Perencanaan Pembelajaran PAI Berbasis Media Visual Bagi Anak Tuna Rungu

This research aims to describe the learning characteristics of Islamic education toward hearing impaired students, and present the challenges in the learning process to find solutions. As a descriptive research, it reveals the learning needs for hearing impaired students at SMA-LB Wantuwirawan Salatiga. The use of media on the basis of visual is expected to be the initial solution to vary learning models for the students who have a hearing problem. Thus, teachers should make learning plans on the basis of visual as the main sense of hearing impaired students.

Impact of smartphone use on health among higher secondary level students in Khulna, Bangladesh

Smartphone is used worldwide even by students as a very much necessary electronic device. The present study aimed at finding out any impact of smartphone use on health of higher secondary certificate level students in Khulna, Bangladesh using a semi-structured questionnaire, which included different socioeconomic characteristics such as social status, duration of smartphone use, related possible health problems like eye strain, headache, hearing problem, sleep disturbance and depression. Three hundred seventy students participated in this study. The modes of using smartphone by the students were: no use, audio calls, video calls, gamming, chatting, facebooking, and taking photo. The students were 40.5% of 11th level and 59.5% of 12th level, 42.2% of age <17 years, 43.8% males, 76.8% came from urban schools, 84.9% with science background, 35.7% had family members >4, 65.1% had parents with higher social status, 89.7% used smartphone, and 34.6% used with daily duration >1 hour. The smartphone use was significantly associated with sleep disturbance (p < 0.05) as an expression of health impact. The symptom sleep disturbance significantly associated with other reported symptoms by the respondents like eye strain, headache, hearing problem, and depression. All the symptoms were positively and significantly inter-related (p < 0.05 or p < 0.01). Smartphone should be used with a cautious manner, as there might be a chance to develop health related symptoms Mediscope Vol. 6, No. 1: Jan 2019, Page 1-5

TEACHING LISTENING USING DUOLINGO APPLICATION

Listening is one of the language skills that quite difficult to master. Listening to more attention and more concentration is needed than any other skill. Listening is different from hearing. Hearing refers to the ear that the voice enters. Physically process, depending on whether they have a hearing problem, which happens automatically. While listening not only give an attention to the story, but the way it is told, language, intonation, voice, and body language. The objective of this study entitled “Teaching Listening Using Duolingo Application” was to reveal whether or not using an application called Duolingo in English learning significantly improves students' listening skills. This research used pre-experimental design and quantitative research method. This study involves 799 consisting of 24 classes in SMKN 2 Karawang and the author takes only one class of 36 students in X- Tata Boga 3 Class. Furthermore, the data taken from pretest and posttest results to find out whether using Duolingo apps improves students' listening skills. The collected data were analyzed using SPSS 24 version. This study found that test of normality consist of the data of pretest is (0.076) and the data of posttest is (0.200) in 33 samples. In addition the value of Sig. (2-tailed) 0.000 because of the value of the Sig value. (2-tailed) < 0.005 it can be concluded that using Duolingo Applications can improve students' listening skills and also able to make the teaching list motivate students in learning English.Keywords: Teaching, Listening, Duolingo Application

Test taker-initiated repairs in an English oral proficiency exam for international teaching assistants

This paper is a conversation-analytic examination of video-recorded interactions between questioners and test takers during an English oral proficiency exam for international teaching assistants (ITAs). We focus on the test takers’ repair strategies identified in our data, and describe how distinct repair strategies influence the repair solution in the next turn. The test takers’ open-class repair initiator (e.g., “sorry?”) is likely to be treated as a hearing problem, and thus is responded to with the questioners’ repetition of the question. In contrast, the test takers’ targeted repair initiator (e.g., “what do you mean by x?”) is likely to be treated as an understanding problem, and thus is responded to with the questioners’ reformulation of the question. This reformulation generally helps the test takers successfully respond to the question despite the initial understanding problem. The findings have implications for teaching oral communication skills to ITAs, repair strategies in particular. They also contribute to improving performance-based oral proficiency exam by introducing different sequential trajectories that emerge from problems in hearing or understanding.