INTERFERENSI MORFOLOGI DAN SINTAKSIS BAHASA INDONESIA DALAM BERBICARA BAHASA ARAB KOMUNITAS AL-KINDY UIN MALANG

This research is based on the problem of morphological and syntactical first language interference which is often overlooked in second language learning. Interference problems result in misunderstanding the meaning of words or sentences spoken by students towards the second language used. This study attempts to analyze the Indonesian morphological and syntactical interference in speaking Arabic of Al-Kindy community UIN Malang, explaining the factors and implications of interference in learning speaking Arabic. This research method uses a descriptive qualitative approach, and the data are collected through observation by analyzing subject audio documentation data (listening technique- note-taking technique) and interviews. The results showed that members of the al-Kindy community experienced Indonesian morphological interference in word formation, merging/compounding, repetition/reduplication. Meanwhile, Indonesian syntactical interference occurs in: adding sentence elements, errors (sentence elements, sentence location, phrase formation), and missing sentence elements. The factors of the interference are bilingualism, vocabulary mastery, motivation, and psychology of speakers towards the Arabic used. Interference has implications for barriers and challenges in Arabic language learning. The barriers are in the intensity of language interference phenomena, so the language quality is stagnant, and the challenges are to make interference phenomena as motivation for learners to evaluate the language learning process better

The design of OpticalGamification (OG) with random model in learning interference and diffraction

This article describes the design and preliminary field testing of using a gamification-application with random model in the learning process of interference and diffraction topics for pre-service physics teachers (PPT). The gamification-application in this research is called OpticalGamification (OG) featuring random model. This research is a quasi-experimental research with a time-series design involving 34 PPT at a university in the city of Jakarta, Indonesia. Data related to the PPT’ concept mastery are collected through test instruments in the form of 50 questions which are an integration of multiple-choice questions, reasoned multiple-choice questions, and essays. This research resulted in a product called OG with random model with several features, including profiles, gamification, forums, achievement pages, projects and leaderboard. The result of preliminary field testing of using the OG with random model shows that the PPT’ concept mastery has increased from series 1 to the next following series.

Enhancing network modularity to mitigate catastrophic forgetting

Catastrophic forgetting occurs when learning algorithms change connections used to encode previously acquired skills to learn a new skill. Recently, a modular approach for neural networks was deemed necessary as learning problems grow in scale and complexity since it intuitively should reduce learning interference by separating functionality into physically distinct network modules. However, an algorithmic approach is difficult in practice since it involves expert design and trial and error. Kashtan et al. finds that evolution under an environment that changes in a modular fashion leads to the spontaneous evolution of a modular network structure. In this paper, we aim to solve the reverse problem of modularly varying goal (MVG) to obtain a highly modular structure that can mitigate catastrophic forgetting so that it can also apply to realistic data. First, we confirm that a configuration with a highly modular structure exists by applying an MVG against a realistic dataset and confirm that this neural network can mitigate catastrophic forgetting. Next, we solve the reverse problem, that is, we propose a method that can obtain a highly modular structure able to mitigate catastrophic forgetting. Since the MVG-obtained neural network can relatively maintain the intra-module elements while leaving the inter-module elements relatively variable, we propose a method to restrict the inter-module weight elements so that they can be relatively variable against the intra-module ones. From the results, the obtained neural network has a highly modular structure and can learn an unlearned goal faster than without this method.

Re-examining the effect of phonological similarity between the native- and second-language intonational systems in second-language speech segmentation

This study investigates how phonological and phonetic aspects of the native-language (L1) intonation modulate the use of tonal cues in second-language (L2) speech segmentation. Previous research suggested that prosodic learning is more difficult if the L1 and L2 intonations are phonologically similar but phonetically different (French–Korean) than if they are phonologically different (English–French/Korean) (Prosodic-Learning Interference Hypothesis; Tremblay, Broersma, Coughlin & Choi, 2016). This study provides another test of this hypothesis. Korean listeners and French-speaking and English-speaking L2 learners of Korean in Korea completed an eye-tracking experiment investigating the effects of phrase tones in Korean. All groups patterned similarly with the phrase-final tone, but, unlike Korean and French listeners, English listeners showed early benefits from the phrase-initial tone (signaling word-initial boundaries in English). Importantly, French listeners patterned like Korean listeners with both tones. The Prosodic-Learning Interference Hypothesis is refined to suggest that prosodic learning difficulties may not be persistent for immersed L2 learners.

Implicit Sequence Learning in Applied Game Design

Background: Learning to play a game involves implicit learning, which results in tacit knowledge utilised by players to master the game. The benefits of implicit learning can serve different purposes like stealth assessment or implicit influencing of gameplay behaviour. However, implicit learning can be modulated by a variety of factors associated with the structure of the task. We examined how implicit learning in games can be affected by the game’s mechanics by testing whether mechanics that draw attention to a specific feature (e.g. colour) within the game improve learning of patterns associated with that feature, while potentially impairing learning of patterns pertaining to other features.Method: We developed a web version of the game Whac-A-Mole, where moles appeared in a repeating pattern of four screen positions and also changed into one of four colours following a different pattern. Participants (N = 112) were randomly assigned to two groups: The colour-nonsalient group was instructed to click/tap (‘whack’) every mole as it appeared, while the colour-salient group was instructed to ‘whack’ all but the red moles. We expected that the colour pattern will be learned better by the colour-salient group compared to the colour-nonsalient group, but the reverse would be true for the position pattern as the colour mechanic disrupts the consistency in position responses.Results and Discussion: Reaction times, free pattern generation after the game, and self-reported pattern awareness confirmed that participants in the colour-salient group showed inferior learning of position information and superior learning of colour information. These findings suggest that games researchers should pay special attention to how game mechanics affect what and how much is learned. The implicit learning methods in our experiment demonstrate promising proof of concept techniques to aid the design of game mechanics that facilitate the desired learning outcomes without producing unintended learning interference.