scholarly journals Pembangunan Game Analysis Training terhadap Peningkatan Kemampuan Berpikir Induktif pada Siswa Tingkat SMP menggunakan Speech Recognition (Studi Kasus: SMPS YKPP Sungai Pakning)

2020 ◽  
Vol 4 (1) ◽  
pp. 59-65
Author(s):  
Heri Sasmita ◽  
Wenda Novayani
Keyword(s):  
Speech Recognition ◽  
Inductive Reasoning ◽  
Game Analysis ◽  
Reasoning Test ◽  
Post Test ◽  
Structure Test

Penalaran induktif adalah cara menarik kesimpulan yang bersifat umum dari kasus-kasus yang bersifat individual. Berpikir nalar matematis adalah salah satu kemampuan utama yang perlu dimiliki dan merupakan fitrah manusia. Melalui berpikir nalar manusia terus berkembang dan meningkatkan kemampuan dalam beradaptasi dengan lingkungan yang dinamis dan berubah secara kontinu serta dapat berkreasi dan menciptakan teknologi yang dapat mempermudah kehidupannya. Berdasarkan wawancara langsung yang telah dilakukan kepada Guru Matematika SMPS YKPP Sungai Pakning, mengungkapkan bahwa masih banyak peserta didik yang masih kurang baik dalam kemampuan berpikir induktif, dan jika kemampuan ini tidak dilatih, maka akan mempengaruhi perkembangan anak dan nilai akademiknya terutama di bidang matematika. Kemudian berdasarkan hasil wawancara langsung Bersama psikolog klinis, diberikan solusi menggunakan form IST dan IRT untuk dapat melatih kemampuan berpikir induktif pada anak usia 12-15 tahun yang mana usia tersebut sesuai dengan rentang anak usia SMP. Banyak media pembelajaran yang berkembang saat ini sebagai pendukung media pembelajaran konvensional. Metode pembelajaran dengan media Game Edukasi diyakini lebih unggul dibandingkan dengan metode pembelajaran konvensional. Maka dari itu, telah dibuat Game Analysis Training menggunakan form IST dan IRT, yang dapat membantu siswa dalam meningkatkan kemampuan nalar atau berpikir induktif. Materi yang digunakan dalam game ini telah melewati tahapan validasi yang dilakukan oleh Dra. Erni Yulial S. Psi, yang merupakan salah seorang psikolog klinis di Kota Pekanbaru. Pernyataan ini dibantu dengan hasil pengujian pre-test dan post-test yang telah dilakukan, di mana terjadi peningkatan pada hasil post-test yang dilakukan dengan tingkat persentasi kebenaran sebesar 13.8% untuk form Intelligenz Structure Test dan 8.28% untuk form Inductive Reasoning Test.

scholarly journals Grammatical sensitivity: a correlational-explanatory study on brain dominance and Efl training to improve gains

2011 ◽  
pp. 93
Author(s):  
Muriel Oyarce Piraud
Keyword(s):  
Medical Students ◽  
Abstract Reasoning ◽  
Brain Dominance ◽  
Second Stage ◽  
Left Brain ◽  
Reasoning Test ◽  
Grammatical Sensitivity ◽  
Post Test ◽  
Two Stages ◽  
The Brain

This article provides a report on a finished piece of research. The study is divided into two stages. Firstly, the brain dominance and grammatical sensitivity of Pedagogy and Medical students in a Chilean university were measured. The correlation of both variables shows that Medical students are better at grammatical sensitivity than Pedagogy students and that left-brain dominance involves higher levels of grammatical sensitivity than right-brain dominance. The instruments used in this stage were: 1) a grammatical sensitivity pre-test (used to assess the students’ levels in this variable), 2) a brain dominance instrument (used to determine the cerebral preferences of the students) and 3) an abstract reasoning test (which measures a person’s ability to identify non numerical or verbal patterns). In the second stage, Pedagogy students underwent a five-session training aimed at improving their grammatical sensitivity. After the training was over, we administered a grammatical sensitivity post- test whose results were compared with the ones in the pre-test; the purpose was to determine if the training could improve the students’ performance in this variable. It was concluded that the training was successful since their grammatical sensitivity improved in 20%. In addition, most students with high attendance to the training (over 80%) improved their grammatical sensitivity after attending it.

scholarly journals Applying Computer-based Testing in Palestine: Assessing Fourth and Fifth Graders Inductive Reasoning

2019 ◽  
Vol 9 (3) ◽  
pp. 1 ◽  
Author(s):  
Mojahed Mousa ◽  
Gyöngyvér Molnár
Keyword(s):  
School Achievement ◽  
Inductive Reasoning ◽  
School Curriculum ◽  
Educational Systems ◽  
Numerical Series ◽  
Online Data ◽  
Online Test ◽  
Reasoning Test ◽  
Computer Based ◽  
Computer Based Testing

Computer-based assessment offers unique possibilities for collecting data about student’s cognitive development and using this data to improve learning. Its innovative approach to assessment (Thurlow, et al., 2010) encourages educational systems worldwide to involve it. This study introduces and tests the applicability of computer-based testing in the Palestinian schools by measuring fourth (N=123) and fifth (N=125) graders (age ± 9-10) inductive reasoning skills. The online test consists of 60 items measuring figural series (18 items), figural analogy (18 items), numerical series (16 items) and numerical analogy (8 items). Automatic scoring was used and at the end of the test instant feedback was provided for the students. The online data collection was carried out via the eDia platform (Molnár & Csapó, 2019) using the schools’ infrastructure. The time spent to complete the test was approximately 60 minutes. The reliability (Cronbach-alpha) of the inductive reasoning test was .807. The test proved to be difficult for the students M=25.29% SD=10.94%. There were no significant gender differences (M_girls=26.75, M_boys=24.13; t=-1,92, p>.05). Students with higher school achievement proved to be more developed in inductive reasoning skill (M_school_advanced=40.08, M_school_average=25.48; M_school_low=14.50, F=528.16, p<.001; r=.89, p<.001), which indicates that its assessment and development must be included in the Palestine school curriculum. This study provided evidence that (1) computer-based testing can be introduced in the Palestinian school system even at early ages; (2) the development of inductive reasoning is an integral part of the Palestinian school curriculum, thus the stimulation of it is pursued explicitly in Palestinian schools.

scholarly journals Exploring the Effects of Automated Pronunciation Evaluation on L2 Students in Thailand

2021 ◽  
Vol 9 (3) ◽  
pp. 41-57
Author(s):  
Simon Moxon
Keyword(s):  
Speech Recognition ◽  
Treatment Group ◽  
Undergraduate Students ◽  
Mother Tongue ◽  
Control Sample ◽  
Control Group ◽  
Test Analysis ◽  
Automated Evaluation ◽  
Post Test ◽  
Predominantly Female

A significant barrier to effective communication in a second language is the awareness and accurate reproduction of phonetic sounds absent in the mother tongue. This study investigated whether the automated evaluation of phonetic accuracy using speech recognition technology could improve the pronunciation skills of 105 (88 female, 17 male) Thai undergraduate students studying English in Thailand. A pre-test, post-test design was employed using treatment and control sample groups, reversed over two six-week periods. Treatment group students were given access to an online platform on which they could record and submit their speech for automated evaluation and feedback via SpeechAce, a speech recognition interface designed to evaluate pronunciation and fluency. Independent samples t-test analysis of the results showed statistically significant improvement in pronunciation accuracy of students in the treatment group when compared to those in the control group (t (89) = 2.086, p = .040, 95% CI [.083, 3.423]), (t (89) = -4.692, p < .001, 95% CI [-5.157, -2.089]). Pearson’s correlation analysis indicated a weak to moderate, but statistically significant correlation between frequency of practise and pronunciation test score (r =.508, p < .001), (r = .384, p = .021). The study has limitations as the sample group was predominantly female, and time constraints limited students’ use of the software. Future studies should investigate possible gender differences and experiment with different forms of visual feedback.

scholarly journals Expectation Violation Enhances the Development of New Abstract Syntactic Representations: Evidence from an Artificial Language Learning Study

2021 ◽  
Author(s):  
Giulia Bovolenta ◽  
Emma Marsden
Keyword(s):  
Language Learning ◽  
Judgment Task ◽  
Structural Knowledge ◽  
Control Group ◽  
Artificial Language ◽  
Syntactic Structures ◽  
Grammaticality Judgment ◽  
Artificial Language Learning ◽  
Post Test ◽  
Structure Test

Prediction error is known to enhance priming effects for familiar syntactic structures; it also strengthens the formation of new declarative memories. Here, we investigate whether violating expectations may aid the acquisition of new abstract syntactic structures, too, by enhancing memory for individual instances which can then form the basis for abstraction. In a cross-situational artificial language learning paradigm, participants were exposed to novel syntactic structures in ways that either violated their expectations (Surprisal group) or that conformed to them (Control group). In a delayed post-test, participants were tested on their structural knowledge both by means of structure test trials (cross-situational learning trials focusing on the active / passive distinction, with both familiar and novel verbs), and by a grammaticality judgment task. Participants in the Surprisal group were significantly more accurate than Control on the structure test trials using novel verbs and in the grammaticality judgment task, suggesting they had developed stronger abstract structural knowledge and were better at generalising it to novel instances, even though they were not significantly more likely to become aware of the functional distinction between the two structures.

scholarly journals The Feasibility of Computer-based Testing in Palestine Among Lower Primary School Students: Assessing Mouse Skills and Inductive Reasoning

2019 ◽  
Vol 9 (2) ◽  
pp. 1 ◽  
Author(s):  
Mojahed Mousa ◽  
Gyöngyvér Molnár
Keyword(s):  
Primary Schools ◽  
Inductive Reasoning ◽  
Computer Usage ◽  
Early Age ◽  
Primary School Students ◽  
School Students ◽  
Online Test ◽  
Reasoning Test ◽  
Computer Based ◽  
Computer Based Testing

This study introduces and explores the potential of using computer-based testing at Palestinian schools. It investigates the developmental level of mouse skills among year 2 and 3 students and tests the applicability of an online test measuring pupils’ inductive reasoning. The sample for the study was drawn from year 2 (N=28) and 3 (N=29) students in Palestinian primary schools (Mean_age=7.5; SD=.50). The instruments consisted of 28 figural items for the mouse usage test and 36 figural items for the inductive reasoning test. The eDia system was used to collect the data. The reliability coefficient of the mouse usage and inductive reasoning tests were .75 and .915, respectively. Results showed that the mouse usage test was easy (M=90.53% SD=9.67%), while the inductive reasoning test was moderately difficult for the students at this age (M=44.15, SD=24.28). The frequency of computer usage did not influence test achievements. There were no gender level differences detectable in students’ mouse skills. Girls achieved significantly higher in the inductive reasoning test (M_girls=50.88, M_boys=37.67; t=-2,15, p<.05). The results proofed that computer-based testing can be used in Palestine and it can work effectively even when it comes to early age pupils.

scholarly journals Automatic Speech Recognition (ASR) Systems Applied to Pronunciation Assessment of L2 Spanish for Japanese Speakers

2021 ◽  
Vol 11 (15) ◽  
pp. 6695
Author(s):  
Cristian Tejedor-García ◽  
Valentín Cardeñoso-Payo ◽  
David Escudero-Mancebo
Keyword(s):  
Speech Recognition ◽  
Automatic Speech Recognition ◽  
General Purpose ◽  
Future Research ◽  
Computer Assisted ◽  
Native Japanese Speakers ◽  
Current Configuration ◽  
Minimal Pairs ◽  
Japanese Speakers ◽  
Post Test

General-purpose automatic speech recognition (ASR) systems have improved in quality and are being used for pronunciation assessment. However, the assessment of isolated short utterances, such as words in minimal pairs for segmental approaches, remains an important challenge, even more so for non-native speakers. In this work, we compare the performance of our own tailored ASR system (kASR) with the one of Google ASR (gASR) for the assessment of Spanish minimal pair words produced by 33 native Japanese speakers in a computer-assisted pronunciation training (CAPT) scenario. Participants in a pre/post-test training experiment spanning four weeks were split into three groups: experimental, in-classroom, and placebo. The experimental group used the CAPT tool described in the paper, which we specially designed for autonomous pronunciation training. A statistically significant improvement for the experimental and in-classroom groups was revealed, and moderate correlation values between gASR and kASR results were obtained, in addition to strong correlations between the post-test scores of both ASR systems and the CAPT application scores found at the final stages of application use. These results suggest that both ASR alternatives are valid for assessing minimal pairs in CAPT tools, in the current configuration. Discussion on possible ways to improve our system and possibilities for future research are included.

scholarly journals Mobile speech recognition software: A tool for teaching second language pronunciation

2013 ◽  
Vol 5 ◽  
Author(s):  
Denis Liakin ◽  
Walcir Cardoso ◽  
Natallia Liakina
Keyword(s):  
Speech Recognition ◽  
Control Group ◽  
Test Design ◽  
Conversation Skills ◽  
Oral Feedback ◽  
Speech Recognition Software ◽  
Post Test ◽  
Recognition Software ◽  
The Impact ◽  
Previous Training

This study examines the impact of the pedagogical use of mobile automatic speech recognition software (ASR) on the acquisition of the French vowel /y/ in production and perception. The participants were 42 beginner French students with no previous training in French phonetics and exposure to speech recognition software. They were divided into three experimental groups: (1) the ASR Group used an ASR application installed on their mobile devices to complete weekly pronunciation activities, with immediate written visual (textual) feedback provided by the software; (2) the Non-ASR Group completed the same weekly pronunciation activities in individual weekly sessions with a teacher, who provided immediate oral feedback using recast and repetitions; finally, (3) the Control Group participated in weekly individual meetings “to practice their conversation skills” with a teacher, who provided no pronunciation feedback. Following a pre-test/post-test design, our findings indicate that the ASR Group outperformed the other groups in French /y/ production, but not in perception.

scholarly journals Efektivitas Penggunaan Game Analisis Training terhadap Peningkatan Kemampuan Berpikir Induktif Remaja

2020 ◽  
Vol 4 (2) ◽  
pp. 146-154
Author(s):  
Wenda Novayani ◽  
◽  
Heri Sasmita ◽  
Keyword(s):  
Inductive Learning ◽  
Inductive Reasoning ◽  
Thinking Skills ◽  
Educational Game ◽  
Reasoning Test ◽  
Number Pattern ◽  
Study Results ◽  
Score Gain ◽  
Data Collection Technique ◽  
Validation Stage

Inductive-reasoning is a step to draw general conclusions from individual matters. IR can be measured using the Intelligent Structure (IST) sub-ZR using a number pattern and using an Inductive Reasoning Test (IRT), which is an image pattern. One of the learning methods that are interesting and fun and student-cantered learning is Educational Game media. This study aims to see the effectiveness of games in learning to improve the students' inductive thinking skills at SMP YKPP Sungai Pakning. This study used a pre-experimental method with one group pretest-posttest conducted on 30 students of class IX B as the experimental subject. The data collection technique was implemented using a test instrument in 20 essay questions for IST and 30 objective questions for IRT. The material used in this game has also passed the validation stage carried out by a psychologist in Pekanbaru. Data were analyzed using the T-Test and score gain. Based on the study results, this game is believed to be 95% effective in improving adolescent inductive thinking skills, with an average increase of 26.6 points in the IST form and 17.8 points in the IRT form. Learning media with games are effectively applied to inductive-learning and can be used as an alternative to learning inductive-thinking at SMP YKPP Sungai Pakning.

scholarly journals John Nolt's Inductive Reasoning Test

1984 ◽  
Vol 6 (3) ◽  
Author(s):  
Howard Kahane
Keyword(s):  
Inductive Reasoning ◽  
Reasoning Test
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