scholarly journals Kata Berfrekuensi Tinggi dalam Pembelajaran BIPA Pemula

2020 ◽  
Vol 9 (2) ◽  
pp. 188
Author(s):  
Esra Nelvi Siagian
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
High Frequency ◽  
Foreign Language Learning ◽  
Positive Effects ◽  
Self Confidence ◽  
Word Classes ◽  
Repeated Words ◽  
Bahasa Indonesia ◽  
High Frequency Words

Vocabulary plays an important role in foreign language learning, but teachers are often confused about what vocabulary should be taught or targeted so that learners can communicate well according to their level. This study aims to produce a list of the most frequently used vocabulary, knows as High Frequency Words-HFW, in Beginner Indonesian as Foreign Language (ILF) level. The results of this research will be great used for IFL students, teachers, writers, and observers, as well as parties related to IFL. The use of HFW in foreign language learning is proven to have positive effects, such as increasing learning motivation, increasing self-confidence to produce one's own sentences, helping to understand texts, and using repeated words that will make the vocabulary familiar to learners. This qualitative research used corpus of BIPA books for the beginner level based on the level one and two IFL Competency Standards according to the regulation of education ministry Number 27 of 2017 then processed using the AntCont application. The results showed that 1) HFW for IFL is different from Indonesian HFW in general; 2) the form of word classes taught varies; and 3) limited of affix used.  AbstrakKosakata memegang peranan penting dalam pembelajaran bahasa asing, tetapi pengajar sering bingung menentukan kosakata apa saja yang harus diajarkan atau dijadikan target agar pemelajar dapat berkomunikasi dengan baik sesuai dengan tingkatannya. Penelitian ini bertujuan menghasilkan daftar kosakata yang paling sering digunakan, High Frequency Words-HFW, pada pembelajaran BIPA pemula. Hasil penelitian ini akan sangat bermanfaat bagi para pemelajar, pengajar, penulis, dan pengamat BIPA, serta pihak-pihak yang berkaitan dengan kebipaan. Pemanfaatan HFW dalam pembelajaran bahasa asing terbukti memberi efek positif, seperti meningkatkan motivasi belajar, meningkatkan rasa percaya diri untuk memproduksi kalimat sendiri, membantu memahami teks, dan pemanfaatan kata berulang-ulang akan membuat kosakata tersebut familiar bagi pemelajar. Penelitian kualitatif ini menggunakan korpus data buku-buku BIPA untuk level pemula dengan berbasis Standar Kompetensi Lulusan BIPA level satu dan dua sesuai Permendikbud Nomor 27 Tahun 2017 kemudian diolah menggunakan aplikasi AntCont. Hasil penelitian menunjukkan bahwa 1) HFW bahasa Indonesia untuk pemelajar BIPA berbeda dengan HFW bahasa Indonesia secara umum; 2) bentuk kelas kata yang diajarkan bervariasi; dan 3) bentuk imbuhan yang digunakan terbatas

Examining fluctuations in the WTC of Japanese EFL speakers: Language proficiency, affective and conditional factors

2020 ◽  
pp. 136216882097782
Author(s):  
Rintaro Sato
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Proficiency ◽  
Foreign Language Learning ◽  
Willingness To Communicate ◽  
Complex Nature ◽  
Efl Learners ◽  
Self Confidence ◽  
Stimulated Recall ◽  
Sense Of Security

Willingness to communicate (WTC), which plays a crucial role in second or foreign language learning, has a dynamic and complex nature, fluctuating during communicative events. This study examines how the situational WTC of four Japanese speakers of English as a foreign language (EFL) emerges and fluctuates, focusing on the roles of language proficiency and affective and conditional factors. Low-intermediate and advanced speakers were engaged in an interactive, communicative activity with an interlocutor. All utterances were recorded, transcribed, and analysed and combined with the qualitative data from participants’ self-ratings and a stimulated recall interview after the activity to assess fluctuations in WTC. The findings indicate that levels of WTC are influenced differently between low-intermediate and advanced speakers. Although the WTC of all speakers was negatively affected when they sensed a lack of English proficiency, low-intermediate speakers were affected by interest in the topic, influence of interlocutors on sense of security, and self-confidence, while opportunity to talk about oneself and one’s opinions contributed to the WTC of advanced speakers. It is suggested that teaches of EFL should be considerate of these factors that can affect EFL learners’ WTC.

scholarly journals PEMBELAJARAN BIPA DENGAN APLIKASI AWAN ASA BERBASIS PENGENALAN LINTAS BUDAYA

2021 ◽  
Vol 17 (1) ◽  
pp. 97-107
Author(s):  
Prahoro Yudo Purwono ◽  
Prima Vidya Aster
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Cross Cultural ◽  
Average Score ◽  
Cultural Understanding ◽  
Descriptive Research ◽  
Quantitative Descriptive ◽  
Abstract Learning ◽  
Bahasa Indonesia

ABSTRAK:Pembelajaran bahasa Indonesia sebagai bahasa asing sudah menjadi tren dan kebutuhan di era saat ini. Maka,  inovasi pembelajaran bahasa Indonesia sangat penting dilakukan sesuai dengan level pembelajar. Hal ini bertujuan untuk mempermudah pemahaman pembelajar dalam menguasai bahasa Indonesia. Salah satu caranya adalah dengan pembelajaran terintegrasi berbasis pengenalan lintas budaya. Oleh karena itu, digagaslah media AWAN ASA. Aplikasi ini berbasis software macromedia flash sehingga mudah untuk diaplikasikan dan interaktif bagi pengguna. Metode penelitian yang digunakan adalah penelitian deskriptif kuantitatif persentase. Metode dan media aplikasi AWAN ASA yang dipakai dalam pembelajaran bahasa Indonesia sebagai bahasa asing terintegrasi dengan pengenalan lintas budaya, didapati hasil keterampilan menulis siswa cukup bagus, dengan rata-rata mendapatkan nilai di kisaran 70 dan mampu menulis konjungsi dari 8-18 kata. Dapat disimpulkan bahwa metode dan aplikasi yang digunakan untuk mahasiswa BIPA UNESA benar-benar sesuai bagi mereka, serta metode dan media yang dipakai mampu meningkatkan pemahaman dan pengetahuan mereka mengenai bahasa dan kebudayaan Indonesia.KATA KUNCI: Aplikasi; Bahasa Asing; Lintas Budaya;Pembelajaran. BIPA’S LEARNING WITH AWAN ASA APPLICATION BASED ON CROSS-CULTURAL UNDERSTANDING  ABSTRACT: Learning Indonesian as a foreign language has become a trend and a necessity in the current era. Thus, it is very important to make innovations in learning Indonesian based on the level of the learner. This research aims to facilitate the learner's understanding of mastering Indonesian through integrated learning based on cross-cultural introduction. Therefore, the AWAN ASA media was initiated. AWAN ASA is an Indonesian language learning application which is integrated with wayang stories as Indonesian culture. The research method used quantitative descriptive research. The method and media of the AWAN ASA application is integrated with cross-cultural introduction, which was found that the results of students' writing skills were quite good, with an average score in the range of 70 and being able to write conjunctions of 8-18 words. It means, the methods and applications used in learning language for BIPA UNESA students are really suitable for them. Therefore, the methods and media can improve understanding and their knowledge of Indonesian language and culture.KEYWORDS:Application; Cros-Cultural Understanding; Foreign Language; Learning.

scholarly journals Learners' Attitudes to Repetitious Exposure in Multimedia Listening Software

2011 ◽  
Vol 19 ◽  
pp. 56
Author(s):  
Vehbi Turel
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Real World ◽  
Digital Computer ◽  
Foreign Language Learning ◽  
Listening Skills ◽  
Positive Effects ◽  
Different Types ◽  
Audio Video

<p>The positive effects of using different types of listening texts (i.e. audio, video) in listening enhancement as a part of foreign language learning are already well known (Turel 2004: 178-84, Tschirner 2001: 310, Ridgway 2000: 182, Borchardt 1999:10, Adair-Hauck et al. 1999: 273, 289, Peter 1994: 202, Hart 1992: 5). As multimedia enables us to combine and present different listening texts on the same digital computer platform more effectively, the same listening texts can be presented to language learners in different forms (Turel 2004: 129-38, Trinder 2002: 79, Heron et al. 2002: 37, Brett 1998: 81, Chanier 1996: 7, Ashward 1996: 80, Brett 1996: 204, Fox et al. 1992: 39, Leffa 1992: 66). In this research, the language learners were provided with listening texts in the form of audio-only and audio-visuals (i.e. audio + visuals, audio + animation, video-only, video + visuals). They were also provided with the opportunity of re-listening to the same audio-only with visuals and audio-visuals without visuals. This study investigated 45 autonomous intermediate and upper intermediate language learners' perceptions of the opportunity of re-listening to the same audio-only with visuals and audio-visuals without visuals through interactive multimedia listening software that aimed to enhance the listening skills of the participants. The results reveal that the language learners are in favour of re-listening to the same audio-only with visuals and audio-visuals without visuals. They believe that such an opportunity improves their listening skills and helps prepare them for the real world.</p>

scholarly journals 多言語多読の意義と可能性：多読実践報告を通じて • The Significance and Possibilities of Multilingual Extensive Reading: An Extensive Reading Practice Report

2019 ◽  
Vol 2018 (1) ◽  
pp. 305
Author(s):  
Rieko Nishigai ◽  
Noriko Kobayashi
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Reading Ability ◽  
Foreign Language Learning ◽  
Foreign Languages ◽  
Extracurricular Activity ◽  
Extensive Reading ◽  
Reading Practice ◽  
Positive Effects ◽  
Target Languages

従来型の一斉読解授業のみで個々の読解力を育成することには限界があるとして、近年、多読を授業に取り入れる教育機関が増えており、英語教育及び日本語教育における実践研究報告も数多くなされている。本稿では外国語専門学校における、レベル差のある日本語学習者を対象に行った多読授業の実践、及び授業外活動として目標言語の異なる学習者を対象として行った多読活動を紹介する。両活動後の記述および聞き取り調査の結果から、多読は学習者の自律的な学びを促し、総合的な言語能力を高める上で教育的な効果が高いと判断した。また、授業外活動で中国語、韓国語等の多言語による多読を取り入れた結果、多読は第二言語だけではなく外国語学習においても、同様の効果を期待し得ると結論付けた。さらに、絵本など言語外の情報から、ことばの背景にある文化への関心を引き出し、多文化理解を促すという相乗効果も期待できると言えよう。 Because reading ability is difficult to teach in a large class, extensive reading (ER) has been incorporated in both English and Japanese classes, and many studies report on ER activities. This report introduces two types of ER activities conducted at a language school: ER as a classroom activity for Japanese (L2) learners with various levels and ER as an extracurricular activity for learners of foreign languages. Postactivity feedback reports indicated that ER activities foster autonomous learning and they are effective in enhancing overall abilities of target languages. Authors also concluded that ER in different languages such as Chinese and Korean, which was done as an extracurricular activity, exerts positive effects not only on L2 learning but also on foreign language learning. In addition, extralinguistic information such as pictures brings out learners’ interest in foreign cultures, which encourages their multicultural understanding.

scholarly journals A Longitudinal Study of Motivation in Foreign and Second Language Learning Context

2017 ◽  
Vol 6 (2) ◽  
pp. 334
Author(s):  
Eser Ordem
Keyword(s):  
Longitudinal Study ◽  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Complex Nature ◽  
Learning Context ◽  
Self Confidence ◽  
Diary Methods ◽  
High Motivation ◽  
Language Environment

Although motivation has been one of the most commonly studied subjects in second and foreign language learning in recent decades, it still remains an enigma for learners and teachers. This longitudinal study aimed to follow a student (N=1) studying German in both second and foreign language environment for three years. The study was descriptive, idiographic and phenomenographic in nature with the support of interpretive phenomenological analysis. Interview and diary methods were used to collect data about the nature of motivation of the participant. The study contained seven dimensions of motivation to interpret the data. The results showed that the participant was adversely affected by lack of linguistic self-confidence and the problem of milieu and that an individual’s own efforts to reach high motivation might be insufficient without taking external factors into consideration. It was also found that a long observation of motivation has a dynamic, chaotic and complex nature.

scholarly journals THE EFFECT OF META-COGNITIVE STRATEGIES ON SELF-EFFICACY AND LOCUS OF CONTROL OF GIFTED IN FOREIGN LANGUAGE LEARNING

2019 ◽  
Vol 9 (1) ◽  
pp. 40-51
Author(s):  
Jelisaveta Šafranj
Keyword(s):  
Locus Of Control ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Strategies ◽  
Self Efficacy ◽  
Cognitive Strategies ◽  
Gifted Students ◽  
Foreign Language Learning ◽  
Positive Effects ◽  
Academic Self Efficacy

Locus of control and academic self-efficacy are significant variables in foreign language learning that influence advancement in language acquisition and cognition, as well as building language skills. Previous research in the field of foreign language teaching has been partly related to cognitive and meta-cognitive learning strategies of gifted students. However, self-efficacy and locus of control of gifted have not been studied in our country, yet. This study investigates the effects of cognitive and meta-cognitive strategies on locus of control and self-efficacy of university students gifted in foreign language learning. The survey was conducted on a sample of 39 engineering students. The results show that cognitive strategies have significant and positive effects on academic self-efficacy, while meta-cognitive strategies have significant and positive effects on locus of control of gifted students.

scholarly journals The Use of L1 in the Foreign Language Classroom

2011 ◽  
Vol 12 (2) ◽  
pp. 87 ◽  
Author(s):  
Yi-chun Pan ◽  
Yi-ching Pan
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Language Teachers ◽  
Target Language ◽  
Positive Effects ◽  
Theoretical Perspectives ◽  
Language Classrooms ◽  
Key Issues ◽  
L1 Use

L1 use is a common occurrence in foreign language teaching contexts despite the fact that it often receives criticism for its interference with target language (TL) acquisition. While foreign language teachers should maximize their use of the TL, there is indeed a place for the teacher to use the students’ L1 in their pedagogy. In this paper, an argument derived from theoretical perspectives and empirical research within existing literature supporting the appropriate use of L1 in foreign language classrooms is presented. The argument addresses three key issues—rationales for L1 use, positive effects L1 has on both foreign language learning and instruction, and ways that L1 assists instructors on foreign languages.

scholarly journals PEMBELAJARAN BIPA DENGAN APLIKASI AWAN ASA BERBASIS PENGENALAN LINTAS BUDAYA

2021 ◽  
Vol 17 (1) ◽  
pp. 97
Author(s):  
Prahoro Yudo Purwono ◽  
Prima Vidya Asteria
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Cross Cultural ◽  
Average Score ◽  
Cultural Understanding ◽  
Descriptive Research ◽  
Quantitative Descriptive ◽  
Abstract Learning ◽  
Bahasa Indonesia

ABSTRAK:Pembelajaran bahasa Indonesia sebagai bahasa asing sudah menjadi tren dan kebutuhan di era saat ini. Maka,  inovasi pembelajaran bahasa Indonesia sangat penting dilakukan sesuai dengan level pembelajar. Hal ini bertujuan untuk mempermudah pemahaman pembelajar dalam menguasai bahasa Indonesia. Salah satu caranya adalah dengan pembelajaran terintegrasi berbasis pengenalan lintas budaya. Oleh karena itu, digagaslah media AWAN ASA. Aplikasi ini berbasis software macromedia flash sehingga mudah untuk diaplikasikan dan interaktif bagi pengguna. Metode penelitian yang digunakan adalah penelitian deskriptif kuantitatif persentase. Metode dan media aplikasi AWAN ASA yang dipakai dalam pembelajaran bahasa Indonesia sebagai bahasa asing terintegrasi dengan pengenalan lintas budaya, didapati hasil keterampilan menulis siswa cukup bagus, dengan rata-rata mendapatkan nilai di kisaran 70 dan mampu menulis konjungsi dari 8-18 kata. Dapat disimpulkan bahwa metode dan aplikasi yang digunakan untuk mahasiswa BIPA UNESA benar-benar sesuai bagi mereka, serta metode dan media yang dipakai mampu meningkatkan pemahaman dan pengetahuan mereka mengenai bahasa dan kebudayaan Indonesia.KATA KUNCI: Aplikasi; Bahasa Asing; Lintas Budaya;Pembelajaran.  > BIPA’S LEARNING WITH AWAN ASA APPLICATION BASED ON CROSS-CULTURAL UNDERSTANDING  ABSTRACT: Learning Indonesian as a foreign language has become a trend and a necessity in the current era. Thus, it is very important to make innovations in learning Indonesian based on the level of the learner. This research aims to facilitate the learner's understanding of mastering Indonesian through integrated learning based on cross-cultural introduction. Therefore, the AWAN ASA media was initiated. AWAN ASA is an Indonesian language learning application which is integrated with wayang stories as Indonesian culture. The research method used quantitative descriptive research. The method and media of the AWAN ASA application is integrated with cross-cultural introduction, which was found that the results of students' writing skills were quite good, with an average score in the range of 70 and being able to write conjunctions of 8-18 words. It means, the methods and applications used in learning language for BIPA UNESA students are really suitable for them. Therefore, the methods and media can improve understanding and their knowledge of Indonesian language and culture.KEYWORDS:Application; Cros-Cultural Understanding; Foreign Language; Learning.

scholarly journals Features of the contextual gamification in the educational process of foreign language learning for the students of nonlinguistic majors

2021 ◽  
Author(s):  
Е.А. Николаева ◽  
Ю.Ю. Котляренко
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Process Development ◽  
Foreign Language Learning ◽  
Educational Process ◽  
Professional Activity ◽  
Level Of Involvement ◽  
Positive Effects ◽  
High Level

В настоящее время исследование процесса геймификации обучения концентрируется на трех аспектах: систематизация и развитие принципов моделирования процесса игрового пространства, позволяющих достичь высокого уровня вовлеченности обучаемых в процесс получения знаний; оценка уровня эффективности вариантов технического обеспечения процесса геймификации обучения; разработка методики и методологии оценки эффективности процесса геймификации. Понимание важности проблем управления мотивацией студентов, обучающихся иностранному языку, а также задач по обеспечению высокого уровня вовлеченности в процесс обучения, делает вопросы, связанные с геймификацией курсов иностранного языка в неязыковых вузах, актуальными и перспективными для изучения. Однако, большая часть исследований в этой области ограничивает свою предметную область вопросами, связанными с возможностью интеграции дидактических задач с игровыми технологиями. В связи с этим перспективы геймификации курса иностранного языка детерминированы рамками структурной геймификации, то есть частичным внедрением игровых практик в процесс обучения иностранному языку. В такой ситуации положительные эффекты геймификации процесса обучения иностранному языку могут носить временный и локальный характер, а оценка его эффективности продемонстрирует низкий потенциал в решении задач по формированию коммуникативных компетенций. В статье обосновывается необходимость исследования феномена содержательной геймификации, относительно которой, как правило, и описываются все положительные эффекты организации процесса обучения (самостоятельность, автономность, оптимальный уровень имитации профессиональной деятельности и т.д.). Авторы полагают, что содержательная геймификация процесса обучения должна быть детерминирована не только принципами и алгоритмами педагогического дизайна (корреляцией дидактических задач обучения с техниками/технологиями обучения в зависимости от их дидактических функций и в соответствии с формируемыми компетенциями обучающихся). Оценивая важность вопросов, связанных с проблемами формирования полилингвальной личности, особенностями ее существования в поликультурной профессиональной среде, а также спецификой профессиональных коммуникаций в сети Интернет, авторы обосновывают необходимость разработки принципов содержательной геймификации процесса обучения иностранному языку, основанных на закономерностях построения электронного профессионального дискурса. Currently, the study of the process of learning gamification focuses on three aspects: systematization and development of the principles of modeling the process of playing space, allowing to achieve a high level of involvement of trainees in the process of obtaining knowledge; assessment of the level of efficiency of technical support options of the training gamification process; development of a methodology and methodology for assessing the effectiveness of the gamification process. Understanding the importance of managing the motivation of students who study a foreign language, as well as the tasks of ensuring a high level of involvement in the learning process, makes the issues related to the gamification of foreign language courses in non-language universities relevant and promising for study. However, most research in this area limits subject area to issues related to the possibility of integrating didactic tasks with gaming technologies. As a result, the prospects for gamification of a foreign language course are determined by the framework of structural gamification, that is, the partial introduction of game practices in the process of teaching a foreign language. In such a situation, the positive effects of gamification of the process of teaching a foreign language may be temporary and local, and an assessment of its effectiveness will demonstrate low potential in solving the problems of forming communicative competencies. The article justifies the need to study the phenomenon of meaningful gamification, which, as a rule, describes all the positive effects of organizing the training process (independence, autonomy, the optimal level of imitation of professional activity, etc.). The authors believe that the meaningful gamification of the learning process should be determined not only by the principles and algorithms of pedagogical design (correlation of didactic learning tasks with teaching techniques/technologies depending on their didactic functions and in accordance with the students’ formed competencies). Assessing the importance of issues related to the problems of the formation of a polylingual personality, the peculiarities of its existence in a multicultural professional environment, as well as the specifics of professional communications on the Internet, the authors substantiate the need to develop principles of meaningful gamification of the process of teaching a foreign language, based on the laws of setting up an electronic professional discourse.

scholarly journals Instructional Strategies for Foreign Languages Learning: A Practical Approach of Mahmud Yunus’ Thought

2020 ◽  
Vol 5 (1) ◽  
pp. 87-96
Author(s):  
Mohammad Firman Maulana
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Instructional Strategies ◽  
Instructional Strategy ◽  
Qualitative Method ◽  
Direct Method ◽  
Foreign Language Learning ◽  
English Learning ◽  
Self Confidence ◽  
Data Source

Mahmud Yunus’ thoughts about instructional strategies that he wrote in his book are rational and comprehensive enough to motivate students to learn. His strategies focus on fostering students’ self-confidence, independence, creativity, and courage to try to manifest themselves and to actualize themselves. This study tried to look further at how these instructional strategies were carried out in foreign language learning, such as English learning and Arabic learning. The method used in this research was literature research with data source triangulation. To collect the data and information, we used deductive thinking. A descriptive qualitative method was used to present the results of the study. The results of this study showed that the instructional strategies of Mahmud Yunus emphasized teaching patterns with a system of direct method, practical and collaborative learning. This approach is relevant in language teaching for both, beginners and intermediate levels. Therefore, educators and further research will be very good if they can apply Mahmud Yunus’ instructional strategy in language learning.

Sign in / Sign up

Export Citation Format

Share Document