This study aims to understand the use of Total Physical Response or TPR method to improve English vocabulary skill of students with mental retardation. Students with mental retardation are students who have an IQ score less than 70 on a psychological test of intelligence; therefore, they have difficulty in learning including learning English. TPR is a fun method to teach students with mental retardation. The subject of this study was eight students with mental retardation of the 11th grade in SLB N Kota Magelang. To investigate the TPR method, the researchers did direct teaching to the students. Pre-test was given before TPR method was employed then post-test was done afterwards. By comparing the pre-test and post-test score, the result shows that the students’ average score increases after the TPR method was implemented. The highest score in pre-test is 90 and the lowest score is 60. Meanwhile, the highest score in post-test is 100 and the lowest score is 70. The average score in pre-test is 71,25 and the average score in post-test is 87,50. It can be concluded that Total Physical Response method was successfully implemented in increasing the students’ English vocabulary skill.
{"title":"Penerapan Metode Total Physical Response (TPR) untuk Meningkatkan Keterampilan Kosakata Bahasa Inggris bagi Siswa Tunagrahita","authors":"N. Nugraheni, Lukas Danu Kristian","doi":"10.22146/JLA.35177","DOIUrl":"https://doi.org/10.22146/JLA.35177","url":null,"abstract":"This study aims to understand the use of Total Physical Response or TPR method to improve English vocabulary skill of students with mental retardation. Students with mental retardation are students who have an IQ score less than 70 on a psychological test of intelligence; therefore, they have difficulty in learning including learning English. TPR is a fun method to teach students with mental retardation. The subject of this study was eight students with mental retardation of the 11th grade in SLB N Kota Magelang. To investigate the TPR method, the researchers did direct teaching to the students. Pre-test was given before TPR method was employed then post-test was done afterwards. By comparing the pre-test and post-test score, the result shows that the students’ average score increases after the TPR method was implemented. The highest score in pre-test is 90 and the lowest score is 60. Meanwhile, the highest score in post-test is 100 and the lowest score is 70. The average score in pre-test is 71,25 and the average score in post-test is 87,50. It can be concluded that Total Physical Response method was successfully implemented in increasing the students’ English vocabulary skill. ","PeriodicalId":34234,"journal":{"name":"JLA Jurnal Lingua Applicata","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81621746","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}
Fluency in reading is one of the important factors in language learning, especially foreign languages. Fluency in reading can be seen from understanding vocabulary, reading speed, rhythm and expression, also understanding the reading’s contents. Reading fluently is one of the effective learning methods to help for understanding the vocabulary and the content of the text. Reading fluency is needed by Korean leaners when working with Korean stakeholders. This study analyzes the fluency of Korean language learners in reading Korean texts using qualitative descriptive methods. This study found that the learning period and the Korean Language Proficiency Test score of the learner are not always directly assesed to leaner’s fluency in reading. Fluency in reading is also influenced by some factors, such as how much intensity and frequency of learners learn new vocabulary through text, and how instructors provide learning about morphology in how to read a word in Korean.
{"title":"Analisis Kefasihan Pembelajar Bahasa Korea dalam Membaca Teks Berbahasa Korea","authors":"Theresia Avila Rencidiptya Gitanati Firstantin","doi":"10.22146/JLA.46645","DOIUrl":"https://doi.org/10.22146/JLA.46645","url":null,"abstract":"Fluency in reading is one of the important factors in language learning, especially foreign languages. Fluency in reading can be seen from understanding vocabulary, reading speed, rhythm and expression, also understanding the reading’s contents. Reading fluently is one of the effective learning methods to help for understanding the vocabulary and the content of the text. Reading fluency is needed by Korean leaners when working with Korean stakeholders. This study analyzes the fluency of Korean language learners in reading Korean texts using qualitative descriptive methods. This study found that the learning period and the Korean Language Proficiency Test score of the learner are not always directly assesed to leaner’s fluency in reading. Fluency in reading is also influenced by some factors, such as how much intensity and frequency of learners learn new vocabulary through text, and how instructors provide learning about morphology in how to read a word in Korean.","PeriodicalId":34234,"journal":{"name":"JLA Jurnal Lingua Applicata","volume":"38 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90460317","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 paper aims to describe the development and implementation of competence-based syllabus of English in the second grade class of SD Muhammadiyah Jagalan. The research data were collected through direct observation and interviews with teachers and headmaster in SD Muhammadiyah Jagalan. Quotes from several books and references were used to support the analysis. The result showed that there are five stages to incorporate motor aspect in developing a competence-based syllabus, namely implementing the principles, formulating the set of procedures, implementing the development process, and formatting and modelling the developed syllabus based on KBK. The developed syllabus was then implemented in the class. The result showed that the developed syllabus brought positive impact for the students’ learning process in class. The impact include the increasing attention of students to the material explained by the teacher in the class, the building up of student’s self-confidence, and the growing interest of students to participate in the class when the teacher gives assignments.
{"title":"Incorporating Motor Aspects in a Competence- based Syllabus for Second Grade English Class in SD Muhammadiyah Jagalan","authors":"Cisya Dewantara Nugraha, Dian Ayu Septiani Wiwitan","doi":"10.22146/jla.49214","DOIUrl":"https://doi.org/10.22146/jla.49214","url":null,"abstract":"This paper aims to describe the development and implementation of competence-based syllabus of English in the second grade class of SD Muhammadiyah Jagalan. The research data were collected through direct observation and interviews with teachers and headmaster in SD Muhammadiyah Jagalan. Quotes from several books and references were used to support the analysis. The result showed that there are five stages to incorporate motor aspect in developing a competence-based syllabus, namely implementing the principles, formulating the set of procedures, implementing the development process, and formatting and modelling the developed syllabus based on KBK. The developed syllabus was then implemented in the class. The result showed that the developed syllabus brought positive impact for the students’ learning process in class. The impact include the increasing attention of students to the material explained by the teacher in the class, the building up of student’s self-confidence, and the growing interest of students to participate in the class when the teacher gives assignments. ","PeriodicalId":34234,"journal":{"name":"JLA Jurnal Lingua Applicata","volume":"70 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83016520","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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