Exploring the complexity of 'can', 'could' and 'be able to' through corpus analysis and classroom- and coursebook-based investigation

<p>The purpose of this study is to investigate the central modal auxiliaries CAN and COULD, and the quasi-modal BE ABLE TO, together with their negative forms, and from this investigation, make a contribution to English language learning pedagogy. This study uses analysis of the spoken and written components of the British National Corpus (≈ 100 million words) to gain a better understanding how these modal auxiliaries are used by native and native-like speakers of English. It also draws on a classroom data set (68,265 words), containing a spoken and written component, to investigate how they are being used by students and an instructor. Furthermore, these modal auxiliaries are examined in an English language learner coursebook, New Headway series (441,760 words). This study uses both quantitative and qualitative methods for analysis. In the first phase of this investigation, previous literature along with an examination of each modal auxiliary form in a sample BNC data set were used iteratively to establish meaning categories for CAN, COULD and BE ABLE TO. In the second phase, overall frequencies were obtained from each data source. And finally, based on the categories of meanings found, in the third phase, meaning frequencies for all three data sources were determined. Taking these overall frequencies and meaning frequencies into consideration, comparisons were made between the classroom and the BNC, and New Headway and the BNC. As a result of the investigations above, this study found ‘possibility’ to be the predominant meaning for CAN, COULD and BE ABLE TO with a subset of meaning categories. The subset of categories identified is larger than previously identified in literature. Context played a central role in interpreting these meanings of modal auxiliaries and this study suggests that it would be beneficial for anyone writing about modal auxiliaries to fully account for context when modal meanings are being examined, especially in pedagogical materials. As a result, included in this study are instances with expanded criteria. Focusing on the classroom, this study shows not all meaning categories are present in the classroom data set and also suggests that students may benefit from explicit instruction around the role and communicative effects of these modal auxiliaries in various social contexts. Moving to the New Headway series, this study demonstrates that the meaning frequencies for some categories (e.g. ability) were higher in frequency than the British National Corpus due to the inclusion of contrived example conversations. Taking these and other findings in the study into consideration, this thesis raises awareness of the complexities of understanding and conveying these modal auxiliaries and concludes with recommendations for instructors in English language classrooms.</p>

Exploring the complexity of 'can', 'could' and 'be able to' through corpus analysis and classroom- and coursebook-based investigation

<p>The purpose of this study is to investigate the central modal auxiliaries CAN and COULD, and the quasi-modal BE ABLE TO, together with their negative forms, and from this investigation, make a contribution to English language learning pedagogy. This study uses analysis of the spoken and written components of the British National Corpus (≈ 100 million words) to gain a better understanding how these modal auxiliaries are used by native and native-like speakers of English. It also draws on a classroom data set (68,265 words), containing a spoken and written component, to investigate how they are being used by students and an instructor. Furthermore, these modal auxiliaries are examined in an English language learner coursebook, New Headway series (441,760 words). This study uses both quantitative and qualitative methods for analysis. In the first phase of this investigation, previous literature along with an examination of each modal auxiliary form in a sample BNC data set were used iteratively to establish meaning categories for CAN, COULD and BE ABLE TO. In the second phase, overall frequencies were obtained from each data source. And finally, based on the categories of meanings found, in the third phase, meaning frequencies for all three data sources were determined. Taking these overall frequencies and meaning frequencies into consideration, comparisons were made between the classroom and the BNC, and New Headway and the BNC. As a result of the investigations above, this study found ‘possibility’ to be the predominant meaning for CAN, COULD and BE ABLE TO with a subset of meaning categories. The subset of categories identified is larger than previously identified in literature. Context played a central role in interpreting these meanings of modal auxiliaries and this study suggests that it would be beneficial for anyone writing about modal auxiliaries to fully account for context when modal meanings are being examined, especially in pedagogical materials. As a result, included in this study are instances with expanded criteria. Focusing on the classroom, this study shows not all meaning categories are present in the classroom data set and also suggests that students may benefit from explicit instruction around the role and communicative effects of these modal auxiliaries in various social contexts. Moving to the New Headway series, this study demonstrates that the meaning frequencies for some categories (e.g. ability) were higher in frequency than the British National Corpus due to the inclusion of contrived example conversations. Taking these and other findings in the study into consideration, this thesis raises awareness of the complexities of understanding and conveying these modal auxiliaries and concludes with recommendations for instructors in English language classrooms.</p>

Efektivitas Google Classroom Terhadap Hasil Belajar Tematik Siswa SD

Tujuan dari penelitian ini adalah untuk mengetahui efektivitas pembelajaran tematik dengan menggunakan media google classroom pada masa pandemi covid-19. Dalam pembelajaran tematik di masa pandemi ini, guru harus mampu melaksanakan kegiatan pembelajaran dengan baik meskipun dengan jarak jauh. Salah satu cara yang tepat adalah dengan menggunakan media google classroom. Penelitian ini menggunakan pendekatan kuantitatif jenis pre-experimental dengan one group pretest-posttest design. Subyek penelitian ini adalah siswa kelas V SDN Gajahkumpul Kabupaten Pati sebanyak 15 siswa. Penelitian ini dilaksanakan pada bulan Juli semester I tahun siswaan 2021/2022. Teknik pengumpulan data menggunakan tes, observasi, dan wawancara. Validasi data menggunakan teknik korelasi product moment. Teknik analisis data menggunakan uji N-gain. Data pretest diperoleh dari hasil rata-rata ulangan harian materi penyajian data sebelum menggunakan media google classroom. Selanjutnya guru melaksanakan pembelajaran dengan media google classroom. Data posttest diperoleh dari hasil rata-rata ulangan harian setelah menggunakan media google classroom. Efektivitas media google classroom ini dapat dilihat dari peningkatan rata-rata hasil belajar siswa sebesar 25% dengan uji N-gain 0,375 dengan kategori sedang. Dengan demikian media google classroom dapat meningkatkan hasil belajar tematik siswa kelas V.

Using Reward Cards to Motivate Students’ Learning in an ESL Form 2 Classroom in Perak

Thepurpose of this research wasto investigate the effectiveness of using reward card in ESL classroom to improve students’ motivation in learning. This action research was conducted on eighteen (18) Form Two students from a semi-urban school in Perak. The problem with these students was they lacked motivation in learning English language in the classroom. The researcher conducted an action research of five (5) weeks where researcher introduced a strategy of using reward card in the classroom. Data were collected using questionnaire, interview and reward card. Data were analysed by calculating the percentage of students’ rating on each item of the questionnaire and reward card. Data were also analysed from the audio recording from students’ interview. The research found that reward cards motivate students to participate in classroom and compete with their classmates in collecting the most stamps, as tokens. This research shows that reward cards motivate students in learning during the English language lesson

Interaksi Dosen-Mahasiswa Pada Pembelajaran Daring Bahasa Jepang

Menyebarnya wabah Covid-19 di seluruh dunia menimbulkan dampak yang menyebabkan banyak universitas terpaksa mengubah sistem belajar menjadi pembelajaran daring. Namun muncul keraguan mengenai pelaksanaannya, terutama mengenai partisipasi dosen dan mahasiswa dalam pembelajaran. Dalam penelitian ini, penulis ingin mencari tahu bagaimana pelaksanaan pembelajaran daring Bahasa Jepang dilihat dari interaksi yang terjadi antara dosen dan mahasiswa. Untuk itu, dilakukan observasi pada 6 mata kuliah keterampilan Bahasa Jepang yang dilaksanakan pada platform aplikasi pembelajaran Google Classroom. Data penelitian diambil dari ujaran dosen dan mahasiswa pada bagian stream dan classwork aplikasi Google Classroom selama bulan April 2020. Berdasarkan hasil analisa coding dan kategorisasi terhadap data tersebut, ditemukan bahwa interaksi yang terjadi antara dosen dan mahasiswa cenderung bersifat prosedural di mana dosen memberikan instruksi mengenai pelaksanaan pembelajaran, tugas dan ujian. Selain itu terlihat juga upaya untuk menjaga hubungan sosial antar dosen dan mahasiswa. Walaupun interaksi tersebut penting dalam pembelajaran, namun hal ini tidak secara langsung bermanfaat bagi peningkatan pemahaman dan kemampuan Bahasa Jepang mahasiswa. Dibutuhkan usaha agar interaksi bersifat kognitif muncul dalam pembelajaran dengan membuka ruang diskusi dan pemberian feedback secepatnya.

Peningkatan Hasil Belajar Siswa Menggunakan Metode Blended Learning Dan Aplikasi Google Classroom Di SMP PGRI Mumbulsari

Pendidikan Indonesia semakin berkembang, bentuk perkembangan teknologi informasi ditetapkan di dunia pendidikan metode blended learning, blended learning dan google classroom merupakan suatu pendekatan pembelajaran yang memadukan antara kegiatan pembelaaran tatap muka dengan pembelajaran online menggunakan google classroom. Data hasil belajar siswa yang diproleh dari observasi yang dilakukan di kelas VIII SMP PGRI Mumbulsari diproleh data presentase ketuntasan pra siklus 31% siswa masih belum tuntas artinya nilai masih dibawah (KKM=70). Penelitian ini bertujuan untuk meningkatkan hasil belajar siswa dalam mempelajari materi struktur dan fungsi tumbuhan menggunakan metode blended learning dan google classroom. Penelitian yang digunakan adalah penelitian tindakan kelas (PTK). Berdasarkan hasil penelitian, persentase ketuntasan siklus I sebesar 50% dan siklus II sebesar 86%. Hal ini membuktikan bahwa hasil belajar siswa peningkatan dengan penerapan metode blended learning dan google classroom materi struktur dan fungsi tumbuhan kelas VIII di SMP PGRI Mumbulsari. Kata Kunci : Hasil belajar, blended learning dan google classroom.

Analysing teacher’s feedback used by an English teacher of EFL in senior high school

This research reports an analysis of giving feedback from the teacher to the students after showing their speaking performance in the classroom. Data were collected from a teacher and six students through interviews and documentation. These six students are chosen from the high, medium, and low level based on their score and their performance in the class. Data analysis discovered that the teacher concern with giving explicit, clarification requests, elicitation, and repetition feedback. In giving feedback the teacher focused to correct how they pronounce the words and how they arrange the sentence grammatically. In addition, giving online feedback has several benefits for both the teacher and the learner. For the teacher giving feedback can tell the teacher how about students' minds. Knowing the students' minds will help the teacher to choose the style in teaching. Then for the students, getting feedback also give them many benefits. These are: Students can communicate more with the teacher, students will be more confident, students will be more motivated to speak English, a student can realize their mistake, students can revise the mistake, a student can decrease their mistakes, then a student can develop their speaking.

Visualizing Participatory Inequities in Classroom Data

Classroom participation data, disaggregated by race and gender, can enable teachers to reflect on their implicit biases and make informed changes to their practices. In this design study, we collaborated with researchers in education to explore a design space for representing participatory inequities in classroom data. This work contributes to the relatively new area of addressing implicit biases using visualizations and more broadly, aims at improving equity in classrooms.