scholarly journals Syntax Device and Unit Disorder in Children with Mental Retardation: A Neurolinguistic Perpspective on Language Learning Innovations and Progressive Education

2021 ◽  
Vol 3 (2) ◽  
pp. 114-129
Author(s):  
Fathiaty Murthado ◽  
Fernandes Arung ◽  
Endry Boeriswati ◽  
Silfia Rahman
Keyword(s):  
Mental Retardation ◽  
Language Learning ◽  
Neurological Disorders ◽  
Teaching And Learning ◽  
Progressive Education ◽  
Language Disorders ◽  
Special School ◽  
Innovative Teaching ◽  
Analysis Technique ◽  
Language Difficulties

This study aimed at obtaining information from neurolinguistic perspective about how children with mental retardation experience language learning by focusing on syntax device and unit disorder. With a qualitative paradigm, this study involved three children with mental retardation aged 17, 12, and 13 years at a special school in East Jakarta. Data in the form of utterances from three children with mental retardation through communication interactions were collected and produced 12 recordings which were then analyzed by apply-ing content analysis technique. The results of this study indicated that there were 151 errors in the form of syntax unit disorder, and the most errors were in the form of the phrase unit, amounting to 61 errors. In terms of syntax device disorder, 37 errors were found, of which the most errors were in intonation defects, amounting to 12 errors. The conclusion of the study is that children with mental retardation experience language disorders in the form of syntax defects because they are influenced by neurological disorders. How-ever, we see that these findings should not be standard benchmarks for mental and neurological disorders, so we argue that the defects in the syntax devices and units exhibited by children with mental retardation should be seen as a componential model of language issue on which their language development should be more focused on the meaning they get from information. In other words, we cannot just stick to the results which state that children with mental retardation have language difficulties but we must focus more on what they can understand as meaningful language to them. Therefore, we recommend trying to approach it with the concept of componential model of language that may be applicable with some technologies as innovative teaching and learning for teachers as well as progressive education for the children with mental retardation for their language learning experiences.

scholarly journals Enacting alternatives to nationalist essentialising in language learning: Students’ voices

2021 ◽  
pp. 001458582098650
Author(s):  
Gloria De Vincenti ◽  
Angela Giovanangeli
Keyword(s):  
Language Learning ◽  
Critical Discourse Analysis ◽  
Teaching And Learning ◽  
Social Contexts ◽  
Critical Discourse ◽  
Innovative Teaching ◽  
Language And Culture ◽  
Theoretical Approaches ◽  
Alternative Approaches

Researchers examining nationalistic conceptions of language learning argue that nationalist essentialism often shapes the way languages are taught by educators and understood by learners. While numerous studies focus on how frameworks informed by Critical Discourse Analysis (CDA) and intercultural education offer alternative approaches to national stereotyping, these studies tend to focus on theoretical approaches, teacher perspectives or innovative teaching and learning resources. The literature to date, however, does not provide case studies on student responses to activities designed by the teacher to open up the classroom with opportunities that move beyond essentialist representations. This article responds to the need for such scholarship and presents a case study involving a focus group with tertiary students in an Italian language and culture subject. It reveals some of the ways in which students enacted and reflected upon alternatives to nationalist essentialising as a result of language learning activities that had been informed by the discursive processes of CDA. The findings suggest that students demonstrated skills and attitudes such as curiosity, subjectivities and connections with broader social contexts. Some of the data also indicates student engagement in critical inquiry and their potential for social agency.

scholarly journals EFEKTIVITAS GERAKAN LITERASI 15 MENIT DALAM MENUMBUHKAN MINAT BACA SISWA AUTIS KELAS IV SLB TNCC BANDA ACEH MATA PELAJARAN BAHASA INDONESIA

2021 ◽  
pp. 143
Author(s):  
Mita Helfiana ◽  
Nita Sari ◽  
Suciani Suciani
Keyword(s):  
Qualitative Research ◽  
Teaching And Learning ◽  
Special School ◽  
Data Presentation ◽  
Narrative Story ◽  
Analysis Technique ◽  
Reading Interest ◽  
Bahasa Indonesia ◽  
Banda Aceh ◽  
Class Iv

Reading interest is one of the important keys for someone to gain knowledge and information. So by reading, students can get the knowledge that has been provided. The more often a student reads, the broader his knowledge and insight will be. This study aims to determine the effectiveness of the 15 Minute Literacy Movement in Fostering Reading Interest in Class 4 Autistic Students in Indonesian Language Subjects in Narrative Story Text Material at TNCC Banda Aceh Special School. This research is a qualitative research, with data collection techniques including observation, interviews and studies. documentation. The subjects in this study were students of class IV Autism at SLB TNCC Banda Aceh, which consisted of two people, and the data analysis technique was carried out qualitatively with stages including: (1) data reduction, (2) data presentation. (3) Triangulation, and (4) Verification / Conclusion Withdrawal. Based on the results of the study, it is known that the Literacy Movement 15 minutes before the Teaching and Learning Process (PBM) is very effective in cultivating students’ reading interest in autism in class 4. This can be seen from the results of completeness of the indicators of the effectiveness of reading interest, with 15 minutes of Literacy activities for autistic students there are significant changes. in recognizing letters and students’ reading interest increases.

scholarly journals Innovative Teaching: A Need to Encounter the Modern Classroom Challenges

2021 ◽  
Vol 12 (2) ◽  
pp. 1196-1203
Author(s):  
Anup Denzil Veigas, Et. al.
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Global Markets ◽  
Negative Feeling ◽  
Classroom Context ◽  
Innovative Teaching ◽  
New Methods ◽  
Language Classes ◽  
Teaching Learning

Teaching a language and addressing the need of the learners is a complex and challenging exercise. Language plays a prominent role in teaching learning process; however, when it comes to teaching of English language, these challenges multiply especially, within the classroom context because of the learners and their diversity of choices. The Irony behind teaching and learning of English language lies in its context in the global level. English Language seems to have many challenges because of the need to proficiency, competency and fluency of users who are capable of utilising the language skills mainly, LSRW (Listening, Speaking, Reading and Writing) to gain employment in global markets. But today, teaching the learners the skills of the language has become more challenging because the learners exhibit a negative feeling to language classes. The present paper emphasises on making teachers more adaptable for the teaching process by avoiding various classroom discrepancies and preparing the learners to utilize new methods for better and effective skill-based language learning.

scholarly journals The Language Commons: An Innovative Space Supporting Second Language Acquisition

2019 ◽  
Vol 8 (1) ◽  
pp. 33-41
Author(s):  
Judith Giering ◽  
Hope Fitzgerald
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Teaching And Learning ◽  
Current Theory ◽  
Theory And Practice ◽  
Language Faculty ◽  
Learning Space ◽  
Innovative Teaching

In 2015, language faculty and administrators at a large public university met to evaluate the needs of the more than 20 language programs offered on campus. A priority emerged for language learning space better equipped to facilitate authentic interaction and communication. The committee conceived of an alternative language learning space that would be motivating, collaborative, and inviting, and offer a variety of technologies in support of innovative teaching and learning.  Now in its second year of operation, the Language Commons facilitates formal and informal learning activities for students and faculty that are aligned with current theory and practice of Second Language Acquisition. Language faculty utilize the space for innovative instructional activities that might otherwise be limited by small, inflexible classroom spaces. This article describes the development of the Language Commons from initial conception through design, and the rich array of activities occurring in the space, featuring examples of faculty uses of Commons spaces and technologies. Preliminary outcomes suggest the Commons is valued for its support of student motivation, lowering of anxiety, opportunities for community engagement, and as a place to disrupt classroom hierarchies and routines.

scholarly journals FOREIGN LANGUAGE LEARNING: DIFFICULTIES AND IMPROVEMENT OF THE STUDY PROCESS

2017 ◽  
Vol 3 ◽  
pp. 625
Author(s):  
Vaida Žegunienė ◽  
Dalia Parišauskienė
Keyword(s):  
Language Acquisition ◽  
Foreign Language ◽  
Language Learning ◽  
Time Management ◽  
Teaching And Learning ◽  
Intellectual Development ◽  
Learning Difficulties ◽  
Great Influence ◽  
Foreign Language Learning ◽  
Innovative Teaching

The idea about knowing well any foreign language is very inspirational. People who know two or more foreign languages are admired and give people a hope to learn a new language easily. Consequently, this nice idea ends with the difficulties that students face while learning a new language. Only the infinitive desire could help student to learn something new. Attempts are really important thing in learning language, but difficulties can stop and isolate from the learning process. Scientists constantly have been estimating various kinds of learning difficulties and people who are undergoing difficulties of their studies. Frequently students face with academic failures, but according to the scholars, there is a way to avoid them – making learning more modernized by incorporating various innovative technologies as a motivational tool.Teacher’s role, without any concerns, has a great influence on a person’s life. Intellectual development starting with the primary classes to the university auditoriums and even future career largely depends on a teacher, who is responsible for providing valuable information and deciding on the methods as well as motivational tools to be applied.The research and data acquired revealed the students’ attitude towards learning of foreign language. It was noted that it is a very complicated and laborious procedure requiring long time and sustained efforts. During the process of foreign language acquisition, as the research results demonstrate, students confront with variety of difficulties. The respondents noted that the most topical difficulties are as follows: poor knowledge from secondary school, lack of practice, inefficient time management, etc. Therefore, in order to achieve prodigious results, the process of efficient language acquisition has to incorporate new educational trends, innovative study methods and practices, and appropriate motivational tools. Students participating in the survey specified that they would be satisfied by participating in modern innovative teaching and learning activities and having more contact hours for their lectures, and although the role of motivation cannot be denied.

Circling the globe: fostering experiential language learning

ReCALL ◽  
2001 ◽  
Vol 13 (1) ◽  
pp. 59-66 ◽  
Author(s):  
KIRSTEN SÖNTGENS
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Theory And Practice ◽  
Higher Education Funding ◽  
Innovative Teaching ◽  
Learning And Teaching ◽  
Kolb's Learning Cycle ◽  
The Uk ◽  
Uk Higher Education

This paper describes a Computer Supported Experiential Learning project at the University of Central England (UCE), for which a bid has been successful to the UK Higher Education Funding Councils’ learning and teaching fund to develop innovative teaching and learning strategies. The project is based upon a well-established curriculum model (Kolb, 1984) which has been adapted by the Learning Methods Unit (LMU) at UCE to include technologies each addressing a particular stage in Kolb’s learning cycle. The model recognises that it is insufficient simply to learn new concepts, just as it is insufficient to have an experience in isolation. The learner must make the link between theory and practice through active experimentation and through reflection on the learning process.

scholarly journals A Systematic Review of Flipped Learning Approach in Improving Speaking Skills

2022 ◽  
Vol 11 (1) ◽  
pp. 127-139
Author(s):  
Cassandra Santhanasamy ◽  
Melor Md
Keyword(s):  
Systematic Review ◽  
Language Learning ◽  
Teaching And Learning ◽  
Learning Approach ◽  
Flipped Learning ◽  
Innovative Teaching ◽  
Policy Makers ◽  
Self Regulated Learning ◽  
Meta Analyses ◽  
Speaking Skills

<p style="text-align: justify;">Speaking skills had always been the most challenging skill among the pupils in language learning. The flipped learning approach is an innovative teaching and learning pedagogy that creates better learning experiences in order to improve pupils’ speaking skills. Therefore, this systematic literature review focuses on flipped learning approach in improving pupils’ speaking skills. This analysis is done based on the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) review methodology. A total of 39 articles related to flipped learning in improving speaking skills published between 2017 to 2020 were identified from Scopus, Google Scholar and ERIC databases. Based on the results, self-regulated learning, interaction, motivation and achievement were the key themes that promotes the benefit of flipped learning to improve pupils’ speaking skills. Hence, this paper is beneficial to policy makers, educators and students in utilizing flipped learning approach to improve pupils’ speaking skills from various levels of education.</p>

scholarly journals CELLO AS A LANGUAGE TEACHING METHOD IN INDUSTRIAL REVOLUTION 4.0 ERA

2018 ◽  
Vol 7 (1) ◽  
pp. 75
Author(s):  
Halimah Halimah ◽  
Gufran Ali Ibrahim ◽  
Ninuk Lustyantie
Keyword(s):  
Action Research ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Formal Education ◽  
Industrial Revolution ◽  
Teaching Method ◽  
Data Gathering ◽  
English Language Learning ◽  
Innovative Teaching

CELLO is derived from Community English Language Learning and Orai. It is a new teaching method developed especially in the community of English language learning based on the idea of Curran�s work on teaching method. CELLO is a combination between an innovative teaching method and media technology called Orai Application that is applied in teaching and learning of speaking especially in fostering students� fluency. Today, all graduates face a world transformed by technology, in which the Internet, cloud computing, and social media create different opportunities and challenges for formal education systems. This paper aims to explore the use of CELLO in assisting student�s speaking fluency. This classroom action research consists of three cycles in which each cycle consists of six stages, namely identify the problem, data gathering, data interpreting, action on evidence, evaluation, and revision. The obtained data showed that CELLO method could improve students� speaking fluency. �Based on the finding, implementing CELLO method is strongly recommended in teaching speaking especially at fostering students� speaking fluency.Keywords: CELLO; speaking fluency; technology 4.0; industrial revolution; action research.

scholarly journals Effect and Scientific Verification of Innovative English Teaching and Learning through an International Networking Instructional System

Symmetry ◽  
2020 ◽  
Vol 12 (9) ◽  
pp. 1510
Author(s):  
Shiow-Luan Wang ◽  
Erdenetuya Batbileg
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Instructional System ◽  
Cronbach’S Alpha ◽  
Innovative Teaching ◽  
Object A ◽  
Cronbach's Alpha ◽  
English Classes ◽  
Teachers And Students ◽  
Teaching Efficiency

International networking offers a teacher/learner an additional platform for promoting self-learning, as well as another way of generating social benefits by attracting more people for discussion and sharing. In this study, Taiwan is used as the instructional center to study international networking for innovative teaching efficiency, and Mongolia is the research object. A strategy inventory for language learning (SILL) questionnaire was used to estimate how often Mongolian students employ specific strategies for language learning. This assessment allows teachers to determine their students’ profiles and strategies, thereby enabling them to design suitable approaches for teaching English. The SILL answers were analyzed in SPSS, and a descriptive statistics procedure was applied. In the SILL results, standard deviations were calculated using the SPSS statistical package. The SPSS general linear model was used to conduct an analysis of variance with gender and strategic ability as the independent variables. The results provided the Cronbach’s alpha, which indicates the correlation of a set of items that measure the same constructs, providing an average correlation of all items. The result of the Cronbach’s alpha was 0.741, which was acceptable. The analysis also provided the Kaiser–Meyer–Olkin (KMO) measure of sampling adequacy, with a value of 0.667, which meant that the degree of common variance was minimal. Innovative teaching and learning via international networking in English were verified through a reliability analysis. This produced values of 5% for α and a 95% confidence index, with the learner’s effectiveness greater than 81%. Among the six indicators—Memory, Cognitive, Compensation, Metacognitive, Affective, and Social. Memory and Cognitive levels were the highest, but remained behind the confidence level. The results showed that essential features can provide enhanced opportunities for teachers and students to teach and learn English. Therefore, this research suggests using IT in English classes motivates students to learn in class and to make the learning process more interesting and productive.

Peningkatan Aktivitas Dan Hasil Belajar Bahasa Indonesia Pada Materi Teks Eksposisi Melalui Model Contextual Teaching And Learning (CTL) Siswa Kelas X IS 3 SMAN 4 Banda Aceh

2020 ◽  
Vol 1 (3) ◽  
pp. 289-298
Author(s):  
Yuslina Yuslina
Keyword(s):  
Language Learning ◽  
Student Learning ◽  
Teaching And Learning ◽  
Learning Model ◽  
Observation Data ◽  
Process Data ◽  
School Year ◽  
Data Collection Technique ◽  
Written Test ◽  
Banda Aceh

he purpose of this study was to increase the activities and results of Indonesian language learning in the exposition text material of class X IS 3 SMAN 4 Banda Aceh. The learning model used in this study is the CTL learning model. The subjects of this study were students of class X IS 3 SMAN 4 Banda Aceh. The number of students is 35 students with 16 male students and 19 female students. This research was conducted in the 2019/2020 school year for a period of 3 months, from August 2019 to October 2019 in the odd semester. The research methodology is Classroom Action Research (PTK) consisting of two cy-cles and each cycle consisting of two meetings. Each cycle consists of planning, implementing, observ-ing and reflecting. The data collection technique is to collect test scores that are carried out at the end of each lesson in each cycle using a question instrument (written test). Observation data was carried out by looking at the activeness of students in the learning process. Data were analyzed by means of percentage statistics. The results showed that there was an increase in student learning activities in both cycles, from good enough to good categories and to very good categories. Completeness of student learning outcomes has increased from 48.57% in the pre cycle increased to 68.57% in cycle I and increased to 88.57% in cycle II. The use of the CTL learning model can increase the activities and results of Indone-sian language learning in the exposition text material of class X IS 3 SMAN 4 Banda Aceh Academic Year 2019/2020

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