Publikasi Layanan Pembelajaran Di Era Baru: Studi Kasus Online Learning Pada Kementerian Keuangan

Penelitian ini bertujuan untuk menganalisis publikasi pada layanan publik pembelajaran daring di masa pandemi COVID-19. Stakeholder sebagai penerima layanan merupakan pihak yang harus dilayani sehubungan dengan produk jasa yang dihasilkan instansi pemerintah. Pembelajaran pada BPPK pada awal dan selama masa pandemi menggunakan kegiatan Kemeneku Corpu Open Class, Kemenkeu Corpu Talk dan seminar online sebagai andalannya. Penelitian menggunakan metode kualitatif deskriptif dengan pendekatan eksplanatoris menggunakan sumber data sekunder berupa poster/ flyer dan data dari media sosial. Dengan beragam kelebihan yang dimilikinya, kegiatan tersebut menjadi daya tarik bagi stakeholder baik langsung maupun tidak langsung untuk mengikutinya karena beragam tema yang ditawarkan melalui publikasi yang menarik. Walaupun memiliki beberapa kelemahan, namun publikasi kegiatan ini mampu diandalkan. KCT, KC Open Class dan seminar online tetap dipertahankan di masa mendatang selepas pandemi berakhir.

Sentence first, arguments after: Mechanisms of morphosyntax acquisition

Natural languages contain complex grammatical patterns. For example, in German, finite verbs occur second in main clauses while non-finite verbs occur last, as in 'dein Bruder möchte in den Zoo gehen' (“Your brother wants to go to the zoo”). Children easily acquire this type of morphosyntactic contingency (Poeppel & Wexler, 1993; Deprez & Pierce, 1994). There is extensive debate in the literature over the nature of children’s linguistic representations, but there are considerably fewer mechanistic ideas about how knowledge is actually acquired. Regarding German, one approach might be to learn the position of prosodically prominent open-class words (“verbs go 2nd or last”) and then fill in the morphological details. Alternatively, one could work in the opposite direction, learning the position of closed-class morphemes (“-te goes 2nd and -en goes last”) and fitting open-class items into the resulting structure. This second approach is counter-intuitive, but I will argue that it is the one learners take.Previous research suggests that learners focus distributional analysis on closed-class items because of their distinctive perceptual properties (Braine, 1963; Morgan, Meier, & Newport, 1987; Shi, Werker & Morgan, 1999; Valian & Coulson, 1988). The Anchoring Hypothesis (Valian & Coulson, 1988) posits that, because these items tend to occur at grammatically important points in the sentence (e.g., phrase edges), focusing on them helps learners acquire grammatical structure. Here I ask how learners use closed-class items to acquire complex morphosyntactic patterns such as the verb form/position contingency in German. Experiments 1-4 refute concerns that morphosyntactic contingencies like those in German are too complex to learn distributionally. Experiments 5-8 explore the mechanisms underlying learning, showing that adults and children analyze closed-class items as predictive of the presence and position of open-class items, but not the reverse. In these experiments, subtle mathematical distinctions in learners’ input had significant effects on learning, illuminating the biased computations underlying anchored distributional analysis. Taken together, results suggest that learners organize knowledge of language patterns relative to a small set of closed-class items—just as patterns are represented in modern syntactic theory (Rizzi & Cinque, 2016).

PENERAPAN OPEN CLASS DALAM LAYANAN BIMBINGAN KELOMPOK SEBAGAI SARANA MENINGKATKAN KETERAMPILAN KONSELING GURU BK DI SMK

Artikel ini bertujuan untuk meningkatkan kualitas keterampilan konseling pada layanan bimbingan kelompok Guru BK di SMK dengan menerapkan open class. Responden penelitian ini terdiri dari 4 Guru Bimbingan dan Konseling yang bekerja di SMK yang memiliki kualfikasi masa kerja minimal 4 tahun, berpendidikan minimal S1, bersedia melakukan rangkaian kegiatan lesson study dan bersedia menjadi guru model pada open class layanan bimbingan kelompok. Instrumen penelitian berupa hasil evaluasi dan refleksi konseli, hasil wawancara, hasil dokumentasi, hasil observasi dari peneliti, kolega bimbingan dan konseling, dan catatan penelitian. Metode penelitian menggunakan PTBK dengan rancangan jenis eksperimen model Kurt Lewin, pengujian analisis data berupa reduksi data, penyajian data dan verifikasi data. Hasil penelitian adalah dari aspek keterampilan konseling yang diteliti salah satunya adalah mind skill mampu diterapkan oleh seluruh Guru BK, namun terdapat 2 guru BK yang perlu melatih kembali aspek action skill dan 1 lagi guru BK memerlukan latihan pada communication skill

Biased statistical learning of closed-class items

In natural languages, closed-class items predict open-class items but not the other way around. For example, in English, if there is a determiner there will be a noun, but nouns can occur with or without determiners. Here we asked whether statistical learning of closed-class items is also asymmetrical. In three experiments we exposed adults to a miniature language with the one-way dependency “if X then Y”: if X was present, Y was also present, but Y could occur without X. We created different versions of the language in order to ask whether learning depended on which category (X or Y) was an open or closed class. In one condition, X had the main properties of a closed class and Y had the main properties of an open class; in a contrasting condition, X had properties of an open class and Y had properties of a closed class. Learners’ exposure in these two conditions was otherwise identical. Learning was significantly better with closed-class X. Additional experiments demonstrated that it is the perceptual distinctiveness of closed-class items that drives learners to analyze them differently, and that the mathematical relationship between closed- and open-class items influences learning more strongly than their linear order. These results suggest that statistical learning is biased: learners privilege computations in which closed-class items are predictive of, rather than predicted by, open-class items. We suggest that the distributional asymmetries of closed-class items in natural languages—and perhaps the asymmetrical structure of linguistic representations—may arise in part from this learning bias.

Repair Practice in the Classroom Conversations of Indonesian EFL Students

This study examines repair practice by English as a Foreign Language ( EFL) college students to address the understanding problems that may cause communication breakdowns in classroom conversations. Conversational data were elicited from 40 second-semester students performing jigsaw and information gap communicative tasks. Using the conversation analysis theory and methodological approach, the recorded and transcribed conversations were analyzed to scrutinize the frequency and types of repair strategies, trouble sources, and repair outcomes. The findings show that to address the understanding problem, the EFL college students employed 11 other-initiated repair strategies: Open-class or unspecified strategies; WH-interrogatives; Partial repeat plus WH- interrogatives; Repetition or partial repetition; Candidate understanding; Correction; Request for repetition; Non-verbal; Asking for definition, explanation, translation, example, or spelling; Explicit display of non-understanding; and Request to speak up. These other-initiated repair strategies were triggered by the presence of lexical, semantic content-related, and sequential/speech delivery trouble sources. Attempts to resolve the understanding problem were conducted by a set of repair outcomes, including Repetition, Acknowledgment, Repetition or acknowledgment plus expansion, explanation, and/or translation, and Repetition or acknowledgment plus translation. The study provides language educators with new insights on how EFL learners deal with understanding problems in communication so that they could respond appropriately to the repair practice initiated by the students.

Peningkatan kualitas pembelajaran melalui lesson study learning community pada materi “waktu 24 jam” di Sekolah Dasar

The main task of the teacher in the learning process is to lead participants to achieve their learning goals. Thus, teachers are required to always improve the quality of their learning, one of which is through the Lesson Study Learning Community (LS-LC). The purpose of this research is to describe the implementation of the Lesson Study Learning Community in SD (Sekolah Dasar-Primary School) Junrejo I, in “the 24-hour clock” material. This qualitative research employed a single case study and explained it naturally. The respondents were one teacher and 28-second graders. There were three stages in the implementation of lesson study, namely: plan, do and see. The data collection technique were using documentation and unstructured interview. The data were analyzed in a quantitative and qualitative description. The findings in the planned activity were the collaboration of teachers and lecturers in innovating and creating chapter and lesson design of “the 24-hour clock” material, considering the characteristic of students. In the open class (do the activity), the students were conducting discussions and observations. During learning, the students were comparing digital and non-digital clocks while lecturers and teachers were observing the learning process. In the seen activity, the observation result from teachers and lecturers were revealed. The implementation of Lesson Study Learning Community in grade II SD Junrejo I, on the material "24 hour time" had been going well. But the results shown that students were able to understand the material as much as 60%, students were able to collaborate in groups 45%, student’s expression was happy, excited, motivating, and cheerful, as much as 90%. It needs replanning with changes in seating arrangements, group arrangements, and group members

Thalamic but Not Subthalamic Neuromodulation Simplifies Word Use in Spontaneous Language

Several investigations have shown language impairments following electrode implantation surgery for Deep Brain Stimulation (DBS) in movement disorders. The impact of the actual stimulation, however, differs between DBS targets with further deterioration in formal language tests induced by thalamic DBS in contrast to subtle improvement observed in subthalamic DBS. Here, we studied speech samples from interviews with participants treated with DBS of the thalamic ventral intermediate nucleus (VIM) for essential tremor (ET), or the subthalamic nucleus (STN) for Parkinson’s disease (PD), and healthy volunteers (each n = 13). We analyzed word frequency and the use of open and closed class words. Active DBS increased word frequency in case of VIM, but not STN stimulation. Further, relative to controls, both DBS groups produced fewer open class words. Whereas VIM DBS further decreased the proportion of open class words, it was increased by STN DBS. Thus, VIM DBS favors the use of relatively common words in spontaneous language, compatible with the idea of lexical simplification under thalamic stimulation. The absence or even partial reversal of these effects in patients receiving STN DBS is of interest with respect to biolinguistic concepts suggesting dichotomous thalamic vs. basal ganglia roles in language processing.

ORGANIZATION OF DEMO LESSONS IN RUSSIAN LANGUAGE IN TECHNICAL UNIVERSITIES

This article is devoted to the issues of teaching Russian language in groups with the national language of instruction in non-philological universities. The article discusses the principles of approach to the assessment of pedagogical skills through demo lessons, which use various methods of innovative educational technologies, interactive tasks: "Pen on the table", "Domino", "Knew. Want to know. Have known”, a Blitz survey, work in small groups (pairs), etc. Demo lessons, which are a source of innovative experience and pedagogical skills, provide a higher efficiency of the educational process. KEYWORDS: teaching of the Russian language, education, open class, methods, pedagogical skills, educational process, educational technologies.

Saamelaiskielten indefiniittipronominien jäljillä

We provide an overview of indefinite pronouns in Saami languages that have been borrowed or calqued from Finnic, Scandinavian or Russian. We define indefinite pronouns in the traditional way, i.e. encompassing all pronouns not belonging to any other pronoun class. The treatment of Saami indefinite pronouns in earlier literature varies, but generally they haven’t received as much attention as other pronouns. From Finnic sources, Saami languages have borrowed e.g. pronouns harva ‘few’, joku ‘some(one)’, kaikki ‘all’, moni ‘many’ and muu ‘other’ as well as pronominal elements ikänänsä ‘-ever’, saati ‘let alone’ and vaikka ‘even (if)’. Loans from Scandinavian include e.g. mange ‘many’, noen ~ någon ‘some’ and same ~ samma ‘same’. Russian loans include pronominal elements ни- ‘not (even)’ хоть ‘even (if)’. Indefinite pronouns in Saami prove to be rather an open class, and elements with similar meanings have been borrowed time after time. The variation is especially abundant in pronouns of indifference and free choice. Most of the pronouns in our data have been noted as loans before, but there are some unnoticed cases. Especially these warrant further study.

Research on Content Design of Media Facade and Augmented Reality for Preschool Education

With the advent of the 5G era, new media technology has been developed rapidly, in which media facade projection, augmented reality (AR) technology are also constantly infiltrating into the education industry and people's lives. On March 21, 2018, Songjiang District of Shanghai launched a wonderful open class of holographic teaching biology, which successfully brought new media technology into the classroom and made the classroom more vivid and easy to understand. Taking children as the object, this paper summarizes and compares the new media content classification and similarities and differences of applicable early childhood education from the perspective of media facade projection and AR content production. This paper aims to seek the application direction of new media in the process of preschool education, in order to promote the better development of early childhood education under the background of new media era.