Perception of Japanese Language Students on Role-Play as Assessment Instrument

2020 ◽  
Vol 4 (4) ◽  
pp. 140
Author(s):  
Nur Anisah Tan Abdullah ◽  
Norhazlina Husin ◽  
Mohd Hassan Awang Boon ◽  
Simah Md Noor
Keyword(s):  
Teaching And Learning ◽  
Role Play ◽  
Role Playing ◽  
Assessment Instrument ◽  
Japanese Language ◽  
Assessment Instruments ◽  
Effective Technique ◽  
Third Language ◽  
Group Members

Role-playing is an effective technique in teaching and learning a third language. This technique can not only help achieve learning objectives but also increase interest among students. At the same time, the role play can be used as one of the evaluation instruments. A case study of 253 students taking Japanese as a third language course was conducted. A set of survey questions consisting of three (3) sections is given to students to (i) assess students' readiness to undergo role-playing tests as an assessment instrument in Japanese language teaching, (ii) evaluate the effectiveness of items tested in role-playing and (iii ) provide an opportunity for students to provide suggestions for improvement on the assessment instruments conducted. The results of the study found that most students agreed that role playing (i) is able to test students' language skills, (ii) improve speaking skills, (iii) increase confidence to write in Japanese, (iv) enable better interaction in Japanese, (v) enhance cooperation among group members during the preparation of the script, and (vi) is suitable as a research instrument. The results also found that in preparing the role play script (i) students are given enough time to prepare the script and practice, (ii) vocabulary given is sufficient to help students prepare the role play script, (iii) lecturers provide guidance in preparing the play script roles, (iv) the syllabus helps to prepare the script according to the theme and (v) the use of the application helps in the preparation of the acting script. Through the survey conducted, students also provided some suggestions for improvement to this assessment instrument.

An Error Analysis of Hiragana and Katakana Writing Systems in the Learning of Japanese as Third Language at UiTM

2020 ◽  
Vol 4 (3) ◽  
pp. 46
Author(s):  
Norhazlina Husin ◽  
Nuranisah Tan Abdullah ◽  
Aini Aziz
Keyword(s):  
Error Analysis ◽  
Foreign Students ◽  
Teaching And Learning ◽  
Language Skills ◽  
The Other ◽  
Japanese Language ◽  
Writing System ◽  
Writing Systems ◽  
Third Language ◽  
Main Challenge

Abstract The teaching of Japanese language as third language to foreign students has its own issues and challenges. It does not merely involve only teaching the four language skills. Japanese language has its own unique values. These unique values also tend to differentiate the teaching of Japanese language as a third language from other third language acquisitions. The teaching of Japanese language as third language to foreign students also involves the teaching of its writing system. This makes the teaching of Japanese language rather complicated because Japanese language has three forms of writings, namely: Hiragana, Katakana and Kanji. Students are required to fully understand the Hiragana system of writing first before proceeding to learn the other two forms of writings. The main challenge in the teaching of Japanese writing systems is the time allocated that can be considered as very limited as other language aspects need to be taught too. This, which relates directly to students’ factor very much contribute to the challenges foreseen. Students are likely to face problems in understanding and using the writings as they simultaneously need to adhere to the findings teaching and learning schedules. This article discusses on the analysis conducted in terms of the learning of the Hiragana and Katagana systems of writing among foreign students. The discussion in this article is based on the teaching of Japanese language to students of Universiti Teknologi MARA(UiTM), Shah Alam. Keywords: Third language, Hiragana, Katakana, Kanji

The Influence of Role Play Teaching Technique on English Performance Among Learners With Hearing Impairment, Kenya

2021 ◽  
pp. 225-245
Author(s):  
Judith Opiyo Yabbi
Keyword(s):  
Hearing Impairment ◽  
Primary Schools ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Role Play ◽  
Real Life ◽  
Role Playing ◽  
Effective Implementation ◽  
Teaching Technique ◽  
Secondary Materials

Role-play is a holistic pedagogy in teaching. The technique instills critical thinking in pupils, enhances emotional intelligence, and improves morality and forms of realism about information. The chapter examines the influence of role-play teaching technique on English performance among the pupils with hearing impairment in Kenyan primary schools. The chapter looks at several elements of role-playing such as games, real-life expression, imitation, positive impact, and the challenges facing the effective implementation of the use of role-play in teaching and learning in primary schools of learners with hearing impairment. This study is a desktop review and only relies on secondary materials. The literature was sourced in various databases. The review revealed that role-play improves the self-efficacy of the learner since the technique is grounded in reality. Learning is enhanced when the activities involved are memorable and engaging.

Assessing African American Spirituality with Spiritual Ecomaps

2002 ◽  
Vol 83 (5) ◽  
pp. 585-595 ◽  
Author(s):  
David R. Hodge ◽  
Trina R. Williams
Keyword(s):  
African American ◽  
African Americans ◽  
Culturally Sensitive ◽  
Human Existence ◽  
Assessment Instrument ◽  
Assessment Process ◽  
Assessment Instruments ◽  
African American Spirituality ◽  
American Spirituality

While there is increasing awareness that spirituality is a central dimension of human existence, there are few assessment instruments that operationalize spiritual strengths in a clinically useful manner. Further, instruments tailored specifically for African Americans, the population for whom spirituality may be most salient, have been almost completely lacking in the literature. Correspondingly, this paper develops a diagrammatic assessment instrument, spiritual ecomaps, for assessing African American spirituality. After delineating the theoretical components of a spiritual ecomap, practical suggestions are given for the instrument's use, including a number of possible interventions that flow from the assessment process. A case study is provided to familiarize the reader with the instrument. The paper concludes by offering suggestions for using the instrument for other populations in a culturally sensitive manner.

scholarly journals MENINGKATKAN MINAT BELAJAR SEJARAH MELALUI STRATEGI PEMBELAJARAN METODE BERMAIN PERAN (ROLE PLAYING) (STUDI PEMBELAJARAN PADA SISWA KELAS XII IPS SMA NEGERI 2 BANJARMASIN)

Jurnal Socius ◽  
2017 ◽  
Vol 6 (02) ◽  
Author(s):  
Riduansyah Riduansyah
Keyword(s):  
Teaching And Learning ◽  
Qualitative Method ◽  
Role Play ◽  
Role Playing ◽  
Learning Activity ◽  
Descriptive Research ◽  
History Learning ◽  
The Subject ◽  
Learning Interest ◽  
Research Type

The purpose of this research is to know the description of interest, understanding of history subject, and creativity, effectiveness of teaching and learning activity in class in history subject at SMA Negeri 2 Banjarmasin. The research used qualitative method and the research type used was classroom action research. Descriptive research aims to give factual and accurate description regarding the facts of situation at SMA Negeri 2 Banjarmasin, especially on the role play  method in increasing the history learning interest. Data taken consist of primary and secondary data.The result of research indicates that role playing method in increasing the interest of  history at SMA Negeri 2 Banjarmasin has run well and succeeded. The assessment seen from the cognition , psychomotor, and affective aspect  of students has depicted on overall students’ learning results and objectivity. The problems faced in applying role playing method were (1) limitation of time , (2) limitation of materials which are required in the subject, (3) lack of knowledge of teacher in role playing method, and (4) less comprehension of students about role playing. Keywords: Interest and method of role playing Tujuan dari penelitian ini untuk mengetahui gambaran minat, pemahaman pelajaran sejarah, dan kreativitas, efektifitas kegiatan belajar mengajar siswa pada mata pelajaran sejarah di SMA Negeri 2 Banjarmasin.Penelitian ini menggunakan pendekatan kualitatif dan jenis penelitian yang digunakan adalah penelitian tindakan kelas. Penelitian deskriptif bertujuan untuk memberikan gambaran secara faktual dan akurat mengenai fakta-fakta tentang keadaan Sekolah Menengah Atas Negeri  2 Banjarmasin, khususnya dalam hal metode Bermain Peran (Role Playing) untuk meningkatkan minat  belajar sejarah. Data yang diambil terdiri dari data primer dan data sekunder.Hasil penelitian menunjukkanmetode Bermain Peran (Role Playing) untuk meningkatkan minat  belajar sejarah pada Mata Pelajaran Sejarah kelas XII IPS-4 SMA Negeri 2 Banjarmasin sudah dapat dikatakan berjalan dengan semestinya dan berhasil.Penilaian dengan melihat aspek kognitif, psikomotor, dan afektif siswa sudah menggambarkan keseluruhan hasil belajar siswa dan objektivitas.Masalah-masalah yang dihadapi dalam penerapan metode Bermain Peran (Role Playing) disini adalah (1) sedikitnya waktu, (2) materi yang dibutuhkan dalam pelajaran ini sangat terbatas, (3) guru kurangnya pengetahuan tentang metode bermain peran, dan (4) siswa kurang memahami tentang Bermain Peran.Kata Kunci:Minat dan metode  bermain peran (Role Playing)

scholarly journals Teacher’s Teaching Strategies in EFL Class

2021 ◽  
Vol 1 (3) ◽  
pp. 330-341
Author(s):  
Anrems Rafika Hayati ◽  
Zelvia Liska Afriani ◽  
Ali Akbarjono
Keyword(s):  
Small Group ◽  
Direct Instruction ◽  
Teaching Strategies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Role Play ◽  
First Grade ◽  
English Teacher ◽  
Research Show

Abstract The purpose of this study was to analyze on how the implementation of teaching strategies used by English teacher and the reasons teacher used certain strategies for teaching in SMPN 20 Kota Bengkulu. The subject of this research is English teacher who taught at the first grade in SMPN 20 Kota Bengkulu. The researcher used Roy Killen’s theory to analyze the teaching strategies used by English teacher. The theory of Roy Killen has nine teaching strategies that can be applied by English teacher in teaching and learning process in the classroom. There are direct instruction, discussion, small-group work, co-operative learning, problem solving, research, role play, case study, and writing. The research method used by the researcher was qualitative approach. The techniques of data collection were observation, interview, and documentation. The results of this research show that the teacher used some varieties of teaching strategies which are: direct instruction, discussion, small-group, and role play. The reasons teacher those strategies because those strategies made students more actively on follow the learning process, students could learn together and share their knowledge each other. The teacher used the same strategies for teaching English at first grade, but in term implementation of teaching strategies, the teacher still has difficulties to apply strategies in class during Covid-19 pandemic. Keywords: Teacher, EFL, Teaching Strategies

scholarly journals PENGEMBANGAN INSTRUMEN ASESMEN KOMPREHENSIF BERBASIS KOMPETENSI PADA MATA PELAJARAN IPA/BIOLOGI

2017 ◽  
Vol 2 (2) ◽  
pp. 258
Author(s):  
Anang Triyoso ◽  
Muslimin Ibrahim ◽  
Raharjo Raharjo
Keyword(s):  
Study Data ◽  
Assessment Instrument ◽  
Difficulty Level ◽  
Assessment Instruments ◽  
Competency Based ◽  
D Model ◽  
Essay Test ◽  
Case Study Data ◽  
Competency Based Assessment

This  research  aims  was  to develop  a competency-based  assessment  instruments  in subject  of  Science/Biology.  This research was carried out through the development of the following 4-D design models of Thiagarajan (1974) and then continued the implementation the classroom using One Shot Case Study Design. The data were obtained as follows: the results of the validation instruments decent role in the category; legibility of instruments indicates that the content, appearance, difficulty sentences and interesting pictures and easy to understand students; enforceability of good category; effectiveness of the instrument showed that cognitive assessment to have a reliability tes objective 0.39, the level of difficulty of items were easily as many as 11 items (36.7%), medium as many as 16 items (53.3%), and difficult as many as 3 items (10%), sensitive items as many as 27 items (90%) and less sensitive as many as 3 items (10%), while the essay test has a reliability of 0.45, an easy difficulty level items as many as 2 items (20%), medium as many as 4 items (40%), and difficult as many as 4 items (40%), sensitive items as many as 6 items (60%) and less sensitive as many as 4 items (40%); assessment of the affective domain has a reliability 0.81; assessment of psychomotor domains I has a reliability  of 0.52 and psychomotor  II has a reliability  of 0.62.  Student  field  constraints  are not  accustomed  to using competency-based assessment instrument. Based on the analysis of data, it can be concluded that a Competency-Based Assessment Instruments in subject of Science/Biology that have been developed are valid, practical, and effective.Penelitian  ini  bertujuan  untuk  mengembangkan  instrumen  asesmen  komprehensif  berbasis  kompetensi  pada  mata pelajaran IPA/Biologi. Penelitian ini dilaksanakan melalui pengembangan instrumen mengikuti rancangan 4-D model dari Thiagarajan  (1974)  kemudian  dilanjutkan  implementasi  di  kelas  menggunakan  rancangan  One  Shot  Case  Study.  Data  hasil penelitian yang diperoleh sebagai berikut: hasil validasi instrumen dalam kategori layak; keterbacaan instrumen  menunjukkan bahwa isi, penampilan, kesulitan kalimat dan gambar menarik dan mudah dipahami siswa; keterlaksanaan instrumen berkategori sangat baik; keefektifan instrumen menunjukkan bahwa asesmen ranah kognitif untuk tes objektif memiliki reliabilitas 0,39, tingkat kesukaran butir soal mudah sebanyak 11 butir soal (36,7%), sedang sebanyak 16 butir soal (53,3%), dan sukar sebanyak 3 butir soal (10%), butir soal sensitif sebanyak 27 butir soal (90%) dan kurang sensitif sebanyak 3 butir soal (10%), sedangkan tes uraian memiliki reliabilitas 0,45, tingkat kesukaran butir soal mudah sebanyak 2 butir soal (20%), sedang sebanyak 4 butir soal (40%), dan sukar sebanyak 4 butir soal (40%), butir soal sensitif sebanyak 6 butir soal (60%) dan kurang sensitif sebanyak 4 butir soal (40%); asesmen ranah afektif memiliki reliabilitas 0,81; asesmen ranah psikomotor I memiliki reliabilitas 0,52 dan psikomotor II memiliki reliabilitas  0,62.  Kendala  lapangan  adalah  siswa  belum  terbiasa  menggunakan  instrumen  asesmen  komprehensif  berbasis kompetensi. Berdasarkan hasil analisis data, dapat disimpulkan bahwa instrumen asesmen komprehensif berbasis kompetensi pada mata pelajaran IPA/Biologi yang dikembangkan valid, praktis, dan efektif.

Worldbuilding, Gaming, and Multiliteracies in an Online First-Year Seminar

2022 ◽  
pp. 220-247
Author(s):  
Brian Angus McKenzie
Keyword(s):  
Professional Development ◽  
Online Learning ◽  
Teaching And Learning ◽  
Role Playing ◽  
First Year ◽  
Practical Advice ◽  
Role Playing Games ◽  
Irish Context ◽  
First Year Seminar

This chapter provides a case study of the use of worldbuilding for role-playing games as the foundation for a first year multiliteracies seminar. The author provides an overview of teaching and learning during the pandemic in the Irish context. The chapter provides practical advice on using a MediaWiki installation as the infrastructure for worldbuilding projects. The author shows how this imparts important digital literacies and allows for a critical apprehension of Wikipedia itself. The author argues that online learning and professional development benefit from a multiliteracies approach and, furthermore, that worldbuilding is a useful strategy for overcoming the limitations of online learning while at the same time achieving rigorous learning outcomes.

Factors Shaping Assessment Design in the Virtual Environment

2014 ◽  
pp. 1-35
Author(s):  
Deborah Davis ◽  
Sarah Stewart
Keyword(s):  
Virtual Environment ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Role Play ◽  
Self Assessment ◽  
Birth Centre ◽  
Assessment Design ◽  
Number Of Factors ◽  
Being There

The Virtual Birth Centre was created to provide student midwives with an opportunity to develop their midwifery knowledge and skills through a variety of teaching and learning strategies including role-play with peers in a safe, flexible, immersive learning environment. Role-play in the virtual environment has been shown to create a sense of presence or “really being there,” which is associated with increased knowledge transfer from virtual to real world. Assessment in this project focused on formative “service user” (peer) feedback along with self-assessment against midwifery professional standards. The approach to assessment was shaped by a number of factors including the philosophical underpinnings and pedagogy of the programmes involved and the opportunities and limitations of the virtual world environment. Using the Virtual Birth Centre and midwifery as a case study, this chapter explores the factors influencing the development of assessments for the practice discipline of midwifery in a simulated, virtual environment.

Factors Shaping Assessment Design in the Virtual Environment

2015 ◽  
pp. 1027-1052
Author(s):  
Deborah Davis ◽  
Sarah Stewart
Keyword(s):  
Virtual Environment ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Role Play ◽  
Self Assessment ◽  
Birth Centre ◽  
Assessment Design ◽  
Number Of Factors ◽  
Being There

The Virtual Birth Centre was created to provide student midwives with an opportunity to develop their midwifery knowledge and skills through a variety of teaching and learning strategies including role-play with peers in a safe, flexible, immersive learning environment. Role-play in the virtual environment has been shown to create a sense of presence or “really being there,” which is associated with increased knowledge transfer from virtual to real world. Assessment in this project focused on formative “service user” (peer) feedback along with self-assessment against midwifery professional standards. The approach to assessment was shaped by a number of factors including the philosophical underpinnings and pedagogy of the programmes involved and the opportunities and limitations of the virtual world environment. Using the Virtual Birth Centre and midwifery as a case study, this chapter explores the factors influencing the development of assessments for the practice discipline of midwifery in a simulated, virtual environment.

2008 APSA Teaching and Learning Track Summaries—Track Five: Simulations and Role Play I

2008 ◽  
Vol 41 (03) ◽  
pp. 617-618
Author(s):  
Chad Raymond ◽  
Denise Vaughan
Keyword(s):  
Decision Making ◽  
Student Perceptions ◽  
Teaching And Learning ◽  
Role Play ◽  
Role Playing ◽  
Intercultural Understanding ◽  
Face Model ◽  
Quality Of Instruction ◽  
Face To Face

The Simulations and Role Play I track examined a broad range of approaches to classroom simulations and role-playing exercises. The presentations covered designs that operate online and face-to-face, model decision making at local and international levels, and run from only a few minutes to an entire semester. Participants and discussants identified several elements that are common to successful simulations. These elements included establishing clear objectives for a simulation prior to its use in a course, designing simulations to actively engage students in the learning process, and using simulations to develop professional skills, empathy, and intercultural understanding among students. The track members agreed that simulations need not be time intensive in preparation or presentation, but can be flexible and made to fit unique situations. Finally, while simulations may not increase student perceptions of the quality of instruction, the simulations do seem to increase student empathy and student decision-making skills, which are worthwhile achievements.

Sign in / Sign up

Export Citation Format

Share Document