang yang masih belum merata membutuhkan penyegaran metode pembelajaran, terutama terkait dalam pembelajaran bahasa Inggris Pengabdian kepada masyarakat yang berjudul “Penerapan metode TPR untuk meningkatkan kemampuan berbicara dan kreativitas siswa” ini bertujuan untuk memberikan wawasan pengetahuan kepada para guru TK tentang penerapan metode TPR serta memberikan bekal kemampuan untuk mengajar pada anak usia sekolah dasar. Metode TPR (Total Physical Response) merupakan suatu metode pembelajaran bahasa yang disusun pada koordinasi perintah (command), ucapan (speech) dan gerak (action); dan berusaha untuk mengajarkan bahasa melalui aktivitas fisik (motor). Penyampaian materi pengabdian antara lain meliputi pengertian, manfaat, implementasi dan adaptasi dari metode TPR. Diharapkan para guru bisa menerapkan metode ini dalam kegiatan belajar mengajar sehingga bisa meningkatkan kemampuan berbicara dan kreativitas siswa sekaligus memberikan pengetahuan terkait metode mengajar baik secara konvensional maupun menggunakan teknologi.Kata kunci: TPR, bahasa, kreativitas, siswaABSTRACTEnglish education is given to students in Indonesia starting at the elementary school level to university level. However, the characteristics of children as language learners are different and unique compared to adult learners therefore different methods are needed. The level of education in Jalancagak, Subang Village which is still uneven requires a refresher in learning methods, especially related to learning English. Community service entitled "The application of the TPR method to improve the ability to speak and creativity of students" aims to provide insight into kindergarten teachers about the application of TPR methods and provide the ability to teach primary school age children. The TPR (Total Physical Response) method is a method of language learning that is structured in the coordination of commands, speeches and actions; and trying to teach language through physical activity (motoric). The materials that were delievered regarding to the understanding, benefits, implementation and adaptation of the TPR method. It is hoped that teachers can apply this method in teaching and learning activities so as to improve students' speaking abilities and creativity while providing knowledge related to teaching methods both conventionally and using technology.Keywords : TPR, language, creativity, students

Pronunciation among adult Indigenous language learners

2020 ◽  
Author(s):  
Sonya Bird
Keyword(s):  
Adult Learners ◽  
Language Learning ◽  
Language Learners ◽  
Second Language Learning ◽  
Teaching And Learning ◽  
Acoustic Analysis ◽  
Indigenous Language ◽  
Coast Salish ◽  
Learning And Teaching

Abstract This paper describes the features that set adult Indigenous language learning apart from other types second language learning, examining in particular the role that unique teaching and learning contexts might play in the acquisition of pronunciation. As a case study, the pronunciation of SENĆOŦEN (Coast Salish) /t’/ is compared across four groups of speakers, including two groups of adult learners. Acoustic analysis shows that /t’/, described as a weak ejective in previous work, is now consistently realized as a strong ejective, especially among learners and teachers. These findings are discussed with reference to factors relevant to language learning and teaching in general, as well as to ones relevant to Indigenous language learning and teaching in particular.

scholarly journals Language Beliefs among Adult Learners: Individual Differences

2017 ◽  
Vol 10 (1) ◽  
pp. 20
Author(s):  
Aiza Johari
Keyword(s):  
Adult Learners ◽  
Language Learning ◽  
Language Learners ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Opportunities ◽  
Learning Beliefs ◽  
Language Learning Beliefs

To develop the quality of language learning and utilise learning opportunities in and out of a classroom, it is vital to understand individual's beliefs in language learning. White (2008) affirmed that an individual’s belief plays a key role in the learning process and language acquisition, especially the beliefs the learners have about themselves, language and language learning, and about the settings in which they contribute as language learners and users. This study identifies the English language learning beliefs of adult learners (between 45-50 years of age) in a local university in Sarawak. Questionnaire was the instrument  to collect the data and the data were analysed using SPSS Version 21. The study showed that these adult learners have various levels of language beliefs. The results obtained can be used to enhance the teaching and learning of English language where language instructors can learn more about their learners and the learners’ language beliefs can further enhance learning process in the classroom.

TOTAL PHYSICAL RESPONSE METHOD IN FOREIGN LANGUAGE LEARNING

2020 ◽  
Vol 4 (1) ◽  
Author(s):  
Yunanfathur Rahman
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Writing Skills ◽  
Foreign Language Learning ◽  
Basic Skill ◽  
Human Beings ◽  
Foreign Language Learners ◽  
Physical Response ◽  
Response Method

Foreign language is now a must in every level of education. People begin tolisten to foreign language and the try to master it. Listening is the languageskills that are closely related to the daily life of human beings. Listening is theprocess of accepting verbal symbols with caring, understanding, appreciation,and the interpretation of information, here we capture the content ormessages, as well as to understand the meaning of communication. Whilelistening to a foreign language we will hear how the language is spoken.Therefore, listening is a basic skill that must be mastered by learners inlearning a foreign language before speaking, reading and writing skills. But infact, the foreign language learners have difficulties in Listening. The TotalPhysical Response method can desirable overcome this problem.

scholarly journals Promoting TPR (Total Physical Response) Method in Teaching Vocabulary for EFL Beginners in Benin Secondary Schools

2020 ◽  
Vol 9 (6) ◽  
pp. 23
Author(s):  
Arlette J. Viviane Hounhanou
Keyword(s):  
Language Learning ◽  
English Language ◽  
Research Work ◽  
Teaching English ◽  
Efl Teachers ◽  
Physical Representation ◽  
Physical Response ◽  
Response Method ◽  
Insight Into ◽  
Rules And Exceptions

Vocabulary learning is one of the most important fields in teaching English or any foreign language. One could learn all of the grammatical rules and exceptions that the language contains, but what if our brain did not store the needful amount of words to complete and utter the message that a person want to transmit ? The present research work aimed at promoting the use of Total Physical Response (TPR) method, as a technique to introduce English language vocabulary to EFL beginners. An overall of 150 students and 26 EFL teachers were involved in this study. To achieve the objectives of the study, class observation was used as an instrument to gain insight into learners’ attitudes and reactions toward English language learning. Questionnaire was also used to collect reliable data. The results obtained revealed that teaching English vocabulary through Physical Response allows students to learn faster and easier, since children find support from the physical representation of their facilatator or their peers. Also the results may be a reference for other researchers who are interested in undertaking research on the learning or teaching of English vocabulary.

The Involvement of Native Speakers in Teaching and Learning Japanese Language at UiTM

2020 ◽  
Vol 4 (3) ◽  
pp. 14
Author(s):  
Choong Pow Yean ◽  
Sarinah Bt Sharif ◽  
Normah Bt Ahmad
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
Native Speakers ◽  
Native Speaker ◽  
Japanese Culture ◽  
Japanese Language ◽  
Foreign Language Learners ◽  
Lexical Density

The Nihongo Partner Program or “Japanese Language Partner” is a program that sends native speakers to support the teaching and learning of Japanese overseas. The program is fully sponsored by The Japan Foundation. The aim of this program is to create an environment that motivates the students to learn Japanese. This study is based on a survey of the Nihongo Partner Program conducted on students and language lecturers at UiTM, Shah Alam. This study aims to investigate if there is a necessity for native speakers to be involved in the teaching and learning of Japanese among foreign language learners. Analysis of the results showed that both students and lecturers are in dire need of the Nihongo Partner Program to navigate the learning of the Japanese language through a variety of language learning activities. The involvement of native speaker increases students’ confidence and motivation to converse in Japanese. The program also provides opportunities for students to increase their Japanese language proficiency and lexical density. In addition, with the opportunity to interact with the native speakers, students and lecturers will have a better understanding of Japanese culture as they are able to observe and ask the native speakers. Involvement of native speakers is essential in teaching and learning of Japanese in UiTM.

Teaching Adult Second Language Learners Who Are Emergent Readers

2011 ◽  
Vol 31 ◽  
pp. 120-136 ◽  
Author(s):  
Martha Bigelow ◽  
Patsy Vinogradov
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Second Language Learners ◽  
Learning Needs ◽  
Formal Schooling ◽  
Emergent Readers ◽  
Print Literacy ◽  
Historical Issues

Some second language (L2) learners are unique in that they bring low print literacy and limited formal schooling to the language learning enterprise. A range of personal, economic, historical, and political circumstances bring them to highly literate, industrialized societies where print literacy becomes not only desirable but necessary to earn a living and participate in a range of everyday activities. This article is a review of current research related to this population of learners for the purpose of informing educators about their particular teaching and learning needs. While the emphasis is on scholarship focused on adult L2 emergent readers, attention is also given to related research with bi- and multilingual children and monolingual adults who are not print literate. Finally, sociopolitical and historical issues are touched upon with regard to broader policy matters that may have contributed to or perpetuate low print literacy.

Qurʾanic Figurative Language to Develop High Order Thinking Skills (HOTS) and Religious Tolerance among Language Learners

2021 ◽  
Vol 19 (2) ◽  
pp. 173-199
Author(s):  
Mahrus Asʾad ◽  
Ahmad Bukhori Muslim ◽  
Wagdi Rashad Ali Bin-Hady
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Figurative Language ◽  
Foreign Language Learning ◽  
Thinking Skills ◽  
Language Teachers ◽  
Religious Tolerance ◽  
Foreign Language Learners

Abstract Similar to other theistic texts, the Qurʾan has some figurative languages which require deep thought for good comprehension. However, how these rhetorical imageries can inspire the development of higher order thinking skills (HOTS) and religious tolerance among language learners, two necessary skills in the information-laden era, is still less known. This study explores how the Qurʾan’s figurative languages serve as an inspiring basis to develop Bloom’s revised taxonomy of analyzing and evaluating thinking skills in foreign language learning. Document analysis shows that many verses in Sura (Chapter) Joseph and other five chapters contain some simile, personification, and metaphor in recounting past prophetical and scientific events humans need to learn for life. Incorporated into learning materials, these figurative languages require the foreign language learners to use their skills of sensing, imagining, and making logical reasoning to discern the real meanings. The discussion of Sura Joseph in the Qurʾan which recounts some prophets of Abraham’s descendants can also increase religious tolerance among young followers of Abrahamic religions. The study recommends some strategies on how language teachers base their teaching and learning practices on these religious scriptures to develop students’ critical thinking and create a more harmonious global citizenship.

scholarly journals Case Study of the Commercially Published ELT materials in Foundation of English Course Books 1 & 2

IIUC Studies ◽  
2016 ◽  
pp. 173-182
Author(s):  
Md Yousuf Uddin Khaled Chowdhury
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Language Teachers ◽  
Global Markets ◽  
Local Market ◽  
Learning And Teaching ◽  
Language Classrooms ◽  
The Right

Brumfit (1979) has suggested that many commercially published ELT materials are little more than ‘masses of rubbish, skilfully marketed’. He perhaps rejects most of the published materials. However, in reality, it is observed that these ELT resources are the only available alternatives in the contexts where infra-structural limitations of language classrooms and the inefficiency of the language-teachers make the goal of language learning and teaching unreachable or unattainable for many of the learners. This paper, through a case study, aims at justifying the use of commercially published ELT coursebooks that are designed and used, considering the limitations and problems of the personally produced materials by untrained teachers. Nevertheless, these materials must consider the local market rather than the global markets so that they meet the needs of the local language learners and instructors. The case study implies that it is the selection or adaptation of the right materials for the specific learners that makes them effective or ineffective. It also suggests that the personally designed or locally produced materials too may make teaching and learning difficult and impossible sometimes.IIUC Studies Vol.10 & 11 December 2014: 173-182

scholarly journals Teaching and Learning Vocabulary: What English Language Learners Perceive to Be Effective and Ineffective Strategies

2018 ◽  
Vol 8 (1) ◽  
pp. 139
Author(s):  
Seyyed Hatam Tamimi Sa’d ◽  
Fereshte Rajabi
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teachers ◽  
Strategy Training ◽  
Efl Learners ◽  
English Language Teachers

Vocabulary constitutes an essential part of every language-learning endeavour and deserves scholarly attention. The objective of the present study was three-fold: 1) exploring Iranian English language learners’Vocabulary Learning Strategies (VLSs), 2) examining language learners’ perceptions of vocabulary learning, and 3) exploring Iranian English language teachers’ Vocabulary Teaching Strategies (VTSs). In total, 145  intermediate learners of English as a foreign language, consisting of 114 males and 31 females aged 15 to 27, participated in the study. The triangulated data were collected using three tools: questionnaires, interviews, and class observations. Sixty-seven learners (31 females and 36 males) filled out a 56-statement questionnaire, adopted and adapted from Takač (2008) and translated into Persian. The questionnaire comprised two parts, enquiring as to the learners’ VLSs and the teachers’ VTSs. The findings indicated that females and males differed significantly in their reported VLSs and their teachers’ use of various VTSs. Additionally, 78 learners were interviewed as to their perceptions of effective and ineffective VLSs as well as VTSs. The findings revealed that the most effective VLSs were reported to be: a) reciting, repeating and listening to words, b) using words, and c) memorising words while the most effective VTSs revolved around: a) explanation, b) repetition, and c) dictation. The observations also confirmed the findings obtained via the questionnaire and interviews. In general, the findings are indicative of the limited repertoire of vocabulary acquisition techniques employed by Iranian EFL learners, hence the need for strategy training in how to acquire vocabulary. 

scholarly journals Monitoring of Teachers’ Views on Both CLIL and the Development of Pluriliteracies: A Longitudinal Qualitative Study

2019 ◽  
Vol 12 (2) ◽  
pp. 1 ◽  
Author(s):  
Xabier San Isidro ◽  
David Lasagabaster
Keyword(s):  
Qualitative Study ◽  
Language Learning ◽  
Curriculum Integration ◽  
Language Teachers ◽  
School Level ◽  
Content Integration ◽  
Content Learning ◽  
The Subject ◽  
Insight Into ◽  
Oriented Research

In Content and Language Integrated Learning (CLIL), the design of a language policy at school level is not only bound up with the number of languages used for learning and the number of hours devoted to teaching those languages, but also with the fact that language becomes specialised in relation to the subject, which impacts on the methodology used. These are the reasons for both language teachers and subject teachers to work together in design and implementation; and for the teachers’ use of a translanguaging-based approach to language learning (San Isidro, 2018). Previous research has dealt with teachers’ opinions (Calvo & San Isidro, 2012; Coonan, 2007; Infante et al., 2009; Pladevall-Ballester, 2015) on the difficulties of curriculum integration and its effects on both the different languages of instruction and the learning of content; or on the difficulties of language and content integration. However, methodology-oriented research on teachers’ views and work in specific contexts is direly needed so as to gain a deep insight into the methodological commonalities that make CLIL what it is. Our qualitative study is focused on a two-year monitoring of teachers’ (N=6) views on CLIL implementation in a rural multilingual setting in Galicia. The teachers were monitored by means of interviews held between 2012 and 2014. After being trained, they took part in a CLIL project based on curriculum integration with two different groups of students. The findings reported showed that 1) teachers’ initial views on CLIL implementation turned more positive over the two years; 2) teachers believed that CLIL provides a very good framework for the development of pluriliteracies; 3) their views regarding content learning in CLIL turned more neutral in the course of the two years; and 4) teachers stressed the need for methodology-oriented training.

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