scholarly journals PENERAPAN METODE DISCOVERY LEARNING UNTUK MENINGKATKAN KEAKTIFAN BELAJAR SISWA PADA MATA PELAJARAN BAHASA INGGRIS KELAS X.IIS.2 SMA NEGERI 3 MUARO JAMBI TAHUN PELAJARAN 2018/2019

2021 ◽  
Vol 1 (1) ◽  
pp. 64-73
Author(s):  
TOMBANG ARIUS BERTUA SINAGA
Keyword(s):  
Student Engagement ◽  
Cognitive Engagement ◽  
Discovery Learning ◽  
Behavioral Engagement ◽  
Past Tense ◽  
Present Perfect

Tujuan penelitian ini adalah untuk meningkatkan keaktifan siswa dalam Pembelajaran Bahasa Inggris dengan menggunakan metode Discovery Learning. Subjek penelitian terdiri dari 32 siswa kelas X.IIS.2 SMA Negeri 3 Muaro Jambi dengan fokus pada siswa Berprestasi Rendah (LA) dan Berprestasi Tinggi (HA). Penelitian ini merupakan Penelitian Tindakan Kelas (PTK) dengan 2 Siklus. Prosedur penelitian meliputi tahap refleksi, perencanaan pelaksanaan tindakan dan observasi. Behavioral Engagement (BE) Data diperoleh melalui observasi, data lain berupa Psychologycal Engagement (PE) dan Cognitive Engagement (CE) diperoleh melalui angket student engagement berdasarkan Student engagement Instrument (SEI). Hasil penelitian menunjukan bahwa penggunaan metode Discovery Learning dapat meningkatkan keaktifan siswa dalam pembelajaran Bahasa Inggris, khususnya pada materi Past Tense vs Present Perfect Tense. Persentase rata-rata semua aspek BE yang diamati pada siswa LA sebelum diberikan perlakuan. Siklus I dan Siklus II masing-masing sebesar 13,7%, 35, 24%, 48,26% dan 64,24%. Sedangkan hasil BE siswa HA sebelum perlakuan diberikan. Siklus Idan Siklus II, masing-masing sebesar 22,2%, 48,97%, 56,6% dan 64,76%. Hasil PE siswa HA sebelum diberikan perlakuan siklus II meningkat dari 3,75%, hasil LA siswa meningkat sebelum diberikan perlakuan terhadap siklus II yaitu 2,94% sedangkan pada siswa HA meningkat 2,95. %.

scholarly journals PENGGUNAAN EMODUL INTERAKTIF MENGGUNAKAN METODE DISCOVERY LEARNING UNTUK MENINGKATKAN PERFORMA AKADEMIK SISWA PADA MATA PELAJARAN BAHASA INGGRIS DI KELAS X MIPA 7 SMAN 1 GARUT

2021 ◽  
Vol 1 (2) ◽  
pp. 119-129
Author(s):  
RINA AGUSTINA
Keyword(s):  
Student Engagement ◽  
Cognitive Engagement ◽  
Discovery Learning ◽  
Behavioral Engagement ◽  
Past Tense ◽  
Present Perfect

Penelitian ini bertujuan untuk meningkatkan keterlibatan siswa dalam Pembelajaran Bahasa Inggris dengan menggunakan  Emodul Interaktif dengan metode  Discovery learning. Subjek penelitian terdiri dari 32 siswa SMA dengan fokus pada siswa Berprestasi Rendah (LA) dan Berprestasi Tinggi (HA). Penelitian ini merupakan Penelitian Tindakan Kelas (PTK) dengan 3 Siklus. Prosedur penelitian meliputi tahap refleksi, perencanaan pelaksanaan tindakan dan observasi. Behavioral Engagement (BE) Data diperoleh melalui observasi, data lain berupa Psychologycal Engagement (PE) dan Cognitive Engagement (CE) diperoleh melalui angket student engagement berdasarkan Student engagement Instrument (SEI). Hasil penelitian menunjukan bahwa penggunaan E Modul Interaktif dengan metode  Discovery Learning dapat meningkatkan keterlibatan siswa dalam pembelajaran Bahasa Inggris, khususnya pada materi Past Tense vs Present Perfect Tense. Persentase rata-rata semua aspek BE yang diamati pada siswa LA sebelum diberikan perlakuan. Siklus I, Siklus II dan Siklus III masing-masing sebesar 13,7%, 35, 24%, 48,26% dan 64, 24 &%. Sedangkan hasil BE siswa HA sebelum perlakuan diberikan. Siklus I, Siklus II, dan Siklus III masing-masing sebesar 22,2%, 48,97%, 56,6% dan 64,76%. Hasil PE siswa HA sebelum diberikan perlakuan siklus III meningkat dari 3,75%, hasil LA siswa meningkat sebelum diberikan perlakuan terhadap siklus III yaitu 2,94% sedangkan pada siswa HA meningkat 2,95. %.

WhatsApp and Jitsi to Foster Student Engagement in an American-Spanish Telecollaboration Exchange

2020 ◽  
pp. 60-78
Author(s):  
Alberto Andujar ◽  
Jose M. Franco Rodriguez
Keyword(s):  
Student Engagement ◽  
University Students ◽  
Instant Messaging ◽  
Cognitive Engagement ◽  
Emotional Engagement ◽  
Behavioral Engagement ◽  
Future Research ◽  
American University ◽  
Online Exchange ◽  
American Spanish

This chapter explores students' engagement in a telecollaboration project between a Spanish and an American university. Students' cognitive, emotional, and behavioral engagement were evaluated throughout the project. A total of 53 students participated in an online exchange during one and a half months through two different applications, WhatsApp representing the text-based environment and Jitsi representing the synchronous videoconferencing platform. The engagement construct was explored using pre and post measures as well as tracking students' conversation in the platforms. Results yielded high levels of cognitive engagement as a result of the interaction. Values for emotional engagement were found to be higher in the instant messaging platform and behavioral engagement did not present significant values. Implications and recommendations for future research were drawn.

Recent change in non-present perfect constructions in British and American English

Corpora ◽  
2013 ◽  
Vol 8 (1) ◽  
pp. 115-135 ◽  
Author(s):  
Xinyue Yao ◽  
Peter Collins
Keyword(s):  
American English ◽  
Recent Change ◽  
Past Tense ◽  
Present Perfect ◽  
British English ◽  
Spoken English ◽  
Communicative Functions ◽  
General Decline ◽  
Modal Auxiliaries

A number of recent studies of grammatical categories in English have identified regional and diachronic variation in the use of the present perfect, suggesting that it has been losing ground to the simple past tense from the eighteenth century onwards ( Elsness, 1997 , 2009 ; Hundt and Smith, 2009 ; and Yao and Collins, 2012 ). Only a limited amount of research has been conducted on non-present perfects. More recently, Bowie and Aarts’ (2012) study using the Diachronic Corpus of Present-Day Spoken English has found that certain non-present perfects underwent a considerable decline in spoken British English (BrE) during the second half of the twentieth century. However, comparison with American English (AmE) and across various genres has not been made. This study focusses on the changes in the distribution of four types of non-present perfects (past, modal, to-infinitival and ing-participial) in standard written BrE and AmE during the thirty-year period from the early 1960s to the early 1990s. Using a tagged and post-edited version of the Brown family of corpora, it shows that contemporary BrE has a stronger preference for non-present perfects than AmE. Comparison of four written genres of the same period reveals that, for BrE, only the change in the overall frequency of past perfects was statistically significant. AmE showed, comparatively, a more dramatic decrease, particularly in the frequencies of past and modal perfects. It is suggested that the decline of past perfects is attributable to a growing disfavour for past-time reference in various genres, which is related to long-term historical shifts associated with the underlying communicative functions of the genres. The decline of modal perfects, on the other hand, is more likely to be occurring under the influence of the general decline of modal auxiliaries in English.

Higher education student engagement in times of pandemic: the role of e-learning system usability and teacher behavior

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Khalid Abed Dahleez ◽  
Ayman A. El-Saleh ◽  
Abrar Mohammed Al Alawi ◽  
Fadi Abdelmuniem Abdelfattah
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Cognitive Engagement ◽  
Teacher Behavior ◽  
Learning System ◽  
Emotional Engagement ◽  
Education Student ◽  
Content Type ◽  
System Usability ◽  
E Learning

PurposeThis research examined the factors affecting several types of student engagement, namely agentic, behavioral, emotional and cognitive engagement. Specifically, it examined the effect of e-learning system usability on student engagement and explored teacher behavior's possible intervening impact on this relationship.Design/methodology/approachData were collected from 418 students studying at different specializations at Omani private academic institutions. This study employed a quantitative methodology and utilized the Smart-PLS for data analyses.FindingsThe findings showed that e-learning system usability influenced significantly and positively agentic, behavioral and cognitive engagement. However, the link between e-learning system usability and emotional engagement was not significant. Moreover, teacher behavior mediated the relationship between e-learning system usability and the four types of engagement.Originality/valueThis study improves one’s understanding of how the interaction of e-learning system usability and teacher behavior affects several aspects of student engagement. It also helps higher education administrators and policymakers by exploring the influential effects of e-learning systems usability and teacher behavior on facilitating students' engagement.

scholarly journals A STUDY OF TENSES USED IN ENGLISH ONLINE NEWS WEBSITE

2016 ◽  
Vol 4 (7) ◽  
pp. 248-258
Author(s):  
Jittra Muta ◽  
Nutprapha Dennis
Keyword(s):  
Online News ◽  
Past Tense ◽  
Present Perfect ◽  
Future Tense ◽  
Breaking News ◽  
Research Instrument ◽  
News Website ◽  
Research Findings ◽  
Present Tense ◽  
Data Collections

The purposes of this study were to analyze and describe English tenses used in an online news website and to examine which types of English tenses are frequently used in an online news website. The material in this study was 20 news in Mini-Lessons from B r e a k I n g N e w s E n g l i s h .c o m. The research instrument was a checklist which determines and categorizes English tenses as past tense, present tense, and future tense. The data collections were analyzed with the frequency and percentage. The research findings of the study showed that all using of English tenses in the 20 news from the Mini-Lessons were 279 sentences; past tense were 155 sentences (56%), present tense were 120 sentences (43%), and future tense were 4 sentences (1%). The most English tenses aspect of the news were past simple tense and present tense; past simple tense, present simple tense, present perfect tense, and present progressive tense, respectively. In contrast, breaking news used the least English tenses aspect of the news was past perfect tense, future simple tense, past progressive tense, present perfect progressive tense, and future perfect tense, while there were no used past perfect progressive tense, future progressive tense, future perfect tense, and future perfect progressive tense in the 20 selected breaking news.

Temporal adverbials and the present perfect/past tense alternation

2013 ◽  
Vol 34 (2) ◽  
pp. 202-240 ◽  
Author(s):  
Valentin Werner
Keyword(s):  
Cluster Analysis ◽  
Hierarchical Cluster Analysis ◽  
Hierarchical Cluster ◽  
Phylogenetic Networks ◽  
Past Tense ◽  
Present Perfect ◽  
British English ◽  
Cultural Proximity ◽  
Corpus Data ◽  
The Difference

Specification by certain temporal adverbials has been shown to be one of the typical triggers of the present perfect in British English. Often, however, L2 varieties display different patterns of temporal co-occurrence, especially using the simple past tense. This study is based on corpus data from twelve components of the International Corpus of English and analyzes the distribution between present perfect and past tense for a number of co-occurring temporal adverbials. In addition, it establishes three measures of similarity across the varieties (hierarchical cluster analysis, phylogenetic networks and a distribution-based measure). On the basis of 6 353 adverbials in total, this paper suggests (1) that there is a L1–L2 divide, (2) that the difference between “traditional” and “transplanted” L1 varieties is less pronounced, (3) that L2 varieties allow more variation, which indicates that in these varieties, the present perfect is partly used as a tense (sensu Quirk et al. 1985), and (4) that some temporal adverbials are less categorically attached to either present perfect or past tense than others. Finally, some conclusions with regard to the importance of geographical and socio-cultural proximity of certain varieties can be drawn.

Relationships between student engagement and academic achievement: A meta-analysis

2018 ◽  
Vol 46 (3) ◽  
pp. 517-528 ◽  
Author(s):  
Hao Lei ◽  
Yunhuo Cui ◽  
Wenye Zhou
Keyword(s):  
Academic Achievement ◽  
Student Engagement ◽  
Meta Analysis ◽  
Cognitive Engagement ◽  
Conclusive Evidence ◽  
Cultural Value ◽  
Positive Correlation ◽  
And Gender ◽  
Almost All ◽  
The Relationship

Most scholars have argued that student engagement positively predicts academic achievement, but some have challenged this view. We sought to resolve this debate by offering conclusive evidence through a meta-analysis of 69 independent studies (196,473 participants). The results revealed that (a) there was a moderately strong and positive correlation between overall student engagement and academic achievement, and an analysis of the domains of behavioral, emotional, and cognitive engagement showed that almost all had a positive correlation with students' academic achievement; and (b) a moderator analysis revealed that the relationship between student engagement and academic achievement was influenced by the method of reporting engagement, cultural value, and gender. Furthermore, the relationships of behavioral, emotional, and cognitive engagement with academic achievement were influenced by reporting method for engagement, cultural value, or gender.

scholarly journals Student discourse networks and instructor facilitation in process oriented guided inquiry physical chemistry classes

2020 ◽  
Author(s):  
Dilhara Liyanage ◽  
Stanley M. Lo ◽  
Sally S. Hunnicutt
Keyword(s):  
Physical Chemistry ◽  
Graph Theory ◽  
Student Engagement ◽  
Inquiry Learning ◽  
Cognitive Engagement ◽  
Guided Inquiry ◽  
Student Interactions ◽  
Process Oriented ◽  
Student Discussion

A novel methodology has been developed to capture student interactions and engagement modes by mapping their discourse in Process Oriented Guided Inquiry Learning (POGIL) physical chemistry courses using graph theory and a modified ICAP (Interactive, Constructive, Active, Passive) framework. This work provides a deeply contextualized description of student teamwork in a POGIL setting with triangulation of data from talk-turn tracking and coding of student engagement. Graphs of student discussions in teams were constructed for 17 students in five teams in two courses taught by different instructors. Combined with the modified ICAP framework, our data illustrate the amount, extent, and quality of discussion along with students’ cognitive engagement. Specific facilitation strategies used by instructors appear to correlate with improved student discussion and interactivity. Such strategies include providing responsive versus prepared lectures and requiring students to publicly share their thinking.

Syncope as the Cause of Präteritumschwund: New Data from an Early New High German Corpus

2009 ◽  
Vol 21 (4) ◽  
pp. 419-450 ◽  
Author(s):  
Christopher D. Sapp
Keyword(s):  
Past Tense ◽  
Present Perfect ◽  
Early New High German ◽  
Weak Verbs

This paper examines the cause of the decline of the preterite tense in favor of the present perfect tense in Early New High German. This development has long been attributed to apocope, which rendered the 3sg. weak preterite suffix -te homophonous with the 3sg. present suffix -t. By analyzing a database of over 20,000 past-tense clauses, this study evaluates the apocope account and more recent hypotheses. The resulting data lead to a new explanation: syncope in the 2sg. and 2pl. of weak verbs yielded dispreferred final clusters (-tst and -tt), resulting in a preference in these contexts for the present perfect, which then spread to other contexts.*

scholarly journals Interlanguage: A Case Study of English Narrative Discourse of an Indonesian Studying in the U.S.

2019 ◽  
Vol 6 (1) ◽  
pp. 48
Author(s):  
Stefanus Angga B. Prima
Keyword(s):  
United States ◽  
The United States ◽  
Narrative Discourse ◽  
Oral Narrative ◽  
Past Tense ◽  
English Speaker ◽  
Present Perfect ◽  
Present Tense ◽  
The U.S

The aim of this study is to see how an Indonesian studying in the U.S. uses English tense and aspects to produce meaning oral narrative discourses. The Indonesian’s verbatim of narrative discourse is compared to that of a Minnesota-born English speaker studying in a university in the midwestern of the United States. The audio-recorded narrative discourses are transcribed, then foregrounding and backgrounding clauses of each participant’s oral narrative discourse are analyzed to count the number of verbs produced by each participant. The verbs are categorized into past verbs (simple, progressive, pluperfect) and non-past verbs (base forms, present tense, present progressive, present perfect). By analyzing the morphology distribution, the researcher recorded that the Minnesotan participant used past tense more frequently in foregrounding and backgrounding clauses in both narrative tasks, while the Indonesian used more temporal adverbs than that of the Minnesotan.

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