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Teaching English to Children With Hearing Impairment: A Case Study in Special School 聋儿英语教学:以特殊学校为例
Pub Date : 2019-06-28 DOI: 10.32332/PEDAGOGY.V7I1.1430
A. A. Dewi, Umi Yawisah, Syahreni Siregar
This paper aimed to show the EFL classroom activities for children with hearing impairment conducted by the teacher, the teacher’s consideration in designing and implementing the EFL classroom activities, and challenges faced by the teacher in developing EFL classroom activities. The study was qualitative in nature. The data collected through observation, interview, and documentation. Additionally, this paper applied Miles and Huberman model to analyze the research data through some steps, namely, data reduction, data display and drawing a conclusion. In this research, the researcher observed the teaching process and interview the English teacher for children with hearing impairment at the eighth graders of SLB (Education of physically and mentally handicapped children) Negeri Metro. The results indicated that the teacher designed, and implemented the EFL classroom activities based on the students’ characteristics, needs, and abilities such as selecting the activity which provides instruments especially visual supports, modifying the classroom environment. Moreover, the teacher also faced the children’s limitations as her challenges but she had her own way to overcome the challenges such as giving a simple and easy activity and maximum visual supports to the students in the activity.
本文旨在展示教师为听力障碍儿童开展的英语课堂活动,教师在设计和实施英语课堂活动时的考虑,以及教师在开展英语课堂活动时面临的挑战。这项研究本质上是定性的。通过观察、访谈和记录收集的数据。此外,本文运用Miles和Huberman模型,通过数据约简、数据显示、得出结论等步骤对研究数据进行分析。在本研究中,研究者通过对Negeri Metro(身心障碍儿童教育)八年级听力障碍儿童的教学过程进行观察,并采访了听力障碍儿童的英语教师。结果表明,教师根据学生的特点、需求和能力来设计和实施英语课堂活动,如选择能提供工具特别是视觉支持的活动,改变课堂环境等。此外,老师也面对孩子们的局限性作为她的挑战,但她有自己的方法来克服挑战,比如给学生一个简单易行的活动,在活动中给学生最大限度的视觉支持。
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引用次数: 3
A Study on Ganre-Based Approach in Teaching Speaking to Indonesian EFL Learners 基于博弈的印尼语口语教学研究
Pub Date : 2019-05-30 DOI: 10.32332/PEDAGOGY.V7I1.1418
Rangga Mega Putra
The implementation of genre-based approach in EFL teaching has been increasingly attracting many EFL teachers’ attention. This study aimed at investigating the implementation of Ganre-Based Approach in teaching and learning process of speaking skill at SMPN 1 Gamping Yogyakarta. This study was descriptive qualitative. The techniques of collecting the data were observation, interviews and documentation. The data was analyzed by referring to theory of the stages of genre-based approach developed by Hammond et al., (1992). The total of the sample of this study was 28 students in the seventh grade of SMPN 1 Gamping Yogyakarta. The findings showed that the English teacher still had some weakness in implementing genre-based approach. Moreover, the students still had many difficulties in generic structure and social function of the text.
体裁教学法在外语教学中的应用越来越受到英语教师的关注。本研究旨在调查Gamping日惹中学口语教学法在口语教学过程中的实施情况。本研究为描述性定性研究。收集数据的方法是观察、访谈和记录。数据的分析参考了Hammond等人(1992)提出的基于类型方法的阶段理论。本研究样本共28名日惹甘平小学七年级学生。研究结果表明,英语教师在体裁教学法的实施中仍存在一定的不足。此外,学生在文本的一般结构和社会功能方面还存在许多困难。
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引用次数: 1
Developing Interactive Multimedia, Material Rule of Simple Past Tense Early Childhood Education Programs STKIP Kumala Metro Lampung 开发交互式多媒体,一般过去时的材料规则幼儿教育项目STKIP库马拉地铁南榜
Pub Date : 2019-02-28 DOI: 10.32332/PEDAGOGY.V6I2.1222
Purwo Trapsilo
The aims of the research are: (1) to describe the condition and potency of current learning on the basic material Simple Past tense, (2) to produce teaching learning materials Compact Disc (CD) interactive multimedia which is integrated with basic competence in the form of procedural text with manuals and tips, (3) to analyze the effectiveness, (4) to find efficiency, and (5) to find attractiveness of the program.The method of the research used research and development and it was conducted at one semester students STKIP KUMALA Data were collected through observation, questionnaires and tests. Analyze data uses descriptive and Gain test. The conclusions of research are; (1) STKIP KUMALA  has the potency of using IT, tools and infrastructure of computer, teaching material to support the teaching process, (2) the process produced the product through lector program, (3) The teaching and learning process utilizing interactive multimedia teaching material is more effective, shown by N-Gain score 0.71, (4) after using interactive multimedia, the teaching and learning process can save 90 minutes compared to the previous lesson, (5) learning using interactive multimedia interesting, in organizing strategy (87.00%), in terms of delivery (84,97%), and in terms of program management strategies to obtain optimal learning results (85.04%).
本研究的目的是:(1)描述当前一般过去时基础材料学习的状况和潜力;(2)以程序文本的形式制作与基本能力相结合的CD交互式多媒体教学材料,并附有手册和提示;(3)分析效果;(4)发现效率;(5)发现程序的吸引力。本研究采用研究与开发的方法,对STKIP KUMALA学生进行了一个学期的研究,通过观察、问卷调查和测试收集数据。使用描述性和增益测试分析数据。研究的结论是;(1) STKIP KUMALA具有利用信息技术、计算机工具和基础设施、教材支持教学过程的潜力;(2)通过学习者程序制作产品的过程;(3)利用交互式多媒体教材的教学过程更有效,N-Gain得分为0.71;(4)使用交互式多媒体后,教学过程比上一堂课节省90分钟。(5)在组织策略(87.00%)、交付策略(84,97%)和项目管理策略(85.04%)方面,使用交互式多媒体学习对获得最佳学习效果有兴趣。
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引用次数: 0
The Effect Of Creativity Toward Students’ Achievement in Writing Ability 创造力对学生写作能力的影响
Pub Date : 2019-02-22 DOI: 10.32332/PEDAGOGY.V6I2.1330
Ning Setio Wati
Writing is an activity to write and reformulate ideas to create meaning on a paper. In teaching writing, there are many influences, such as creativity. Creativity is an ability to create new product that can be useful and effective in original of thinking. This research is aimed at finding out whether creativity has significance influences toward writing achievement. The research was conducted at IAIN Metro in the academic year of 2012/2013. The population of this research was the third semester students of English Department of IAIN Metro. The result of this research is the students who have creativity could give significant effects on the students' writing ability and the creativity that was given by the lecturer was effective.
写作是一种在纸上写下并重新表述想法以创造意义的活动。在写作教学中,有很多影响因素,比如创造力。创造力是一种创造新产品的能力,这种产品可以在原始思维中有用和有效。本研究旨在探讨创造力是否对写作成绩有显著影响。该研究是在2012/2013学年在IAIN Metro进行的。本研究的对象是IAIN Metro英语系第三学期的学生。本研究的结果是,具有创造力的学生对学生的写作能力有显著的影响,讲师给予的创造力是有效的。
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引用次数: 7
Improving Speaking Performance Through Pecha Kucha Presentation Method 通过Pecha Kucha表达法提高口语表现
Pub Date : 2019-02-21 DOI: 10.32332/PEDAGOGY.V6I2.1329
Sevirda Arniatika
The objective of this research is to show the improvement of the students’ speaking performance using Pecha Kucha presentation method among the tenth graders of SMA Muhammadiyah East Lampung. The research method used in this research is a Classroom Action Research (CAR) which is used to solve the students’ problem in speaking performance. The subjects of this research are X MIA students of SMA Muhammadiyah Pekalongan East Lampung in the academic year of 2017/2018. The research instruments used to collect the data in this research are test, observation and documentation.  The result of this research shows that the implementation of Pecha Kucha presentation method is successful since the criteria of success are achieved. The first criterion is 70% of the students could pass the target score ≥ 70 based on the KKM. The finding shows that 77.78% of the students had already achieved the target score. Besides, the second criterion is the students who became more active in the learning process. The result of observation shows that by using Pecha Kucha presentation method, most of the students are involved actively in the learning process.
本研究的目的是为了显示在东楠榜市默罕默迪亚小学十年级学生中,使用Pecha Kucha演讲法对学生口语表现的改善。本研究采用的研究方法是课堂行动研究(CAR),旨在解决学生在口语表现中的问题。本研究的对象是2017/2018学年SMA Muhammadiyah Pekalongan East Lampung的X名MIA学生。本研究收集数据的研究手段为试验、观察和文献。研究结果表明,由于达到了成功的标准,Pecha Kucha表示方法的实施是成功的。第一个标准是70%的学生能够通过KKM目标分数≥70分。调查结果显示,77.78%的学生已经达到了目标分数。此外,第二个标准是学生在学习过程中变得更加主动。观察结果显示,采用Pecha Kucha教学法后,大部分学生都积极参与到学习过程中。
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引用次数: 4
Improving Students’ Reading Comprehension By Using Think-Aloud Strategy 运用有声思维策略提高学生的阅读理解能力
Pub Date : 2019-01-16 DOI: 10.32332/pedagogy.v6i2.1224
L. Sholihah, Jusika Sari
The problems of this research is the students are difficult to find the information from the text. The objective of this class action research are: (1) to know how far Think-aloud strategy can improve the students’ reading comprehension and; (2) to know how the process of teaching reading by using Think-Aloud Strategy at eleventh grade of SMK Kartikatama Metro in academic year 2017/2018. The method of this research is clasroom action research that consist of two cycles. The subject of this research is the students of Accounting Class eleventh grade of SMK Kartikatama Metro that consist of 30 students. The research instruments in this research are observation, interview sheets, and test. The result of the data analysis in this research are pre-test until post-test 2 that the average of pre-test was 60.93. Then, the implementation of think-aloud strategy in teaching, there is an increase of 3.65 become 64.58. Then, in the cycle 2 the average of students’ score is 80.17. Based on the teaching and learning activities, pre-test until post-test 2 are increased. From the cycle 2, It is about 80 % of the students can achieve the minimum passing criteria (KKM), so this research is success. The conclusion is the implementation of  think-aloud strategy can improve students' reading comprehension.
本研究的问题是学生很难从文本中找到信息。本集体行动研究的目的是:(1)了解大声思考策略对学生阅读理解和阅读能力的提高程度;(2)了解2017/2018学年SMK Kartikatama Metro高二学生运用有声思维策略进行阅读教学的过程。本研究的方法是课堂行动研究,分为两个周期。本研究的对象是SMK Kartikatama Metro 11年级会计班的学生,共有30名学生。本研究的研究工具为观察法、访谈表法和测试法。本研究的数据分析结果为前测至后测2,前测平均值为60.93。然后,在教学中实施有声思维策略,则增加了3.65变为64.58。然后,在周期2中,学生的平均分数为80.17。根据教与学活动,增加前测至后测2。从第二周期开始,大约有80%的学生可以达到最低通过标准(KKM),因此本研究是成功的。结论是实施有声思维策略可以提高学生的阅读理解能力。
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引用次数: 0
Students’ Problems of Dealing with Lecturer’s Indirect Corrective Feedback on Argumentative Writing 学生在议论文写作中处理讲师间接纠正反馈的问题
Pub Date : 2019-01-02 DOI: 10.32332/PEDAGOGY.V6I2.1301
Hasanul Misbah, F. Kurniawan
This study was aimed at describing the problems the students encountered while dealing with the lecturer’s indirect corrective feedback on their argumentative writing. This study adapted qualitative approach. The participants involved were 20 fifth semester students of Writing III subject in Jakarta Muhammadiyah University. The study conducted in the period of September-October, 2017. The data were collected using interview and documentation. The data were analyzed through Miles and Huberman Model. The results of study showed that students faced problems with: 1) the writing components such as writing content, writing organization, vocabulary, grammar, and mechanics; 2) Writing plan namely, lack of writing preparation and of learning management; 3. Writing process such as ineffective teamwork, big-size class, no background knowledge of the teacher-assigned topics, incomprehensible teaching materials, unreadable and hard to respond feedback, and lack of motivation. The study concluded that students still faced many problems generally with learning writing and specifically of dealing with the feedback and there should be changes of strategy from the feedback to perform better writing progress.
本研究旨在描述学生在处理讲师对其议论文写作的间接纠正反馈时遇到的问题。本研究采用定性方法。参与者为雅加达穆罕默德大学写作三专业五学期的20名学生。该研究于2017年9月至10月期间进行。数据收集采用访谈法和文献法。采用Miles和Huberman模型对数据进行分析。研究结果表明,学生在写作内容、写作组织、词汇、语法、机制等写作成分方面存在问题;2)写作计划,即缺乏写作准备和学习管理;3.写作过程中,如团队合作效率低下,班级规模大,对老师布置的主题没有背景知识,教材难以理解,难以阅读和回应反馈,缺乏动力。研究得出结论,学生在学习写作方面仍然面临许多问题,特别是在处理反馈方面,应该根据反馈改变策略,以实现更好的写作进步。
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引用次数: 0
Experiential-Learning In Writing Class: A Suggested Teaching Practice For Islamic Universities 写作课中的体验式学习:伊斯兰大学教学实践的建议
Pub Date : 2018-12-31 DOI: 10.32332/pedagogy.v6i2.1233
Ani Meitikasari
In global era, mastering language skills as a means for communication, which focus not only on “transmitting knowledge / cognitive aspects” but also “experiencing authentic-language” based on the context, becomes a fundamental demand for all of language learner in certain educational settings as well as writing skill. The ability in producing a scientific writing by considering the context and aspects of writing is very crucial for higher education students. Therefore,   this research, which is an ethnographic classroom study in form of reflective-qualitative point of view in period of eight-week-learning meetings, is intended to investigate and design teaching Instruction by using Experiential Learning (EL) in writing class especially for English Education students in Islamic university. In summary, EL may be effectively implemented as an alternative method in writing class by considering some essential points and contexts.
在全球化时代,掌握语言技能作为一种交际手段,不仅注重“传递知识/认知方面”,而且注重根据语境“体验真实的语言”,这成为所有语言学习者在特定教育环境下的基本要求,也是写作技能的基本要求。通过考虑写作的上下文和方面来撰写科学写作的能力对高等教育的学生来说是非常重要的。因此,本研究以反思性-质性视角的民族志课堂研究,在为期八周的学习会议期间,旨在调查和设计在伊斯兰大学英语教育专业学生写作课中使用体验式学习(EL)的教学教学。综上所述,通过考虑一些要点和上下文,EL可以作为一种替代方法在写作课中有效地实现。
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引用次数: 1
A Study on the Effect of Multilingual Repertoire on Speaking in Three Universities in Metro City, Lampung – Indonesia 印尼南榜市三所大学多语库对口语的影响研究
Pub Date : 2018-12-30 DOI: 10.32332/PEDAGOGY.V6I2.1232
N. Aini
In the whole part of the world, some people could speak more than two languages. This phenomenon is called by Multilingual Repertoire.Multilingual Repertoire in the students of PBI in IAIN Metro, Muhammadiyah University, and IAIM NU Metro greatly effects to the students’ speaking, especially in pronunciation, style, grammar, and vocabularies. Therefore, this research attempt to know the effect of students’ multilingual repertoire in speaking English. The learners’ subject in this research are 15 students in English language program from three universities in Metro. The data will be achieved through Focus Group Discussion (FGD), interview, and observation. The examination of the collected data reveals that 40% of the students are able to speak English, but they speak in Javanese dialect and style, 20% of the students speak in Sundanese style, 13% of the students speak in Lampungnese style,13% of the students speak in Padangnese style, 7% of the students speak in Melayu style, and the rest is 7% of the students speak in Balinese style. Meanwhile, some of the students need a repetition in speaking skill to make it clear and with makes some grammatical errors. In this regard, the students should be careful in grammatical of each language when they are speaking.
在整个世界的一部分,有些人会说两种以上的语言。这种现象被称为多语汇辑。IAIN Metro, Muhammadiyah University和IAIM NU Metro的PBI学生的多语言曲目对学生的口语,特别是发音,风格,语法和词汇产生了很大的影响。因此,本研究试图了解学生多语能力对英语口语的影响。本研究的研究对象是来自Metro市三所大学英语语言专业的15名学生。数据将通过焦点小组讨论(FGD),访谈和观察来获得。通过对收集到的数据进行检查,发现40%的学生能够说英语,但他们说的是爪哇方言和风格,20%的学生说巽他语,13%的学生说楠pungnese语,13%的学生说Padangnese语,7%的学生说Melayu语,剩下的7%的学生说巴厘岛语。同时,有些学生在口语技巧上需要反复练习,以便表达清楚,并出现一些语法错误。在这方面,学生在说话时应该注意每种语言的语法。
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引用次数: 0
Sharing Photographs on Instagram Boosts Students’ Self-Confidence in Speaking English 在Instagram上分享照片可以增强学生说英语的自信
Pub Date : 2018-12-26 DOI: 10.32332/PEDAGOGY.V6I2.1335
R. Rahmah
This paper reports on the way in which posting photographs in a social media, Instagram, used as a strategy to boost confidence in speaking English among students majoring English education in IAIN Pekalongan. Confidence is seen to influence learners’ achievement in communication skills. The qualitative outcomes deriving from five participants revealed positive impacts of the Instagram usage on their confidence in speaking English. Therefore, this study uses qualitative research with the instruments of data collection using interview. The finding shows that sharing photographs on Instagram can contribute to the students’ confidence to speak in a foreign language. The positive results offered some insightful suggestions and implications for teaching English as a foreign language.
这篇论文报告了在社交媒体Instagram上发布照片的方式,作为一种策略,用来提高IAIN Pekalongan英语教育专业学生说英语的信心。自信被认为会影响学习者在沟通技巧上的成就。从五名参与者得出的定性结果显示,Instagram的使用对他们说英语的信心产生了积极影响。因此,本研究采用定性研究,并采用访谈的数据收集工具。研究结果表明,在Instagram上分享照片有助于提高学生说外语的信心。这些积极的研究结果为对外英语教学提供了一些有见地的建议和启示。
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引用次数: 7
期刊
Pedagogy : Journal of English Language Teaching
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