Pub Date : 2023-12-01DOI: 10.1353/lan.2023.a914192
Gary Thoms, David Adger, C. Heycock, E. Jamieson, Jennifer Smith
Abstract: This article is concerned with the syntactic position of negation and how that connects to negation’s morphological realization and semantic and pragmatic effects. We focus on the case of contracted negation in English, which may appear both before and after the grammatical subject, and which has been classically analyzed as involving a single syntactic element placed by syntactic rule into distinct linear positions. We argue that this analysis is incorrect and that, in fact, there are multiple negations in English which are not related by a syntactic movement rule. We use the rich and complex morphosyntactic and semantico-pragmatic variation in the behavior of negation in varieties of Scots to motivate the argument and to develop a new approach that comes with both empirical and theoretical advantages.
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This article presents four experiments that investigate the meaning of English and Italian statements containing the epistemic necessity auxiliary verb must/dovere, a topic of long-standing debate in the philosophical and linguistics literature. Our findings show that the endorsement of such statements in a given scenario depends on the participants’ subjective assessment about whether they are convinced that the conclusion suggested by the scenario is true, independently from their objective assessment of the conclusion’s likelihood. We interpret these findings as suggesting that English and Italian speakers use epistemic necessity verbs to communicate neither conclusions judged to be necessary (contrary to the prediction of the standard modal logical view) nor conclusions judged to be highly probable (contrary to the prediction of recent analyses using probabilistic models) but conclusions whose truth they believe in (as predicted by the analysis of epistemic must as an inferential evidential). We suggest that this evidential meaning of epistemic must/dovere might have arisen in everyday conversation from a reiterated hyperbolic use of the words with their original meaning as epistemic necessity verbs.
{"title":"Assessing the inferential strength of epistemic must","authors":"Giuseppe Ricciardi, Rachel Ryskin, Edward Gibson","doi":"10.1353/lan.0.a913402","DOIUrl":"https://doi.org/10.1353/lan.0.a913402","url":null,"abstract":"This article presents four experiments that investigate the meaning of English and Italian statements containing the epistemic necessity auxiliary verb must/dovere, a topic of long-standing debate in the philosophical and linguistics literature. Our findings show that the endorsement of such statements in a given scenario depends on the participants’ subjective assessment about whether they are convinced that the conclusion suggested by the scenario is true, independently from their objective assessment of the conclusion’s likelihood. We interpret these findings as suggesting that English and Italian speakers use epistemic necessity verbs to communicate neither conclusions judged to be necessary (contrary to the prediction of the standard modal logical view) nor conclusions judged to be highly probable (contrary to the prediction of recent analyses using probabilistic models) but conclusions whose truth they believe in (as predicted by the analysis of epistemic must as an inferential evidential). We suggest that this evidential meaning of epistemic must/dovere might have arisen in everyday conversation from a reiterated hyperbolic use of the words with their original meaning as epistemic necessity verbs.","PeriodicalId":17956,"journal":{"name":"Language","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139304455","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Listeners have a remarkable ability to adapt to novel speech patterns, such as a new accent or an idiosyncratic pronunciation. In almost all of the previous studies examining this phenomenon, the participating listeners had reason to believe that the speech signal was produced by a human being. However, people are increasingly interacting with voice-activated artificially intelligent (voice-AI) devices that produce speech using text-to-speech (TTS) synthesis. Will listeners also adapt to novel speech input when they believe it is produced by a device? Across three experiments, we investigate this question by exposing American English listeners to shifted pronunciations accompanied by either a ‘human’ or a ‘device’ guise and testing how this exposure affects their subsequent categorization of vowels. Our results show that listeners exhibit perceptual learning even when they believe the speaker is a device. Furthermore, listeners generalize these adjustments to new talkers, and do so particularly strongly when they believe that both old and new talkers are devices. These results have implications for models of speech perception, theories of human-computer interaction, and the interface between social cognition and linguistic theory
{"title":"Listener beliefs and perceptual learning: Differences between device and human guises","authors":"Georgia Zellou, Michelle Cohn, Anne Pycha","doi":"10.1353/lan.0.a913403","DOIUrl":"https://doi.org/10.1353/lan.0.a913403","url":null,"abstract":"Listeners have a remarkable ability to adapt to novel speech patterns, such as a new accent or an idiosyncratic pronunciation. In almost all of the previous studies examining this phenomenon, the participating listeners had reason to believe that the speech signal was produced by a human being. However, people are increasingly interacting with voice-activated artificially intelligent (voice-AI) devices that produce speech using text-to-speech (TTS) synthesis. Will listeners also adapt to novel speech input when they believe it is produced by a device? Across three experiments, we investigate this question by exposing American English listeners to shifted pronunciations accompanied by either a ‘human’ or a ‘device’ guise and testing how this exposure affects their subsequent categorization of vowels. Our results show that listeners exhibit perceptual learning even when they believe the speaker is a device. Furthermore, listeners generalize these adjustments to new talkers, and do so particularly strongly when they believe that both old and new talkers are devices. These results have implications for models of speech perception, theories of human-computer interaction, and the interface between social cognition and linguistic theory","PeriodicalId":17956,"journal":{"name":"Language","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2023-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139304812","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-12DOI: 10.51878/language.v3i3.2487
NOVITA AISYAH REZKI LUBIS, YON A.E
Purpose of The Research is to find out the effectiveness of frequency in giving assignments on English learning outcomes at grade 6th students at Global Persada Mandiri Elementary School Bekasi. The instrument for obtaining research data was the results of test given to students in two different classes with different methods of giving. The method of this research is experiment method, the population was all class VI students at SD Global Persada Mandiri Bekasi. This research involving 60 samples which taken randomly. Based on the result of the research conducted, it is proven that there is an effect of the frequency of assignments on English learning outcomes with the results of the control class research calculations where the mean value is (65,9), median (64,6), and the mode(65,1) for the experimental class obtained a mean value of (73,9), median (71,2) and mode (72,5). Then the results of the hypothesis test a fairing of 3,88 and of 1,644. In testing the H0 it is rejected if is greater than . The results of the t-test show that > where 3,88>1,644. So it can be concluded that there is an effect of the frequency in giving assignments on the English learning outcomes at grade sixth of Global Persada Mandiri Bekasi. ABSTRAKTujuan Penelitian adalah untuk mengetahui efektivitas frekuensi pemberian tugas terhadap hasil belajar bahasa Inggris pada siswa kelas 6 SD Global Persada Mandiri Bekasi. Instrumen untuk memperoleh data penelitian adalah hasil tes yang diberikan kepada siswa di dua kelas yang berbeda dengan metode pemberian yang berbeda. Metode penelitian ini adalah metode eksperimen, populasinya adalah seluruh siswa kelas VI SD Global Persada Mandiri Bekasi. Penelitian ini melibatkan 60 sampel yang diambil secara acak. Berdasarkan hasil penelitian yang dilakukan terbukti terdapat pengaruh frekuensi penugasan terhadap hasil belajar bahasa Inggris dengan hasil perhitungan penelitian kelas kontrol dimana nilai mean (65,9), median (64, 6), dan modus (65,1) pada kelas eksperimen memperoleh nilai mean (73,9), median (71,2) dan modus (72,5). Kemudian hasil uji hipotesis fairing sebesar 3,88 dan sebesar 1,644. Dalam pengujian H0 ditolak jika lebih besar dari . Hasil uji t menunjukkan > dimana 3,88>1,644. Jadi dapat disimpulkan bahwa terdapat pengaruh frekuensi pemberian tugas terhadap hasil belajar bahasa Inggris kelas VI Global Persada Mandiri Bekasi.
本研究的目的是了解作业频率对贝卡西环球佩萨达曼迪里小学六年级学生英语学习成果的影响。获得研究数据的工具是两个不同班级的学生用不同的方法进行测试的结果。本研究采用实验方法，研究对象为SD Global Persada Mandiri Bekasi的六年级学生。本研究随机抽取60个样本。根据所进行的研究结果，通过对照班研究计算的结果，即平均值为(65,9)，中位数为(64,6)，模态为(65,1)，实验班的平均值为(73,9)，中位数为(71,2)，模态为(72,5)，证明作业频次对英语学习效果有影响。然后，假设检验的结果为3,88和1,644。在测试H0时，如果大于则被拒绝。t检验结果显示>3、88年在1644年。综上所述，布置作业的频率对六年级小学生的英语学习成果有影响。[摘要]图juan Penelitian adalah untuk mengetahui efektivi frekuenenes berberian tughas .[摘要][摘要]图juan Penelitian adalah untuk mengetahui efektivi frekuenes - berberian tughas .[摘要]利用仪器测量的地层数据，分析了塔里木盆地的地层特征，分析了塔里木盆地的地层特征，分析了塔里木盆地的地层特征。方法的penelitian ini adalah方法的实验，populasinya adalah selururuh siswa kelas . VI SD全球Persada Mandiri Bekasi。Penelitian ini melibatkan 60样品yang diambil secara acak。Berdasarkan hasil penelitian yang dilakukan terbukti terdapat pengaruh frekuensi penugasan terhadap hasil belajar bahasa Inggris dengan hasil perhitungan penelitian kelas control dimana nilai mean (65,9)， median (64,6)， dan mode (65,1) paada kelas eksperimen memperoleh nilai mean (73,9)， median (72,2) dan mode(72,5)。Kemudian hasil uji hipotesis整流子3,88，但sebesar 1,644。大企鹅，企鹅，小企鹅。Hasil uji t menunjukkan >dimana 88在1644年。Jadi dapat dispulpkan bahwa terdapat pengaruh frekuensi pemberian tugas terhadap hasil belajar bahasa Inggris kelas VI Global Persada Mandiri Bekasi。
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Pub Date : 2023-09-29DOI: 10.51878/language.v3i3.2453
NUR KHUSNUL KHOTIMAH
This research is Classroom Action Research (PTK) which aims to increase the active Indonesian language learning of class VII MTsN 1 Balikpapan students through the MIKiR Approach using Learning Design. The subjects in this research were 32 students of class VII-2 MTsN 1 Balikpapan. Data collection techniques in this research include observation and documentation. The MIKiR approach using Learning Design is carried out in 3 cycles consisting of the planning stage, implementation stage, observation stage and reflection stage. The results of research in cycle I showed that student activity was scored 70 in the active category. In cycle II, student activity increased to 80 in the active category. In cycle III, student activity increased even more with a score of 90 in the very active category. These results indicate that there is an increase in student learning activity through the MIKiR approach using Learning Design, so it can be concluded that the MIKiR approach using Learning Design can increase students' active Indonesian language learning. ABSTRAKPenelitian ini merupakan Penelitian Tindakan Kelas (PTK) yang bertujuan untuk meningkatkan keaktifan belajar bahasa indonesia siswa kelas VII MTsN 1 Balikpapan melalui Pendekatan MIKiR dengan menggunakan Desain Pembelajaran. Subjek dalam penelitian ini adalah 32 siswa kelas VII-2 MTsN 1 Balikpapan. Teknik pengumpulan data pada peneliltian ini meliputi observasi dan dokumentasi. Pendekatan MIKiR menggunakan Desain Pembelajaran dilakukan dalam 3 siklus yang terdiri dari tahap perencanaan, tahap pelaksanaan, tahap observasi dan tahap refleksi. Hasil penelitian pada siklus I menunjukkan keaktifan siswa bernilai 70 dengan kategori aktif. Pada siklus II keaktifan siswa meningkat menjadi 80 dengan kategori aktif. Pada siklus III keaktifan siswa lebih meningkat lagi dengan nilai 90 dengan kategori sangat aktif. Hasil ini menunjukkan bahwa adanya peningkatan keaktifan belajar siswa melalui pendekatan MIKiR dengan menggunakan Desain Pembelajaran, sehingga dapat disimpulkan bahwa pendekatan MIKiR dengan menggunakan Desain Pembelajaran dapat meningkatkan keaktifan belajar bahasa indonesia siswa.
本研究是课堂行动研究(PTK)，旨在通过使用学习设计的MIKiR方法，增加七年级mtsn1巴厘巴班学生的主动印度尼西亚语学习。本研究的对象为32名mtsn1balikpapan VII-2班的学生。本研究的数据收集技术包括观察和文献。使用学习设计的MIKiR方法分三个周期进行，包括计划阶段、实施阶段、观察阶段和反思阶段。周期1的研究结果显示，学生活动在活跃类别中得分为70分。在第二周期，学生活动增加到80个活动类别。在第三个周期，学生的活跃度增加更多，在非常活跃的类别中得分为90分。这些结果表明，使用学习设计的MIKiR方法增加了学生的学习活动，因此可以得出结论，使用学习设计的MIKiR方法可以增加学生的主动印尼语学习。摘要/ abstract摘要:peneltitian ini merupakan peneltitian Tindakan Kelas (PTK) yang bertujuan untuk meningkatkan keaktifan belajan bahasa indonesia(印尼)siswa Kelas 7 MTsN 1 Balikpapan melalui Pendekatan MIKiR dengan menggunakan Desain penbelajan。Subjek dalam penelitian ini adalah 32 siswa kelas VII-2 MTsN 1 Balikpapan。技术上的企鹅数据是基于观测和文献的。Pendekatan MIKiR menggunakan Desain penbelajan dilakukan dalam 3 siklus yang terdiri dari tahap perencanan, tahap pelaksanaan, tahap observasi dan tahap refleksi。Hasil penelitian pada siklus I menunjukkan keaktifan siswa berilai 70 dengan kategori aktif。padsikus II keaktifan siswa meningkat menjadi 80 dengan kategori aktif。paadsiklus III keaktifan sisbih meningkat lagi dengan nilai 90 dengan kategori sangat aktif。Hasil ini menunjukkan bahwa adanya peningkatan keaktifan belajan siswa melalui pendekatan MIKiR dengan menggunakan Desain penbelajan Desain penbelajan, sehinga dapat dispulpulkan bawa pendekatan Desain pembelajan dapat menggunakan meningkatkan keaktifan belajan bahasa indonesia siswa。
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Pub Date : 2023-09-29DOI: 10.51878/language.v3i3.2470
MARJIAH MARJIAH
The purpose of writing this scientific review is to describe the implementation of learning using Cooperative Learning Make A Match in an effort to increase interest in learning English in class XI students at SMAN 1 Tegalombo. From the results of the study, with fun learning, such as the Make A Match method, students feel happy and enthusiastic about learning. This is because Make A Match is a learning game, where students are asked to find pairs of question cards or answer cards. This game with question and answer cards increases students' interest in learning English. The advantages of Make A Match include being able to be an effective technique for reviewing student knowledge, because the time used is shorter and more efficient. Apart from that, a happy atmosphere among students grows, cooperation between students is realized dynamically and a dynamic of mutual cooperation emerges that is evenly distributed among all students. The disadvantages of this model include the teacher having to provide question and answer cards, and needing to organize the game so that the learning atmosphere remains orderly and in accordance with the learning steps.
ABSTRAKTujuan penulisan tinjauan ilmiah ini adalah untuk mendeskripsikan keterlaksanaan pembelajaran dengan Cooperative LearningMake A Match dalam upaya meningkatkan minat belajar Bahasa Inggris pada siswa kelas XI SMAN 1 Tegalombo. Dari hasil kajian, dengan pembelajaran yang menyenangkan, seperti metode Make A Match, siswa merasa senang dan antusias dalam pembelajaran. Hal ini disebabkan karena Make A Match merupakan pembelajaran dengan permainan, dimana siswa diminta menemukan pasangan kartu soal atau kartu jawaban. Permainan dengan kartu soal-jawab ini meningkatkan minat belajar siswa terhadap pelajaran Bahasa Inggris. Kelebihan dari Make A Match ini antara lain mampu menjadi teknik review pengetahuan siswa yang efektif, karena waktu yang digunakan lebih singkat dan efisien. Selain itu, suasana gembira di antara siswa tumbuh, kerja sama antar siswa terwujud dengan dinamis dan muncul dinamika gotong royong yang merata pada seluruh siswa. Kekurangan dari model ini antara lain guru harus menyediakan kartu soal-jawab, dan perlu mengatur permainan agar tetap suasana pembelajaran tetap tertib dan sesuai dengan langkah-langkah pembelajaran.
从研究结果来看，通过有趣的学习，如“Make A Match”方法，学生们感到快乐和学习热情。这是因为“Make A Match”是一个学习游戏，学生们被要求找到成对的问题卡或答案卡。这个问答卡游戏提高了学生学习英语的兴趣。“配对”的优点包括能够成为一种有效的复习学生知识的技术，因为使用的时间更短，效率更高。除此之外，学生之间的快乐氛围得到了增长，学生之间的合作得到了动态的实现，并且在所有学生中出现了一种均匀分布的相互合作的动态。这种模式的缺点是教师必须提供问答卡，并且需要组织游戏，使学习气氛保持有序和符合学习步骤。
Dari hasil kajian, dengan pembelajaran yang menyenangkan, seperti method Make A Match, siswa merasa senang dan antusias dalam pembelajaran。Make A Match配对，配对配对，配对配对永久登根卡图sol -jawab ini meningkatkan minat belajar siswa terhadap pelajaran Bahasa Inggris。Kelebihan dari Make A Match ini antara lain mampu menjadi技术评论pengetahuan siswa yang efektif, karena waktu yang digunakan lebih singkat dan efisien。Selain itu, suasana gembira di antara sisu tumbuh, kerja sama antar sisu terwujud, dengan dinamis, muncul dinamika gotong roong yang merata pada seluruh siswa。Kekurangan dari模型ini antara lain guru harus menyediakan kartu sol - jajaan, dan perlu mengatur permainagar tetap suasana pembelajan tetap tetap titib dansesuai dengan langkah-langkah pembelajan。
{"title":"PENINGKATAN MINAT DAN HASIL BELAJAR EXPRESSION DENGAN PENGGUNAAN COOPERATIVE LEARNING MAKE A MATCH PADA SISWA SMA NEGERI 1 TEGALOMBO","authors":"MARJIAH MARJIAH","doi":"10.51878/language.v3i3.2470","DOIUrl":"https://doi.org/10.51878/language.v3i3.2470","url":null,"abstract":"The purpose of writing this scientific review is to describe the implementation of learning using Cooperative Learning Make A Match in an effort to increase interest in learning English in class XI students at SMAN 1 Tegalombo. From the results of the study, with fun learning, such as the Make A Match method, students feel happy and enthusiastic about learning. This is because Make A Match is a learning game, where students are asked to find pairs of question cards or answer cards. This game with question and answer cards increases students' interest in learning English. The advantages of Make A Match include being able to be an effective technique for reviewing student knowledge, because the time used is shorter and more efficient. Apart from that, a happy atmosphere among students grows, cooperation between students is realized dynamically and a dynamic of mutual cooperation emerges that is evenly distributed among all students. The disadvantages of this model include the teacher having to provide question and answer cards, and needing to organize the game so that the learning atmosphere remains orderly and in accordance with the learning steps.
 ABSTRAKTujuan penulisan tinjauan ilmiah ini adalah untuk mendeskripsikan keterlaksanaan pembelajaran dengan Cooperative LearningMake A Match dalam upaya meningkatkan minat belajar Bahasa Inggris pada siswa kelas XI SMAN 1 Tegalombo. Dari hasil kajian, dengan pembelajaran yang menyenangkan, seperti metode Make A Match, siswa merasa senang dan antusias dalam pembelajaran. Hal ini disebabkan karena Make A Match merupakan pembelajaran dengan permainan, dimana siswa diminta menemukan pasangan kartu soal atau kartu jawaban. Permainan dengan kartu soal-jawab ini meningkatkan minat belajar siswa terhadap pelajaran Bahasa Inggris. Kelebihan dari Make A Match ini antara lain mampu menjadi teknik review pengetahuan siswa yang efektif, karena waktu yang digunakan lebih singkat dan efisien. Selain itu, suasana gembira di antara siswa tumbuh, kerja sama antar siswa terwujud dengan dinamis dan muncul dinamika gotong royong yang merata pada seluruh siswa. Kekurangan dari model ini antara lain guru harus menyediakan kartu soal-jawab, dan perlu mengatur permainan agar tetap suasana pembelajaran tetap tertib dan sesuai dengan langkah-langkah pembelajaran.","PeriodicalId":17956,"journal":{"name":"Language","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135195146","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-29DOI: 10.51878/language.v3i3.2468
EEN HENDARSIH
This research is Classroom Action Research (PTK). Carried out collaboratively between researchers, observers and the subjects studied. The main aim of this research is to improve the learning achievement of Indonesian language regarding letters for class VII students. E MTsN 5 Brass. The subjects of this research were class VII students. E MTsN 5 Brass. This classroom action research process was carried out in two cycles, each cycle consisting of one meeting consisting of four actions, namely planning, implementation, action, observation and reflection. Learning activities in the first cycle obtained an average score of 68, while the second cycle obtained an average score of 85. This research concludes that through the contextual teaching and learning type learning community learning model, it can improve Indonesian language learning achievement regarding letters for class VII students. E MTsN 5 Brass. Apart from that, the contextual teaching and learning type learning community model can increase students' learning motivation in the learning process. ABSTRAKPenelitian ini merupakan Penelitian Tindakan Kelas (PTK). Dilaksanakan secara kolaboratif antara peneliti, observer, dan subyek yang diteliti. Tujuan utama dalam penetian ini adalah untuk meningkatkan prestasi belajar bahasa indonesia tentang surat siswa kelas VII. E MTsN 5 Kuningan. Subyek penelitian ini adalah siswa kelas VII. E MTsN 5 Kuningan. Proses penelitian tindakan kelas ini dilakukan dua siklus, setiap siklus satu kali peretemuan terdiri empat tindakan yaitu perencanaan, pelaksanaan, tindakan, observasi dan refleksi. Kegitan pembelajaran pada siklus pertama dengan memperoleh nilai rata-rata 68, sedangkan siklus kedua memperoleh nilai rata-rata 85. Penelitian ini berkesimpulan bahwa melalui model pembelajaran contextual teaching and learning type learning community dapat meningkatkan prestasi belajar bahasa indonesia tentang surat siswa kelas VII. E MTsN 5 Kuningan. Selain itu model pembelajaran contextual teaching and learning type learning community dapat meningkatkan motivasi belajar siswa dalam proses pembelajaran.
本研究是课堂行动研究(PTK)。由研究人员、观察者和被研究对象共同完成。本研究的主要目的是提高七年级学生在印尼语字母方面的学习成绩。E MTsN 5黄铜。本研究以七年级学生为研究对象。E MTsN 5黄铜。本次课堂行动研究过程分两个周期进行，每个周期由一个会议组成，会议由四个行动组成，即计划、实施、行动、观察和反思。第一周期的学习活动平均得分为68分，第二周期的学习活动平均得分为85分。本研究发现，透过情境式教与学式学习社群学习模式，可以提高七年级学生印尼语字母学习成绩。E MTsN 5黄铜。此外，情境式教与学型学习共同体模式可以提高学生在学习过程中的学习动机。摘要:Penelitian ini merupakan Penelitian Tindakan Kelas (PTK)。Dilaksanakan secara kolaboratif antara peneliti，观察员，dan subyek yang diteliti。印尼语:印尼语:印尼语:印尼语:印尼语:印尼语:印尼语:印尼语:印尼语:印尼语:印尼语E MTsN 5库宁安。苏拜克·佩利特尼·阿达拉·西西瓦·克拉斯七。E MTsN 5库宁安。Proses penelitian tindakan kelas ini dilakukan dua siklus, setiap siklus satu kali peretemuterdiri empat tindakan yitu perencanan, pelaksanaan, tindakan, observasi dan refleksi。Kegitan pembelajaran pada siklus pertama dengan memperoleh nilai rata-rata 68, sedangkan siklus kedua memperoleh nilai rata-rata 85。Penelitian ini berkespulan bahwa melalui模型penbelajaran情境式教学与学习型学习社区dapat meningkatkan prestasi belajar indonesian hasa tentang surat siswa kelas 7。E MTsN 5库宁安。Selain itu模型pembelajaran情境教学和学习类型学习社区dapat meningkatkan motivasi belajar siswa dalam提出了pembelajaran。
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Pub Date : 2023-09-29DOI: 10.51878/language.v3i3.2471
DWI KARINA
This research aims to improve Indonesian language learning achievement in poetry material through the picture and picture learning model in class II at SDN 08 Sungai Raya. This research uses classroom action research methods. This research uses a qualitative approach. The research subjects were Class II students at SD Negeri 08 Sungai Raya for the 2019/2020 academic year, totaling 17 students and consisting of 14 male students and 3 female students. Data collection techniques use observation, interviews and test results. Data analysis uses data reduction, data presentation, and drawing conclusions. The application of the Picture and Picture Learning Model can increase students' learning activities in the Indonesian language subject Poetry material for Class II students in the second semester of SD Negeri 08 Sungai Raya for the 2019/2020 academic year which can be seen from the increase in learning activities from cycle I to cycle II , from the Moderately Active category with an average value of 3.2 to the Active category with an average value of 4.1. Student learning achievement in the Indonesian language subject Class II semester II at SD Negeri 08 Sungai Raya for the 2019/2020 academic year has increased in each cycle with the percentage of classical completion in each cycle, namely cycle I at 70% and cycle II at 100%. % means there is an increase of 30%.
ABSTRAKPenelitian ini bertujuan untuk meningkatkan prestasi belajar bahasa Indonesia pada materi puisi melalui model pembelajaran picture and picture di kelas II SDN 08 Sungai Raya. Penelitian ini menggunakan metode penelitian tindakan kelas. Penelitian ini menggunakan pendekatan kualitatif. Subyek penelitian adalah siswa Kelas II SD Negeri 08 Sungai Raya Tahun Pelajaran Tahun Pelajaran 2019/2020 yang berjumlah 17 siswa dan terdiri atas 14 siswa laki-laki dan 3 siswa perempuan. Teknik pengumpulan data menggunakan observasi, wawancara, dan hasil tes. Analisis data menggunakan reduksi data, penyajian data, dan penarikan kesimpulan. Penerapan Model Pembelajaran Picture and Picture dapat meningkatkan aktivitas belajar para siswa pada mata pelajaran Bahasa Indonesia Materi Puisi siswa Kelas II semester II SD Negeri 08 Sungai Raya Tahun Pelajaran Tahun Pelajaran 2019/2020 yang dapat dilihat dari peningkatan aktivitas belajar dari siklus I sampai dengan siklus II, dari kategori Cukup Aktif dengan nilai rata-rata 3,2 sampai dengan kategori Aktif dengan nilai rata-rata 4,1. Prestasi belajar siswa pada mata pelajaran Bahasa Indonesia Kelas II semester II di SD Negeri 08 Sungai Raya Tahun Pelajaran Tahun Pelajaran 2019/2020 mengalami peningkatan pada setiap siklus dengan persentase ketuntasan secara klasikal masing-masing siklus yaitu siklus I sebesar 70 % dan siklus II sebesar 100 % berarti ada kenaikan 30 %.
本研究旨在透过SDN 08 Sungai Raya二班的图片及图片学习模式，提高诗歌教材中印尼语的学习成效。本研究采用课堂行动研究方法。本研究采用定性方法。研究对象为SD Negeri 08 Sungai Raya 2019/2020学年的二年级学生，共17名学生，其中男生14名，女生3名。数据收集技术使用观察、访谈和测试结果。数据分析使用数据简化、数据表示和得出结论。在2019/2020学年SD Negeri 08 Sungai Raya下学期，图片和图片学习模式的应用可以增加学生在印尼语科目诗歌材料II班学生的学习活动，从学习活动从第1周期增加到第2周期，从平均值为3.2的中等活跃类别增加到平均值为4.1的活跃类别。2019/2020学年，SD Negeri 08 Sungai Raya的印尼语课程第二学期的学生学习成绩在每个周期都有所提高，每个周期的古典完成率为70%，第二周期为100%。%表示增加了30%。
[摘要]penelitian ini bertujuan untuk meningkatkan prestasi belajar bahasa Indonesia . pada材料puisi melalui模型penbelajan图片和图片di kelas II SDN 08 Sungai Raya。Penelitian ini menggunakan mede Penelitian tindakan kelas。Penelitian ini menggunakan pendekatan qualitati。2019/2020年9月17日，上海，上海，上海，上海，上海，上海，上海，上海，上海，上海，上海，上海，上海，上海，上海，上海，上海，上海，上海，上海，上海，上海，上海，上海，上海，上海，上海，上海，上海，上海，上海，上海，上海，上海，上海，上海，上海，上海，上海，上海，上海，上海，上海，上海，上海孟古纳坎观测站、瓦万卡拉观测站、丹哈希尔观测站等。分析数据蒙古纳坎数据，彭亚健数据，丹彭亚健数据。Penerapan模型penbelajan图片和图片dapat meningkatkan aktivitas belajar para siswa pada pelajaran印度尼西亚语Materi Puisi siswa Kelas II学期II SD Negeri 08 Sungai Raya Tahun pelajaran Tahun pelajaran 2019/2020 yang dapat dilihat dari peningkatan aktivas belajar dari siklus I sampai dengan siklus II, dari kategori cuup Aktif dengan nilai rata-rata 3,2 sampai dengan kategori Aktif dengan nilai rata-rata 4,1Prestasi belajar siswa pada mata pelajaran印度尼西亚语Kelas II semester II di SD Negeri 08 Sungai Raya Tahun pelajaran Tahun pelajaran 2019/2020 mengalami peningkatan pada setap siklus dendenan代表ktuntasan secara klikal masing-masing siklus yklus I sebesar 70%和siklus II sebesar 100% berarti ada kenaikan 30%。
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 ABSTRAKPenelitian ini bertujuan untuk meningkatkan prestasi belajar bahasa Indonesia pada materi puisi melalui model pembelajaran picture and picture di kelas II SDN 08 Sungai Raya. Penelitian ini menggunakan metode penelitian tindakan kelas. Penelitian ini menggunakan pendekatan kualitatif. Subyek penelitian adalah siswa Kelas II SD Negeri 08 Sungai Raya Tahun Pelajaran Tahun Pelajaran 2019/2020 yang berjumlah 17 siswa dan terdiri atas 14 siswa laki-laki dan 3 siswa perempuan. Teknik pengumpulan data menggunakan observasi, wawancara, dan hasil tes. Analisis data menggunakan reduksi data, penyajian data, dan penarikan kesimpulan. Penerapan Model Pembelajaran Picture and Picture dapat meningkatkan aktivitas belajar para siswa pada mata pelajaran Bahasa Indonesia Materi Puisi siswa Kelas II semester II SD Negeri 08 Sungai Raya Tahun Pelajaran Tahun Pelajaran 2019/2020 yang dapat dilihat dari peningkatan aktivitas belajar dari siklus I sampai dengan siklus II, dari kategori Cukup Aktif dengan nilai rata-rata 3,2 sampai dengan kategori Aktif dengan nilai rata-rata 4,1. Prestasi belajar siswa pada mata pelajaran Bahasa Indonesia Kelas II semester II di SD Negeri 08 Sungai Raya Tahun Pelajaran Tahun Pelajaran 2019/2020 mengalami peningkatan pada setiap siklus dengan persentase ketuntasan secara klasikal masing-masing siklus yaitu siklus I sebesar 70 % dan siklus II sebesar 100 % berarti ada kenaikan 30 %.","PeriodicalId":17956,"journal":{"name":"Language","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135245755","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-29DOI: 10.51878/language.v3i3.2467
EDY SUPARYANTO
The background of the classroom action research is the facts that the activity and the result of study of Class XII IPS-2 MAN 4 Sleman Academic year 2021/2022 was low. Special treatment to increase both is needed and the researcher choose Index Card Match (ICM) in the English Class. The steps of ICM as follows : the teacher prepare cards containing questions and ones containing the answers. Both cards containing questions and ones containing answers were disordered and given to the students. Each student has to find their partners as works as pairs and discus the contents of the cards, after that, presenting is a must. At the end of the implementation of ICM, the teacher clarify the contents of the cards. The data shows that at the first cycle, 50 % students categorized high, and at the second cycle increase 83,33 % or the increasement is 33,33 %. Students’ activity categorized middle is 35,71 at the first cycle and becomes 11,90 % at the second cycle. It means that total number of students’ activity categorized middle and low decreased because of reaching high category. Completeness of study result before the method implemented is 24 %, at the first cycle is 28,6% or there is increasement of 4,6 %, while at the second cycle is 66,7 % or the increasement is 38.1 %. The implementation of ICM can increase the students’ activity and the result of study. The model of teaching learning process by using ICM is recommended to be applied in other subject of teaching-learning process. ABSTRAKPenelitian ini dilatarbelakangi fakta bahwa keaktifan dan hasil belajar peserta didik kelas XII IPS-2 MAN 4 Sleman tahun ajaran 2021/2022 masih rendah. Diperlukan perlakuan khusus agar keaktifan dan hasil belajar meningkat. Perlakuan khusus yang dipilih adalah model pembelajaran Index Card Match (ICM), dengan tahapan : guru menyiapkan kartu-kartu soal dan kartu-kartu jawaban. Kartu soal dan kartu jawaban tersebut diacak kemudian dibagikan kepada seluruh peserta didik. Setiap peserta didik akan menerima kartu dan wajib menemukan pasangannya, sehingga setiap pasangan akan memperolah soal beserta jawaban dan mendiskusikannya berpasangan serta presentasi. Di akhir pembelajaran guru melakukan klarifikasi dan kesimpulan. Sesudah ICM diterapkan diperoleh data : pada siklus pertama keaktifan peserta didik katagori tinggi 50 % sedangkan pada siklus kedua diperoleh 83,33 % sehingga terjadi kenaikan 33,33 %. Keaktifan katagori sedang 35,71 pada siklus pertama menjadi 11,90 % pada siklus kedua. Sedangkan keaktifan katagori rendah 14,29 pada siklus pertama menjadi 4,76 pada siklus kedua. Artinya keaktifan katagori sedang dan rendah semakin sedikit karena terjadi kenaikan pada keaktifan katagori tinggi. Ketuntasan hasil belajar pra siklus 24 %, ketuntasan pada siklus pertama 28,6% atau kenaikan 4,6 %, sedangkan ketuntasan siklus kedua 66,7 % atau kenaikan 38.1 %. Penerapan model pembelajaran ICM dapat meningkatkan keaktifan dan hasil belajar, sehingga model ini direkomendasi untuk
本次课堂行动研究的背景是，在Sleman 2021/2022学年，12班的活动和学习成果都很低。需要对两者进行特殊处理，研究者在英语课堂中选择了索引卡匹配(ICM)。ICM的步骤如下:教师准备包含问题的卡片和包含答案的卡片。写有问题的卡片和写有答案的卡片都被弄乱了，然后发给学生。每个学生必须找到自己的伙伴，两人一组讨论卡片的内容，然后进行展示。在ICM实施的最后，老师澄清了卡片的内容。数据显示，在第一个周期，50%的学生被评为高，在第二个周期增加了83,33%或增加了33,33%。学生的活动在第一周期为35.71%，在第二周期为11.90%。这意味着中低类别学生的活动总数由于达到高类别而减少。方法实施前的研究结果完成率为24%，第一个周期为28.6%或增加4.6%，第二个周期为66.7%或增加38.1%。ICM的实施可以提高学生的积极性和学习效果。建议将ICM的教学过程模型应用到其他学科的教学过程中。[摘要]penelitian ini dilatarbelakangi fakta bahwa keaktifan dan hasil belajar peserta didik kelas [12] ps -2 MAN 4 Sleman tahun ajaran 2021/2022 masih rendah。Diperlukan perlakuan khusus agar keaktifan dan hasil belajar meningkat。Perlakuan khusus yang dipilih adalah模型pembelajaran索引卡匹配(ICM)， dengan tahapan: guru menyiapkan kartu-kartu soal dan kartu-kartu jawaban。Kartu soal dan Kartu jawaban tersebut diacak kemudian dibagikan kepada seluruh peserta didik。set peserta didik akan menerima kartu danwajib menemukan pasangannya, seinga setap pasangan akan memperolah sosoberserta jawaban danmendiskusikannya berpasangan serta presentasi。Di akhir pembelajaran大师melakukan klarifikasi dan kespulan。Sesudah ICM diterapkan diperoleh数据:pada siklus pertama keaktifan peserta didik katagori tinggi 50% sedangkan pada siklus kedua diperoleh 83,33 % sehinga terjadi kenaikan 33,33 %。Keaktifan katagori sedang 35,71 paada sikus pertama menjadi 11,90 paada sikus kedua。Sedangkan keaktifan katagori rendah 14,29 pada siklus pertama menjadi 4,76 pada siklus kedua。Artinya keaktifan katagori sedang dan rendah semakin sedikit karena terjadi kenaikan pakada keaktifan katagori tinggi。Ketuntasan hasil belajar pra siklus 24%， Ketuntasan paada siklus pertama 28.6%， atau kenaikan 4,6 %， sedangkan Ketuntasan siklus kedua 66,7 %， atau kenaikan 38.1%。日本模型pembelajan ICM dapat meningkatkan keaktifan dan hasil belajan, seinga model ini direkomendasi untuk diterapkan dalam pembelajan。
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Pub Date : 2023-09-01DOI: 10.1353/lan.2023.a907010
Marisa Brook, Emily Blamire
Abstract: This article argues that language play is intimately related to linguistic variation and change. Using two corpora of online present-day English, we investigate playful conversion of adjectives into abstract nouns (e.g. made of awesome ∅), uncovering consistent rule-governed patterning in the grammatical constraints in spite of this option stemming from deliberate subversion of standard overt suffixation. Building on Haspelmath's (1999) notion of 'extravagance' as one of the keys to language change, we account for the systematic patterning of deliberate linguistic subversion by appealing to tension between the need to stand out and the need to remain intelligible. While we do not claim that language play is the only cause of linguistic change, our findings position language play as a constant source of new linguistic variants in very large numbers, a small proportion of which endure as changes. Our conclusion is that language play goes a long way toward accounting for linguistic innovations—with respect to where they come from and why languages change at all.
摘要:语言游戏与语言的变异和变化密切相关。使用在线现代英语的两个语料库，我们研究了形容词转换为抽象名词的有趣转换(例如made of awesome∅)，揭示了语法约束中一致的规则支配模式，尽管这种选择源于故意颠覆标准的明显后缀。在哈斯佩尔马斯(1999)的“奢侈”概念作为语言变化的关键之一的基础上，我们通过呼吁在需要脱颖而出和需要保持可理解性之间的紧张关系来解释故意语言颠覆的系统模式。虽然我们并不认为语言游戏是语言变化的唯一原因，但我们的研究结果表明，语言游戏是大量新语言变体的持续来源，其中一小部分随着变化而持续存在。我们的结论是，语言游戏在解释语言创新方面有很长的路要走——就语言的来源和语言变化的原因而言。
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