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Teacher’s Directive Speech Acts at Kindergarten School 幼儿园教师指导言语行为研究
Pub Date : 2018-11-27 DOI: 10.21580/vjv7i12735
Kharisma Puspita Sari
The research is field research with descriptive qualitative research. The research aims to determine and investigate the teacher's directive speech acts at kindergarten school. The research investigates a teacher in a day of teaching-learning activity at kindergartenschool. Deeply, the research investigates a whole sequence of activity in the class. Actually, there are 6 sessions of the learning activity determined such as; 1) forming in line, 2) circle time, 3) praying up, 4) learning activity, 5) take a rest, 6) learning evaluation and review, 7) praying up, 8) singing a song, 9) closing session. From this sequence of activities, there are three types of directive speech acts which is often used by teacher at certain kindergarten school like requests, requirements, and questions. Specifically, there are several types of directive speech acts in details used by the teacher such as asking, interrogating, inquiring, invite, command, order, hope, suggest, prohibit, advice, and others.
本研究采用描述性定性研究的实地调查方法。本研究旨在确定和调查幼儿园教师的指导性言语行为。本研究调查了一位幼儿园教师一天的教与学活动。这项研究深入地调查了课堂上的一系列活动。实际上,有6个阶段的学习活动确定,如;1)排队,2)圈时间,3)向上祈祷,4)学习活动,5)休息,6)学习评估和复习,7)向上祈祷,8)唱歌,9)结束会议。在这一系列的活动中,有三种类型的指导性言语行为,即请求、要求和提问,是某些幼儿园教师经常使用的。具体来说,教师使用的指导性言语行为有询问、询问、询问、邀请、命令、命令、希望、建议、禁止、劝告等几种类型。
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引用次数: 8
Students’ Perception in Teaching Writing through Facebook Group in EFL Class 学生在英语课堂上运用Facebook小组进行写作教学的感知
Pub Date : 2018-11-27 DOI: 10.21580/vjv7i12739
Lilies Youlia Friatin
This paper is a case study on teaching writing through the Facebook group in EFL class which is intended to examinethe students' perceptions on the use of the Facebook group in teaching and learning EFL writing. Descriptive qualitative by conducting closed-ended questionnaire to 17 students at the twelfth grade of SMAN 2Ciamis which were selected purposively as the respondents. The findings asserted that the students' perceptions toward the use of Facebook group in teaching and learning EFL writing showed the positive influence that the application of Facebook group gave positive effects to the students, it motivated and made the students enjoy in learning writing.
本文以脸谱网小组作为英语写作教学的案例研究,旨在考察学生对脸谱网小组在英语写作教学和学习中的应用的看法。描述性定性研究采用封闭式问卷调查的方法,对有意选择的17名厦门中学12年级学生进行问卷调查。研究结果表明,学生对在英语写作教学中使用Facebook小组的看法显示出积极的影响,Facebook小组的应用给学生带来了积极的影响,它激励并使学生享受学习写作。
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引用次数: 7
Developing Students’ Participation in a Mixed-levels Reading Class via Cooperative Integrated Reading and Composition (CIRC) 通过合作式综合阅读与写作培养学生在混合水平阅读课堂中的参与度
Pub Date : 2018-11-27 DOI: 10.21580/vjv7i12200
Endang Sulistianingsih
Students, especially at the higher level need to bean efficient reader to comprehend somereading materials from varied sources associated with their studies. Teaching reading becomes not easy sincethe teacher has to face the problems on how to teach reading in a mixed-levelsreading class? How can all students become motivated more active in reading class? How to promote cooperation among students with divergent competency and motivation? To address such questions, this paper demonstrates how reading skill, participation, and cooperation can be developed through CIRC. The research was a case study where quantitative and qualitative were mixed. The participants of this research were students of communication studies at the Social and Political Science Faculty in higher education. Eighteen students participated in this research. The participant was took using saturation sampling. The data was collected through observation to determine students’ participation and reading comprehension test to measure the student’s reading comprehension level.CIRCwas used as teaching instruction during the intervention.  Through this method, learning reading can increase good interrelationship, individual and group responsibility, interpersonal and small group skills.  Therefore, a presence of cooperation is established, comprehension can be developed, and passive students become active while active students become active. This research is useful for EFL teacher who teaches in a big class where his/her studentshave different levels of reading proficiency.
学生,尤其是高水平的学生,需要成为一个高效的读者,以理解与他们的学习有关的各种来源的阅读材料。阅读教学变得不容易,因为教师必须面对如何在混合水平的阅读课上教授阅读的问题。如何让所有的学生在阅读课上变得更积极?如何促进具有不同能力和动机的学生之间的合作?为了解决这些问题,本文展示了如何通过CIRC来发展阅读技能、参与和合作。该研究是一个定量和定性混合的案例研究。这项研究的参与者是高等教育社会与政治科学学院传播学专业的学生。18名学生参加了这项研究。参与者采用饱和采样法。通过观察收集数据,确定学生的参与程度,并通过阅读理解测试来衡量学生的阅读理解水平。在干预期间,circ作为教学指导。通过这种方法,学习阅读可以增加良好的人际关系,个人和团体的责任,人际交往和小组技能。因此,合作的存在得以建立,理解得以发展,被动的学生变得主动,主动的学生变得主动。这项研究对那些在大班授课的英语教师很有帮助,因为他们的学生阅读水平不同。
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引用次数: 6
A Comparative Study on Group-Based Learning Using STAD and SGD Toward Students’ Writing Achievement of Descriptive Text 使用STAD和SGD进行小组学习对学生描述性文本写作成绩的比较研究
Pub Date : 2018-11-27 DOI: 10.21580/vjv7i12740
S. Wahyuni
This study discusses a comparative study of group-based learning method between STAD and SGD toward students’ writing achievement of descriptive text on the tenth grade of SMK SalafiyahKajen in the academic year of 2017/2018. The purpose of the study was to differentiate those two methods, which were then found the appropriate method between STAD and SGD for learning writing skill. This study used a mixed method by using comparative design. The subject of this study were the students at the tenth grade of SMK SalafiyahKajen, students’ class RPL 2 and TB. The students from both of the class had different treatment which RPL 2 was treated using SGD and TB was treated using STAD. The technique of data collection was a test, observation, and documentation. The test consisted of two tests; they were pre-test and post-test. After collecting the data, it was found that the average score of pre-test of SGD group was 50.06 and for STAD group was 47.75; meanwhile, the average score of post-test of SGD group was 68.70 and for STAD group was 63.10. So, the computation of t count was 5.031, and the t table was 1.69. The t count was higher than t table, which stated that Ha was accepted. It meant that there was a significant difference between students' writing achievement which was taught by using STAD and SGD. The conclusion defined that SGD was better than STAD to be applied in learning writing.
本研究探讨了2017/2018学年SMK salafiyaahkajen十年级学生描述性文本写作成绩中STAD和SGD小组学习方法的比较研究。研究的目的是区分这两种方法,然后在STAD和SGD之间找到适合学习写作技巧的方法。本研究采用比较设计的混合方法。本研究以salafiyaahkajen小学十年级学生、RPL 2班和TB班为研究对象。两个班的学生进行了不同的治疗,RPL 2用SGD治疗,TB用STAD治疗。数据收集的技术是测试、观察和记录。测试包括两个测试;分为前测和后测。收集资料后发现,SGD组前测平均分为50.06分,STAD组前测平均分为47.75分;同时,SGD组后测平均分为68.70分,STAD组后测平均分为63.10分。因此,计算t计数为5.031,t表为1.69。t计数高于t表,说明Ha被接受。这意味着使用STAD和SGD教学的学生的写作成绩存在显著差异。结论明确了SGD比STAD更适合应用于写作学习。
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引用次数: 0
A Teacher’s Beliefs and Practices of Using Video to Teach Speaking: A Case Study At SMA As-Salam Surakarta 教师使用视频教学口语的信念和实践:以SMA As-Salam Surakarta为例
Pub Date : 2018-11-27 DOI: 10.21580/VJV7I12398
Ummy Khoirunisya' Masyhudianti, Hanita Masithoh, K. Nisa'
In the 21st century era, the implementation of technology in the form of common digital media and resources has been applied by teachers in language teaching and learning process. One of the digital media broadly used in teaching is video. It provides many advantages to promoteand improve students' speaking skill. This study aims to investigate the teacher's beliefs and the practices of using video in teaching speaking at the Ten Grade of SMA As-Salam Surakarta. A qualitative method was employed as the design of this study. An English teacher voluntarily involved as the participant. The data were collected through in depth-interview. The findings were categorized into three majors: 1) Teacher's belief in teaching speaking using video; 2) The reflection of those beliefs in classroom practices; 3) Factors shaping the teacher's beliefs and the practices. The result showed that there is no discrepancy between the teacher's beliefs and teaching practices. This study has a contribution to the development of English foreign language teaching. Hence, it is suggested that the English teacher should highlight their beliefs in order to create effective teaching practices.
在21世纪时代,技术的实施以通用的数字媒体和资源的形式被教师应用于语言教学和学习过程。在教学中广泛使用的数字媒体之一是视频。它为促进和提高学生的口语技能提供了许多好处。本研究的目的是调查教师的信念和使用视频教学的做法在十年级的SMA As-Salam Surakarta。本研究采用定性方法设计。一位英语老师作为参与者自愿参与。数据采用深度访谈法收集。调查结果分为三个方面:1)教师对视频口语教学的信念;2)这些信念在课堂实践中的反映;3)形成教师信念与实践的因素。结果表明,教师的信念与教学实践之间不存在差异。本研究对英语外语教学的发展有一定的贡献。因此,建议英语教师强调自己的信仰,以创造有效的教学实践。
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引用次数: 4
An Analysis of Speech Act Used in London Has Fallen Movie 《伦敦堕落电影》中的言语行为分析
Pub Date : 2018-10-31 DOI: 10.21580/VJV7I23022
Zulfa Tutuarima, Nuraeningsih Nuraeningsih, Rusiana Rusiana
The most significant thing in speech act is the message that speaker wants to convey. It means when using language is not only produces a sentence but also perform an action. The aims of the research are (i) to find out the kinds of speech act used in London Has Fallen Movie (ii) to find out the way of speech act and the classifications of illocutionary act used in London Has Fallen Movie. This research uses descriptive qualitative research. This research figures out the kinds of speech act and the classifications of illocutionary act used in London Has Fallen Movie. The result of the research shows that: (i) there are 76 utterances of speech act used in London Has Fallen Movie which is the most dominant is illocutinary act consist of 37 utterances. (ii) there are 99 utterances of the classifications of illocutionary act and the most dominant categories are directive with 32 utterances and expressive with 23 utterances.
言语行为中最重要的是说话者想要传达的信息。这意味着在使用语言时,不仅要产生一个句子,还要执行一个动作。研究的目的是:(1)找出《伦敦陷落电影》中言语行为的类型;(2)找出《伦敦陷落电影》中言语行为的方式和言外行为的分类。本研究采用描述性定性研究。本文研究了电影《伦敦陷落》中言语行为的种类和言外行为的分类。研究结果表明:(1)《伦敦陷落》中言语行为共有76个话语,其中最主要的是由37个话语组成的语用行为。(2)言外行为分类共有99个话语,其中最主要的是指示性话语(32个)和表达性话语(23个)。
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引用次数: 29
The Integration of Dynamic Assessment in L2 Classroom: How Students Perceive it? 动态评价在第二语言课堂中的整合:学生如何感知?
Pub Date : 2018-10-31 DOI: 10.21580/VJV7I23024
W. Kusumaningrum, Prima Ferri Karma
The present study focuses on the implementation of traditional diagnostic test for speaking skill in the form of an interview with no specific set of corrective procedure. However, it triggers more increasing worries on the significance of standardized test such as not being able to unlock students’ speaking potential. This study highlights on Dynamic Assessment (DA) based on the Vygotsky’s Sociocultural Theory (1978). Fundamentally, DA inserts mediation process such as prompts, hints, and leading questions in its interview process. This study compares the efficacy of Dynamic Assessment (DA) and the standardized diagnostic test/Non-Dynamic Assessment (NDA) in diagnosing and unlocking their potential. Using a quasi-experimental research with non-equivalent group design (NEGD), this study focused on four micro speaking skills including pronunciation, vocabulary, grammar, and fluency. The results suggested that the use of DA was able to identify their current speaking performance and uncover their speaking potential even if some were claimed to have the similar speaking level. While, the standardized test (NDA) emphasized only on the current performance and was not able to elicit their potential.
本研究的重点是传统的口语技能诊断测试的实施,以面谈的形式,没有特定的纠正程序。然而,这引发了人们对标准化考试重要性的越来越多的担忧,比如无法释放学生的口语潜力。本研究以维果茨基(Vygotsky)的社会文化理论(1978)为基础,重点研究动态评估(DA)。从根本上说,数据分析在其访谈过程中插入了提示、提示、引导性问题等中介过程。本研究比较了动态评估(DA)和标准化诊断测试/非动态评估(NDA)在诊断和释放其潜力方面的效果。本研究采用非等效组设计(non-equivalent group design, NEGD)的准实验研究方法,重点关注语音、词汇、语法和流利度四种微观口语技能。结果表明,即使有些人声称自己的口语水平相似,使用DA也能识别他们目前的口语表现,并发现他们的口语潜力。而标准化测试(NDA)只强调当前的表现,不能激发他们的潜力。
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引用次数: 3
Directive Speech Acts in The Movie “The Message” By Moustapha Akkad 穆斯塔法·阿卡德导演的电影《消息》中的指示言语行为
Pub Date : 2018-10-31 DOI: 10.21580/vjv7i22803
Asmi Yuniati, Sayyidatul Fadhillah, Muhammad Nafi Annury
This study is aimed to explain the classifications and to explain the contribution of directive speech acts analysis in the "The Message" by Moustapha Akkad to EFL learner in understanding the expression of giving the command. This study used descriptive qualitative which the writer interprets of utterances that contain the types of directive speech acts in this movie and the contribution of this research in EFL Classroom. The result of the study showed that 213 utterances of the directive of speech acts were successfully identified. There are command (182 data or 85.44 %), order (2 data or 0.94 %), request (10 data or 4.70 %), and suggestion (19 data or 8.92 %). So it can be concluded that the dominant directive is a command because this movie contained many commands of the Prophet Muhammad and his friends in the battle of Badr and Uhud. This result of this research is suggested for students. Teacher as a facilitator can use this movie as learning media. By watching this movie, the student can observe the expression of giving a command. Expression of giving command was found in basic competence (3.4 and 4.4).
本研究旨在解释穆斯塔法·阿卡德的《讯息》中指示性言语行为的分类和分析对英语学习者理解发出命令的表达的贡献。本研究采用描述性定性的方法对电影中包含指导性言语行为类型的话语进行解释,并对该研究在英语课堂中的贡献进行分析。研究结果表明,213个言语行为指令话语被成功识别。命令(182条,占85.44%)、命令(2条,占0.94%)、请求(10条,占4.70%)、建议(19条,占8.92%)。因此可以得出结论,主要的指令是命令,因为这部电影包含了先知穆罕默德和他的朋友在白德尔和胡德战役中的许多命令。这项研究的结果是建议给学生。教师作为引导者可以利用这部电影作为学习媒介。通过观看这部电影,学生可以观察到发出命令的表情。在基本能力(3.4和4.4)中有下达命令的表达。
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引用次数: 7
The Effect of Task Based Language Teaching on the Teaching Practice of Pre Service English Teacher 任务型语言教学对职前英语教师教学实践的影响
Pub Date : 2018-10-31 DOI: 10.21580/VJV7I23046
Nadiah Ma’mun
This present study investigated the effect of Task-Based Language Teaching (TBLT) on the teaching practice of pre-service English teacher. The research method used to study was experimental research with one group design. The sample of the research was 25 students of Microteaching class at English Education Department. The data were collected through the Performance Test of teaching practice as the instrument of the research. After conducting the pre-test of the Performance test of teaching practice and giving the treatment by using TBLT and the post-test. The result of post-test is higher than pre-test. It happened after the researcher gave treatments using TBLT to the pre-service English teacher. The researcher used the t-test formula to discover the significant difference between the teaching practice of the pre-service English teacher and the use of TBLT. The score of t-test was 8.90, higher than t-table. Thus, it could be concluded that there was a significant difference before and after being taught by using TBLT. The result showed that it had a positive effect.
本研究旨在探讨任务型语言教学(TBLT)对职前英语教师教学实践的影响。本研究采用单组设计的实验研究方法。本研究以英语教育系微教学班25名学生为研究对象。通过教学实践绩效测试收集数据,作为研究的工具。在对教学实践绩效测试进行前测后,采用任务型教学法和后测进行处理。后测结果高于前测。这发生在研究者对职前英语教师进行任务型教学治疗之后。研究者使用t检验公式发现职前英语教师的教学实践与任务型教学的使用之间存在显著差异。t检验得分为8.90,高于t表。因此,我们可以得出结论,使用任务型教学前后存在显著差异。结果表明,它具有积极的作用。
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引用次数: 3
Designing A Language Lesson: Pedagogical and Linguistic Perspectives 设计一门语言课程:教育学和语言学的观点
Pub Date : 2018-10-31 DOI: 10.21580/VJV7I22864
Didin Nuruddin Hidayat
Designing a language lesson is a challenging task for teachers. In order to have a good language lesson, teachers cannot just rely on the textbook. They need at least to develop the lesson from the textbook or even to design their own lesson. Teachers also need to consider how they are going to apply the lesson planned in the classroom. Another consideration would be to integrate the specific language skill and/or element with the other skills. This is essential in order to achieve the utmost results of teaching and learning. This paper discusses a language lesson in the area of grammar - Used To  - designed by the author. The lesson is not only intended to expose learners with the structure and rules of grammar, but also allow learners to practice the grammar in use. Hence, the developed grammar lesson aimed to improve the communicative competence of the learners. Considering the wide aspect of teaching analysis, the present article focuses on the application of the lessons in the classroom, the aspects of language skills covered, as well as the linguistic foundation for the exercises. It is hoped that this article can provide insights to language educators in developing grammar lessons that cater to the considerations of pedagogical and linguistic perspectives.
设计语言课程对教师来说是一项具有挑战性的任务。为了上一节好的语言课,教师不能仅仅依靠教科书。他们至少需要从教科书中发展课程,甚至设计自己的课程。教师还需要考虑他们将如何在课堂上应用课程计划。另一个考虑是将特定的语言技能和/或元素与其他技能结合起来。为了达到教与学的最大效果,这是必不可少的。本文讨论了作者设计的一门语法语言课——习惯用语。本课程不仅旨在让学习者了解语法的结构和规则,而且还允许学习者在使用中练习语法。因此,开发的语法课旨在提高学习者的交际能力。本文从教学分析的广泛性出发,着重探讨了课程在课堂上的应用、所涉及的语言技能以及练习的语言基础。希望本文能对语言教育者在制定符合教育学和语言学观点的语法课程时提供一些启示。
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引用次数: 1
期刊
Vision Journal of Language and Foreign Language Learning
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