scholarly journals The Relationship of Indonesia Language Learning with the Environment

2020 ◽  
Author(s):  
Pangesti Wiwit Nadila
Keyword(s):  
Language Learning ◽  
Everyday Life ◽  
Knowledge And Skills ◽  
Comprehensive Knowledge ◽  
Relationship Of ◽  
The Relationship

The relationship between Indonesian language learning and the environment is very necessary. The environment makes it easier for students to understand Indonesian material well, broaden students 'insights, and can build students' ecological intelligence. The environment is closely related to everyday life. Therefore, linking Indonesian language learning with the environment makes it easier for teachers to find relevant examples that make students better understand the material provided, provide comprehensive knowledge and skills in protecting the environment.

scholarly journals The Relationship of Learning Indonesian in the School Environment to Motivate Students

2020 ◽  
Author(s):  
Revanda Yendra
Keyword(s):  
Language Learning ◽  
Everyday Life ◽  
School Environment ◽  
Knowledge And Skills ◽  
Environmental Material ◽  
Comprehensive Knowledge ◽  
Close Relationship ◽  
Relationship Of ◽  
The Relationship ◽  
The Voice

Based on the results of studies and research conducted by the author, it can be concluded that environmental material has an important role and is also related to Indonesian language learning to motivate students. Environmental insight education can be integrated into Indonesian subjects and subjects to provide comprehensive knowledge and skills in protecting the environment. Environmental material is material that is closely related to everyday life. Therefore, with environmental material the teacher can easily find relevant examples to make students understand more about the material provided, so that it can help teachers imply Indonesian language material in schools. Based on research conducted by the writer, the voice obtained shows that environmental material has a close relationship with Indonesian language learning to motivate students.

The Relationship between Environment and Indonesian Language Learning

2021 ◽  
Author(s):  
Uswatun Hasanah
Keyword(s):  
Language Learning ◽  
Environmentally Friendly ◽  
Knowledge And Skills ◽  
Comprehensive Knowledge ◽  
Environmental Materials ◽  
The Relationship

The environment has an important role in learning Indonesian. Environmentally friendly materials can help students develop skills and interests and can foster enthusiasm for learning Indonesian. Environmental materials can also make it easier for students to understand Indonesian language material well, add insight, and can build students' linguistic intelligence. Then Indonesian language subjects can provide comprehensive knowledge and skills about protecting the environment.

scholarly journals The Relationship of Indonesian Language Learning with the Environment

2021 ◽  
Author(s):  
Devani
Keyword(s):  
Language Learning ◽  
Everyday Life ◽  
Positive Impact ◽  
Learning Resource ◽  
Teacher’S Role ◽  
Environmental Materials ◽  
Teacher's Role ◽  
Relationship Of ◽  
The Relationship

The environment can be used as a learning resource, including in learning Indonesian. Therefore, linking environmental materials with Indonesian language learning will have a positive impact on students, making it easier for students to apply Indonesian language learning obtained at school in everyday life. At this time, the application of environmental materials in Indonesian language learning is still very low. Therefore, the teacher's role in connecting Indonesian language learning with environmental materials is very important.

scholarly journals The Relationship between Indonesian Language Learning and the Environment

2020 ◽  
Author(s):  
Faradina Widia Sari
Keyword(s):  
Language Learning ◽  
General Public ◽  
Educational Institutions ◽  
Environmental Preservation ◽  
Knowledge And Skills ◽  
Comprehensive Knowledge ◽  
The Relationship ◽  
Joint Evaluation

Based on the results of the study and research conducted by the author, it can be concluded that educational institutions have an important role in the process of planting environmental insight education to students, and educators are always connecting the process of environmentally based positive values to students. Then environmental insight education can be integrated into Indonesian language subjects to provide comprehensive knowledge and skills in protecting or maintaining the environment. This paper is used as material for joint evaluation for writers, readers and the general public to protect the environment together for environmental preservation.

The Relationship between Environment and Indonesian Language Learning

2021 ◽  
Author(s):  
Nurul Aliyah
Keyword(s):  
Language Learning ◽  
Environmentally Friendly ◽  
Knowledge And Skills ◽  
Comprehensive Knowledge ◽  
Environmental Materials ◽  
The Relationship

The environment has an important role in learning Indonesian. Environmentally friendly materials can help students develop skills and interests and can foster enthusiasm for learning Indonesian. Environmental materials can also make it easier for students to understand Indonesian language material well, add insight, and can build students' linguistic intelligence. Then Indonesian language subjects can provide comprehensive knowledge and skills about protecting the environment.

The Relationship of Indonesian Language Learning with the Environment

2021 ◽  
Author(s):  
Oryn Livenza
Keyword(s):  
Language Learning ◽  
Surrounding Environment ◽  
Living Things ◽  
Close Relationship ◽  
Relationship Of ◽  
The Relationship

Indonesian has a close relationship in learning Indonesian with the environment. Because, the environment can determine a person's language. A person will have a good language if he is in an environment where the Indonesian language is qualified. A good Indonesian environment can be started from learning Indonesian that relates it to the surrounding environment. The environment is very important for the survival of living things on earth. This is because the environment is the home of all living things on earth. Including humans, animals, plants that we must preserve. If the environment did not exist then all living things on earth would not survive. Likewise, if the environment continues to be damaged.

Conceptual Reasoning in Reading: A Complex Seriation of Meaning

1987 ◽  
Vol 31 (2) ◽  
pp. 161-172
Author(s):  
Alan J. Watson ◽  
Kenneth E. Sinclair
Keyword(s):  
Language Learning ◽  
Oral Language ◽  
Developmental Change ◽  
Extended Period ◽  
Student Responses ◽  
Learning To Read ◽  
Conceptual Reasoning ◽  
Relationship Of ◽  
The Relationship

A cognitive developmental view of learning to read was tested with 100 Year 4 children by examining the relationship of conceptual reasoning (multiple seriation and perceptual regulations), oral language (vocabulary and grammatic prediction) and reading (word recognition and comprehension). Regression analysis showed that multiple seriation and perceptual regulations, though related, are distinct in their contributions to the variance in reading. Backward regression indicated that reasoning contributed to the variance in reading independently of the influence of oral language. Qualitative aspects of student responses suggest ways in which reading involves the reasoning tasks studied. The findings, by suggesting the importance of non-language mental structuring activity for children's reading, indicate that language learning explanations of reading may not be sufficient. The study calls for longitudinal follow-up to examine the dynamic of developmental change over the extended period needed for learning to read.

Visual Timing in Hitting An Accelerating Ball

1983 ◽  
Vol 35 (2) ◽  
pp. 333-346 ◽  
Author(s):  
D. N. Lee ◽  
D. S. Young ◽  
P. E. Reddish ◽  
S. Lough ◽  
T. M. H. Clayton
Keyword(s):  
Everyday Life ◽  
Accurate Estimate ◽  
Control Model ◽  
Time To Contact ◽  
Tracking Tasks ◽  
Tightly Coupled ◽  
Relationship Of ◽  
The Relationship

To investigate the timing of actions relative to events in the environment, we observed subjects leaping to punch a falling ball. We analysed their knee and elbow angles as functions of time for three ball-drop heights, finding that the differences in the functions for the different heights could be explained on the basis that the subjects were gearing their actions to a particular optic variable. This variable specifies the time remaining before contact with an object if the closing velocity is constant; for the falling ball it gives an increasingly accurate estimate of the time-to-contact. Our visuo-moto control model incorporates a delay parameter, the value of which was estimated from the data. In addition, correlations indicated that the knee and elbow were generally quite tightly coupled. The relationship of this task to laboratory tracking tasks and to the timing of actions in everyday life is described.

Photographic visions and narrative inquiry

2002 ◽  
Vol 12 (1) ◽  
pp. 87-111 ◽  
Author(s):  
Barbara Harrison
Keyword(s):  
Narrative Inquiry ◽  
Everyday Life ◽  
Identity Construction ◽  
Empirical Research ◽  
Critical Area ◽  
Photographic Images ◽  
Counter Narratives ◽  
Relationship Of ◽  
The Relationship ◽  
Visual Methodology

This paper examines the ways in which photographic images can be used in narrative inquiry. After introducing the renewed interest in visual methodology the first section examines the ways in which researchers have utilised the camera or photographic images in research studies that are broadly similar to forms of narrative inquiry such as auto/biography, photographic journals, video diaries and photo-voice. It then draws on the published literature in relation to the author’s own empirical research into everyday photography. Here the extent to which the practices which are part of everyday photography can be seen as forms of story-telling and provide access to both narratives and counter-narratives, are explored. Ideas about memory and identity construction are considered. A critical area of argument centres on the relationship of images to other texts, and asks whether it is possible for photographs to narrate independent of written or oral word. It concludes with some remarks about how photographs can be used in research and as a resource for narrative inquiry. This necessitates a understanding of what it is people do with photographs in everyday life.

scholarly journals On the Relationship of Multiple Intelligences With Listening Proficiency and Attitudes Among Iranian TEFL University Students

2010 ◽  
Vol 28 (1) ◽  
pp. 97 ◽  
Author(s):  
Ma’ssoumeh Bemani Naeini ◽  
Ambigapathy Pandian
Keyword(s):  
University Students ◽  
Language Learning ◽  
Multiple Intelligences ◽  
Pearson Correlation ◽  
Intact Group ◽  
Conditions For Learning ◽  
Significant Difference ◽  
Listening Proficiency ◽  
Relationship Of ◽  
The Relationship

Gardner’s (1983) Multiple Intelligences Theory (MIT) has been found to have profound implications in teaching English as a foreign language (TEFL) in that it provides a way for teachers to recognize learners’ individual cognitive and affective differences by providing favorable motivational conditions for learning. However, little investigation has focused on the domains of cognition and affect in a single study. Therefore, this study investigates two facets: the relationship of Multiple Intelligences (MIs) with listening among Iranian TEFL university students and the possible relationship between the type of intelligence the students fall into and their attitudes toward learning English. In this study, McKenzie’s (1999) MI Inventory was used to identify 60 participants’ preferred intelligences. The participants comprised an intact group randomly assigned to the experiment. A Likert-type questionnaire was employed to elicit data about participants’ levels of personality traits that accounted for their attitudes to language-learning. Also, the participants’ listening comprehension proficiency was measured using the listening section of a retired TOEFL test. Data analysis using Pearson correlation revealed no significant relationship between the score of listening and any of the MIs. Similarly, the results indicated no significant difference between MIs and attitudes.

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