Motivational Effects of Study Group

Relay Journal ◽  
2018 ◽  
pp. 339-345
Author(s):  
Sina Takada
Keyword(s):  
Cooperative Learning ◽  
Communities Of Practice ◽  
Language Learning ◽  
Zone Of Proximal Development ◽  
Skills Development ◽  
Study Group ◽  
International Studies ◽  
Proximal Development ◽  
Structured Interviews

Cooperative language learning has various benefits for learners, and one of them, motivation, was the focus of this research. As the concept of the Zone of Proximal Development (ZPD) indicates, with assistance from other competent individuals, learners are likely to develop more efficiently than without assistance. In addition to development of skills, development of motivation can be the outcome of cooperative learning. Participants are members of the Study Group in Kanda University of International Studies who participated in semi-structured interviews. In the interviews, they demonstrated their perception of their motivations. More than half of the participants mentioned that the motivation toward language learning developed after participating in the Study Group. They all mentioned that they feel the urge to study, which is an indication that their developed motivations are not merely extrinsic but intrinsic. This research will provide insights into how learners develop motivation through interaction with others in communities of practice.

PENGEMBANGAN BAHAN AJAR BAHASA INGGRIS DENGAN MEDIA AUDIO UNTUK SEKOLAH MENENGAH PERTAMA

2017 ◽  
Vol 5 (1) ◽  
pp. 1
Author(s):  
Sugeng Susilo Adi
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Zone Of Proximal Development ◽  
Communicative Language Teaching ◽  
Proximal Development ◽  
Teaching English ◽  
Comprehensible Input ◽  
Level I ◽  
Audio Media

The composition of English language learning tools for middle schools has often not utilized the instrctional technology approach and only used approaches related to the educational discipline of teaching English as a foreign language (TEFL). English language learning materials in several middle schools in East Java also do not provide audio media-based activities for practice of listening skills. This article is the research results of the Borg & Gall research and development model which aimed to develop, validate, and test textual learning materials aided by audio recordings to develop the English-language competency of middle school students. The results of the development showed that audio media was proven to be e ectively capable as sca olds that play a role as learning aids. Audio media provides sound input that guides students to imitate the audio with accurate pronunciation. In addition, audio media input can also be comprehensible for students in accordance with the Input Hypothesis Theory of Krashen that states that those learning languages at “level i” should obtain comprehensible input at “level i + 1” or slightly higher than the current level, and this theory of Krashen is identical to the zone of proximal development (ZPD) theory of Vygotsky. This development also resulted in a learning design which applied the audio lingual communicative (ALC) strategy which is eclectic in its combination of two language learning strategies, which are the audio lingual method with communicative language teaching (CLT). The application of this method was appropriate with the Indonesian classroom context where the number of students in a classroom is on average 40 pupils or more. AbstrakPengembangan bahan ajar Bahasa Inggris untuk sekolah menengah pertama selama ini sering kali tidak menggunakan pendekatan teknologi pembelajaran dan hanya menggunakan pendekatan disiplin ilmu pendidikan bahasa Inggris sebagai bahasa asing atau teaching English as a foreign language/TEFL. Selain bahan ajar bahasa Inggris di beberapa sekolah menengah pertama di Jawa Timur tidak menyediakan bahan penyerta berupa media audio untuk latihan keterampilan menyimak (listening). Penelitian ini adalah penelitian pengembangan (R&D) model Borg & Gall yang bertujuan untuk mengembangan, memvalidasi, dan menguji bahan ajar tekstual berbantuan rekaman audio untuk meningkatkan kompetensi bahasa Inggris siswa sekolah menengah pertama. Hasil pengembangan ini menunjukkan bahwa media audio telah terbukti mampu secara efektif menjadi sca olds yang berperan sebagai bantuan belajar. Media audio menyediakan input suara yang memandu siswa menirukan audio dengan akurasi pelafalan yang tepat. Selain itu, input dari media audio dapat dipahami (comprehensible) bagi siswa, sesuai dengan Input Hyphothesis Theory Krashen yang menyatakan bahwa mereka yang belajar bahasa yang berada pada “tingkat i” seharusnya memperoleh comprehensible input pada “tingkat i + 1” atau sedikit lebih tinggi dari tingkat ia berada yang identik dengan teori zone of proximal development (ZPD) yang dikembangkan Vygotsky. Pengem- bangan ini juga menghasilkan desain pembelajaran yang menerapkan strategi audio lingual communicative (ALC) yang bersifat eklektik yang memadukan dua pendekatan pembelajaran bahasa, yaitu audio lingual method dengan communicative language teaching (CLT). Penerapan metode ini sesuai dengan konteks kelas Indonesia dengan jumlah siswa rata-rata 40 orang atau lebih dalam satu kelas. ia dengan jumlah siswa rata-rata 40 orang atau lebih dalam satu kelas.

scholarly journals PENGEMBANGAN BAHAN AJAR BAHASA INGGRIS DENGAN MEDIA AUDIO UNTUK SEKOLAH MENENGAH PERTAMA

2017 ◽  
Vol 5 (1) ◽  
pp. 1
Author(s):  
Sugeng Susilo Adi
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Zone Of Proximal Development ◽  
Communicative Language Teaching ◽  
Proximal Development ◽  
Teaching English ◽  
Comprehensible Input ◽  
Level I ◽  
Audio Media

AbstractThe composition of English language learning tools for middle schools has often not utilized the instrctional technology approach and only used approaches related to the educational discipline of teaching English as a foreign language (TEFL). English language learning materials in several middle schools in East Java also do not provide audio media-based activities for practice of listening skills. This article is the research results of the Borg & Gall research and development model which aimed to develop, validate, and test textual learning materials aided by audio recordings to develop the English-language competency of middle school students. The results of the development showed that audio media was proven to be e ectively capable as sca olds that play a role as learning aids. Audio media provides sound input that guides students to imitate the audio with accurate pronunciation. In addition, audio media input can also be comprehensible for students in accordance with the Input Hypothesis Theory of Krashen that states that those learning languages at “level i” should obtain comprehensible input at “level i + 1” or slightly higher than the current level, and this theory of Krashen is identical to the zone of proximal development (ZPD) theory of Vygotsky. This development also resulted in a learning design which applied the audio lingual communicative (ALC) strategy which is eclectic in its combination of two language learning strategies, which are the audio lingual method with communicative language teaching (CLT). The application of this method was appropriate with the Indonesian classroom context where the number of students in a classroom is on average 40 pupils or more. AbstrakPengembangan bahan ajar Bahasa Inggris untuk sekolah menengah pertama selama ini sering kali tidak menggunakan pendekatan teknologi pembelajaran dan hanya menggunakan pendekatan disiplin ilmu pendidikan bahasa Inggris sebagai bahasa asing atau teaching English as a foreign language/TEFL. Selain bahan ajar bahasa Inggris di beberapa sekolah menengah pertama di Jawa Timur tidak menyediakan bahan penyerta berupa media audio untuk latihan keterampilan menyimak (listening). Penelitian ini adalah penelitian pengembangan (R&D) model Borg & Gall yang bertujuan untuk mengembangan, memvalidasi, dan menguji bahan ajar tekstual berbantuan rekaman audio untuk meningkatkan kompetensi bahasa Inggris siswa sekolah menengah pertama. Hasil pengembangan ini menunjukkan bahwa media audio telah terbukti mampu secara efektif menjadi sca olds yang berperan sebagai bantuan belajar. Media audio menyediakan input suara yang memandu siswa menirukan audio dengan akurasi pelafalan yang tepat. Selain itu, input dari media audio dapat dipahami (comprehensible) bagi siswa, sesuai dengan Input Hyphothesis Theory Krashen yang menyatakan bahwa mereka yang belajar bahasa yang berada pada “tingkat i” seharusnya memperoleh comprehensible input pada “tingkat i + 1” atau sedikit lebih tinggi dari tingkat ia berada yang identik dengan teori zone of proximal development (ZPD) yang dikembangkan Vygotsky. Pengem- bangan ini juga menghasilkan desain pembelajaran yang menerapkan strategi audio lingual communicative (ALC) yang bersifat eklektik yang memadukan dua pendekatan pembelajaran bahasa, yaitu audio lingual method dengan communicative language teaching (CLT). Penerapan metode ini sesuai dengan konteks kelas Indonesia dengan jumlah siswa rata-rata 40 orang atau lebih dalam satu kelas. ia dengan jumlah siswa rata-rata 40 orang atau lebih dalam satu kelas.

scholarly journals PENGEMBANGAN BAHAN AJAR BAHASA INGGRIS DENGAN MEDIA AUDIO UNTUK SEKOLAH MENENGAH PERTAMA

2017 ◽  
Vol 5 (1) ◽  
pp. 1
Author(s):  
Sugeng Susilo Adi
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Zone Of Proximal Development ◽  
Communicative Language Teaching ◽  
Proximal Development ◽  
Teaching English ◽  
Comprehensible Input ◽  
Level I ◽  
Audio Media

AbstractThe composition of English language learning tools for middle schools has often not utilized the instrctional technology approach and only used approaches related to the educational discipline of teaching English as a foreign language (TEFL). English language learning materials in several middle schools in East Java also do not provide audio media-based activities for practice of listening skills. This article is the research results of the Borg & Gall research and development model which aimed to develop, validate, and test textual learning materials aided by audio recordings to develop the English-language competency of middle school students. The results of the development showed that audio media was proven to be e ectively capable as sca olds that play a role as learning aids. Audio media provides sound input that guides students to imitate the audio with accurate pronunciation. In addition, audio media input can also be comprehensible for students in accordance with the Input Hypothesis Theory of Krashen that states that those learning languages at “level i” should obtain comprehensible input at “level i + 1” or slightly higher than the current level, and this theory of Krashen is identical to the zone of proximal development (ZPD) theory of Vygotsky. This development also resulted in a learning design which applied the audio lingual communicative (ALC) strategy which is eclectic in its combination of two language learning strategies, which are the audio lingual method with communicative language teaching (CLT). The application of this method was appropriate with the Indonesian classroom context where the number of students in a classroom is on average 40 pupils or more. AbstrakPengembangan bahan ajar Bahasa Inggris untuk sekolah menengah pertama selama ini sering kali tidak menggunakan pendekatan teknologi pembelajaran dan hanya menggunakan pendekatan disiplin ilmu pendidikan bahasa Inggris sebagai bahasa asing atau teaching English as a foreign language/TEFL. Selain bahan ajar bahasa Inggris di beberapa sekolah menengah pertama di Jawa Timur tidak menyediakan bahan penyerta berupa media audio untuk latihan keterampilan menyimak (listening). Penelitian ini adalah penelitian pengembangan (R&D) model Borg & Gall yang bertujuan untuk mengembangan, memvalidasi, dan menguji bahan ajar tekstual berbantuan rekaman audio untuk meningkatkan kompetensi bahasa Inggris siswa sekolah menengah pertama. Hasil pengembangan ini menunjukkan bahwa media audio telah terbukti mampu secara efektif menjadi sca olds yang berperan sebagai bantuan belajar. Media audio menyediakan input suara yang memandu siswa menirukan audio dengan akurasi pelafalan yang tepat. Selain itu, input dari media audio dapat dipahami (comprehensible) bagi siswa, sesuai dengan Input Hyphothesis Theory Krashen yang menyatakan bahwa mereka yang belajar bahasa yang berada pada “tingkat i” seharusnya memperoleh comprehensible input pada “tingkat i + 1” atau sedikit lebih tinggi dari tingkat ia berada yang identik dengan teori zone of proximal development (ZPD) yang dikembangkan Vygotsky. Pengem- bangan ini juga menghasilkan desain pembelajaran yang menerapkan strategi audio lingual communicative (ALC) yang bersifat eklektik yang memadukan dua pendekatan pembelajaran bahasa, yaitu audio lingual method dengan communicative language teaching (CLT). Penerapan metode ini sesuai dengan konteks kelas Indonesia dengan jumlah siswa rata-rata 40 orang atau lebih dalam satu kelas. ia dengan jumlah siswa rata-rata 40 orang atau lebih dalam satu kelas.

scholarly journals ReDesigning intercultural exchanges through the use of augmented reality

2019 ◽  
pp. 157-162
Author(s):  
Stella Hadjistassou ◽  
Maria Iosifina Avgousti ◽  
Petros Louca
Keyword(s):  
Augmented Reality ◽  
Language Learning ◽  
Foreign Language Learning ◽  
Zone Of Proximal Development ◽  
Language Teachers ◽  
Learning Needs ◽  
Proximal Development ◽  
Disruptive Students ◽  
The Uk

While the debate on breakthrough technologies has focused on inept, dexterous, and socially transforming technologies such as Artificial Intelligence (AI) assistants and robot dexterity, in second/foreign language learning, particular emphasis is placed on AI, Augmented Reality (AR) and Virtual Reality (VR). This study takes a closer look at the role of three newly developed AR applications in promoting a better understanding of complex concepts such as the Zone of Proximal Development (ZPD), strategies in dealing with disruptive students, and an immigrant’s perspective in moving to a foreign country with no knowledge of the language(s) spoken in that country. The AR applications were developed and implemented during intercultural exchanges among students enrolled in academic institutions in the UK and Cyprus. The aim was to develop AR applications that were geared toward the learning needs of future language teachers and examine what students could achieve through the use of these applications during goal-driven tasks and activities.

scholarly journals Meeting the challenges first year engineering graphic design pre-service teachers encounter when they read and interpret assembly drawing

2020 ◽  
Author(s):  
Douglas Sotsaka ◽  
Asheena Singh-Pillay
Keyword(s):  
Content Analysis ◽  
Qualitative Study ◽  
Graphic Design ◽  
Zone Of Proximal Development ◽  
First Year ◽  
Proximal Development ◽  
Structured Interviews ◽  
Visual Ability ◽  
Purposive Sampling ◽  
Assembly Drawing

In this qualitative study, we explored the challenges first year engineering graphics and design (EGD) pre-service teachers (PSTs) encounter when they read and interpret assembly drawings (ADs). Vygotsky's zone of proximal development framed this study. Purposive sampling was used to generate data from twenty-one first year EGD PSTs using a think-aloud task and individual semi-structured interviews. We subjected the data to content analysis. The findings reveal that first year EGD PSTs, when they attempt to read and interpret ADs, encounter five challenges that have implications for the teaching of EGD with regard to scaffolding the development of spatial visual ability in first year EGD PSTs.

Development of interactional competence

2012 ◽  
Vol 3 (1) ◽  
pp. 1-30 ◽  
Author(s):  
Machiko Achiba
Keyword(s):  
Language Learning ◽  
Social Practice ◽  
Native Speakers ◽  
Zone Of Proximal Development ◽  
Proximal Development ◽  
Interactional Competence ◽  
Old Japanese ◽  
Native Speakers Of English ◽  
Over Time

This study explores the development of the interactional competence of an 8-year-old, Japanese learner of English over three cooking sessions with native speakers of English at her home during her period of residence in Australia. The study draws upon Vygotsky’s (1978) zone of proximal development in order to elucidate the L2 child’s process of acquiring interactional competence in this unfamiliar social practice (i.e., cooking-relevant talk). The analysis reveals marked changes in the child’s participation pattern over time, moving from making relevant minimal responses to more initiated, and autonomous participation. The child recycled some of the interlocutors’ utterances from the previous sessions, showing that the earlier cooking sessions provided her with a linguistic challenge and became a resource of language learning for her. She also made use of a textual resource (i.e., the recipe) as a scaffold to move toward more autonomous participation. In addition, the role of the recipe became less central as her participation became increasingly more independent.

scholarly journals Theorizing Twitter Chat

2014 ◽  
Vol 2 (2) ◽  
Author(s):  
Claudia Megele
Keyword(s):  
Communities Of Practice ◽  
Professional Identity ◽  
Informal Education ◽  
Zone Of Proximal Development ◽  
Knowledge Generation ◽  
Proximal Development ◽  
Dynamic Interpretation ◽  
Communities Of Interest ◽  
Object Relational ◽  
Identity Learning

Drawing on sociological, psychological and pedagogic theories, this article offers a conceptualisation of Twitter and Twitter chats as a continuous multilogue within communities of practice and/or communities of interest (CoP and CoI).This article examines the collapsing and increasingly overlapping boundaries of formal and informal education and locates Twitter chats within this overlapping area. Furthermore, conceptualising Twitter interactions as multilogue conversations, the article offers an object relational conception of knowledge, knowledge generation, and learning and a dynamic interpretation of Vygotsky’s Zone of Proximal Development (ZPD) and the notion of More Knowledgeable Other (MKO) to offer a theorisation and pedagogic perspective in relation to Twitter and Twitter chats.The article concludes by considering some of the implications of such a theorisation for individual and professional identity, learning and pedagogy.

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