Kakawin Nitisastra, one of ancient Javanese scriptures, holds a lot of figurative writings in it. Revelation and analysis of those figurative language are important to enrich Indonesian literary culture and introduce it to character education in present days. The aims of this study are (1) to identify types of figure of speech used in Kakawin Nitisastra, (2) to identify functions of those figurative speech, and (3) to reveal the meanings behind them. By applying literature-based qualitative method, the result of this study reveals that Kakawin Nitisastra contains mostly similes, symbolism, allegory, hyperboles, and personifications related to animals, plants and ancient beliefs in the Vedas. The figures of speech have at least four functions namely to give examples, to compare qualities, to criticize, and to remind readers about proper deeds in the society.
{"title":"A LITERARY ANALYSIS ON FIGURE OF SPEECH IN KAKAWIN NITISASTRA","authors":"I. B. A. Manuaba, I. Sudirman","doi":"10.25078/yb.v1i2.722","DOIUrl":"https://doi.org/10.25078/yb.v1i2.722","url":null,"abstract":"Kakawin Nitisastra, one of ancient Javanese scriptures, holds a lot of figurative writings in it. Revelation and analysis of those figurative language are important to enrich Indonesian literary culture and introduce it to character education in present days. The aims of this study are (1) to identify types of figure of speech used in Kakawin Nitisastra, (2) to identify functions of those figurative speech, and (3) to reveal the meanings behind them. By applying literature-based qualitative method, the result of this study reveals that Kakawin Nitisastra contains mostly similes, symbolism, allegory, hyperboles, and personifications related to animals, plants and ancient beliefs in the Vedas. The figures of speech have at least four functions namely to give examples, to compare qualities, to criticize, and to remind readers about proper deeds in the society.","PeriodicalId":315000,"journal":{"name":"Yavana Bhasha : Journal of English Language Education","volume":"68 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126268538","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Note-taking acts as a tool to provide students for identifying and understanding the most important aspects of what they are learning (Borr et al., 2012). People who take notes typically retain more information which has a positive effect on learning (Titsworth in Borr et al., 2012). This study aims to investigate the preference and strategies used by the students when taking note. The medium they use indicates numbers of words generated in taking the note. There were three medium being utilized; longhand (traditional using pen and paper), laptop and mobile phone note. This study was conducted with 27 hospitality students who were learning Business English for Hotel and Tourism. Pre-test, post-test, interview, and questionnaire as well were couples of instruments used to obtain the data. The media preference they used indicates the numbers of word generated, abbreviations and symbols, looks, accurateness with the lecture time to process the note, format of notetaking, and the result of the test.
记笔记作为一种工具，为学生提供识别和理解他们正在学习的最重要方面的工具(Borr et al.， 2012)。记笔记的人通常会保留更多的信息，这对学习有积极的影响(Titsworth in Borr et al.， 2012)。本研究旨在探讨学生在做笔记时的偏好和策略。他们使用的媒介表明在记笔记时产生的单词数量。使用了三种媒介;手写(传统使用笔和纸)，笔记本电脑和手机笔记。本研究以27名正在学习酒店与旅游商务英语的酒店管理专业学生为研究对象。前测、后测、访谈和问卷调查是获得数据的几种工具。他们使用的媒体偏好反映了生成单词的数量、缩写和符号、外观、处理笔记的准确性、笔记的格式以及测试的结果。
{"title":"MEDIA PREFERENCE ON NOTE-TAKING UPON STUDENTS’ COGNITIVE PROCESS","authors":"Luh Eka Susanti","doi":"10.25078/YB.V1I2.726","DOIUrl":"https://doi.org/10.25078/YB.V1I2.726","url":null,"abstract":"Note-taking acts as a tool to provide students for identifying and understanding the most important aspects of what they are learning (Borr et al., 2012). People who take notes typically retain more information which has a positive effect on learning (Titsworth in Borr et al., 2012). This study aims to investigate the preference and strategies used by the students when taking note. The medium they use indicates numbers of words generated in taking the note. There were three medium being utilized; longhand (traditional using pen and paper), laptop and mobile phone note. This study was conducted with 27 hospitality students who were learning Business English for Hotel and Tourism. Pre-test, post-test, interview, and questionnaire as well were couples of instruments used to obtain the data. The media preference they used indicates the numbers of word generated, abbreviations and symbols, looks, accurateness with the lecture time to process the note, format of notetaking, and the result of the test.","PeriodicalId":315000,"journal":{"name":"Yavana Bhasha : Journal of English Language Education","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125336053","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The gold generation of 2045 is expected to bring Indonesia to reach its golden period in 2045. Therefore, this generation needs to be complemented with human and social capital. The social capital would be pervaded if the generation has linguistic skills. Such skill would be auspicious when it is equipped by verbal-linguistic intelligence. Thus, the development of linguistic intelligence is needed for elementary school students as part of the golden generation of 2045. Development of verbal-linguistic intelligence can be carried out in the family, school and community scopes.
{"title":"DEVELOPING THE VERBAL-LINGUISTIC INTELLIGENCE OF ELEMENTARY SCHOOL STUDENTS INTHE SCOPE OF FAMILY, SCHOOL AND COMMUNITY","authors":"I. K. Wijaya","doi":"10.25078/YB.V1I2.727","DOIUrl":"https://doi.org/10.25078/YB.V1I2.727","url":null,"abstract":"The gold generation of 2045 is expected to bring Indonesia to reach its golden period in 2045. Therefore, this generation needs to be complemented with human and social capital. The social capital would be pervaded if the generation has linguistic skills. Such skill would be auspicious when it is equipped by verbal-linguistic intelligence. Thus, the development of linguistic intelligence is needed for elementary school students as part of the golden generation of 2045. Development of verbal-linguistic intelligence can be carried out in the family, school and community scopes.","PeriodicalId":315000,"journal":{"name":"Yavana Bhasha : Journal of English Language Education","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131912819","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The recent study was conducted to improve the competence of the students grade five of SD Negeri 2 Banjar Tegal Singaraja in speaking capability by applying Jazz Chant Technique. The subjects of the study were the second-year students of SD Negeri 2 Banjar Tegal Singaraja, especially those who belong to class V. The total number of the subjects was 17 students, 10 males, and 7 females. This study was conducted in two cycles. Each cycle consisted of two sessions. The first sessions were done for the treatment and the last session was for posttest. This study was an action-based classroom research that was conducted in two cycles in which four steps were involved in each cycle, namely; planning, action, observation, and reflection. Besides, the data were obtained through three kinds of an instrument; questionnaire, test, and researcher’s diary. A pre-test was given to the students before conducting the action to obtain the preliminary data of the students’ achievement in speaking capability. Then, the data obtained were descriptively analyzed. The study showed that the students’ competence in speaking capability improved. The continual improvement took place in the students’ achievement. It was shown by the students’ mean score, which increased from cycle to cycle. Students’ mean score was 54 in the pre-test, which was categorized as poor. After the treatment was conducted, it increased to a sufficient level of mastery 65 in post-test I. The second treatment was then conducted to get a satisfactory result since the results of students’ score were not satisfying yet. Finally, the students’ mean score could reach a good criterion, which was 80 in the post-test II. From the observation, it was found that Jazz Chant Technique allowed the students to collect their ideas, practice their pronunciation, intonation and organized their speaking capability through the song of Jazz Chant Technique that guided the students systematically in speaking capability so that they could produce good pronunciation in speaking. In addition, the technique also brought about a positive effect in fostering students’ motivation and interest in learning English.
摘要本研究旨在运用爵士吟唱技巧，以提高SD Negeri 2 Banjar Tegal Singaraja五年级学生的口语能力。研究对象为SD Negeri 2 Banjar Tegal Singaraja的二年级学生，特别是属于v班的学生。研究对象总数为17名学生，其中男10名，女7名。这项研究分两个周期进行。每个周期包括两个会议。第一阶段是治疗阶段，最后阶段是后期测试阶段。本研究是一项基于行动的课堂研究，分两个周期进行，每个周期涉及四个步骤，即;计划、行动、观察和反思。此外，数据通过三种仪器获得;问卷、测试和研究者日记。在行动开始前对学生进行预测，以获得学生口语能力成就的初步数据。然后，对所得数据进行描述性分析。研究表明，学生的口语能力有所提高。学生们的成绩不断提高。从学生的平均分数可以看出，每个周期的平均分数都在增加。学生在预测中的平均得分为54分，属于差。经过处理后，在后测i中提高到足够的掌握水平65，由于学生的成绩还不满意，所以进行了第二次处理，得到了满意的结果。最后，学生的平均成绩达到了一个很好的标准，在后测II中达到了80分。通过观察发现，Jazz Chant Technique可以让学生通过Jazz Chant Technique的歌曲来收集自己的想法，练习自己的发音，语调和组织自己的口语能力，系统地指导学生的口语能力，从而使他们在口语中产生良好的发音。此外，该方法在培养学生学习英语的动机和兴趣方面也起到了积极的作用。
{"title":"A COLLABORATIVE STUDY IN IMPROVING COMPETENCY IN SPEAKING SKILL BY USING “JAZZ CHANT TECHNIQUE” OF THE STUDENTS GRADE FIVE AT SD NEGERI 2 BANJAR TEGAL SINGARAJA","authors":"N. N. Artini","doi":"10.25078/yb.v1i2.728","DOIUrl":"https://doi.org/10.25078/yb.v1i2.728","url":null,"abstract":"The recent study was conducted to improve the competence of the students grade five of SD Negeri 2 Banjar Tegal Singaraja in speaking capability by applying Jazz Chant Technique. The subjects of the study were the second-year students of SD Negeri 2 Banjar Tegal Singaraja, especially those who belong to class V. The total number of the subjects was 17 students, 10 males, and 7 females. This study was conducted in two cycles. Each cycle consisted of two sessions. The first sessions were done for the treatment and the last session was for posttest. This study was an action-based classroom research that was conducted in two cycles in which four steps were involved in each cycle, namely; planning, action, observation, and reflection. Besides, the data were obtained through three kinds of an instrument; questionnaire, test, and researcher’s diary. A pre-test was given to the students before conducting the action to obtain the preliminary data of the students’ achievement in speaking capability. Then, the data obtained were descriptively analyzed. The study showed that the students’ competence in speaking capability improved. The continual improvement took place in the students’ achievement. It was shown by the students’ mean score, which increased from cycle to cycle. Students’ mean score was 54 in the pre-test, which was categorized as poor. After the treatment was conducted, it increased to a sufficient level of mastery 65 in post-test I. The second treatment was then conducted to get a satisfactory result since the results of students’ score were not satisfying yet. Finally, the students’ mean score could reach a good criterion, which was 80 in the post-test II. From the observation, it was found that Jazz Chant Technique allowed the students to collect their ideas, practice their pronunciation, intonation and organized their speaking capability through the song of Jazz Chant Technique that guided the students systematically in speaking capability so that they could produce good pronunciation in speaking. In addition, the technique also brought about a positive effect in fostering students’ motivation and interest in learning English.","PeriodicalId":315000,"journal":{"name":"Yavana Bhasha : Journal of English Language Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122769733","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The vast development of Information and Communication Technology (ICT) improves the integration of technology for the academic purpose. This phenomenon then raises an issue of technology acceptance, which becomes an interesting field of investigation for many scholars. In this respect, Technology Acceptance Model (TAM) has proven to be a robust, powerful, and parsimonious framework for predicting user acceptance of technology integration in various fields (Lai, 2017; Rondan-Cataluna et al., 2015). Although there is a lot of research studies reported the use of TAM and its developed versions in investigating the technology acceptance in the educational field, there is no publication that trying to map current studies which focus on educational technology acceptance research especially in ELT. Based on the needs of providing such information, this article would present the state of the art of the current research trends on the application of TAM framework in investigating ICT integration acceptance in ELT. The main part of this article would describe the evolution of TAM framework, followed by the discussion of recent research results concerning the technology acceptance, and the future trends of technology acceptance research in ELT. This state of the art article is expected to inspire other researchers to conduct further studies on technology acceptance in ELT and also suggest the ELT practitioners about the current and future trends in technology integration for academic purpose.
信息和通信技术(ICT)的巨大发展提高了学术目的的技术整合。这种现象引发了技术接受的问题，这成为许多学者研究的一个有趣领域。在这方面，技术接受模型(TAM)已被证明是一个健壮、强大和简洁的框架，用于预测用户对各个领域技术集成的接受程度(Lai, 2017;Rondan-Cataluna et al.， 2015)。虽然有很多研究报告使用TAM及其发展版本来调查教育领域的技术接受程度，但没有出版物试图映射当前关注教育技术接受研究的研究，特别是在英语教学中。基于提供这些信息的需要，本文将介绍TAM框架在调查英语教学中ICT集成接受度方面的最新研究趋势。本文的主要部分将描述TAM框架的演变，然后讨论有关技术接受的最新研究成果，以及英语教学中技术接受研究的未来趋势。这篇最新的文章旨在启发其他研究者对英语教学中的技术接受进行进一步的研究，并为英语教学从业者提供关于技术整合当前和未来趋势的学术建议。
{"title":"THE EVOLUTION OF TECHNOLOGY ACCEPTANCE MODEL (TAM) AND RECENT PROGRESS ON TECHNOLOGY ACCEPTANCE RESEARCH IN ELT: STATE OF THE ART ARTICLE","authors":"I. D. G. M. Putra","doi":"10.25078/yb.v1i2.724","DOIUrl":"https://doi.org/10.25078/yb.v1i2.724","url":null,"abstract":"The vast development of Information and Communication Technology (ICT) improves the integration of technology for the academic purpose. This phenomenon then raises an issue of technology acceptance, which becomes an interesting field of investigation for many scholars. In this respect, Technology Acceptance Model (TAM) has proven to be a robust, powerful, and parsimonious framework for predicting user acceptance of technology integration in various fields (Lai, 2017; Rondan-Cataluna et al., 2015). Although there is a lot of research studies reported the use of TAM and its developed versions in investigating the technology acceptance in the educational field, there is no publication that trying to map current studies which focus on educational technology acceptance research especially in ELT. Based on the needs of providing such information, this article would present the state of the art of the current research trends on the application of TAM framework in investigating ICT integration acceptance in ELT. The main part of this article would describe the evolution of TAM framework, followed by the discussion of recent research results concerning the technology acceptance, and the future trends of technology acceptance research in ELT. This state of the art article is expected to inspire other researchers to conduct further studies on technology acceptance in ELT and also suggest the ELT practitioners about the current and future trends in technology integration for academic purpose.","PeriodicalId":315000,"journal":{"name":"Yavana Bhasha : Journal of English Language Education","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134526873","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The objective of the present study is to find out whether or not speaking skill of the tenth-gradestudents of SMA N 8 Denpasar can be improved through Inside-Outside Circle. This also helps the students to think critically about a topic. A scientific research should have an objective of study because it can make the research being useful and directed. The objective of the present study is to find out whether or not speaking skill of the tenth-grade students of SMA N 8 Denpasar can be improved through Inside-outside circle. The present study was a classroom action research (CAR) as a research design which concerns with teaching speaking through Inside-outside Circle. In the present study, the teaching and learning process was a cyclical process and divided into some cycles where each cycle consisted of some interrelated activities such as planning, action, observation, and reflection. The research instruments which were used in this study were a test (pre-test and post-test), and questionnaire. Based on the findings, the pre-existing data showed that the subjects still had low skill in English especially in speaking. The result of the pre-test showed that only 9 subjects can pass the minimum passing grade. In line with the post-test of the cycle I, the data showed that 22 subjects could pass the minimum passing grade. Finally, the post-test of cycle II showed that there were 32 subjects who passed the minimum passing grade. The increasing mean score showed that the subjects’ speaking skill could be improved by implementing Inside-outside Circle.
{"title":"IMPROVING SPEAKING SKILL THROUGH INSIDE-OUTSIDE CIRCLE TECHNIQUE OF THE TENTH GRADE STUDENTS OF SMA N 8 DENPASAR","authors":"I. N. Madra","doi":"10.25078/yb.v1i2.729","DOIUrl":"https://doi.org/10.25078/yb.v1i2.729","url":null,"abstract":"The objective of the present study is to find out whether or not speaking skill of the tenth-gradestudents of SMA N 8 Denpasar can be improved through Inside-Outside Circle. This also helps the students to think critically about a topic. A scientific research should have an objective of study because it can make the research being useful and directed. The objective of the present study is to find out whether or not speaking skill of the tenth-grade students of SMA N 8 Denpasar can be improved through Inside-outside circle. The present study was a classroom action research (CAR) as a research design which concerns with teaching speaking through Inside-outside Circle. In the present study, the teaching and learning process was a cyclical process and divided into some cycles where each cycle consisted of some interrelated activities such as planning, action, observation, and reflection. The research instruments which were used in this study were a test (pre-test and post-test), and questionnaire. Based on the findings, the pre-existing data showed that the subjects still had low skill in English especially in speaking. The result of the pre-test showed that only 9 subjects can pass the minimum passing grade. In line with the post-test of the cycle I, the data showed that 22 subjects could pass the minimum passing grade. Finally, the post-test of cycle II showed that there were 32 subjects who passed the minimum passing grade. The increasing mean score showed that the subjects’ speaking skill could be improved by implementing Inside-outside Circle.","PeriodicalId":315000,"journal":{"name":"Yavana Bhasha : Journal of English Language Education","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133936614","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research was conducted in attempt to analyze and describe the types of authentic assessment implemented by the EFL Teachers at MA DI PUTRA NURUL HAKIM. This research applied a descriptive research designsince it was aimed at analyzing and describing the types of authentic assessment practiced by the EFL teachers in English classes in MA DI PUTRA NURUL HAKIM. The method of gathering the data was observation supported with document study and interview to get more deeply. In relation to the problem raised, the current study found that there were various types of authentic assessment used by the EFL teachers. They were oral presentations and dramatizations, story telling, reading aloud,demonstration, constructed response items, writing samples, and peer assessment. The researcheralso found that the EFL teachers integrated one skill with others since one single method of assessment can be used to assess more than one skill, and one skill was assessed by using some types of assessement
{"title":"THE IMPLEMENTATION OF AUTHENTIC ASSESSMENT IN MA DI PUTRA NURUL HAKIM IN THE ACADEMIC YEAR 2017/2018","authors":"Imansyah Imansyah, I. M. P. Utama, B. Sumarni","doi":"10.25078/YB.V1I2.725","DOIUrl":"https://doi.org/10.25078/YB.V1I2.725","url":null,"abstract":"This research was conducted in attempt to analyze and describe the types of authentic assessment implemented by the EFL Teachers at MA DI PUTRA NURUL HAKIM. This research applied a descriptive research designsince it was aimed at analyzing and describing the types of authentic assessment practiced by the EFL teachers in English classes in MA DI PUTRA NURUL HAKIM. The method of gathering the data was observation supported with document study and interview to get more deeply. In relation to the problem raised, the current study found that there were various types of authentic assessment used by the EFL teachers. They were oral presentations and dramatizations, story telling, reading aloud,demonstration, constructed response items, writing samples, and peer assessment. The researcheralso found that the EFL teachers integrated one skill with others since one single method of assessment can be used to assess more than one skill, and one skill was assessed by using some types of assessement","PeriodicalId":315000,"journal":{"name":"Yavana Bhasha : Journal of English Language Education","volume":"02 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124385810","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This article aimed to describe the role of storytelling based on Upanishad stories on English language education and character building for elementary student. Storytelling is the original form of teaching and has the potential of fostering emotional intelligence and help the child gain insight into human behavior. Storytelling also promotes language learning by enriching learners’ vocabulary and acquiring new language structures. Moreover, storytelling can provide a motivating and low anxiety context for language learning. There are several stories derived from Purana and Upanishad. One of those story from Upanishad that can be used to build a strong and good character as well as training them to learn English for kids in elementary school is the story of Nachiketa. Keywords: English Language Education, character building, Storytelling, Upanishad Stories
{"title":"ENGLISH LANGUAGE EDUCATION AND CHARACTER BUILDING FOR ELEMENTARY STUDENT THROUGH STORYTELLING BASED ON UPANISAD STORIES","authors":"Ni Nyoman Ayu Nikki Avalokitesvari","doi":"10.25078/yb.v1i1.713","DOIUrl":"https://doi.org/10.25078/yb.v1i1.713","url":null,"abstract":"This article aimed to describe the role of storytelling based on Upanishad stories on English language education and character building for elementary student. Storytelling is the original form of teaching and has the potential of fostering emotional intelligence and help the child gain insight into human behavior. Storytelling also promotes language learning by enriching learners’ vocabulary and acquiring new language structures. Moreover, storytelling can provide a motivating and low anxiety context for language learning. There are several stories derived from Purana and Upanishad. One of those story from Upanishad that can be used to build a strong and good character as well as training them to learn English for kids in elementary school is the story of Nachiketa. Keywords: English Language Education, character building, Storytelling, Upanishad Stories","PeriodicalId":315000,"journal":{"name":"Yavana Bhasha : Journal of English Language Education","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115808581","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The 4 Cs 21 st century skills framework has included collaboration as one of the critical skills for now and future generation living. In EFL context, studies about collaboration are often connected with collaborative writing (CW). This strategy has been more popular especially in higher education as academic writing and collaboration skills development strategy. Numbers of studies reported not only the outcome but also the process of collaborative writing. This paper synthesizes research reports in the last decade collected from online publication including unpublished thesis and dissertation as well as articles in journals related to language education. Inspired by Dillenbourg (1996), this synthesis report is organized into four dimensions; focus on effect, condition, interaction, and technology use. Finally, some possible future research questions are pointed out.
{"title":"COLLABORATIVE WRITING IN EFL CONTEXT: A LITERATURE REVIEW OF RESEARCH REPORTS IN THE LAST DECADE*","authors":"Ani Susanti","doi":"10.25078/yb.v1i1.617","DOIUrl":"https://doi.org/10.25078/yb.v1i1.617","url":null,"abstract":"The 4 Cs 21 st century skills framework has included collaboration as one of the critical skills for now and future generation living. In EFL context, studies about collaboration are often connected with collaborative writing (CW). This strategy has been more popular especially in higher education as academic writing and collaboration skills development strategy. Numbers of studies reported not only the outcome but also the process of collaborative writing. This paper synthesizes research reports in the last decade collected from online publication including unpublished thesis and dissertation as well as articles in journals related to language education. Inspired by Dillenbourg (1996), this synthesis report is organized into four dimensions; focus on effect, condition, interaction, and technology use. Finally, some possible future research questions are pointed out.","PeriodicalId":315000,"journal":{"name":"Yavana Bhasha : Journal of English Language Education","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121376256","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Metacognitive learning strategies (MLS) have been proven to promote problem solving skills and enable students to achieve better in learning (Aurah, 2013; Magogwe, 2013). Researches on MLS have also been done to investigate its effect on students’ performance in various ELT skills, e.g. listening, reading, speaking and writing. Most of the researchers found that MLS plays a significant role in students’ learning those four skills. However, there is still lack of studies done in academic writing especially within the Indonesian EFL setting. Besides, a research which is done by controlling various variables, e.g. English proficiency, students’ self-efficacy (self-regulatory factors), modes of writing (paper-based & internet based), etc. is required to give a clearer picture about the role of MLS in EFL academic writing. Keywords: metacognitive learning strategies, academic writing
{"title":"METACOGNITIVE LEARNING STRATEGIES IN ENGLISH LANGUAGE TEACHING & LEARNING","authors":"I. Dewa, Gede Rat, Dwiyana Putra, Ihdn Denpasar","doi":"10.25078/yb.v1i1.718","DOIUrl":"https://doi.org/10.25078/yb.v1i1.718","url":null,"abstract":"Metacognitive learning strategies (MLS) have been proven to promote problem solving skills and enable students to achieve better in learning (Aurah, 2013; Magogwe, 2013). Researches on MLS have also been done to investigate its effect on students’ performance in various ELT skills, e.g. listening, reading, speaking and writing. Most of the researchers found that MLS plays a significant role in students’ learning those four skills. However, there is still lack of studies done in academic writing especially within the Indonesian EFL setting. Besides, a research which is done by controlling various variables, e.g. English proficiency, students’ self-efficacy (self-regulatory factors), modes of writing (paper-based & internet based), etc. is required to give a clearer picture about the role of MLS in EFL academic writing. Keywords: metacognitive learning strategies, academic writing","PeriodicalId":315000,"journal":{"name":"Yavana Bhasha : Journal of English Language Education","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114124841","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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