31 research outputs found
TOTAL PHYSICAL RESPONSE- STORYTELLING Salah Satu Pendekatan Komunikatif pada Pembelajaran Bahasa Inggris Bagi Anak Usia Dini
No full textEveryone might agree with the statement ‘learning is an activity that starts at birth and can be expected to continue for a lifetime’. In learning, children are not a miniature of adult, they have their own world, means that they do not learn things exactly the same way adults do. More specifically, children have their own culture and learning preferences. That is, children learn by way of physical activities (i.e., hands on experiences) in the context of doing things embedded in their daily lives, both individually and socially. Total Physical Response-Storytelling (TPR-S) provides other benefits over traditional approaches to foreign language teaching. Through consistent and comprehensible exposure to grammatically-correct language, students develop an "ear" for language. By allowing students to proceed with natural language acquisition, fluency is promoted. This article describes some theories of how children learn foreign language and how TPR-S can be used as one of effective technique in teaching foreign language to children. Key words: Children, Total Physical Response-Storytelling technique, language learning
Jan GUBE and Fang GAO (Editors): Education, Ethnicity, and Equity in the Multilingual Asian Context
No full textForeign language teachers’ attitudes towards multilingual pedagogy in Indonesia: an explanatory sequential study
No full text
Students’ critical literacy development: a study of teachers’ instructional practices
No full texthttps://kmf.uz.ua/wp-content/uploads/2018/11/Multicult-Diversity_Book-of-Abstracts_23-10-2018.pdfhttps://opac3.brff.monguz.hu:443/hu/record/-/record/bibBRF00006453Abstract. As a multilingual country, the teachers are mandated by the government to
train students to have an ability to interpret the meaning of a text functionally
in context, an ability to comprehend the social function of discourses, and
an ability to interact with others in their society in a proper behavior. Teachers should expose their students to use their critical literacy capacity in the
real life situation. This study will examine the development of Indonesian
high school students’ critical literacy skill based on teachers’ instructional
practice report. Critical literacy skills in this study are coding practices,
text-meaning practices, pragmatic practices, and critical practices (Luke,
2000). Self-evaluation questionnaire using Likert scale 1 to 5 responses
will be distributed to 30 English teachers. The interpretation of mean score
will be categorized into five levels; very low, low, medium, high and very
high. The findings will be used as preliminary data to find an effective
instructional model to improve student critical literacy skills in multicultural
and multilingual situation
Gender Differences in Verbal Fluency and Language Dominance by Arab Students
No full textThis study falls within Multi-lingual Processing area. The aim of this study is to investigate the language dominance and gender differences in verbal fluency by Arab students in a foreign country. The impact of duration residence's years and the differences in the phonological and semantic fluency by gender in English as a foreign language, Standard Arabic and Arabic dialect among Arab students at Pannonia University in Hungary are examined. Ten Arab students were involved in this study (five males and five females) between the ages of 25-35 years old. The task in this study contained two main categories to measure the phonological and semantic fluency. The participants were asked to write as many words as they could that started with letter (S) in one minute in the phonological category. While in the semantic category, they were required to write as many jobs as they could in English, Standard Arabic and Arabic dialect. This study concludes that the phonological fluency in English and Arabic dialect is higher than in Standard Arabic. However, the semantic fluency in Standard Arabic and Arabic dialect is higher than English because vocabulary in both categories are almost the same. It is also found that female participants are more fluent in the phonological and semantic categories. Nevertheless, there are no real differences in processing the phonological and semantic tasks according to gender among educated Arab students residing in a foreign country
THE IMPACT OF WORDS MAPPING TOWARD THE VOCABULARY MASTERY ON YOUNG LEARNERS AT MADRASAH IBTIDAIYAH MAUIZATUN HASANAH SCHOOL MUARO JAMBI
No full textIn this line the researcher tries to find some important points in this research which can be helpful in the future, the research objectives to be achieved is to find out whether there is Significant impact using words mapping towards vocabulary mastery on young learner at Madrasah Ibtidaiyah Mauizatun Hasanah School Muaro Jambi in the academic year 2022/2023.This study is experimental in nature and employs a quantitative methodology with two random groups for the pre- and post-tests. Images or photos are used in quantitative research to determine the current condition, which is then used to inform a descriptive study that provides an explanation of the issue after it has been identified.Data from the experimental class' pre-test show a result of 0,165, whereas data from the control class show a result of 0,174, and data from the experimental class''s post-test show a result of 0,081, as opposed to 0,200 for the control class''s data. All of the data used in this study were normal, it can be said.it can be concluded that word mapping approach was regarded as a useful strategy to enhance the students'' vocabulary mastery in relation to reading, writing, speaking and understanding about the meaning. It was in line with the word mapping strategy's purpose of helping students understand the material more easily while also training them to be more engaged and imaginative
Pengajaran Bahasa Asing Berbasis Pendekatan Multikultural: Pelatihan bagi Guru Sekolah Menengah di Kecamatan Telanaipura Kota Jambi
No full textMultilingual dan multikultural dalam konteks pendidikan tidak bisa hanya bergantung pada bahasa asing atau jumlah bahasa yang diajarkan di sekolah. Namun juga tergantung pada beberapa komponen yang penting dalam mempromosikan dan memfasilitasi pembelajaran bahasa tersebut. Karena guru tidak hanya menjadi pengajar tapi juga role model bagi siswa ketika belajar bahasa asing. Mengevaluasi siapa dan bagaimana karakter siswa dapat membantu guru memahami apakah mereka perlu mendapat dukung lebih belajar. Guru memainkan peran penting dalam mendorong perilaku multibahasa dan multikultural di kelas bahasa, dan tindakan mereka dapat memberikan pengaruh yang signifikan pada siswa mereka (Lasagabaster & Huguet, 2007). Untuk itu, pengabdian ini dilaksanakan dengan tujuan memberi pengetahuan dan pemahaman bagi guru untuk melakukan pendekatan yang efektif di kelas bahasa asing yaitu pendekatan multikultural
