Vision: Journal for Language and Foreign Language Learning
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MODERN ART: INTEGRATING SOCIO-AFFECTIVE STRATEGY TO ENHANCE INDONESIAN AND THAI STUDENTS’ INTERACTION IN THE CLASSROOM
Full text linkThere were some obstacles which happened in my Writing 1classses due to the languages that were being used for communica-tion, and my Indonesian and Thai Students’ were not communica-tive to interact in the classroom. In this paper, I propose the inte-gratation of socio-affective strategy to boost my Indonesian andThai Students’ interaction that can be facilitated by using modertart. Modern art has several interesting points namely it may displaythe real-world activities, use communicative language, foster persua-sive communication, facilitate student to use their socio-affectivestrategy, and provide integrated skills
نمط تفاعل تعلم اللغة العربية وتعليمها علي أساس المدخل الاتصالي
No full textالتعليم هو نشاط اشتراك المدرس في بناء الفهم ( مصلح، 2008: 52). ومن ذلك التعريف – بناء الأرآء و إيجاد موقف الفكر- فعملية التعلم والتعليم تتكون من أربعة عناصر هي الاتصال و التفاعل والعاكسة والتجربة . التفاعل التربوي هو العلاقة التبادلية بين المدرس والتلاميذ في نظام التعليم . هو التفاعل الذي يجري في الارتباط لأهداف التربية والتعليم. في مصطلح آخر هو تفاعل التعلم والتعليم . تفاعل التعلم والتعليم عامل هام في محاولة إدراك تحقيق موقف التعلم والتعليم الجيد في نشاط التعليم . لإيجاد التفاعل التربوي ثلاثة نواحي الأساسية، هي عناصر أساسية في التفاعل التبوي، و تنمية نظام التعليم من حصة الدرس في تلك عملية التفاعل، و كيف يفعل المدرس في نشاط التعليم. وأنماط تفاعل التعلم والتعليم متنوعة معتمدا علي نشاط المدرس ونشاط التلاميذ في الفصل والعلاقة بينهما وبين التلاميذ أنفسهم في عملية التعليم. لذالك، أنواع تفاعل التعلم والتعليم يناسب أيضا بالطريقة التعليمية المختارة. المدخل الاتصالي بأنه المدخل علي تصميم خطة درس اللغة، ولتلوود يفسره كمدخل الذي يدمج تعليم وظائف اللغة والقواعد. وقال ريجاردس ورودغرس عن هذاالمدخل بأنه استخدام الإجراءات التي يوضع تلاميذ لغة الهدف في المجموعات تتكون من تلميذان أو أكثر، التي تستخدمون مصادر اللغة المتاحة لحل المشكلات. أن أنماط تفاعل تعلم اللغة العربية وتعليمها علي أساس المدخل الاتصالي المناسبة بأنواع التفاعل السابقة هي : عند سوجانا : الاتصال كالتفاعل و الاتصال كالصفقة، و عند ليغرين هو نمط المدرس – التلاميذ –التلاميذ، و نمط المدرس –التلاميذ ، التلاميذ – المدرس، التلاميذ- التلاميذ. وقدر حركة التلاميذ الذي يناسب بتعليم اللغة العربية علي أساس المدخل الاتصالي هو الحركة المخطوطة المقصودة من جانبي المدرس والتلاميذ، ليس الحركة العرضية .
USING PEER-RESPONSES AND TEACHER’S WRITTEN FEEDBACK TECHNIQUE THROUGH BLOG IN WRITING II CLASS OF ENGLISH EDUCATION STUDY PROGRAM
Full text linkThis article discusses the result of the research undertaken at PBI UIN Raden Fatah Palembang. The sample of the research was 60 students in Writing II Classes. This study included a guided writing instruction and a questionnaire survey.There were two groups of students involved in this study; control and experimental group. Students in the control group were taught using Peer Response Technique, and the experimental one by using Teacher’s written feedback technique. Both groups employed online Blog writing as the means to share feedback. After the treatment done, the students were required to fi ll the questionnaire items in order to assess their attitude toward the use of Blog in their writing class. The results of the research showed that; (1) there was not a signifi cant difference between students writing achievement before being taught with Teacher’s Written Feedback Technique and after being taught with that technique (2) there was a signifi cant difference between students’ writing achievement before being taught by using Peer Response Technique and after being taught by using that technique (3) there was signifi cant difference between students’ writing achievement who were taught by using Peer Response Technique than those who were taught by using Teachers’ Written Feedback and (4) there was positive attitude toward the process of teaching and learning Writing by Using Blog Writing
TEACHER’S QUESTIONS IN EFL CLASSROOM INTERACTION
Full text linkQuestioning is a basic method implemented by teacher in orderto build interaction in the classroom and also to stimulate the stu-dents to perform their speaking skill in target language. The presentstudy attempted to describe the types of questions that the teacherusually applies in the classroom during teaching and learning pro-cess, to fi nd out the teacher’s purposes of applying those levels ofquestioning, and to describe the effects of applying the levels ofquestioning for the students’ understanding of English, and to iden-tify students’ oral responses towards teacher questions. The datawere collected by recording the teaching and learning process andinterviewing the English teacher. Based on the research fi ndings, itwas discovered that the teacher utilized certain types of questions.Referential-open questions that can elicit longer responses were31%. On the other hand, the percentage of display-closed questionswas 69%. Questions that are categorized as display/closed ques-tions were widely used for checking students’ understanding of thematerials questions that categorized as referential/open questionswere widely used for looking for certain information from the stu-dents. It was found that in all season 70% of students’ responseswere in form of words. The production of words was the effect ofemploying display or closed question. In the other hand, students’responses in form of sentence were 7 sentences. It was the effect ofemploying referential or open question
DEVELOPING A WORKBOOK OF BASIC LISTENING COURSE FOR THE THIRD SEMESTER STUDENTS OF ENGLISH DEPARTMENT AT IAIN ANTASARI BANJARMASIN
Full text linkWork book is one of the principal necessities in the processof teaching and learning second language. A comprehensive work-book will work as step-by-step guidance both for the teacher andstudents; teacher will know what to do to transfer the knowledgeeffectively within very limited time constraint; and students will beprovided clear clue to comprehend required materials and acquirethe necessary skills. Without work book, teacher will have to thinkand work harder in every meeting to measure their students’ needsand adapt the materials to their comprehension capacity.Third semester students of English Teaching Department ofIAIN Antasari Banjarmasin can be classifi ed as beginning learnersof English. For most students who live in a non-speaking Englishcountry such as Indonesia, listening skill is diffi cult to comprehend.Listening skills is seen not only as something valuable for itsown sake but as something that supports the growth of other as-pects of language use, such as speaking and reading. The assump-tions of teaching listening as comprehension are: listening servesthe goal of extracting meaning from messages, the learners have to be taught how to use both bottom up and top down processes inarriving at an understanding of messages, and the language of ut-terances used by speakers are temporary carriers of meaning. Oncemeaning has been identifi ed there is no further need to attend to theform of messages.Students have problems to catch the actual sounds of the for-eign language; understand every word which make them feel wor-ried and stressed; understand fast, natural native-sounding speech;keep up with all the information they get and they cannot predict.To overcome these problems teachers can help students by teachthem how to improve their listening through some skills and teachthe students by using media.Dealing with the purpose of this research in developing work-book for English listening class, the suitable design for this researchis research and development (R&D)
AN ANALYSIS OF TEACHER AND STUDENT TALK IN THE CLASSROOM INTERACTION OF THE EIGHTH GRADE OF SMP NEGERI 18 PURWOREJO
Full text linkThe aims of this research are fi rstly, to describe the interactionused by the teacher and studentsconducted in the classroomof theeighth grade of SMP Negeri 18 Purworejo in the Academic Year2012/2013; secondly, to know what type of interaction characteris-tics of the teacher-student talk in the classroom interaction; thirdly,to identify languages used in the classroom interaction used duringteaching-learning process.This thesis is a descriptive qualitative study on teacher and stu-dent talk in the classroom interaction, particularly on the partici-pants’ interaction in SMP N 18 Purworejo. The data of this studyare the interaction between the teacher and the students in the class-room. In order to analyze the data, some steps are conducted. Thedata was taken by recording the classroom interaction. The subjectin this research wasthe grade VIIIG of SMP Negeri 18 Purworejo,there were 40 students and one English teacher. The researcher usedobservation and recording for collecting the data. Flanders’ Interac-tion Analysis was used to identify and analyze teacher-student talkin the classroom interaction.The result of this study shows that the teacher was more ac-tive in the interaction. Meanwhile, the student was less active than the teacher. Based on the fi nding, the researcher concludes that theteacher was dominant in the classroom interaction. The percentageof the teacher talk was 78.15%,whereas the students’ participationwas 21.16%.the studentsnot balance between Indonesianand English. Indonesian is 62% while English is only 38%. Itshows that teacher used more Indonesian than English when sheexplains the material. The interaction was in three ways communi-cation: interaction between teacher-students, students-teacher, andstudents-students
STUDENTS’ MASTERY OF SEMANTIC FIELD (A SEMANTIC RESEARCH AT NONENGLISH DEPARTMENT)
Full text linkThis study aimed at investigating categories of semantic fi eldby nonenglish department students. The researcher designed thisresearch as explanatory qualitative research.There are three steps in holding this research. The fi rst stepis to collect the data. The data card is considered as the appropri-ate data. The nonenglish students’ aspirations of semantic fi eld arethe only data. The next step is to analyze the data. The researcherused the Riemer’s theory (the semantics of categorization) to ana-lyze the data. The students’aspiration would be classifi ed accordingto Riemer’s theory. The last step is to present the analysis. The re-searcher classifi ed the data into two categories: a) classical categori-zation, and b) prototype categorization. The dominant classical cat-egorization could be fi nd in the lexical items like house, bathroom,tree, concert, holiday, library, hospital, football competition,and aircraft. The researcher investigated dominant prototype cat-egorization in the lexical items as follows; car, ship, mountain,post offi ce, and minimarket
DEVELOPING MOODLE – BASED INTERACTIVE ONLINE MEDIA TO TEACH NARRATIVE READING IN SMA N 13 SEMARANG
Full text linkThis research employs research and development model.The conducted development was the interactive online mediabased e-learning of English subject with the Moodle applicationin SMA N 13 Semarang. Moodle (Modular Object-Oriented Dy-namic Learning Environment) is a course management system foronline learning using PHP and MySQL. The learning instrumentdevelopment design was carried out using the six steps of Borgand Gall model. They were need analysis, planning, developingpreliminary Moodle-based interactive online media, preliminaryfi eld testing, Moodle-based interactive online media revision, andmain fi eld testing. The data collecting techniques used in this re-search were interview, questionnaire and documentation. The de-veloping result of interactive online media Moodle-based to teachnarrative reading could be accessed at http://www.elen.airybelle.com
FUNCTIONING GRAPHIC ORGANIZER AS ONE OF LITERACY MEDIA
Full text linkGraphic organizer may be used as alternative media in literacyclass. GO stimulates students to think of information through someways. Through the use of GO students’ habbit to copy others’ ideaswill be minimized. Students only need to take the key words repre-senting the digest of the information in a text and think of the re-lationship among the words. Some kinds of graphic organizer maybe used are story map, fi shbone or ishikawa diagram, venn diagram,and KWL table
CHILDHOOD AND LITERACY (A CRITICAL STUDYOF MEDIA EDUCATION AS CONTEMPORARY CULTURE)
Full text linkChildhood is the phase of where the human beginning to learnabout its surrounding obviously. This phase needs more attentionfrom us as parent however, to make sure that our children keep inthe right path of their development. Therefore, the development ofICT brings many consequences in every aspect of our life; and thiscondition has infl uenced too toward children development anyway.Based on this phenomenon, the writer would like to introduce someproblems relate with childhood and literacy. The literacy of usingthe media education, therefore, teacher and parents should be con-cerned about it to the children. Teacher and parents however, theyhave to give better guidance to children relate with may informa-tion and ICT which are used in the classroom or at home. Childrenshould be given better understanding by teacher and parents every-time they need information. Some experts say that media can givepositive and negative effect obviously. Thus, the writer hopes thatmay give any review by this article