scholarly journals Pelatihan Berkomunikasi Lisan Melalui Tata Bahasa Jepang bagi Pemandu Wisata Khusus di Kabupaten Bangli

2021 ◽  
Vol 2 (4) ◽  
pp. 330-339
Author(s):  
Anak Agung Ayu Dian Andriyani ◽  
Elly Triasih Rahayu ◽  
Hartati Hartati ◽  
I Dewa Ayu Devi Maharani Santika
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Oral Communication ◽  
Japanese Culture ◽  
Face To Face ◽  
Tour Guides ◽  
Foreign Language Learners ◽  
Service Activity ◽  
The Right ◽  
Teaching Modules

Abstrak: Kegiatan pengabdian dilaksanakan dengan tujuan untuk meningkatkan kemampuan berbahasa Jepang bagi pemandu wisata di Kabupaten Bangli. Kurangnya kemampuan berkomunikasi lisan menggunakan bahasa Jepang, disebabkan karena pemandu wisata khusus belajar secara otodidak.. Hal ini sangat berdampak pada kualitas interaksi dengan wisatawan. Pentingnya dosen dan mahasiswa mengimplementasikan perannya berdasarkan pada Tri darma perguruan tinggi sehingga diadakan kegiatan pengabdian di Kabupateng Bangli dengan tujuan agar pemandu wisata khusus mampu berkomunikasi sesuai tata bahasa Jepang, sehingga dapat memberikan pelayanaan jasa yang sesuai dengan harapan wisatawan Jepang. Pada masa pandemi COVID-19, metode yang digunakan saat kegiatan pelatihan dilakukan secara dua arah sehingga terjalin komunikasi yang baik. Kegiatan pengabdian dilakukan secara daring menggunakan aplikasi Zoom. Meskipun tidak dilaksanakan tatap muka, namun pemandu wisatawan khusus sangat antusias mengikuti kegiatan pelatihan selama enam bulan yang dilaksanakan setiap hari minggu dengan dua sesi pembelajaran. Hal ini dibuktikan dengan kehadiran peserta dari berbagai kelompok sadar wisata di kabupaten Bangli dengan usia yang bervariasi tetap tekun mengikuti pelatihan sampai akhir. Hasil dari pelatihan ini memberikan suatu perubahan cara berkomunikasi pemandu wisata khusus dalam menggunakan tata bahasa Jepang dengan cepat dan tepat. Dampak yang telah dirasakan oleh pemandu wisata khusus adalah munculnya rasa percaya diri yang tinggi saat berkomunikasi karena telah memahami tata bahasa yang tepat sehingga maksud dapat tersampaikan dengan baik dan dapat mengimplementasikan etika berkomunikasi lisan menurut budaya masyarakat Jepang.Abstract: Grammar is a basic reference for foreign language learners to communicate orally properly and correctly. The lack of oral communication skills using a foreign language, namely Japanese, is caused by most of the tour guides learning Japanese on a self-taught basis, so that the understanding of the importance of applying grammar in communicating is minimal. This greatly impacts the quality of interaction with tourists. Due to the importance of lecturers and students implementing their roles based on the Tri dharma of higher education, community service activity were held in Bangli Regency with the aim that the special tour guides were able to communicate in accordance with Japanese grammar, so that they could provide services that were in line with the expectations of Japanese tourists. During the pandemic, service activities can be carried out online using the Zoom application. Although it is not carried out face-to-face, the special tourist guides are very enthusiastic about participating in the six-month training activities which are held every Sunday with two learning sessions. This is evidenced by the presence of participants from various tourism-aware groups in Bangli district in varying age ranges. They persisted in following the training until the end. Teaching modules that are arranged according to needs provide a change for tour guides in communicating using the right Japanese language. This condition is evidenced by the ability to answer questions and make sentences that are in accordance with grammar for the beginner level. By understanding proper grammar, messages can be conveyed properly and can implement oral communication ethics based on Japanese culture.

scholarly journals Engaging Foreign Language Learners in a Web 2.0-Mediated Collaborative Learning Process

2015 ◽  
Vol 17 (2) ◽  
pp. 137-146 ◽  
Author(s):  
Gabriel Eduardo Cote Parra
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Shared Knowledge ◽  
Classroom Setting ◽  
Pedagogical Intervention ◽  
Face To Face ◽  
Foreign Language Learners ◽  
The Face ◽  
Supporting Tool ◽  
Points Of View

<p>The purpose of this action research was to explore the types of interactions that foreign language learners experience while using a wiki as a supporting tool for a face-to-face research course. This design allowed me to play a dual role: first, I studied my own classroom setting and students. Second, I implemented a pedagogical intervention based on a collaborative online learning interaction. The data were gathered from participants’ posts, and the findings revealed that class tasks promoted an asynchronous voluntary interaction among participants in which they shared knowledge and experiences while expressing the opinions and points of view that enabled them to actively participate in the face-to-face class.</p><p>El propósito de esta investigación acción fue explorar el tipo de interacciones que estudiantes de lenguas extranjeras presentaron al utilizar una wiki como herramienta de soporte de un curso presencial. Este diseño me permitió desempeñar un doble papel. Por una parte, estudié mi propio salón de clase y estudiantes; por otra, implementé una intervención pedagógica con base en una interacción colaborativa en línea. La información se recolectó por medio de 128 aportes hechos por los participantes. Los hallazgos revelan que las actividades de clase permitieron una interacción asincrónica voluntaria entre los participantes en la cual ellos compartieron saberes y experiencias, a la vez que expresaron opiniones y puntos de vista que les permitieron participar activamente en la clase presencial.</p>

scholarly journals Using Tongue Twister to Improve Students’ Pronunciation

2017 ◽  
Vol 2 (2) ◽  
pp. 110-115
Author(s):  
Dewi Lutfiani
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Oral Communication ◽  
Foreign Language Learners ◽  
Correct Pronunciation ◽  
Efl Students ◽  
Tongue Twister ◽  
Basic Ability ◽  
Teaching Learning ◽  
Teaching Pronunciation

peaking skill comprises five components; pronunciation, vocabulary, grammar,fluency and accuracy, which are very essential in delivering messages orinformation clearly. As one of the five components of speaking, pronunciationis an essential component in oral communication and a basic ability of speakingEnglish. Since English is a foreign language, correct pronunciation becomesa crucial matter to avoid misunderstanding between a speaker and a listener.Therefore, teaching pronunciation to EFL students is very essential, and it is notan easy task for English teachers. The main reason is that English pronunciationis difficult for most foreign language learners since what is written is differentfrom what is spoken. Regarding the difficulty of the students, teachers shouldbe creative to select a technique of teaching pronunciation. One techniquethat is suitable for teaching pronunciation is tongue twister. This techniquewas applied to the eleventh grade of SMA Muhammadiyah 3 Jember in the2015/2016 academic year. The results of the classroom action research whichwas done in two cycles showed 77.14% students got score ≥75 and 77.13% ofthe students were active in teaching learning process. The results had met thecriteria of success of the research.

scholarly journals Attitude of Foreign Language Learners on Nonverbal Communication and Privacy in Communicative Classes

2019 ◽  
Vol 8 (1) ◽  
pp. 11
Author(s):  
Azedah Nemati
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Nonverbal Communication ◽  
Personal Life ◽  
The Right To Privacy ◽  
English Classes ◽  
Foreign Language Learners ◽  
Unexplored Area ◽  
The Right

Communication has verbal and nonverbal aspects.It has been estimated that 82% of class communication is nonverbal. While the role of nonverbal behavior in English classes is much it is hitherto an unexplored area. One subpart of nonverbal communication is proxemics or space. Combing nonverbal communication and the right to privacy, this article is aimed at exploring the attitude of foreign language students regarding nonverbal communication and privacy right in English classes. A nonverbal questionnaire along with privacy proposed by the researcher was answered by 107 general English participants. Based on their opinion the major findings were that students like, smiling, tidy and on time teachers who explain and illustrate in English classes. However, they do not like to answer questions regarding their personal life such as personal description, identification, health or background. As a result, their privacy right should be observed in communicative English classes.

scholarly journals The Tourism Students’ Awareness of Communicative Competence in an English as a Foreign Language Context

2018 ◽  
Vol 14 (5) ◽  
pp. 184
Author(s):  
Ercilia Loera Anchondo
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Communicative Competence ◽  
Structured Interview ◽  
Target Language ◽  
Ciudad Juarez ◽  
Mixed Method Research ◽  
Face To Face ◽  
Foreign Language Learners ◽  
Language Context

The present research aimed to find out the students’ awareness towards the concept of communicative competence and to discover if exposure serves as a tool in the development of the latter. Applying a mixed-method research design, quantitative and qualitative data were gathered with three different instruments: a face-to-face questionnaire, a semi-structured interview, and a structured observation. The subjects consisted of forty-six English as a Foreign Language learners in the intermediate and advanced levels in the Tourism major at the Universidad Autónoma de Ciudad Juárez. Eleven questions were designed to find out the students’ awareness on communicative competence and its components. The interview was based on the elements of communicative competence and the activities related to exposure to the target language. The observation considered details in regards to the students’ performance in the linguistic and pragmatic components of communicative competence. Results indicated that participants are aware of the concept under study and its components. Their answers to the interview and their performance in the observation proposed that exposure to the target language have been used towards the development of certain elements in their communicative competence. Recommendations derived from the present study include making students comprehend what the acquisition of a communicative competence encompasses, which is to manage the target language through the use of the four skills. Secondly, it is of great importance to promote in students the habit of practicing the target language outside the classroom. Finally, it is necessary to pay attention to phonological features such as word stress, pitch, and intonation to improve pronunciation.

scholarly journals MIND MAPPING: A BRAIN-BASED WRITING STRATEGY

2012 ◽  
Vol 6 (2) ◽  
Author(s):  
Ary Setya Budhi Ningrum
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Writing Skills ◽  
Mind Mapping ◽  
Writing Ability ◽  
Efl Context ◽  
Foreign Language Learners ◽  
Writing Strategy ◽  
The Right ◽  
The Brain

In EFL context, it is believed that developing writing skills is more complicated than developing other language skills. In order to be able to write well, the foreign language learners need to be equipped with early and continued writing experiences. Thus, the teacher’s task to develop the students’ writing skill is more complicated than the other skills. One of the most current issues to deal with such phenomena is to ferret out the writing strategy that is able to enhance the students’ writing ability as well as to reinforce their critical thinking in writing by maximizing the use of both sides of the brain (the left and the right hemispheres). In response to such issues, this paper takes into account mind mapping as a strategy in writing and elaborates the theoretical review of mind mapping for better understanding.<br />Keywords: Mind Mapping, Writing<br /><br />

scholarly journals The Effect of Content-Based Approach in Student vs. Teacher-Centered Environment on Improving Speaking among Iranian Intermediate EFL Learners

2016 ◽  
Vol 6 (7) ◽  
pp. 138
Author(s):  
Seyed Ehsan Afsahi ◽  
Azizeh Chalak
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Teaching And Learning ◽  
Positive Relationship ◽  
Oral Communication ◽  
Student Centered ◽  
Efl Learners ◽  
Foreign Language Learners ◽  
Iranian Students ◽  
Teacher Centered

<p>Speaking is the most important skill of language. Speaking a language is especially difficult for foreign language learners because effective oral communication requires the ability to use the language appropriately in social interactions, and in suitable context and situation. Purpose of this study was to investigate the relationship between Iranian intermediate EFL learners who learn speaking based on content approach in student-centered environment and their learning in the traditional teacher-centered environment. To this end, there are two classes, one as the experimental and the other as the control one. The same teacher taught them both. The subjects were all homogenous regarding their age, gender, and first language. During the experiment, the experimental group, who were in the environment of content-based approach in student-centered, was received quizzes. The results indicated that a statistically significant positive relationship existed between giving the students the central role in content-based approach class and yielding in better performance of speaking ability. The results revealed the positive relationship between content-based approach in student-centered class and the improvement of EFL Iranian students’ speaking ability. Preparation of such a system for teaching speaking to learners, learning English as a foreign language will facilitate the teaching and learning process for both teachers and learners.</p>

What does the analysis of C-test gaps tell us about the construct of a C-test? A comparison of foreign and heritage language learners’ performance

2019 ◽  
Vol 37 (1) ◽  
pp. 107-132
Author(s):  
Anastasia Drackert ◽  
Anna Timukova
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Language Proficiency ◽  
Heritage Language ◽  
Heritage Language Learners ◽  
Scoring Method ◽  
Foreign Language Learners ◽  
Actual Use ◽  
Dichotomous Scoring ◽  
The Right

In view of the ubiquitous increase in the use of C-tests, which are almost unanimously believed to measure general language proficiency, this study investigates whether the aspects of language proficiency tapped into by the C-test format are the same when the test is taken by a learner population other than that of foreign language learners. Specifically, we conducted a differential functioning analysis and compared the types of mistakes that 113 foreign language learners of Russian made when completing C-test gaps, with the performance of 89 heritage language learners on the same C-test. The results showed that almost half of the C-test gaps are biased towards either learner group. In addition, the error analysis for a number of the biased items demonstrated that, although heritage language learners seem to have an advantage in reconstructing the meaning of C-test gaps, they fail to translate their recognition skills into producing the right form. Furthermore, the study reveals a possible sensitivity of the C-test construct to the traditionally used dichotomous scoring method. We conclude with a discussion that includes the implications of the results regarding the construct measured by the C-test and the possible consequences for its actual use.

scholarly journals ANALYSIS OF GRAMMATICAL INTERFERENCES IN THE ORAL COMMUNICATION PRESENTED BY PIBBI PARTICIPANTS

2018 ◽  
Vol 18 (1) ◽  
Author(s):  
Priscilla Agna Ekawati
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Learners ◽  
Oral Communication ◽  
Frequency Of Occurrence ◽  
Teaching Materials ◽  
Language Program ◽  
Foreign Language Learners ◽  
Stimulated Recall ◽  
High Level

This present study aims to analyse and describe features of L1 interference in oral communication by PIBBI Participants of Level 5 who enrolled in an intensive language program at LTC, SWCU. The data were collected by giving oral tasks when describing something, giving opinion and explaining how things work. A stimulated recall interview proposed by Dornyei (2007) was used to explore the findings in detail. The analysis presents the type of grammatical interferences, the frequency of occurrence of each interference type and their detailed description. Analysis of data revealed that students in high level still experience grammatical interferences in producing Indonesian speech. It is hoped that this study will give a better suggestion for the advanced foreign language learners and provide information for teachers on common interferences in language learning which can be used as a reference in developing the teaching materials. 

scholarly journals The Effect of Facebook Activities on Enhancing Oral Communication Skills for EFL Learners

2018 ◽  
Vol 11 (5) ◽  
pp. 144
Author(s):  
Basmah Issa AlSaleem
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Communication Skills ◽  
English Language ◽  
Oral Communication ◽  
First Year ◽  
Efl Learners ◽  
English As Foreign Language ◽  
Foreign Language Learners ◽  
Study Results

This study investigated the effect of utilizing Facebook activities on enhancing oral communication skills for English as Foreign Language learners (EFL) in the English Department at Yarmouk University, Jordan. Participants of the study were first year English Language Bachelor degree students who speak English as a foreign language. The researcher hypothesized that if these learners practiced Facebook activities, their oral communication skills may be improved. For answering questions of the study, the researcher designed a pre-post oral communication skills test to determine the participants’ mastery of oral communication skills. Furthermore, she uploaded the activities on a Facebook account that were made available for all the participants of the study. Results revealed that the suggested Facebook activities were effective on improving participants’ oral communication skills. Then the study recommended that Facebook activities may be utilizing on improving other skills such as speaking and listening or even English language pronunciation.

The i2Flex Instructional Methodology Implemented in K-12 Classes for ESL and Foreign Language Learners

2021 ◽  
pp. 361-395
Author(s):  
Jenny E. Grigoropoulos ◽  
Heike Arnold ◽  
Christina J. Rocha
Keyword(s):  
Foreign Language ◽  
Student Learning ◽  
Language Learners ◽  
Instructional Methodology ◽  
Face To Face ◽  
Foreign Language Learners ◽  
Language Classes ◽  
Definition Of ◽  
K 12

The intention of this chapter is to demonstrate the implementation of the innovative instructional i2Flex methodology in Elementary School, Middle School, and High School classes for young EFL, ESL, and Foreign Language learners. Within a conceptual framework consisting of the ACS educational philosophy, reference features of foreign language teaching and the terminological definition of i2Flex, the three authors will outline a detailed explanation of their methodological and educational procedures, translating the i2Flex into practice in their foreign language classes. In a common conclusion of the three study cases, the authors will critically evaluate their experiences in their classrooms and the learning outcomes. They will then give insights and recommendations on how to consolidate the mutual symbiosis between face-to-face and flexible guided student learning supported by technology, guided towards independent and inquiry based student learning, in order to create a long-term, meaningful, academic blended learning in accordance to the i2Flex methodology and practice.

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