PENGEMBANGAN DESAIN PEMBELAJARAN BIPA DARMASISWA PADA PEMBELAJAR TINGKAT MAHIR RENDAH

From the experience and observation of the author, during this learning of Mathematics generally only solve the problem alone, without familiarize the students to compile their own questions. So that students are less able to use their own language in solving the given problem. Language factor is less calculated as a possible one of the causal factors. ELPSA is a design/learning framework consisting of 5 component sequences, one of which is language. In learning ELPSA students are accustomed to asking productive and effective questions. This study aims to analyze the students' language skills in ELPSA learning design on the ability to issue Mathematical problems in terms of the cognitive thinking style. This study is a descriptive qualitative research. The subject of this research was conducted in class VIII SMP 1 Maluk. Its divided into two groups. With one group is given conventional learning and one group get learning using ELPSA design. The instrument used is Matching Familiar Figure Test (MFFT) to find out the type of cognitive style of each student and the Matter of Matter Problem Matter. Based on research that has been done, obtained results group of students reflective dominant than Impulsive students. In the student's ability to pose mathematical problems, Reflective student groups are better than Impulsive. While on the average score on the ability to solve Mathematics problems, Learning using ELPSA design is higher than learning without using ELPSA. That is, ELPSA learning design can help students develop language skills especially in raising math problems.

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THE USE OF SKILLS IN ENGLISH LANGUAGE AND DEVELOPING A BASIS FOR READING AND LEARNING

Knowledge International Journal ◽

10.35120/kij28072263l ◽

2018 ◽

Vol 28 (7) ◽

pp. 2263-2267

Author(s):

Lirije Ameti

Keyword(s):

Learning Style ◽

English Language ◽

Native Speakers ◽

Social Psychological ◽

Advantages And Disadvantages ◽

Active Reading ◽

Reading Efficiency ◽

Teachers And Students ◽

Paper Work ◽

Source Of Information

This theme:” The Use of Skills and particularly Developing a Basis for Reading and Learning” is very broad, interesting, challenging and very useful at the same time. It is very useful for teachers and students during lectorical exercises which require a joint effort of participating interactively in class in order to be more efficient, flexible and pragmatic in order to achieve the main goal of learning and improving English Language. This source of information is useful for native speakers as well as for us, that are learning and improving English Language as a second language that intend to be future teachers or interpreters from English to respective languages.To Learn and improve English language are used the four main skills: Listening, Reading, Speaking (Communicating) and Writing. During lectures in order to practice and elaborate each of the skills, teachers and students encounter into different situations that in order to answer or conduct one of the skills you will have to answer and imply flexibility and efficiency by giving answers by all the other subjects which I consider an interweave of grammar, morphology, syntax, phonology, and for style of language explanations from theory of literature. And to grasp the main purpose or idea of the author to have general knowledge of different fields in life such as social, psychological, economical, historical ect.Through this paper work I will try to demonstrate the advantages and disadvantages of using the first main skill which is Reading, how to analyze the reading efficiency and learning style, how to develop the reading flexibility, principles of efficiency, evaluating the rate of reading and flexibility the factors that have impact in reading efficiently. Shortly as well is mentioned critical thinking and active reading which guides toward thinking and improving concentration. Finally, how to monitor comprehension the factors that impact upon reading which require pre-reading, rereading and prediction to retain elevating results.

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English language schooling, linguistic realities, and the native speaker of English in Hong Kong

Multilingua ◽

10.1515/multi-2016-0012 ◽

2018 ◽

Vol 37 (3) ◽

pp. 275-304 ◽

Cited By ~ 3

Author(s):

Jette G. Hansen Edwards

Keyword(s):

Hong Kong ◽

English Language ◽

Language Use ◽

Native Speakers ◽

Native Speaker ◽

Native Language ◽

Educational Background ◽

Government School ◽

The Impact ◽

At Home

AbstractThe study employs a case study approach to examine the impact of educational backgrounds on nine Hong Kong tertiary students’ English and Cantonese language practices and identifications as native speakers of English and Cantonese. The study employed both survey and interview data to probe the participants’ English and Cantonese language use at home, school, and with peers/friends. Leung, Harris, and Rampton’s (1997, The idealized native speaker, reified ethnicities, and classroom realities.TESOL Quarterly 31(3). 543–560) framework of language affiliation, language expertise, and inheritance was used to examine the construction of a native language identity in a multilingual setting. The study found that educational background – and particularly international school experience in contrast to local government school education – had an impact on the participants’ English language usage at home and with peers, and also affected their language expertise in Cantonese. English language use at school also impacted their identifications as native speakers of both Cantonese and English, with Cantonese being viewed largely as native language based on inheritance while English was being defined as native based on their language expertise, affiliation and use, particularly in contrast to their expertise in, affiliation with, and use of Cantonese.

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The Implementation of Arabic E-Learning through Arabic-Online.net

LISANIA Journal of Arabic Education and Literature ◽

10.18326/lisania.v4i1.37-48 ◽

2020 ◽

Vol 4 (1) ◽

pp. 37-48

Author(s):

Aisyam Mardliyyah

Keyword(s):

Blended Learning ◽

Native Speakers ◽

Language Skills ◽

Qualitative Approach ◽

Literature Study ◽

Reference Framework ◽

E Learning ◽

Audio Files ◽

Main Components ◽

Interactive Videos

This study aims to describe Arabic-Online.net and to find out how it is used in the implementation of Arabic learning. Applying a qualitative approach, this research was of literature study. The main object is e-learning site i.e. Arabic-Online.net which can be accessed openly to learn Arabic. Further, this study found that Arabic-Online.net is an Arabic learning model provided to non-native speakers, which is offered by the Saudi Electronic University. Its teaching is based on the General European reference framework by using four language skills and the main components in Arabic. There are 16 levels in the stages ranging from beginner, elementary, intermediate, upper intermediate, advanced, to mastery which contain as many as 796 main interactive videos, 12.000 audio files, 6.320 images and 10.076 exercises. Each level consists of 6 modules (units), each of which includes 24 lessons. E-learning implementation using Arabic-Online.net is conducted in the form of blended learning.

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DESENVOLVENDO AS CAPACIDADES DE LINGUAGEM NA PRODUÇÃO DO GÊNERO DE HISTÓRIA EM QUADRINHOS (HQS)

Revista Prática Docente ◽

10.23926/rpd.2526-2149.2018.v3.n2.p437-444.id224 ◽

2018 ◽

Vol 3 (2) ◽

pp. 437-444

Author(s):

Thiago Silva e Silva ◽

Áustria Rodrigues Brito

Keyword(s):

Comic Books ◽

Language Skills ◽

Theoretical Studies ◽

Language Abilities ◽

Textual Production ◽

Text Production ◽

8Th Grade

Resumo: Com ênfase no desenvolvimento das capacidades de linguagem requeridas no momento de produção de um texto, o presente artigo pretende analisar, quantitativa e qualitativamente, os avanços nas produções textuais no gênero história em quadrinhos (HQs), de doze alunos da 8ª série, turma vespertina, de uma escola municipal de Barra do Corda – MA, as quais foram produzidas pelos referidos discentes durante a pesquisa realizada, entre agosto e dezembro de 2016, no âmbito do Programa de Mestrado Profissional em Letras (PROFLETRAS), ofertado pela Universidade Federal do Sul e Sudeste do Pará (UNIFESSPA). Tal pesquisa, embasada nos estudos teóricos de Bakhtin (2011), Gonçalves (2010), Mendonça (2010), Dolz, Noverraz e Schneuwly (2004), entre outros, aplicou uma Sequência Didática (SD) elaborada a partir das dificuldades dos alunos partícipes da pesquisa identificadas na produção inicial (T1), onde ao longo da SD, foram propostas, após a execução dos módulos que a compunham, mais duas reescritas da T1. As análises aqui presentes indicam que, após as intervenções, houve avanço substancial na produção textual dos alunos pesquisados no tocante às capacidades de ação, discursivas e linguístico-discursivas.Palavras-chave: Capacidades de linguagem. História em quadrinhos. Produção textual. Abstract: With the emphasis on the development of the language abilities required at the time of producing a text, this article intends to analyze, quantitatively and qualitatively, the advances in the production of texts in the genre comics (HQs), of twelve students of the 8th grade, which were produced by the mentioned students during the survey conducted between August and December 2016, within the scope of the professional master 's program in Literature (PROFLETRAS), offered by Federal University of Southern and Southeastern Pará (UNIFESSPA). This research, which was based on the theoretical studies of Bakhtin (2011), Gonçalves (2010), Mendonça (2010), Dolz, Noverraz and Schneuwly (2004), among others, applied a Didactic Sequence students who participated in the research identified in the initial production (T1), where they were proposed, after the execution of the modules that composed it, two more rescripts of T1. The present analyzes indicate that, after the interventions, there was a substantial advance in the textual production of the students researched in terms of the capacities of action, discursive and linguistic-discursive.Keywords: Language skills. Comic books. Text production.

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THE USE OF SKILLS IN ENGLISH LANGUAGE AND DEVELOPING A BASIS FOR READING AND LEARNING

Knowledge International Journal ◽

10.35120/kij29082263l ◽

2018 ◽

Vol 28 (7) ◽

pp. 2263-2267

Author(s):

Lirije Ameti

Keyword(s):

Learning Style ◽

English Language ◽

Native Speakers ◽

Social Psychological ◽

Advantages And Disadvantages ◽

Active Reading ◽

Reading Efficiency ◽

Teachers And Students ◽

Paper Work ◽

Source Of Information

This theme:” The Use of Skills and particularly Developing a Basis for Reading and Learning” is very broad, interesting, challenging and very useful at the same time. It is very useful for teachers and students during lectorical exercises which require a joint effort of participating interactively in class in order to be more efficient, flexible and pragmatic in order to achieve the main goal of learning and improving English Language. This source of information is useful for native speakers as well as for us, that are learning and improving English Language as a second language that intend to be future teachers or interpreters from English to respective languages.To Learn and improve English language are used the four main skills: Listening, Reading, Speaking (Communicating) and Writing. During lectures in order to practice and elaborate each of the skills, teachers and students encounter into different situations that in order to answer or conduct one of the skills you will have to answer and imply flexibility and efficiency by giving answers by all the other subjects which I consider an interweave of grammar, morphology, syntax, phonology, and for style of language explanations from theory of literature. And to grasp the main purpose or idea of the author to have general knowledge of different fields in life such as social, psychological, economical, historical ect.Through this paper work I will try to demonstrate the advantages and disadvantages of using the first main skill which is Reading, how to analyze the reading efficiency and learning style, how to develop the reading flexibility, principles of efficiency, evaluating the rate of reading and flexibility the factors that have impact in reading efficiently. Shortly as well is mentioned critical thinking and active reading which guides toward thinking and improving concentration. Finally, how to monitor comprehension the factors that impact upon reading which require pre-reading, rereading and prediction to retain elevating results.

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PROBLEMS OF NATIONAL LANGUAGE FUNCTIONING WITHIN BUSINESS COMMUNICATION

South archive (philological sciences) ◽

10.32999/ksu2663-2691/2020-83-18 ◽

2020 ◽

pp. 100-106

Author(s):

Piven N.M.

Keyword(s):

Language Acquisition ◽

Large Scale ◽

Language Skills ◽

Business Environment ◽

Educational Process ◽

National Language ◽

Professional Activity ◽

Language Functioning ◽

Low Level ◽

State Language

Мета роботи – дослідити проблеми функціонування державної мови в сучасному бізнес-просторі, оскільки відомо, що тривалий час представники приватних бізнес-компаній нею майже не послуговувалися; відповідно до цього було поставлено завдання: сформулювати основні етапи опанування української мови як державної для фахівців зазначеної категорії осіб.Методи. У дослідженні використано теоретичні методи (аналіз стандартів і стану функціонування державної мови в різних галузях господарства); ретроспективний аналіз власного педагогічного досвіду з організації й проведення навчальних занять; емпіричні – педагогічні спостереження, тестування й спеціальні завдання для діагностичного зрізу рівня знань працівників бізнес-сфери; статистичні методи для кількісного та якісного аналізу отриманих емпіричних та експериментальних даних.Результати. З’ясовано, що тема функціонування державної мови в бізнес-сфері залишається малодослідженою. Мате-ріалом послугувала практична мовна діяльність групи слухачів одного з приватних підприємств. Проаналізовано загальну характеристику слухачів, рівень володіння державною мовою перед навчанням і після, розроблено шкалу оцінювання рівня мовних навичок. Зазначено, що в російськомовному середовищі серед представників великого й малого бізнесу виникають труднощі стосовно україномовної комунікації, спричинені низьким рівнем мовленнєвих умінь і навичок, відсутністю необхід-ної лексичної бази, наявністю суржику й росіянізмів тощо.Висновки. У результаті навчального процесу було визначено основні етапи опанування української мови як державної. Заува-жено, що важливе місце в підготовці слухачів належить мотиваційному та базовому етапам; надано методичні рекомендації сто-совно їх мовної підготовки. Доведено, що навіть при низькій мовній базі, але за умови високої мотивації можна досягти достатньо-го рівня мовленнєвих знань, умінь і навичок для подальшої професійної діяльності й комунікації державною мовою. The purpose. The objective of the article is to study the problems concerning state language functioning within current business environment. It is known that for a long period of time representatives of private businesses have hardly ever used it. It caused the necessity to define the basic stages of Ukrainian language acquisition as a state one by professionals in business sphere.Methods. The set of scientific methods are applied in the article: theoretical (analysis of standards and status of state language functioning in different economical spheres); retrospective analysis of own pedagogical experience in educational process organization and training sessions; empirical (pedagogical observations, testing and special sessions to detect the level of expertise among business sphere representatives; statistical methods (qualitative and quantitative analysis of empirical and experimental data received).Results. It is found that the issue of state language functioning in business sphere is still poorly investigated. Practical activity by the employees of a private enterprise is served as a ground for this study. General characteristic of trainees, their level of state language acquisition before and after training is analysed, and the evaluation scale of language skills level is developed. It is noted that in Russian-speaking environment representatives of large-scale and small-sized businesses face a lot of challenges while communicating in Ukrainian, caused by low level of language skills, lack of necessary basic vocabulary, existence of surzhik (mixed Russian-Ukrainian dialect) and russicismes (use of Russian words instead of Ukrainian ones).Conclusions. The educational process resulted in defining the main stages of Ukrainian acquisition as a state language. It is emphasized that it is motivational and basic stages that play the important role in preparation of trainees which led to developing methodical recommendations concerning state language acquisition. It is proved that in spite of a low level of language improved motivation helps business people achieve sufficient level of language knowledge and skills for further professional activity and communicating in state language.

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Analysis of Factors Affecting the Auditory Attention of Non-native Speakers in e-Learning Environments

The Electronic Journal of e-Learning ◽

10.34190/ejel.19.3.2296 ◽

2021 ◽

Vol 19 (3) ◽

pp. pp159-169

Author(s):

Nikesh Bajaj ◽

Jesús Requena Carrión ◽

Francesco Bellotti ◽

Riccardo Berta ◽

Alessandro De Gloria

Keyword(s):

Learning Environments ◽

English Language ◽

Native Speakers ◽

Sentence Length ◽

Language Abilities ◽

Significant Drop ◽

Factors Affecting ◽

E Learning ◽

Listening Task ◽

The Impact

: One of the most striking characteristics of e-Learning audiences is their diversity. Native and non-native learners can be expected among such audiences and therefore, when developing e-Learning courses it is important to consider the impact of the language level on learning. Specifically, non-native learners are expected to have a diminished auditory perception compared to native ones and hence reduced attention capabilities that could result in a poorer performance. In this study, we assess the impact of linguistic and auditory factors on the attention of non-native learners, namely semanticity, sentence length and noise level. An English language platform mimicking real e-Learning environments is used and attention is quantified by measuring the number of English words correctly identified during a listening task. Our results show that changes in each factor affect the attention score significantly. Interestingly, the effects of semanticity are apparent in noiseless environment, but vanish in noisy ones. Results also show that in noiseless environments, a change in the length of semantic sentences from small or medium to long causes a significant drop in the attention score. Our results demonstrate the importance of carefully accounting for linguistic and auditory factors when designing effective e-Learning courses, especially when they target global audiences and learners with different language abilities are expected.

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MODEL COOPERATIVE SCRIPT PADA PEMBELAJARAN BAHASA INGGRIS ASPEK BERBICARA: SEBUAH HIPOTESIS

Tatar Pasundan : Jurnal Diklat Keagamaan ◽

10.38075/tp.v15i1.145 ◽

2021 ◽

Vol 15 (1) ◽

pp. 20-32

Author(s):

Siti Nurhayati

Keyword(s):

English Language ◽

Language Skills ◽

Learning Problems ◽

Learning Goals ◽

English Teacher ◽

Cooperative Relationships ◽

Passive Learning ◽

Library Research ◽

New Ideas ◽

English Subject

This article aims to hypothetically reveal the cooperative script model. The cooperative script model is believed to solve passive learning problems particularly in speaking. The model aims to develop social skills, teaching students to be cooperative and collaborative. In its application, students were encouraged to bravely collaborating in pairs on expressing new ideas or material being studied, as well as providing opportunities for them to bring out new creativities so they are motivated to work harder on achieving learning goals. In addition, when cooperative relationships occured, the students could appreciate their friends’ ideas, not the other way around. This study uses library research method by concocting hypotheses related to cooperative script model applied in Speaking. The English teacher can also obtain knowledge and description for appllying the model. It is also expected that the teachers are able to develop cooperative script model in other English language skills, so that students can communicate for expressing their daily needs. Keywords: Application; Cooperative Script Model; English Subject; Speaking

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Narrative Performance in Verbally Gifted Children

journal for the education of the gifted ◽

10.1177/016235329601900303 ◽

1996 ◽

Vol 19 (3) ◽

pp. 276-292 ◽

Cited By ~ 12

Author(s):

Marion Porath

Keyword(s):

Conceptual Understanding ◽

Language Skills ◽

Gifted Children ◽

Language Abilities ◽

Conceptual Structures ◽

Mental Age ◽

Narrative Ability ◽

Narrative Performance ◽

Plot Structure ◽

Developmental Analysis

Young, verbally gifted children were compared to chronological- and mental-age controls on a number of variables pertaining to narrative ability. Using a structural-developmental analysis, the gifted children were found to organize their story plots in a way typical of children two years older. Elaborations on the basic plot structure were even more advanced, with gifted children telling stories that were more elaborate than those of their chronological- and mental-age peers. Gifted children also showed considerable advancement on a number of language skills. Conceptual understanding of plot structure appears more related to age than the acquisition of language skills. However, it is what verbally gifted children do with the conceptual structures available to them that distinguishes their narratives. Their story plots indicate elaborate structures and their specific language abilities contribute to the richness and sophistication of their narratives.

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