The Use of Code Mixing by English Education Department Students during Classroom Activity

The research aims to find out the types of code-mixing used by English Education Department students during their presentation activity in the classroom in STKIP Paracendekia NW Sumbawa and to identify why did the students used the code-mixing. The participants of this research were 4 English Department students of STKIP Paracendekia NW Sumbawa. This research used observation, audio recording, and interview techniques in collecting the data. The result showed that there were two types of code mixing that used by English students in the presentation process, namely insertion code mixing, and alternation code mixing. Insertion code mixing was the dominant type that used by English students in the presentation process. There were 32 utterances categorized as insertion code mixing, and 9 utterances were categorized as alternation code mixing. While the reasons of student using code mixing in the presentation process were mostly because of the situation and lack of vocabulary.

PELAKSANAAN MODEL COOPERATIVE LEARNING TIPE TWO STAY TWO STRAY (TS-TS) PADA MATA PELAJARAN IPS TERPADU KELAS VIII.B DI SMP NEGERI 34 KABUPATEN TEBO

This research is motivated by the implementation of the discussion that has not been optimal. The purpose of the study was to describe the implementation and constraints of the Two Stay Two Stray (Ts-Ts) Cooperative Learning Model in Integrated Social Studies Subjects Class VIII.B at SMP Negeri 34 Tebo Regency. The method used is descriptive qualitative. The results of the study: 1) The division of groups has been carried out but there are groups that have 3 members, ideally each group has 4 people. 2) The distribution of materials has been carried out. Intragroup discussions have been carried out. 3) The implementation of Two Stray, has not been fully implemented. The problem was that there was one meeting that did not carry out Stray activities. 4) Implementation of Two Stay. The problem is that there are two groups where only one member stays, ideally there are two members who stay (Stay). 5) Discussion of the results of the Two Stay Two Stray (TS-TS) activity was not carried out. The presentation activity has been carried out. Activities of the Two Stay Two Stray Type Cooperative Learning (TS-TS) model was not fully implemented and there are still obstacles in its implementation.

The Relation Between Flor’s Taxonomy and Trosborg’s Modification in Giving Suggestions in Students’ Spoken Presentation

Considering the intense presentation activity in the graduate classroom, the use of suggestion turns to be primary in delivering points. This triggered the researchers to study the issue. The primary objective of this study is to explain the relation between Flor’s (2005) suggestion taxonomy and Trosborg’s (1995) suggestion modification through the realization of speech acts of suggestion. The study applied a descriptive qualitative research method in which the data were gathered by using Oral Discourse Completion Task (ODCT). The participants of the study were 15 EFL students of a graduate program of a university in Semarang. The responses then were analyzed based on Flor’s (2005) suggestion taxonomy and Trosborg’s (1995) suggestion modification coding scheme. The results revealed that there were 146 suggestions produced. Conventionalized forms were realized more frequently than other Flor’s taxonomies. Furthermore, negative imperative was the most used indirect strategy. The subjects realized more specific formulae of the most in conventionalized forms. The indirect strategy was realized equally. Politeness marker was used more frequently while grounder claimed the highest findings in external modification. The relation between the taxonomy and modification showed that direct taxonomy and external modification was the highest relation found in the suggestion realization. It is expected that this research can give profound contributions to university students, English teachers, and other fellow researchers to develop further research related to suggestion speech acts. At last, it is suggested that English teachers particularly are to raise EFL learners’ pragmatic awareness by implementing appropriate teaching approach and method.

Improvement of presentation performance through feedback

Presentation is a type of public speaking which requires special skills besides language competency. Presentation skill in English is a lesson or subject which can be found in some educational institutions in Indonesia. Besides presentation, public speaking can be in a form of speech, debate, and meeting. In public speaking, a speaker can face more than two people or even hundreds or thousands of people. While in ordinary conversation, the speakers and the listener called interlocutors are limited to only a few people. Presentation class is meant to improve the students’ performance in English public speaking. Feedback is usually given after a presentation activity is completed. In this case, the students who were trained were given feedback by the teacher. Feedback is given thoroughly on the language, content, and method of presentation. Research on feedback or assessment on oral presentation is underexplored. The present research is proof supported with empirical data which suggests that the role of feedback is important and statistically assessed as significant in making the later performance better. The main factor that determines the quality of a presentation is language skill. However, there are other aspects that are quite decisive such as the material or topic of the presentation and the presentation method.

The Perceptions and Practices of University Students and Teachers about Classroom Presentations

Students’ classroom presentations as teaching and assessment techniques are widely in practice at universities all over the world. Previous studies indicate that university students are provided unsatisfactory time for presentations. It frustrates them especially when teachers use the presentation as an assessment tool. The present study aimed to explore the views of teachers and students’ perceptions behind their dissatisfaction with the uses of presentations by teachers as a teaching method as well as an assessment tool. In this qualitative study, researchers usedsemi-structured interviews from 14 M. Phil students and three of their teachers. Both teachers’ and students’ practices were also observed during sessions as scheduled for presentation activity. The observations were made towards the end semester from the qualitative thematic analysis. It was found that students’ and teachers’ expectations from each other regarding many aspects of the presentation did not match. Especially, students felt unhappy about the time duration allowed toprepare presentations. Feedback was also regarded as useless and of low quality. Presentations were more frequently used at the end of the semester rather than through the semester. Teachers need to share criteria based on the possible time for an average student to understand and present the assigned tasks in class.

Vaccine efficacy against primary and metastatic cancer with in vitro-generated CD103+conventional dendritic cells

BackgroundType 1 conventional dendritic cells (cDC1s) possess efficient antigen presentation and cross-presentation activity, as well as potent T cell priming ability. Tissue-resident cDC1s (CD103+cDC1s in mice, CD141+cDC1s in humans) are linked with improved tumor control, yet the efficacy of immunotherapy using this population is understudied.MethodsWe generated murine CD103+cDC1s in vitro and examined their expression of cDC1-related factors, antigen cross-presentation activity, and accumulation in tumor-draining lymph nodes (TdLNs). The antitumor efficacy of the in vitro-generated CD103+cDC1s was studied in murine melanoma and osteosarcoma models. We evaluated tumor responses on vaccination with CD103+cDC1s, compared these to vaccination with monocyte-derived DCs (MoDCs), tested CD103+cDC1 vaccination with checkpoint blockade, and examined the antimetastatic activity of CD103+cDC1s.ResultsIn vitro-generated CD103+cDC1s produced cDC1-associated factors such as interleukin-12p70 and CXCL10, and demonstrated antigen cross-presentation activity on stimulation with the toll-like receptor 3 agonist polyinosinic:polycytidylic acid (poly I:C). In vitro-generated CD103+cDC1s also migrated to TdLNs following poly I:C treatment and intratumoral delivery. Vaccination with poly I:C-activated and tumor antigen-loaded CD103+cDC1s enhanced tumor infiltration of tumor antigen-specific and interferon-γ+CD8+T cells, and suppressed melanoma and osteosarcoma growth. CD103+cDC1s showed superior antitumor efficacy compared with MoDC vaccination, and led to complete regression of 100% of osteosarcoma tumors in combination with CTLA-4 antibody-mediated checkpoint blockade. In vitro-generated CD103+cDC1s effectively protected mice from pulmonary melanoma and osteosarcoma metastases.ConclusionsOur data indicate an in vitro-generated CD103+cDC1 vaccine elicits systemic and long-lasting tumor-specific T cell-mediated cytotoxicity, which restrains primary and metastatic tumor growth. The CD103+cDC1 vaccine was superior to MoDCs and enhanced response to immune checkpoint blockade. These results indicate the potential for new immunotherapies based on use of cDC1s alone or in combination with checkpoint blockade.

HIV-1 Nef interacts with LMP7 to attenuate immunoproteasome formation and MHC-I antigen presentation

Proteasome is major protein degradation machinery and plays essential roles in diverse biological functions. Upon cytokine inductions, proteasome subunits β1, β2, and β5 are replaced by β1i/LMP2, β2i/MECL-1, and β5i/LMP7, leading to the formation of immunoproteasome. Immunoproteasome-degraded products are loaded onto the major histocompatibility complex class I (MHC-I) to regulate immune responses and induce cytotoxic-T-lymphocytes (CTLs). Human immunodeficiency virus type 1 (HIV-1) is the causal agent of acquired immunodeficiency syndrome (AIDS). HIV-1-specific CTLs represent critical immune responses to limit viral replication. HIV-1 negative regulatory factor (Nef) counteracts host immunity, especially the MHC-I/CTL. This study reveals a distinct mechanism by which Nef facilitates immune evasion through attenuating the functions of immunoproteasome and MHC-I. Nef interacts with LMP7 on the endoplasmic reticulum (ER) to down-regulate the incorporation of LMP7 into immunoproteasome, and thereby attenuating immunoproteasome formation. Moreover, Nef represses immunoproteasome protein degradation function, MHC-I trafficking, and antigen presentation activity.ImportanceUbiquitin-proteasome system (UPS) is essential for degradation of damaged proteins, which takes place in proteasome. Upon cytokine inductions, proteasome catalytic activities are replaced by distinct isoforms resulting in formation of immunoproteasome. Immunoproteasome generates peptides for MHC-I antigen presentation and plays important roles in immune responses. HIV-1 is the agent of AIDS, and HIV-1-specific CTLs represent immune responses to limit viral replication. This study reveals a distinct mechanism by which HIV-1 promotes immune evasion. Viral protein Nef interacts with immunoproteasome component LMP7 to attenuate immunoproteasome formation and protein degradation function, and repress MHC-I antigen presentation activity. Therefore, HIV-1 targets LMP7 to inhibit immunoproteasome activation and LMP7 may be used as a target for the development of anti-HIV-1/AIDS therapy.